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Henk Zandvoort [7]H. Zandvoort [2]
  1. Henk Zandvoort, Tom Børsen, Michael Deneke & Stephanie J. Bird (2013). Editors' Overview Perspectives on Teaching Social Responsibility to Students in Science and Engineering. Science and Engineering Ethics 19 (4):1413-1438.
    Global society is facing formidable current and future problems that threaten the prospects for justice and peace, sustainability, and the well-being of humanity both now and in the future. Many of these problems are related to science and technology and to how they function in the world. If the social responsibility of scientists and engineers implies a duty to safeguard or promote a peaceful, just and sustainable world society, then science and engineering education should empower students to fulfil this responsibility. (...)
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  2. Eddie Conlon & Henk Zandvoort (2011). Broadening Ethics Teaching in Engineering: Beyond the Individualistic Approach. [REVIEW] Science and Engineering Ethics 17 (2):217-232.
    There is a widespread approach to the teaching of ethics to engineering students in which the exclusive focus is on engineers as individual agents and the broader context in which they do their work is ignored. Although this approach has frequently been criticised in the literature, it persists on a wide scale, as can be inferred from accounts in the educational literature and from the contents of widely used textbooks in engineering ethics. In this contribution we intend to: (1) Restate (...)
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  3. Henk Zandvoort (2005). Knowledge, Risk, and Liability. Analysis of a Discussion Continuing Within Science and Technology. Poznan Studies in the Philosophy of the Sciences and the Humanities 84 (1):469-498.
    In this paper I present my reflections on the ethics of science as described by Merton and as actually practiced by scientists and technologists. This ethics was the subject of Kuipers' paper "'Default norms' in Research Ethics" (Kuipers 2001). There is an implicit assumption in this ethics, notably in Merton's norm of communism, that knowledge is always, or unconditionally good, and hence that scientific research, and the dissemination of its results, is unconditionally good. I will give here reasons why scientists (...)
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  4. I. R. van de Poel, H. Zandvoort & M. Brumsen (2001). Ethics and Engineering Courses at Delft University of Technology: Contents, Educational Setup and Experiences. Science and Engineering Ethics 7 (2):267-282.
    This article reports on the development and teaching of compulsory courses on ethics and engineering at Delft University of Technology (DUT). Attention is paid to the teaching goals, the educational setup and methods, the contents of the courses, involvement of staff from engineering schools, experiences to date, and challenges for the future. The choices made with respect to the development and teaching of the courses are placed within the European and Dutch context and are compared and contrasted with the American (...)
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  5. H. Zandvoort (1988). Macromolecules, Dogmatism, and Scientific Change: The Prehistory of Polymer Chemistry as Testing Ground for Philosophy of Science. Studies in History and Philosophy of Science Part A 19 (4):489-515.
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  6. Henk Zandvoort (1984). Lakatos and Nagel: A Fruitful Confrontation. Journal for General Philosophy of Science 15 (2):299-307.
    Summary It is shown that, besides differences in emphasis on structural and developmental aspects, there is far reaching agreement between the views of Nagel and Lakatos on structure and development of science. I argue that both views can interact very fruitfully, and by way of illustration a confrontation of Nagel's notion of a model with Lakatos' notion of a positive heuristic is pursued in some detail. The conclusion is that for microscopic theories, a Lakatosian positive heuristic is exactly the same (...)
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  7. Henk Zandvoort (1982). An Extension of Sneed's Reconstruction of Classical Particle Mechanics to Complex Applications, and an Alternative Approach to Special Force Laws. Erkenntnis 18 (1):39 - 63.
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  8. Henk Zandvoort (1982). A Note on Closed Theories. Studies in History and Philosophy of Science Part A 13 (1):81-86.
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  9. Henk Zandvoort (1982). Comments on the Notion 'Empirical Claim of a Specialization Theory Net' Within the Structuralist Conception of Theories. Erkenntnis 18 (1):25 - 38.
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