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Chicago: University of Chicago Press (1958)

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  1. On Epistemic and Moral Certainty: A Wittgensteinian Approach.Michael Kober - 1997 - International Journal of Philosophical Studies 5 (3):365 – 381.
    Epistemic and moral certainities like ' This is a hand' or 'Killing people is evil' will be interpreted as constitutive rules of language games, such that they are unjustifiable, undeniable and serving as obliging standards of truth, goodness and rationality for members of a community engaging in the respective practices.
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  • Risk, Prudence and Moral Formation in the Laboratory.Paul Scherz - 2018 - Journal of Moral Education 47 (3):304-315.
    Sociologists of science have noted that the institutional cultures and practices of research tend to de-emphasize the risks produced in the lab, resulting in injuries and deaths in recent lab accidents and increased dangers for surrounding communities. In response to these accidents, science ethics and policy increasingly focus on risk management. One strategy to confront these problems is to implement more procedural safeguards, but ethnographies of science suggest that procedural forms can have the unintended effect of contributing to complacency. What (...)
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  • The Future of Research in Moral Development and Education.Darcia Narvaez - 2013 - Journal of Moral Education 42 (1):1-11.
    (2013). The future of research in moral development and education. Journal of Moral Education: Vol. 42, No. 1, pp. 1-11. doi: 10.1080/03057240.2012.757102.
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  • In Defence of Aristotle on Character: Toward a Synthesis of Recent Psychology, Neuroscience and the Thought of Michael Polanyi.Paul Lewis - 2012 - Journal of Moral Education 41 (2):155-170.
    In the United States, various forms of character education have become popular in both elementary and professional education. They are often criticised, however, for their reliance on Aristotle, who is said to be problematic at several points. In response to these criticisms, I argue that Aristotle?s ancient account of character and its formation remains viable in light of work over the last decade in psychology and the neurosciences. However, some lacunae remain that can at least be partially filled with insights (...)
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  • A Lifeworld Critique of ‘Nature’ in the Taiwanese Curriculum: A Perspective Derived From Husserl and Merleau‐Ponty.Ruyu Hung - 2012 - Educational Philosophy and Theory 44 (10):1121-1132.
    Learning about ‘nature’ has particular significance for education because the idea of nature is an important source of inspiring meaning‐rich experience and creation. In order to have meaningful experiences in learning and living, this paper argues for a personal subject‐related lifeworld approach to the learning of ‘nature’. Many authors claim that the lifeworld‐led learning approach helps to enrich educational experience. However, there can be various interpretations of the lifeworld approach, as the concept of lifeworld is diversely understood. This paper proposes (...)
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  • Values and Further Education.John Halliday - 1996 - British Journal of Educational Studies 44 (1):66-81.
    This paper is a philosophically informed contribution to debate about the values that might inform and be communicated by a further education. It includes a historical review of the concern of colleges of further education with economic and personal development that was reflected in the distinction between vocational and liberal studies. This distinction is seen to arise out of a mistaken epistemology which attempts to distinguish once and for all as it were, objective facts from subjective values. As instrumentalism came (...)
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  • International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...)
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  • Gadamer: aplicación y comprensión.Pedro Karczmarczyk (ed.) - 2007 - Editorial de la Universidad Nacional de la Plata.
    La obra es un estudio de una de las nociones fundamentales en la filosofía de Gadamer, el concepto de aplicación. Se intenta dar cuenta de la manera en que dicho concepto viene a solucionar, o tal vez sería mejor decir, a disolver, en la reflexión del siglo XX, el problema que enfrentaban las ciencias históricas en el siglo XIX para convertirse en conocimiento objetivo. Dicho problema consistía en dos importantes dificultades vinculadas entre sí: la imposibilidad de disponer de un objeto (...)
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  • EPSA Philosophy of Science: Amsterdam 2009, The European Philosophy of Science Association Proceedings Vol. 1, 375-386.H. W. De Regt (ed.) - 2012 - Springer.
  • Media, Knowledge & Education - Exploring New Spaces, Relations and Dynamics in Digital Media Ecologies.Theo Hug (ed.) - 2008 - Innsbruck University Press.
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  • Reflexive Learning: Stages Towards Wisdom with Dreyfus.Ian McPherson - 2005 - Educational Philosophy and Theory 37 (5):705–718.
    The Dreyfus account of seven stages of learning is considered in the context of the Dreyfus account of five stages of skill development. The two new stages, Mastery and Practical Wisdom, make more explicit certain themes implicit in the five‐stage account. In this way Dreyfus encourages a more reflexive approach. The themes now more explicit are, in part, derived from Aristotle on phronesis, but are also influenced by Heidegger and Foucault on cultural dimensions of meaning and value. The paper considers (...)
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  • The Public University's Unbearable Defiance of Being.Robert H. Holden - 2009 - Educational Philosophy and Theory 41 (5):575-591.
    Modernity has imposed on many of us, and perhaps especially on academics, a habit of silence with regard to what John Rawls called deeply held ‘comprehensive’ moral beliefs. According to Rawls and his many disciples, the survival of liberalism depends upon the bracketing of comprehensive beliefs whenever we step into the public sphere. And in the field of higher education, that would have to include the classroom, the lab, the library carrel, the hotel conference suites where we confer and exchange (...)
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  • The Fine-Grained Metaphysics of Artifactual and Biological Functional Kinds.Massimiliano Carrara & Pieter Vermaas - 2009 - Synthese 169 (1):125-143.
    In this paper we consider the emerging position in metaphysics that artifact functions characterize real kinds of artifacts. We analyze how it can circumvent an objection by David Wiggins (Sameness and substance renewed, 2001, 87) and then argue that this position, in comparison to expert judgments, amounts to an interesting fine-grained metaphysics: taking artifact functions as (part of the) essences of artifacts leads to distinctions between principles of activity of artifacts that experts in technology have not yet made. We show, (...)
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  • Synthetic Biology and Synthetic Knowledge.Christophe Malaterre - 2013 - Biological Theory (8):346–356.
    Probably the most distinctive feature of synthetic biology is its being “synthetic” in some sense or another. For some, synthesis plays a unique role in the production of knowledge that is most distinct from that played by analysis: it is claimed to deliver knowledge that would otherwise not be attained. In this contribution, my aim is to explore how synthetic biology delivers knowledge via synthesis, and to assess the extent to which this knowledge is distinctly synthetic. On the basis of (...)
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  • After Popper, Kuhn and Feyerabend: Recent Issues in Theories of Scientific Method.Robert Nola & Howard Sankey (eds.) - 2000 - Kluwer Academic Publishers.
    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 (...)
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  • From Knowledge to Wisdom: A Revolution in the Aims and Methods of Science.Nicholas Maxwell - 1984 - Oxford: Blackwell.
    This book argues for the need to put into practice a profound and comprehensive intellectual revolution, affecting to a greater or lesser extent all branches of scientific and technological research, scholarship and education. This intellectual revolution differs, however, from the now familiar kind of scientific revolution described by Kuhn. It does not primarily involve a radical change in what we take to be knowledge about some aspect of the world, a change of paradigm. Rather it involves a radical change in (...)
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  • Knowing – in Medicine.Joachim P. Sturmberg & Carmel M. Martin - 2008 - Journal of Evaluation in Clinical Practice 14 (5):767-770.
    In this paper we argue that knowledge in health care is a multidimensional dynamic construct, in contrast to the prevailing idea of knowledge being an objective state. Polanyi demonstrated that knowledge is personal, that knowledge is discovered, and that knowledge has explicit and tacit dimensions. Complex adaptive systems science views knowledge simultaneously as a thing and a flow, constructed as well as in constant flux. The Cynefin framework is one model to help our understanding of knowledge as a personal construct (...)
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  • Robert Boyle.J. J. MacIntosh - 2008 - Stanford Encyclopedia of Philosophy.
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  • Robert Boyle.R. Anstey Peter & J. J. Macintosh - 2014 - Stanford Encyclopedia of Philosophy.
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  • Épistémologie des services de renseignement.Nicolae Sfetcu - 2020 - Drobeta Turnu Severin: MultiMedia Publishing.
    Une analogie entre les aspects épistémologiques et méthodologiques de l'activité des services de renseignement et certaines disciplines scientifiques, en préconisant une approche plus scientifique du processus de collecte et d'analyse de l'information au sein du cycle du renseignement. J'affirme que les aspects théoriques, ontologiques et épistémologiques de l'activité de nombreux services de renseignement sont sous-estimés, ce qui conduit à une compréhension incomplète des phénomènes actuels et à une confusion dans la collaboration interinstitutionnelle. Après une brève Introduction, qui inclut un historique (...)
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  • Grasping Intersubjectivity: An Invitation to Embody Social Interaction Research.Hanne De Jaegher, Barbara Pieper, Daniel Clénin & Thomas Fuchs - 2017 - Phenomenology and the Cognitive Sciences 16 (3):491-523.
    Underlying the recent focus on embodied and interactive aspects of social understanding are several intuitions about what roles the body, interaction processes, and interpersonal experience play. In this paper, we introduce a systematic, hands-on method for investigating the experience of interacting and its role in intersubjectivity. Special about this method is that it starts from the idea that researchers of social understanding are themselves one of the best tools for their own investigations. The method provides ways for researchers to calibrate (...)
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  • Without a Rehearsal— School as a Theatre of Social Myths.Pei Huang - unknown
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  • Engineering Identities, Epistemologies and Values: Engineering Education and Practice in Context.Byron Newberry, Carl Mitcham, Martin Meganck, Andrew Jamison, Christelle Didier & Steen Hyldgaard Christensen (eds.) - 2015 - Springer Verlag.
    This second companion volume on engineering studies considers engineering practice including contextual analyses of engineering identity, epistemologies and values. Key overlapping questions examine such issues as an engineering identity, engineering self-understandings enacted in the professional world, distinctive characters of engineering knowledge and how engineering science and engineering design interact in practice. -/- Authors bring with them perspectives from their institutional homes in Europe, North America, Australia\ and Asia. The volume includes 24 contributions by more than 30 authors from engineering, the (...)
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  • Putting Explainable AI in Context: Institutional Explanations for Medical AI.Jacob Browning & Mark Theunissen - 2022 - Ethics and Information Technology 24 (2).
    There is a current debate about if, and in what sense, machine learning systems used in the medical context need to be explainable. Those arguing in favor contend these systems require post hoc explanations for each individual decision to increase trust and ensure accurate diagnoses. Those arguing against suggest the high accuracy and reliability of the systems is sufficient for providing epistemic justified beliefs without the need for explaining each individual decision. But, as we show, both solutions have limitations—and it (...)
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  • Current Issues in the Philosophy of Biology.Marjorie Grene - 1997 - Perspectives on Science 5 (2):255-281.
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  • On the Centrality of Human Value.Teresa Carla Oliveira & Stuart Holland - 2012 - Journal of Economic Methodology 19 (2):121 - 141.
    The financial crash of 2008 following the selling of fictitious derivatives was a crisis of both rationality and values whose aftermath has thrown the legitimation of deregulated markets, and governments, into question. This paper critiques the Becker metaphor of human capital and submits that human value is central to and the fulcrum of both economic and social values. It illustrates that Hume and Adam Smith directly countered the Hobbesian hypothesis that human nature is based only on self-interest, distinguishes market values (...)
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  • Interpretation in Design: The Problem of Tacit and Explicit Understanding in Computer Support of Cooperative Design.Gerry Stahl - 1993 - Dissertation, University of Colorado at Boulder
    This work analyzes the central role of interpretation in non-routine design. Based on this analysis, a theory of computer support for interpretation in cooperative design is constructed. The theory is grounded in studies of design and interpretation. It is illustrated by mechanisms provided by a software substrate for computer-based design environments, applied to a sample task of lunar habitat design. ;Computer support of innovative design must overcome the problem that designers necessarily make extensive use of situated tacit understanding while computers (...)
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  • Keeping Students Out of Mary’s (Class)Room: Approaches to Supporting Students’ Acquisition of Non-Propositional Knowledge in Science Education.Richard Brock & David Hay - 2019 - Science & Education 28 (9-10):985-1000.
    Whilst many science educators, it is reported, associate knowledge with justified true belief, epistemologists have observed that the JTB model is an incomplete account of knowledge. Moreover, researchers from several fields have argued that developing scientific expertise involves not only the acquisition of knowledge that can be expressed in the form of a sentence, propositional knowledge, but also knowledge that cannot be articulated. This article examines the Mary’s room thought experiment proposed by Frank Jackson and applies it to the context (...)
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  • Character Education in a Public High School: A Multi-Year Inquiry Into Unified Studies.David D. Williams, Stephen C. Yanchar, Larry C. Jensen & Cheryl Lewis - 2003 - Journal of Moral Education 32 (1):3-33.
    This article describes how a unique high school programme, not formally designed to teach moral principles or character lessons, contributed substantially to the character education of its students. Graduates over 20 years old were interviewed ( n =106) and completed a questionnaire ( n =204). Findings suggest the programme teachers helped students develop character attributes by providing a desirable character education environment. A majority of students reported that the programme was personalised, practical and, in many cases, life changing. A majority (...)
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  • The Emergence of Consciousness in Genesis 1—3: Jung's Depth Psychology and Theological Anthropology.David James Stewart - 2014 - Zygon 49 (2):509-529.
    The development of a robust, holistic theological anthropology will require that theology and biblical studies alike enter into genuine interdisciplinary conversations. Depth psychology in particular has the capacity to be an exceedingly fruitful conversation partner for theology because of its commitment to the totality of the human experience (both the conscious and unconscious aspects) as well as its unique ability to interpret archetypal symbols and mythological thinking. By arguing for a psycho-theological hermeneutic that accounts for depth psychology's conviction that myths (...)
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  • Systems Engineering Methodologies, Tacit Knowledge and Communities of Practice.Larry Stapleton, David Smith & Fiona Murphy - 2005 - AI and Society 19 (2):159-179.
    In the context of technology development and systems engineering, knowledge is typically treated as a complex information structure. In this view, knowledge can be stored in highly sophisticated data systems and processed by explicitly intelligent, software-based technologies. This paper argues that the current emphasis upon knowledge as information (or even data) is based upon a form of rationalism which is inappropriate for any comprehensive treatment of knowledge in the context of human-centred systems thinking. A human-centred perspective requires us to treat (...)
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  • Variability, Continuity and Trust – Towards an Understanding of Uncertainty in Health and Health Care.Joachim P. Sturmberg - 2010 - Journal of Evaluation in Clinical Practice 16 (3):401-402.
  • The Ad Hoc Collective Work of Building Gothic Cathedrals with Templates, String, and Geometry.David Turnbull - 1993 - Science, Technology and Human Values 18 (3):315-340.
    Gothic cathedrals like Chartres were built in a discontinuous process by groups of masons using their own local knowledge, measures, and techniques. They had neither plans nor knowledge of structural mechanics. The success of the masons in building such large complex innovative structures lies in the use of templates, string, constructive geometry, and social organization to assemble a coherent whole from the messy heterogeneous practices of diverse groups of workers. Chartres resulted from the ad hoc accumulation of the work of (...)
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  • Self–Interest Properly Felt: Democracy's Unintended Consequences and Tocqueville's Solution.David Meskill - 2007 - Critical Review: A Journal of Politics and Society 19 (1):111-124.
    ABSTRACT The need to cooperate in countless ways in a democracy raises the fundamental question posed by the prisoner's dilemma: How can self?interested individuals cooperate? Tocqueville recognized this problem and anticipated the most convincing solution to date: Robert Frank's conception of emotions as ?commitment devices.? Tocqueville's analysis of the miscalculations of modern ?individualism,? which lead people first into isolation and then into servitude, mirrors the failure of conscious rationality in the prisoner's dilemma. Conversely, Tocqueville emphasizes emotional ?habits of the heart? (...)
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  • Complexity Mindsets at Work.Joachim P. Sturmberg - 2016 - Journal of Evaluation in Clinical Practice 22 (1):101-102.
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  • The Leap of Learning.David Lewin - 2014 - Ethics and Education 9 (1):113-126.
    This article seeks to elaborate the step of epistemological affirmation that exists within every movement of learning. My epistemological method is rooted in philosophical hermeneutics in contrast to empirical or rationalist traditions. I argue that any movement of learning is based upon an entry into a hermeneutical circle: one is thrown into, or leaps into, an interpretation which in some sense has to be temporarily affirmed or adopted in order to be either absorbed and integrated, or overcome and rejected. I (...)
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  • Networking Real-World Knowledge.David Smith - 2007 - AI and Society 21 (4):421-428.
    This article examines the UNESCO Convention on Intangible Cultural Heritage. It accepts the general case made by UNESCO, but urges greater attention to the ‘real-world’ knowledge of ordinary people. The paper rejects taxonomies of knowledge based on metaphysical discussions of knowing. Instead, it argues for an approach to knowledge based on the social production of ‘knowledge acts’. It concludes by asserting that support for the diversity of social enactment of knowledge could have valuable outcomes in the form of new ways (...)
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  • Lautman and the Reality of Mathematics.David Neil Corfield - unknown
    Working in he 1930s, Albert Lautman described with extraordinary clarity the new understanding of mathematics of that time. He delighted in the multiple manifestations of a common idea in different mathematical fields. However, he took the common idea to belong not to mathematics itself, but to an 'ideal reality' sitting above mathematics. I argue in this paper that now that we have a mathematical language which can characterize these common ideas, we need not follow Lautman to adopt his form of (...)
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  • Common Knowledge of the Second Kind.David Bella & Jonathan King - 1989 - Journal of Business Ethics 8 (6):415 - 430.
    Although most of us know that human beings cannot and should not be replaced by computers, we have great difficulties saying why this is so. This paradox is largely the result of institutionalizing several fundamental misconceptions as to the nature of both trustworthy objective and moral knowledge. Unless we transcend this paradox, we run the increasing risks of becoming very good at counting without being able to say what is worth counting and why. The degree to which this is occurring (...)
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  • Irene Manton, Erwin Schrödinger and the Puzzle of Chromosome Structure.Nicola Williams - 2016 - Journal of the History of Biology 49 (3):425-459.
    Erwin Schrödinger’s 1944 publication What is Life? is a classic of twentieth century science writing. In his book, Schrödinger discussed the chromosome fibre as the seat of heredity and variation thanks to a hypothetical aperiodic structure – a suggestion that famously spurred on a generation of scientists in their pursuit of the gene as a physico-chemical entity. While historical attention has been given to physicists who were inspired by the book, little has been written about its biologist readers. This paper (...)
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  • Big Data: New Science, New Challenges, New Dialogical Opportunities.Michael Fuller - 2015 - Zygon 50 (3):569-582.
    The advent of extremely large data sets, known as “big data,” has been heralded as the instantiation of a new science, requiring a new kind of practitioner: the “data scientist.” This article explores the concept of big data, drawing attention to a number of new issues—not least ethical concerns, and questions surrounding interpretation—which big data sets present. It is observed that the skills required for data scientists are in some respects closer to those traditionally associated with the arts and humanities (...)
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  • Planning Reaches by Evaluating Stored Postures.David A. Rosenbaum, Loukia D. Loukopoulos, Ruud G. J. Meulenbroek, Jonathan Vaughan & Sascha E. Engelbrecht - 1995 - Psychological Review 102 (1):28-67.
  • ‘Knowing How’ And ‘Knowing That’ And Physical Education.David Aspin - 1976 - Journal of the Philosophy of Sport 3 (1):97-117.
  • Building Cognition: The Construction of Computational Representations for Scientific Discovery.Sanjay Chandrasekharan & Nancy J. Nersessian - 2015 - Cognitive Science 39 (8):1727-1763.
    Novel computational representations, such as simulation models of complex systems and video games for scientific discovery, are dramatically changing the way discoveries emerge in science and engineering. The cognitive roles played by such computational representations in discovery are not well understood. We present a theoretical analysis of the cognitive roles such representations play, based on an ethnographic study of the building of computational models in a systems biology laboratory. Specifically, we focus on a case of model-building by an engineer that (...)
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  • Critical Thinking About Truth in Teaching: The Epistemic Ethos.Donald Vandenberg - 2009 - Educational Philosophy and Theory 41 (2):155-165.
    This paper discusses the most persistent controversial issue that occurred in Western educational philosophy ever since Socrates questioned the Sophists: the role of truth in teaching. Ways of teaching these kinds of controversy issues are briefly considered to isolate their epistemic characteristics, which will enable the interpretation of Plato and Dewey as exemplars of rationalism and empiricism regarding the role of knowledge in the curriculum and thus include their partial truths in the epistemic ethos of teaching. The consideration of pedagogy (...)
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  • Taking Stock of Engineering Epistemology: Multidisciplinary Perspectives.Vivek Kant & Eric Kerr - 2019 - Philosophy and Technology 32 (4):685-726.
    How engineers know, and act on that knowledge, has a profound impact on society. Consequently, the analysis of engineering knowledge is one of the central challenges for the philosophy of engineering. In this article, we present a thematic multidisciplinary conceptual survey of engineering epistemology and identify key areas of research that are still to be comprehensively investigated. Themes are organized based on a survey of engineering epistemology including research from history, sociology, philosophy, design theory, and engineering itself. Five major interrelated (...)
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  • Local Knowledge and Comparative Scientific Traditions.David Turnbull - 1993 - Knowledge and Policy 6 (3-4):29-54.
  • Plea for More Exploration of Cross-Cultural Cognitive Space.David Piggins - 1989 - Behavioral and Brain Sciences 12 (1):91-92.
  • Climate Simulations: Uncertain Projections for an Uncertain World.Rafaela Hillerbrand - 2014 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 45 (1):17-32.
    Between the fourth and the recent fifth IPCC report, science as well as policy making have made great advances in dealing with uncertainties in global climate models. However, the uncertainties public decision making has to deal with go well beyond what is currently addressed by policy makers and climatologists alike. It is shown in this paper that within an anthropocentric framework, a whole hierarchy of models from various scientific disciplines is needed for political decisions as regards climate change. Via what (...)
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  • Psychology: A World with Man Left Out.Duane Schultz - 1971 - Journal for the Theory of Social Behaviour 1 (2):99–108.
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