Of Chimeras, Harmony, and Kintsugi: Towards a Historicist Epistemology of Paleontological Reconstruction, Theory-Change, and Exploring Heuristics

Perspectives on Science ◽

10.1162/posc_a_00399 ◽

2021 ◽

pp. 1-72

Author(s):

Ali Mirza

Keyword(s):

Complex Systems ◽

Theory Change ◽

Natural Objects ◽

Single Character ◽

Epistemic Strategies ◽

Henry Fairfield Osborn

Abstract I analyze the epistemic strategies used by paleontologists between the early 19th and early 20th centuries to reconstruct features of ancient organisms from fossilized bodies and footprints by presenting two heuristics: (1) a “claim of harmony” which posits the harmonious interaction of natural objects in order for complex systems to be simplified and (2) the “kintsugi heuristic” which is used inter-theoretically to explore new claims of harmony. I apply these to three successive historical cases: Georges Cuvier’s laws of correlation, the panpsychist paleontology of Edward Drinker Cope, and the single-character approach of Henry Fairfield Osborn.

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Constructing Causal Understanding in Complex Systems: Epistemic Strategies Used by Ecosystem Scientists

BioScience ◽

10.1093/biosci/biz053 ◽

2019 ◽

Vol 69 (7) ◽

pp. 533-543

Author(s):

Amy M Kamarainen ◽

Tina A Grotzer

Keyword(s):

Complex Systems ◽

Public Understanding ◽

Habits Of Mind ◽

Time Lags ◽

Causal Account ◽

Causal Understanding ◽

Systems Perspective ◽

Ecosystem Science ◽

Understanding Of Science ◽

Epistemic Strategies

AbstractMoving from a correlational to a causal account involves epistemological assumptions in any discipline. It presents particular challenges when phenomena involve multiple causes, time lags, feedback loops, or thresholds, as is the case in ecosystem science. Although reductionist approaches may contribute to explanatory efforts, investigation in ecosystems science requires a systems perspective. Understanding how ecosystem scientists arrive at causal accounts—and importantly, that they do—is critical to public understanding of science. Interviews with ten ecosystem scientists revealed the strategies and habits of mind that ecosystem scientists bring to examining complex systems. The scientists described challenges in conducting experiments at relevant scales and the epistemic strategies employed in response. The themes included constructing a body of evidence using multiple approaches, integrating results through statistical and process-based models, measuring and describing variability, conducting experiments in context, thinking across levels, considering the limits to generalizability, and exercising epistemic fluency. We discuss implications for K–20 education.

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