Following up on the earlier discussion here and at Chad’s about the “fundamental difference” between chemistry and physics, I wanted to have a look at a historical moment that might provide some insight into the mood along the border between the two fields. It strikes me that the boundaries between chemistry and physics, as between any two fields which train their tools on some of the same parts of the world, are not fixed for all time but may shift in either direction. But this means that there are sometimes boundary disputes.
One locus of the dispute about boundaries is the chemical revolution in France, in which Lavoisier mounted a shift from phlogiston theory to a new elemental theory.
Category Archives: Disciplinary boundaries
Drawing lines between chemistry and physics.
Over at Uncertain Principles, Chad Orzel tries to explain the fundamental difference between physics and chemistry:
My take on this particular question is that there’s a whole hierarchy of (sub)fields, based on what level of abstraction you work at. The question really has to do with what you consider the fundamental building block of the systems you study.
Questions I have for Paul Davies after reading his NYT op-ed.
This New York Times op-ed, to be precise. My questions for Paul Davies can be boiled down to these two:
- What kinds of explanations, precisely, are you asking science to deliver to you?
- Just why do you think it is the job of science to provide such explanations?
Book review: Storm World.
When I was growing up in New Jersey, hurricanes were “on the radar” for us, one of many possible (if infrequent) weather patterns during summer and fall. Later, in my first semester of college in Massachusetts, the morning of my first broadcast on the college radio station was made memorable by the landfall of Hurricane Gloria; I remember the name of the storm because I closed my show by playing the U2 song “Gloria” before signing off the air at 7 am. (The governor of the Massachusetts had just declared a state of emergency, although it wasn’t until some 30 minutes later that the trustees of the college decided it might be a good idea to cancel classes.) The Atlantic coast, and the inland area not too far from it, was a site of weather events that commanded your attention.
For nearly two decades now, I’ve lived in California, in an area described as having climate, not weather. When I started reading Chris Mooney’s new book Storm World, a part of me wondered whether the fact that hurricanes are no longer a part of my day to day life would make it harder for me to get into this book about the scientific efforts to understand and forecast hurricanes, and the political struggles around the science.
My worry was misplaced.
Science in the courtroom: is ‘made from sugar, so it tastes like sugar’ false advertising?
The July 9 issue of Chemical & Engineering News (alas, behind a paywall — but worth checking to see if your library has an institutional subscription) has an interesting piece [1] on the recently-settled trial in which the makers of Equal (an artificial sweetener based on aspartame) sued the makers of Splenda (an artificial sweetener based on sucralose) over their claim in advertisements, “Splenda is made from sugar, so it tastes like sugar.” The makers of Equal (a company called Merisant) asserted that this claim was deceptive.
Does writing off philosophy of science cost the scientists anything?
In my last post, I allowed as how the questions which occupy philosophers of science might be of limited interest or practical use to the working scientist.* At least one commenter was of the opinion that this is a good reason to dismantle the whole discipline:
[T]he question becomes: what are the philosophers good for? And if they don’t practice science, why should we care what they think?
And, I pretty much said in the post that scientists don’t need to care about what the philosophers of science think.
Then why should anyone else?
Scientists don’t need to care what historians, economists, politicians, psychologists, and so on think. Does this mean no one else should care?
If those fields of study had no implications for people taking part in the endeavors being studied, then no, I don’t think anyone should care about them. Not the people endeavoring, nor anyone else. The process of study wouldn’t lead to practical applications or even a better understanding of what was being studied – it would be completely worthless.
Let me take a quick pass at the “why care?” question.
Is it science envy, or science gluttony?
David Ng at the World’s Fair has some questions:
1. What’s your current scientific specialty?
2. Were you originally pursuing a different academic course? If so, what was it?
3. Do you happen to wish you were involved in another scientific field? If so, what one?
I’ll play:
Is medicine an art or a science?
In his book Generation Rx: How Prescription Drugs Are Altering American Lives, Minds, and Bodies (reviewed in the last post), Greg Critser includes a quotation from a physician (in a self-help book [1]) that I found really striking:
In your search … you are going to come across physicians who may initially be skeptical of any medication, technique, or new technology that has not already been proven to be successful with an indisputable double-blind study. This would not be the right physician for you. The very essence of Vitality Medicine has to do with flexibility, change, and a willingness to “experiment”.
Where do you want scientists to learn ethics?
Because I am engaged in a struggle with mass quantities of grading, I’m reviving a post from the vault to tide you over. I have added some new details in square brackets, and as always, I welcome your insight here.
What would it be like to be an engineer?
It has recently transpired that I will be teaching (and before that, designing and constructing) a brand new ethics module in the large introduction to engineering class at my university that all the freshman who are majoring in any of the multitude of engineering disciplines must take. I’m jazzed, of course, that the College of Engineering thinks that it’s worth cultivating in their students the idea that ethics is an integral part of being a good engineer (and a good engineering student), so much so that they are devoting two weeks in the fifteen week term to this. And, I want to do a good job pitching the material to the audience.
I have some experience teaching to frosh. But it occurs to me that I’m a little fuzzy in understanding just what makes an engineer an engineer.