•  377
    The Prospects for Fusion Emergence
    In Ilie Pȃrvu, Gabriel Sandu & Iulian D. Toader (eds.), Boston Studies in the Philosophy and History of Science, vol. 313, Springer Verlag. pp. 221-235. 2015.
    This paper raises some concerns about Paul Humphreys’ fusion emergence in general and about his core example of fusion emergence (i.e., covalent bonding) in particular. It argues that the extent to which covalent bonding undermines the idea that our world’s ontology is wholly compositional has been overstated.
  •  54
    This paper discusses the proposal made by Lombardi and Labarca (Found Chem 7:125–148, 2005) that internal realism can secure the ontological autonomy of chemistry. I argue that internal realism is not, by itself, sufficient to accomplish this task. The fact that conceptual schemes may differ with respect to their theoretical virtues, and the possibility that the relations between them may be reductive undermine the premise that each conceptual scheme has an equal right to define its own ontology…Read more
  •  33
    How Much Philosophy in the Philosophy of Chemistry?
    Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 45 (1): 33-44. 2014.
    This paper aims to show that there is a lot of philosophy in the philosophy of chemistry—not only in the problems and questions specific to chemistry, which this science brings up in philosophical discussions, but also in the topics of wider interest like reductionism and emergence, for which chemistry proves to be an ideal case study. The fact that chemical entities and properties are amenable to a quantitative understanding, to measurement and experiment to a greater extent than those in psych…Read more
  •  27
    Introduction: Multiple Realizability and Levels of Reality
    Studies in History and Philosophy of Science Part A 68 1-2. 2018.
  •  15
    An Experiential Education Approach to Teaching the Mind-Body Problem
    Teaching Philosophy 44 (1): 11-27. 2021.
    This article shows how the mind-body problem can be taught effectively via an experiential learning activity involving a couple of classroom props: a brick and a jar of ground coffee. By experiencing the physical properties of the brick and contrasting them with the olfactory experience of coffee, students are introduced in a vivid way to the well-known difficulty of explaining the mental in physical terms. A brief overview of experiential learning theory and its connection to philosophy is also…Read more