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8/10/2019 Dewey & Popper
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Aditya NainRoll No: 134088001
PhD Student (HSS)
110/16/2014Philosophy of Science
8/10/2019 Dewey & Popper
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In opposition to traditional philosophy,Dewey and Popper have the followingsimilarities
◦ 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
210/16/2014Philosophy of Science
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Unlike traditional philosophy, reason is notseen as a separate non-natural entity.The search for knowledge, i.e. inquiry beginswhen faced with a gap or inconsistency withinour knowledge systemOne can distinguish between the biological,psychological and intellectual aspects of
human problems
310/16/2014Philosophy of Science
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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 freeourselves…the mere putting of a propisition into theinterrogative form does not stimulate the mind…”
Intellectual◦ All situations don‟t provoke doubt. The mind needs to
be perplexed and challenged
410/16/2014Philosophy of Science
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Knowledge comes frominquiry and Inquiry comes
from problems
510/16/2014Philosophy of Science
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The following four are preconditions forinquiry
◦ 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 atleast vaguely articulating what is doubtful about it
◦ X must have the intention of resolving theindeterminancy
610/16/2014Philosophy of Science
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Lalit Saraswat(134088002)PhD Student
HSS, IIT-B
710/16/2014Philosophy of Science
8/10/2019 Dewey & Popper
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• end-points of inquiry• Dewey,• knowledge consists of psychologically
compelling beliefs inductively warranted ifthe beliefs work satisfactorily
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o on the other hand, does not "believe in"
beliefs, nor in inductive support.
o "speaks of problems in an objective, or non-psychological sense"
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• emphasizes the logical aspects: problemsarise out of objective flaws in our knowledge,inconsistency.
•
The problem is (tentatively) solved when weeliminate the inconsistency by proposing anew theory which stands up to objectivelysevere testing.
8/10/2019 Dewey & Popper
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• what each means by problem?• evaluation of problems?• growth of knowledge?• Both are thorough-going fallibilists - none of
our beliefs are immune to criticism andrevision.
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Knowledge grows out of problems , be ita) communal scientific knowledge (new for all
of us), or
b) the individual child's knowledge (new for thechild).
c) Or to say even bacteria
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• „the problem arises when some kind ofdisturbance takes place‟( Popper - T.L.&Evo.ofSci.Theo.) or violated expectation.
•
What If an organism undergo „no disturbance‟then „No Knowledge‟? Or All expectations getfulfilled 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?
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• 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
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Thanks
Questions!