Search results for 'science vs humanities' (try it on Scholar)

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  1. Paul Thagard, Marsha P. Hanen, Margaret J. Osler, Robert G. Weyant & Calgary Institute for the Humanities (1980). Science, Pseudo-Science and Society Essays. Monograph Collection (Matt - Pseudo).
     
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  2. Massimo Pigliucci (2012). Who Knows What - The War Between Science and the Humanities. Aeon.
    Whenever we try to make an inventory of humankind’s store of knowledge, we stumble into an ongoing battle between what CP Snow called ‘the two cultures’. On one side are the humanities, on the other are the sciences (natural and physical), with social science and philosophy caught somewhere in the middle. This is more than a turf dispute among academics. It strikes at the core of what we mean by human knowledge.
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  3.  9
    Robin Attfield (2016). Progress and Directionality in Science, the Humanities, Society and Evolution. Journal of the Philosophy of History 10 (1):29-50.
    _ Source: _Volume 10, Issue 1, pp 29 - 50 This essay discusses progress and directionality, both in nature, in science and in society, treating as its starting-point the reflections, parallelisms and comparisons of Ruse’s essay, ‘A Threefold Parallelism for Our Time? Progressive Development in Society, Science and the Organic World’, but reaching substantially different conclusions. The essay thus ranges over progress and directionality in the world of natural evolution, in the sciences and the humanities, and in (...)
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  4.  43
    Edward G. Slingerland (2008). What Science Offers the Humanities: Integrating Body and Culture. Cambridge University Press.
    What Science Offers the Humanities examines some of the deep problems facing current approaches to the study of culture. It focuses especially on the excesses of postmodernism, but also acknowledges serious problems with postmodernism's harshest critics. In short, Edward Slingerland argues that in order for the humanities to progress, its scholars need to take seriously contributions from the natural sciences—and particular research on human cognition—which demonstrate that any separation of the mind and the body is entirely untenable. (...)
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  5.  16
    Carlo Ierna (2014). Making the Humanities Scientific: Brentano’s Project of Philosophy as Science. In Rens Bod, Jaap Maat & Thijs Weststeijn (eds.), The Making of the Humanities. Volume III: The Making of the Modern Humanities. Amsterdam University Press 543-554.
    On July 14, 1866 Franz Brentano stepped up to the pulpit to defend his thesis that “the true method of philosophy is none other than that of the natural sciences”. This thesis bound his first students to him and became the north star of his school, against the complex background of the progress and specialization of the natural sciences as well as the growth and professionalization of universities. I will discuss the project of the renewal of philosophy as science (...)
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  6.  1
    Jan Such (1996). Types of Determination Vs. The Development of Science in Historical Epistemology. Poznan Studies in the Philosophy of the Sciences and the Humanities 47:157-168.
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  7.  36
    Nancy Tuana (2013). Embedding Philosophers in the Practices of Science: Bringing Humanities to the Sciences. Synthese 190 (11):1955-1973.
    The National Science Foundation (NSF) in the United States, like many other funding agencies all over the globe, has made large investments in interdisciplinary research in the sciences and engineering, arguing that interdisciplinary research is an essential resource for addressing emerging problems, resulting in important social benefits. Using NSF as a case study for problem that might be relevant in other contexts as well, I argue that the NSF itself poses a significant barrier to such research in not sufficiently (...)
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  8.  8
    Georg Marckmann (2001). Teaching Science Vs. The Apprentice Model €“ Do We Really Have the Choice? Medicine, Health Care and Philosophy 4 (1):85-89.
    The debate about the appropriate methodology of medical education has been (and still is) dominated by the opposing poles of teaching science versus teaching practical skills. I will argue that this conflict between scientific education and practical training has its roots in the underlying, more systematic question about the conceptual foundation of medicine: how far or in what respects can medicine be considered to be a science? By analyzing the epistemological status of medicine I will show that the (...)
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  9.  23
    Katinka de Wet (2010). The Importance of Ethical Appraisal in Social Science Research: Reviewing a Faculty of Humanities' Research Ethics Committee. [REVIEW] Journal of Academic Ethics 8 (4):301-314.
    Research Ethics Committees or Institutional Review Boards are rapidly becoming indispensable mechanisms in the overall workings of university institutions. In fact, the ethical dimension is an important aspect of research governance processes present in institutions of higher learning. However, it is often deemed that research in the social sciences do not require ethical appraisal or clearance, because of the alleged absence of harm in conducting such research. This is an erroneous and dangerous assumption given that research in social sciences poses (...)
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  10. Massimo Pigliucci & Maarten Boudry (2013). Prove It! The Burden of Proof Game in Science Vs. Pseudoscience Disputes. Philosophia 42 (2):487-502.
    The concept of burden of proof is used in a wide range of discourses, from philosophy to law, science, skepticism, and even in everyday reasoning. This paper provides an analysis of the proper deployment of burden of proof, focusing in particular on skeptical discussions of pseudoscience and the paranormal, where burden of proof assignments are most poignant and relatively clear-cut. We argue that burden of proof is often misapplied or used as a mere rhetorical gambit, with little appreciation of (...)
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  11.  19
    Carl Rubino (1993). Managing the Future: Science, the Humanities, and the Myth of Omniscience. World Futures 38 (1):157-164.
    (1993). Managing the future: Science, the Humanities, and the myth of omniscience. World Futures: Vol. 38, Theoretical Achievements and Practical Applications of General Evolutionary Theory, pp. 157-164.
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  12. A. Koj & Piotr Sztompka (eds.) (2001). Images of the World: Science, Humanities, Art. Jagiellonian University.
     
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  13. Moody E. Prior (1962). Science and the Humanities. Evanston [Ill.]Northwestern University Press.
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  14.  6
    Rinat M. Nugayev (2007). The Growth of Knowledge in Social Science and Humanities. Voprosi Filosofii (The Problems of Philosophy) (8):58-69.
    Criteria of the growth of knowledge proposed in modern philosophy of science are considered. It is argued that the model of growth that fits the peculiarities of social sciences&humanities is provided by the methodology of scientific research programmes. Yet one has to correct some drawbacks. The author concludes that the real growth of knowledge consists in the growth of causal explanations and in the corresponding growth of empirical content of the theories from superseeding scientific research programmes. -/- Key (...)
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  15.  22
    Sergei Serebriany (2005). On the 'Soviet Paradigm' (Remarks of an Indologist). Studies in East European Thought 57 (2):93 - 138.
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  16. Nicholas Maxwell (2007). From Knowledge to Wisdom: A Revolution for Science and the Humanities (Second Edition). Pentire Press.
    From Knowledge to Wisdom argues that there is an urgent need, for both intellectual and humanitarian reasons, to bring about a revolution in science and the humanities. The outcome would be a kind of academic inquiry rationally devoted to helping humanity learn how to create a better world. Instead of giving priority to solving problems of knowledge, as at present, academia would devote itself to helping us solve our immense, current global problems – climate change, war, poverty, population (...)
     
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  17. Hartwig Wiedebach (2010). Logic of Science Vs. Theory of Creation: The “Authority of Annihilation” in Hermann Cohen’s Logic of Origin. Journal of Jewish Thought and Philosophy 18 (2):107-120.
    The difference between Hermann Cohen’s systematic philosophy and his philosophy of religion can be determined via the logical “Judgment of Contradiction,” viewed as an “Authority of Annihilation.” In Cohen’s Logic of Pure Knowledge the “Judgment of Contradiction” acts as a “means of protection” against “falsifications” that may have arisen on the pathway through the previous judgments of “origin” and “identity.” Cohen thematizes these operations in his Religion of Reason Out of the Sources of Judaism, too. However, there they do not (...)
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  18. Steve Fuller (2004). Kuhn Vs. Popper: The Struggle for the Soul of Science. Columbia University Press.
    Thomas Kuhn's _Structure of Scientific Revolutions_ has sold over a million copies in more than twenty languages and has remained one of the ten most cited academic works for the past half century. In contrast, Karl Popper's seminal book _The Logic of Scientific Discovery_ has lapsed into relative obscurity. Although the two men debated the nature of science only once, the legacy of this encounter has dominated intellectual and public discussions on the topic ever since. Almost universally recognized as (...)
     
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  19.  15
    Thorn-R. Kray (2016). On Name-Dropping: The Mechanisms Behind a Notorious Practice in Social Science and the Humanities. Argumentation 30 (4):423-441.
    The present essay discusses a notorious rhetoric means familiar to all scholars in the social sciences and humanities including philosophy: name-dropping. Defined as the excessive over-use of authoritative names, I argue that it is a pernicious practice leading to collective disorientation in spoken discourse. First, I discuss name-dropping in terms of informal logic as an ad verecundiam-type fallacy. Insofar this perspective proves to lack contextual sensitivity, name-dropping is portrayed in Goffman’s terms as a more general social practice. By narrowing (...)
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  20. Roger S. Taylor & Michel Ferrari (eds.) (2010). Epistemology and Science Education: Understanding the Evolution Vs. Intelligent Design Controversy. Routledge.
    How is epistemology related to the issue of teaching science and evolution in the schools? Addressing a flashpoint issue in our schools today, this book explores core epistemological differences between proponents of intelligent design and evolutionary scientists, as well as the critical role of epistemological beliefs in learning science. Preeminent scholars in these areas report empirical research and/or make a theoretical contribution, with a particular emphasis on the controversy over whether intelligent design deserves to be considered a (...) alongside Darwinian evolution. This pioneering book coordinates and provides a complete picture of the intersections in the study of evolution, epistemology, and science education, in order to allow a deeper understanding of the intelligent design vs. evolution controversy. This is a very timely book for teachers and policy makers who are wrestling with issues of how to teach biology and evolution within a cultural context in which intelligent design has been and is likely to remain a challenge for the foreseeable future. (shrink)
     
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  21.  52
    Jerzy Giedymin (1975). Antipositivism in Contemporary Philosophy of Social Science and Humanities. British Journal for the Philosophy of Science 26 (4):275-301.
    By 'positivism' its contemporary critics mean either (a) the comte-Mill views of science, Or (b) methodological naturalism, Or (c) phenomenalism and/or instrumentalism. However, Most philosophers of science are positivists on some of these criteria and antipositivists otherwise. For example, (b) may be combined with the rejection of (c), E.G., Popper; neo-Wittgensteinians, E.G., Wright, Toulmin, Kuhn, Winch, Like nineteenth century neo-Kantians and conventionalists hold instrumentalist views of language, Theories and explanation; 'positive economics' may be either instrumentalist, E.G., Friedman, Or (...)
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  22. M. W. Lefor & Roland C. Clement (eds.) (1996). Determinism and Uniformitarianism in Science Vs. Aton Forest: Transcript of the First Aton Forest Forum, October 28, 1995. Aton Forest, Inc..
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  23. Darrell P. Rowbottom (2013). Kuhn Vs. Popper on Criticism and Dogmatism in Science, Part II: How to Strike the Balance. Studies in History and Philosophy of Science Part A 44 (2):161-168.
    This paper is a supplement to, and provides a proof of principle of, Kuhn vs. Popper on Criticism and Dogmatism in Science: A Resolution at the Group Level. It illustrates how calculations may be performed in order to determine how the balance between different functions in science—such as imaginative, critical, and dogmatic—should be struck, with respect to confirmation (or corroboration) functions and rules of scientific method.
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  24.  6
    Christián C. Carman (2005). The Electrons of the Dinosaurs and the Center of the Earth: Comments on D.D. Turner's 'The Past Vs. The Tiny: Historical Science and the Abductive Arguments for Realism'. [REVIEW] Studies in History and Philosophy of Science Part A 36 (1):171-173.
    Turner [The past vs. the tiny: Historical science and the abductive arguments for realism. Studies in History and Philosophy of Science 35A 1] claims that the arguments in favor of realism do not support with the same force both classes of realism, since they supply stronger reasons for experimental realism than for historical realism. I would like to make two comments, which should be seen as amplifications inspired by his proposal, rather than as a criticism. First, it is (...)
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  25.  14
    Robert Frodeman (2005). The Role of Humanities Policy in Public Science. Environmental Philosophy 2 (1):5-13.
    The relationship between philosophy and the community has become relevant again. It has been the government itself, in the form of public science agencies, which has turned to philosophy and the humanities for help, rather than vice versa. Since 1990, US federal science agencies * agencies such as the National Institutes of Health and the National Science Foundation * have steadily increased their support of social science and humanities research. This support is all the (...)
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  26. Nicholas Maxwell (2007). From Knowledge to Wisdom: A Revolution for Science and the Humanities (Second Edition). Pentire Press.
    From Knowledge to Wisdom argues that there is an urgent need, for both intellectual and humanitarian reasons, to bring about a revolution in science and the humanities. The outcome would be a kind of academic inquiry rationally devoted to helping humanity learn how to create a better world. Instead of giving priority to solving problems of knowledge, as at present, academia would devote itself to helping us solve our immense, current global problems – climate change, war, poverty, population (...)
     
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  27.  17
    Jeff Noonan (2015). The Debate on Immortality: Posthumanist Science Vs. Critical Philosophy. The European Legacy 21 (1):38-51.
    At different times Horkheimer, Adorno, and Marcuse argued that immortality is a condition of overcoming misery and achieving complete human freedom. Their arguments were made before “practical immortality” had become a concrete scientific project. The difference between what was then and what is now scientifically possible alters the ethical and political value of the idea of immortality. Had the first generation of critical theorists occupied the present historical moment, they would have realized that science harnessed to the demand for (...)
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  28. Adam Frank (2010). The Constant Fire: Beyond the Science Vs. Religion Debate. University of California Press.
    Eloquent, urgent, and inspiring, _The Constant Fire_ tackles the acrimonious debate between science and religion, taking us beyond its stagnant parameters into the wider domain of human spiritual experience. From a Neolithic archaeological site in Ireland to modern theories of star formation, Adam Frank traverses a wide terrain, broadening our sights and allowing us to imagine an alternative perspective. Drawing from his experience as a practicing astrophysicist and from the writings of the great scholars of religion, philosophy, and mythology, (...)
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  29. Adam Frank (2009). The Constant Fire: Beyond the Science Vs. Religion Debate. University of California Press.
    Eloquent, urgent, and inspiring, _The Constant Fire_ tackles the acrimonious debate between science and religion, taking us beyond its stagnant parameters into the wider domain of human spiritual experience. From a Neolithic archaeological site in Ireland to modern theories of star formation, Adam Frank traverses a wide terrain, broadening our sights and allowing us to imagine an alternative perspective. Drawing from his experience as a practicing astrophysicist and from the writings of the great scholars of religion, philosophy, and mythology, (...)
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  30.  12
    Finn Collin & David Budtz Pedersen (2013). The Frankfurt School, Science and Technology Studies, and the Humanities. Social Epistemology 29 (1):44-72.
    This paper examines the often overlooked parallels between the critical theory of the German Frankfurt School and Science and Technology Studies in Britain, as an attempt to articulate a critique of science as a social phenomenon. The cultural aspect of the German and British arguments is in focus, especially the role attributed to the humanities in balancing cultural and techno-scientific values in society. Here, we draw parallels between the German argument and the Two Cultures debate in Britain. (...)
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  31. Juan de Dios Vial Correa (2001). Bioethics: A Meeting Place for Science and the Humanities. In A. Koj & Piotr Sztompka (eds.), Images of the World: Science, Humanities, Art. Jagiellonian University
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  32. Paul Ricoeur, Humanistika med znanostjo in umetnostjo Humanities between Science and Art. Phainomena 53.
    V svojem predavanju imam »humanistiko« za skupek disciplin, katerega jedro tvorijo duhoslovne znanosti – Geisteswissenschaften. Zgodovino oziroma zgodovinopisje pa imam za paradigmatični primer humanistične znanosti, ki se razprostira med dvema poloma znanosti in umetnosti. Na enem koncu imamo postopke, povezane z ravnanjem z arhivi, na drugem pa vrsto besednih izrazov, zaradi katerih je zgodovina del literature. Vmes je dihotomija med razlago in razumevanjem, namreč obseg sredstev, s katerimi zgodovinarji skušajo odgovoriti na vprašanja kot: »Zakaj se je zgodil ta dogodek, zakaj (...)
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  33. Edward Slingerland (2008). What Science Offers the Humanities: Integrating Body and Culture. Cambridge University Press.
    What Science Offers the Humanities examines some of the deep problems facing the study of culture. It focuses on the excesses of postmodernism, but also acknowledges serious problems with postmodernism's harshest critics. In short, Edward Slingerland argues that in order for the humanities to progress, its scholars need to take seriously contributions from the natural sciences - and particular research on human cognition - which demonstrate that any separation of the mind and the body is entirely untenable. (...)
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  34.  22
    F. G. Connolly (1952). Science Vs. Philosophy. Modern Schoolman 29 (3):197-209.
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  35.  9
    F. G. Connolly (1952). Science Vs. Philosophy. Modern Schoolman 29 (3):197-209.
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  36.  19
    Mary Midgley, David Papineau, Raymond Tallis, Lewis Wolpert & Anja Steinbauer (2000). Round Table: Science Vs Philosophy? Philosophy Now 27:34-38.
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  37.  3
    Alister Browne, Katharine Browne, Ezekiel J. Emanual, Joseph J. Fins, Colin Gavaghan, Christine Grady & Leonard C. Groopman (2007). William Andereck, MD, is an Internist at California Pacific Medical Center in San Francisco, California, Where He Chairs the Ethics Committee and is Founder and Codirector of the Program in Medicine and Human Values. R. Blake Brown, Ph. D., is a Social Science and Humanities Research Council Post-Doctoral Fellow at Saint Mary's University and a Research Associate at The. [REVIEW] Cambridge Quarterly of Healthcare Ethics 16:1-2.
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  38.  8
    Bernard H. Baumrin (1985). The Autonomy of Medical Ethics: Medical Science Vs. Medical Practice. Metaphilosophy 16 (2‐3):93-102.
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    Lan Winchester (2001). Russell's Practice of Science Vs. His Picture of Science and its Place in Liberal Education. Inquiry 20 (2):36-44.
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  40.  2
    Veikko Rantala (1992). Reduction and Explanation: Science Vs. Mathematics. In Javier Echeverria, Andoni Ibarra & Thomas Mormann (eds.), The Space of Mathematics. De Gruyter 47-59.
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  41. Roberto Busa (2009). Postscript. Computer Science and Humanities. In Bernard Reber & Claire Brossaud (eds.), Digital Cognitive Technologies: Epistemology and Knowledge Society. Iste Ltd
     
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  42.  23
    Maurice Campbell Cornforth (1950). Science Vs. Idealism: In Defence of Philosophy, Against Positivism and Pragmatism. London, Lawrence & Wishart.
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  43. Robert J. Deltete (2009). Steve Fuller, Science Vs Religion? Intelligent Design and the Problem of Evolution. Philosophy in Review 29 (3):183.
     
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  44. Paul Fayter (2010). Julian Chela‐Flores.A Second Genesis: Stepping‐Stones Toward the Intelligibility of Nature. Xviii + 229 Pp., Notes, Bibl., Index. Hackensack, N.J.: World Scientific, 2009. $45 .Adam Frank.The Constant Fire: Beyond the Science Vs. Religion Debate. Xi + 288 Pp., Notes, Index. Berkeley/Los Angeles: University of California Press, 2009. $24.95 .Ariel A. Roth.Science Discovers God: Seven Convincing Lines of Evidence for His Existence. 251 Pp., Illus., Notes, Index. Hagerstown, Md.: Autumn House Publishing, 2008. $19.99. [REVIEW] Isis 101 (1):189-190.
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  45. Kieran Flanagan (2012). Science Vs. Religion: What Scientists Really Think by Elaine Howard Ecklund. New Blackfriars 93 (1048):738-741.
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  46. Danielle Rush (2009). College of Science Vs. Main Building: The Kick-Off of A Yearlong Energy Conservation Contest. Scientia 1 (1).
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  47. Nicholas Maxwell (2005). A Revolution for Science and the Humanities: From Knowledge to Wisdom. Dialogue and Universalism 15 (1-2):29-57.
    At present the basic intellectual aim of academic inquiry is to improve knowledge. Much of the structure, the whole character, of academic inquiry, in universities all over the world, is shaped by the adoption of this as the basic intellectual aim. But, judged from the standpoint of making a contribution to human welfare, to the quality of human life, academic inquiry of this type, devoted, in the first instance, to the pursuit of knowledge, is grossly and damagingly irrational. Three of (...)
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  48. Jonathan Y. Tsou (2006). Genetic Epistemology and Piaget's Philosophy of Science: Piaget Vs. Kuhn on Scientific Progress. Theory and Psychology 16 (2):203-224.
    This paper concerns Jean Piaget's (1896–1980) philosophy of science and, in particular, the picture of scientific development suggested by his theory of genetic epistemology. The aims of the paper are threefold: (1) to examine genetic epistemology as a theory concerning the growth of knowledge both in the individual and in science; (2) to explicate Piaget's view of ‘scientific progress’, which is grounded in his theory of equilibration; and (3) to juxtapose Piaget's notion of progress with Thomas Kuhn's (1922–1996). (...)
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  49. Darrell P. Rowbottom (2011). Kuhn Vs. Popper on Criticism and Dogmatism in Science: A Resolution at the Group Level. Studies in History and Philosophy of Science 42 (1):117-124.
    Popper repeatedly emphasised the significance of a critical attitude, and a related critical method, for scientists. Kuhn, however, thought that unquestioning adherence to the theories of the day is proper; at least for ‘normal scientists’. In short, the former thought that dominant theories should be attacked, whereas the latter thought that they should be developed and defended (for the vast majority of the time). -/- Both seem to have missed a trick, however, due to their apparent insistence that each individual (...)
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  50.  6
    Stephen Jay Gould (2003). The Hedgehog, the Fox and the Magister's Pox: Mending the Gap Between Science and the Humanities. Jonathan Cape.
    The Hedgehog, the Fox, and the Magister's Pox is a controversial discourse, rich with facts and observations gathered by one of the most erudite minds of our ...
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