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  1. Rudolf Allers (1949). The Scientific Outlook (Review). Franciscan Studies 9 (2):178-180.
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  2. Marco Altamirano (2014). Three Concepts for Crossing the Nature-Artifice Divide: Technology, Milieu, and Machine. Foucault Studies 17 (April 2014):11-35.
    The distinction between nature and artifice has been definitive for Western conceptions of the role of humans within their natural environment. But the human must already be separated from nature in order to distinguish between nature and artifice. This separation, in turn, facilitates a classification of knowledge in general, typically cast in terms of a hierarchy of sciences that ascends from the natural sciences to the social (or human) sciences. However, this hierarchy considers nature as a substantial foundation upon which (...)
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  3. Dominic J. Balestra (1984). Radical Knowledge: A Philosophical Inquiry Into the Nature and Limits of Science. By Gonzalo Munevar, with a Forword by Paul K. Feyerabend. Modern Schoolman 61 (2):134-137.
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  4. Richard J. Blackwell (1969). Completeness in Science. By Richard Schlegel. Modern Schoolman 46 (4):368-368.
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  5. Howard Brody (1992). The Importance of Primary Care for Theoretical Medicine: A Commentary. Theoretical Medicine and Bioethics 13 (3).
    Froom and Froom all attention to referral bias as a frequent cause for misinterpreting the medical literature. This is particularly a source of false certainty, and therefore false science, in U.S. practice, where referral centers are often seen as the only legitimate source of medical knowledge and where primary care is discounted as a source of scientific observations. Appreciation of the primary care setting is therefore a critical element in theoretical understanding of medical epistemology.
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  6. David Buchanan & Franklin G. Miller (2005). Principles of Early Stopping of Randomized Trials for Efficacy: A Critique of Equipoise and an Alternative Nonexploitation Ethical Framework. Kennedy Institute of Ethics Journal 15 (2):161-178.
    : Recent controversial decisions to terminate several large clinical trials have called attention to the need for developing a sound ethical framework to determine when trials should be stopped in light of emerging efficacy data. Currently, the fundamental rationale for stopping trials early is based on the principle that equipoise has been disturbed. We present an analysis of the ethical and practical problems with the "equipoise disturbed" position and describe an alternative ethical framework based on the principle of nonexploitation. This (...)
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  7. Grzegorz Bugajak (2009). Philosophy of Nature, Realism, and the Postulated Ontology of Scientific Theories. In Adam Świeżyński (ed.), Philosophy of Nature Today, Wydawnictwo UKSW, Warszawa. 59–80.
    The first part of the paper is a metatheoretical consideration of such philosophy of nature which allows for using scientific results in philosophical analyses. An epistemological 'judgment' of those results becomes a preliminary task of this discipline: this involves taking a position in the controversy between realistic and antirealistic accounts of science. It is shown that a philosopher of nature has to be a realist, if his task to build true ontology of reality is to be achieved. At the same (...)
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  8. Milič Čapek (1957). The Development of Reichenbach's Epistemology. Review of Metaphysics 11 (1):42 - 67.
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  9. Sibel Erduran & Ebru Z. Mugaloglu (2014). Philosophy of Chemistry in Chemical Education: Recent Trends and Future Directions. In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. 287-315.
    In this chapter, we review recent trends in the philosophy of chemistry and its applications in chemical education. Chemistry has maintained quite a peripheral existence in the philosophy of science for a long time, thus evading focused attention and critical analysis. However, since the 1990s an increasing number of books, journals, conferences and associations focused on philosophy of chemistry highlighting the contributions of chemistry to philosophy of science (Bhushan and Rosenfeld, Of minds and molecules: new philosophical perspectives on chemistry. Oxford (...)
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  10. Uljana Feest (2014). The Continuing Relevance of 19th-Century Philosophy of Psychology: Brentano and the Autonomy of Psychological Methods. In M. C. Galavotti & F. Stadler (eds.), New Directions in the Philosophy of Science, The Philosophy of Science in a European Perspective 5. Springer. Springer. 693-709.
    This paper provides an analysis of Franz Brentano’s thesis that psychology employs a distinctive method, which sets it apart from physiology. The aim of the paper is two-fold: First, I situate Brentano’s thesis (and the broader metaphysical system that underwrites it) within the context of specific debates about the nature and status of psychology, arguing that we regard him as engaging in a form of boundary work. Second, I explore the relevance of Brentano’s considerations to more recent debates about autonomy (...)
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  11. Matthew Fluck (2010). Review: O'Hear (Ed), Epistemology: Royal Institute of Philosophy Supplements. [REVIEW] Kantian Review 15 (2):155-159.
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  12. Paul Gilbert (2004). «Philosophie et science». Une question disputée. Gregorianum 85 (2):374-383.
    The article reviews selected points arising from the quaestio disputata on the relation between philosophy and the sciences, published in this journal in September 2003 and then some weeks later treated in an open forum by professors and students of the Gregorian Faculty of Philosophy. The central issue emerging from the discussion was that of organizing the different modes of rational discourse in a manner that respects the specific methods of each, while remaining attentive to the unity of human thought (...)
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  13. Leston L. Havens (1973/1987). Approaches to the Mind: Movement of the Psychiatric Schools From Sects Toward Science. Harvard University Press.
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  14. Hermann von Helmholtz (1998). Book Notices-Science and Culture. Popular and Philosophical Essays. History and Philosophy of the Life Sciences 20 (3):376-376.
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  15. Valeriano Iranzo (2012). La predicción científica. Concepciones filosófico-metodológicas desde H. Reichenbach a N. Rescher. Theoria: Revista de Teoría, Historia y Fundamentos de la Ciencia 27 (1):117-119.
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  16. Valeriano Iranzo (2008). El Dilema Del Realismo Experimental. Episteme 28 (1):59-88.
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  17. Valeriano Iranzo & Ignacio Martínez de Lejarza (2013). On Ratio Measures of Confirmation. Journal for General Philosophy of Science 44 (1):193-200.
    There are different Bayesian measures to calculate the degree of confirmation of a hypothesis H in respect of a particular piece of evidence E. Zalabardo (Analysis 69:630–635, 2009) is a recent attempt to defend the likelihood-ratio measure (LR) against the probability-ratio measure (PR). The main disagreement between LR and PR concerns their sensitivity to prior probabilities. Zalabardo invokes intuitive plausibility as the appropriate criterion for choosing between them. Furthermore, he claims that it favours the ordering of pairs evidence/hypothesis generated by (...)
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  18. Milja Kurki, The Politics of the Philosophy of Science.
    Monteiro and Ruby (2009) argue that International Relations (IR) scholars should look to adopt a more ‘tentative attitude’ towards the philosophy of science (PoS) frameworks in IR. This is an attractive and timely call for more open-minded PoS argumentation in the field. Yet, the logic of Monteiro and Ruby’s argument is not (rather characteristically of PoS debates) infallible. As other commentaries in this forum show, it is not self-evident that Monteiro and Ruby’s account is ‘post-foundational’, or that it is premised (...)
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  19. Jocalyn Lawler (1998). Phenomenologies as Research Methodologies for Nursing: From Philosophy to Researching Practice. Nursing Inquiry 5 (2):104-111.
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  20. Holger Lyre (2013). Must Structural Realism Cover the Special Sciences? In Vassilios Karakostas & Dennis Dieks (eds.), Epsa11 Perspectives and Foundational Problems in Philosophy of Science. Springer. 383--390.
    Structural Realism (SR) is typically rated as a moderate realist doctrine about the ultimate entities of nature described by fundamental physics. Whether it must be extended to the higher-level special sciences is not so clear. In this short paper I argue that there is no need to ‘structuralize’ the special sciences. By mounting concrete examples I show that structural descriptions and structural laws certainly play a role in the special sciences, but that they don’t play any exclusive role nor that (...)
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  21. Michael R. Matthews (2014). Introduction: The History, Purpose and Content of the Springer International Handbook of Research in History, Philosophy and Science Teaching. In , International Handbook of Research in History, Philosophy and Science Teaching. Springer. 1-15.
    This is the first handbook to be published that is devoted to the field of historical and philosophical research in science and mathematics education (HPS&ST). Given that science and mathematics through their long history have always been engaged with philosophy and that for over a century it has been recognised that science and mathematics curriculum development, teaching, assessment and learning give rise to so many historical and philosophical questions, it is unfortunate that such a handbook has been so long coming.
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  22. 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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  23. Sam K. Newton & John Appiah-poku (2007). Opinions of Researchers Based in the Uk on Recruiting Subjects From Developing Countries Into Randomized Controlled Trials. Developing World Bioethics 7 (3):149–156.
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  24. Robert B. Page, Bryce L. Munger & Richard M. Bergland (forthcoming). Logical Empiricism, Feminism, and Neurath's Auxiliary Motive. Hypatia.
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  25. Nicolas Rasmussen (1993). Facts, Artifacts, and Mesosomes: Practicing Epistemology with the Electron Microscope. Studies in History and Philosophy of Science Part A 24 (2):227-265.
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  26. Hans-Jörg Rheinberger (2010). On Historicizing Epistemology: An Essay. Stanford University Press.
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  27. Robert Scharff (2011). Displacing Epistemology: Being in the Midst of Technoscientific Practice. [REVIEW] Foundations of Science 16 (2):227-243.
    Interest the Erklären–Verstehen debate is usually interpreted as primarily epistemological. By raising the possibility that there are fundamentally different methods for fundamentally different types of science, the debate puts into play all the standard issues—that is, issues concerning scientific explanation and justification, the unity and diversity of scientific disciplines, the reality of their subject matter, the accessibility of various subject matters to research, and so on. In this paper, however, I do not focus on any of these specific issues. I (...)
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  28. Seth Joshua Thomas (2006). Healing Psychiatry. Newsletter of the Society for the Advancement of American Philosophy 34 (105):39-43.
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  29. Cecilia Tohaneanu (2005). Realismul ca filosofie a stiintei/Realism as a Philosophy of Science. Cartea Universitara.
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  30. علیرضا منصوری, مشکل رئالیست با معرفتشناسی تطوری.
    تلقی علم به مثابۀ پدیده‌ای زیست‌شناختی در معرفت‌شناسی تطوری (یا تکاملی) متضمن در نظر گرفتن ویژگی‌هایی برای علم است که ممکن است با دیدگاه رئالیست‌ها در مورد صدق نظریه‌های علمی و عینیت آن‌ها و همچنین عقلانیت و پیشرفت در سیر تحول علم هم‌خوانی نداشته باشد. مسأله‎‌ای که در این سخنرانی به آن می‌پردازیم این است که معرفت‌شناسی تطوری چه مشکلاتی را برای رئالیست ایجاد می‌کند و آیا رئالیست می‌تواند معتقد به معرفت‌شناسی تطوری باشد؟.
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