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Alan C. Love (2013). Interdisciplinary Lessons for the Teaching of Biology From the Practice of Evo-Devo.

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    Why the Difference Between Explanation and Argument Matters to Science Education.Ingo Brigandt - 2016 - Science & Education 25 (3-4):251-275.
    Contributing to the recent debate on whether or not explanations ought to be differentiated from arguments, this article argues that the distinction matters to science education. I articulate the distinction in terms of explanations and arguments having to meet different standards of adequacy. Standards of explanatory adequacy are important because they correspond to what counts as a good explanation in a science classroom, whereas a focus on evidence-based argumentation can obscure such standards of what makes an explanation explanatory. I provide (...)
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  2. Social Values Influence the Adequacy Conditions of Scientific Theories: Beyond Inductive Risk.Ingo Brigandt - 2015 - Canadian Journal of Philosophy 45 (3):326-356.
    The ‘death of evidence’ issue in Canada raises the spectre of politicized science, and thus the question of what role social values may have in science and how this meshes with objectivity and evidence. I first criticize philosophical accounts that have to separate different steps of research to restrict the influence of social and other non-epistemic values. A prominent account that social values may play a role even in the context of theory acceptance is the argument from inductive risk. It (...)
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