Results for 'complex, concept, scientific knowledge,'

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  1.  15
    Empiricism and the Norms of Scientific Knowledge: Some Reflections on Otto Neurath and Pierre Bourdieu.Elisabeth Nemeth - 1994 - Vienna Circle Institute Yearbook 2:23-32.
    In this paper I would like to discuss some normative aspects of Otto Neurath’s concept of scientific knowledge. I will take some reflections of Pierre Bourdieu, a sociologist known for his harsh criticism of “philosophers” as a point of reference. I have decided to employ his “non-philosophical” perspective because of its convergence with the very tradition to which the Institute Vienna Circle has aligned itself. That tradition derived the form and power of its beginnings from the unbiased attitude, the (...)
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  2.  7
    The Appearance and Role of Complexes in Some of Galileo Galilei’s Claims.Zoran Primorac & Andrej Ule - 2005 - Prolegomena 4 (1):3-27.
    We discuss the role of the pre-conceptually complex thought in scientific knowledge and in the development of science. The heterogeneity and imaginativity of complex thought enables the preservation of a conceptual structure and helps in the reshaping of some whole theoretical nets, however it 'pays' for these qualities by its latent contradictority and inconsistency. This paper attaches to our earlier analysis of the relationship of between complex and conceptual thought in the Aristotel's Physics. If by Aristotle the notion of (...)
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  3.  14
    V. S. Stepin’s Concept of Post-Non-Classical Science and N. N. Moiseev’s Concept of Universal Evolutionism.V. I. Arshinov & V. G. Budanov - 2019 - Russian Journal of Philosophical Sciences 62 (4):96-112.
    The article is devoted to the memory of Vyacheslav Semenovich Stepin and Nikita Nikolaevich Moiseev, whose multifaceted work was integrally focused on philosophical, interdisciplinary and transdisciplinary research of the key ideas and principles of universal human-dimensional evolutionism. Other remarkable Russian scientists V.I. Vernadsky, S.P. Kurdyumov, S.P. Kapitsa, D.S. Chernavsky worked in the same tradition of universal evolutionism. While V.I. Vernadsky and N.N. Moiseev had been the originators of that scientific approach, V.S. Stepin provided philosophical foundations for the ideas of (...)
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  4.  3
    Lyrics and Existence in Scientific and Poetic Knowledge.Julia S. Morkina - 2020 - Russian Journal of Philosophical Sciences 63 (3):56-74.
    In the article, science and poetry, scientific and poetic creativity are considered as part of human culture. It is shown that both scientific and poetic activities are loaded with cognitive content. At the same time, if the thesis about the cognitive orientation of science is not in doubt, then the connection of art with knowledge is not so obvious and needs explication. Poetry is considered as cultural phenomena that are directly related to knowledge, to the cognitive component of (...)
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  5.  24
    Ernst Cassirer: Scientific Knowledge and the Concept of Man.Seymour W. Itzkoff - 1997 - University of Notre Dame Press.
  6. Foundations of the Logical Theory of Scientific Knowledge (Complex Logic).Aleksandr Zinoviev - 1973 - Dordrecht: Reidel.
  7.  53
    An Enquiry Concerning the Principles of Natural Knowledge.Alfred North Whitehead - 1919 - Cambridge University Press.
    Alfred North Whitehead was a prominent English mathematician and philosopher who co-authored the highly influential Principia Mathematica with Bertrand Russell. Originally published in 1919, and first republished in 1925 as this Second Edition, An Enquiry Concerning the Principles of Natural Knowledge ranks among Whitehead's most important works; forming a perspective on scientific observation that incorporated a complex view of experience, rather than prioritising the position of 'pure' sense data. Alongside companion volumes The Concept of Nature and The Principle of (...)
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  8.  32
    "Ernst Cassirer: Scientific Knowledge and the Concept of Man," by Seymour W. Itzkoff.Lee C. Rice - 1972 - Modern Schoolman 49 (4):398-398.
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  9.  83
    Collaboration, Toward an Integrative Philosophy of Scientific Practice.Melinda Fagan - unknown
    Philosophical understanding of experimental scientific practice is impeded by disciplinary differences, notably that between philosophy and sociology of science. Severing the two limits the stock of philosophical case studies to narrowly circumscribed experimental episodes, centered on individual scientists or technologies. The complex relations between scientists and society that permeate experimental research are left unexamined. In consequence, experimental fields rich in social interactions have received only patchy attention from philosophers of science. This paper sketches a remedy for both the symptom (...)
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  10.  14
    The Changing Nature of Knowledge: Mapping the Discourse of the Malmö Longitudinal Study, 1939-1995.Mina O'Dowd - 2000 - Stockholms Universitet.
    The concept of knowledge is the topic of this monograph, the purpose of which is to study how it has been represented in educational research literature since 1939. Six texts have been selected, which use the Malmö Longitudinal Study data. These texts span the time period of 1939-1995 and have different foci, such as intelligence, social adjustment, benefits of education, recurrent education and quality of life. Discourse analysis has been used to study the texts. The assumption, guiding the analysis, is (...)
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  11.  24
    Mark Aalderink, Philosophy, Scientific Knowledge, and Concept Formation in Geulincx and Descartes.Delphine Bellis - 2013 - Archives de Philosophie 76 (1):167-169.
  12.  12
    Ernst Cassirer: Scientific Knowledge and the Concept of ManSeymour W. Itzkoff.Werner J. Cahnman - 1972 - Isis 63 (3):425-427.
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  13.  39
    Ernst Cassirer: Scientific Knowledge and the Concept of Man. Seymour W. Itzkoff.Joseph Blarer - 1973 - Philosophy of Science 40 (3):463-464.
  14.  11
    Contextualizing the Relationship Between Nature of Scientific Knowledge and Scientific Inquiry.Norman Lederman - 2019 - Science & Education 28 (3-5):249-267.
    How nature of scientific knowledge or nature of science and scientific inquiry are contextualized, or related to each other, significantly impacts both curriculum and classroom practice, specifically with respect to the teaching and learning of NOSK. NOS and NOSK are considered synonymous here, with NOSK more accurately conveying the meaning of the construct. Three US-based science education reform documents are used to illustrate the aforementioned impact. The USA has had three major reform documents released over a period of (...)
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  15.  3
    Harnessing Local Knowledge for Scientific Knowledge Production : Challenges and Pitfalls Within Evidence-Based Sustainability Studies.Johannes Persson, Emma Johansson & Lennart Olsson - 2018 - Ecology and Society 23 (4).
    The calls for evidence-based public policy making have increased dramatically in the last decades, and so has the interest in evidence-based sustainability studies. But questions remain about what “evidence” actually means in different contexts and if the concept travels well between different domains of application. Some of the most relevant questions asked by sustainability studies are not, and in some cases cannot be, directly answered by relying on research evidence of the kinds favored by the evidence-based movement. Therefore, sustainability studies (...)
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  16. Tacit Knowledge.Neil Gascoigne & Tim Thornton - 2013 - Routledge.
    Tacit knowledge is the form of implicit knowledge that we rely on for learning. It is invoked in a wide range of intellectual inquiries, from traditional academic subjects to more pragmatically orientated investigations into the nature and transmission of skills and expertise. Notwithstanding its apparent pervasiveness, the notion of tacit knowledge is a complex and puzzling one. What is its status as knowledge? What is its relation to explicit knowledge? What does it mean to say that knowledge is tacit? Can (...)
     
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  17.  31
    Explanation and the Nature of Scientific Knowledge.Kevin McCain - 2015 - Science & Education 24 (7-8):827-854.
    Explaining phenomena is a primary goal of science. Consequently, it is unsurprising that gaining a proper understanding of the nature of explanation is an important goal of science education. In order to properly understand explanation, however, it is not enough to simply consider theories of the nature of explanation. Properly understanding explanation requires grasping the relation between explanation and understanding, as well as how explanations can lead to scientific knowledge. This article examines the nature of explanation, its relation to (...)
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  18.  17
    Complex Knowledge: Studies in Organizational Epistemology.Haridimos Tsoukas - 2004 - Oxford University Press.
    In this book Haridimos Tsoukas, one of the most imaginative organization theorists of our time, examines the nature of knowledge in organizations, and how individuals and scholars approach the concept of knowledge. -/- Tsoukas firstly looks at organizational knowledge and its embeddedness in social contexts and forms of life. He shows that knowledge is not just a collection of free floating representations of the world to be used at will, but an activity constitutive of the world. On the one hand (...)
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  19. Does Scientific Progress Consist in Increasing Knowledge or Understanding?Seungbae Park - 2017 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 48 (4):569-579.
    Bird argues that scientific progress consists in increasing knowledge. Dellsén objects that increasing knowledge is neither necessary nor sufficient for scientific progress, and argues that scientific progress rather consists in increasing understanding. Dellsén also contends that unlike Bird’s view, his view can account for the scientific practices of using idealizations and of choosing simple theories over complex ones. I argue that Dellsén’s criticisms against Bird’s view fail, and that increasing understanding cannot account for scientific progress, (...)
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  20. Seymour W. Itzkoff, "Ernst Cassirer: Scientific Knowledge and the Concept of Man". [REVIEW]W. H. Werkmeister - 1973 - Journal of the History of Philosophy 11 (1):139.
     
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  21. Aporia of Kuhn Concept of Historization of Scientific Knowledge.V. Zatka - 1983 - Filosoficky Casopis 31 (3):426-432.
     
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  22. Scientific Knowledge and its Situatedness Versus its Objectivity (Problems of Situated Knowledge in Feminist Epistemology).E. Farkasova - 2002 - Filozofia 57 (6):383-392.
    The paper highlights the contemporary discussions on the concept of objectivity in feminist epistemology, in which it is taken in its historical development. Following the works of S. Harding, L. Code, D. Haraway, L. Daston. J. Tannoch-Bland and others the author focuses mainly on one of the topics in feminist epistemology, namely the problematic of the so called "situated knowledge" as related to the objectivity of knowledge. The paper also gives a brief outline of the transformation of "aperspective objectivity" and (...)
     
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  23. A Concept of Contemporary Realistic Metaphysics.P. Fotta - 2001 - Filozofia 56 (4):226-240.
    The contemporary conception of metaphysics is represented by Lublin philosophical school with its leading representative Mieczyslav A. Krapiec. Metaphysics as the most universal autonomous science has its specific object: the reality, i. e. the real things. The first task of the methaphysics is the determination of its object. Its method should not be derived neither from any philosophical school, nor from any theory of knowledge. It rather should arise from the nature of its own object - from the reality itself. (...)
     
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  24. Kuznetsov V. From studying theoretical physics to philosophical modeling scientific theories: Under influence of Pavel Kopnin and his school.Volodymyr Kuznetsov - 2017 - ФІЛОСОФСЬКІ ДІАЛОГИ’2016 ІСТОРІЯ ТА СУЧАСНІСТЬ У НАУКОВИХ РОЗМИСЛАХ ІНСТИТУТУ ФІЛОСОФІЇ 11:62-92.
    The paper explicates the stages of the author’s philosophical evolution in the light of Kopnin’s ideas and heritage. Starting from Kopnin’s understanding of dialectical materialism, the author has stated that category transformations of physics has opened from conceptualization of immutability to mutability and then to interaction, evolvement and emergence. He has connected the problem of physical cognition universals with an elaboration of the specific system of tools and methods of identifying, individuating and distinguishing objects from a scientific theory domain. (...)
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  25. A Priori Contributions to Scientific Knowledge.Chris Pincock - unknown
    This paper presents two different kinds a priori entitlements and argues that both are necessary to account for scientific knowledge. On the one hand, there are formal a priori entitlements whose existence is grounded in conditions on concept possession. On the other hand, there are material a priori entitlements that an agent accrues in virtue of practical reasoning. The discussion aims to reconcile the strengths of Christopher Peacocke’s and Michael Friedman’s recent work on the a priori, while overcoming the (...)
     
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  26.  23
    Scientific Contribution – Medicine as Task – Karl E. Rothschuh’s Philosophy of Medicine.Daniela Mergenthaler - 2004 - Medicine, Health Care and Philosophy 7 (3):253-260.
    Karl E. Rothschuh is one of the most important,but, on an international scale, relativelyunknown representatives of German philosophy ofmedicine in the 20th century. This paperpresents and discusses his central conceptssystematically, especially those ofanthropology, theories of health and disease.Rothschuh distinguishes two methodologicalapproaches to anthropology: a causal analysisthat considers human organism as complex causalsystems, and a so-called bionomicalinvestigation that clarifies the meaning orfunction of single processes in respect to thewhole organism. These two perspectivescomplement each other. From a naturalisticpoint of view, Rothschuh conceptualisesdiseases (...)
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  27.  23
    Interests, Folk Psychology and the Sociology of Scientific Knowledge.Petri Ylikoski - 2004 - Philosophical Explorations 7 (3):265 – 279.
    This paper provides a conceptual analysis of the notion of interests as it is used in the social studies of science. After describing the theoretical background behind the Strong Program's adoption of the concept of interest, the paper outlines a reconstruction of the everyday notion of interest and argues that this same notion is used also by the sociologists of scientific knowledge. However, there are a couple of important differences between the everyday use of this notion and the way (...)
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  28.  43
    Path Dependence in the Production of Scientific Knowledge.Mark S. Peacock - 2009 - Social Epistemology 23 (2):105 – 124.
    Despite its proliferation in technology studies, the concept of “path dependence” has scarcely been applied to epistemology. In this essay, I investigate path dependence in the production of scientific knowledge, first, by considering Kuhn's scattered remarks that lend support to a path-dependence thesis (Section I) and second by developing and criticising Kuhn's embryonic account (Sections II and III). I examine a case from high-energy physics that brings the path-dependent nature of scientific knowledge to the fore and I pay (...)
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  29.  36
    Genetic “Information” or the Indomitability of a Persisting Scientific Metaphor.Tareq Syed, Michael Bölker & Mathias Gutmann - 2008 - Poiesis and Praxis 5 (3-4):193-209.
    In the history of genetics, the information-theoretical description of the gene, beginning in the early 1960s, had a significant effect on the concept of the gene. Information is a highly complex metaphor which is applicable in view of the description of substances, processes, and spatio-temporal organisation. Thus, information can be understood as a functional particle of many different language games (some of them belonging to subdisciplines of genetics, as the biochemical language game, some of them belonging to linguistics and informatics). (...)
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  30.  3
    Attitudes towards scientific knowledge: social dispositions and personality traits.Marco Tommasi, Paolo Petricca, Giorgio Cozzolino & Claudia Casadio - forthcoming - Synthese:1-21.
    The present pilot study investigates the relationships between scientific ignorance and several individual attitudes, personality traits and cultural behaviors. Starting from well-established practices and standards of psychometric analysis, our work has produced a complex cross-scalar survey of scientific competency between students attending an art and multimedia high school. Data are classified through six scales about self-esteem, scientific attitudes, paranormal beliefs, scientific competency, social desirability and personality traits. The results are considered in relation to three hypotheses: the (...)
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  31.  55
    Eliminating the Mystery From the Concept of Emergence.Brian R. Johnson - 2010 - Biology and Philosophy 25 (5):843-849.
    While some branches of complexity theory are advancing rapidly, the same cannot be said for our understanding of emergence. Despite a complete knowledge of the rules underlying the interactions between the parts of many systems, we are often baffled by their sudden transitions from simple to complex. Here I propose a solution to this conceptual problem. Given that emergence is often the result of many interactions occurring simultaneously in time and space, an ability to intuitively grasp it would require the (...)
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  32.  12
    Critique of the Concept of Motivation and its Implications for Healthcare Practices.Leonardo Augusto Negreiros Parente Sampaio & José Ricardo de Carvalho Mesquita Ayres - 2019 - Philosophy, Ethics, and Humanities in Medicine 14 (1):1-10.
    Background Motivation is a crucial and widespread theme within medicine. From clinical to surgical scenarios, acquiescence in taking a pill or coming to a consultation is imperative for medical treatment to thrive. The “decade of the brain” gave practitioners substantial neuroscientific data on human behavior, helped to explain why people do what they do and created the concept of “motivated brain”. Findings from empirical psychology stratified motivation into stages of change, which became more complex over the decades. This research seeks (...)
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  33.  28
    Conceptual Cognitive Organs: Toward an Historical-Materialist Theory of Scientific Knowledge.Siyaves Azeri - 2013 - Philosophia 41 (4):1095-1123.
    Scientific concepts and conceptual systems (theories) are particular forms of higher mental activity. They are cognitive organs that provide the ability of systematic cognition of phenomena, which are not available to the grasp of ordinary sense organs. They are tools of scientific “groping” of phenomena. Scientific concepts free perceptual and cognitive activity from determination of ordinary sense organs by providing a high degree of cognitive abstraction and generalization. Scientific cognition, like perceptual activity, is actualized by consciousness (...)
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  34.  12
    The Unity of Scientific Knowledge in the Framework of a Typological Approach of Theories.Parvu Ilie - 1996 - Theoria: Revista de Teoría, Historia y Fundamentos de la Ciencia 11 (3):7-17.
    The paper proposes a typology of the scientific theories based on the modality of mathematizing. This gives us, like the classification of the geometries from the famous -Erlagen Program- initiated by Felix Klein, an internal principle for the connection of the different forms or levels of the theorizing, a constructive basis for the understanding of the complex structural nets of the mature scientific disciplines.
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  35.  82
    The Unity of Scientific Knowledge in the Framework of a Typological Approach of Theories.Ilie Parvu - 1996 - Theoria 11 (3):7-17.
    The paper proposes a typology of the scientific theories based on the modality of mathematizing (relying on the kind of mathematics which participates to the theory edification and the level of mathematical organizing of the theoretical frame). This gives us, like the classification of the geometries from the famous -Erlagen Program- initiated by Felix Klein, an internal principle for the connection of the different forms or levels of the theorizing, a constructive basis for the understanding of the complex structural (...)
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  36.  3
    Harnessing Local Knowledge for Scientific Knowledge Production : Challenges and Pitfalls Within Evidence-Based Sustainability Studies.Johannes Persson, Emma Johansson & Lennart Olsson - 2018 - Ecology and Society 23 (4).
    The calls for evidence-based public policy making have increased dramatically in the last decades, and so has the interest in evidence-based sustainability studies. But questions remain about what “evidence” actually means in different contexts and if the concept travels well between different domains of application. Some of the most relevant questions asked by sustainability studies are not, and in some cases cannot be, directly answered by relying on research evidence of the kinds favored by the evidence-based movement. Therefore, sustainability studies (...)
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  37.  1
    The Political Science of War in the System of Scientific Knowledge.Vasily K. Belozerov - 2021 - Russian Journal of Philosophical Sciences 63 (11):74-90.
    The article substantiates the possibility and necessity of the development of the political science of war in Russia as a relatively independent branch of political science. To solve this problem, a retrospective review of the emergence and development of a political component in the system of scientific knowledge about war is provided. This process was controversial in Russia. Some credible thinkers, including military scientists, denied the science of war as such. The study of war as a political phenomenon was (...)
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  38.  13
    Dim and Dimmer: An Exploration of the Production and Diffusion of Scientific Knowledge in Australia Between the 1770s and the 2010s. [REVIEW]Lynnette Hicks - 2016 - Dissertation, Macquarie University
    Despite growing public concerns around socio-scientific problems and the significance of these problems to everyday life, there is a dearth of sociological literature addressing the production and diffusion of the natural sciences in Australia. In particular, critical analyses of scientific knowledge production and diffusion relative to the actions of the state, the market and civil society are largely absent. This thesis sets out to mitigate this situation by contributing a critical historiography of scientific knowledge production and diffusion (...)
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  39. I. Hrusovsky and His Analyses of the Development of Scientific Knowledge.Jozef Vicenik & Milan Zigo - 2009 - Filozofia 64 (10):949-959.
    The article deals with the articulation of the model of empirical science in I. Hrušovský’s writings. Further, it examines Hrušovský’s conception of the development of scientific knowledge as related to his concept of “radical revision” . The authors draw mainly from Hrušovský’s books written in 1935 – 1948.
     
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  40. The Role of Justification in the Ordinary Concept of Scientific Progress.Moti Mizrahi & Wesley Buckwalter - 2014 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 45 (1):151-166.
    Alexander Bird and Darrell Rowbottom have argued for two competing accounts of the concept of scientific progress. For Bird, progress consists in the accumulation of scientific knowledge. For Rowbottom, progress consists in the accumulation of true scientific beliefs. Both appeal to intuitions elicited by thought experiments in support of their views, and it seems fair to say that the debate has reached an impasse. In an attempt to avoid this stalemate, we conduct a systematic study of the (...)
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  41.  5
    Universities in the Knowledge Society: The Problem of Creativity Institutionalization.A. O. Karpov - 2019 - Russian Journal of Philosophical Sciences 62 (2):77-95.
    The problem of creativity institutionalization at the university entails an identification and building a model of interrelated socio-epistemic structures, functionally ensuring creative activities of a heterogeneous subject of cognition in line with the university’s academic missions. The paper gives a socio-philosophical analysis of transformation of the creative-type cognitive relationship in the process of University 3.0 historical development. The author classifies the approaches to the definition of creative spaces and outlines the main provisions of the author’s concept of creativity institutionalization in (...)
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  42.  10
    Mutual Alignment Comparison Facilitates Abstraction and Transfer of a Complex Scientific Concept.Judy M. Orton, Florencia K. Anggoro & Benjamin D. Jee - 2012 - Educational Studies 38 (4):473-477.
    Learning about a scientific concept often occurs in the context of unfamiliar examples. Mutual alignment analogy ? a type of analogical comparison in which the analogues are only partially understood ? has been shown to facilitate learning from unfamiliar examples . In the present study, we examined the role of mutual alignment analogy in the abstraction and transfer of a complex scientific concept from examples presented in expository texts. Our results provide evidence that (a) promoting comparison between two (...)
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  43.  31
    The Paradox of Scientific Expertise: A Perspectivist Approach to Knowledge Asymmetries.Hugo Fjelsted Alrøe & Egon Noe - 2011 - Fachsprache - International Journal of Specialized Communication (3–4):152-167.
    Modern societies depend on a growing production of scientific knowledge, which is based on the functional differentiation of science into still more specialised scientific disciplines and subdisciplines. This is the basis for the paradox of scientific expertise: The growth of science leads to a fragmentation of scientific expertise. To resolve this paradox, the present paper investigates three hypotheses: 1) All scientific knowledge is perspectival. 2) The perspectival structure of science leads to specific forms of knowledge (...)
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  44.  15
    Universal Concept of Complexity by the Dynamic Redundance Paradigm: Causal Randomness, Complete Wave Mechanics, and the Ultimate Unification of Knowledge.Andrei P. Kirilyuk - 1997 - Nauk. Dumka.
    Extended Abstract This book introduces and develops a new, universal method of the scientific comprehension of reality providing the objective, ...
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  45.  17
    Cultural Crossings of Care: An Appeal to the Medical Humanities.Julia Kristeva, Marie Rose Moro, John Ødemark & Eivind Engebretsen - 2018 - Medical Humanities 44 (1):55-58.
    Modern medicine is confronted with cultural crossings in various forms. In facing these challenges, it is not enough to simply increase our insight into the cultural dimensions of health and well-being. We must, more radically, question the conventional distinction between the ‘objectivity of science’ and the ‘subjectivity of culture’. This obligation creates an urgent call for the medical humanities but also for a fundamental rethinking of their grounding assumptions.Julia Kristeva has problematised the biomedical concept of health through her reading of (...)
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  46.  15
    The Concept of Scientific Fact: Perelman and Beyond. [REVIEW]Zohar Livnat - 2009 - Argumentation 23 (3):375-386.
    This paper applies the argumentative perspective to the concept of scientific fact by combining the rhetorical and the sociological perspectives. The scientific fact is presented as an entity having both an epistemic and a social meaning, and the scientific paper is presented as a discourse that has both an epistemic value and role related to knowledge and to the description of the ‘world,’ and a social value, fulfilling social roles within its relevant discourse community. The discussion leads (...)
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  47. Objectivity Humanly Conceived: Subjectivity, Interpretation and Interest in Moral and Scientific Knowledge.Marianne Janack - 1996 - Dissertation, Syracuse University
    Chapter 1 discusses John Dewey's pragmatism and his reasons for rejecting a picture of the world which disallows human interest, striving, and concerns. Chapter 2 discusses the work of Richard Rorty's anti-foundationalism and attempts to reconstruct philosophy as hermeneutics. Chapter 3 discusses the work of Helen Longino, Lynn Hankinson Nelson, and Sandra Harding all of whom represent feminist attempts to reconstruct a concept of objectivity which is answerable to feminist concerns and which is built around an epistemolgical framework which does (...)
     
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  48. Scientific Perspectivism.Ronald N. Giere - 2006 - University of Chicago Press.
    Many people assume that the claims of scientists are objective truths. But historians, sociologists, and philosophers of science have long argued that scientific claims reflect the particular historical, cultural, and social context in which those claims were made. The nature of scientific knowledge is not absolute because it is influenced by the practice and perspective of human agents. Scientific Perspectivism argues that the acts of observing and theorizing are both perspectival, and this nature makes scientific knowledge (...)
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  49.  37
    Soros's Reflexivity Concept in a Complex World: Cauchy Distributions, Rational Expectations, and Rational Addiction.John B. Davis - 2013 - Journal of Economic Methodology 20 (4):368-376.
    George Soros makes an important analytical contribution to understanding the concept of reflexivity in social science by explaining reflexivity in terms of how his cognitive and manipulative causal functions are connected to one another by a pair of feedback loops (Soros, 2013). Fallibility, reflexivity and the human uncertainty principle. Here I put aside the issue of how the natural sciences and social sciences are related, an issue he discusses, and focus on how his thinking applies in economics. I argue that (...)
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  50.  29
    Enabling Situated Knowledge Management for Complex Instruments by Real-Time Reconstruction of Surface Coordinate System on a Mobile Device.Loic Merckel & Toyoaki Nishida - 2009 - AI and Society 24 (1):85-95.
    We have developed an approach to implementing a system for managing situated knowledge for complex instruments. Our aim is to develop a system that guides a user through the steps for operating complex scientific instruments. A user manual is often inadequate support for a community of users, so direct communication with an expert is often required. One reason for this is that not all of the author’s expert knowledge was included in the manual, thus limiting the contents to explicit (...)
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