David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Synthese 65 (1):3 - 31 (1985)
Genetic epistemology analyzes the growth of knowledge both in the individual person (genetic psychology) and in the socio-historical realm (the history of science). But what the relationship is between the history of science and genetic psychology remains unclear. The biogenetic law that ontogeny recapitulates phylogeny is inadequate as a characterization of the relation. A critical examination of Piaget's Introduction à l'Épistémologie Généntique indicates these are several examples of what I call stage laws common to both areas. Furthermore, there is at least one example of a paradoxical inverse relation between the two — geometry. Both similarities and differences between the two domains require an explanation, a developmental explanation. Although such an explanation seems to be psychological in nature, it is not merely empirical but also normative (since psychology is both factual and normative according to Piaget). Hence genetic epistemology need not be reduced to psychology (narrowly conceived), but rather should be seen as being both empirical and normative and thus similar to certain types of contemporary philosophy of science.
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References found in this work BETA
Imre Lakatos & Alan Musgrave (eds.) (1970). Criticism and the Growth of Knowledge. Cambridge University Press.
Karl R. Popper (1972). Objective Knowledge. Oxford,Clarendon Press.
Thomas S. Kuhn (1996/2012). The Structure of Scientific Revolutions. University of Chicago Press.
W. V. Quine (1969). Ontological Relativity and Other Essays. Columbia University Press.
L. Laudan (1977). Progress and its Problems: Toward a Theory of Scientific Growth. University of California Press.
Citations of this work BETA
Richard F. Kitchener (1987). Genetic Epistemology, Equilibration and the Rationality of Scientific Change. Studies in History and Philosophy of Science Part A 18 (3):339-366.
Jack A. Rowell (1989). Piagetian Epistemology: Equilibration and the Teaching of Science. Synthese 80 (1):141 - 162.
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