To revitalize nursing science, there is a need for a new approach to guide nurse scientists in addressing complex problems in health care. By applying theoretical concepts from a revolutionary philosopher of science, Paul K. Feyerabend, new nursing knowledge can be produced using creativity and pluralistic approaches. Feyerabend proposed that methods within and outside of science can produce knowledge. Despite the recognition of Feyerabendian philosophy within science, there is currently a lack of literature regarding the relevance of Feyerabendian philosophy for (...) nursing science. We aim to (a) describe and critique Feyerabendian concepts, (b) discuss the potential application of Feyerabendian philosophy for knowledge production within gerontological nursing and (c) describe theoretical possibilities for nurse scientists in using Feyerabendian philosophy to guide nursing knowledge development. We begin by introducing Feyerabend's life and his inspirations for his theoretical concepts, epistemological anarchism, theoretical pluralism and humanitarianism, and conclude by offering suggestions of how to apply Feyerabendian philosophy in nursing research. (shrink)

No, but the paper argues that Bohr understood his correspondence principle, or at least an aspect of that principle expressed by the notion of rational generalization, as grounded in Hankel’s principle of permanence.

In this paper, three theories of progress and the aim of science are discussed: the theory of progress as increasing explanatory power, advocated by Popper in The logic of scientific discovery ; the theory of progress as approximation to the truth, introduced by Popper in Conjectures and refutations ; the theory of progress as a steady increase of competing alternatives, which Feyerabend put forward in the essay “Reply to criticism. Comments on Smart, Sellars and Putnam” and defended as late as (...) the last edition of Against method. It is argued that, contrary to what Feyerabend scholars have predominantly assumed, Feyerabend's changing attitude towards falsificationism—which he often advocated at the beginning of his career, and vociferously attacked in the 1970s and 1980s—must be explained by taking into account not only Feyerabend's very peculiar view of the aim of science, but also Popper's changing account of progress. (shrink)

ABSTRACT:This study examines whether the empirical evidence on the relationship between corporate social performance (CSP) and corporate financial performance (CFP) differs depending on the publication outlet in which that evidence appears. This moderator meta-analysis, based on a total sample size of 33,878 observations, suggests that published CSP-CFP findings have been shaped by differences in institutional logics in different subdisciplines of organization studies. In economics, finance, and accounting journals, the average correlations were only about half the magnitude of the findings published (...) in Social Issues in Management, Business Ethics, or Business and Society journals (mean corrected correlation coefficientof.22 vs..49, respectively). Specifically, economists did not find null or negative CSP-CFP correlations, and average findings published in general management outlets (=.41) were closer to Social Issues in Management, Business Ethics, and Business and Society results than to findings reported in economics, finance, and accounting journals. (shrink)

The main thesis of this paper is that Pap’s The Functional A Priori of Physical Theory (Pap 1946, henceforth FAP) and Cassirer’s Determinism and Indeterminism in Modern Physics (Cassirer 1937, henceforth DI) may be conceived as two kindred accounts of a late Neo-Kantian philosophy of science. They elucidate and clarify each other mutually by elaborating conceptual possibilities and pointing out affinities of neo-Kantian ideas with other currents of 20th century’s philosophy of science, namely, pragmatism, conventionalism, and logical empiricism. Taking into (...) account these facts, it seems not too far fetched to conjecture that under more favorable circumstances Pap could have served as a mediator between the “analytic” and “continental” tradition thereby overcoming the dogmatic dualism of these two philosophical currents that has characterized philosophy in the second half the 20th century. (shrink)

This paper shows how late 1960’s student protests influenced the thought of Imre Lakatos and Paul Feyerabend. I argue that student movements shaped their work from this period, specifically Lakatos’s “Falsification and the Methodology of Scientific Research Programmes” and Feyerabend’s Against Method. Archival evidence shows that their political environments at London and Berkeley inflected their writing on scientific method, entrenching Lakatos’s search for a rationalist account of scientific development, and encouraging Feyerabend’s ‘anarchistic’ theory of knowledge. I document this influence and (...) draw two broader lessons: one lesson about the role of biography in philosophy and the other about the historiography of student protests. (shrink)

Resumen: Este artículo trata del método y su relación con la investigación educativa. El objetivo es analizar la relevancia del método en ciencias humanas y sociales, en especial, en educación. Para ello, dividimos este artículo en tres secciones: 1. ¿Hay método? 2. ¿Hay uno o varios métodos? 3. La discusión sobre el método en la investigación educativa. A la primera pregunta, respondemos que hay método. Respondemos a la segunda señalando la necesidad de adoptar un pluralismo metodológico. La tercera sección defiende (...) que las discusiones sobre el método de investigación educativa implican dimensiones ontológicas, epistemológicas y éticas que se han tornado críticas, y se hace una revisión de cada una de ellas. En el apartado conclusivo, sugerimos algunas vías para desanudar esos asuntos críticos en la investigación educativa.: This article deals with method and its relation to educational research. The objective is to analyze the relevance of method in human and social sciences, especially in education. To this end, we divide this article into three sections: 1. Is there a method? 2. Is there one or more methods? 3. The discussion on method in educational research. To the first question, we answer that there is a method. We answer the second question by pointing out the need to adopt methodological pluralism. The third section argues that discussions on the method of educational research involve ontological, epistemological, and ethical dimensions that have become critical, and a review is made of each of them. In the concluding section, we suggest some ways to disentangle these critical issues in educational research. (shrink)

Can a theory turn back, as it were, upon itselfand vouch for its own features? That is, canthe derived elements of a theory be the veryprimitive terms that provide thepresuppositions of the theory? This form of anall-embracing feature assumes a totality inwhich there occurs quantification over thattotality, quantification that is defined bythis very totality. I argue that the Machprinciple exhibits such a feature ofall-embracing nature. To clarify the argument,I distinguish between on the one handcompleteness and on the other wholeness andtotality, (...) as different all-embracing features:the former being epistemic while the latter –ontological.I propose an analogy between the Mach principleas a possible selection principle in generalrelativity, and the vicious-circle principle infoundations of mathematics. I finally concludewith a consequence of this analogyvis-à-vis completeness and totality,viz., both should be constrained if they wereto be valid concepts for a physical theory. (shrink)

Bartley’s pancritical rationalism is seen by some as being a refinement of Popper’s critical rationalism. I contest this view and argue that pancritical rationalism is obtained from critical rationalism by removing some of its most important and useful features. The remainder consists of a restatement of some of Popper’s key ideas and an interpretation of others that I attempt to show is not entirely faithful to what Popper says.

An examination of the genre of philosophical autobiography sheds light on the role of personal judgment alongside objective rationality in philosophy. Building on Monk's conception of philosophical biography, philosophical autobiography can be seen as any autobiography that reveals some interplay between life and thought. It is argued that almost all autobiographies by philosophers are philosophical because the recounting of one's own life is almost invariably a form of extended speech act of self-revelation. When a philosopher is the autobiographer, this self-revelation (...) illuminates the interplay between thought, life, and personality. Understanding how this works allows us to address three problems of biography raised by Honderich: how to give an account of something as large and complex as a human life; how a life-story is also a judgment; and how we can justify identifying one part of a causal circumstance as 'the cause'. There is also a new ethical problem raised about the autobiographer's right to make public details of a shared private life. (shrink)

Some think that issues to do with scientific method are last century's stale debate; Popper was an advocate of methodology, but Kuhn, Feyerabend, and others are alleged to have brought the debate about its status to an end. The papers in this volume show that issues in methodology are still very much alive. Some of the papers reinvestigate issues in the debate over methodology, while others set out new ways in which the debate has developed in the last decade. The (...) book will be of interest to philosophers and scientists alike in the reassessment it provides of earlier debates about method and current directions of research. (shrink)