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  1. Background Shifts Affect Explanatory Style: How a Pragmatic Theory of Explanation Accounts for Background Effects in the Generation of Explanations.Seth Chin-Parker & Alexandra Bradner - 2009 - Cognitive Processing.
  2.  70
    How to Teach Philosophy of Science.Alexandra Bradner - 2015 - Teaching Philosophy 38 (2):169-192.
    Philosophy of science is a challenging course to teach. This paper offers suggestions for early-, middle- and late-career professors who teach philosophy of science at the undergraduate or graduate level. The advantages and disadvantages of four different course designs are discussed, and a list of possible syllabus topics is presented. The paper encourages a thoroughgoing approach to inclusive pedagogy: it recommends that we look for ways to highlight a range of underrepresented voices throughout the semester, instead of tacking on one (...)
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  3. Using Structure to Understand Justice and Care as Different Worlds.Alexandra Bradner - 2013 - Topoi 32 (1):111-122.
    When read as a theory that is supposed to mirror, represent or fit some collection of historical data, critics argue that Kuhn’s theory of paradigm shift in Structure of Scientific Revolutions fails by cherry-picking and underdetermination. When read as the ground for a socio-epistemological conception of rationality, critics argue that Kuhn’s theory fails by either the naturalistic fallacy or underarticulation. This paper suggests that we need not view Structure as a historian’s attempt to accurately depict scientific theory change or a (...)
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    Using Structure to Understand Justice and Care as Different Worlds.Alexandra Bradner - 2013 - Topoi 32 (1):111-122.
    When read as a theory that is supposed to mirror, represent or fit some collection of historical data, critics argue that Kuhn’s theory of paradigm shift in Structure of Scientific Revolutions fails by cherry-picking and underdetermination. When read as the ground for a socio-epistemological conception of rationality, critics argue that Kuhn’s theory fails by either the naturalistic fallacy or underarticulation. This paper suggests that we need not view Structure as a historian’s attempt to accurately depict scientific theory change or a (...)
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  5. On the Very Idea of a Style of Reasoning.Alexandra Bradner - unknown
    Although Ian Hacking’s meta-concept is frequently applied to historical cases, few theorists have questioned the very idea of a style of reasoning. Hacking himself considers Donald Davidson’s conceptual scheme argument to be the most formidable challenge to the style idea, but Hacking has set up a straw man in Davidson. Beyond Hacking’s own conclusion, that Davidson's narrow concern with meaning incommensurability does not apply to styles, which are not incommensurable in that way, there is the more obvious point that styles, (...)
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  6.  16
    Doing Philosophy as Teaching Philosophy.Alexandra Bradner & Andrew P. Mills - 2019 - The Philosophers' Magazine 85:96-102.
  7.  5
    Philosophers in the Classroom: Essays on Teaching.Steven M. Cahn, Alexandra Bradner & Andrew P. Mills (eds.) - 2018 - Hackett Publishing Company.
    In the classroom, philosophers face not only the perennial problems of philosophy, but the problems of _teaching_ philosophy, and specifically the problems of teaching philosophy today: how to make philosophy interesting and relevant to students who are resistant to, or unfamiliar with, the discipline; how to bring classic texts to life within our current socio-cultural context; how to serve all students regardless of their abilities, backgrounds, or declared majors; how to sustain our discipline in light of support for more "vocational" (...)
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  8.  32
    Teaching Modernity in Appalachia.Alexandra Bradner - 2008 - Teaching Philosophy 31 (3):229-247.
    Despite our interests in conceptual schemes, paradigms, styles of reasoning, levels of explanation, and populationist modes of theorizing, many philosophers ignore the fact that instruction occurs in situ. This paper highlights the importance of cultural location by reflecting upon the author’s experience as an instructor of modernity at Marshall University, a regional state institution in Huntington, West Virginia. For many Appalachian students, issues barely tolerated by others (as part of their required history sequence) are uniquely resonant. At the same time, (...)
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    Rethinking Epistemic Incentives: How Patient-Centered, Open Source Drug Discovery Generates More Valuable Knowledge Sooner.Alexandra Bradner - 2013 - Episteme 10 (4):417-439.
    Drug discovery traditionally has occurred behind closed doors in for-profit corporations hoping to develop best-selling medicines that recoup initial research investment, sustain marketing infrastructures, and pass on healthy returns to shareholders. Only corporate Pharma has the man- and purchasing-power to synthesize the thousands of molecules needed to find a new drug and to conduct the clinical trials that will make the drug legal. Against this view, individual physician-scientists have suggested that the promise of applied genomics work calls for a new (...)
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