Drs. Millman and Smith are using a case study of a sustained episode of reasoning in the construction of a new scientific theory to develop a philosophical account of the deployment and organization of various reasoning strategies in theory generation. The case study focuses on Darwin's reasoning to the formulation of a first sketch of his theory of natural selection between 1837 and 1842. Their project is organized around several questions: (1) What is the best way to characterize or represent Darwin's early views in the B Notebook? (2) What heuristic strategies or principles of inquiry are useful in theory construction? Are there any significant differences between reasoning in the generation of new theories and reasoning in later phases theory development? (3) What are the main types of change that occur during the process of theory construction? The Darwin case which Drs. Smith and Millman are examining suggests several ideas about theory construction: (1) Commitment to a primary concept cluster (along with other features of a problem situation) may precede and help guide the first formulation of a theory. (2) Organized inquiry may include such reasoning strategies as (a) play with opposite hypotheses relating concepts in a cluster, (b) use of interacting multiple analogies, (c) work on component units of theory, and (d) use and reasoned violation of methodological principles. (3) Drs. Millman and Smith also will discuss a number of types of change within developing conceptual systems, with particular attention to the role of conceptual differentiation. The ultimate goal of this project is not, however, a simple, albeit extraordinarily rich case study. Using their expertise in both philosophy and cognitive psychology, they will examine features identified in the Darwin case for their applicability to other cases of theory construction. This study thus promises significant contributions to the history, philosophy and psychology of scientific theory development.
