In Virgin Mary and the Neutrino, first published in French in 2006 and appearing here in English for the first time, Isabelle Stengers experiments with the possibility of addressing modern practices not as a block but through the way they diverge from each other. Drawing on thinkers ranging from Dewey to Deleuze, she develops what she calls an "ecology of practices" into a capacious and heterogeneous perspective that is inclusive of cultural and political forces but not reducible to them. Stengers (...) first advocates for an approach to sciences that would emphasize the way each should be situated by the kind of relationship demanded by what it attempts to address. This approach turns away from the disabling scientific/nonscientific binary-like the opposition between the neutrino and Virgin Mary. An ecology of practices stimulates instead an appetite for thinking reality not as an arbiter but as what we can relate with through the generation of diverging concerns and obligations. (shrink)

Tercera Cultura: #TheLibro es una introducción a las ciencias cognitivas -Psicología, Lingüística, Filosofía, Neurociencia, Antropología, Inteligencia Artificial- escrita en un lenguaje simple y claro, ilustrado con ejemplos de la cultura popular, dirigido a estudiantes y geeks de todas las edades.

John MacFarlane explores how we might make sense of the idea that truth is relative. He provides new, satisfying accounts of parts of our thought and talk that have resisted traditional methods of analysis, including what we mean when we talk about what is tasty, what we know, what will happen, what might be the case, and what we ought to do.

Many of the philosophical doctrines purveyed by postmodernists have been roundly refuted, yet people continue to be taken in by the dishonest devices used in proselytizing for postmodernism. I exhibit, name, and analyse five favourite rhetorical manoeuvres: Troll's Truisms, Motte and Bailey Doctrines, Equivocating Fulcra, the Postmodernist Fox Trot, and Rankly Relativising Fields. Anyone familiar with postmodernist writing will recognise their pervasive hold on the dialectic of postmodernism and come to judge that dialectic as it ought to be judged.

There was a time when, in the Liberal Arts, philosophy and education enjoyed the most intimate and productive relationship. Drawing together philosophy and nature they sought to understand the greatest of human mysteries. This meant thinking about both the macrocosm and the microcosm and especially the relation between them. In this relation lies the most fundamental vocation of Liberal Arts education—Know Thyself. In my article I attempt to retrieve the philosophical education that lies between the individual and the universe. I (...) explore the macrocosm through Newton and Einstein, the microcosm through Heisenberg and Zizek, and the relation between them in the structure of the modern Kant/Hegel philosophical experience. The result—only relatively overambitious—is an educational theory of the uncertainty of the universe and everything in it. (shrink)

This article takes ‘measurement’ as a will to determine or fix space and time, which allows for a comparison of ontological models of space and time from Western and Māori traditions. The spirit of ‘measurement’ is concomitantly one of fixing meaning, which is suggested as the essence of the growth of the scientific genre of language that has taken place alongside the growth of science itself, since the European Enlightenment. ‘Measurement’ and ‘metaphor’ are posited as an original binary for classifying (...) thinking and language, updating classical educational models of thought by drawing on recent results in brain and cognitive science, and recognising that basic cognitive resources, such as logic and rationality, power all forms of thinking. The article suggests that the notion of ‘cultural worldview’ may involve different balances of left and right brain thinking, embedded in the discourses, lexicons and grammars of each language, and that Western domination of left brain thinking may be a useful viewpoint on the philosophical dead end of the West. (shrink)

Estudio crítico de autenticidad, sobre la crisis de la identidad estadounidense, que no se limita a un problema formal-coyuntural de adaptación, sino sustancial-fundacional de naturaleza y continuidad: qué es ser estadounidense actualmente y cómo se relaciona con el medio social y natural. Su pionero metámero de integración social fue su religión civil estadounidense-ACR, que fuera distorsionada vía velos de confusión y completamente deconstruida por los Estudios culturales sobrevenidos. Así se ha generado la paradoja posmoderna estadounidense, con su amenaza transoccidental y (...) su TecnoEvo en curso. Para comprender la ontología, epistemología y axiología referidas, se realiza un diagnóstico sobre la deconstrucción de su ACR y el pronóstico desnaturalizador estadounidense si se consolida APP. (shrink)

Although postmodernist thought has become prominent in some educational circles, its influence on science education has until recently been rather minor. This paper examines the proposal of Michalinos Zembylas, published earlier in this journal, that Lyotardian postmodernism should be applied to science educational reform in order to achieve the much sought after positive transformation. As a preliminary to this examination several critical points are raised about Lyotard's philosophy of education and philosophy of science which serve to challenge and undermine Zembylas’ (...) project. Subsequently, the three main theses of Lyotard that Zembylas considers beneficial and wishes to transpose onto science classrooms and pedagogy are scrutinized and found to be more of a hindrance than a help to curriculum reformers. (shrink)

The four sections of this article are reactions to a few interconnected problems that Mario Bunge addresses in his The Sociology-Philosophy Connection , which can be seen as a continuation and summary of his two recent major volumes Finding Philosophy in Social Science and Social Science under Debate: A Philosophical Perspective . Bunge’s contribution to the philosophy of the social sciences has been sufficiently acclaimed. (See in particular two special issues of this journal dedicated to his social philosophy: "Systems and (...) Mechanisms. A Symposium on Mario Bunge’s Philosophy of Social Science," Philosophy of the Social Sciences 34, nos. 2 and 3.) The author discusses therefore only those solutions in Bunge’s book that seem most problematic, namely, Bunge’s proposal to expel charlatans from universities; his treatment of social laws; his notions of mechanisms, "mechanismic explanation," and systemism; and his reading of Popper’s social philosophy. Key Words: theory • laws • mechanism • explanation • Popper. (shrink)

: In the last two decades, scientists, government officials, and science policy experts have expressed concerns about the increasing role of financial interests in research. Many believe that these interests are undermining research by causing bias and error, suppression of results, and even outright fraud. This paper seeks to shed some light on this view by (1) explicating the concept research bias, (2) describing some ways that financial interests can cause research biases, and (3) discussing some strategies for mitigating or (...) managing the influence of financial interests. These strategies include (a) using government funds to counter-balance privately funded research, (b) increasing public input into government funding decisions, (c) disclosing and managing conflicts of interest in research, (d) auditing data, (e) expanding access to data. Since it is neither possible nor desirable to eliminate financial interests from research, the wisest policy is to manage and counter-balance these interests for the good of science and society. (shrink)

This article argues that the propensity to perceive impossible challenges as doable is a personality trait, and presents a method for measuring it. The name coined for this concept is “possibilitivity,” a portmanteau of “possible” and “creativity.” Possibilitivity is related to such personality traits as self-efficacy and locus of control. This article shows that this trait is embedded in individual cognitive processes, whilst targeting social issues; in this vein, it may be seen as an important mechanism facilitating change-making and transgressing (...) the seemingly impossible. Methodology for assessing this trait is presented, i.e., the process of constructing and validating a questionnaire, its psychometric properties, and some comparisons within the sample. One of the findings is that women are significantly more prone to perceive difficult challenges as doable than men. Seeing this study as the first step, further research recommendations are presented, e.g., comparing possibilitivity between various segments of society, as well as analyzing potential correlations with other traits, e.g., empathy or ambiguity tolerance. (shrink)

Drawing upon Karl Giberson and Mariano Artigas’ joint book The Oracles of Science, I discuss the limits of an emphasis on so-called philosophical bridges in the relationship between science and religion. Epistemological and metaphysical analyses of the claims by scientists and religious people are indeed necessary to avoid illegitimate extrapolations; but a clear separation between scientific and religious statements is problematic. Following Ludwig Fleck’s characterisation of the esoteric and the exoteric circles of science, I argue that popularization of science is (...) always embedded in scientific cultures and ideological agendas and that one cannot expect a clear demarcation criterion between pure science and pure popularization. I also consider Lyda Walsh’s rhetorical analysis of the scientists as prophets to understand the oracles’ public portrayal of science in pseudo-religious terms. (shrink)

These reflections range over some distinctive features of the journal Science & Education, they acknowledge in a limited way the many individuals who over the past 25 years have contributed to the success and reputation of the journal, they chart the beginnings of the journal, and they dwell on a few central concerns—clear writing and the contribution of HPS to teacher education. The reflections also revisit the much-debated and written-upon philosophical and pedagogical arguments occasioned by the rise and possible demise (...) of constructivism in science education. (shrink)

Physicist Alan Sokal achieved a moment of fame by announcing that he had succeeded in publishing an article in the cultural studies journal Social Text, which was 'sprinkled with nonsense' about developments in quantum gravity physics that supposedly converge with post- modernist themes. Sokal announced his hoax in an article in the liter ary magazine Lingua Franca. This touched off an intense flurry of commentary. Many commentators praised Sokal for exposing shoddy editorial standards in the cultural studies field, while others (...) denounced him for committing scientific fraud. With few exceptions, both Sokal's celebrants and detractors accepted his claim that he did not believe what he said in the Social Text article. Under the circumstances, it is puzzling that they took seriously what he said in Lingua Franca, and did not con sider that he was once again 'successfully pretending to be himself'. In this paper, I suggest that the Lingua Franca article also achieved a parody, and that those who took Sokal seriously were once again taken in by the voice of scientific authority. (shrink)

Purpose of this article is to discuss concrete illusions, delusions and solutions within the use of scientific metaphor as an image or symbol with epistemic and educational value. In three analyzes there will be demonstrated, how by operating with the word “science” there is actually created a “world of science” and related operating system or media reality which include also revolutionary or evolutionary thoughts opposing with previous symbolic system. Therefore the scientific metaphor can be also discussed within media research, media (...) education and epistemic approach to reception of media reality as an educational tool. There is proposed that related media education, for example experience-based, includes system and epistemic or reviewing reception skills within the humane understanding ability and ability to create media realities or systems. The unifying methodologicalapproach will be that from media anthropology; a concept of re-analyzing the relationship between man and media, where media are tools for improving humane abilities.. The scientific aim of this article is to support concepts and theories dealing with media according to this Marshall McLuhan´s understanding and thereby support media anthropological approach. Also the aim is to support within organic reception the method of epistemological anarchism, because the anything goes principle is an epistemological translation tool for development of reviewing and reception skills by copying the communication strategy of media system. Also findings of three analyzes provided here support the claim, that evolution of symbols and other media utilizes the anything goes principle. Among conclusions there are other author´s findings discussed, which highlight the research of virtual and multisensory environment and its use in treatment of learning or media reception defects. (shrink)

This article interprets Teresa Brennan’s work on the forgetting of affect transmission in conjunction with Sylvia Wynter’s argument concerning the rise of Western Man through the dehumanization of native and African peoples. While not directly in dialogue, Wynter’s decolonial reading of Foucault’s epistemic ruptures enriches Brennan’s inquiry into this “forgetting,” given that callous, repeated acts of cruelty characteristic of Western imperialism and slavery required a denial of the capacity to sense suffering in others perceived as differently human. Supplementing Brennan with (...) Wynter, we can better describe the limits of sympathy discourses as resting on identification and perceived sameness. In turn, Brennan comes to Wynter’s defense in her call for a new science of plural cultures to redefine the human, which some have interpreted as a positivist misreading of Frantz Fanon. Brennan and Wynter alike have been criticized for their appeals to science; yet, I defend their respective proposals for social-scientific inquiry with support from Brennan’s response to the 1996 Sokal Hoax: the influence of the social on the biological body is, indeed, difficult to study, but this does not invalidate the inquiry as such. (shrink)

Therapeutic touch, a healing technique based upon the laying‐on of hands, has found wide acceptance in the nursing profession despite its lack of scientific plausibility. Its acceptance is indicative of a broad antiscientific trend in nursing. Adherents of this movement use the jargon of postmodern philosophy to justify their enthusiasm for a variety of mystically based techniques, citing such postmodern critics of science as Derrida and Michel Foucault as well as philosophical forerunners Heidegger and Husserl. Between 1997 and 1999, 94 (...) articles in nursing journals referred to postmodernism, according to a database search. This paper criticizes the postmodern movement for abandoning the biological underpinnings of nursing and for misreading philosophy in the service of an antiscientific world‐view. It is also suggested that nursing can retain its tradition of ‘caring’ without abandoning the scientific method. (shrink)

Koopman’s book revolves around the notion of transition, which he proposes is one of the central ideas of the pragmatist tradition but one which had not previously been fully articulated yet nevertheless shapes the pragmatist attitude in philosophy. Transition, according to Koopman, denotes “those temporal structures and historical shapes in virtue of which we get from here to there”. One of the consequences of transitionalism is the understanding of critique and inquiry as historical pro...

Computing is changing the traditional field of Philosophy of Science in a very profound way. First as a methodological tool, computing makes possible ``experimental Philosophy'' which is able to provide practical tests for different philosophical ideas. At the same time the ideal object of investigation of the Philosophy of Science is changing. For a long period of time the ideal science was Physics (e.g., Popper, Carnap, Kuhn, and Chalmers). Now the focus is shifting to the field of Computing/Informatics. There are (...) many good reasons for this paradigm shift, one of those being a long standing need of a new meeting between the sciences and humanities, for which the new discipline of Computing/Informatics gives innumerable possibilities. Contrary to Physics, Computing/Informatics is very much human-centered. It brings a potential for a new Renaissance, where Science and Humanities, Arts and Engineering can reach a new synthesis, so very much needed in our intellectually split culture. This paper investigates contemporary trends and the relation between the Philosophy of Science and the Philosophy of Computing and Information, which is equivalent to the present relation between Philosophy of Science and Philosophy of Physics. (shrink)

Not so long ago, a well institutionalized predatory journal exposed itself by publishing a hoax article that blew the whistle for its devastating influence on the academic affairs of a small country. This paper puts that experiment in context, gives all the important details and analyzes the results. The experiment was inspired by well-known cases of scientific activism and is in line with recent efforts against predatory publishers. The paper presents the evidence in detail and uses it to analyze the (...) publishing practices of the offending journal, using established criteria for assessing predatory publications. That journal somehow acquired an impact factor and charged money to publish thousands of “scientific” papers without any peer review. Since the impact factor is the major official evaluation criteria for scientists in Serbia, these papers disturbed the whole academic evaluation process. Credentials acquired by those publications form a strong obstacle to institutionalized reasoned efforts against such practices. This case warns the whole community of the long lasting damage when journals with low publishing ethics are taken seriously. (shrink)

This paper addresses four issues: 1. What is nonsense? 2. Is nonsense possible? 3. Is nonsense actual? 4. Why do the answers to (1)–(3) matter, if at all? These are my answers: 1. A sentence (or an utterance of one) is nonsense if it fails to have or express content (more on ‘express’, ‘have’, and ‘content’ below). This is a version of a view that can be found in Carnap (1959), Ayer (1936), and, maybe, the early Wittgenstein (1922). The notion (...) I propose abstracts away from their favored (but wrong) theories of what meaning is. It is a notion of nonsense that can be appealed to by all semantic frameworks and all theories of what content is, but structurally it is just like e.g. Carnap’s. Nonsense, as I construe it, is accompanied by illusions of thought (and I think that was part of Carnap’s conception as well). 2. Yes. In particular, I examine three arguments for the impossibility of illusion of thought (which on my construal accompanies linguistic nonsense) and they are all unsound. 3. Yes. There might be a lot of nonsense, both in ordinary and theoretical speech. In particular, it is likely that much of contemporary philosophy consists of nonsense. Empirical work is required to determine just how much. 4. The struggle to avoid nonsense (and achieve meaningfulness) is at least as important as the struggle for truth. The avoidance of nonsense is a precondition not just for having a truth value but also for more important properties such as saying something interesting or kind. (shrink)

Publication ethics is an important aspect of both the research and publication enterprises. It is particularly important in the field of biomedical science because published data may directly affect human health. In this article, we examine publication ethics policies in biomedical journals published in Central and Eastern Europe. We were interested in possible differences between East European countries that are members of the European Union (Eastern EU) and South-East European countries (South-East Europe) that are not members of the European Union.The (...) most common ethical issues addressed by all journals in the region were redundant publication, peer review process, and copyright or licensing details. Image manipulation, editors’ conflicts of interest and registration of clinical trialswere the least common ethical policies. Three aspects were significantly morecommon in journals published outside the EU: statements on the endorsement of international editorial standards, contributorship policy, and image manipulation.On the other hand, copyright or licensing information were more prevalent in journals published in the Eastern EU. The existence of significant differences amongbiomedical journals’ ethical policies calls for further research and active measuresto harmonize policies across journals. On the other hand, copyright or licensing information were more prevalent in journals published in the Eastern EU. The existence of significant differences among biomedical journals’ ethical policies calls for further research and active measures to harmonize policies across journals. (shrink)

The Sokal Affair created a huge debate in France in past years, about the social sciences, scientificity, and postmodernism. It was initiated with a “hoax article,” a false postmodern article published by Allan Sokal in the U.S. review Social Text, and a book copublished with Jean Bricmont, where the authors denounce the abusive borrowings of words and concepts from physics or biology by famous intellectuals such as Derrida, Kristeva, Virilio, Debray, and Latour. The debate presented a wide span of positions, (...) from methodological disagreement to approval. Finally, it poses important questions about the structure and the behavior of the scientific field. (shrink)

Bruno Latour have been included among the ranks of social constructivism since the 1990’s. In this paper, we analyze one of Latour’s most cited -and criticized- papers, in which he sustained that to say that Ramses II died because of tuberculosis was a nonsense, as ridiculous as to say the he died “of machine gun fire”. To do that, we will contextualize his text in its historical period of production, we will identify Latour’s ontological commitments, and we will introduce his (...) theory on the construction of facts and what he calls circulating reference. We will conclude that Latour was right, neither Ramses II died because of tuberculosis, nor he is a social constructivist. (shrink)

The article is devoted to the nature of science. To what extent are science and mathematics affected by the society in which they are developed? Philosophy of science has accepted the social influence on science, but limits it only to the context of discovery (a "locational" approach). An opposite "attributive" approach states that any part of science may be so influenced. L. Graham is sure that even the mathematical equations at the core of fundamental physical theories may display social attributes. (...) He has used the investigations of the famous Soviet physicist V. Fock on the General Theory of Relativity which were under the influence of Marxism. The Goal of the article is to demonstrate: 1) Why Soviet science is not an appropriate subject-matter for testing the thesis of social constructivism, 2) That differnt levels of science and different stages in the development of science undergo social influences in different degrees ranging from very significant and unavoidable to absolutely trivial and easy eliminated. (shrink)

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 (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

Cultural critics say that 'science is politics by other means,' arguing that the results of scientific inquiry are profoundly shaped by the ideological agendas of powerful elites. Physicist Alan Sokal recently poked fun at these claims, touching off a still-unabated torrent of heated discussion. This hard-hitting collection picks up where Sokal left off, offering crisp, detailed critiques of case studies presented by cultural critics as evidence that scientific results tell us more about social context than they do about the natural (...) world. Comprising new essays by distinguished scholars of history, philosophy, and science, this book raises a lively debate to a new level of seriousness. (shrink)

This research attempts to throw light on and show the fundamental similarities and differences between the African and Western ethical conceptions by examining the foundation of ethics and morality in the two systems, using the Golden rule principle in African ethics and Kant’s categorical imperative in Western ethics as tools of comparative analysis. The African indigenous ethics revolves round the “Golden Rule Principle” as the ultimate moral principle. This principle states that “Do unto others what you want them to do (...) unto you”. This principle compares favourably with Immanuel Kant’s whose main thrust is found in his “Categorical Imperative”, with the injunction for us to “Act only on that maxim through which you can at the same time will that it should become a universal law.” The categorical imperative becomes for Kant, the principle of universalizability, which according to Kant, is categorical and must be equally binding on everyone. This idea of Kant, we argue, compares with the “Golden Rule Principle”. Both are rationalistic and social but the limitations of Kant which we hope to point out, make it quite insufficient as the foundation of morality. The Africans’ which is more humanistic describes morality and is better served. The main difference between the two ethical systems lies in the fact that whereas the “golden rule” starts from the self and considers the consequences on the first before others, the universalizability principle on the other hand considers the consequences on others first before self. (shrink)

This essay seeks to expose readers from the social sciences to current debates in their fields, beyond the discussions of induction and deduction one learns about in a typical research methods course. It provides glimpses of social science from its dawn in 17th century empiricism, through the rise of postpositivism and antipositivism, to the infamous “science wars” in the 1990s, and expresses a hope for a broader and more inclusive future. Specifically, the paper compares the traditional positivist method of scientific (...) inquiry to a phenomenological approach, and attempts to demonstrate the relevance of philosophical investigation in social science research. (shrink)

Not a few feminist writers, such as Kristeva, Irigaray, and Chodorow, have dealt with Freud’s psychoanalysis so far, but it is not clear to what degree the Freudian theory grounds their arguments, because Freud himself developed his psychoanalysis mainly for the male mental world (Seelenleben). In this paper, we shall follow Freud’s train of thought exclusively from this angle. After the geneses of Pcpt.-Cs., id, ego, and super-ego (W-Bw, Es, Ich, and Über-Ich, respectively) are treated (§§7-10), we shed light on (...) how these factors relate to the female spirituality (§§11-24) and why feminists could still rely on Freud’s thought (§25). On the other hand, the present research will also provide an easy introduction to Freud’s psychoanalysis, by reference to which each thinker could overview the Freudian theory (Fig. (5) and Fig. (8) will help). In this respect, we shall also take account of the masculine side of his discussion, that is to say, how a man usually develops his male personality, while we constantly put it in stark contrast to the female spirituality. Although, in this modern world, not a few thinkers criticize the Freudian theory as non-scientific like Popper did (§2), we should remember that there remain supporters of his theory, such as Grümbaum (§3). We shall touch on this kind of argument relating to philosophy of science in the first half of this paper, which will also provide some useful knowledge for the readers who still get doubtful of the Freudian theory and its usage in feminist arguments. (shrink)

This article argues that various deviations from the basic principles of the scientific ethos – primarily the appearance of pseudoscience in scientific communities – can be formulated and explained using specific models of game theory, such as the prisoner’s dilemma and the iterated prisoner’s dilemma. The article indirectly tackles the deontology of scientific work as well, in which it is assumed that there is no room for moral skepticism, let alone moral anti-realism, in the ethics of scientific communities. Namely, on (...) the basis of the generally accepted dictum of scientific endeavor as the pursuit of knowledge exclusively for knowledge’s sake, scientifically »right« behavior is seen to be clearly defined and distinguishable from scientifically »wrong« behavior. After elucidating the basic principles of game theory, the article illustrates – by using imaginary and real cases, as well as some views from the philosophyof biology (the units of selection debate) – how this sort of reasoning could be applied in an analysis of the functioning of science. (shrink)

If any nature of science perspective is to be incorporated in science-related curricula, it is hard to imagine a satisfactory didactic toolkit that neglects the social studies of science, the academic field of study of the institutional structures and networks of science. Knowledge production takes place in a world populated by actors, instruments, and ideas, and various epistemic cultures are responsible for providing the concepts, abstractions, and techniques that slowly trickle down the information pathways to become stabilized in university curricula (...) or ossified in high-school science, losing much of the tacit knowledge along the way that enabled the production of knowledge in the first place. The discussion of the sociology of science and the sociology of scientific knowledge is followed by a short overview of recent approaches in science studies and the studies of expertise. (shrink)

In the quest and search for a physical theory of everything from the macroscopic large body matter to the microscopic elementary particles, with strange and weird concepts springing from quantum physics discovery, irreconcilable positions and inconvenient facts complicated physics – from Newtonian physics to quantum science, the question is- how do we close the gap? Indeed, there is a scientific and mathematical fireworks when the issue of quantum uncertainties and entanglements cannot be explained with classical physics. The Copenhagen interpretation is (...) an expression of few wise men on quantum physics that was largely formulated from 1925 to 1927 namely by Niels Bohr and Werner Heisenberg. From this point on, there is a divergence of quantum science into the realms of indeterminacy, complementarity and entanglement which are principles expounded in Yijing, an ancient Chinese knowledge constructed on symbols, with a vintage of at least 3 millennia, with broken and unbroken lines to form stacked 6-line structure called the hexagram. It is premised on probability development of the hexagram in a space-time continuum. The discovery of the quantization of action meant that quantum physics could not convincingly explain the principles of classical physics. This paper will draw the great departure from classical physics into the realm of probabilistic realities. The probabilistic nature and reality interpretation had a significant influence on Bohr’s line of thought. Apparently, Bohr realized that speaking of disturbance seemed to indicate that atomic objects were classical particles with definite inherent kinematic and dynamic properties (Hanson, 1959). Disturbances, energy excitation and entanglements are processual evolutionary phases in Yijing. This paper will explore the similarities in quantum physics and the methodological ways where Yijing is pivoted to interpret observable realities involving interactions which are uncontrollable and probabilistic and forms an inseparable unity due to the entanglement, superposition Transgressing disciplinary boundaries in the discussion of Yijing, originally from the Western Zhou period (1000-750 BC), over a period of warring states and the early imperial period (500-200 BC) which was compiled, transcribed and transformed into a cosmological texts with philosophical commentaries known as the “Ten Wings” and closely associated with Confucius (551- 479 BC) with the Copenhagen Interpretation (1925-1927) by the few wise men including Niel Bohr and Werner Heisensberg would seem like a subversive undertaking. Subversive as the interpretations from Yijing is based on wisdom derived from thousands of years from ancient China to recently discovered quantum concepts. The subversive undertaking does seem to violate the sanctuaries of accepted ways in looking at Yijing principles, classical physics and quantum science because of the fortified boundaries that have been erected between Yijing and the sciences. Subversive as this paper may be, it is an attempt to re-cast an ancient framework where indeterminism, complementarity, non-linearity entanglement, superposition and probability interpretation is seen in today quantum’s realities. (shrink)

This chapter examines the relationship between the two fields of science education and philosophy of education to inquire how philosophy could better contribute to improving science curriculum, teaching, and learning, especially science teacher education. An inspection of respective research journals exhibits an almost complete neglect of each field for the other (barring exceptions).While it can be admitted that philosophy has been an area of limited and scattered interest for science education researchers for some time, the subfield of philosophy of education (...) has been little canvassed and remains an underdeveloped area. To help bring science education closer into the fold of educational philosophy and theorizing, the historical development of science education and philosophy of education are sketched to reveal their common roots, interests, and concerns. Thereto, the contours of a new philosophy of science education are presented (as an integration of three academic fields). Arguments are provided which seek to illustrate why philosophy in general and philosophy of education in particular can make positive contributions to teacher education and the research field together with suggesting future directions and possible reform contributions (scientific literacy, educational aims, educational theory, pedagogical content knowledge, science teacher, and curricular epistemologies). (shrink)

This thesis contextualises academic writing in EAP (English for Academic Purposes) and subjects it to an interdisciplinary (educational and philosophical) analysis in order to argue that what makes writing academic are its socio-academic practices and values, not its conventional forms. In rejecting dominant discourses that frame academic writing as a transferable skill which can be reduced to conventional forms, I show that academic writings are varied and evolve alongside changing writer agencies and textual environments. This accounts for the emergence of (...) a diverse academic writing landscape that enacts diverse socio-academic practices and that does not reduce writing to predictable static surface features. My methodology resists traditional disciplinary classifications and is in line with the reflective and interpretative approaches associated with the humanities. Rather than ‘filling a gap’ in academic writing research, I challenge writing conventions in EAP by questioning assumptions. This is because EAP is influential in shaping discourses about academic writing and, as such, it must not mislead students and practitioners about the evolving purposes, forms and possibilities for academic expression. The thesis is divided into three parts, each containing two chapters. Part 1 is concerned with explaining what academic writing is in EAP and how EAP can misrepresent it. Part 2 delves into the history of writing and literacy to tease out the ideologies shaping writing practices. Part 3 proposes a model based on philosophical theories of mind and sociology that lays the foundation for a macro theory of academic writing and a future writing pedagogy. The model re-imagines academic writing as an affordance within a non-linear, emergent and complex social open system. This system can be referred to as an organic unity and requires a shift from conceiving writing as a ‘transferable skill’. When re-imagined as an affordance, change and diversity in academic writing practices become possible. (shrink)

Book review: Ullica Segerstrale, Beyond the Science Wars: the missing discourse about science and society.