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Perspectives on Neuroscience
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Understanding and scientific progress: lessons from epistemology.

Nicholas Emmerson1

  • 1University of Birmingham, Department of Philosophy, ERI Building, Edgbaston, Birmingham, B25 2TT West Midlands UK.

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|February 23, 2022
PubMed
Summary

Scientific progress may not solely rely on increased understanding. This study argues that Dellsén's noetic account, which separates understanding from justification, is flawed, suggesting knowledge accumulation is key.

Keywords:
JustificationKnowledgeScientific progressUnderstanding

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Area of Science:

  • Philosophy of Science
  • Epistemology

Background:

  • The nature of scientific progress is debated, with realist accounts focusing on justification.
  • Finnur Dellsén's noetic account proposes science progresses via increased understanding, independent of justification.

Purpose of the Study:

  • To critically evaluate Dellsén's noetic account of scientific progress.
  • To challenge the idea that scientific progress is solely driven by increasing understanding.

Main Methods:

  • Analysis of Dellsén's three examples supporting the noetic account.
  • Examination of the relationship between understanding, justification, and knowledge acquisition.

Main Results:

  • Dellsén's examples are ambiguous, leading to interpretations where agents gain both knowledge and understanding, or neither.
  • The proposed separability of understanding from knowledge is not supported by the analyzed cases.

Conclusions:

  • The noetic account is undermotivated due to the lack of clear support for understanding increasing independently of knowledge.
  • Scientific progress is more plausibly linked to the accumulation of knowledge rather than solely increased understanding.