Herman De Regt

Following trends in the study of explanation in mathematics, we look at explanatory definitions. In particular, we build on the work of Lehet (2021a, 2021b), who describes explanatory definitions as those definitions that generate understanding. From this starting point, we investigate what types of understanding are associated with definitions, in order to develop a conception of explanatory definitions. Using the work of Baumberger (2014), we show that definitions can be explanatory in two ways: symbolically or factually. Furthermore, we zoom in on the impact of contextual factors on the explanatory value of definitions. © 2023 Elsevier B.V., All rights reserved.

Democracy, freedom of speech, and science The On Liberty arguments of John Stuart Mill and Harriet Taylor are still strong arguments for an unrestricted freedom of speech. For them, freedom of speech is closely linked to the idea of truth-finding, and truth-finding is crucial for a democratic society like ours and the development of its participants. In short, without freedom of speech, the tyranny of the majority looms. However, it is also reasonable to restrict freedom of action if expressions cause pain to democratic citizens. Since the question whether expressions, including speech, cause pain requires a scientific study of psychological pain, the issue of democratic freedom of speech is intimately linked to, and even depends on scientific inquiry.

The Best Trick to Teach Critical Thinking. How philosophy of science and magic make young people resilient to nonsense. In a world of ‘alternative facts’ and fact-free opinions, all readily available through the internet, young people can easily fall prey to nonsense, thus running the risk to act on false information. Critical thinking is usually seen as a remedy against accepting and acting on such falsehoods. Under a pragmatist-naturalist interpretation of science, critical thinking is synonymous with scientific inquiry. Magic tricks in the classroom seem to trigger, in an attractive and accessible way, the scientific process of inquiry in students. Two examples are discussed. Provisional results look promising enough to further explore the use of magic tricks in the classroom to train critical thinking in young people.

SummaryTake the following version of scientific realism: we have good reason to believe that (some of the) current scientific theories tell us something specific about the underlying, i.e. unobservable, structures of the world, for instance that there are electrons with a certain electric charge, or that there are viruses that cause certain diseases. Popper, the rationalist, would not have adhered to the proposed formulation of scientific realism in terms of the rationality of existential beliefs concerning unobservables. Popper did not believe in belief. According to Van Fraassen, the empiricist, one may yet have a rational existential belief concerning unobservables, given a liberal notion of rationality of belief. In this paper I will investigate to what extent a reassessment of both Popper’s rejection of the rationality of belief and Van Fraassen’s reformulation of the rationality of belief, points towards a new and pragmatist dissolution of the ‘problem of scientific realism’.

H. de Regt is ‘co-supervisor’ of the current UvT PhD project ‘Consciousness: Science Says It All?’ (drs. A. Frantzen; supervisor: prof. em. dr. A. A. Derksen). This project (in which the problem of phenomenal consciousness is approached via the work of the American pragmatist John Dewey) is absorbed in the programme Pragmatism: Living versus Paper Doubt. In order to realize the project described below he has provisionally planned (a) further collaboration with prof. dr. C.J.M. Schuyt (University of Amsterdam) to realize a Pragmatism Center at Tilburg University, (b) international contacts with prof. dr. Nathan Houser & prof. dr. André De Tienne at the Peirce Project Research Center, and with dr. Timothy Lyons (Faculty of Philosophy) (all at Indiana University/Purdue University, Indianapolis, United States), he will also visit the Center for Peirce Studies at the Texas Tech University, Lubbock, where the well known Peirce scholar professor Ken Ketner hosts the complete electronic available Peirce Archives; for the establishment of a Pragmatism Center in Tilburg the support of prof. Ketner will be sought, and (c) to organize two international congresses on Peircean pragmatism and contemporary philosophy of science and mind (including proceedings)