Joseph E. Earley

One of the main functions that introductory chemistry courses have fulfilled during the past century has been to provide evidence for the general validity of 'the atomic hypothesis.' A second function has been to demonstrate that an analytical approach has wide applicability in rationalizing many kinds of phenomena. Following R.G. Collingwood, these two functions can be recognized as related to a philosophical 'cosmology' (worldview, weltanshauung) that became dominant in the later Renaissance. Recent developments in many areas of science, and in chemistry, have emphasized the central importance of understanding synthetic, developmental, and evolutionary aspects of nature. This paper argues that these scientific developments, and changes in other aspects of culture, amount to a widespread shift to an alternative cosmology, a quite different general worldview. To the extent that this is the case, introductory chemistry courses ought to be changed in fundamental ways. Rather that having a main focus on analysis to microscopic components, introductory chemistry instruction should emphasize current scientific understanding of the (synthetic) evolutionary origins of the present world. This altered approach would provide good preparation for future professional work, while also making better contact with the perceived concerns of students.

Nature abounds in compound individuals. Discrete, functioning entities are made up of components which are, in some sense, also individuals. Scientists sometimes need to be concerned with whether aggregates (e.g.. species of plants) or components (e.g., quarks) exist. but such questions are not generally regarded as having great importance for science. It has often happened, however, that scientific developments have had major significance for subsequent philosophical discussion of problems of the one and the many. Recently, there has been considerable increase in scientific understanding of spontaneous development of spatial and temporal organization (structure) in physical. chemical, and biological systems. In an earlier note (PS 11:35), I suggested that this progress in science raises points that may be helpful in dealing with a question of current importance for process philosophy. This paper provides support for that suggestion. The first section introduces the philosophical problem. The middle sections provide brief non-technical introduction to scientific concepts. The final section combines both topics.

At the end of this impressive work, Michael Lockwood observes: "Philosophers, especially British philosophers tend, in my experience, to combine a rather complacent ignorance of science with an excessive respect for it". The author himself seems to be a definite exception to this generalization, since he reports that he has spent more than twenty years "thinking about the mind body problem and the interpretation of quantum mechanics" and displays a critical attitude toward statements based on scientific research. This book outlines a common interpretive framework that may be able to resolve tensions that have long characterized understandings of human mental functioning and of microphysics. The work is addressed to both philosophers and scientists.