The Taming Of Chance

This book combines detailed scientific historical research with characteristic philosophic breadth and verve.

An introductory 2001 textbook on probability and induction written by a foremost philosopher of science.

Includes an introduction, contextualizing his book in light of developing philosophical trends.

This 1983 book is a lively and clearly written introduction to the philosophy of natural science, organized around the central theme of scientific realism. It has two parts. 'Representing' deals with the different philosophical accounts of scientific objectivity and the reality of scientific entities. The views of Kuhn, Feyerabend, Lakatos, Putnam, van Fraassen, and others, are all considered. 'Intervening' presents the first sustained treatment of experimental science for many years and uses it to give a new direction to debates about realism. Hacking illustrates how experimentation often has a life independent of theory. He argues that although the philosophical problems of scientific realism can not be resolved when put in terms of theory alone, a sound philosophy of experiment provides compelling grounds for a realistic attitude. A great many scientific examples are described in both parts of the book, which also includes lucid expositions of recent high energy physics and a remarkable chapter on the microscope in cell biology.

As Foucault once identified a politics that centers on the body and another that classifies and organizes the human population, Hacking has now provided a masterful description of the politics of memory: the scientizing of the soul and the wounds it can receive.

This volume centres the notion of "chance" in education as a key concept in contemporary education – relating to aspects like accountability, datafication, or international large-scale assessments – and discusses the impact that the historical desire to "tame" this notion has had on present-day educational policy and practice. Encouraging readers to widen their educational imagination, chapters combine secondary research from the fields of cybernetics, systems thinking, and comparative education with issues of control, prediction, and comparison as ways to tame chance in education. Using the theoretical lenses of reasoning, notions, and addendums for legitimacy to foster a critical awareness of rarely discussed educational matters, the book explores how these notions are central to the taming of chance within education. Ultimately, the authors determine the styles of reasoning that are foundational and frame how we think about, and act on, education, and thereby address one of the top priorities in educational policy, politics, and practice today. This timely book, with its unique perspective on the debates around education, will be of interest to students, researchers, and scholars in the fields of education policy and politics, international and comparative education, and theory of education. Those involved with the philosophy of education will also find the book valuable.

In this fascinating book, mathematician Ed Beltrami takes a close enough look at randomness to make it mysteriously disappear. The results of coin tosses, it turns out, are determined from the start, and only our incomplete knowledge makes them look random. "Random" sequences of numbers are more elusive, but Godels undecidability theorem informs us that we will never know. Those familiar with quantum indeterminacy assert that order is an illusion, and that the world is fundamentally random. Yet randomness is also an illusion. Perhaps order and randomness, like waves and particles, are only two sides of the same (tossed) coin.

This book showcases Ian Hacking's early ideas on the central issues surrounding statistical reasoning. Presented in a fresh twenty-first-century series livery, and with a specially commissioned new preface, this influential work is now available for a new generation of readers in statistics, philosophy of science and philosophy of maths.