Pandora Hadzidaki

In conventional quantum mechanics, complementarity appears as a remarkable but somewhat useless consequence of the formalism. On the contrary, in Bohr’s view, his notion of complementarity – what I call Bohr’s complementarity – apart from offering a consistent interpretation of QM, was setting the requirement for a ‘thorough revision’ of our common attitude towards ‘physical reality’ and was teaching an ‘epistemological lesson’ transcending the domain of physical sciences. In the present paper, the discussion on the internal rationale of Bohr’s thought from a contemporary philosophical viewpoint permits me to argue that BC stems from a realistic standpoint which starts by accepting an ontology compatible with the non-separable structure of quantum formalism and comes to recognize the necessity of largely revising the epistemological ideas of traditional scientific realism. In this respect, I propose an elaborated form of BC which recognizes the participation of the human perspective in the content of knowledge and, on this basis, attempts to ground scientific objectivity on the notions of ‘perspectival contextuality’ and ‘perspectival plurality’ which integrate reductionistic and holistic epistemological demands in a realistic worldview. The epistemology delineated here creates, I claim, a promising epistemological bridge between physical sciences and humanities.

Bohr’s atomic model is one of the better known examples of empirically successful, albeit inconsistent, theoretical schemes in the history of physics. For this reason, many philosophers use this model to illustrate their position for the occurrence and the function of inconsistency in science. In this paper, I proceed to a critical comparison of the structure and the aims of Bohr’s research program – the starting point of which was the formulation of his model – with some of its contemporary philosophical readings. My study comes to conclude that the attempt of certain philosophers to accommodate Bohr’s model to a form of paraconsistent logic obliterates essential aspects of scientists' actual practice and reasoning.

We believe that physics education has to meet today’s requirement for a qualitative approach to Quantum Mechanics (QM) worldview. An effective answer to the corresponding instructional problem might allow the basic ideas of QM to be accessed atan early stage of physics education. This paper presents part of a project that aims at introducing a sufficient, simple, and relevant teaching approach towards QM into in-/preservice teacher education, i.e., at providing teachers with the indispensable scientific knowledge and epistemological base needed for a reform of science education along the aforementioned line. The investigation of teacher–learners’ (t-ls’) initial knowledge indicated that their main misconceptions appear to be the result of their pre-/in university traditional instruction, which causes the overlapping/mix-up of the conceptual frameworks of Classical Physics (CP) and QM. Assuming that these misconceptions form by nature epistemological obstacles to the acquisition of QM knowledge, the educational strategy proposed here aims at leading t-ls to form a conceptual structure that includes CP and QM as two totally independent conceptual systems. Accepting, furthermore, that the complete distinction of these systems demands a radical reconstruction of t-ls’ initial knowledge, we present here an instructional model that bases the required reconstruction on the juxtaposition of two models that constitute the signal point of twentieth century’s “paradigm shift”: (a) Bohr’s semiclassical atom model, and (b) the model of the atom accepted by modern physics theory.