Aditya Nain

Roll No: 134088001

PhD Student (HSS)

1 10/16/2014 Philosophy of Science
In opposition to traditional philosophy,
Dewey and Popper have the following
similarities

All beliefs are fallible
Epistemic certainty cannot be attained
Knowledge involves selection and interpretation
Common sense inquiry and scientific reasoning are
continuous with each other
Scientific reasoning is a problem solving activity



2 10/16/2014 Philosophy of Science
Unlike traditional philosophy, reason is not
seen as a separate non-natural entity.
The search for knowledge, i.e. inquiry begins
when faced with a gap or inconsistency within
our knowledge system
One can distinguish between the biological,
psychological and intellectual aspects of
human problems
3 10/16/2014 Philosophy of Science
Biological
Curiosity This can be seen as early as in the why
questions of a two year old.
Psychological
Doubt This, although painful, is necessary for human
inquiry. Without this, inquiry is empty and meaningless.
Doubt is an uneasy state from which we aim to free
ourselvesthe mere putting of a propisition into the
interrogative form does not stimulate the mind
Intellectual
All situations dont provoke doubt. The mind needs to
be perplexed and challenged

4 10/16/2014 Philosophy of Science
Knowledge comes from
inquiry and Inquiry comes
from problems
5 10/16/2014 Philosophy of Science
The following four are preconditions for
inquiry

X must be in an open or indeterminate situation

The situation must induce in X a feeling of doubt

X must judge the situation to be problematic by at
least vaguely articulating what is doubtful about it

X must have the intention of resolving the
indeterminancy

6 10/16/2014 Philosophy of Science
Lalit Saraswat
(134088002)
PhD Student
HSS, IIT-B
7 10/16/2014 Philosophy of Science
end-points of inquiry
Dewey,
knowledge consists of psychologically
compelling beliefs inductively warranted if
the beliefs work satisfactorily



oon the other hand, does not "believe in"
beliefs, nor in inductive support.

o"speaks of problems in an objective, or non-
psychological sense"

emphasizes the logical aspects: problems
arise out of objective flaws in our knowledge,
inconsistency.
The problem is (tentatively) solved when we
eliminate the inconsistency by proposing a
new theory which stands up to objectively
severe testing.
what each means by problem?
evaluation of problems?
growth of knowledge?
Both are thorough-going fallibilists - none of
our beliefs are immune to criticism and
revision.
Knowledge grows out of problems, be it
a) communal scientific knowledge (new for all
of us), or
b) the individual child's knowledge (new for the
child).
c) Or to say even bacteria

the problem arises when some kind of
disturbance takes place( Popper- T.L.&Evo.of
Sci.Theo.) or violated expectation.
What If an organism undergo no disturbance
then No Knowledge? Or All expectations get
fulfilled then...?
Problem Across 5 Kingdoms?or Surprise in
lower Kingdoms!
Are Disturbances same?
The Receptivity or Problem Solving/Perceiving
is same?
Problem is singular? Chess?

Problem(should be..)

Precise Vague
distinct/single sol. complex/multiple sol.
1st order(Fight/Flight) 2
nd
order(Intrctv/Mnpltv)
S.Un.Simple Orgnsms S.C.Complex Orgnsms

Thanks

Questions!