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  1.  79
    Eduardo H. Flichman (1995). Hard and Soft Accidental Uniformities. Philosophy of Science 62 (1):31-43.
    I discuss some aspects of the epistemological distinction between laws of nature and accidental uniformities. In order that the exposition be self-contained I briefly provide a taxonomy proposed in another work for statements that appear in a scientific theory. Once this taxonomy has been presented I attempt to prove two very different types of accidental uniformities: hard and soft. The distinction is fundamental because the latter have frequently been confused with laws of nature. I try to justify why I believe (...)
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  2.  2
    Eduardo H. Flichman (1989). The Causalist Program. Rational or Irrational Persistence? Critica 21 (62):29 - 53.
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  3.  4
    Eduardo H. Flichman (2005). Causas, leyes naturales y explicaciones científicas. Enrahonar 37 (1):85-97.
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  4.  10
    Eduardo H. Flichman (2001). Newton's Dynamics, Kuhn, and Incommensurability. The Proceedings of the Twentieth World Congress of Philosophy 2001:89-96.
    In this paper I will attempt to show how incommensurability between theories is usually manifested, framing this notion in a sense similar to the Kuhnian one in certain aspects, though very different in others. Further, I will show that it is possible, and desirable, to rid Kuhn’s thesis of the idea that in many important theories a certain part of the theoretical nucleus partially contains in a more or less vague sense, synthetic a priori or even analytic statements. Alternatively, I (...)
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  5.  5
    Eduardo H. Flichman (2006). The Function of Perplexity. The Proceedings of the Twenty-First World Congress of Philosophy 4:23-27.
    I present one specific way of creating problematic situations: generating perplexity. A teacher with a personal history marked by a struggle to conceptualise the words of the professor or of the book, will have paved his way. The teacher develops his subject clearly. When the students say they understand, it is time to show an apparently paradoxical situation. Perplexity appears. The teacher again explains the subject and all accept again that they understand perfectly. But the difficulty doesn't disappear. The debate (...)
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  6.  1
    Horacio Abeledo & Eduardo H. Flichman (1997). "Mundo efectivo" o "mundo real" o actualmente se traiciona así. Critica 29 (87):101 - 116.
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    Eduardo H. Flichman (2000). Lewis's Causation: A Fatal Example. A Response to Dorothy Edgington, Helen Beebee and Horacio Abeledo. Critica 32 (94):89 - 125.
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  8.  0
    Eduardo H. Flichman (1990). A Crucial Distinction: Initial Data and Law Application Instances. Critica 22 (66):75-86.
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  9. Eduardo H. Flichman (1993). Dos argumentos en la balanza. Análisis Filosófico 13 (1):57.
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  10. Eduardo H. Flichman & Horacio Abeledo (1998). Las Ra'ices y Los Frutos Temas de Filosof'ia de la Ciencia.
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  11. Eduardo H. Flichman (1992). Resumen de tesis. Cuadernos de Filosofía 23 (38):53.
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  12. Eduardo H. Flichman (1991). Raúl Orayen: "Lógica, significado y ontología". Cuadernos de Filosofía 22 (36):69.
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