Bookmark and Share

Philosophy of Social Science

Edited by Michiru Nagatsu (University of Helsinki, Tallinn University of Technology)
Assistant editors: Alessandra Basso, Päivi Seppälä, Tarna Kannisto
Most recently added entries found
Search inside:
(import / add options)   Sort by:
1 — 50 / 120
  1. added 2014-12-20
    Emily L. McClung & Joanne Kraenzle Schneider (forthcoming). A Concept Synthesis of Academically Dishonest Behaviors. Journal of Academic Ethics:1-11.
    Over the last several decades there has been an increase in the amount of research conducted concerning academically dishonest behaviors at the undergraduate level. However, this research and subsequent interventions are based on the assumptions that there exists a clear understanding of what constitutes academic dishonesty. In an attempt to address this gap in the current literature, a concept synthesis of students’ perceptions of academic behavior was completed. The end result was 18 categories of potentially dishonest academic behaviors. Definitions and (...)
    Remove from this list | Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  2. added 2014-12-19
    Christian List, Social Choice Theory. Stanford Encyclopedia of Philosophy.
    Social choice theory is the study of collective decision processes and procedures. It is not a single theory, but a cluster of models and results concerning the aggregation of individual inputs (e.g., votes, preferences, judgments, welfare) into collective outputs (e.g., collective decisions, preferences, judgments, welfare). Central questions are: How can a group of individuals choose a winning outcome (e.g., policy, electoral candidate) from a given set of options? What are the properties of different voting systems? When is a voting system (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  3. 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, (...)
    Remove from this list |
    Translate to English
    | Direct download  
     
    My bibliography  
     
    Export citation  
  4. added 2014-12-17
    Andreas Dorschel (1996). Darwinismus als Kritikverbot. Zu Friedrich August von Hayeks Theorie der Moralevolution. Aufklärung Und Kritik 3 (1):31-40.
    Remove from this list |
    Translate to English
    |
     
    My bibliography  
     
    Export citation  
  5. 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.
    Remove from this list |
    Translate to English
    |
     
    My bibliography  
     
    Export citation  
  6. added 2014-12-17
    Andreas Dorschel (1994). Über moralische Bemühungen um Leben. Zeitschrift Für Didaktik der Philosophie Und Ethik 16 (4).
  7. 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.
  8. added 2014-12-17
    Andreas Dorschel (1990). Darwinism as a Prohibition of Criticism. A commentary on Friedrich August von Hayek’s Theory of Moral Evolution. International Journal of Moral and Social Studies 5 (1):55-66.
    Remove from this list |
    Translate to English
    |
     
    My bibliography  
     
    Export citation  
  9. 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. (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  10. 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 (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  11. 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 (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  12. 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 (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  13. 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, (...)
    Remove from this list |
    Translate to English
    | Direct download  
     
    My bibliography  
     
    Export citation  
  14. 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 (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  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? (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  16. 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 (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  17. 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 (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  18. added 2014-12-13
    Philippe Gagnon (2014). "Le paradoxe du progrès : Cournot, Stent et Ruyer". In Michel Weber Vincent Berne (ed.), Chromatikon X : Annales de la philosophie en procès – Yearbook of Philosophy in Process. 71-90.
    This text reconsiders the philosophizing into the future of mankind and futurology done by molecular biologist Gunther Stent in *The Coming of the Golden Age* in the light of Raymond Ruyer's critical notice published in the aftermath of the publication of Stent's book in French translation. For Ruyer, it is an occasion to revisit his own take on what he called in his last work a "theology of the opposition between the organic and the rational," and to restate in a (...)
    Remove from this list |
    Translate to English
    | Direct download  
     
    My bibliography  
     
    Export citation  
  19. added 2014-12-12
    Nicholas Maxwell (forthcoming). Can Scientific Method Help Us Create a Wiser World? In N. Dalal, A. Intezari & M. Heitz (eds.), Practical Wisdom in the Age of Technology: Insights, Issues and Questions for a New Millennium. Ashgate.
    Two great problems of learning confront humanity: (1) learning about the universe, and about ourselves as a part of the universe, and (2) learning how to make progress towards as good a world as possible. We solved the first problem when we created modern science in the 17th century, but we have not yet solved the second problem. This puts us in a situation of unprecedented danger. Modern science and technology enormously increase our power to act, but not our power (...)
    Remove from this list | Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  20. 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 (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  21. 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 (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  22. added 2014-12-11
    Catherine E. Burnette, Sara Sanders, Howard K. Butcher & Jacki T. Rand (2014). A Toolkit for Ethical and Culturally Sensitive Research: An Application with Indigenous Communities. Ethics and Social Welfare 8 (4):364-382.
  23. 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 (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  24. 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 (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  25. added 2014-12-11
    Hazel Davies (2014). Working Inclusively with the Socially Excluded. Ethics and Social Welfare 8 (4):417-422.
    Remove from this list | Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  26. 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 (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  27. 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 – (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  28. added 2014-12-09
    John Baldacchino (forthcoming). Response to Walter Gershon’s Review of Art’s Way Out. Studies in Philosophy and Education:1-5.
    Art’s Way Out invites readers to examine how what we call “art” enters a conditioned relationship with the polity that leaves the occasion of education and the condition of culture in a quandary that is at best inept and at worse oppressive. There are two reasons for this: because any relationship between art and education is aporetic by dint of how they have emerged in between their respective autonomous and heteronomous forms of being and knowing; and because in the volatility (...)
    Remove from this list | Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  29. added 2014-12-09
    Barbara J. Thayer-Bacon (forthcoming). A New Editor-in-Chief for Studies in Philosophy and Education. Studies in Philosophy and Education:1-4.
    This issue marks the beginning of a new editor-in-chief for Studies in Philosophy and Education . I am excited to begin my tenure in this role, and to continue developing the long-standing strength and quality of this journal, which enjoys a 54-year history of continual support from editors in the fields of philosophy, philosophy of education, social science, and educational policy, in support of addressing philosophical, theoretical, normative and conceptual problems and issues in educational research, policy and practice.Let me introduce (...)
    Remove from this list | Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  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 (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  31. 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 (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  32. 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 (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  33. 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 (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  34. added 2014-12-07
    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.
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  35. added 2014-12-07
    Giuseppina D'Oro (2013). Understanding Others: Cultural Anthropology with Collingwood and Quine. Journal of the Philosophy of History 7 (3):326-345.
    Remove from this list |
     
    My bibliography  
     
    Export citation  
  36. added 2014-12-06
    Gert Biesta (forthcoming). Editorial: Positive News About the Future of Philosophy of Education. Studies in Philosophy and Education:1-3.
    In 1999 I was approached by Jim Garrison and Terry McLaughlin with the question whether I was willing to become the next editor of Studies in Philosophy of Education. I was honoured by the request and started working behind the scenes from the end of that year onwards. Fifteen years later I come to the end of my editorship and it gives me great pleasure to introduce and welcome Barbara Thayer-Bacon as the next editor-in-chief of Studies in Philosophy and Education. (...)
    Remove from this list | Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  37. added 2014-12-06
    Ian Jarvie (2015). Pornography Stumps Analytic Philosophers of Art. Philosophy of the Social Sciences 45 (1):122-140.
    A book in which analytic philosophers examine the portrayal of sex in art and the possible artistic value of pornography proves a disappointment. Although a transcendental objection to pornographic art is rebutted, the papers employ barren philosophical methods that divert energy away from significant problems and into scholastic quibbles.
    Remove from this list | Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  38. added 2014-12-03
    Walter S. Gershon (forthcoming). Review of John Baldacchino, Art’s Way Out: Exit Pedagogy and the Cultural Condition Sense, 2012. [REVIEW] Studies in Philosophy and Education:1-7.
    What are the possibilities for art to provide non-reactionary, productive spaces for pedagogical endeavors? How can culture function pedagogically and critically beyond the continuing constraints of positivism on the one hand and fixed systems on the other? In what ways can art’s impasse open spaces, its weakness move beyond the teleological, and its exit provide pedagogical possibilities beyond its current horizons? These and other such questions about the limitations and potential for pedagogy and culture through the lens of art lie (...)
    Remove from this list | Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  39. added 2014-12-03
    Ignacio Serrano del Pozo & Carolin Kreber (forthcoming). Professionalization of the University and the Profession as Macintyrean Practice. Studies in Philosophy and Education:1-14.
    Since the nineteenth century, the debate around the process of professionalization of higher education has been characterized by two extreme positions. For some critics the process carries the risks of instrumentalizing knowledge and of leading the university to succumb under the demands of the market or the state; for other theorists it represents a concrete opportunity for the university to open up to the real needs of society and for reorienting theoretical and fragmented disciplines towards the resolution of concrete and (...)
    Remove from this list | Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  40. added 2014-12-03
    Michael Staudigl & Burkhard Liebsch (eds.) (2014). Bedingungslos? Zum Gewaltpotenzial unbedingter Ansprüche im Kontext politischer Theorie. Nomos.
  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 (...)
    Remove from this list | Direct download  
     
    My bibliography  
     
    Export citation  
  42. added 2014-12-02
    Aslaug Kristiansen (forthcoming). Moments of Goodness: An Analysis of Ethical and Educational Dimensions of the Terror Attack on Utøya, Norway. [REVIEW] Studies in Philosophy and Education:1-16.
    The analysis is based on some moral experiences taking place during a terrorist attack on the Norwegian Labor Party’s youth camp on the island of Utøya July 22, 2011, where 69 young people were killed and several seriously injured. After the attack many of the survivors told stories of how strangers spontaneous had helped and cared for each other. In the midst of the horror there occurred sudden “moments of goodness” or “points of light” that revealed hope for the persons (...)
    Remove from this list | Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  43. added 2014-12-02
    C. Mantzavinos (2003). Beyond Homo Oeconomicus and Homo Sociologicus. In Raymond Boudon Cherkaoui Mohamed (ed.), The European Tradition in Qualitative Research. 421-426.
  44. added 2014-12-02
    C. Mantzavinos (2001). Comment on Ekkehart Schlicht's 'Aestheticism in the Theory of Custom'. Journal des Economistes Et des Etudes Humaines 11.
  45. added 2014-12-02
    C. Mantzavinos (1999). Carl Menger und die Wettbewerbstheorie. Jahrbücher für Nationalökonomie Und Statistik 219.
    Remove from this list |
    Translate to English
    |
     
    My bibliography  
     
    Export citation  
  46. added 2014-12-02
    C. Mantzavinos (1994). Positive und normative Wettbewerbstheorie: der Versuch einer Systematisierung. In Alfred E. Ott (ed.), Probleme der Unvollkommenen Konkurrenz. 65-73.
    Remove from this list |
    Translate to English
    | Direct download  
     
    My bibliography  
     
    Export citation  
  47. added 2014-12-02
    C. Mantzavinos (1992). Contestable Markets, das Neoklassische Marktmodell und die Wettbewerbstheorie. Jahrbücher für Nationalökonomie Und Statistik 209.
    Remove from this list |
    Translate to English
    |
     
    My bibliography  
     
    Export citation  
  48. added 2014-12-01
    C. Mantzavinos (2005). Das Institutionenökonomisch-Evolutionäre Wettbewerbsleitbild. Jahrbücher für Nationalökonomie Und Statistik 225.
    Remove from this list |
    Translate to English
    |
     
    My bibliography  
     
    Export citation  
  49. added 2014-12-01
    C. Mantzavinos (2004). Learning, Institutions, and Economic Performance. Perspectives on Politics 2.
  50. added 2014-12-01
    C. Mantzavinos (1994). Wettbewerbstheorie. Duncker & Humblot.
1 — 50 / 120