Citations of work:

Henk De Regt, Sabina Leonelli & Kai Eigner (eds.) (2009). Scientific Understanding: Philosophical Perspectives.

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  1.  28
    Theoretical Understanding in Science.Mark P. Newman - 2017 - British Journal for the Philosophy of Science 68 (2).
    In this article I develop a model of theoretical understanding in science. This is a philosophical theory that specifies the conditions that are both necessary and sufficient for a scientist to satisfy the construction ‘S understands theory T ’. I first consider how this construction is preferable to others, then build a model of the requisite conditions on the basis of examples from elementary physics. I then show how this model of theoretical understanding can be made philosophically robust and provide (...)
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  2.  99
    Scientific Understanding: Truth or Dare?Henk W. de Regt - 2015 - Synthese 192 (12):3781-3797.
    It is often claimed—especially by scientific realists—that science provides understanding of the world only if its theories are (at least approximately) true descriptions of reality, in its observable as well as unobservable aspects. This paper critically examines this ‘realist thesis’ concerning understanding. A crucial problem for the realist thesis is that (as study of the history and practice of science reveals) understanding is frequently obtained via theories and models that appear to be highly unrealistic or even completely fictional. So we (...)
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  3.  6
    The Unity of Nursing Science.Robyn L. Bluhm - 2014 - Nursing Philosophy 15 (4):250-260.
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  4. Relativism, Knowledge and Understanding.J. Adam Carter - 2014 - Episteme 11 (1):35-52.
    The arguments for and against a truth-relativist semantics for propositional knowledge attributions (KTR) have been debated almost exclusively in the philosophy of language. But what implications would this semantic thesis have in epistemology? This question has been largely unexplored. The aim of this paper is to establish and critique several ramifications of KTR in mainstream epistemology. The first section of the paper develops, over a series of arguments, the claim that MacFarlane's (2005, 2010) core argument for KTR ultimately motivates (for (...)
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  5.  28
    “Scaffolding” and “Affordance” as Integrative Concepts in the Cognitive Sciences.Anna Estany & Sergio Martínez - 2014 - Philosophical Psychology 27 (1):1-14.
    There are (at least) two ways to think of the differences in basic concepts and typologies that one can find in the different scientific practices that constitute a research tradition. One is the fundamentalist view: the fewer the better. The other is a non-fundamentalist view of science whereby the integration of different concepts into the right abstraction grounds an explanation that is not grounded as the sum of the explanations supported by the parts. Integrative concepts are often associated with idealizations (...)
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  6.  48
    Functional Explaining: A New Approach to the Philosophy of Explanation.Daniel A. Wilkenfeld - 2014 - Synthese 191 (14):3367-3391.
    In this paper, I argue that explanations just ARE those sorts of things that, under the right circumstances and in the right sort of way, bring about understanding. This raises the question of why such a seemingly simple account of explanation, if correct, would not have been identified and agreed upon decades ago. The answer is that only recently has it been made possible to analyze explanation in terms of understanding without the risk of collapsing both to merely phenomenological states. (...)
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  7.  28
    Naturalizing Theorizing: Beyond a Theory of Biological Theories. [REVIEW]Werner Callebaut - 2013 - Biological Theory 7 (4):413-429.
    Although “theory” has been the prevalent unit of analysis in the meta-study of science throughout most of the twentieth century, the concept remains elusive. I further explore the leitmotiv of several authors in this issue: that we should deal with theorizing (rather than theory) in biology as a cognitive activity that is to be investigated naturalistically. I first contrast how philosophers and biologists have tended to think about theory in the last century or so, and consider recent calls to upgrade (...)
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  8. Understanding, Grasping, and Luck.Kareem Khalifa - 2013 - Episteme 10 (1):1-17.
    Recently, it has been debated as to whether understanding is a species of explanatory knowledge. Those who deny this claim frequently argue that understanding, unlike knowledge, can be lucky. In this paper I argue that current arguments do not support this alleged compatibility between understanding and epistemic luck. First, I argue that understanding requires reliable explanatory evaluation, yet the putative examples of lucky understanding underspecify the extent to which subjects possess this ability. In the course of defending this claim, I (...)
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  9. The Value of Understanding.Stephen R. Grimm - 2012 - Philosophy Compass 7 (2):103-117.
    Over the last several years a number of leading philosophers – including Catherine Elgin, Linda Zagzebski, Jonathan Kvanvig, and Duncan Pritchard – have grown increasingly dissatisfied with the contemporary focus on knowledge in epistemology and have attempted to “recover” the notion of understanding. According to some of these philosophers, in fact, understanding deserves not just to be recovered, but to supplant knowledge as the focus of epistemological inquiry. This entry considers some of the main reasons why philosophers have taken understanding (...)
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  10.  93
    Understanding Versus Explanation? How to Think About the Distinction Between the Human and the Natural Sciences.Karsten R. Stueber - 2012 - Inquiry: An Interdisciplinary Journal of Philosophy 55 (1):17 - 32.
    Abstract This essay will argue systematically and from a historical perspective that there is something to be said for the traditional claim that the human and natural sciences are distinct epistemic practices. Yet, in light of recent developments in contemporary philosophy of science, one has to be rather careful in utilizing the distinction between understanding and explanation for this purpose. One can only recognize the epistemic distinctiveness of the human sciences by recognizing the epistemic centrality of reenactive empathy for our (...)
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