Imagination is necessary for scientific practice, yet there are no in vivo sociological studies on the ways that imagination is taught, thought of, or evaluated by scientists. This article begins to remedy this by presenting the results of a qualitative study performed on two systems biology laboratories. I found that the more advanced a participant was in their scientific career, the more they valued imagination. Further, positive attitudes toward imagination were primarily due to the (...) perceived role of imagination in problem-solving. But not all problem-solving episodes involved clear appeals to imagination, only maximally specific problems did. This pattern is explained by the presence of an implicit norm governing imagination use in the two labs: only use imagination on maximally specific problems, and only when all other available methods have failed. This norm was confirmed by the participants, and I argue that it has epistemological reasons in its favour. I also found that its strength varies inversely with career stage, such that more advanced scientists do (and should) occasionally bring their imaginations to bear on more general problems. A story about scientific pedagogy explains the trend away from (and back to) imagination over the course of a scientific career. Finally, some positive recommendations are given for a more imagination-friendly scientific pedagogy. (shrink)

Using firsthand accounts gleaned from notebooks, interviews, and correspondence of such twentieth-century scientists as Einstein, Fermi, and Millikan, Holton shows how the idea of the scientific imagination has practical implications for the history and philosophy of science and the larger understanding of the place of science in our culture.

This book looks at the role of the imagination in science, from both philosophical and psychological perspectives. These contributions combine to provide a comprehensive and exciting picture of this under-explored subject.

In this book Gerald Holton takes an opposing view, illuminating the ways in which the imagination of the scientist functions early in the formation of a new ...

: Following Aristotle, medieval natural philosophers believed that knowledge was ultimately based on perception and observation; and like Aristotle, they also believed that observation could not explain the "why" of any perception. To arrive at the "why," natural philosophers offered theoretical explanations that required the use of the imagination. This was, however, only the starting point. Not only did they apply their imaginations to real phenomena, but expended even more intellectual energy on counterfactual phenomena, both extracosmic and intracosmic, extensively (...) discussing, among other themes, the possible existence of other worlds and the possibility of an infinite extracosmic space. The application of the imagination to scientific problems during the Middle Ages was not an empty exercise, but, as I shall show, played a significant role in the development of early modern science. (shrink)

The Scientific Imagination: Philosophical and Psychological Perspectives, edited by Arnon Levy and Peter Godfrey-Smith (2020), attempts to bring some much-neede.

Theoretical models are widely held as sources of knowledge of reality. Imagination is vital to their development and to the generation of plausible hypotheses about reality. But how can imagination, which is typically held to be completely free, effectively instruct us about reality? In this paper I argue that the key to answering this question is in constrained uses of imagination. More specifically, I identify make-believe as the right notion of imagination at work in modelling. I (...) propose the first overarching taxonomy of types of constraints on scientific imagination that enables knowledge of reality. And I identify two main kinds of knowledge enabled by models, knowledge of the imaginary scenario specified by models and knowledge of reality. (shrink)

Imagination is important for many things in science: solving problems, interpreting data, designing studies, etc. Philosophers of imagination typically account for the productive role played by imagination in science by focusing on how imagination is constrained, e.g., by using self-imposed rules to infer logically, or model events accurately. But the constraints offered by these philosophers either constrain too much, or not enough, and they can never account for uses of imagination that are needed to break (...) today’s constraints in order to make progress tomorrow. Thus, epistemology of imagination needs to make room for an element of epistemological anarchy. (shrink)

This pioneering work in the history of science, which originated in a series of three Gauss Seminars given at Princeton University in 1984, demonstrated how the roots of the scientific revolution lay in medieval scholasticism.

Thought experiments (TEs) are important tools in science, used to both undermine and support theories, and communicate and explain complex phenomena. Their interest within philosophy of science has been dominated by a narrow question: How do TEs increase knowledge? My aim is to push beyond this to consider their broader value in scientific practice. I do this through an investigation into the scientific imagination. Part one explores questions regarding TEs as “experiments in the imagination” via a (...) debate concerning the epistemic status of computer simulations in science. I outline how, against Hacking, TEs also have “a life of their own” and I argue against accounts that privilege experiments over simulations (and by extension TEs) in light of their capacity to surprise in a productive way. Part two develops a pluralist account of the nature of the imagination in science. At its core, my view is that when we attend to a number of examples of TEs and consider the context in which they are used, we see that TEs engage a variety of our imaginative capacities. Existing monistic views fail to recognise the richness of the imagination and its potential in science. Part three looks to the “beauty” of TEs which is currently overlooked in the aesthetics of science literature. I put forward a new account that demonstrates the epistemic value of aesthetic features in science by showing how an appropriate fit between form and content enhances the usability of a TE, and its effectiveness as a prompt for our imagination. This also enables a more nuanced take on the proposed similarities between TEs and literary fictions. In the concluding chapter, I outline ways in which the core features of my account can be extended beyond TEs to illuminate the significance of the imagination and aesthetic values in other areas of science. (shrink)

Imagination is extremely important for science, yet very little is known about how scientists actually use it. Are scientists taught to imagine? What do they value imagination for? How do social and disciplinary factors shape it? How is the labor of imagining distributed? These questions should be high priority for anyone who studies or practices science, and this paper argues that the best methods for addressing them are qualitative. I summarize a few preliminary findings derived from recent interview-based (...) and observational qualitative studies that I have performed. These finding include: (i) imagination is only valued for use in addressing maximally specific problems, and only when all else fails; (ii) younger scientists and scientists who are members of underrepresented groups express less positive views about imagination in general, and have less confidence in their own imaginations; (iii) while scientists seem to employ various epistemological frameworks to evaluate imaginings, overall they appear to be epistemic consequentialists about imagination, and this holds also for their evaluations of the tools they use to extend the power of their imaginations. I close by discussing the epistemic and ethical consequences of these findings, and then suggesting a few research avenues that could be explored next as we move forward in the study of scientific imagination. (shrink)

Peirce claims in his Lectures on Pragmatism [CP 5.196] that “If you carefully consider the question of pragmatism you will see that it is nothing else than the question of the logic of abduction;” and further “no effect of pragmatism which is consequent upon its effect on abduction can go to show that pragmatism is anything more than a doctrine concerning the logic of abduction.” Plausibly, there is, at best, a quasi-logic of abduction, which properly issues in our best means (...) for the methodological evaluation and ordering of (yet untested) hypotheses or theories. There is always a range of explanatory innovations that may be proposed, from more conservative to less conservative; and it is important, in light of what Peirce has to say on the relation of abduction to pragmatism, that in ruling out “wild guessing,” attention be initially directed to more conservative proposals. Still conservatism, which we might understand in terms of Peircean continuity, is sometimes justly sacrificed for greater comprehension or overall simplicity of approach. This paper explores the relationships among Peircean abduction and pragmatism, the “theoretical virtues” approach to the evaluation of hypotheses, and contextual constraint on the scientific imagination. (shrink)

Scientists imagine constantly. They do this when generating research problems, designing experiments, interpreting data, troubleshooting, drafting papers and presentations, and giving feedback. But when and how do scientists learn how to use imagination? Across 6 years of ethnographic research, it has been found that advanced career scientists feel comfortable using and discussing imagination, while graduate and undergraduate students of science often do not. In addition, members of marginalized and vulnerable groups tend to express negative views about the strength (...) of their imaginations and the general usefulness of imagination in science. After introducing these findings and discussing the typical relationship between a scientist and their imagination across a career, we argue that reducing the number or power of active imaginations in science is epistemically counterproductive. We suggest several ways to bring imagination back into science in a more inclusive way, especially through courses on imagination for scientists, good role models, and exemplar-based learning. (shrink)

This is a review of Arnon Levy and Peter Godfrey-Smith's book, The Scientific Imagination.

"You imagine where you cannot experiment"... John Tyndall is a 19th century Irish scientist and natural philosopher. For him, scientific imagination is thefaculty that enables scientists "to transcend the boundaries of the sense" and to connect the visible with the invisible - by forming mental images of phenomena, and tracing links among them. This article reconstructs his theory of scientific imagination, focusing on the central passages found in his works.

"The 'new' often consists not in the invention of new categories of thought but rather in surprising employment of existing ones". The book proves this thesis, in an ingenious manner, as far as the origins of modern science are concerned. For a contemporary historian of science, the idea that the sciences had their roots in philosophical and theological thinking of the Middle Ages is hardly a surprise, but to know exactly how this did happen makes a profound difference. The book (...) is not based on new texts or new findings in the history of science--the author calls it "an interpretative essay only"--but it offers a deep insight into the evolution of concepts and ideas. The reader, under the author's guidance, can trace some evolutionary paths in a very detailed manner. In spite of being "an interpretative essay," it is the solid work of a historian. (shrink)

Explores the science and creative process behind Poe’s cosmological treatise. Silver Winner for Philosophy, 2017 Foreword INDIES Book of the Year Awards In 1848, almost a year and a half before Edgar Allan Poe died at the age of forty, his book Eureka was published. In it, he weaved together his scientific speculations about the universe with his own literary theory, theology, and philosophy of science. Although Poe himself considered it to be his magnum opus, Eureka has mostly been (...) overlooked or underappreciated, sometimes even to the point of being thought an elaborate hoax. Remarkably, however, in Eureka Poe anticipated at least nine major theories and developments in twentieth-century science, including the Big Bang theory, multiverse theory, and the solution to Olbers’ paradox. In this book—the first devoted specifically to Poe’s science side—David N. Stamos, a philosopher of science, combines scientific background with analysis of Poe’s life and work to highlight the creative and scientific achievements of this text. He examines Poe’s literary theory, theology, and intellectual development, and then compares Poe’s understanding of science with that of scientists and philosophers from his own time to the present. Next, Stamos pieces together and clarifies Poe’s theory of scientific imagination, which he then attempts to update and defend by providing numerous case studies of eureka moments in modern science and by seeking insights from comparative biography and psychology, cognitive science, neuroscience, and evolution. David N. Stamos teaches philosophy at York University in Toronto. He is the author of several books, including Darwin and the Nature of Species, also published by SUNY Press. (shrink)

ABSTRACT The imagination has always been thought to operate primarily in conjunction with the sense of vision, imagined objects and scenes being conjured up before the ‘mind’s eye’. In early nineteenth-century Scotland the natural philosopher David Brewster developed a theory of the imagination that explained its operation through a reversal of the normal processes of visual perception. These ideas were rooted in the mental philosophy of the eighteenth-century Scottish Enlightenment. For Brewster the mind’s eye was also the eye (...) of the body, and images from the memory and imagination were projected onto the retina in the same manner that images were projected onto the screen in a magic lantern show. This theory underpinned his belief that imagination played an essential role in scientific discovery. Brewster believed that this process was as essential to the discoveries of science as it was to the creation of great poetry. The writings of Brewster can tell us a great deal about the connections between science and literature in the early nineteenth century, as well as showing that the philosophy of science in contemporary Britain was far from monolithic. (shrink)

Climatologists have recently introduced a distinction between projections as scenario-based model results on the one hand and predictions on the other hand. The interpretation and usage of both terms is, however, not univocal. It is stated that the ambiguities of the interpretations may cause problems in the communication of climate science within the scientific community and to the public realm. This paper suggests an account of scenarios as props in games of make-belive. With this account, we explain the difference (...) between projections that should be make-believed and other model results that should be believed. (shrink)

Modeling is central to scientific inquiry. It also depends heavily upon the imagination. In modeling, scientists seem to turn their attention away from the complexity of the real world to imagine a realm of perfect spheres, frictionless planes and perfect rational agents. Modeling poses many questions. What are models? How do they relate to the real world? Recently, a number of philosophers have addressed these questions by focusing on the role of the imagination in modeling. Some have (...) also drawn parallels between models and fiction. This chapter examines these approaches to scientific modeling and considers the challenges they face. (shrink)

What is the role of the imagination in scientific practice? Here I focus on the nature and role of invitations to imagine in certain scientific texts as represented by the example of Einstein’s Special Relativity paper from 1905. Drawing on related discussions in aesthetics, I argue, on the one hand, that this role cannot be simply subsumed under ‘supposition’ but that, on the other, concerns about the impact of genre and symbolism can be dealt with, and hence (...) present no obstacle to regarding imagination as appropriately belief-like. By applying the framework of ‘semi- propositional representations’ and ‘quasi-truth’ to this case I thereby offer a new unitary framework for understanding the epistemology of scientific imagination. (shrink)

Historically left to the margins, the topics of imagination and creativity have gained prominence in philosophy of science, challenging the once dominant distinction between ‘context of discovery’ and ‘context of justification’. The aim of this chapter is to explore imagination and creativity starting from issues within contemporary philosophy of science, making connections to these topics in other domains along the way. It discusses the recent literature on the role of imagination in models and thought experiments, and their (...) comparison with fictions. It then turns to the importance of constraints on imaginings in the scientific domain, as well as whether constraints can hinder creativity. The second part of the paper focuses on the social dimensions of science. It considers imagination and creativity of scientific communities, asks whether the institution of science promotes creativity (and whether we want it to) or if it encourages conservativeness, and ends with a reflection on the politics of imagination and creativity in science. (shrink)

Metaphors allow us to come to terms with abstract and complex information, by comparing it to something which is structured, familiar and concrete. Although modern science is “iconoclastic”, as Gaston Bachelard phrases it, scientists are at the same time prolific producers of metaphoric images themselves. Synthetic biology is an outstanding example of a technoscientific discourse replete with metaphors, including textual metaphors such as the “Morse code” of life, the “barcode” of life and the “book” of life. This paper focuses on (...) a different type of metaphor, however, namely on the archetypal metaphor of the mandala as a symbol of restored unity and wholeness. Notably, mandala images emerge in textual materials related to one of the new “frontiers” of contemporary technoscience, namely the building of a synthetic cell: a laboratory artefact that functions like a cell and is even able to replicate itself. The mandala symbol suggests that, after living systems have been successfully reduced to the elementary building blocks and barcodes of life, the time has now come to put these fragments together again. We can only claim to understand life, synthetic cell experts argue, if we are able to technically reproduce a fully functioning cell. This holistic turn towards the cell as a meaningful whole also requires convergence at the “subject pole”: the building of a synthetic cell as a practice of the self, representing a turn towards integration, of multiple perspectives and various forms of expertise. (shrink)