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  1. The critical theory of science.Stuart Silvers - 1973 - Zeitschrift Für Allgemeine Wissenschaftstheorie 4 (1):108-132.
    The meta-scientific investigation of the various kinds of influence which determine both the establishment of the cultural institution of science and criteria governing its internal operations, including criteria of the concepts of cognition has been termed by Professor Jürgen Habermas as the critical theory of science. The five-fold thesis of his theory treats of what he considers to be the extrascientific interests which determine and accompany our traditional concepts of knowledge as characterized by science. The development of the theses is (...)
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  • Teaching ethics in the fractured state.Howard Harris - 2018 - International Journal of Ethics Education 3 (2):109-123.
    A recent conference had as a theme, Ethics in the Fractured State. That theme presumes that there is a fractured state – if not everywhere then somewhere, if not now, then soon. This paper looks at the nature of the fracture and at the implications for the teaching of ethics. Three important lines of fracture – plural, secular, anti-business – are considered in the paper, each described and distinguished separately. The fracture makes ethics more relevant not only in business schools (...)
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  • The Platonism of Modern Physical Science: Historical Roots and “Rational Reconstruction”.Ragnar Fjelland - forthcoming - Foundations of Science:1-20.
    Perhaps the most influential historian of science of the last century, Alexandre Koyré, famously argued that the icon of modern science, Galileo Galilei, was a Platonist who had hardly performed experiments. Koyré has been followed by other historians and philosophers of science. In addition, it is not difficult to find examples of Platonists in contemporary science, in particular in the physical sciences. A famous example is the icon of twenty century physics, Albert Einstein. This paper addresses two questions related to (...)
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  • A dialectical approach to action theory.John M. Connolly - 1976 - Inquiry: An Interdisciplinary Journal of Philosophy 19 (1-4):427 – 442.
    Recent work in the theory of action by analytical philosophers has focused on explaining actions by citing the agent's motivating reason(s). But this ignores a pattern of explanation typical in the social sciences, i.e. situating the agent in a reference group whose members typically manifest that behavior. In some cases the behavior of such groups can itself be shown to be the product of social forces. Two extended examples of this explanatory pattern are studied. In each case the motivating reasons (...)
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  • The Frankfurt School, Science and Technology Studies, and the Humanities.Finn Collin & David Budtz Pedersen - 2015 - Social Epistemology 29 (1):44-72.
    This paper examines the often overlooked parallels between the critical theory of the German Frankfurt School and Science and Technology Studies in Britain, as an attempt to articulate a critique of science as a social phenomenon. The cultural aspect of the German and British arguments is in focus, especially the role attributed to the humanities in balancing cultural and techno-scientific values in society. Here, we draw parallels between the German argument and the Two Cultures debate in Britain. The third and (...)
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