David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Cambridge University (1986)
In this book Professor Holton continues his analysis of how modem science works and what its influences are on our world, with particular emphasis on the role of the thematic elements - those often unconscious presuppositions that guide scientific work to success or failure. The foundation of the book is provided by the author's research on the work of Albert Einstein, which is then contrasted with other styles of research in the advancement of science. The author deals directly with the often unforeseen consequences of the progress of contemporary science, detailing its fruits as well as its burdens. The many questions examined in this work range over a broad spectrum of areas that command the attention of all readers with an interest in understanding the development of modem science.
|Keywords||Science Philosophy Science History Science Social aspects|
|Categories||categorize this paper)|
|Buy the book||$9.25 new (56% off) Amazon page|
|Call number||Q173.H734 1986|
|ISBN(s)||052125244X 0521272432 9780521272438|
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Citations of this work BETA
James W. Mcallister (1989). Truth and Beauty in Scientific Reason. Synthese 78 (1):25 - 51.
Michael R. Matthews (1988). A Role for History and Philosophy in Science Teaching. Educational Philosophy and Theory 20 (2):67–81.
James Robert Brown (1987). Einstein's Brand of Verificationism. International Studies in the Philosophy of Science 2 (1):33 – 54.
Michael Gorman & Bernard Carlson (1989). Can Experiments Be Used to Study Science? Social Epistemology 3 (2):89 – 106.
Trace Jordan (1989). Themes and Schemes: A Philosophical Approach to Interdisciplinary Science Teaching. Synthese 80 (1):63--79.
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