David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Dialectica 56 (2):125–151 (2002)
It has been speculated, by Chomsky and others, that our capacity for scientific understanding is not only enabled but also limited by a biologically endowed science forming faculty . I look at two sorts of consideration for the SFF thesis and find both wanting. Firstly, it has been claimed that a problem‐mystery distinction militates for the SFF thesis. I suggest that the distinction can be coherently drawn for cases, but that the purported‘evidence’for even a fairly lose general demarcation of problems and mysteries is not best explained by a SFF. Secondly, I consider in detail a range of cognitive considerations for the SFF thesis and contend that it is at best moot whether science can be so construed as to make it feasible that it is a faculty competence
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Tim Fuller (2012). Is Scientific Theory Change Similar to Early Cognitive Development? Gopnik on Science and Childhood. Philosophical Psychology 26 (1):109 - 128.
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