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Brian Martin [32]Brian H. Martin [1]Brian E. Martin [1]
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Brian Martin
Monash University
  1.  34
    Dealing with Conspiracy Theory Attributions.Brian Martin - 2020 - Social Epistemology 34 (5):409-422.
    Academic discussions concerning what to do about conspiracy theories often focus on whether or not to debunk them. Less often discussed are the methods, audiences and effectiveness of debunking eff...
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  2.  26
    Plagiarism: A Misplaced Emphasis.Brian Martin - 1994 - Journal of Information Ethics 3 (2):36-47.
  3.  1
    Captives of Controversy: The Myth of the Neutral Social Researcher in Contemporary Scientific Controversies.Brian Martin, Evelleen Richards & Pam Scott - 1990 - Science, Technology and Human Values 15 (4):474-494.
    According to both traditional positivist approaches and also to the sociology of scientific knowledge, social analysts should not themselves become involved in the controversies they are investigating. But the experiences of the authors in studying contemporary scientific controversies—specifically, over the Australian Animal Health Laboratory, fluoridation, and vitamin C and cancer—show that analysts, whatever their intentions, cannot avoid being drawn into the fray. The field of controversy studies needs to address the implications of this process for both theory and practice.
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  4.  50
    On the Suppression of Vaccination Dissent.Brian Martin - 2015 - Science and Engineering Ethics 21 (1):143-157.
    Dissenters from the dominant views about vaccination sometimes are subject to adverse actions, including abusive comment, threats, formal complaints, censorship, and deregistration, a phenomenon that can be called suppression of dissent. Three types of cases are examined: scientists and physicians; a high-profile researcher; and a citizen campaigner. Comparing the methods used in these different types of cases provides a preliminary framework for understanding the dynamics of suppression in terms of vulnerabilities.
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  5.  9
    Situating Decolonization: An Indigenous Dilemma.Brian Martin, Georgina Stewart, Bruce Ka’imi Watson, Ola Keola Silva, Jeanne Teisina, Jacoba Matapo & Carl Mika - 2020 - Educational Philosophy and Theory 52 (3):312-321.
    Being Indigenous and operating in an institution such as a university places us in a complex position. The premise of decolonizing history, literature, curriculum, and thought in general creates a tenuous space for Indigenous and non-Indigenous peoples to confront a shared colonial condition. What does decolonization mean for Indigenous peoples? Is decolonization an implied promise to squash the tropes of coloniality? Or is it a way for non-Indigenous people to create another paradigm or site for their own resistance or transgression (...)
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  6. The Sharing of Personal Science and the Narrative Element in Science Education.Brian E. Martin & Wytze Brouwer - 1991 - Science Education 75 (6):707-722.
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  7.  1
    The Bias of Science.Brian Martin - 1979 - Society for Social Responsibility in Science.
  8.  1
    The Critique of Science Becomes Academic.Brian Martin - 1993 - Science, Technology and Human Values 18 (2):247-259.
    The author uses personal experiences to introduce the view that the critique of science, on entering the academy in the form of the sociology of scientific knowledge, has become increasingly remote from crucial social issues and social movements confronting it. By linking their analyses more with such issues and movements, science studies scholars can serve a more useful social purpose and also reinvigorate their theory.
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  9.  1
    Defending University Integrity.Brian Martin - 2017 - International Journal for Educational Integrity 13 (1).
    Universities are seldom lauded publicly for maintaining good processes and practices; instead, media stories commonly focus on shortcomings. Furthermore, universities, even when doing everything right, sometimes are unfairly targeted for criticism in circumstances in which making a public defence is difficult. A prominent case at the University of Wollongong shows how defending a university’s integrity can be hampered by confidentiality requirements, lack of public understanding of thesis examination processes and of disciplinary expectations, and university procedures not designed for extraordinary attacks. (...)
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  10.  16
    Methodology is Content: Indigenous Approaches to Research and Knowledge.Brian Martin - 2017 - Educational Philosophy and Theory 49 (14):1392-1400.
    There has been extensive work in the space of Indigenous epistemological approaches to research. Because Australian Indigenous peoples have been researched significantly, there are guidelines around the ethical and cultural conduct of this type of research. Via investigating the Academy’s approach to research in general, we can illuminate the vast differences between empirical approaches to research from the ‘West’ compared to knowledge acquisition and sharing through ‘relationality’ from an Indigenous perspective. This paper investigates this dichotomy and brings into question the (...)
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  11. Politics After a Nuclear Crisis.Brian Martin - 1990 - Journal of Libertarian Studies 9 (2):69-78.
     
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  12. Authentic Science: A Diversity of Meanings.Brian Martin, Heidi Kass & Wytze Brouwer - 1990 - Science Education 74 (5):541-554.
     
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  13.  36
    The Tyranny of Science. [REVIEW]Brian Martin - 2012 - International Studies in the Philosophy of Science 26 (1):118-121.
    International Studies in the Philosophy of Science, Volume 26, Issue 1, Page 118-121, March 2012.
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  14. Immaterial Land.Brian Martin - 2013 - In Estelle Barrett & Barbara Bolt (eds.), Carnal Knowledge: Towards a 'New Materialism' Through the Arts. I.B. Tauris.
     
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  15. Technology in Different Worlds.Brian Martin - 1998 - Bulletin of Science, Technology and Society 18 (5):333-339.
    Insight into the relation between technology and society can be obtained by imagining that the world is organized differently and then determining how technology would be different. This approach is illustrated by discussion of three alternative worlds: one in which defense is carried out by nonviolent methods, one in which there is no intellectual property, and one in which workers control decisions about their work.
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  16. Colonization of All Forms.Georgina Tuari Stewart, Melitta Hogarth, Sean Sturm & Brian Martin - forthcoming - Educational Philosophy and Theory:1-5.
  17.  21
    Technological Determinism Revisited.Brian Martin - 1996 - Metascience 9:158-160.
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  18.  13
    What is Indigenous Research in Philosophy of Education? And What is PESA, From an Indigenous Perspective?Carl Mika, Georgina Stewart, Ka’imi Watson, Keola Silva, Brian Martin, Jacoba Matapo & Akata Galuvao - 2018 - Educational Philosophy and Theory 50 (8):733-739.
  19.  10
    Aborigine, Indian, Indigenous or First Nations?Brian Martin - 2017 - Educational Philosophy and Theory 49 (13):1286-1287.
  20.  15
    Science: Contemporary Censorship.Brian Martin - 2001 - In Derek Jones (ed.), Censorship: A World Encyclopedia. London: Fitzroy Dearborn (1412-1414). pp. 4--2167.
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  21.  4
    Behind the Scenes of Scientific Debating.Brian Martin - 2000 - Social Epistemology 14 (2 & 3):201 – 209.
  22.  12
    Letter.Brian H. Martin - 1991 - Cogito 5 (3):177-177.
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  23.  11
    Political Refutation of a Scientific Theory: The Case of Polio Vaccines and the Origin of AIDS.Brian Martin - 1998 - Health Care Analysis 6 (2):175-179.
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  24.  10
    Debating Point: Political Refutation of a Scientific Theory: The Case of Polio Vaccines and the Origin of AIDS.Brian Martin - 1998 - Health Care Analysis 6 (2):175-179.
  25.  2
    In Memory of Tracey Bretag: A Collection of Tributes.Robert Crotty, Brian Martin, Ide Bagus Siaputra, Jean Guerrero-Dib, Zeenath Reza Khan, Dukagjin Leka, Sabiha Shala, Tomáš Foltýnek, Phil Newton, Michael Draper, Gill Rowell, Stella-Maris Orim, Erica J. Morris, Thomas Lancaster, Irene Glendinning, Teresa Fishman, Rebecca Awdry, Katherine Seaton, Guy Curtis, Felicity Prentice, Saadia Mahmud, Ann Rogerson, Helen Titchener & Sarah Elaine Eaton - 2020 - International Journal for Educational Integrity 16 (1).
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  26.  2
    On the Neglect of Scientists with Low Research Productivity.Roberto Refinetti & Brian Martin - 1990 - Science, Technology and Human Values 15 (1):120-123.
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  27. Coherency of Viewpoints Among Fluoridation Partisans.Brian Martin - 1988 - Metascience 6 (1):2-19.
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  28.  6
    Uncovering Some Assumptions.Brian Martin & Glenn Mitchell - 1996 - Health Care Analysis 4 (2):134-136.
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  29.  1
    Techniques to Pass On: Technology and Euthanasia.Brian Martin - 2010 - Bulletin of Science, Technology and Society 30 (1):54-59.
    Proponents and opponents of euthanasia have argued passionately about whether it should be legalized. In Australia in the mid-1990s, following the world’s first legal euthanasia deaths, Dr. Philip Nitschke initiated a different approach: a search for do-it-yourself technological means of dying with dignity. The Australian government has opposed this effort, especially through heavy censorship. The citizen efforts led by Nitschke have the potential to move the euthanasia issue from a debate about legalization to a struggle over technology.
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  30.  3
    Automatic Vehicle Identification: A Test of Theories of Technology.Pam Scott & Brian Martin - 1992 - Science, Technology and Human Values 17 (4):485-505.
    Two contrasting theories-actor-network theory and nondecision making-are separately applied to the same case study, namely, technologies for automatically identifying road vehicles. By this process, the strengths and weaknesses of each approach are highlighted: The actor-network approach is useful for understanding local processes but lacks tools for easily illuminating patterns across countries; by contrast, the concept of nondecision making is useful for explaining the general lack of implementation of technology for automatic vehicle identification but not for explaining variations between developments in (...)
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  31.  1
    Lived Experience, Practice, and the Academy.Brian Martin - 2019 - Journal of World Philosophies 4 (2):119-123.
    This paper explores my personal journey of where, when, and how I have “landed” to now. It is a sketch of my intellectual development and the impact of cross-cultural sources on my work, my thinking, and my visual practice. I follow a chronological way of looking at how I became informed about philosophy, art history, practice, and Indigenous ways of knowing for the sake of clarity. Although one’s life is not linear and operates in a more cyclic way, I reveal (...)
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  32.  8
    Addressing the Minister—The Commentaries. Uncovering Some Assumptions.Brian Martin & Glenn Mitchell - 1996 - Health Care Analysis 4 (2):134-136.
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  33.  2
    Who's a Captive? Who's a Victim? Response to Collins's Method Talk.Pam Scott, Evelleen Richards & Brian Martin - 1991 - Science, Technology and Human Values 16 (2):252-255.
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