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  1. Finitude, Fallibilism and Education towards Non-dogmatism: Gadamer’s hermeneutics in science education.Anniina Leiviskä - 2013 - Educational Philosophy and Theory 45 (5):516-530.
    The philosophy of science has witnessed continuous controversy since the mid-twentieth century regarding the justification of science’s privileged position, and which has also reverberated in the philosophy of science education. This contribution brings to the discussion the viewpoint of Hans-Georg Gadamer’s philosophical hermeneutics. I suggest that by relating to the idea of the fallibility of knowledge, Gadamerian philosophy provides a compromise between the extreme positions in the aforementioned debate. Gadamerian hermeneutics also has implications for science education: from the Gadamerian perspective, (...)
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  • Socratic Open-mindedness.William Hare - 2009 - Paideusis: Journal of the Canadian Philosophy of Education Society 18 (1):5-16.
    A philosophical conception of open-minded inquiry first emerges in western philosophy in the work of Socrates. This paper develops an interpretation of Socratic open-mindedness drawing primarily on Socratic ideas about (i) the requirements of serious argument, and (ii) the nature of human wisdom. This account is defended against a number of objections which mistakenly interpret Socrates as defending, teaching, or inducing skepticism, and neglecting the value of expert wisdom. The ongoing significance of Socratic open-mindedness as an ideal of inquiry is (...)
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  • Language games: Reimagining learning conversations in art education.John M. Hammersley - 2016 - Arts and Humanities in Higher Education 18 (1):49-59.
    This paper discusses how language games might facilitate a reimagining of learning conversations in art education, by comparing them with Socratic, Kantian and post-structuralist dialogical perspectives that inform group critique. It proposes that language games may facilitate the construction of more personal and layered modes of conversation, instead of prescribing processes intended to seek universal truths, authentic self-knowledge, or disruptive critical scepticism. It argues that they promote the recognition of all co-learners as people who come with their own valuable original (...)
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  • Analytic philosophy for biomedical research: the imperative of applying yesterday's timeless messages to today's impasses.Sepehr Ehsani - 2020 - In P. Glauner & P. Plugmann (eds.), Innovative Technologies for Market Leadership - Investing in the Future. Springer. pp. 167-200.
    The mantra that "the best way to predict the future is to invent it" (attributed to the computer scientist Alan Kay) exemplifies some of the expectations from the technical and innovative sides of biomedical research at present. However, for technical advancements to make real impacts both on patient health and genuine scientific understanding, quite a number of lingering challenges facing the entire spectrum from protein biology all the way to randomized controlled trials should start to be overcome. The proposal in (...)
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