) indiscernibility to questions of identity: where there is putative duplication, it must be qualitatively significant. Katherine Hawley has criticized this approach for violating a plausible “ground rule” in applying rules of (. Michael Della Rocca has recently defended PII on the grounds that it is needed to forestall the possibility that where there appears to be only one object present, there is actually a multiplicity of exactly-overlapping such objects. The Principle of the Identity of Indiscernibles, according to which two objects are identical if they share all the same properties, has come in for much criticism. ![]() The result provides a model for teaching chemistry that, if consistently applied, has the potential to greatly enhance fundamental understanding of the subject matter. To afford this picture, the philosophical concepts of supervenience and emergence are explained and applied to chemistry, as philosophers of chemistry have already done. The ‘layered’ way in which chemical and physical entities are related to each other within chemical theory can also be clarified in this way. Thus, a systematic picture of the workings of chemical theory as they relate to observable phenomena needs to be elucidated so that the attention of chemical educators is drawn to the fundamental understanding of the subject that they already possess and that beginning learners of chemistry lack, so that beginning learners can be given the opportunity to gain an understanding of how chemical explanations are in general related to observable phenomena. But as a result, they remain unaware of the foundational assumptions and understanding that they operate with and that many beginning learners persistently lack. ) to naturally pick up the nature of the subject to begin with. ![]() Those who teach or practice chemistry never acquire these misconceptions because they were able (. A fundamental misconception in chemistry appears to arise from an adding of existing phenomenal concepts to newly-acquired chemical concepts, so that beginning learners think of chemical entities as themselves having the very same ‘macro’ properties that we observe through the senses. ![]() In learning chemistry at the entry level, many learners labor under misconceptions about the subject matter that are so fundamental that they are typically never addressed.
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