The baby in the lab-coat: Why child development is not an adequate model for understanding the development of science
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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In P. Carruthers, S. Stich & M. Siegal (eds.), The Cognitive Basis of Science. Cambridge University Press (2002)
Alison Gopnik and her collaborators have recently proposed a bold and intriguing hypothesis about the relationship between scientific cognition and cognitive development in childhood. According to this view, the processes underlying cognitive development in infants and children and the processes underlying scientific cognition are _identical_. We argue that Gopnik’s bold hypothesis is untenable because it, along with much of cognitive science, neglects the many important ways in which human minds are designed to operate within a social environment. This leads to a neglect of _norms_ and the processes of _social_ _transmission_ which have an important effect on scientific cognition and cognition more generally.
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Bill Wringe (2011). Cognitive Individualism and the Child as Scientist Program. Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 42 (4):518-529.
Bill Wringe (2011). Cognitive Individualism and the Child as Scientist Program. Studies in History and Philosophy of Science Part C 42 (4):518-529.
Jesse D. Sloane (2014). The State, the Nation, and Their Limits: Recent Publications on the History of Chinese Medicine. Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 47:218-223.
Andrew Brennan (2004). The Birth of Modern Science: Culture, Mentalities and Scientific Innovation. Studies in History and Philosophy of Science Part A 35 (2):199-225.
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