what – and how – do we learn when we “give an ontology”? paul teller [email protected]...

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Difficulties with the idea of “giving an ontology” The case of atoms 2

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Page 1: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Difficulties with the idea of “giving an ontology” The case of atoms

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Page 2: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Argument for atoms

Appeal to atoms unifies a wide range of phenomena

– Atoms the main “gear” in the underlying mechanism

– No atoms, no mechanism, no unification

• Or:

– The No Miracles Argument

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Page 3: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Imperfections in our accounts of atoms?

• “Convergent realism”

• ‘Atom’ refers; talk of atoms provides a sound ontology

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Page 4: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Contrast atoms with the ontology of continuum hydrodynamics

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Page 5: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Contrast atoms with the ontology of continuum hydrodynamics

• Since water is made up of atoms

• Characterizing as a continuum is merely a

USEFUL FICTION

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Page 6: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Atoms: Real

Continuous medium: Useful fiction

????

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Page 7: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Atoms: Real

Continuous : Useful fiction

????

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Page 8: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Reconsidering atoms

• Atoms are made up of quarks and electrons

• These are quanta of the quantum field

• Quantum field theory is a field, not a particle theory

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Page 9: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Now reconsider the hydrodynamic account of water

• Think of it as a field theory

• At a very small scale there is grain, but still continuous

• That we ignore when considering the fluid properties of water

NOW WHAT’S THE “USEFUL FICTION”?!

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Page 10: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Now reconsider the hydrodynamic account of water

• Think of it as a field theory

• At a very small scale there is grain, but still continuous

• That we ignore when considering the fluid properties of water

NOW WHAT’S THE “USEFUL FICTION”?!

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Page 11: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Appeal to Quantum Field Theory for our ontology?

• Idealizations – just as for continuous fluids and atoms

• In most applications the “theory” is an approximation scheme

• Doesn’t work to recover the rest of the physical world

• And the “theory” is internally inconsistent!

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Page 12: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Appeal to Quantum Field Theory for our ontology?

• Idealizations – just as for continuous fluids and atoms

• In most applications the “theory” is an approximation scheme

• Doesn’t work to recover the rest of the physical world

• And the “theory” is internally inconsistent!

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Page 13: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Appeal to Quantum Field Theory for our ontology?

• Idealizations – just as for continuous fluids and atoms

• In most applications the “theory” is an approximation scheme

• Doesn’t work to recover the rest of the physical world

• And the “theory” is internally inconsistent!

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Page 14: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Appeal to Quantum Field Theory for our ontology?

• Idealizations – just as for continuous fluids and atoms

• In most applications the “theory” is an approximation scheme

• Doesn’t work to recover the rest of the physical world

• And the “theory” is internally inconsistent!

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Page 15: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Alternative – the “Water/Water” moral

• Representation with atoms or continuous media are alternative ways of intellectually “grasping” the world

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Page 16: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Difficulties with the idea of “giving an ontology”:Foundational theories

• Are “foundational theories” privileged in giving us an ontology?

• We’ve already seen the shortcomings of quantum field theory

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Page 17: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Difficulties with the idea of “giving an ontology”:Foundational theories

• Are “foundational theories” privileged in giving us an ontology?

• We’ve already seen the shortcomings of quantum field theory

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Page 18: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

The best case: Relativity

• In every respect more accurate than Newtonian Mechanics?

• So “closer to the truth”?

• So provides the privileged depiction of what there is?

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Page 19: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

“Closeness to the truth” and similarity

• “Close(er) to the truth” is problematic

• For s to be closer to the truth than s’ is for

– What is described by s

– To be more similar to the way things actually are

– Than what is described by s’

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Page 20: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

“Closeness to the truth” and similarity

• “Close(er) to the truth” is problematic

• For s to be closer to the truth than s’ is for

– What is described by s

– To be more similar to the way things actually are

– Than what is described by s’

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Page 21: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

“Closeness to the truth” and similarity

• ‘Similarity’ isn’t univocal

• So s can be closer to the truth/more accurate than s’ in some respects

• s’ closer than s in other respects

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Page 22: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

So what does relativity give us?

• At most relativity provides us with the the BEST currently available picture of what there is in respects that we care about

• But does it always do even this?

• ‘Best’ is also not univocal!

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Page 23: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Do what does relativity give us?

• At most relativity provides us with the the BEST currently available picture of what there is in respects that we care about

• But does it always do even this?

• ‘Best’ is also not univocal!

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Page 24: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

What do relativity and Newtonian mechanics deliver?

• Neither deliver exact truths

• Sometimes relativity delivers more accurate representations

• When we can calculate!

• Example of the tides

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Page 25: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

What do relativity and Newtonian mechanics deliver?

• Generalizing the moral of the water/water story

– Two very effective representational tools for intellectually grasping the world

– The water/water moral once more

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Page 26: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Flaw in the argument?There are things

We just don’t know exactly what their properties are

• (“Things” = “Individuatable objects”)

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Page 27: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Whence the prejudice for thing ontologies?

• Experience of ordinary objects

• Indoctrination that goes back to the “corpuscularian philosophy”

• Built into our verbal system of representation

• Lack of an intelligible alternative?

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Page 28: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Whence the prejudice for thing ontologies?

• Experience of ordinary objects

• Indoctrination that goes back to the “corpuscularian philosophy”

• Built into our verbal system of representation

• Lack of an intelligible alternative?

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Page 29: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Whence the prejudice for thing ontologies?

• Experience of ordinary objects

• Indoctrination that goes back to the “corpuscularian philosophy”

• Built into our verbal system of representation

• Lack of an intelligible alternative?

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Page 30: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Whence the prejudice for thing ontologies?

• Experience of ordinary objects

• Indoctrination that goes back to the “corpuscularian philosophy”

• Built into our verbal system of representation

• Lack of an intelligible alternative?

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Page 31: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Continuum alternatives to thing ontologies

• A world of graded qualities

• “Thing ontologies” have no privileged status

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Page 32: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Continuum alternatives to thing ontologies

• A world of graded qualities

• “Thing ontologies” have no privileged status

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Page 33: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Things of ordinary experience?

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Page 34: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Problemtizing the ontology of ordinary objects

• G. E. Moore’s hands; the stone that Dr. Johnson kicked

• No doing without THE hand and THE stone

• Problem of indefinite boundaries

• Can’t put put together things from very small thing-parts

• What then should we make of hands and stones?

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Page 35: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Problemtizing the ontology of ordinary objects

• G. E. Moore’s hands; the stone that Dr. Johnson kicked

• No doing without THE hand and THE stone

• Problem of indefinite boundaries

• Can’t put put together things from very small thing-parts

• What then should we make of hands and stones?

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Page 36: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Problemtizing the ontology of ordinary objects

• G. E. Moore’s hands; the stone that Dr. Johnson kicked

• No doing without THE hand and THE stone

• Problem of indefinite boundaries

• Can’t put put together things from very small thing-parts

• What then should we make of hands and stones?

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Page 37: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Problemtizing the ontology of ordinary objects

• G. E. Moore’s hands; the stone that Dr. Johnson kicked

• No doing without THE hand and THE stone

• Problem of indefinite boundaries

• Can’t put put together things from very small thing-parts

• What then should we make of hands and stones?

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Page 38: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Experience as a system of representations

• In some suitably broad sense, perception is or constitutively involves representation

– “aboutness”

– Has veridicality conditions

– Can misrepresent

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Page 39: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Experience as a system of representations

• There is no such thing as completely unmediated, “representationless access”

• Once we see ourselves as working through representations, there is room to apply the water/water moral

– We can endorse experience without privileging its ontology (Things don’t provide a priviged ontology)

– We can endorse experience even though its ontology won’t stand up to too intense scrutiny

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Page 40: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Experience as a system of representations

• There is no such thing as completely unmediated, “representationless access”

• Once we see ourselves as working through representations, there is room to apply the water/water moral

• We can endorse experience

– without privileging its ontology

– and even though its ontology won’t stand up to intense scrutiny

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Page 41: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Dr. Johnson, G.E. Moore, and our sense of reality:Continued resistance to the water/water moral

• In the case of experience we have a sense of immediacy, perhaps a hard wired “reifying instinct”, that

– For good practical reasons

– Is extremely hard to shake

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Page 42: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Breaking the instinct: Analogizing our approach to objects with to our approach to color

• Consider this red piece of paper

– Plainly a real external physical object

– Plainly with the intrinsic property of being red

• We have become sophisticated about color

– Our color visual system doesn’t “take pictures”

– Tri-vs. tetra-chromats

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Page 43: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Breaking the instinct: Analogizing our approach to objects with to our approach to color

• Consider this red piece of paper

– Plainly a real external physical object

– Plainly with the intrinsic property of being red

• We have become sophisticated about color

– Our color visual system doesn’t “take pictures”

– Tri-vs. tetra-chromats

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Page 44: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Breaking the instinct: Analogizing our approach to objects with to our approach to color

• So when you “see” the redness of the piece of paper

• Something much more complicated is going on

• In daily affairs you still see the paper “as colored”

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Page 45: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Breaking the instinct: Analogizing our approach to objects with to our approach to color

• So when you “see” the redness of the piece of paper

• Something much more complicated is going on

• In daily affairs you still see the paper “as colored”

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Page 46: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Breaking the instinct: Analogizing our approach to objects with to our approach to color

• If you can do it for color

• You can do it for things!

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Page 47: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

The illusion of perfection

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Page 48: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

The illusion of perfection

• Where a representation will serve, we ignore its imperfections

• That is, within a domain,

– it functions as correct/true

– So we treat it/ think of it as correct/true

• But step into another domain and one may need alternative representational tools

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Page 49: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

The alternative frameworks of Carnap et. al.

• We are always working within one or another

– Carnapian frameworks

– Kuhnian disciplinary matrix

– Stalnacker’s conversational common ground

• Successful statements in a framework function as “just plain true”

• But they are not, and in other domains other frameworks will work better

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Page 50: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

The alternative frameworks of Carnap et. al.

• We are always working within one or another

– Carnapian frameworks

– Kuhnian disciplinary matrix

– Stalnacker’s conversational common ground

• Successful statements in a framework function as “just plain true”

• But they are not, and in other domains other frameworks will succeed better

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Page 51: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

The illusion of perfection

• Plausibly

– For every problem domain there is an adequate framework

• But not

– There is a framework adequate for every problem domain!

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Page 52: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

The illusion of perfection

• Plausibly

– For every problem domain there is an adequate framework

• But not

– There is a framework adequate for every problem domain!

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Page 53: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

The alternative frameworks of Carnap et. al.

• This is just the water/water moral writ large

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Page 54: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Is this skepticism?

• There are no colors, rocks, chairs, people, cells, atoms…!

• Does sophistication about color amount to color-skepticism?

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Page 55: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Is this skepticism?

• There are no colors, rocks, chairs, people, cells, atoms…!

• Does sophistication about color amount to color-skepticism?

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Page 56: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Is this skepticism?

• There are no colors, rocks, chairs, people, cells, atoms…!

• Does sophistication about color amount to color-skepticism?

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Page 57: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Is this skepticism?

• This “skepticism” is harmless

– To say “there are no colors” is misleading

– Colors as intrnsic properties is a simplification

– Of our current much more complex account of color vision

– (That is also a simplification!)

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Page 58: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Relativization of what is real

• (Oh dear…)

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Page 59: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Relativization of what is real

• (Oh dear…)

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Page 60: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Relativization of what is real

• Real for you, not real for me…

– BOOOO!

• Real in such and such respects or such and such senses

– Hmm….

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Page 61: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Relativization of what is real

• Real for you, not real for me…

– BOOOO!

• Real in such and such respects or such and such senses

– Hmm….

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Page 62: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Relativization of what is real

• Real for you, not real for me…

– BOOOO!

• Real in such and such respects or such and such senses

– Hmm….

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Page 63: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Relativization of what is real

• Real for you, not real for me…

– BOOOO!

• Real in such and such respects or such and such senses

– Hmm….

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Page 64: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Relativization of what is real

• “Is real” isn’t a simple all or nothing affair

• Are they real??

– chairs, clouds, rainbows, shadows, mirages, fairies real?

– cells, atoms, quarks, space-time curvature, virtual particles, image charges real?

• Real/not real

– Very useful dichotomy for many purposes

– But like ANY representational scheme, can’t be applied everywhere without refinement.

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Page 65: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Relativization of what is real

• “Is real” isn’t a simple all or nothing affair

• Are they real??

– chairs, clouds, rainbows, shadows, mirages, fairies real?

– cells, atoms, quarks, space-time curvature, virtual particles, image charges?

• Real/not real

– Very useful dichotomy for many purposes

– But like ANY representational scheme, can’t be applied everywhere without refinement.

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Page 66: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Relativization of what is real

• “Is real” isn’t a simple all or nothing affair

• Are they real??

– chairs, clouds, rainbows, shadows, mirages, fairies?

– cells, atoms, quarks, space-time curvature, virtual particles, image charges?

• Real/not real

– Very useful dichotomy for many purposes

– But like ANY representational scheme, can’t be applied everywhere without refinement.

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Page 67: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Relativization of what is real

• Premise:

– No sharp line that divides the “observational” from the “theoretical”

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Page 68: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Relativization of what is real

• Apply to an argument for realism (for referents of theoretical terms)

– Ordinary objects are (in various ways) real

– No sharp demarcation between ordinary objects and purported referents of our theories

– So, e.g., atoms are real (in the kinds of ways in which ordinary objects are real)

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Page 69: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Relativization of what is real

• Second implication of no clear demarcation to what things are objects of perception

– We know the theoretical only by a pallet of models

– No sharp demarcation

– We know the ordinary objects of perception only by a pallet of models.

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Page 70: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Relativization of what is real

• Put the last two together

– Our sense of reality spreads downward

– Our grip on the real by multiple perspectives spreads upward

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Page 71: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

Relativization of what is real

• Put the last two together

– Our sense of reality spreads downward

– Our grip on the real by multiple perspectives spreads upward

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Page 72: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

From conflicting to complementary ontologies

• Review the problem of (apparently) conflicting ontologies

– Just what are these atoms?

– Whatever they are, they are not fields! And conversely

– (Apparently) such ontologies conflict, and we must choose

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Page 73: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

From conflicting to complementary ontologies

• Our representations, thought of as precise, are one and all, idealizations

• Reinterpret them as imprecise: The world is something like this

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Page 74: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

From conflicting to complementary ontologies

• Where the precise versions of ‘atoms’ and ‘fields’ conflict

• Their imprecise reinterpretations constitute consistently complementary representations

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Page 75: What – and how – do we learn when we “give an ontology”? Paul Teller prteller@ucdavis.edu April, 2011 1

What is it to give an ontology?

• A pallet of alternative ontologies as channels of insight for perceptually or intellectually grasping “how the world is put together”

• Alternative ontologies are posits of alternative models, often complementary ontologies/models are viable

• Probing reality with a range of representational tools that we make (with much help from nature)

• Getting it exactly right is out of human reach

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