A sentence containing a number of definite descriptions, each lying within the scope of its predecessor, is naturally read as asserting the uniqueness of a sequence of objects satisfying the descriptions. The project of providing a general uniform procedure for eliminating embedded definite descriptions that gets this and other logical forms right is impeded by several puzzles.

Bu makalede, bilim felsefecisi kimliğiyle tanınan Thomas Kuhn’un eğitim ve özellikle fen eğitimi alanındaki görüşlerine değinilmektedir. Fen eğitimi, bilim, bilimin doğası ve bilim uygulamaları hakkında düşünceler geliştirmeye odaklanarak fen öğrenimi için gerekli olan beceri ve anlayışın geliştirilmesini amaçlamaktadır. Fen eğitiminin temel amaçlarından biri bilimin gerçek doğasının tespit edilmesi ve bu doğrultuda bir eğitim modelinin belirlenmesidir. Bu çerçevede Kuhn’un bilim tarihine yönelik incelemeleri neticesinde ileri sürdüğü paradigma kavramı bilimin doğası ve fen eğitimi konusundaki görüşlerin değişimine yol açmıştır. Kuhn (...) açısından fen eğitimi yürürlükteki bilim yapma tarzının temelinde yatan paradigma ve öğretilerinin bilim insanlarına ve öğrencilere aktarılması sürecidir, bu nedenle fen eğitimi yalnızca olağan bilim döneminde mümkündür. Kuhn’un eğitim modeli, mevcut paradigmayla ilişkili olarak karşılaşılan bulmaca ya da sorunları çeşitli örneklerden hareketle tekrar tekrar çözmeye çalışan öğrenciler aracılığıyla gerçekleştirilir. Kuhn’un olağan bilimin sınırları içerisinde kalarak değerlendirdiği fen eğitimi anlayışı eleştirel düşünceyi engellediği iddiasıyla Karl Popper, John Watkins ve Richard Bailey tarafından katı, tutucu, dogmatik ve endoktrinasyonu vurgulayan bir eğitim anlayışı olarak görülmektedir. Bu çerçevede makalede, öncelikli olarak Kuhn’un bilimin doğası ve bilimin gelişim tarzına yönelik belirlemeleri doğrultusunda fen eğitimine yönelik düşünceleri ve bu düşüncelerin eğitim alanındaki yansımaları incelenmektedir. Ardından, Kuhn’un fen eğitimi üzerine görüşlerinin iddia edildiği gibi dogmatik bir yapıda olmadığı, endoktrinasyonu ya da zorla öğretimi vurgulamadığı, bu tür yorumların radikal bir yaklaşımdan öteye gidemediği ileri sürülmektedir. Son olarak makalede, Kuhn’un fen eğitimi anlayışının yalnızca bir durum tespiti ya da bir fen eğitimi tasviri olarak değerlendirilmesi gerektiği düşüncesi ön plana çıkarılmaktadır. -/- In this article, Thomas Kuhn’s impact, who is known as a philosopher of science, on science education are mentioned. Science education aims to develop the skills and understanding necessary for science learning, with a focus on developing ideas about science and the nature of science. One of the main purposes of science education is to determine the true nature of science and to determine an education model in this direction. In this context, the concept of paradigm, which Kuhn put forward as a result of his studies on the history of science, has led to a change in views on the nature of science and science education. For Kuhn, science education is the process of conveying the paradigm underlying the current way of doing science to scientists and students because science education is possible only in the normal science period. Kuhn’s educational model is carried out through students who repeatedly try to solve puzzles or problems encountered in relation to the current paradigm. Kuhn’s understanding of science education is seen by Karl Popper, John Watkins and Richard Bailey as a rigid, conservative, dogmatic and indoctrinational education approach with the claim that it prevents critical thinking. In this context, the article primarily examines Kuhn’s thoughts on science education and the reflections of these thoughts in the field of education. Then, it is argued that Kuhn’s views on science education are not dogmatic as claimed, he does not emphasize indoctrination, and that such interpretations cannot go beyond a radical approach. Finally, in the article, it is emphasized that Kuhn’s understanding of science education should be evaluated only as a description of science education. (shrink)

Bilimin ne olduğunun belirlenmesi ve bu bağlamda bilimin sözde bilim ya da bilimsel olmayan alanlara ilişkin sınırının nasıl çizileceği tartışması, bilim felsefesinde sınır çizme problemi olarak ele alınmaktadır. Çalışmanın ana konusunu oluşturan bu problem, özellikle yirminci yüzyıldan itibaren, bilim felsefecileri tarafından birçok ölçüt ortaya konularak çözümlenmeye çalışılmıştır. Bu ölçütler genellikle, bilim ile sözde bilim arasındaki sınırı belirlemek amacıyla, bilimi mantık ve mantıksal önermeler üzerinden değerlendirmektedir. Şu ana kadar Viyana Çevresi, Popper, Kuhn, Lakatos gibi filozoflarca ortaya konulan ölçütler, nihai olarak (...) problemi mantıksal açıdan ele almıştır. Sınır çizme sorununun mantıksal açıdan ya da mantıksal ifadeler aracılığıyla ele alınması demek; sorunu içeriği yerine daha çok biçimsel açıdan ele almak anlamına gelmektedir. Ayrıca, ifade, kuram, araştırma programı gibi bilim öğelerinin bilimsellik durumunu tespit edebilmek amacıyla önerilen ölçütün, tek tek gerekli ve hep birlikte yeterli olan uygun sınır çizme ölçütünü karşılaması anlamına da gelmektedir. Bu çalışma, gerek ve yeter koşul arayışının, bilimin değişken ve çeşitli yapısını tam olarak yakalayamayacağını ve bilimin belirlenmesinin ve sınırının çizilmesinin bu yöntemle mümkün olmayacağını vurgulamaktadır. Bu konunun mutlaka sosyolojik açıdan da ele alınması gerekmektedir. Bilimin sosyal yapısına, değerler sistemine de bakmamız gerekir. Sonuç olarak, sınır çizme probleminin gerek ve yeter koşulun ortaya koyduğu katı ve ortak özellikler üzerinden sonuçlandırılamayacağı, bunun yerine bilimin “aile benzerliği yaklaşımı” çerçevesinde ele alınması gerektiği vurgulanacaktır. Aile benzerliği yaklaşımının temel oluşturduğu çok boyutlu ölçüt, bu sorunun çözümünde sosyal etkenleri dâhil etmesi, bilimin çeşitliliğini kapsayabilecek ölçüde çoklu ve esnek yapıda olması ile katkıda bulunacaktır. (shrink)

This book contains the text of Thomas Kuhn's unfinished book, The Plurality of Worlds: An Evolutionary Theory of Scientific Development, which Kuhn himself described as "a return to the central claims of The Structure of Scientific Revolutions, and the problems that it raised but did not resolve." The Plurality of Worlds is preceded by two related texts that Kuhn publicly delivered but never published in English: his paper "Scientific Knowledge as a Historical Product" and his Shearman Memorial (...) Lectures, "The Presence of Past Science." The book opens with an introduction by the editor that describes the origins and structure of The Plurality of Worlds, and sheds light on its central philosophical problems. Kuhn's aims in his last writings are bold. He sets out to develop an empirically grounded theory of meaning that would allow him to make sense of both the possibility of historical understanding and the inevitability of incommensurability between past and present science. Moreover, he intends to show that incommensurability is fully compatible with a robust notion of a real world that science investigates, with the rationality of scientific belief change, and with the idea that scientific development is progressive. This is a must-read follow-up to The Structure of Scientific Revolutions, one of the most important books of the twentieth century. (shrink)

In discussion about the past and the future of STS studies, insufficient attention is paid to the interdisciplinary character of this interdiscipline. After a brief characterization of the dual past (anchored on one side by Rachel Carson and on the other by Thomas Kuhn) and a glance at contemporary assessments such as the Handbook of Science and Technology Studies, this article references the past and the present of interdisciplinarity, especially as reflected in the scholarship of Julie Thompson Klein. The (...) conclusion seeks to indicate ways in which STS studies can draw on and make a special contribution to interdisciplinarity. (shrink)

This volume offers an English translation of John of St. Thomas's Cursus theologicus I, question I, disputation 2. In this particular text, the Dominican master raises questions concerning the scientific status and nature of theology. At issue, here, are a number of factors: namely, Christianity's continual coming to terms with the "Third Entry" of Aristotelian thought into Western Christian intellectual culture - specifically the Aristotelian notion of 'science' and sacra doctrina's satisfaction of those requirements - the Thomistic-commentary tradition, and the (...) larger backdrop of the Iberian Peninsula's flourishing "Second Scholasticism." In this latter context, John of St. Thomas applies the theological principles of Thomas Aquinas to the Scholastic disputes preoccupying Thomist, Franciscan, and Jesuit theologians, such as Cajetan, Bañez, Luis de Molina, Vazquez, Suárez - to name only a few - in a tour de force of theological thinking throughout the entire period of Scholasticism. In the process - and not insignificantly - the status quaestionis of theology's scientific character is clearly framed and answered according to John's satisfaction. Key to John of St. Thomas's resolution of the question is his understanding of the continuity of the power of human reason with the super-intelligibility of divine revelation spelled out in terms of what he calls "virtual revelation." This text presented in this volume is a quintessential example of the deep and abiding harmony that flourished between faith and reason as well as grace and nature within the golden era of Baroque Scholasticism. (shrink)

Researchers seeking to engage in projects related to Tribal communities and their citizens, lands, and non-human relatives are responsible for understanding and abiding by each Tribal nation’s research laws and review processes. Few studies, however, have described the many diverse forms of Tribal research review systems across the United States (US). This study provides one of the most comprehensive examinations of research review processes administered by Tribal Research Review Boards (TRRBs) in the US. Through a systematic analysis, we consider TRRBs’ (...) online presence, online documentation, and themes across documents, for five entity types: Tribal nations and Tribal consortiums, Tribal colleges and universities, Tribal health organizations, Indian Health Services, and other Tribal organizations. Results include an assessment of online presence for 98 potential TRRBs, identification of 118 publicly available online documents, and analysis of 41 themes across four document types: Tribal research codes and TRRBs’ guidelines, applications, and post-approval documents. Altogether, this research provides a macro-level analysis of the most common types of TRRBs in the US in an effort to increase researchers’ understanding of these important processes as they prepare to ethically engage Tribal communities in research. These results aim to empower Tribal decision makers as they align their TRRBs’ online visibility and documentation with community priorities and strengthen their protections for the rights and wellbeing of their citizens and community. Ultimately, by expanding our knowledge of TRRBs across the US, this contribution seeks to uphold Tribal sovereignty in research and promote ethical approaches to research with Indigenous communities. (shrink)

In the past, the European social sciences labelled and discredited knowledge that did not follow the definition for scientific knowledge as applied by the European social sciences as an alternative concept of knowledge, as “indigenous” knowledge. Perception has changed with time: Not only has indigenous knowledge become an entrance ticket to the European social science world, but the indigenization of European theories is seen by some as the contribution of “peripheral” social sciences to join the theories of the “centers”. This (...) book offers contributions to the discourses about alternative concepts of knowledge, inviting the reader to decide if they are alternative, indigenous, or European types of knowledge. However, in order to make this decision, the reader must know what the nature of the European concepts of science and of scientific knowledge is; this might be a motivation to read a book that presents thoughts claiming to be alternative concepts of knowledge, alternative to the European concept of science. (shrink)

Why a theory about social sciences? -- Chapter A: The world's social in social science thinking -- Chapter B: Categorical essentials of disciplinary thinking -- Chapter C: The social science approach to scientific thinking-advancements of teleological theorizing -- Chapter D: The discourse about and the progress of social science knowledge -- Chapter E: Going beyond the social sciences.

Sofern es im phänomenologischen Sinne nur Sein geben kann, wenn es Erscheinen gibt, ist unsere Seinserfahrung an eine originär leibliche Subjektivität gebunden, welche als Lebenserprobung jeder Seinsbegegnung transzendental vorausliegt. Dem wird im Zusammenhang mit dem abendländischen Transzendenzbegriff nachgegangen, wobei auch die transkulturelle Perspektive der Leere im Buddhismus sowie der urchristlichen Doxa als Herrlichkeit Gottes berücksichtigt wird. Durch die Identität von Lebenserprobung und ursprünglichem Nicht-Wissen hinsichtlich solcher Lebenspassibilität ist zugleich jede Diskursivität aufgehoben, welche den Anspruch erhebt, über eine begriffliche Sinnstiftung diese (...) Originarität unserer abgründigen Seins- als Lebenserprobung einholen zu können. Daraus ergeben sich ethische wie religiöse Konsequenzen für unsere kulturelle Zukunft, die nicht mehr von der Allgemeinheit mittels Wissen und Lebensformen geprägt sein wird, sondern wo Ipseität und Kopathos für alle Individuen in den Mittelpunkt rücken. Der Autor Rolf Kühn ist Univ.-Doz. für Philosphie und Ehrenpräsident der Forschungsstelle für jüngere französische Religionsphilosophie Universität Freiburg im Br. Der Herausgeber Christoph Böhr ist ao. Professor am Institut für Philosophie der Hochschule Heiligenkreuz/Wien und leitet dort die Forschungsstelle für Metaphysik. (shrink)

Michael Polanyi argues in Personal Knowledge (1958) that conceptual frameworks involved in major scientific controversies are separated by a `logical gap'. Such frameworks, according to Polanyi (1958: 151), are logically disconnected: their protagonists think differently, use different languages and occupy different worlds. Relinquishing one framework and adopting another, Polanyi's scientist undergoes a `conversion' to a new `faith'. Polanyi, in other words, presaged Kuhn and Feyerabend's concept of incommensurability. To what influences was Polanyi subject as he developed his concept of (...) the logical gap? The answer, as unfolded in this article, is twofold: Evans-Pritchard's Witchcraft, Oracles and Magic among the Azande and the Confessions of St Augustine. (shrink)

This chapter contains sections titled: Introduction Don't Laugh at “Slow” Sailing: Average Versus Instantaneous Motion Motion Relative to What? – Galilean Relativity But There are No Fixed Reference Frames – Special Relativity General Relativity – Can it Really Matter?

Great effort is invested in identifying ways to change people's minds on an issue. A first priority should perhaps be enriching their thinking about the issue. With a goal of enriching their thinking, we studied the views of community adults on the DACA issue—young adults who entered the United States illegally as children. A dialogic method was employed, offering dual benefits in providing participants the opportunity to further develop their own ideas and to consider differing ideas. Yet, participants engaged in (...) dialog only vicariously by observing the talk of a pair of actors who held opposing positions on DACA. The effect on participants’ thinking was greatest in the condition in which they viewed a dialog between the two actors, rather than a comparison condition in which the actors individually expressed their positions. In control conditions, no presentation was observed. Probing questions included in all conditions encouraged a participant to examine and clarify for themselves their own position, potentially enriching it. This condition proved unsuccessful in enriching thinking; participants’ justifications for their own positions in fact became simpler and less qualified. In contrast, observing a video of a like-minded and opposing other did enrich observers’ thinking, yet to a greater degree in the dialogic than nondialogic condition. The findings thus suggest observed dialog as a promising practical approach in promoting deeper thinking. (shrink)

Unentwegt werden neue technische Produkte gestaltet. Doch was macht die technische Gestaltung aus? Wie lässt sich ihr Gegenstand - (noch) nicht existierende Artefakte - adäquat auf den Begriff bringen? Michael Kuhn begreift technische Ideen vor ihrer Realisierung als Fiktionen. Er bietet eine fiktionstheoretische Rekonstruktion der Gestaltungstätigkeit und entwickelt hieraus eine Ethik der Gestaltung. Der stark interdisziplinäre Zugang zwischen Technikphilosophie und Ingenieurwissenschaften liefert neue Erkenntnisse für beide Fachrichtungen und stellt wertvolle Grundlagen bereit.

Managing Complexity in Healthcare introduces the ComEntEth (Complex Entropic Ethical) model as an integrated bio-medical and philosophical approach to understanding how people get things done in healthcare. Drawing on the complexity sciences, studies of entropy in living organisms, and the ethics of Emmanuel Levinas, healthcare is theorised as energetic relational exchanges between people as entropic and ethical entities that unfold around a central attractor: Reduction in elevated entropy or suffering in patients. Living entities are engaged in a continuous struggle against (...) the tendency to produce entropy. From the cellular to the collective of human endeavours, the tendency of complex systems is to disorder and decay. Yet in the micro-activity of healthcare enterprise, people resist this tendency by expending energy to create order and sustain life. Making sense of how this miraculous work is made possible is the foundation of this book. Through practical examples - from analysis of practitioner burnout, rural and remote healthcare, the functioning of emergency departments, to government, social and institutional responses to the COVID-19 pandemic -this new integral philosophy provides practitioners, managers, policy designers, and scholars an effective way to understand the dynamics of daily processes and practices that link the micro of everyday interactions with the macro-trends of healthcare. (shrink)

This paper proposes a new interpretation of Gadamer’s problematic appropriation of Platonic metaphysics. It argues that Gadamer, attempting to respond to the challenge posed by Heidegger’s interpretation of Platonic metaphysics and of its role in the history of Being (Seinsgeschichte), downplayed the transcendence of Platonic Forms. Gadamer achieves a reconfiguration of this transcendence and its transposition into what I call here a plane of immanence through two hermeneutic gestures: 1) interpreting Forms in light of Greek mathematics and especially in light (...) of the structure of the sum-number; 2) introducing temporality and historicity in the Medieval doctrine of transcendentals by giving priority to the Beautiful over the Good. I contend that, Platonically speaking, this amounts to the rejection of νοήσις in favor of διάνοια, and that this raises issues concerning the problem of finitude and the potential limits of linguisticality (Sprachlichkeit). (shrink)

This book is full of polemical ideas that bring an urgent call for a multifaceted interdisciplinary collaboration in a time of deep environmental, as well as political, economic and cultural crisis.