Switch to: References

Add citations

You must login to add citations.
  1. 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 (...)
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   8 citations  
  • Evolutionary Developmental Biology and the Limits of Philosophical Accounts of Mechanistic Explanation.Ingo Brigandt - 2015 - In P.-A. Braillard & C. Malaterre (eds.), Explanation in Biology: An Enquiry into the Diversity of Explanatory Patterns in the Life Sciences. Springer. pp. 135–173.
    Evolutionary developmental biology (evo-devo) is considered a ‘mechanistic science,’ in that it causally explains morphological evolution in terms of changes in developmental mechanisms. Evo-devo is also an interdisciplinary and integrative approach, as its explanations use contributions from many fields and pertain to different levels of organismal organization. Philosophical accounts of mechanistic explanation are currently highly prominent, and have been particularly able to capture the integrative nature of multifield and multilevel explanations. However, I argue that evo-devo demonstrates the need for a (...)
    Direct download  
    Translate
     
     
    Export citation  
     
    Bookmark   16 citations  
  • 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 (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  • The Notion of Scientific Knowledge in Biology.Silvia Morante & Giancarlo Rossi - 2016 - Science & Education 25 (1-2):165-197.
    The purpose of this work is to reconsider and critically discuss the conceptual foundations of modern biology and bio-sciences in general, and provide an epistemological guideline to help framing the teaching of these disciplines and enhancing the quality of their presentation in High School, Master and Ph.D. courses. After discussing the methodological problems that arise in trying to construct a sensible and useful scientific approach applicable to the study of living systems, we illustrate what are the general requirements that a (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • Science & Education in Educational Perspectives: Recognizing the Contributions of Michael R. Matthews.Zoubeida R. Dagher & Peter Heering - 2015 - Science & Education 24 (7-8):821-826.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark