Scientific Progress: Four Accounts

New Philosophical Perspectives on Scientific Progress, 2022

What is scientific progress? On Alexander Bird’s epistemic account of scientific progress, an episode in science is progressive precisely when there is more scientific knowledge at the end of the episode than at the beginning. Using Bird’s epistemic account as a foil, this paper develops an alternative understanding-based account on which an episode in science is progressive precisely when scientists grasp how to correctly explain or predict more aspects of the world at the end of the episode than at the beginning. This account is shown to be superior to the epistemic account by examining cases in which knowledge and understanding come apart. In these cases, it is argued that scientific progress matches increases in scientific understanding rather than accumulations of knowledge. In addition, considerations having to do with minimalist idealizations, pragmatic virtues, and epistemic value all favor this understanding-based account over its epistemic counterpart.

Kilikya Felsefe Dergisi, 2022

At first glance, what scientific progress means seems to be a quickly answered question. It is not easy to think of the sciences without progress; sciences and the notion of progress seem identical in general. Describing the nature of scientific progress is an important task that will have practical and theoretical consequences. The approach, which argues that the background on which sciences are based does not have a historical or cultural character following the positivist interpretation, accepts sciences as testing the validity of observation and experiment data to a large extent. On the other hand, the tendency that emphasizes that the complex functioning of the history of science has an indelible mark on scientific theories prefers to build sciences on a historical and social basis. How both major approaches ground the idea of scientific progress profoundly affects both our understanding of the nature of scientific knowledge and the way we do science. This paper aims to evaluate scientific progress based on the views of prominent philosophers of science in the twentieth century.

Synthese, 1980

Synthese, 2011

This paper outlines a defense of scientific realism against the pessimistic meta-induction which appeals to the phenomenon of the exponential growth of science. Here, scientific realism is defined as the view that our current successful scientific theories are mostly approximately true, and pessimistic meta-induction is the argument that projects the occurrence of past refutations of successful theories to the present concluding that many or most current successful scientific theories are false. The defense starts with the observation that at least 80% of all scientific work ever done has been done since 1950, proceeds with the claim that practically all of our most successful theories were entirely stable during that period of time, and concludes that the projection of refutations of successful theories to the present is unsound. In addition to this defense, the paper offers a framework through which scientific realism can be compared with two types of anti-realism. The framework is also of help to examine the relationships between these three positions and the three main arguments offered respectively in their support (No-miracle argument, pessimistic meta-induction, underdetermination).

Scientific progress remains one of the most significant issues in the philosophy of science today. This is not only because of the intrinsic importance of the topic, but also because of its immense difficulty. In what sense exactly does science makes progress, and how is it that scientists are apparently able to achieve it better than people in other realms of human intellectual endeavour? Neither philosophers nor scientists themselves have been able to answer these questions to general satisfaction.

Dellsén (2017) has recently argued for an understanding-based account of scientific progress, the noetic account, according to which science (or a particular scientific discipline) makes cognitive progress precisely when it increases our understanding of some aspect of the world. Dellsén contrasts this account with Bird's (2007, 2015) epistemic account, according to which such progress is made precisely when our knowledge of the world is increased or accumulated. In a recent paper, Park (2017) criticizes various aspects of Dellsén's account and his arguments in favor of the noetic account as against Bird's epistemic account. This paper responds to Park's objections. An important upshot of the paper is that we should distinguish between episodes that constitute and promote scientific progress, and evaluate account of scientific progress in terms of how they classify different episodes with respect to these categories.

The sciences provide our major source of epistemic progress but philosophers of science disagree about the nature of this progress. Instrumentalists maintain that progress consists only of an increasing ability to achieve specific ends; constructive empiricists insist that progress is limited to results that are observable by our unaided senses; scientific realists hold that progress includes a growing body of truths, or approximate truths, about nature, both observable and unobservable. In this paper I focus on two kinds of progress that have often been neglected. Besides serving as attempts to give a correct description of some domain, scientific theories function as tools that guide research and thereby enhance our ability to study nature. As a result, theory construction has often led us to study domains that had not previously been imagined. In addition, our enhanced ability to conduct research—including exploration of these newly recognized domains—results in a growing set of appropriately justified beliefs some of which may be true. I explain the notion of an appropriately justified belief and argue we have reasons to believe that whatever truths about nature we have discovered so far, there is a great deal more that still eludes us but that we can pursue.

Synthese, 2015

Scientific realists use the "no miracle argument" to show that the empirical and pragmatic success of science is an indicator of the ability of scientific theories to give true or truthlike representations of unobservable reality. While antirealists define scientific progress in terms of empirical success or practical problem-solving, realists characterize progress by using some truth-related criteria. This paper defends the definition of scientific progress as increasing truthlikeness or verisimilitude. Antirealists have tried to rebut realism with the "pessimistic metainduction", but critical realists turn this argument into an optimistic view about progressive science.

Nous, 2007