David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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In a career spanning sixty years, Sir Karl Popper has made some of the most important contributions to the twentieth century discussion of science and rationality. The Myth of the Framework is a new collection of some of Popper's most important material on this subject. Sir Karl discusses such issues as the aims of science, the role that it plays in our civilization, the moral responsibility of the scientist, the structure of history, and the perennial choice between reason and revolution. In doing so, he attacks intellectual fashions (like positivism) that exagerrate what science and rationality have done, as well as intellectual fashions (like relativism) that denigrate what science and rationality can do. Scientific knowledge, according to Popper, is one of the most rational and creative of human achievements, but it is also inherently fallible and subject to revision. In place of intellectual fashions, Popper offers his own critical rationalism - a view that he regards both as a theory of knowlege and as an attitude towards human life, human morals and democracy. Published in cooperation with the Central European University
|Keywords||Science Philosophy Physics Philosophy Rationalism Reason|
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|Call number||Q175.P8633 1994|
|ISBN(s)||0415113202 9780415135559 0415135559 9780203535806|
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Citations of this work BETA
Howard Sankey (2011). Epistemic Relativism and the Problem of the Criterion. Studies in History and Philosophy of Science Part A 42 (4):562-570.
Boaz Miller (2012). The Rationality Principle Idealized. Social Epistemology 26 (1):3-30.
Minkang Kim & Derek Sankey (2009). Towards a Dynamic Systems Approach to Moral Development and Moral Education: A Response to the JME Special Issue, September 2008. Journal of Moral Education 38 (3):283-298.
Joanna Swann (2009). Learning: An Evolutionary Analysis. Educational Philosophy and Theory 41 (3):256-269.
Chi-Ming Lam (2007). Is Popper's Falsificationist Heuristic a Helpful Resource for Developing Critical Thinking? Educational Philosophy and Theory 39 (4):432–448.
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