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philosophy
On the Attributes of Mineral Paragenetic Modes
Geological elements in the in thirteenth-century treatise “ La Composizione del Mondo ” (The composition of the World) by Ristoro d’Arezzo
ABSTRACT We present an interdisciplinary study between philosophy and science that uses a historical case to show some aspects of scientific research. The case in question is that of Alfred F. Rittmann (1893–1980), known as one of the central figures of twentieth-century volcanology. After outlining Rittmann’s scientific background and hypotheses, we briefly examine the set of his theories using Thomas Kuhn’s model of the development of science. We highlight the methodology of multiple working hypotheses and how they contributed to defining his geoscientific paradigm, namely, magmatological tectonics. Rittmann worked on his paradigm throughout his life, even making little-known criticisms on plate tectonics. We present some of them, contextualizing them in twentieth-century as well as current research. His use of multiple working hypotheses, along with his drive to search for synthetic visions between different models, could be a stimulating and pluralistic approach to unsolved geoscientific questions.
SCENES WITH THE EARTH AS ACTOR: AGENCY AND THE EARLY-MODERN EARTH
SOUNDING THE DEPTHS OF PROVIDENCE: MINERAL (RE)GENERATION AND HUMAN-ENVIRONMENT INTERACTION IN THE EARLY MODERN PERIOD
Earthquake Myths and False Information: How to Respond While Avoiding a Mud Fight
Julius Kaljuvee, Ivan Reinwald, and Estonian pioneering ideas on meteorite impacts and cosmic neocatastrophism in the early 20th century
Religious faith provides a strong motivation for mobilizing many geoscientists in making the world both a safer place to live and one in which a sustainable use of resources could be developed for the future. The history of science up to the present day is rich in individuals who have seen their scientific endeavors as a natural outworking of their faith. This is unsurprising, for scientists in many/most religious traditions are keenly aware of the interface among the creator (God), his creation (“nature”), and his creatures (humankind). Many of the most pressing problems of our day can be addressed by geoscientists; these include global climate change, water resources, mineral resources, and disasters such as floods, volcanic eruptions, and earthquakes. In addition, many religious folk are willing to support relief and development work in low-income areas both near and far from home, and they are educated and motivated to do so by common links of religious affiliations that cut across national and cultural boundaries and are global in scope.
This chapter engages critically with Carol Cleland's recent work in the philosophy of historical science. Much of the practice of historical geology fits her description of the methodology of “prototypical historical science” quite well. However, there are also important kinds of historical scientific research that do not involve what she calls the search for the smoking gun. Moreover, Cleland's claim that prediction is not a major factor in historical natural science depends on taking an overly restrictive view of what counts as a prediction. Finally, Cleland's approach, which emphasizes methodology, is just one possible way of thinking about the difference between historical and nonhistorical science. Rather than focusing on the “how” of historical science, one can also focus on the “what” of historical science—on the nature of the processes and events that historical geologists study.
The thermodynamics time arrow and the logical function of the uniformity principle in geohistorical explanation
The issue of reductionism in geology has not yet been solved. The standard approach regards geology as a derived science, and therefore most modern philosophers are not particularly interested in it. On the other hand, in recent decades, interest in the philosophy of geology has grown, and growing numbers of modern philosophers oppose this approach. Some claim that geology and physics cannot be joined according to Nagel's reduction model, while others claim that geology is an autonomous historical interpretative science. My argument in this chapter is that there is a geological principle that meets the requirements of Nagel's reduction model, thereby enabling geology to function as an analytical science, deriving from the basic laws of physics, on the one hand, while also functioning as a geohistorical science, on the other. My argument is based on a logical-conceptual analysis of the uniformity principle in geology, and on the exposition of its close link to the second law of thermodynamics.
Geological controversies: A role for history and philosophy of science in earth science education
The state of geoscience education, in terms of numbers of teachers, students taught, and perceived importance, has been lagging behind the other science disciplines for decades. Part of the reason for this is that geology has commonly been seen as a “derivative” science, by educators, especially when compared to its “experimental” counterparts (for instance, physics and chemistry). However, with current global issues (climate change, scarcity of clean water, increasing fossil fuel usage) facing the populations of the world, being geoscience literate is a must. We show that, in fact, the geological sciences have their own philosophical structure, being both historical and hermeneutic, and it is this specific structure that aids students in addressing these global issues. In addition, we discuss the reasons for using historical controversies as a pedagogical tool for geoscience instruction. The history of geology is rife with scientific controversy, and the use of such a strategy has been shown to be effective for developing students' interest in the content, for sharpening critical-thinking skills, as well as for emphasizing the nature of science. This chapter consolidates the knowledge base by describing the structure of the geosciences in terms of its philosophical, theoretical, and cognitive frameworks. We find that geoscience instruction could well be improved by incorporating history and philosophy of science and employing historical case studies, especially those involving controversy. Two well-known controversies, continental drift/plate tectonics and the Cretaceous-Paleogene extinction event, illustrate these frameworks.
ALEXANDRE BRONGNIART (1770–1847) SHOWS THAT A ‘FACTS FIRST’ SCIENTIFIC APPROACH CAN LEAD TO LARGE-SCALE CONCLUSIONS
‘LIVING FOSSIL’—‘FOSSILIZED LIFE’? REFLECTIONS ON BIOGRAPHY IN THE HISTORY OF SCIENCE
The discovery of geologic time revolutionized scientific thinking and led to the development of the modern Earth sciences. Less appreciated, however, is the fact that geologic time has had far-reaching cultural and societal consequences that go well beyond its founding influence upon the geosciences. This essay summarizes the literature describing the difficulties students encounter in understanding deep time, provides an overview of the historical development and cultural relevance of deep time, and suggests ways to increase students' understanding of the significance of geologic time.