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Author: P. Magnus
Publisher: Palgrave Macmillan
ISBN: 9781349350353
Category : Science
Languages : en
Pages : 210
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Book Description
Some scientific categories seem to correspond to genuine features of the world and are indispensable for successful science in some domain; in short, they are natural kinds. This book gives a general account of what it is to be a natural kind and puts the account to work illuminating numerous specific examples.
Author: P. Magnus
Publisher: Palgrave Macmillan
ISBN: 9780230369177
Category : Science
Languages : en
Pages : 210
Get Book Here
Book Description
Some scientific categories seem to correspond to genuine features of the world and are indispensable for successful science in some domain; in short, they are natural kinds. This book gives a general account of what it is to be a natural kind and puts the account to work illuminating numerous specific examples.
Author: P. Magnus
Publisher: Palgrave Macmillan
ISBN: 9781349350353
Category : Science
Languages : en
Pages : 210
Get Book Here
Book Description
Some scientific categories seem to correspond to genuine features of the world and are indispensable for successful science in some domain; in short, they are natural kinds. This book gives a general account of what it is to be a natural kind and puts the account to work illuminating numerous specific examples.
Author: P. Magnus
Publisher: Springer
ISBN: 1137271256
Category : Science
Languages : en
Pages : 223
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Book Description
Some scientific categories seem to correspond to genuine features of the world and are indispensable for successful science in some domain; in short, they are natural kinds. This book gives a general account of what it is to be a natural kind and puts the account to work illuminating numerous specific examples.
Author: Helen Beebee
Publisher: Routledge
ISBN: 1136975764
Category : Philosophy
Languages : en
Pages : 509
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Book Description
Essentialism--roughly, the view that natural kinds have discrete essences, generating truths that are necessary but knowable only a posteriori--is an increasingly popular view in the metaphysics of science. At the same time, philosophers of language have been subjecting Kripke’s views about the existence and scope of the necessary a posteriori to rigorous analysis and criticism. Essentialists typically appeal to Kripkean semantics to motivate their radical extension of the realm of the necessary a posteriori; but they rarely attempt to provide any semantic arguments for this extension, or engage with the critical work being done by philosophers of language. This collection brings authors on both sides together in one volume, thus helping the reader to see the connections between views in philosophy of language on the one hand and the metaphysics of science on the other. The result is a book that will have a significant impact on the debate about essentialism, encouraging essentialists to engage with debates about the semantic presuppositions that underpin their position, and, encouraging philosophers of language to engage with the metaphysical presuppositions enshrined in Kripkean semantics.
Author: Stewart Umphrey
Publisher: Lexington Books
ISBN: 1498531423
Category : Philosophy
Languages : en
Pages : 187
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Book Description
In Natural Kinds and Genesis: The Classification of Material Entities, Stewart Umphrey raises and answers two questions: What is it to be a natural kind? And are there in fact any natural kinds? First, using the everyday understanding of things, he argues that natural kinds may be understood as classes or as types, and that the members or tokens of such kinds are individual continuants. A continuant is essentially a being-in-becoming, a material thing which changes and yet remains the same, in virtue of its nature or essence, as long as it exists. In the primary sense of the term, then, a natural kind is a class whose members closely resemble one another substantially, in virtue of their essences. Alternatively, it is a type whose tokens exemplify it in virtue of their essences. To answer the second question, one must make use of relevant scientific theories as well. Umphrey agrees with scientific essentialists that there are natural kinds, but he argues that most of the chemical, physical, and biological kinds posited in current theories are not natural kinds in the primary sense of the term. The natural-kinds realism he affirms is thus quite restricted: it requires the existence of enduring things which closely resemble one another in virtue of their essences, and such things exist, apparently, only if they have come into being, or emerged, in the course of symmetry-breaking events. Natural Kinds and Genesis will be of interest to philosophers of science and to those interested in the metaphysics of natural kinds and their members.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309064767
Category : Education
Languages : en
Pages : 223
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Book Description
Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€"the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€"a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.
Author: Joseph Keim Campbell
Publisher: MIT Press
ISBN: 0262297906
Category : Philosophy
Languages : en
Pages : 367
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Book Description
Reflections on the metaphysics and epistemology of classification from a distinguished group of philosophers. Contemporary discussions of the success of science often invoke an ancient metaphor from Plato's Phaedrus: successful theories should "carve nature at its joints." But is nature really "jointed"? Are there natural kinds of things around which our theories cut? The essays in this volume offer reflections by a distinguished group of philosophers on a series of intertwined issues in the metaphysics and epistemology of classification. The contributors consider such topics as the relevance of natural kinds in inductive inference; the role of natural kinds in natural laws; the nature of fundamental properties; the naturalness of boundaries; the metaphysics and epistemology of biological kinds; and the relevance of biological kinds to certain questions in ethics. Carving Nature at Its Joints offers both breadth and thematic unity, providing a sampling of state-of-the-art work in contemporary analytic philosophy that will be of interest to a wide audience of scholars and students concerned with classification.
Author: Muhammad Ali Khalidi
Publisher: Cambridge University Press
ISBN: 1107244595
Category : Science
Languages : en
Pages : 267
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Book Description
The notion of 'natural kinds' has been central to contemporary discussions of metaphysics and philosophy of science. Although explicitly articulated by nineteenth-century philosophers like Mill, Whewell and Venn, it has a much older history dating back to Plato and Aristotle. In recent years, essentialism has been the dominant account of natural kinds among philosophers, but the essentialist view has encountered resistance, especially among naturalist metaphysicians and philosophers of science. Informed by detailed examination of classification in the natural and social sciences, this book argues against essentialism and for a naturalist account of natural kinds. By looking at case studies drawn from diverse scientific disciplines, from fluid mechanics to virology and polymer science to psychiatry, the author argues that natural kinds are nodes in causal networks. On the basis of this account, he maintains that there can be natural kinds in the social sciences as well as the natural sciences.
Author: Catherine Kendig
Publisher: Routledge
ISBN: 1317215435
Category : Science
Languages : en
Pages : 268
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Book Description
This edited volume of 13 new essays aims to turn past discussions of natural kinds on their head. Instead of presenting a metaphysical view of kinds based largely on an unempirical vantage point, it pursues questions of kindedness which take the use of kinds and activities of kinding in practice as significant in the articulation of them as kinds. The book brings philosophical study of current and historical episodes and case studies from various scientific disciplines to bear on natural kinds as traditionally conceived of within metaphysics. Focusing on these practices reveals the different knowledge-producing activities of kinding and processes involved in natural kind use, generation, and discovery. Specialists in their field, the esteemed group of contributors use diverse empirically responsive approaches to explore the nature of kindhood. This groundbreaking volume presents detailed case studies that exemplify kinding in use. Newly written for this volume, each chapter engages with the activities of kinding across a variety of disciplines. Chapter topics include the nature of kinds, kindhood, kinding, and kind-making in linguistics, chemical classification, neuroscience, gene and protein classification, colour theory in applied mathematics, homology in comparative biology, sex and gender identity theory, memory research, race, extended cognition, symbolic algebra, cartography, and geographic information science. The volume seeks to open up an as-yet unexplored area within the emerging field of philosophy of science in practice, and constitutes a valuable addition to the disciplines of philosophy and history of science, technology, engineering, and mathematics.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309133092
Category : Education
Languages : en
Pages : 204
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Book Description
Researchers, historians, and philosophers of science have debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for "evidence-based" policy and practice in educationâ€"now codified in the federal law that authorizes the bulk of elementary and secondary education programsâ€"have brought a new sense of urgency to understanding the ways in which the basic tenets of science manifest in the study of teaching, learning, and schooling. Scientific Research in Education describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas. Its main argument is that all scientific endeavors share a common set of principles, and that each fieldâ€"including education researchâ€"develops a specialization that accounts for the particulars of what is being studied. The book also provides suggestions for how the federal government can best support high-quality scientific research in education.
