Why Astrophysicist Herbert Dingle Rejected Relativity

Authors

  • Dr. Pierre Sabatier

Keywords:

educational inclusion, premature baby, child development, learning difficulty, justice., Fairness, Common Good, Critiques, Justification, special relativity, Reality., twin paradox, Perception, naive realism

Abstract

Referring to the example of the famous twin  paradox, astrophysicist Herbert Dingle argued that Special Relativity is false : two clocks, he said, cannot run slow relatively to each other.  His argument implied that the two clocks and  their readings were real, in accordance with  naive realism. It will be shown that they are  not real but part of the observers’ subjective  perception of reality – in which case, nothing  prevents them from being different. Thus, it is naive realism which is wrong, not Relativity.

References

Henri Bergson (1968) Durée et simultanéité.

Michael Liston, Alexander Miller Scientific Realism and Antirealism. https://plato.stanford.edu/archives/sum2004/entries/realism/

Paul Langevin (1923) La physique depuis vingt ans.

Kathleen Akins (1996) Perception.

D. Heyer (2002) Perception and the Physical World - Psychological and Philosophical Issues in Perception.

V. Bruce, P. Green (1985) Visual Perception: Physiology, Psychology and Ecology.

William Turner (2007) Zeno of Elea: where Space, Time, Physics and Philosophy converge. An Everyman's Introduction to an Unsung Hero of Philosophy.

Herbert Dingle (1972) Science at the Crossroads.

Taha Sochi (2016) Special Relativity: Science or Philosophical Theory?.

Peter Hayes Popper's response to Dingle on Special Relativity and the Problem of the Observer. https://doi.org/10.1016/j.shpsb.2010.09.002

George Berkeley (1713) Three dialogues between Philas and Philonous.

Why Astrophysicist Herbert Dingle Rejected Relativity

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Published

2025-09-04

How to Cite

Why Astrophysicist Herbert Dingle Rejected Relativity. (2025). London Journal of Research In Humanities and Social Sciences, 25(12), 13-16. https://journalspress.uk/index.php/LJRHSS/article/view/1593