Scientific Progress,Understanding, and Knowledge: Reply to Park

Dellsén (2016) has recently argued for an understanding-based account of scientific progress, the noetic account, according to which science (or a particular scientific discipline) makes cognitive progress precisely when it increases our understanding of some aspect of the world. I contrast this account with Bird’s (2007, 2015); epistemic account, according to which such progress is made precisely when our knowledge of the world is increased or accumulated. In a recent paper, Park (2017) criticizes various aspects of my account and his arguments in favor of the noetic account as against Bird’s epistemic account. This paper responds to Park’s objections. An important upshot of the paper is that we should distinguish between episodes that constitute and promote scientific progress, and evaluate account of scientific progress in terms of how they classify different episodes with respect to these categories.     

Rosa Luxemburg, “The Russian Revolution”

The essay concerns the highly controversial pamphlet of Rosa Luxemburg The Russian Revolution (1918/1922), in which Luxemburg criticizes Lenin’s post-revolutionary policies, in particular his dissolution of the Constituent Assembly, an elected body. The essay reviews the history of the text’s publication and the intense debate, which continues to this day, over whether or not Luxemburg changed her mind on its central critique. At stake in the argument is not only Luxemburg’s evaluation of Lenin’s actions but also the correct weighting to be given to the two components in the central Marxist–Leninist dialectic of revolution: spontaneity and consciousness. In elaborating this point the essay brings in examples from the writings of Lukács and Stalin, and also discusses the dialectic’s centrality in socialist realism.     

On Defining ‘Argument’

There is no concept more central to logic and critical thinking than the concept of an argument. I here address the definition of ‘argument’ in the logical sense of the term and defend the claim that many current proposals, once they are interpreted in a way that makes them sufficiently precise, are extensionally inadequate. Definitions found in some contemporary, prominent critical thinking textbooks will serve as a springboard. I claim that each may be interpreted in an absolutist way (i.e., as providing a definition of ‘argument’ simpliciter) or a relativistic way (as providing a definition of ‘argument-for-S’, where S is some agent or group of agents), yet all turn out to be objectionable no matter which route is taken. I finish with a proposal on which the definition of ‘argument’ is an absolutist one, yet one that avoids the problems discussed for the earlier proposals.     

Scientific Writing Between Tabloid Storytelling,Arcane Formulaic Hermetism,and Narrative Knowledge

The present discussion contribution argues that O. Müller not only suppresses Goethe’s declared intentions with regard to the latter’s Theory of Colors and ignores his place in what in any case is a different scientific culture than his (Müller’s) own or Newton’s, namely a premodern culture of “narrative knowledge” in the sense specified by Lyotard. Moreover, Müller entangles himself in the paradox of wanting on the one hand to back up Goethe on the level of fact when the latter opposes the militant selfrighteousness of the Newtonian school, but doing so on the other hand by constructing an epic-heroic narrative of Newtonian militance, not to say eristic belligerence contradictory to Goethe’s own “tolerant enlightenment” in Lakatos’ sense. Thus, we are confronted with one of those cases where, as Paul de Man puts it, a multidimensional critical reading on the semiological as well as rhetorical levels shows “that the text does not practice what it preaches” (1979, 5).     

Lenin on democratic theory

Lenin’s State and Revolution is not only a project for imminent revolutionary policy and not only a legitimization argument for a revolutionary dictatorship, but also a theory of state and theory of democracy. Lenin points at the reduplication of state organs that is inherent in a democratic state. While the Russian revolutionary thinks of this reduplication as something transitory, we today increasingly see it as a durable condition coterminous with the late-modern democratic state. I use Lenin’s treatise as a point of inspiration to briefly characterize my dialectical theory of state.     

Military training and personality trait development: does the military make the man, or does the man make the military?

Military experience is an important turning point in a person's life and, consequently, is associated with important life outcomes. Using a large longitudinal sample of German males, we examined whether personality traits played a role during this period. Results indicated that personality traits prospectively predicted the decision to enter the military. People lower in agreeableness, neuroticism, and openness to experience during high school were more likely to enter the military after graduation. In addition, military training was associated with changes in personality. Compared with a control group, military recruits had lower levels of agreeableness after training. These levels persisted 5 years after training, even after participants entered college or the labor market. This study is one of the first to identify life experiences associated with changes in personality traits. Moreover, our results suggest that military experiences may have a long-lasting influence on individual-level characteristics.     

Positive affect, meaning in life, and future time perspective: an application of socioemotional selectivity theory

Four studies tested the prediction that positive affect (PA) would relate more strongly to meaning in life (MIL) as a function of perceived time limitations. In Study 1 (N = 360), adults completed measures of PA and MIL. As predicted, PA related more strongly to MIL for older, compared to younger, participants. In Studies 2 and 3, adults (N = 514) indicated their current position in their life span, and rated their MIL. PA, whether naturally occurring (Study 2) or induced (Study 3), was a stronger predictor of MIL for individuals who perceived themselves as having a limited amount of time left to live. Finally, in Study 4 (N = 98) students completed a measure of PA, MIL, and future time perspective (FTP). Results showed that PA was more strongly linked to MIL for those who believed they had fewer opportunities left to pursue their goals. Overall, these findings suggest that the experience of PA becomes increasingly associated with the experience of MIL as the perception of future time becomes limited. The contribution of age related processes to judgments of well-being are discussed.     

Differential trajectories of age-related changes in components of executive and memory processes

Several studies have demonstrated age-related declines in general executive function and memory. In this study, we examined cross-sectional and longitudinal age effects in more specific cognitive processes that constitute executive function and memory. We postulated that, whereas some components of executive and memory functions would show age differences and longitudinal declines, other specific abilities would be maintained or even improve with repeated testing. In a sample of individuals ≥55 years old from the Baltimore Longitudinal Study of Aging, we found longitudinal declines in inhibition, manipulation, semantic retrieval, phonological retrieval, switching, and long-term memory over a maximum of 14 years follow-up. In contrast, abstraction, capacity, chunking, discrimination, and short-term memory were maintained or even improved longitudinally, probably due in part to repeated testing. Moreover, whereas several different abilities were correlated across participants' cross-sectional performance, longitudinal changes in performance showed more heterogeneous trajectories. Finally, compared with cross-sectional performance, longitudinal trajectories showed better distinction between participants with and those without later cognitive impairment. These results show that longitudinal cognitive aging of executive and memory functions is not a uniform process but a heterogeneous one and suggest that certain executive and memory functions remain stable despite age-related declines in other component processes. (PsycINFO Database Record (c) 2012 APA, all rights reserved).