Gibt es interdisziplinäre Entfremdung? Das Beispiel von Physik und Philosophie.

In this paper the current relationship between physics and its philosophy is examined as well as its possibilities of development. The study is largely based on case studies. Although both disciplines have joint roots in pre-christian philosophy, today their teachings and research occur independently from one another. Both communities consider their systematic dialogue as important for each side. Nevertheless, the huge amount of information and the high degree of specialization of these debates renders the mutual dialogue rare events. As a result, associated inputs are missing in both directions and at all levels and debates lose the content stringency required for a continuous exchange. True interdisciplinarity is therefore no longer given. In the external perception, the two territories appear to belong together, but within the professional communities factual alienation is quite noticeable. Nevertheless, physics and philosophy remain intimately connected, both in their common claim to generate positive knowledge of the world, and at the level of concrete questions. In this essay, the transformation of physical concepts - which always have a philosophical core – is illustrated on the basis of several case studies. Mathematics also plays a key role in the recognition of nature, and should be addressed as well in this context. Today's physics has many facets: Depending on the perspective, it appears as a mathematically extremely sophisticated theory-building exercise, or as THE paradigmatic example of an empirical science with an astounding history of application successes, or as a world science that is at least implicitly normative. In fact, the interaction between theory, experiment and interpretation allows for a deeper understanding and successful predictions. Latest at this point, the intrinsic connection between physics and philosophy is revealed. In the philosophicalhistorical perspective, the time-invariant component of physics or its supporting inner structure becomes visible: conceptual leitmotifs and explanatory strategies are preserved, although in a modified form. As an effective and sustainable corrective of the current state, which is perceived as unsatisfactory by both sides, I propose that logical and epistemological basic contents, as well as specific topics of the philosophy of physics becomes part of the curriculum of the physicist's education. [ABSTRACT FROM AUTHOR]