David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 32 (2):159–184 (2000)
Sometimes I dream that I am an astronaut. I land my spaceship on a distant planet. When I tell me children on that planet that on earth school is compulsory and that we have homework every evening, they split their sides laughing. And so I decide to stay with them for a long, long time… Well anyway… until the summer holidays. Each state of the mind is irreducible. The mere act of giving it a name, that is of classifying it, implies a falsification of it. From all this, it would be possible to deduce that there is no science in Tlon, let alone rational thought. The paradox, however, is that sciences exist, in countless number… The metaphysicians of Tlon are not looking for truth, nor even for an approximation of it; they are after a kind of amazement. They consider metaphysics a branch of fantastic literature. They know that a system is nothing more than the subordination of all aspects of the universe to some one of them. Even the phrase ‘all the aspects’ can be rejected, since it presupposes the impossible inclusion of the present moment, and of past moments
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Anniina Leiviskä (2012). Finitude, Fallibilism and Education Towards Non-Dogmatism: Gadamer's Hermeneutics in Science Education. Educational Philosophy and Theory 45 (5):516-530.
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