ERKENNTNISTHEORETISCHE UND ONTOLOGISCHE PROBLEME DER THEORETISCHEN BEGRIFFE

Operationalism and theoretical entities. The thesis of the“theory ladenness” of observation leads to an antinomy. In order to solve this antinomy a technical operationalism is sketched, according to which theories should in principle not contain anything that cannot be reduced to technical procedures. This implies the rejection of Quine's underdeterminacy thesis and of many views about the theoretical-observational distinction, e.g. neopositivistic views, van Fraassen's view, Sneed-Stegmüller's view. Then I argue for the following theses: 1. All scientific concepts are theory laden in the sense that they allow us to anticipate possible experiences, but they have to be in principle fully observable, i.e. integrally convertible into operational-technical applications. 2. The observation/theory distinction can be maintained as a historical one: what is observable depends on the instruments that are available at any stage of the development of science. 3.In principle theoretical entities are empirically real in Hacking's sense. However, some aspects of Hacking's realism are to be criticized. Theoretical entities are to be resolved into the totality of the interrelated properties accessible to us by means of theoretical points of view embodied in scientific instruments.     

Wild thoughts searching for a thinker. A clinical application of W.R. Bion's theories

This paper describes the results and implications of an 8-year audit cycle concerning premature termination of treatment in a population with severe personality disorder treated within a specialist residential setting. The results of the first audit showed (a) a high early dropout rate, (b) a significant difference in early dropout rates between the two clinical programmes (one-stage and step-down) offered by the unit, and (c) a higher attrition of non-borderline personality disorders compared to borderline type disorder. Qualitative analysis of interviews with early dropout patients helped to identify deficiencies in practice, which may have contributed to dropout. Discussion of results amongst the team led to corrective measures that allowed reduction of early dropout in the one-stage programme over the subsequent years. The implications of the results are discussed.