Jacob Pearce

Many science teachers are presented with the challenge of characterizing science as a dynamic, human endeavour. Perspectivism, as a hermeneutic philosophy of science, has the potential to be a learning tool for teachers as they elucidate the complex nature of science. Developed earlier by Nietzsche and others, perspectivism has recently re-emerged in the context of the philosophy of science in the work of Ronald Giere. Giere presents a compelling case that scientific theories and scientific observation are perspectival by using science itself. There are many tangible examples already present in science textbooks which, when approached in a certain way, offer an exciting opportunity for a realistic incorporation of philosophy of science into the classroom. Furthermore, introducing perspectivism to students necessitates an engagement with notions such as truth, reality, perception and experimentation, through a familiar medium, while painting a nuanced conception of the nature of science

By the end of the twentieth century, many prominent cosmologists were fascinated by the questions why is the universe the way it is, and why does the universe appear to be just right for life to emerge.1 Indeed, the shift to posing questions beginning with why rather than what or how is a relatively recent development in modern cosmology. This paper begins by looking at the emergence of why questions in cosmological discourse by tracing affiliated anthropic reasoning and fine-tuning arguments in cosmology. I also consider recent suggestions that the laws of physics may themselves evolve. In response to the why questions, this paper then examines the proliferation of multiverse discourse in the late twentieth...

This paper examines two main aspects of Kant‟s systematic moral philosophy. Firstly, Kant‟s conception of „The Moral Law within‟ is elucidated with strict reference to Kant‟s overall, holistic picture of critical philosophy. The Moral Law is intriguing in the history of moral philosophy as it is framed by an unorthodox epistemological and ontological structure. Kant‟s position is that we must limit knowledge in order to make room for faith. This move will be discussed in an analysis of what can be known about The Moral Law. Secondly, certain claims made by Kant regarding morality will be examined through the lens of his Categorical Imperative. However, the problematic issues I expound are not merely errors of logic. Rather, I find that implicit in Kant‟s moral system lies an insidious moral absolutism. Kant‟s system does not embrace heterogeneity of individual freedom. Instead, it non-critically projects Kant‟s own perspectives on morality and reduces the complexities of different individuals to one absolute, ideal, type of individual. Finally, this analysis illustrates the radical shifts that have been made in thinking about the world and our place within it