Los críticos que han interpretado el pensamiento de Feyerabend como un relativismo radical no hacen justicia a su intencionalidad, y se muestran incapaces de comprender la unidad de su obra, en particular, su abandono posterior de los ideales relativistas. Se busca distinguir las diversas posiciones de Feyerabend frente al relativismo y exponer su reducción al absurdo de las nociones de la ciencia propias del positivismo lógico y del racionalismo crítico. Así mismo, se plantea cómo Feyerabend, ante la ausencia de un (...) criterio para discernir la tarea científica, postula un relativismo, pero, al final de su vida, busca elaborar una metafísica de la abundancia que supere las coordenadas de aquel. Critics who have interpreted Feyerabend's work as radical relativism do not do justice to his intentions and do not understand the unity of his work, in particular, his later abandonment of relativist ideals. This article seeks to distinguish the diverse Feyerabend's positions regarding relativism and exposes his reduction to absurdity of the ideas of science belonging to logical positivism and critical rationalism. It also addresses the way in which Feyerabend postulated relativism when faced with the absence of criteria to discern the scientific task. It argues, however, that at the end of his life Feyerabend seeked to construct a metaphysics of abundance in order to surpass relativism. (shrink)

A Série Investigação Filosófica é uma série de livros de traduções de verbetes da Enciclopédia de Filosofia da Stanford (Stanford Encyclopedia of Philosophy) e de outras plataformas internacionalmente reconhecidas, que intenciona servir tanto como material didático para os professores das diferentes sub-áreas e níveis da Filosofia quanto como material de estudo para a pesquisa e para concursos da área. Nós, professores, sabemos o quão difícil é encontrar bom material em português para indicarmos. E há uma certa deficiência na graduação brasileira (...) de filosofia, principalmente em localizações menos favorecidas, com relação ao conhecimento de outras línguas, como o inglês e o francês. Tentamos, então, suprir essa deficiência, ao introduzirmos essas traduções ao público de língua portuguesa, sem nenhuma finalidade comercial e meramente pela glória da filosofia. (shrink)

El caso Galileo significó para Feyerabend la oportunidad de mostrar metodológica e históricamente las paradojas y limitaciones de una noción positivista de ciencia. A través de este hecho paradigmático de la ciencia moderna el vienés demuestra las contradicciones que suponen los distintos intentos del neo-positivismo lógico por establecer un criterio de demarcación que defina qué es la ciencia. Da cuenta de cómo aquellos elementos frente a los cuales el positivismo lógico procura delimitar una definición negativa de ciencia, constituyen paradojalmente el (...) seno del quehacer científico del físico. Ahora bien, esto no implica –tal como han señalado un número considerable de críticos– que Feyerabend sostenga una visión anárquica, irracionalista o relativista respecto a la ciencia. Por el contrario, en un sentido positivo se puede decir que el caso emblemático de Galileo no sólo le ofreció a Feyerabend la oportunidad de formular una argumentación negativa y escéptica respecto a aquella noción de ciencia sino que, al mismo tiempo, representó para él una ocasión para repensar la ciencia desde una perspectiva o una racionalidad científica más amplia. (shrink)

We analyse insufficient epistemic pluralism and associated problems in science-based policy advice during the COVID-19 pandemic drawing on specific arguments in Paul Feyerabend’s philosophy. Our goal is twofold: to deepen our understanding of the epistemic shortcomings in science-based policy during the pandemic, and to assess the merits and problems of Feyerabend’s arguments for epistemic pluralism as well as their relevance for policy-making. We discuss opportunities and challenges of integrating a plurality of viewpoints from within and outside science into policy advice (...) thus contributing to discussions about normative issues concerning evidence and expertise in policy-making. (shrink)

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 (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

This chapter examines from a philosophical perspective the work on contemporary science education developed in the literature of the cultural studies of science education (CSSE) field. The aim is to focus attention on the conceptual bases of the CSSE work. Part 1 begins with an introduction to cultural studies of science (CSS), presenting foundational philosophical and sociological work that has been influential in the CSSE field. In Part 2 attention turns to the cultural studies of science education. Representative CSSE works (...) that illustrate central and controversial theses are examined, and strengths and weaknesses of these theses are indicated. Part 3 focuses on philosophical concepts related to science and science education; issues that have emerged in Parts 1 and 2 are addressed. (shrink)

In this thesis I outline a view of primary legislation from a systems perspective. I suggest that systems theory and, in particular, autopoietic theory, as modified by field theory, is a mechanism for understanding how society operates. The description of primary legislation that I outline differs markedly from any conventional definition in that I argue that primary legislation is not, and indeed cannot be, either a law or any of the euphemisms that are usually accorded to an enactment by a (...) parliament. I cite two reasons for such a conclusion. The primary reason for my conclusion is that I see primary legislation as being an output of a particular subsystem of society, while the law is the output of another subsystem of society. I argue that these outputs are the discrete products of separate subsystems of society. I argue that primary legislation should be viewed as a trinity. The first state of this trinity is that, upon enactment, primary legislation is a brute fact in that it is but a thing and the only property of this thing is that of being a text. The second state of this trinity is that following the act of enactment, the thing enacted will be reproduced and this reproduction is a separate thing that will sit in some repository until used. The third state of this trinity is that, upon use, this thing that is primary legislation will be transformed into an object and the user will attribute such functions and attributes to that object as are appropriate to the context within which the object is used. The thing has therefore become an object and an institutional fact. The second reason for my conclusion that primary legislation is not a law relates to the fact that the thing that is primary legislation is a text and the only function of a text is that it is available to be read. That is to say, of itself, a text is incapable of doing anything: it is the reader who defines the status of the text and attributes functions and attributes. Upon use, primary legislation thus becomes a censored input for future action and one of these actions may be some statement by a court of law. I assert that the view of primary legislation that has been accepted within the body politic is the product of the discourse of a particular subsystem of society that I have designated 'the legal practice', and I outline why and how this has occurred. Outlining a view about primary legislation also necessitates outlining a view as to the nature of the law. I assert that the law is a myth and I see this myth as a product of the discourse of the legal practice. I have asserted that although it is the judges that state the law, such statements flow from the discourse of those who practise the law. (shrink)