9 found
  1.  48
    Broadening Ethics Teaching in Engineering: Beyond the Individualistic Approach. [REVIEW]Eddie Conlon & Henk Zandvoort - 2011 - Science and Engineering Ethics 17 (2):217-232.
    There is a widespread approach to the teaching of ethics to engineering students in which the exclusive focus is on engineers as individual agents and the broader context in which they do their work is ignored. Although this approach has frequently been criticised in the literature, it persists on a wide scale, as can be inferred from accounts in the educational literature and from the contents of widely used textbooks in engineering ethics. In this contribution we intend to: (1) Restate (...)
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  2.  29
    Editors' Overview Perspectives on Teaching Social Responsibility to Students in Science and Engineering.Henk Zandvoort, Tom Børsen, Michael Deneke & Stephanie J. Bird - 2013 - Science and Engineering Ethics 19 (4):1413-1438.
    Global society is facing formidable current and future problems that threaten the prospects for justice and peace, sustainability, and the well-being of humanity both now and in the future. Many of these problems are related to science and technology and to how they function in the world. If the social responsibility of scientists and engineers implies a duty to safeguard or promote a peaceful, just and sustainable world society, then science and engineering education should empower students to fulfil this responsibility. (...)
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  3. Models of Scientific Development and the Case of Nuclear Magnetic Resonance.Henk Zandvoort - 1986 - Springer.
    From the nineteen sixties onwards a branch of philosophy of science has come to development, called history-oriented philosophy of science. This development constitutes a reaction on the then prevailing logical empiricist conception of scientific knowledge. The latter was increasingly seen as suffering from insurmountable internal problems, like e. g. the problems with the particular "observational-theoretical distinction" on which it drew. In addition the logical empiricists' general approach was increasingly criticized for two external shortcomings. Firstly, the examples of scientific knowledge that (...)
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  4. Knowledge, Risk, and Liability. Analysis of a Discussion Continuing Within Science and Technology.Henk Zandvoort - 2005 - Poznan Studies in the Philosophy of the Sciences and the Humanities 84 (1):469-498.
    In this paper I present my reflections on the ethics of science as described by Merton and as actually practiced by scientists and technologists. This ethics was the subject of Kuipers' paper "'Default norms' in Research Ethics" (Kuipers 2001). There is an implicit assumption in this ethics, notably in Merton's norm of communism, that knowledge is always, or unconditionally good, and hence that scientific research, and the dissemination of its results, is unconditionally good. I will give here reasons why scientists (...)
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  5.  26
    Comments on the Notion 'Empirical Claim of a Specialization Theory Net' Within the Structuralist Conception of Theories.Henk Zandvoort - 1982 - Erkenntnis 18 (1):25 - 38.
  6. Models of Scientific Development and the Case of Nuclear Magnetic Resonance.Henk Zandvoort - 1989 - Studia Logica 48 (3):395-396.
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  7.  31
    An Extension of Sneed's Reconstruction of Classical Particle Mechanics to Complex Applications, and an Alternative Approach to Special Force Laws.Henk Zandvoort - 1982 - Erkenntnis 18 (1):39 - 63.
  8.  27
    Lakatos and Nagel: A Fruitful Confrontation.Henk Zandvoort - 1984 - Zeitschrift Für Allgemeine Wissenschaftstheorie 15 (2):299-307.
    Summary It is shown that, besides differences in emphasis on structural and developmental aspects, there is far reaching agreement between the views of Nagel and Lakatos on structure and development of science. I argue that both views can interact very fruitfully, and by way of illustration a confrontation of Nagel's notion of a model with Lakatos' notion of a positive heuristic is pursued in some detail. The conclusion is that for microscopic theories, a Lakatosian positive heuristic is exactly the same (...)
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    A Note on Closed Theories.Henk Zandvoort - 1982 - Studies in History and Philosophy of Science Part A 13 (1):81.