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  1. Theodore J. Everett (2001). The Rationality of Science and the Rationality of Faith. Journal of Philosophy 98 (1):19-42.
    Why is science so rare and faith so common in human history? Traditional cultures persist because it is subjectively rational for each maturing child to defer to the unanimous beliefs of his elders, regardless of any personal doubts. Science is possible only when individuals promote new theories (which will probably be proven false) and forgo the epistemic advantages of accepting established views (which are more likely to be true). Hence, progressive science progress must rely upon the epistemic altruism of experimental (...)
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  2. James Franklin (2009). What Science Knows: And How It Knows It. Encounter Books.
    In What Science Knows, the Australian philosopher and mathematician James Franklin explains in captivating and straightforward prose how science works its magic ...
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  3. Jeff Kochan (2012). Review of Dimitri Ginev, The Tenets of Cognitive Existentialism. [REVIEW] Notre Dame Philosophical Reviews (2012.04.23).
    Review of: Dimitri Ginev (2011), The Tenets of Cognitive Existentialism (Athens: Ohio University Press).
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  4. Jeff Kochan (2011). Getting Real with Rouse and Heidegger. Perspectives on Science 19 (1):81-115.
    Joseph Rouse has drawn from Heidegger’s early philosophy to develop what he calls a “practical hermeneutics of science.” With this, he has not only become an important player in the recent trend towards practice-based conceptualisations of science, he has also emerged as the predominant expositor of Heidegger’s philosophy of science. Yet, there are serious shortcomings in both Rouse’s theory of science and his interpretation of Heidegger. In the first instance, Rouse’s practical hermeneutics appears confused on the topic of realism. In (...)
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  5. Jeff Kochan (2010). Latour's Heidegger. Social Studies of Science 40 (4):579-598.
    Bruno Latour has had a tremendous impact on the field of science studies. Yet, it is not always easy to say what he stands for. Indeed, Latour has often claimed that his work lacks any overall unity. In this essay, I suggest that at least one concept remains constant throughout Latour’s diverse studies of modern science and technology, namely, mediation. I try to make good this claim by focussing on Latour’s numerous attempts over the years to distance himself from, so (...)
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  6. Jeff Kochan (2006). Rescuing the Gorgias From Latour. Philosophy of the Social Sciences 36 (4):395-422.
    Bruno Latour has been attempting to transform his sociological account of science into an ambitious theory of democracy. In a key early moment in this project, Latour alleges that Plato’s Gorgias introduces an impossibly ratio-nalistic and deeply anti-democratic philosophy which continues to this day to distort our understandings of science and democracy. Latour reckons that if he can successfully refute the Gorgias , then he will have opened up a space in which to authorize his own theory of democracy. I (...)
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  7. H. P. P. Lotter (1999). The Complexity of Science. Koers 64 (4):499-520.
    In this article I present an alternative philosophy of science based on ideas drawn from the study of complex adaptive systems. As a result of the spectacular expansion in scientific disciplines, the number of scientists and scientific institutions in the twentieth century, I believe science can be characterised as a complex system. I want to interpret the processes of science through which scientists themselves determine what counts as good science. This characterisation of science as a complex system can give an (...)
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  8. Michael R. Matthews (ed.) (2014). International Handbook of Research in History, Philosophy and Science Teaching. Springer.
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...)
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  9. Nicholas Maxwell, What’s Wrong With Aim-Oriented Empiricism?
    For four decades it has been argued that we need to adopt a new conception of science called aim-oriented empiricism. This has far-reaching implications and repercussions for science, the philosophy of science, academic inquiry in general, conception of rationality, and how we go about attempting to make progress towards as good a world as possible. Despite these far-reaching repercussions, aim-oriented empiricism has so far received scant attention from philosophers of science. Here, sixteen objections to the validity of the argument for (...)
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  10. Nicholas Maxwell (2014). Global Philosophy: What Philosophy Ought to Be. Imprint Academic.
    These essays are about education, learning, rational inquiry, philosophy, science studies, problem solving, academic inquiry, global problems, wisdom and, above all, the urgent need for an academic revolution. Despite this range and diversity of topics, there is a common underlying theme. Education ought to be devoted, much more than it is, to the exploration real-life, open problems; it ought not to be restricted to learning up solutions to already solved problems - especially if nothing is said about the problems that (...)
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  11. Nicholas Maxwell (2014). Global Philosophy: What Philosophy Ought to Be. Imprint Academic.
    These essays are about education, learning, rational inquiry, philosophy, science studies, problem solving, academic inquiry, global problems, wisdom and, above all, the urgent need for an academic revolution. Despite this range and diversity of topics, there is a common underlying theme. Education ought to be devoted, much more than it is, to the exploration real-life, open problems; it ought not to be restricted to learning up solutions to already solved problems - especially if nothing is said about the problems that (...)
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  12. Nicholas Maxwell (2014). Unification and Revolution: A Paradigm for Paradigms. Journal for General Philosophy of Science 45 (1):133-149.
    Incommensurability was Kuhn’s worst mistake. If it is to be found anywhere in science, it would be in physics. But revolutions in theoretical physics all embody theoretical unification. Far from obliterating the idea that there is a persisting theoretical idea in physics, revolutions do just the opposite: they all actually exemplify the persisting idea of underlying unity. Furthermore, persistent acceptance of unifying theories in physics when empirically more successful disunified rivals can always be concocted means that physics makes a persistent (...)
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  13. Nicholas Maxwell, How to Create a Better World: Bring About a Revolution in Universities. Discussion Blog.
    In order to create a better world we need to bring about a revolution in universities so that they become devoted to helping humanity learn how to make progress towards as good a world as possible.
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  14. Nicholas Maxwell (1997). Must Science Make Cosmological Assumptions If It is to Be Rational?,. In T. Kelly (ed.), The Philosophy of Science: Proceedings of the Irish Philosophical Society Spring Conference. Irish Philosophical Society.
    Cosmological speculation about the ultimate nature of the universe, being necessary for science to be possible at all, must be regarded as a part of scientific knowledge itself, however epistemologically unsound it may be in other respects. The best such speculation available is that the universe is comprehensible in some way or other and, more specifically, in the light of the immense apparent success of modern natural science, that it is physically comprehensible. But both these speculations may be false; in (...)
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  15. Nicholas Maxwell (1977). Articulating the Aims of Science. Nature 265 (January 6):2.
    Most scientists and philosophers of science take for granted the standard empiricist view that the basic intellectual aim of science is truth per se. But this seriously misrepresents the aims of scieince. Actually, science seeks explanatory truth and, more generally, important truth. Problematic metaphysical and value assumptions are inherent in the real aims of science. Precisely because these aims are profoundly problematic, they need to be articulated, imaginatively explored and critically assesseed, in order to improve them, as an integral part (...)
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  16. Michael Redhead & Bernard D'Espagnat (1990). Reality and the Physicist: Knowledge, Duration and the Quantum World. Philosophical Quarterly 40 (159):257.
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  17. Horacio Tignanelli & Yann Benétreau-Dupin (2014). Perspectives of History and Philosophy on Teaching Astronomy. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 603-640.
    The didactics of astronomy is a relatively young field with respect to that of other sciences. Historical issues have most often been part of the teaching of astronomy, although that often does not stem from a specific didactics. The teaching of astronomy is often subsumed under that of physics. One can easily consider that, from an educational standpoint, astronomy requires the same mathematical or physical strategies. This approach may be adequate in many cases but cannot stand as a general principle (...)
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  18. Terrance Tomkow, Blackburn, Truth and Other Hot Topics.
    Quine taught us that the collapse of positivism entails that empirical theories are, in principle, undetermined-- not just by the available evidence-- but by all possible evidence. Without disputing that conclusion, contemporary philosophers-- exampled here by Simon Blackburn and Jerry Fodor-- have wanted to treat this as a merely abstract possibility that need not undermine our confidence in actual scientific theory and practice. I argue that there is no basis for this complacency.
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  19. Ioannis Trisokkas (2009). Sander Bais, In Praise of Science: Curiosity, Understanding, and Progress (Cambridge, MA: The MIT Press, 2010). [REVIEW] Metapsychology on Line Reviews 14 (17).
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  20. Nicla Vassallo (forthcoming). Undertermination and Theory-Ladenness Against Impartiality. A Defence of Value Free Science and Value-Laden Technology. Protosociology 53.
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  21. Petri Ylikoski (1995). The Invisible Hand and Science. Science Studies 8 (2):32-43.