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  1. added 2014-12-18
    Steven M. Rosen (2014). How Can We Signify Being? Semiotics and Topological Self-Signification. Cosmos and History: The Journal of Natural and Social Philosophy 10 (2):250-277.
    The premise of this paper is that the goal of signifying Being central to ontological phenomenology has been tacitly subverted by the semiotic structure of conventional phenomenological writing. First it is demonstrated that the three components of the conventional sign as defined by C. S. Peirce—the sign-vehicle, object, and interpretant—bear an external relationship to each other. This is linked to the abstractness of alphabetic language, which objectifies nature and splits subject and object. It is the subject-object divide that phenomenology must (...)
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  2. added 2014-12-18
    Lamartine de Hollanda Cavalcanti Neto (2014). Eficácia do belo na educação segundo a Psicologia Tomista. Instituto Lumen Sapientiae.
    This book aims to examine the contributions that beauty (pulchrum in Latin) can offer to the educational activity, focusing on the subject from the point of view of Thomistic Psychology. For this, comes to answering some previous criterial and methodological objections to recall thereafter the main points of that psychological conception. The book presents what this conception understands as human powers, their interaction and dynamism, the role of emotions in the latter, and the processes arising from such interaction. In succession, (...)
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  3. added 2014-12-17
    Andreas Dorschel & Matthias Kettner (1996). Systemrationalität? In Karl-Otto Apel & Matthias Kettner (eds.), Die eine Vernunft und die vielen Rationalitäten. Suhrkamp. 349-372.
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  4. added 2014-12-17
    Andreas Dorschel (1995). Das anthropologische Argument in der praktischen Philosophie und die Logik des Vergleichs. Logos 2 (1):19-40.
    Arnold Gehlen's attempt to give anthropological grounds for morality stems from Kant's idea that being freed from the compulsion of instinct left human beings in need of compensation for the loss of the practical guidance which instinct had hitherto provided. Whereas Kant thought this compensation was to found only in reasoned morality, Gehlen would argue that morality provides recompense by becoming a quasi-instinct that functions without reflection and that needs to be bred into human beings. The author maintains that in (...)
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  5. added 2014-12-17
    Andreas Dorschel (1992). Das Programm ästhetischer Erziehung bei Schiller und beim frühen Nietzsche. Vierteljahrsschrift Für Wissenschaftliche Pädagogik 68 (3):260-284.
  6. added 2014-12-17
    Andreas Dorschel (1986). Religion als 'Teilsystem'? Zu Niklas Luhmanns 'Die Unterscheidung Gottes'. Österreichische Zeitschrift Für Soziologie 11 (3):12-18.
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  7. added 2014-12-15
    Yuko Murakami & Manabu Sumida (2014). History and Philosophy of Science in Japanese Education: A Historical Overview. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 2217-2245.
    This article describes the historical development of HPS/NOS mainly in higher education. Because the establishment of universities in Japan in late-nineteenth century was a reaction against Western imperialism, higher education aimed to cultivate scientists and engineers with an emphasis on practical applications. This direction in higher science and engineering education continues into the present. It has conditioned elementary and secondary education via university entrance examinations, where no questions on NOS appear. Hence, HPS research and education has developed in Japanese higher (...)
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  8. added 2014-12-15
    Brian Dunst & Alex Levine (2014). Conceptual Change: Analogies Great and Small and the Quest for Coherence. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 1345-1361.
    Historians and philosophers of science have, in recent decades, offered evidence in support of several influential models of conceptual change in science. These models have often drawn on and in turn driven research on conceptual change in childhood and in science education. This nexus of reciprocal influences is held together by several largely unexamined analogies and by several assumptions concerning analogy itself. In this chapter, we aim to shed some light on these hidden premises and subject them to critical scrutiny. (...)
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  9. added 2014-12-15
    John L. Taylor & Andrew Hunt (2014). History and Philosophy of Science and the Teaching of Science in England. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 2045-2081.
    This chapter relates a broadly chronological story of the developments over the last 50 years that have sought to reshape the science curriculum in English schools by introducing aspects of the history of science and nature of science. The chapter highlights key curriculum projects by outlining the contexts in which they developed and summarising their rationales as set out in their publications. It also provides signposts to some of the reports of research and scholarship that have evaluated these initiatives. The (...)
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  10. added 2014-12-14
    Mansoor Niaz (2014). Science Textbooks: The Role of History and Philosophy of Science. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 1411-1441.
    Research in science education has recognized the importance of history and philosophy of science (HPS), and this has facilitated the evaluation of science textbooks. Purpose of this chapter is to review research based on analyses of science textbooks that explicitly use a history and philosophy of science framework. This review has focused on studies published in the 15-year period (1996–2010) and has drawn on the following major science education journals: International Journal of Science Education, Journal of Research in Science Teaching, (...)
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  11. added 2014-12-14
    Taner Edis & Saouma BouJaoude (2014). Rejecting Materialism: Responses to Modern Science in the Muslim Middle East. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 1663-1690.
    In the past centuries, most Muslims have encountered modern science as a Western import. To avoid being overwhelmed by the military and commercial advantages enjoyed by technologically advanced nations, Middle Eastern Muslim societies had to begin adopting modern knowledge. As westernization started to shape social structures and institutions as well as technologies, conservative Muslim responses to modern science typically became conditioned by the demands of cultural defense. Many Muslim thinkers argued that upholding the religious character of Muslim civilization meant borrowing (...)
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  12. added 2014-12-14
    Michael J. Reiss (2014). What Significance Does Christianity Have for Science Education? In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 1637-1662.
    In a number of countries, issues to do with religion seem increasingly to be of importance in school science lessons and some other science educational settings, such as museums. This chapter begins by discussing the nature of religion and the nature of science and then looks at understandings of possible relationships between science and Christianity with particular reference to such issues as determinism, evolution and the uses to which advances in scientific knowledge may be put. It then goes on to (...)
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  13. added 2014-12-14
    Tim Sprod (2014). Philosophical Inquiry and Critical Thinking in Primary and Secondary Science Education. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 1531-1564.
    If Lipman’s claim that philosophy is the discipline whose central concern is thinking is true, then any attempt to improve students’ scientific critical thinking ought to have a philosophical edge. This chapter explores that position. -/- The first section addresses the extent to which critical thinking is general – applicable to all disciplines – or contextually bound, explores some competing accounts of what critical thinking actually is and considers the extent to which scientific thinking builds on, or is quite different (...)
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  14. added 2014-12-14
    Sundar Sarukkai (2014). Indian Experiences with Science: Considerations for History, Philosophy, and Science Education. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 1691-1719.
    This chapter explores how perspectives on science drawn from Indian experiences can contribute to the interface between history and philosophy of science (HPS) and science education (SE). HPS is encoded in science texts in the various presuppositions that underlie both the content and the way the content is presented. Thus, a deeper engagement with contemporary work in HPS will be of great significance to science teaching. By drawing on the notion of multicultural origins of science as well as redefining the (...)
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  15. added 2014-12-14
    Michael R. Matthews (2014). Science, Worldviews and Education. In , International Handbook of Research in History, Philosophy and Science Teaching. Springer. 1585-1635.
    Science has always engaged with the worldviews of societies and cultures. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the nature of science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to at least the following questions about science, science teaching and worldviews: -/- What is a worldview? (...)
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  16. added 2014-12-12
    Gürol Irzik & Robert Nola (2014). New Directions for Nature of Science Research. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 999-1021.
    The idea of family resemblance, when applied to science, can provide a powerful account of the nature of science (NOS). In this chapter we develop such an account by taking into consideration the consensus on NOS that emerged in the science education literature in the last decade or so. According to the family resemblance approach, the nature of science can be systematically and comprehensively characterised in terms of a number of science categories which exhibit strong similarities and overlaps amongst diverse (...)
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  17. added 2014-12-12
    Lajos L. Brons (2014). Needing the Other: The Anatomy of the Mass Noun Thesis. ARGUMENT 4 (1):103-122.
    Othering is the construction and identification of the self or in-group and the other or out-group in mutual, unequal opposition by attributing relative inferiority and/or radical alienness to the other/out-group. Othering can be “crude” or “sophisticated”, the defining difference being that in the latter case othering depends on the interpretation of the other/out-group in terms that are applicable only to the self/in-group but that are unconsciously assumed to be universal. The Mass Noun Thesis, the idea that all nouns in certain (...)
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  18. added 2014-12-11
    Peter Slezak (2014). Appraising Constructivism in Science Education. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 1023-1055.
    Two varieties of constructivism are distinguished. In part 1, the psychological or “radical” constructivism of von Glasersfeld is discussed. Despite its dominant influence in science education, radical constructivism has been controversial, with challenges to its principles and practices. In part 2, social constructivism is discussed in the sociology of scientific knowledge. Social constructivism has not been primarily concerned with education but has the most direct consequences in view of its challenge to the most fundamental, traditional assumptions in the philosophy of (...)
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  19. added 2014-12-11
    Stephen P. Norris, Linda M. Phillips & David Burns (2014). Conceptions of Scientific Literacy: Identifying and Evaluating Their Programmatic Elements. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 1317-1344.
    Programmatic concepts have elements that point in a valued direction or name a desired goal. We provide a detailed analysis of the nature of programmatic concepts and cite examples of the programmatic elements found in conceptions of scientific literacy. Next we describe what values underlie these elements and what theories of value might be brought to bear in assessing them. We present an analysis of approximately 70 conceptions of scientific literacy found in the literature since the year 2000. We identify (...)
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  20. added 2014-12-11
    Cynthia Passmore, Julia Svoboda Gouvea & Ronald Giere (2014). Models in Science and in Learning Science: Focusing Scientific Practice on Sense-Making. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 1171-1202.
    The central aim of science is to make sense of the world. To move forward as a community endeavor, sense-making must be systematic and focused. The question then is how do scientists actually experience the sense-making process? In this chapter we examine the “practice turn” in science studies and in particular how as a result of this turn scholars have come to realize that models are the “functional unit” of scientific thought and form the center of the reasoning/sense-making process. This (...)
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  21. added 2014-12-11
    Jim Mackenzie, Ron Good & James Robert Brown (2014). Postmodernism and Science Education: An Appraisal. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 1057-1086.
    Over the past 50 years, postmodernism has been a progressively growing and influential intellectual movement inside and outside the academy. Postmodernism is characterised by rejection of parts or the whole of the Enlightenment project that had its roots in the birth and embrace of early modern science. While Enlightenment and ‘modernist’ ideas of universalism, of intellectual and cultural progress, of the possibility of finding truths about the natural and social world and of rejection of absolutism and authoritarianism in politics, philosophy (...)
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  22. added 2014-12-10
    Joshua Knobe (forthcoming). Philosophers Are Doing Something Different Now: Quantitative Data. Cognition.
    The philosophical study of mind in the twentieth century was dominated by a research program that used a priori methods to address foundational questions. Since that time, however, the philosophical study of mind has undergone a dramatic shift. To provide a more accurate picture of contemporary philosophical work, I compared a sample of highly cited philosophy papers from the past five years with a sample of highly cited philosophy papers from the twentieth century. In the twentieth century sample, the majority (...)
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  23. added 2014-12-10
    Pedro Proscurcin Junior (2014). Der Begriff ēthos bei Homer: Beitrag zu einer philosophischen Interpretation. Winter.
    Der vorliegende Band leistet eine philosophische Untersuchung des Begriffs Ethos bei Homer. Traditionell schenken die Homer-Interpreten der konkreten Bedeutung des Begriffs allein in Bezug auf die Tiere Aufmerksamkeit und sprechen nicht uber den Zusammenhang des Wortes mit den menschlichen Figuren im Text. Auch wird deren psychologische Dimension in der Regel nicht beachtet. Die Analyse ist ein Beitrag zu einer anderen Art von Interpretation des Begriffs Ethos, in der wichtige Perspektivierungen, wie sie z. B. in der Philosophie, der Handlungspsychologie oder der (...)
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  24. added 2014-12-10
    Helge Kragh (2014). The Science of the Universe: Cosmology and Science Education. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 643-665.
    Cosmology differs in some respects significantly from other sciences, primarily because of its intimate association with issues of a conceptual and philosophical nature. Because cosmology in the broader sense relates to the students’ world views, it provides a means for bridging the gap between the teaching of science and the teaching of humanistic subjects. Students should of course learn to distinguish between what is right and wrong about the science of the universe. No less importantly, they should learn to recognize (...)
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  25. added 2014-12-10
    Judith V. Grabiner (2014). The Role of Mathematics in Liberal Arts Education. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 793-836.
    The history of the continuous inclusion of mathematics in liberal education in the West, from ancient times through the modern period, is sketched in the first two sections of this chapter. Next, the heart of this essay (Sects. 3, 4, 5, 6, and 7) delineates the central role mathematics has played throughout the history of Western civilization: not just a tool for science and technology, mathematics continually illuminates, interacts with, and sometimes challenges fields like art, music, literature, and philosophy – (...)
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  26. added 2014-12-09
    Jennifer Matey (forthcoming). Phenomenal Intentionality and Color Experience. Topics in Cognitive Science.
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  27. added 2014-12-09
    Francesca Brencio (ed.) (2014). Corpo e spazio. A partire da Francesca Woodman.
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  28. added 2014-12-09
    Charbel N. El-Hani, Ana Maria R. de Alameida, Gilberto C. Bomfim, Leyla M. Joaquim, João Carlos M. Magalhães, Lia M. N. Meyer, Maiana A. Pitombo & Vanessa C. dos Santos (2014). The Contribution of History and Philosophy to the Problem of Hybrid Views About Genes in Genetics Teaching. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 469-520.
    Currently there are persistent doubts about the meaning and contributions of the gene concept, mostly related to its interpretation as a stretch of DNA encoding a single functional product, i.e., the classical molecular gene concept. There is, however, much conceptual variation around genes, leading to important difficulties in genetics teaching. We investigated whether and how conceptual variation related to the gene concept and gene function models is present in school science and what potential problems it may bring to genetics teaching (...)
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  29. added 2014-12-09
    Ross H. Nehm & Kostas Kampourakis (2014). History and Philosophy of Science and the Teaching of Macroevolution. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 401-421.
    Although macroevolution has been the subject of sustained attention in the history and philosophy of science (HPS) community, only in recent years have science educators begun to more fully engage with the topic. This chapter first explores how science educators have conceptualized macroevolution and how their perspectives align with the views from HPS. Second, it illustrates how science educators’ limited engagement with HPS scholarship on macroevolution has influenced construct delineation, measurement instrument development, and educational arguments about which aspects of macroevolution (...)
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  30. added 2014-12-09
    Kostas Kampourakis & Ross H. Nehm (2014). History and Philosophy of Science and the Teaching of Evolution: Students’ Conceptions and Explanations. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 377-399.
    A large body of work in science education indicates that evolution is one of the least understood and accepted scientific theories. Although scholarship from the history and philosophy of science (HPS) has shed light on many conceptual and pedagogical issues in evolution education, HPS-informed studies of evolution education are also characterized by conceptual weaknesses. In this chapter, we critically review such studies and find that some work lacks historically accurate characterizations of student ideas (preconceptions and misconceptions). In addition, although several (...)
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  31. added 2014-12-09
    Francesca Brencio (ed.) (2013). Rahamim. Lingua, terra, misericordia.
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  32. added 2014-12-09
    Francesca Brencio (2011). Sensi senza genitivo. In M. Marchi & G. Di Renzo (eds.), Olfatto e profumo tra storia, scienza e arte.
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  33. added 2014-12-09
    Francesca Brencio (2003). Il peso insopportabile. Arthur Rimbaud. Davar 1.
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  34. added 2014-12-08
    Eva-Maria Engelen, Christian Fleischhack, C. Giovanni Galizia & Katharina Landfester (eds.) (2010). Heureka: Evidenzkriterien in den Wissenschaften. Ein Kompendium für den interdisziplinären Gerauch. Spektrum Springer.
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  35. added 2014-12-07
    Michael R. Matthews (2014). Pendulum Motion: A Case Study in How History and Philosophy Can Contribute to Science Education. In , International Handbook of Research in History, Philosophy and Science Teaching. Springer. 19-56.
    The pendulum has had immense scientific, cultural, social and philosophical impact. Historical, methodological and philosophical studies of pendulum motion can assist teachers to improve science education by developing enriched curricular material, and by showing connections between pendulum studies and other parts of the school programme, especially mathematics, social studies, technology and music. The pendulum is a universal topic in high-school science programmes and some elementary science courses; an enriched approach to its study can result in deepened science literacy across the (...)
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  36. added 2014-12-06
    Kumiko Fukumura (2014). Interface of Linguistic and Visual Information During Audience Design. Cognitive Science 38 (8).
    Evidence suggests that speakers can take account of the addressee's needs when referring. However, what representations drive the speaker's audience design has been less clear. This study aims to go beyond previous studies by investigating the interplay between the visual and linguistic context during audience design. Speakers repeated subordinate descriptions given in the prior linguistic context less and used basic-level descriptions more when the addressee did not hear the linguistic context than when s/he did. But crucially, this effect happened only (...)
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  37. added 2014-12-05
    Pamela Perniss & Asli Özyürek (2014). Visible Cohesion: A Comparison of Reference Tracking in Sign, Speech, and Co‐Speech Gesture. Topics in Cognitive Science 6 (4):n/a-n/a.
    Establishing and maintaining reference is a crucial part of discourse. In spoken languages, differential linguistic devices mark referents occurring in different referential contexts, that is, introduction, maintenance, and re-introduction contexts. Speakers using gestures as well as users of sign languages have also been shown to mark referents differentially depending on the referential context. This article investigates the modality-specific contribution of the visual modality in marking referential context by providing a direct comparison between sign language and co-speech gesture with speech in (...)
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  38. added 2014-12-05
    Jorrig Vogels, Emiel Krahmer & Alfons Maes (2014). How Cognitive Load Influences Speakers' Choice of Referring Expressions. Cognitive Science 38 (8).
    We report on two experiments investigating the effect of an increased cognitive load for speakers on the choice of referring expressions. Speakers produced story continuations to addressees, in which they referred to characters that were either salient or non-salient in the discourse. In Experiment 1, referents that were salient for the speaker were non-salient for the addressee, and vice versa. In Experiment 2, all discourse information was shared between speaker and addressee. Cognitive load was manipulated by the presence or absence (...)
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  39. added 2014-12-03
    Piers D. L. Howe & Adam Ferguson (2014). The Identity‐Location Binding Problem. Cognitive Science 38 (8):n/a-n/a.
    The binding problem is fundamental to visual perception. It is the problem of associating an object's visual properties with itself and not with some other object. The problem is made particular difficult because different properties of an object, such as its color, shape, size, and motion, are often processed independently, sometimes in different cortical areas. The results of these separate analyses have to be combined before the object can be seen as a single coherent entity as opposed to a collection (...)
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  40. added 2014-12-02
    Aida Míguez Barciela, ¿Qué Es la Pólis? Una Isla (A Propósito de la Fundación de Cirene En Las Odas de Píndaro).
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  41. added 2014-12-02
    Peter Garik, Luciana Garbayo, Yann Benétreau-Dupin, Charles Winrich, Andrew Duffy, Nicholas Gross & Manher Jariwala (forthcoming). Teaching the Conceptual History of Physics to Physics Teachers. Science and Education.
    For nearly a decade we have taught the history and philosophy of science as part of courses aimed at the professional development of physics teachers. The focus of the history of science instruction is on the stages in the development of the concepts and theories of physics. For this instruction, we designed activities to help the teachers organize their understanding of this historical development. The activities include scientific modeling using archaic theories. We conducted surveys to gauge the impact on the (...)
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  42. added 2014-12-01
    George Couvalis (2013-14). Hume's Lucianic Thanatotherapy. Modern Greek Studies (Australia and New Zealand) 16 (B):327-344.
    The eighteenth century philosopher David Hume was much influenced by Greek philosophy and literature. His favourite writer was the satirist Lucian. What is David Hume’s thanatotherapy (therapy of the fear of death)? Is he an Epicurean or Pyrrhonian thanatotherapist? I argue that, while he is in part an Epicurean who is sceptical about his Epicureanism, he is primarily a Lucianic thanatotherapist. A Lucianic thanatotherapist uses self and other deprecating irony as a form of therapy. He also ruthlessly satirises religious consolations. (...)
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  43. added 2014-11-30
    Sanjay Chandrasekharan & Nancy J. Nersessian (2014). Building Cognition: The Construction of Computational Representations for Scientific Discovery. Cognitive Science 38 (8).
    Novel computational representations, such as simulation models of complex systems and video games for scientific discovery , are dramatically changing the way discoveries emerge in science and engineering. The cognitive roles played by such computational representations in discovery are not well understood. We present a theoretical analysis of the cognitive roles such representations play, based on an ethnographic study of the building of computational models in a systems biology laboratory. Specifically, we focus on a case of model-building by an engineer (...)
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  44. added 2014-11-29
    Aida Míguez Barciela, Píndaro y la "Verdad" Del Poema.
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  45. added 2014-11-29
    Guillaume Beaulac (2014). Language, Mind, and Cognitive Science: Remarks on Theories of the Language-Cognition Relationships in Human Minds. Dissertation, University of Western Ontario
    My dissertation establishes the basis for a systematic outlook on the role language plays in human cognition. It is an investigation based on a cognitive conception of language, as opposed to communicative conceptions, viz. those that suppose that language plays no role in cognition (its only role being to externalize thought). I focus, in Chapter 2, on three paradigmatic theories adopting this perspective, each offering different views on how language contributes to or changes cognition. -/- In Chapter 3, I criticize (...)
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  46. added 2014-11-29
    Tim Kenyon & Guillaume Beaulac (2014). Critical Thinking Education and Debiasing. Informal Logic 34 (4):341-363.
    There are empirical grounds to doubt the effectiveness of a common and intuitive approach to teaching debiasing strategies in critical thinking courses. We summarize some of the grounds before suggesting a broader taxonomy of debiasing strategies. This four-level taxonomy enables a useful diagnosis of biasing factors and situations, and illuminates more strategies for more effective bias mitigation located in the shaping of situational factors and reasoning infrastructure—sometimes called “nudges” in the literature. The question, we contend, then becomes how best to (...)
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  47. added 2014-11-29
    Mark K. Johansen, Justin Savage, Nathalie Fouquet & David R. Shanks (2014). Salience Not Status: How Category Labels Influence Feature Inference. Cognitive Science 38 (8).
    Two main uses of categories are classification and feature inference, and category labels have been widely shown to play a dominant role in feature inference. However, the nature of this influence remains unclear, and we evaluate two contrasting hypotheses formalized as mathematical models: the label special-mechanism hypothesis and the label super-salience hypothesis. The special-mechanism hypothesis is that category labels, unlike other features, trigger inference decision making in reference to the category prototypes. This results in a tendency for prototype-compatible inferences because (...)
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  48. added 2014-11-28
    Bertold Schweitzer (forthcoming). Modelling Mechanisms of Democratic Transition in the Arab Uprisings. Middle East Critique 24 (1).
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  49. added 2014-11-28
    Patricia Bauer & Bertold Schweitzer (2014). Egypt and the European Union: Political Dialogue and Authoritarian Resilience. In Adham Hamed (ed.), Revolution as a Process: The Case of the Egyptian Uprising. Wiener Verlag für Sozialforschung. 221–243.
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  50. added 2014-11-28
    Patricia Bauer & Bertold Schweitzer (2013). The Egyptian Revolution 2011: Mechanisms of Violence and Non-Violence. In Bert Preiss & Claudia Brunner (eds.), Democracy in Crisis: The Dynamics of Civil Protest and Civil Resistance. Lit. 309–328.
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