Search results for 'Scientist' (try it on Scholar)

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  1. A. T. Scientist (2011). The Social Scientist at Nazarene Institutions. Telos: The Destination for Nazarene Higher Education 1.score: 180.0
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  2. Gregory M. Nixon (2013). Scientism, Philosophy and Brain-Based Learning. Northwest Journal of Teacher Education 11 (2):113-144.score: 24.0
    [This is an edited and improved version of "You Are Not Your Brain: Against 'Teaching to the Brain'" previously published in *Review of Higher Education and Self-Learning* 5(15), Summer 2012.] Since educators are always looking for ways to improve their practice, and since empirical science is now accepted in our worldview as the final arbiter of truth, it is no surprise they have been lured toward cognitive neuroscience in hopes that discovering how the brain learns will provide a nutshell explanation (...)
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  3. Michael Loughlin, George Lewith & Torkel Falkenberg (2013). Science, Practice and Mythology: A Definition and Examination of the Implications of Scientism in Medicine. [REVIEW] Health Care Analysis 21 (2):130-145.score: 24.0
    Scientism is a philosophy which purports to define what the world ‘really is’. It adopts what the philosopher Thomas Nagel called ‘an epistemological criterion of reality’, defining what is real as that which can be discovered by certain quite specific methods of investigation. As a consequence all features of experience not revealed by those methods are deemed ‘subjective’ in a way that suggests they are either not real, or lie beyond the scope of meaningful rational inquiry. This devalues capacities that (...)
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  4. Athony A. Derksen (2001). The Seven Strategies of the Sophisticated Pseudo-Scientist: A Look Into Freud's Rhetorical Tool Box. [REVIEW] Journal for General Philosophy of Science 32 (2):329-350.score: 24.0
    In my ‘Seven Sins of Pseudo-Science’ (Journal for General Philosophy of Science 1993) I argued against Grünbaum that Freud commits all Seven Sins of Pseudo-Science. Yet how does Freud manage to fool many people, including such a sophisticated person as Grünbaum? My answer is that Freud is a sophisticated pseudo-scientist, using all Seven Strategies of the Sophisticated Pseudo-Scientist to keep up appearances, to wit, (1) the Humble Empiricist, (2) the Severe Selfcriticism, (3) the Unbiased Me, (4) the Striking (...)
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  5. Tom Sorell (1991). Scientism: Philosophy and the Infatuation with Science. Routledge.score: 24.0
    SCIENTISM AND 'SCIENTIFIC EMPIRICISM' WHAT IS SCIENTISM? Scientism is the belief that science, especially natural science, is much the most valuable part of ...
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  6. Martha Mackay (2009). Why Nursing has Not Embraced the Clinician–Scientist Role. Nursing Philosophy 10 (4):287-296.score: 24.0
    Reasons for the limited uptake of the clinician–scientist role within nursing are examined, specifically: the lack of consensus about the nature of nursing science; the varying approaches to epistemology; and the influence of post-modern thought on knowledge development in nursing. It is suggested that under-development of this role may be remedied by achieving agreement that science is a necessary, worthy pursuit for nursing, and that rigorous science conducted from a clinical perspective serves nursing well. Straddling practice and research is (...)
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  7. Rik Peels, A Conceptual Map of Scientism.score: 24.0
    I argue that scientism in general is best understood as the thesis that the boundaries of the natural sciences should be expanded in order to include academic disciplines or realms of life that are widely considered not to belong to the realm of science. However, every adherent and critic of scientism should make clear which of the many varieties of scientism she adheres to or criticizes. In doing so, she should specify whether she is talking about (a) academic or universal (...)
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  8. Bill Wringe (2011). Cognitive Individualism and the Child as Scientist Program. Studies in History and Philosophy of Science Part C 42 (4):518-529.score: 24.0
    n this paper, I examine the charge that Gopnik and Meltzoff’s ‘Child as Scientist’ program, outlined and defended in their 1997 book Words, Thoughts and Theories is vitiated by a form of ‘cognitive individualism’ about science. Although this charge has often been leveled at Gopnik and Meltzoff’s work, it has rarely been developed in any detail. -/- I suggest that we should distinguish between two forms of cognitive individualism which I refer to as ‘ontic’ and ‘epistemic’ cognitive individualism (OCI (...)
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  9. Melinda Gormley (2009). Scientific Discrimination and the Activist Scientist: L. C. Dunn and the Professionalization of Genetics and Human Genetics in the United States. [REVIEW] Journal of the History of Biology 42 (1):33 - 72.score: 24.0
    During the 1920s and 1930s geneticist L. C. Dunn of Columbia University cautioned Americans against endorsing eugenic policies and called attention to eugenicists' less than rigorous practices. Then, from the mid-1940s to early 1950s he attacked scientific racism and Nazi Rassenhygiene by co-authoring Heredity, Race and Society with Theodosius Dobzhansky and collaborating with members of UNESCO (United Nations Educational, Scientific, and Cultural Organization) on their international campaign against racism. Even though shaking the foundations of scientific discrimination was Dunn's primary concern (...)
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  10. Nicholas Capaldi (1995). Scientism, Deconstruction, and Nihilism. Argumentation 9 (4):563-575.score: 24.0
    I show how scientism leads to deconstruction and both, in turn, lead to nihilism. Nihilism constitutes a denial both of the existence of fallacious moral reasoning and the existence of a moral dimension to fallacious reasoning. I argue against all of these positions by maintaining that (1) there is a pre-theoretical framework of norms within which technical thinking function, (2) the pre-theoretical framework cannot itself be technically conceptualized, and (3) the explication of this framework permits us to identify both fallacies (...)
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  11. Michael A. Bishop (2002). The Theory Theory Thrice Over: The Child as Scientist, Superscientist, or Social Institution? Studies in History and Philosophy of Science 33 (1):121-36.score: 22.0
    Alison Gopnik and Andrew Meltzoff have argued for a view they call the ‘theory theory’: theory change in science and children are similar. While their version of the theory theory has been criticized for depending on a number of disputed claims, we argue that there is a fundamental problem which is much more basic: the theory theory is multiply ambiguous. We show that it might be claiming that a similarity holds between theory change in children and (i) individual scientists, (ii) (...)
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  12. Alison Gopnik (1997). The Scientist as Child. Philosophy of Science 63 (4):485-514.score: 21.0
    This paper argues that there are powerful similarities between cognitive development in children and scientific theory change. These similarities are best explained by postulating an underlying abstract set of rules and representations that underwrite both types of cognitive abilities. In fact, science may be successful largely because it exploits powerful and flexible cognitive devices that were designed by evolution to facilitate learning in young children. Both science and cognitive development involve abstract, coherent systems of entities and rules, theories. In both (...)
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  13. Jeffrey B. Adams & Ronald B. Miller (2008). Bridging Psychology's Scientist Vs. Practitioner Divide: Fruits of a Twenty-Five Year Dialogue. Journal of Theoretical and Philosophical Psychology 28 (2):375-394.score: 21.0
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  14. Iain Cameron (1979). Scientific Images and Their Social Uses: An Introduction to the Concept of Scientism. Butterworth.score: 21.0
     
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  15. D. W. Y. Kwok (1971). Scientism in Chinese Thought, 1900-1950. New York,Biblo and Tannen.score: 21.0
     
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  16. Richard McDonough (1998). Heidegger on Kant on the Alternative to the Scientism of the Enlightenment. Journal of the British Society for Phenomenology 28 (3):236-254.score: 21.0
    The paper argues that a philosopher who describes his main works as "critiques" of reason cannot be the simple defender of rational science that he is sometimes taken to be. Rather, as Heidegger argues, Kant's program is much deeper and more problematic.
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  17. John Forge (2000). Moral Responsibility and the 'Ignorant Scientist'. Science and Engineering Ethics 6 (3):341-349.score: 18.0
    The question whether a scientist can be responsible for an outcome of her work which she does not foresee, and so is ignorant of, is addressed. It is argued that ignorance can be a ground for the attribution of responsibility, on condition that there are general principles, rules or norms, that the subject should be aware of. It is maintained that there are such rules which inform the practice of science as a social institution.
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  18. Mikael Stenmark (1997). What is Scientism? Religious Studies 33 (1):15-32.score: 18.0
    In this article I try to define more precisely what scientism is and how it is related to a traditional religion such as Christianity. By first examining the writing of a number of contemporary natural scientists (Francis Crick, Richard Dawkins, Stephen Hawking, Carl Sagan and Edward O. Wilson), I show that the concept can be given numerous different meanings. I propose and defend a distinction between epistemic, rationalistic, ontological, axiological and redemptive scientism and it is also explained why we should (...)
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  19. Massimo Pigliucci (2002). Denying Evolution: Creation, Scientism, and the Nature of Science. Sinauer.score: 18.0
    Denying Evolution aims at taking a fresh look at the evolution–creation controversy. It presents a truly “balanced” treatment, not in the sense of treating creationism as a legitimate scientific theory (it demonstrably is not), but in the sense of dividing the blame for the controversy equally between creationists and scientists—the former for subscribing to various forms of anti-intellectualism, the latter for discounting science education and presenting science as scientism to the public and the media. The central part of the book (...)
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  20. James Maffie (1995). Naturalism, Scientism and the Independence of Epistemology. Erkenntnis 43 (1):1 - 27.score: 18.0
    Naturalists seek continuity between epistemology and science. Critics argue this illegitimately expands science into epistemology and commits the fallacy of scientism. Must naturalists commit this fallacy? I defend a conception of naturalized epistemology which upholds the non-identity of epistemic ends, norms, and concepts with scientific evidential ends, norms, and concepts. I argue it enables naturalists to avoid three leading scientistic fallacies: dogmatism, one dimensionalism, and granting science an epistemic monopoly.
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  21. Michael Hampe (2007). Thinking, Calculation and Rationality: Remarks on Hobbes' Philosophy of Mind as a Paradigm of Failing Scientism. Archiv für Geschichte der Philosophie 89 (1):47-59.score: 18.0
    Looking at Hobbes' theory of thinking as calculation and truth by convention shows that a certain type of scientism of the mind leads to fundamental problems. If truth is the artefact of social conventions about signs, and if thinking is nothing but the syntactical transformations of sign, a theory of thinking must have both: a strong concept of natural computation and a social theory of establishing sign-conventions. Hobbes does not, like modern physicalist theories of the mind, have both.
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  22. James Woelfel (2013). Challengers of Scientism Past and Present: William James and Marilynne Robinson. American Journal of Theology and Philosophy 34 (2):175-187.score: 18.0
    Writing more than a century apart, William James and Marilynne Robinson are allies in forcefully and eloquently challenging the claims and widespread appeal of scientism or positivism: the belief that scientific knowledge provides a necessary and sufficient worldview and entails the reduction of all reality, including the world of human subjects, to physical processes. Both James and Robinson are particularly concerned with and critical of the efforts of scientistic reductionism to describe the human life-world entirely in terms of the prevailing (...)
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  23. Susan Haack (1996). Between Scientism and Conversationalism. Philosophy and Literature 20 (2):455-474.score: 18.0
    Of late, two contrasting departures from the analytic mainstream have become fashionable: the displacement of philosophy by the natural sciences, epitomized by the Churchlands' theme of "neurophilosophy," and the displacement of philosophy by the literary, epitomized by Rorty's theme of philosophy as "just a kind of writing," as "carrying on the conversation" of Western culture. Both are disastrous. My purpose here is to articulate a metaphilosophy which, avoiding both scientism and literary dilettantism, allows a more robustly plausible account of the (...)
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  24. Joseph Margolis (2003). The Unraveling of Scientism: American Philosophy at the End of the Twentieth Century. Cornell University Press.score: 18.0
    The Unraveling of Scientism, a companion to Joseph Margolis's Reinventing Pragmatism, follows the thread of American analytic philosophy through the second half ...
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  25. Dimitri Ginev (2013). Scrutinizing Scientism From a Hermeneutic Point of View. Social Epistemology 27 (1):68 - 89.score: 18.0
    The paper suggests a critique of scientism by revealing the existential genesis of knowledge-constitutive interests in scientific research. This scenario of overcoming scientism is spelled out in terms of the doctrine of cognitive existentialism. On the doctrine?s central claim, a knowledge-constitutive interest is not fixed and determined by a strongly situated epistemic position that is distinguished by invariant norms of theorizing, methodological devices, cognitive aims, goals, and values. In reflecting upon its situated transcendence, scientific research has a potentiality for discarding (...)
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  26. Hugh Lacey (2003). The Behavioral Scientist Qua Scientist Makes Value Judgments. Behavior and Philosophy 31:209 - 223.score: 18.0
    I distinguish three matters about which decisions have to be made in scientific activities: (1) adoption of strategy; (2) acceptance of data, hypotheses, and theories; and (3) application of scientific knowledge. I argue that, contrary to the common view that only concerning (3) do values have a legitimate role, value judgments often play indispensable roles in connection with decisions concerning (1)—that certain values may not only be furthered by applications of the scientific knowledge gained under a strategy, but they may (...)
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  27. Lionel Milgrom & Kate Chatfield (2012). Is Homeopathy Really 'Morally and Ethically Unacceptable'? A Critique of Pure Scientism. Bioethics 26 (9):501-503.score: 18.0
    In this short response we show that Kevin Smith's moral and ethical rejections of homeopathy1 are fallacious and rest on questionable epistemology. Further, we suggest Smith's presumption of a utilitarian stance is an example of scientism encroaching into medicine.
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  28. Martin Clifford Underwood (2009). Joseph Rotblat and the Moral Responsibilities of the Scientist. Science and Engineering Ethics 15 (2):129-134.score: 18.0
    Professor Sir Joseph Rotblat was one of the most distinguished scientists and peace campaigners of the post second world war period. He made significant contributions to nuclear physics and worked on the development of the atomic bomb. He then became one of the world’s leading researchers into the biological effects of radiation. His life from the early 1950s until his death in August 2005 was devoted to the abolition of nuclear weapons and peace. For this he was awarded the Nobel (...)
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  29. Edward H. Sisson, A Dialog Between a Senator and a Scientist on Themes of Government Power, Science, Faith, Morality, and the Origin and Evolution of Life: Helen Astartian.score: 18.0
    Plato, in his dialog Charmides, presents the question of how society can determine whether a person who claims superior expertise in a particular field of knowledge does, in fact, possess superior expertise. In the modern era, society tends to answer this question by funding institutions (universities) that award credentials to certain individuals, asserting that those individuals possess a particular expertise; and then other institutions (the journalistic media and government) are expected to defer to the credentials. When, however, the sequential reasoning (...)
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  30. Alan Fogel, Ilse de Koeyer, Cory Secrist & Ryan Nagy (2002). Dynamic Systems Theory Places the Scientist in the System. Behavioral and Brain Sciences 25 (5):623-624.score: 18.0
    Dynamic systems theory is a way of describing the patterns that emerge from relationships in the universe. In the study of interpersonal relationships, within and between species, the scientist is an active and engaged participant in those relationships. Separation between self and other, scientist and subject, runs counter to systems thinking and creates an unnecessary divide between humans and animals.
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  31. Soshichi Uchii, The Responsibility of the Scientist.score: 18.0
    The problems of the social responsibility of the scientist became a subject of public debate after the World War II in Japan, thanks to the activities and publications of Yukawa and Tomonaga. And such authors as J. Karaki, M.Taketani, Y. Murakami, and S. Fujinaga continued discussion in their books. However, many people seem to be still unaware of the most important source of these problems. As I see it, one of the most important treatments of these problems was the (...)
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  32. Ulrich Charpa (2006). Mister Bixby, Monsieur Bernard, and Some Other 19th Century Scientist–Philosophers on Knowledge-Based Actions. Journal for General Philosophy of Science 37 (2):257 - 268.score: 18.0
    Following Mr. Bixby and some other 19th century scientist-philosophers such as Claude Bernard, relevant scientific actions should, as a matter of primary importance, be explained with reference to the competence and not to the intentions of those involved. The background is a reliabilist virtue approach - a widespread tendency in 19th century epistemology and philosophy of science. Bixby's approach includes a critique of some constructivist arguments and establishes a mutually supportive connection to conceptions of scientific progress.
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  33. Richard McNeill Douglas (2009). The Green Backlash: Scepticism or Scientism? Social Epistemology 23 (2):145 – 163.score: 18.0
    Speakers of the “green backlash” movement frequently advertise their approach as one of rigorous scepticism, and themselves as defenders of scientific method. In reality, their use of scepticism is often highly flawed and inconsistent; this is clearly seen in case examples focusing on Philip Stott's arguments on climate change, and Julian Simon's arguments on physical limits to growth. What this discourse illustrates is that sceptical language is often used as a rhetorical tool for advancing an underlying political philosophy that is (...)
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  34. Jiin-Yu Chen (forthcoming). Virtue and the Scientist: Using Virtue Ethics to Examine Science's Ethical and Moral Challenges. Science and Engineering Ethics:1-20.score: 18.0
    As science has grown in size and scope, it has also presented a number of ethical and moral challenges. Approaching these challenges from an ethical framework can provide guidance when engaging with them. In this article, I place science within a virtue ethics framework, as discussed by Aristotle. By framing science within virtue ethics, I discuss what virtue ethics entails for the practicing scientist. Virtue ethics holds that each person should work towards her conception of flourishing where the virtues (...)
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  35. Edward E. Waldron (1985). Scientist or Humanist: Two Views of the Military Surgeon in Literature. Journal of Medical Humanities and Bioethics 6 (2):64-73.score: 18.0
    Surgeons have often been portrayed in literature on one of two extremes: the cold, distant scientist or the benign, caring humanist. Two characters in American literature who illustrate those extremes, both surgeons in the military, are Herman Melville's Cadwallader Cuticle and Richard Hooker's Hawkeye Pierce. Cuticle is interested only in the science of his craft, while Pierce maintains the compassion so central to the art of healing, even in the midst of war.
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  36. Henrique Schneider (2012). Reading Han Fei as "Social Scientist&Quot;: A Case-Study in "Historical Correspondence&Quot;. Comparative Philosophy 4 (1).score: 18.0
    Han Fei was one of the main proponents of Legalism in Qin -era China. Although his works are mostly read from a historic perspective, the aim of this paper is to advance an interpretation of Han Fei as a “social scientist”. The social sciences are the fields of academic scholarship that study society and its institutions as a consequence of human behavior. Methodologically, social sciences combine abstract approaches in model-building with empiric investigations, seeking to prove the functioning of the (...)
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  37. Christopher M. Brown (2011). Some Logical Problems for Scientism. Proceedings of the American Catholic Philosophical Association 85:189-200.score: 18.0
    This paper looks at nine different ways of defining scientism in order to show that potential definitions of the term conform to a general pattern: a definition of scientism either is self-defeating or else cannot really count as a construal of scientism in the first place. Advocates for the experimental sciences would therefore be better off accepting a middle position—one might say a broadly Thomistic approach to science—between the extremes of scientism on the one hand and a religious fundamentalism that (...)
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  38. Joachim Schummer, Historical Roots of the “Mad Scientist”: Chemists in Nineteenth-Century Literature.score: 18.0
    This paper traces the historical roots of the “mad scientist,” a concept that has powerfully shaped the public image of science up to today, by investigating the representations of chemists in nineteenth-century Western literature. I argue that the creation of this literary figure was the strongest of four critical literary responses to the emergence of modern science in general and of chemistry in particular. The role of chemistry in this story is crucial because early nineteenth-century chemistry both exemplified modern (...)
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  39. Irmline Veit-Brause (2002). The Making of Modern Scientific Personae: The Scientist as a Moral Person? Emil Du Bois-Reymond and His Friends. History of the Human Sciences 15 (4):19-49.score: 18.0
    This article examines the notion of the `scientist as a moral person' in the light of the early stages of the commodification of science and the transformation of research into a big enterprise, operating on the principle of the division of labour. These processes were set in train at the end of the 19th century. The article focuses on the concomitant changes in the public persona and the habitus of scientific entrepreneurs. I begin by showing the significance of the (...)
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  40. Brian Epstein (2010). The Diviner and the Scientist: Revisiting the Question of Alternative Standards of Rationality. Journal of the American Academy of Religion 78 (4):1048-1086.score: 18.0
    Are the standards of reasoning and rationality in divination, religious practice, and textual exegesis different from those in the sciences? Can there be different standards of reasoning and rationality at all? The intense “rationality debate” of the 1960s, 70s, and 80s focused on these questions and the related problems of relativism across cultures and systems of practice. Although philosophers were at the center of these debates at the time, they may appear to have abandoned the question in recent years. On (...)
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  41. Mark D. Tschaepe (2012). The Student as Philosopher-Scientist: Dewey's Conception of Scientific Explanation In Science Education. Education and Culture 28 (2):70-80.score: 18.0
    There is no question that the work of John Dewey has been invaluable with regard to theories of education. What has too often been neglected, however, is Dewey's work on the philosophy of science as it pertains specifically to science education.1 Although educators might well concede that children should be encouraged to be "philosophical" within the arts or humanities, most neglect or fail to heed Dewey's insights concerning the child as philosopher-scientist within the science classroom. Dewey recognized that children (...)
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  42. Riccardo Viale & Daniel Osherson (2000). The Diversity Principle and the Little Scientist Hypothesis. Foundations of Science 5 (2):239-253.score: 18.0
    The remarkable transition from helpless infant to sophisticatedfive-year-old has long captured the attention of scholars interested inthe discovery of knowledge. To explain these achievements, developmentalpsychologists often compare children's discovery procedures to those ofprofessional scientists. For the child to be qualified as a ``littlescientist'', however, intellectual development must be shown to derivefrom rational hypothesis selection in the face of evidence. In thepresent paper we focus on one dimension of rational theory-choice,namely, the relation between hypothesis confirmation and evidencediversity. Psychological research suggests cultural (...)
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  43. Stephanie L. Daza (2013). Putting Spivakian Theorizing to Work: Decolonizing Neoliberal Scientism in Education. Educational Theory 63 (6):601-620.score: 18.0
    In this article, Stephanie Daza draws on Gayatri Spivak's theorizing to help make visible how education is shaped by an elusive conceptual apparatus of neoliberal scientism. She begins with an example of high-stakes learning and global competition as commonsensical policy practice at an elementary school. Then Daza develops an analysis that shows the possibilities of a Spivakian theoretical approach as an interpretive practice for education, and teacher education specifically.
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  44. Alexandra Johnson (2010). Aristotle: Philosopher, Teacher, and Scientist; Socrates: Ancient Greek in Search of Truth. Questions: Philosophy for Young People 10:11-11.score: 18.0
    A review article of the books "Aristotle: Philosopher, Teacher, and Scientist" by Sharon Katz Cooper; and "Socrates: Ancient Greek in Search of Truth" by Pamela Dell.
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  45. John Polanyi (2004). Michael Polanyi, The Scientist. Tradition and Discovery 31 (1):7-10.score: 18.0
    This short reflection comments on Michael Polanyi as a self-educated scientist and reviews the areas of science to which he contributed.
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  46. Isabel Rivers & David L. Wykes (eds.) (2008). Joseph Priestley, Scientist, Philosopher, and Theologian. OUP Oxford.score: 18.0
    Joseph Priestley was one of the most remarkable thinkers of the eighteenth century. Best known today as the scientist who discovered oxygen, he also made major contributions in the fields of education, politics, philosophy, and theology. This collection of essays by a team of experts covers the full range of Priestley's work and provides a new and up to date account of all his activities, together with a summary of his life and an account of his last years in (...)
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  47. Bertrand Russell (ed.) (1973). Bertrand Russell, the Social Scientist. Bertrand Russell Supranational Society.score: 18.0
    Venkataramanaiah, V. Introduction.--Narla, V. R. Russell and his rejection of religion.--Mehta, G. L. The sceptical crusader.--Dalvi, G. R. Russell, the man.--Venkatarao, V. The nuclear war and the future of man.--Innaiah, N. Bertrand Russell's philosophy.--Subbarayudu, P. Rationality vis-a-vis faith.--Nageswar Rao, B. Russell and nuclear warfare.--Rajagopala Rao, M. Rebel in Russell.--Shankar, G. N. J. The man who revolutionised modern thought.--Maharajasri. Russell, the social scientist in the four-dimensional universe.--The life of Bertrand Russell.--Acknowledgements.--A list of principal works of Bertrand Russell.--Russell's conception of good (...)
     
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  48. N. E. Wetherick, Brian G. Gowenlock & John Puddefoot (2007). Comments on Michael Polanyi, Scientist and Philosopher. Tradition and Discovery 34 (3):31-43.score: 18.0
    This article discusses the 2005 OUP biography of Michael Polanyi by William T. Scott and Martin X. Moleski S.J., Michael Polanyi, Scientist and Philosopher . The discussants are N. E. Wetherick, Brian G Gowenlock, and John Puddefoot; Martin X. Moleski, S. J. briefly responds, providing a previously unpulished letter from Polanyi to Reverend Dr. Knox, a Presbyterian mininster.
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  49. David Colander (1995). Is Milton Friedman an Artist or a Scientist? Journal of Economic Methodology 2 (1):105-122.score: 18.0
    Most economists will agree that Milton Friedman is a brilliant economist. Yet, the majority assessment is that his work is ideologically flawed, and that the Marshallian economics he advocates has been superseded by Walrasian economics. In this paper I argue that the reason for this negative assessment is that Friedman, like Alfred Marshall before him, tried to straddle a fence between policy and logical-deductive theory, combining the artistic science of the historical and institutional school with the logical-deductive science of economics (...)
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  50. Penelope M. Gouk (2006). The Union of Arts and Sciences in the Eighteenth Century: Lorenz Spengler (1720–1807), Artistic Turner and Natural Scientist. [REVIEW] Annals of Science 40 (5):411-436.score: 18.0
    (1983). The union of arts and sciences in the eighteenth century: Lorenz Spengler (1720–1807), artistic turner and natural scientist. Annals of Science: Vol. 40, No. 5, pp. 411-436.
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