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

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  1. Massimo Pigliucci (2012). Who Knows What - The War Between Science and the Humanities. Aeon.score: 396.0
    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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  2. Rögnvaldur Ingthorsson (2013). The Natural Vs. The Human Sciences:: Myth, Methodology and Ontology. Discusiones Filosóficas 14 (22):25-41.score: 221.0
    I argue that the human sciences (i.e. humanities, social- and behavioural sciences) should not try to imitate the methodology of the natural sciences. The human sciences study meaningful phenomena whose nature is decisively different from the merely physical phenomena studied by the natural sciences, and whose study therefore require different methods; meaningful phenomena do not obviously obey natural laws while the merely physical necessarily does. This is not to say that the human sciences do not study an objective reality (...)
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  3. Karin M. E. Dahlberg & Helena K. Dahlberg (2004). Description Vs. Interpretation - a New Understanding of an Old Dilemma in Human Science Research. Nursing Philosophy 5 (3):268-273.score: 215.0
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  4. Karin M. E. Dahlberg Rn Phd & M. A. Dahlberg (2004). Description Vs. Interpretation – a New Understanding of an Old Dilemma in Human Science Research. Nursing Philosophy 5 (3):268–273.score: 215.0
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  5. 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.score: 198.0
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  6. Edward G. Slingerland (2008). What Science Offers the Humanities: Integrating Body and Culture. Cambridge University Press.score: 192.0
    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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  7. 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.score: 180.0
    Research Ethics Committees (RECs) or Institutional Review Boards (IRBs) 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 (...)
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  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.score: 180.0
    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. Nancy Tuana (2013). Embedding Philosophers in the Practices of Science: Bringing Humanities to the Sciences. Synthese 190 (11):1955-1973.score: 176.0
    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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  10. Carl Rubino (1993). Managing the Future: Science, the Humanities, and the Myth of Omniscience. World Futures 38 (1):157-164.score: 168.0
    (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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  11. A. Koj & Piotr Sztompka (eds.) (2001). Images of the World: Science, Humanities, Art. Jagiellonian University.score: 168.0
     
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  12. Moody E. Prior (1962). Science and the Humanities. Evanston [Ill.]Northwestern University Press.score: 168.0
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  13. Steve Fuller (1994). Retrieving the Point of the Realism-Instrumentalism Debate: Mach Vs. Planck on Science Education Policy. PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1994:200 - 208.score: 163.0
    I aim to recover some of the original cultural significance that was attached to the realism-instrumentalism debate (RID) when it was hotly contested by professional scientists in the decades before World War I. Focusing on the highly visible Mach-Planck exchange of 1908-13, I show that arguments about the nature of scientific progress were used to justify alternative visions of science education. Among the many issues revealed in the exchange are realist worries that instrumentalism would subserve science entirely to (...)
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  14. Sergei Serebriany (2005). On the 'Soviet Paradigm' (Remarks of an Indologist). Studies in East European Thought 57 (2):93 - 138.score: 162.0
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  15. [deleted]Noémie Bouhana (2013). The Reasoning Criminal Vs. Homer Simpson: Conceptual Challenges for Crime Science. Frontiers in Human Neuroscience 7.score: 157.0
  16. Nicholas Maxwell (2007). From Knowledge to Wisdom: A Revolution for Science and the Humanities (Second Edition). Pentire Press.score: 156.0
    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 (2011). Logic of Science Vs. Theory of Creation: The Authority of Annihilation in Hermann Cohens Logic of Origin. Journal of Jewish Thought and Philosophy 18 (2):107-120.score: 152.0
  18. Jerzy Giedymin (1975). Antipositivism in Contemporary Philosophy of Social Science and Humanities. British Journal for the Philosophy of Science 26 (4):275-301.score: 152.0
    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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  19. 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..score: 152.0
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  20. 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.score: 150.0
    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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  21. Robert Frodeman (2005). The Role of Humanities Policy in Public Science. Environmental Philosophy 2 (1):5-13.score: 148.0
    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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  22. Massimo Pigliucci & Maarten Boudry (2013). Prove It! The Burden of Proof Game in Science Vs. Pseudoscience Disputes. Philosophia 42 (2):487-502.score: 146.0
    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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  23. Finn Collin & David Budtz Pedersen (2013). The Frankfurt School, Science and Technology Studies, and the Humanities. Social Epistemology 29 (1):44-72.score: 144.0
    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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  24. 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.score: 144.0
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  25. Daniel C. Dennett (1991). Two Contrasts: Folk Craft Vs Folk Science and Belief Vs Opinion. In John D. Greenwood (ed.), The Future of Folk Psychology. Cambridge University Press. 135--148.score: 143.0
    Let us begin with what all of us here agree on: folk psychology is not immune to revision. It has a certain vulnerability in principle. Any particular part of it might be overthrown and replaced by some other doctrine. Yet we disagree about how likely it is that that vulnerability in principle will turn into the actual demise of large portions--or all--of folk psychology. I am of the view that folk psychology is here for the long haul, and for some (...)
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  26. Maurice Campbell Cornforth (1950). Science Vs. Idealism: In Defence of Philosophy, Against Positivism and Pragmatism. London, Lawrence & Wishart.score: 140.0
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  27. Mary Midgley, David Papineau, Raymond Tallis, Lewis Wolpert & Anja Steinbauer (2000). Round Table: Science Vs Philosophy? Philosophy Now 27:34-38.score: 140.0
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  28. Bernard H. Baumrin (1985). The Autonomy of Medical Ethics: Medical Science Vs. Medical Practice. Metaphilosophy 16 (2‐3):93-102.score: 140.0
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  29. 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.score: 140.0
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  30. 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.score: 140.0
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  31. Roberto Busa (2009). Postscript. Computer Science and Humanities. In Bernard Reber & Claire Brossaud (eds.), Digital Cognitive Technologies: Epistemology and Knowledge Society. Iste Ltd.score: 140.0
  32. F. G. Connolly (1952). Science Vs. Philosophy. Modern Schoolman 29 (3):197-209.score: 140.0
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  33. Robert J. Deltete (2009). Steve Fuller, Science Vs Religion? Intelligent Design and the Problem of Evolution. Philosophy in Review 29 (3):183.score: 140.0
     
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  34. Danielle Rush (2009). College of Science Vs. Main Building: The Kick-Off of A Yearlong Energy Conservation Contest. Scientia 1 (1).score: 140.0
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  35. Lan Winchester (2001). Russell's Practice of Science Vs. His Picture of Science and its Place in Liberal Education. Inquiry 20 (2):36-44.score: 140.0
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  36. 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.score: 138.0
    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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  37. 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.score: 132.0
    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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  38. Nicholas Maxwell (2005). A Revolution for Science and the Humanities: From Knowledge to Wisdom. Dialogue and Universalism 15 (1-2):29-57.score: 132.0
    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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  39. Evandro Agazzi (2001). Science and the Humanities in the New Paideia. The Proceedings of the Twentieth World Congress of Philosophy 2001:223-234.score: 132.0
    The paideia of modernity is now in crisis. What is needed is a deeper, global understanding of the human being, and a broader determination of its ends and needs. Such a picture of the human being, its life, its real problems and expectations, can be called a paideia, in a sense that is the hard core of the different modulations this concept has received during its long history. It is suggested that this new paideia will be of service to humanity (...)
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  40. Stephen Jay Gould (2003). The Hedgehog, the Fox and the Magister's Pox: Mending the Gap Between Science and the Humanities. Jonathan Cape.score: 132.0
    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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  41. Rolf Ahlzén (2007). Medical Humanities — Arts and Humanistic Science. Medicine, Health Care and Philosophy 10 (4):385-393.score: 132.0
    The nature and scope of medical humanities are under debate. Some regard this field as consisting of those parts of the humanistic sciences that enhance our understanding of clinical practice and of medicine as historical phenomenon. In this article it is argued that aesthetic experience is as crucial to this project as are humanistic studies. To rightly understand what medicine is about we need to acknowledge the equal importance of two modes of understanding, intertwined and mutually reinforcing: the mode (...)
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  42. Roger S. Taylor & Michel Ferrari (eds.) (2010). Epistemology and Science Education: Understanding the Evolution Vs. Intelligent Design Controversy. Routledge.score: 132.0
     
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  43. Roger S. Taylor & Michel Ferrari (eds.) (2011). Epistemology and Science Education: Understanding the Evolution Vs. Routledge.score: 132.0
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  44. Paola Spinozzi & Alessandro Zironi (eds.) (2010). Origins as a Paradigm in the Sciences and in the Humanities. V & R Unipress.score: 128.0
    The assumption that origins can be defined as a hermeneutic paradigm in the humanities and in the sciences is explored in relation to specific theoretical ...
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  45. William P. Bechtel & Andrew Hamilton (2007). Reduction, Integration, and the Unity of Science: Natural, Behavioral, and Social Sciences and the Humanities. In T. Kuipers (ed.), Philosophy of Science: Focal Issues (Volume 1 of the Handbook of the Philosophy of Science). Elsevier.score: 126.0
    1. A Historical Look at Unity 2. Field Guide to Modern Concepts of Reduction and Unity 3. Kitcher's Revisionist Account of Unification 4. Critics of Unity 5. Integration Instead of Unity 6. Reduction via Mechanisms 7. Case Studies in Reduction and Unification across the Disciplines.
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  46. Gualtiero Piccinini & Andrea Scarantino (2010). Computation Vs. Information Processing: Why Their Difference Matters to Cognitive Science. Studies in History and Philosophy of Science Part A 41 (3):237-246.score: 126.0
    Since the cognitive revolution, it’s become commonplace that cognition involves both computation and information processing. Is this one claim or two? Is computation the same as information processing? The two terms are often used interchangeably, but this usage masks important differences. In this paper, we distinguish information processing from computation and examine some of their mutual relations, shedding light on the role each can play in a theory of cognition. We recommend that theoristError: Illegal entry in bfrange block in ToUnicode (...)
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  47. Richard F. Kitchener (1993). Piaget's Epistemic Subject and Science Education: Epistemological Vs. Psychological Issues. Science and Education 2 (2):137-148.score: 126.0
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  48. Paul Thagard (2006). How to Collaborate: Procedural Knowledge in the Cooperative Development of Science. Southern Journal of Philosophy 44 (S1):177-196.score: 126.0
    A philosopher once asked me: “Paul, how do you collaborate?” He was puzzled about how I came to have more than two dozen co-authors over the past 20 years. His puzzlement was natural for a philosopher, because co-authored articles and books are still rare in philosophy and the humanities, in contrast to science where most current research is collaborative. Unlike most philosophers, scientists know how to collaborate; this paper is about the nature of such procedural knowledge. I begin (...)
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