R. I. G. Hughes – författare

R.I.G Hughes presents a series of eight philosophical essays on the theoretical practices of physics. The first two essays examine these practices as they appear in physicists' treatises (e.g. Newton's Principia and Opticks) and journal articles (by Einstein, Bohm and Pines, Aharonov and Bohm). By treating these publications as texts, Hughes casts the philosopher of science in the role of critic. This premise guides the following 6 essays which deal with various concerns of philosophy and physics such as laws, disunities, models and representation, computer simulation, explanation, and the discourse of physics.

R.I.G. Hughes presents a series of eight philosophical essays on the theoretical practices of physics. The first two essays examine these practices as they appear in physicists' treatises (e.g. Newton's Principia and Opticks) and journal articles (by Einstein, Bohm and Pines, Aharonov and Bohm). By treating these publications as texts, Hughes casts the philosopher of science in the role of critic. This premise guides the following six essays which deal with various concerns of philosophy and physics such as laws, disunities, models and representation, computer simulation, explanation, and the discourse of physics.

R. I. G. Hughes offers the first detailed and accessible analysis of the Hilbert-space models used in quantum theory and explains why they are so successful. He goes on to show how the very suitability of Hilbert spaces for modeling the quantum world gives rise to deep problems of interpretation, and makes suggestions about how they can be overcome.

This volume of recent writings, some previously unpublished, follows the sequence of a typical intermediate or upper-level logic course and allows teachers to enrich their presentations of formal methods and results with readings on corresponding questions in philosophical logic.

This volume of recent writings, some previously unpublished, follows the sequence of a typical intermediate or upper-level logic course and allows teachers to enrich their presentations of formal methods and results with readings on corresponding questions in philosophical logic.