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Several philosophers propose probabilistic measures of how well a potential scientific explanation would explain the given evidence. These measures could elaborate “best” in “inference to the best explanation”. This paper argues that none of these measures (and no other measure built exclusively from such probabilities) succeeds. The paper considers the various rival explanations that scientists proposed for the parallelogram of forces. Scientists regarded various features of these proposals as making them more or less “lovely” (in Lipton’s sense). None of these probabilistic measures of loveliness can reflect these features. The paper concludes by considering the kinds of probabilities that could reflect these features.

Some mathematical proofs explain why the theorems they prove hold. This paper identifies several challenges for any counterfactual account of explanation in mathematics (that is, any account according to which an explanatory proof reveals how the explanandum would have been different, had facts in the explanans been different). The paper presumes that countermathematicals can be nontrivial. It argues that nevertheless, a counterfactual account portrays explanatory power as too easy to achieve, does not capture explanatory asymmetry, and fails to specify why certain proofs are explanatory and others are not. Greater informativeness about counterfactual dependence can even yield less explanatory power.

Does smoke cause fire or does fire cause smoke? James Woodward’s “Flagpoles anyone? Causal and explanatory asymmetries” argues that various statistical independence relations not only help us to uncover the directions of causal and explanatory relations in our world, but also are the worldly basis of causal and explanatory directions. We raise questions about Woodward’s envisioned epistemology, but our primary focus is on his metaphysics. We argue that any alleged connection between statistical (in)dependence and causal/explanatory direction is contingent, at best. The directions of causal/explanatory relations in our world seem not to depend on the statistical (in)dependence relations in our world (conceived of either as frequency patterns or as relations among chances). Thus, we doubt that statistical (in)dependence relations are the worldly basis of causal and explanatory directions.; ¿El humo causa el fuego, o es el fuego el que causa el humo? James Woodward argumenta en “Flagpoles anyone? Causal and explanatory asymmetries” que varias relaciones de independencia estadística no solo nos ayudan a descubrir la dirección de las relaciones causales y explicativas, sino que además constituyen el fundamento en el mundo de estas direcciones causales y explicativas. Aunque plantearemos preguntas acerca de la epistemología propuesta por Woodward, nos centraremos en su metafísica. Argumentaremos que cualquier supuesta conexión entre (in)dependencia estadística y dirección explicativa/causal es en el mejor de los casos contingente. La dirección de las relaciones causales/explicativas en nuestro mundo no parece depender de relaciones de (in)dependencia estadística en nuestro mundo (concebidas como patrones de frecuencia o como relaciones entre probabilidades). Por tanto, ponemos en duda que las relaciones de (in)dependencia estadística constituyan la base de las direcciones causales y explicativas.

Introduction Depuis les années 2000 qui ont vu l’apparition dans les textes officiels de dispositifs visant à favoriser au sein des classes les rencontres entre les disciplines, nombre d’entre eux se sont succédé notamment dans l’enseignement secondaire, ces dispositifs privilégiant des approches par compétences et de type projet. On peut citer en France pour le collège les itinéraires de découvertes (IDD), les thèmes de convergence et les expérimentations d’un enseignement intégré des scienc...

This paper examines some recent attempts that use counterfactuals to understand the asymmetry of non-causal scientific explanations. These attempts recognize that even when there is explanatory asymmetry, there may be symmetry in counterfactual dependence. Therefore, something more than mere counterfactual dependence is needed to account for explanatory asymmetry. Whether that further ingredient, even if applicable to causal explanation, can fit non-causal explanation is the challenge that explanatory asymmetry poses for counterfactual accounts of non-causal explanation. This paper argues that several recent accounts (Woodward, in: Reutlinger and Saatsi (eds) Explanation beyond causation: philosophical perspectives on non-causal explanations, Oxford University Press, Oxford, pp 117–140, 2018; Jansson and Saatsi in Br J Philos Sci, forthcoming; Jansson in J Philos 112:7–599, 2015; Saatsi and Pexton in Philos Sci 80: 613–624, 2013; French and Saatsi, in: Reutlinger and Saatsi (eds) Explanation beyond causation: philosophical perspectives on non-causal explanations, Oxford University Press, Oxford, pp 185–205, 2018) fail to meet this challenge. The paper then sketches a more positive proposal for dealing with explanatory asymmetry in non-causal explanations.

A typical textbook explanation of a rocket’s motion when its engine is fired appeals to momentum conservation: the rocket accelerates forward because its exhaust accelerates rearward and the system...

International audience; The risk of neutralizing the political dimension in environmental education through the depoliticization of its thematic objects, its intended learning, and its educational purposes, is a curricular phenomenon identified by recent research in the field. The aim of this article is to develop a conceptual and analytical framework to identify clarification of the political dimension. The framework on the political dimension as part of environmental education provides political learning entry that help to avoid the vanishing of this dimension. Nevertheless, this is not without themes and cannot be decoupled from its educational aims. Therefore, establishing a conceptual and analytical framework considering environmental themes, political learning and educational purposes together can effectively support the curricular construction of environmental education’s political dimension. Thus, we define six environmental issue meta-themes by politicization and depoliticization trends that cross them; draw on environmental and political education research to identify political learning components in an environmental education context; and discuss linking political learning to possible educational purposes. We believe that within the dialectic of politicization/depoliticization that crosses the thematic subjects, learning and purposes of environmental education’s political dimension, the path leading to the democratic subjectification of learners guarantees its non-neutralization.

Cette recherche s'inscrit dans la perspective d'une education au politique, emancipatrice, critique, creative et mobilisatrice permettant le depassement des deux inhibitions fondamentales epistemique et sociale qui engendrent le doute voire le renoncement sur les possibilites individuelles ou collectives de transformer le monde dans une perspective de transition ecologique. Cinq profils de l'engagement ecocitoyen de jeunes arrivants en fin de scolarite obligatoire (14-17 ans) ont ete etablis au moyen d'une enquete par questionnaire (n = 170) actualisant et precisant ainsi les resultats obtenus lors d'une recherche precedente. Ces resultats sont ici completes par la caracterisation sociologique et territoriale, mais aussi cognitive, tels les Raisonnements Socio Scientifiques dans la perspective de Durabilite, des cinq profils, au moyen de focus groupes. Sont pris en compte dans ce cadre et parametres, la dynamique des interactions, le rapport aux savoirs et au monde, dans ses dimensions identitaire, sociale et epistemique afin de determiner des strategies socio-didactiques plus efficientes car contextualisees.

L'objet de cet article est de rendre compte des recits relatifs aux enjeux de durabilite/soutenabilite dont sont porteurs les jeunes arrivant en fin de scolarite obligatoire en France (14-17 ans, college et Lycee) et de mettre a jour, a travers les verbatim d'eleves, ce qui releve du discours convenu, socialement valorise, et a l'inverse de la manifestation d'une certaine perplexite. Sont presentes le contexte et les objectifs du programme de reference, puis la methodologie du recueil de donnees et de leur analyse, et enfin les principaux resultats obtenus a ce stade de l'enquete. L'hypothese de tensions a l'oeuvre parmi les representations des eleves, est discutee. Les auteur.e.s montrent ainsi dans quelle mesure il convient de relativiser, a cette occasion, le role de mise en cohesion reflexive que l'Ecole serait sensee jouer sur ces questions educatives.

Cet article vise a mettre a jour les principaux determinants de l'engagement de jeunes vis-a-vis des enjeux de durabilite/soutenabilite et arrives en fin de scolarite obligatoire. Il s'inscrit en continuite avec les travaux menes lors d'un programme precedent et fondes sur une methodologie qualitative d'analyse des discours. La methode employee ici releve d'une analyse statistique des resultats d'une enquete par questionnaire. Elle conduit a identifier de maniere statistiquement significative 8 determinants principaux qui caracterisent 5 figures de l'engagement chez les 14 - 17 ans en contexte scolaire.

International audience; This research follows the perspective of political, emancipatory, critical, creative, and engaging education allowing tto overcome two fundamental epistemic and social inhibitions which generate doubt or even renunciation of individual or collective possibilities to transform the world for an ecological transition. Five profiles of the eco-citizen engagement of young people arriving at the end of compulsory education (14-17 years) were established by means of a questionnaire survey (n = 170) updating and thus specifying the results obtained during a previous research. These results are now completed by the sociological and territorial characterization, but also cognitive dimensions, such as Socio Scientific Reasoning in the perspective of Sustainability, of the five profiles, by means of focus groups. The dynamics of interactions, the relationship to knowledge and to the World, in relation to identity, as well as social and epistemic dimensions, are taken into account in this framework and parameterized in order to determine contextualized and therefore more efficient socio-didactic strategies; Cette recherche s'inscrit dans la perspective d'une éducation au politique, émancipatrice, critique, créative et mobilisatrice permettant le dépassement des deux inhibitions fondamentales épistémique et sociale qui engendrent le doute voire le renoncement sur les possibilités individuelles ou collectives de transformer le monde dans une perspective de transition écologique. Cinq profils de l'engagement écocitoyen de jeunes arrivants en fin de scolarité obligatoire (14-17 ans) ont été établis au moyen d'une enquête par questionnaire (n = 170) actualisant et précisant ainsi les résultats obtenus lors d'une recherche précédente. Ces résultats sont ici complétés par la caractérisation sociologique et territoriale, mais aussi cognitive, tels les Raisonnements Socio Scientifiques dans la perspective de Durabilité, des cinq profils, au moyen de focus groupes. Sont pris en compte dans ce cadre et paramétrés, la dynamique des interactions, le rapport aux savoirs et au monde, dans ses dimensions identitaire, sociale et épistémique afin de déterminer des stratégies socio-didactiques plus efficientes car contextualisées.

Home-based rehabilitation after an acute episode or following an exacerbation of a chronic disease is often problematic with a clear lack of continuity of care between hospital and home care. Secondary prevention is an essential element of long-term rehabilitation where strategies oriented toward risk reduction, treatment adherence, and optimization of quality of life need to be applied. Frail and sometimes isolated, the patient fails to adhere to the proposed post-discharge clinical pathway due to lack of appropriate clinical, emotional, and informational support. Providing a suitable rehabilitation after an acute episode or a chronic disease is a major issue, as it helps people to live independently and enhance their quality of life. However, as the rehabilitation period usually lasts some months, the continuity of care is often interrupted in the transition from hospital to home. Virtual coaches could help these patients to engage in a personalized rehabilitation program that complies with age-related conditions. These coaches could be a key technology for empowering patients toward increasing their adherence to the care plan and to improve their secondary prevention measures. In this paper, we are presenting a novel virtual coaching system that will address these challenges by combining recent technological advances with clinical pathways, based on joint research and validation activities from researchers from the medical and information and communication technology (ICT) domains.

Zusammenfassung Wir untersuchen die Auswirkungen regulatorischer Anforderungen auf die Geschäftsmodelle von kleinen und mittelständischen deutschen Genossenschaftsbanken. Die Analyse zeigt, dass sich die Geschäftsmodelle von Volks- und Raiffeisenbanken infolge der Regulatorik verändern. Die Bedeutung der Ertragsquellen verschiebt sich und eine Neupriorisierung der Kunden ist notwendig. Ferner ist das Produkt- und Dienstleistungsangebot anzupassen, preispolitische Maßnahmen sind zu vollziehen und das Asset-Liability-Management zu adjustieren.

Purpose To ensure that more people will benefit from integrated care initiatives, scaling-up of successful initiatives is the way forward. However, new challenges present themselves as knowledge on how to achieve successful large-scale implementation is scarce. The EU-funded project SCIROCCO uses a step-based scaling-up strategy to explore what to scale-up, and how to scale-up integrated care initiatives by matching the complementary strengths and weaknesses of five European regions involved in integrated care. The purpose of this paper is to describe a multi-method evaluation protocol designed to understand what factors influence the implementation of the SCIROCCO strategy to support the scaling-up of integrated care. Design/methodology/approach The first part of the protocol focuses on the assessment of the implementation fidelity of the SCIROCCO step-based strategy. The objective is to gain insight in whether the step-based strategy is implemented as it was designed to explore what works and does not work when implementing the scaling-up strategy. The second part concerns a realist evaluation to examine what it is about the SCIROCCO’s strategy that works for whom, why, how and in which circumstances when scaling-up integrated care. Findings The intended study will provide valuable information on the implementation of the scaling-up strategy which will help to explain for what specific reasons the implementation succeeds and will facilitate further improvement of project outcomes. Originality/value The expected insights could be useful to guide the development, implementation and evaluation of future scaling-up strategies to advance the change towards more sustainable health and care systems.

L’entrée du monde contemporain dans l’anthropocène imposerait au monde de l’éducation de participer aux changements en cours en vue de permettre aux publics, dans leur diversité culturelle et géopolitique, de relever les défis qui en résultent. Il s’agirait alors de mettre l’école au service de la transformation sociétale au moyen d’une culture de l’engagement. Dans le monde francophone, ces changements éducatifs prennent la forme des « éducations à », ensemble de parcours éducatifs qui visent l’engagement des jeunes et le développement de compétences transversales en vue de la durabilité. Pour autant, ces éducations ne sont pas en soit la source d’une transformation vertueuse de l’Ecole mise au service de celle, tout autant vertueuse, d’une transformation sociétale : tout dépend des finalités retenues. Si nous retenons le principe d’un engagement fondé sur la libre expression des choix individuels et collectifs, il y a alors besoin de réfléchir aux conditions de possibilité d’un tel projet. Cet article vise à discuter sur un plan épistémologique et curriculaire ces conditions en tant que « balises curriculaires » permettant de penser ces parcours éducatifs. The entry of the contemporary world into the Anthropocene would impose on the world of education to participate in the changes under way in order to enable the public, in their cultural and geopolitical diversity, to meet the resulting challenges. It would be a question of putting the school at the service of societal transformation by means of a culture of commitment. In the French-speaking world, these educational changes take the form of "educations à", a set of educational pathways that target young people’s commitment and the development of competencies for sustainability. However, these educations are not in itself the source of a virtuous transformation of the School put at the service of that, just as virtuous, of a societal transformation : everything depends on the finalities retained. If we accept the principle of a commitment based on the free expression of individual and collective choices, then there is need to think about the conditions of possibility of such a project. This article aims to discuss on an epistemological and curricular level these conditions as "curriculum tags" to think about these educational pathways.

Cet article presente une methode d’analyse curriculaire des prescriptions concernant la transition energetique, avec une reflexion sur le referentiel et ses effets educatifs. La transition energetique integre des dimensions complexes scientifique et/ou technique, politique et societal, et nous partons du principe que tout curriculum est un construit a caractere politique. La premiere etape de l'etude a ete de produire un referent curriculaire de la transition energetique, lequel permet d’elaborer d'une grille d'analyse du curriculum prescrit. Les programmes examines sont ceux de l'enseignement general et obligatoire. Enfin, un corpus issu d’un questionnaire administre a 959 eleves en fin de troisieme, qui constitue la fin legale de la scolarite obligatoire, a ete analyse en vue d’approcher le curriculum reel.

This paper concerns the relation between a proof’s beauty and its explanatory power — that is, its capacity to go beyond proving a given theorem to explaining why that theorem holds. Explanatory power and beauty are among the many virtues that mathematicians value and seek in various proofs, and it is important to come to a better understanding of the relations among these virtues. Mathematical practice has long recognized that certain proofs but not others have explanatory power, and this paper o↵ers an account of what makes a proof explanatory. This account is motivated by a wide range of examples drawn from mathematical practice, and the account proposed here is compared to other accounts in the literature. The concept of a proof that explains is closely intertwined with other important concepts, such as a brute force proof, a mathematical coincidence, unification in mathematics, and natural properties. Ultimately, this paper concludes that the features of a proof that would contribute to its explanatory power would also contribute to its beauty, but that these two virtues are not the same; a beautiful proof need not be explanatory.

International audience; Cette contribution est une réflexion sur les finalités éducatives comme condition de possibilité d’une synergie pédagogico-didactique dans l’analyse et l’élaboration des situations éducatives. Cette réflexion se focalise, ensuite, sur la possibilité de finalités de socialisations dans la gestiondes situations en éducation : éducation scientifique, éducation à l’incertitude scientifique, éducation à l’écocitoyenneté et éducation au développement durable. Ceci permet de viser la construction d’un cadre conceptuel articulant des moments d’apprentissages en liens avec lasocialisation dans les situations éducatives impliquant des questions environnementales et de développement.

Dieser Abschlussbericht ist das Ergebnis einer von Oktober 2016 bis Dezember 2017 durchgeführten Untersuchung zu Nutzungskonflikten in der Nördlichen Luisenstadt im Berliner Bezirk Mitte. Sie entstand in einer Kooperation zwischen Forscher:innen der Humboldt-Universität zu Berlin und dem Präventionsrat des Bezirksamt Mitte von Berlin. Im Fokus standen Auswirkungen überwiegend vergnügungsorientierter Nutzungen des Stadtraums: Lärm, Verschmutzung, Straßenverkehrsbeeinträchtigungen sowie der Verkauf und Konsum von Betäubungsmitteln. Darüber hinaus wurden Aspekte wie Beteiligung und Verwaltungshandeln sowie Gewerbe und Tourismus behandelt. Der Abschlussbericht fasst die Forschungsergebnisse insbesondere in Form einer differenzierten Problembeschreibung zusammen und zeigt daran anknüpfende lösungsorientierte Handlungspotenziale auf. Darüber hinaus gibt er Auskunft über das Untersuchungsgebiet, die Ausgangslage und Fragestellung, die angewandten Methoden und die Rahmenbedingungen der Forschung.

L’education au developpement durable est revelatrice des questions pedagogiques et didactiques posees par l’ensemble des « educations a ». Se trouvent mises en tension la question des savoirs et celle des valeurs dans leur rapport a l’action et a l’engagement prones par les textes de preconisations internationales et nationales. L’article se propose de clarifier ces articulations et tensions dans leurs relations reciproques et de rendre lisibles les doctrines a l’œuvre. Il concourt ainsi a l’elaboration d’une balise curriculaire pour ce domaine educatif et pose les principes d’une didactique de l’agir societal en relation avec des finalites educatives, celles d’une democratie participative.

International audience; The article sets the international context for the development of a curriculum of education for sustainable development and shows the directions being taken in the Francophone community. Building on a significant number of studies carried out in France, we constitute a typology of the positions of French-speaking researchers involved in those studies and contributing to the establishment of the national curriculum. This typology is constructed using a methodology based on the frequency of lexical occurrences in a bibliographic database, combined with a methodology of research on the social representations of the researchers of this community. We first present a broad comparison with the Anglo-Saxon sphere, we postulate that these positions influence the curriculum construction and raise the issue of the social responsibility of education science researchers in the face of international political demands.

International audience; ABSTRACT. Education for sustainable development is part of the mainstream of global education. It is probably the most visibly political. It is indicative of the tensions that also exist in other education for. Consequently, its acceptance as a curriculum and its implementation cannot be carried out without its legitimation by a referential metanarrative. To what kind of metanarrative do the actors and stakeholders of this education refer? How do we think about these questions from a curricular point of view and from a didactic point of view? It is these questions that this article proposes to take charge of, not for the purpose of completion or completeness, but for the purpose of initiating new research perspectives.; Parmi l'ensemble des éducations à, celle au développement durable est probablement la plus explicitement et visiblement politique. En cela elle est révélatrice des tensions existant également dans les autres éducations à. De ce fait, son acceptation comme curriculum et sa mise en œuvre ne peuvent s'effectuer sans sa légitimation par un méta-récit référent. Pour autant, de quel(s)méta récit(s) le développement durable est-il porteur ? A quel méta-récit se réfèrent les acteurs et parties prenantes de cette éducation ? Comment penser ces questions d'un point de vue curriculaire et d'un point de vue didactique ? Ce sont ces questions que cet article se propose de prendre en charge, dans un but, non de clôture ou d'exhaustivité, mais dans celui d'initier de nouvelles perspectives de recherche.

International audience

Einstein is widely understood as regarding “principle theories” (such as the theory of relativity) as explanatorily powerless. This brief paper shows that Einstein’s remarks admit of another interpretation, according to which principle theories possess explanatory power. This interpretation is motivated primarily by showing that James Jeans made remarks very similar to Einstein’s at nearly the same time, but Jeans reconciled those remarks with holding principle theories to be explanatory. Einstein’s remarks could well be getting at the same point as Jeans’s. This view of principle and constructive theories is independently valuable. It undermines Salmon’s “friendly physicist” example as an argument for the view that there are facts that can be explained by both principle and constructive theories.

Certain scientific explanations of physical facts have recently been characterized as distinctively mathematical–that is, as mathematical in a different way from ordinary explanations that ...

Really statistical (RS) explanation is a hitherto neglected form of noncausal scientific explanation. Explanations in population biology that appeal to drift are RS explanations. An RS explanation supplies a kind of understanding that a causal explanation of the same result cannot supply. Roughly speaking, an RS explanation shows the result to be mere statistical fallout.

It has often been argued that Humean accounts of natural law cannot account for the role played by laws in scientific explanations. Loewer (Philosophical Studies 2012) has offered a new reply to this argument on behalf of Humean accounts—a reply that distinguishes between grounding (which Loewer portrays as underwriting a kind of metaphysical explanation) and scientific explanation. I will argue that Loewer’s reply fails because it cannot accommodate the relation between metaphysical and scientific explanation. This relation also resolves a puzzle about scientific explanation that Hempel and Oppenheim (Philosophy of Science 15:135–75, 1948) encountered.

Les travaux de la biologie intégrative remettent en cause le déterminisme strict de l’organisation spatiale et temporelle du vivant. Ce texte, travail collectif de notre groupe d’étude et de réflexion, étudie les changements de l’approche de l’espace et du temps, principalement issus de l’émergence en recherches académiques de la biologie intégrative, et relève leurs principales implications didactiques.Un examen de l’anticipation, comme rapport spécifiquement biologique au temps, constitue un premier exemple d’appréhension originale du temps biologique. Les interactions moléculaires spatiales, leurs enseignements actuels et leurs dimensions stochastiques issues de la biologie intégrative, sont ensuite étudiées à partir de quatre exemples : les interactions spatiales entre molécules, les interactions spatiales au sein des structures cellulaires hétérogènes, les interactions organismes milieu, les interactions spatio-temporelles dans l’ontophylogenèse. Une synthèse de nouveaux besoins éducatifs et de recherche, impulsés par les avancées de la biologie intégrative, est proposée. The works of integrative biology challenge the strict determinism of the spatial and temporal organisation of the living world. This paper studies the changes in the approach to space and time initiated by the emergence of integrative biology in academic research and points to their main didactic effects.An analysis of anticipation as a specifically biological relationship to time is a first example of an original approach to biological time. Then the study of spatial molecular interactions, their current teachings and their stochastic dimensions is then based on four examples: spatial interactions between molecules, spatial interactions within heterogeneous cell structures, organisms/environment interactions and time-space interactions in ontophylogenesis. Finally an overview of new education and research needs spurred by the advances of integrative biology is offered. Die Arbeiten der integrativen Biologie stellen den strikten Determinismus der räumlichen und zeitlichen Integration der Lebewesen in Frage. Dieser Text ist eine kollektive Arbeit unserer Forschungsgruppe und untersucht die Wandlungen in der Erfassung von Raum und Zeit, die hauptsächlich aus der neueren akademischen Forschungsarbeiten in der integrativen Biologie kommen und unterstreicht ihre wesentlichsten didaktischen Wirkungen.Eine Untersuchung der Vorwegnahme als spezifisch biologisches Verhältnis mit der Zeit bildet ein erstes Beispiel originaler Erfassung der biologischen Zeit. Die molekularen Rauminteraktionen, ihr aktuelles Unterrichten und ihre stochastischen Dimensionen aus der integrativen Biologie werden dann in Anlehnung an vier Beispielen untersucht : die Rauminteraktionen zwischen Molekülen, die Rauminteraktionen innerhalb der heterogenen Molekülstrukturen, die Interaktion zwischen Organismen und Umfeld und die raumzeitlichen Interaktionen in der Onthophylogenesis. Wir bieten eine Synthese von neuen erzieherischen Bedürfnissen und von Forschungen an, die von den Fortschritten der integrativen Biologie gefördert wird Los trabajos de biología integrativa cuestionan el determinismo estricto de la organización espacial y temporal de lo vivo. Este texto, trabajo colectivo de nuestro equipo de estudio y de reflexión, estudia los cambios de la aproximación al espacio y al tiempo, sacados en su mayor parte de la emergencia en investigaciones académicas de la biología integrativa y pone de relieve sus principales implicaciones didácticas.Un examen de la anticipación , como relación específicamente biológica al tiempo, constituye un primer ejemplo de aprehensión original del tiempo biológico. Las interacciones moleculares espaciales, las maneras de enseñarlas hoy en día y sus dimensiones estocáticas procedentes de la biología integrativa se estudian después a partir de cuatro ejemplos : la interacciones espaciales entre las moléculas, las interacciones espaciales dentro de las estructuras celulares heterogéneas, la interacciones organismos entorno, las interacciones espaciotemporales dentro de la ontofilogénesis. Se propone una síntesis de nuevas necesidades educativas y de investigación, impulsadas por los avances de la biología integrativa.

A conservation law in physics can be either a constraint on the kinds of interaction there could be or a coincidence of the kinds of interactions there actually are. This is an important, unjustly neglected distinction. Only if a conservation law constrains the possible kinds of interaction can a derivation from it constitute a scientific explanation despite failing to describe the causal/mechanical details behind the result derived. This conception of the relation between “bottom-up” scientific explanations and one kind of “top-down” scientific explanation is motivated by several examples from classical and modern physics.

Despite the routine treatment it receives today, the parallelogram of forces was the subject of controversy, especially during the 19th century. The controversy concerned the reason why forces compose vectorially. If the parallelogram law is explained statically, then the parallelogram law transcends the laws of dynamics. Alternatively, if the parallelogram law is explained dynamically, then it becomes merely a corollary to Newton’s second law. I examine the three most important rival approaches to explaining the parallelogram law and identify their principal strengths, weaknesses, and consequences. The dispute among these approaches ultimately turns on whether the parallelogram law would still have held, if forces had not been governed by Newton’s second law.

Although all mathematical truths are necessary, mathematicians take certain combinations of mathematical truths to be ‘coincidental’, ‘accidental’, or ‘fortuitous’. The notion of a ‘mathematical coincidence’ has so far failed to receive sufficient attention from philosophers. I argue that a mathematical coincidence is not merely an unforeseen or surprising mathematical result, and that being a misleading combination of mathematical facts is neither necessary nor sufficient for qualifying as a mathematical coincidence. I argue that although the components of a mathematical coincidence may possess a common explainer, they have no common explanation; that two mathematical facts have a unified explanation makes their truth non-coincidental. I suggest that any motivation we may have for thinking that there are mathematical coincidences should also motivate us to think that there are mathematical explanations, since the notion of a mathematical coincidence can be understood only in terms of the notion of a mathematical explanation. I also argue that the notion of a mathematical coincidence plays an important role in scientific explanation. When two phenomenological laws of nature are similar, despite concerning physically distinct processes, it may be that any correct scientific explanation of their similarity proceeds by revealing their similarity to be no mathematical coincidence.

Proposed accounts of scientific explanation have long been tested against certain canonical examples. Various arguments are paradigmatically explanatory, such as Newton's explanations of Kepler's laws and the tides, Darwin's explanations of various biogeographical and anatomical facts, Wegener's explanation of the correspondence between the South American and African coastlines, and Einstein's explanation of the equality of inertial and gravitational mass. Any promising comprehensive theory of scientific explanation must deem these arguments to be genuinely explanatory. By the same token, there is widespread agreement that various other arguments are not explanatory examples so standard that I need only give their familiar monikers: the flagpole, the eclipse, the barometer, the hexed salt and so forth. Although there are some controversial cases, of course (such as 'explanations' of the dormi ti vevirtue variety), philosophers who defend rival accounts of scientific explanation nevertheless agree to a large extent on the phenomena that they are trying to save. Alas, the same cannot be said when it comes to mathematical explanation. Philosophers disagree sharply about which proofs of a given theorem explain why that theorem holds and which merely prove that it holds.1 This kind of disagreement makes it difficult to test proposed accounts of mathematical explanation without making controversial presuppositions about the phenomena to be saved.

Faraday made this remark even before the laws of electricity had all been discovered. Nevertheless, he was utterly confident that all electric phenomena are covered by laws and that all other forces are too indeed, apparently, that the laws cover every kind of situation that every possible kind of thing can manage to get into. The laws are "complete;" there are no gaps in their coverage. If the laws are in fact complete, then is this merely a peculiarity of the actual laws? Or is the laws's completeness metaphysically compulsory? That is the question I shall investigate. In section 2, I shall offer a provisional characterization of what it would be for the laws to be complete. In section 3, I will try to capture some reasons for supposing that the laws must be complete. I will also argue that neither David Lewis's best-system account nor David Armstrong's relations-among-universals account of laws entails that the laws must be complete. If the laws's completeness is an important part of the idea that the laws govern the universe, then an important (but heretofore neglected) criterion of adequacy for any metaphysical analysis of natural law is that it account for the laws's completeness. Since standard analyses of natural law fail to do so, there is an opportunity

Das Wissen um die Art und Weise, in der die Lehrkräfte sich die Aufforderung, die Schüler auf die nachhaltige Entwicklung vorzubereiten als erzieherische Priorität setzen, sie ablehnen oder sie einsetzen, ist eine wichtige Voraussetzung für die Ausarbeitung eines Curriculums zu dieser Problematik. Insbesondere die Denkweisen der Lehrkräfte, ihre pädagogischen Theorien, der ideologische Kontext der Schule, in der sie arbeiten, könnte Einfl uss auf den didaktischen Ausarbeitungsprozess haben. Dieser Artikel hat sich zum Ziel gesetzt, festzustellen, inwiefern ihre Darstellung der nachhaltigen Entwicklung und der Erziehung, die diese Problematik betrifft, einerseits abhängig ist vom Fachwissen, das sie sich im Laufe ihrer Ausbildung angeeignet haben und andererseits vom Umfeld der Schule, in der sie arbeiten. Dafür wurde eine Umfrage in drei Schulbezirken bei Studenten im zweiten Studienjahr an der Pädagogischen Hochschule (IUFM) des Fachs Biologie, des Fachs Physik und des Doppelfachs Erdkunde-Geschichte durchgeführt. Sie ist durch erklärende Gespäche ergänzt worden sowie durch Gespräche mit Lehrerteams im Fach Biologie innerhalb eines Stadtbereiches, allerdings in Schulen mit unterschiedlichem Umfeld. Diese Untersuchung stellt bei den Lehrkräften unterschiedliche Tendenzen fest, wie sie die Erziehung zur nachhaltigen Entwicklung einschätzen, und dies je nach ihrer fachlichen Spezialisierung, sowie die Tatsache, dass sie diese je nach ideologischem Kontext der Schule, in der sie angestellt sind, umsetzen., Understanding how and why teachers view, reject or apply the Ministry of Education’s directives concerning sustainable development which are now considered as a educational priority is necessary prior to developing any syllabus on the topic. A teacher’s personal views, his/ her teaching methods and the type of school at which they work can infl uence the way they prepare their courses. The point of this article is thus to show that their personal views of sustainable development and the teaching of this particular issue partly depends on the initial choice of subject they have chosen to teach as well as on the school where they teach. A study was thus carried out in three different regions on second-year students at teachers college in three different subjects (history and geography, the earth sciences and physics). It was completed by explicative and “ focus-group” input from the different earth sciences teaching staff of various types of schools from the same board of education. The study shows that very differing views towards sustainable development exist within this same group of teachers based upon the subject that they teach as well as upon the type of pupils to whom they teach. N. B. second year of teachers college in France corresponds to a student who has already passed the teachers competitive examination, Connaître la manière dont les enseignants s’approprient, rejettent ou mettent en oeuvre l’injonction d’Éducation au développement durable, présentée comme une priorité éducative, est un préalable nécessaire à l’élaboration d’un curriculum sur cette question. En particulier, les croyances des enseignants, leur théorie pédagogique, le contexte idéologique de l’école dans lequel ils travaillent, pourraient influer sur le processus d’élaboration didactique. Cet article vise donc à établir que leur représentation du développement durable et de l’éducation qui concerne cette problématique est dépendante, pour une part, de la spécialité disciplinaire qu’ils se sont construits au cours de leur parcours de formation initiale et, d’autre part, du contexte de l’établissement dans lequel ils travaillent. Ces résultats ont été obtenus à partir d’une enquête conduite dans trois académies auprès de stagiaires de deuxième année d’IUFM en sciences de la vie et de la Terre, en sciences physiques et en histoire-géographie. Elle a été complétée par des entretiens d’explicitation et par des entretiens «focus groupe» réalisés auprès d’équipes d’enseignants de sciences de la vie et de la Terre au sein d’une même agglomération, dans des établissements de contexte différent., Conocer la manera con la cual los docentes hacen suya, rechazan o ponen en práctica la conminación de educación al desarrollo sostenible, presentada como una prioridad educativa, es una condición previa necesaria para la elaboración de un currículum sobre este tema. En particular, las creencias de los docentes, su teoría pedagógica, el contexto ideológico de la escuela en la que trabajan, podría infl uir en el proceso de elaboración didáctica. Este artículo se propone pues, establecer que su representación del desarrollo sostenible y de la educación que se relaciona con esta problemática, depende por una parte de la especialidad docente que se han construido a lo largo de su recorrido de formación inicial, y, por otra parte, del contexto del centro docente en el que trabajan. Con este objetivo se llevó a cabo una encuesta en tres academias ante alumnos profesores de segundo curso de IUFM (Instituto Universitario de Formación de Maestros) en Ciencias de la Naturaleza, en Ciencias Físicas y en Historia-Geografía. Se completó con entrevistas de explicitación y entrevistas “ focus grupo” realizadas en equipos de docentes de ciencias de la Naturaleza en el seno de una misma ciudad, en centros docentes de diferente contexto. Esta investigación establece que se manifi esta en estos docentes, una tendencia contrastada a concebir la educación al desarrollo sostenible en función de su especialidad docente y a ponerla en práctica en función del contexto ideológico del centro en el que ejercen., Lange Jean-Marc. L'Éducation au développement durable au regard des spécialités enseignantes . In: Aster, n°46, 2008. L'éducation à l'environnement ou au développement durable. pp. 123-154.

After reviewing several failed arguments that laws cannot change, I use the laws’ special relation to counterfactuals to show how temporary laws would have to differ from eternal but time-dependent laws. Then I argue that temporary laws are impossible and that neither Lewis's nor Armstrong's analyses of law nicely accounts for the laws’ immutability.