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  1. The Mona Lisa - A Prototype for Multidisciplinary Science Education.Kishore Dutta - 2021 - Science & Education 30 (3):693-716.
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  • A Philosophically Informed Teaching Proposal on the Topic of Energy for Students Aged 11–14.Nicos Papadouris & Constantinos P. Constantinou - 2011 - Science & Education 20 (10):961-979.
  • A Hierarchical Architecture for Nano-Scale Science and Technology: Taking Stock of the Claims About Science Made by Advocates of NBIC Convergence.George Khushf - 2004 - In Baird D. (ed.), Discovering the Nanoscale. Ios. pp. 21--33.
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  • Cognitive Values, Theory Choice, and Pluralism: On the Grounds and Implications of Philosophical Diversity.Guy Stanwood Axtell - 1991 - Dissertation, University of Hawai'i
    This dissertation focuses on the development of a pragmatic account of normative discourse. The approach taken to the subject of study is metaphilosophical. Prevalent contemporary treatments of norm governance and cognitive evaluation, are examined in light of background metaphilosophical views adopted by such schools as logical empiricism, pragmatism, and schools associated with contemporary sociology of scientific knowledge. I examine metaphilosophical assumptions that pre-structure treatment of conceptual issues such as belief-modification, theory choice, and explanation, pursuing these issues across a wide range (...)
     
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  • 'New Age' Philosophies of Science: Constructivism, Feminism and Postmodernism.N. Koertge - 2000 - British Journal for the Philosophy of Science 51 (4):667-683.
    This paper surveys three controversial new directions in research about the nature of science and briefly summarizes both the intellectual and sociological impact of this work. A bibliographic introduction to the major literature is provided and some fruitful directions for future research are proposed. Philosophers of science are also exhorted to perform 'community service' by correcting misunderstandings of the methods of science fostered by these new approaches.
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