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Author: Ludwik Fleck
Publisher: University of Chicago Press
ISBN: 022619034X
Category : Science
Languages : en
Pages : 232
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Book Description
Originally published in German in 1935, this monograph anticipated solutions to problems of scientific progress, the truth of scientific fact and the role of error in science now associated with the work of Thomas Kuhn and others. Arguing that every scientific concept and theory—including his own—is culturally conditioned, Fleck was appreciably ahead of his time. And as Kuhn observes in his foreword, "Though much has occurred since its publication, it remains a brilliant and largely unexploited resource." "To many scientists just as to many historians and philosophers of science facts are things that simply are the case: they are discovered through properly passive observation of natural reality. To such views Fleck replies that facts are invented, not discovered. Moreover, the appearance of scientific facts as discovered things is itself a social construction, a made thing. A work of transparent brilliance, one of the most significant contributions toward a thoroughly sociological account of scientific knowledge."—Steven Shapin, Science
Author: Ludwik Fleck
Publisher: University of Chicago Press
ISBN: 022619034X
Category : Science
Languages : en
Pages : 232
Get Book Here
Book Description
Originally published in German in 1935, this monograph anticipated solutions to problems of scientific progress, the truth of scientific fact and the role of error in science now associated with the work of Thomas Kuhn and others. Arguing that every scientific concept and theory—including his own—is culturally conditioned, Fleck was appreciably ahead of his time. And as Kuhn observes in his foreword, "Though much has occurred since its publication, it remains a brilliant and largely unexploited resource." "To many scientists just as to many historians and philosophers of science facts are things that simply are the case: they are discovered through properly passive observation of natural reality. To such views Fleck replies that facts are invented, not discovered. Moreover, the appearance of scientific facts as discovered things is itself a social construction, a made thing. A work of transparent brilliance, one of the most significant contributions toward a thoroughly sociological account of scientific knowledge."—Steven Shapin, Science
Author: Pamela Cantor
Publisher: Routledge
ISBN: 100039977X
Category : Education
Languages : en
Pages : 245
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Book Description
This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Author: David Klahr
Publisher: MIT Press
ISBN: 9780262611763
Category : Psychology
Languages : en
Pages : 260
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Book Description
David Klahr suggests that we now know enough about cognition--and hence about everyday thinking--to advance our understanding of scientific thinking.
Author: Patricia Fara
Publisher: OUP Oxford
ISBN: 0191655570
Category : Science
Languages : en
Pages : 782
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Book Description
Science: A Four Thousand Year History rewrites science's past. Instead of focussing on difficult experiments and abstract theories, Patricia Fara shows how science has always belonged to the practical world of war, politics, and business. Rather than glorifying scientists as idealized heroes, she tells true stories about real people - men (and some women) who needed to earn their living, who made mistakes, and who trampled down their rivals in their quest for success. Fara sweeps through the centuries, from ancient Babylon right up to the latest hi-tech experiments in genetics and particle physics, illuminating the financial interests, imperial ambitions, and publishing enterprises that have made science the powerful global phenomenon that it is today. She also ranges internationally, illustrating the importance of scientific projects based around the world, from China to the Islamic empire, as well as the more familiar tale of science in Europe, from Copernicus to Charles Darwin and beyond. Above all, this four thousand year history challenges scientific supremacy, arguing controversially that science is successful not because it is always right - but because people have said that it is right.
Author: David L. Hull
Publisher: University of Chicago Press
ISBN: 0226360490
Category : Science
Languages : en
Pages : 601
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Book Description
"Legend is overdue for replacement, and an adequate replacement must attend to the process of science as carefully as Hull has done. I share his vision of a serious account of the social and intellectual dynamics of science that will avoid both the rosy blur of Legend and the facile charms of relativism. . . . Because of [Hull's] deep concern with the ways in which research is actually done, Science as a Process begins an important project in the study of science. It is one of a distinguished series of books, which Hull himself edits."—Philip Kitcher, Nature "In Science as a Process, [David Hull] argues that the tension between cooperation and competition is exactly what makes science so successful. . . . Hull takes an unusual approach to his subject. He applies the rules of evolution in nature to the evolution of science, arguing that the same kinds of forces responsible for shaping the rise and demise of species also act on the development of scientific ideas."—Natalie Angier, New York Times Book Review "By far the most professional and thorough case in favour of an evolutionary philosophy of science ever to have been made. It contains excellent short histories of evolutionary biology and of systematics (the science of classifying living things); an important and original account of modern systematic controversy; a counter-attack against the philosophical critics of evolutionary philosophy; social-psychological evidence, collected by Hull himself, to show that science does have the character demanded by his philosophy; and a philosophical analysis of evolution which is general enough to apply to both biological and historical change."—Mark Ridley, Times Literary Supplement "Hull is primarily interested in how social interactions within the scientific community can help or hinder the process by which new theories and techniques get accepted. . . . The claim that science is a process for selecting out the best new ideas is not a new one, but Hull tells us exactly how scientists go about it, and he is prepared to accept that at least to some extent, the social activities of the scientists promoting a new idea can affect its chances of being accepted."—Peter J. Bowler, Archives of Natural History "I have been doing philosophy of science now for twenty-five years, and whilst I would never have claimed that I knew everything, I felt that I had a really good handle on the nature of science, Again and again, Hull was able to show me just how incomplete my understanding was. . . . Moreover, [Science as a Process] is one of the most compulsively readable books that I have ever encountered."—Michael Ruse, Biology and Philosophy
Author: Thomas S. Kuhn
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 199
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Book Description
Author: David Easton
Publisher: Routledge
ISBN: 1134935242
Category : Political Science
Languages : en
Pages : 307
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Book Description
In recent years the history of political science has become recognised as an important but neglected area of study. The Development of Political Science is the first comprehensive discussion of the subject in a comparative international perspective. Offering a wide-ranging account of the development of the subject and its dissemination across national borders and cultural divides, the book begins with a study of the historiography of the discipline in the United States, a country which has been at the forefront of the field. Widening its discussion to emphasise Western Europe as a focus for comparison, the contributors provide studies of further areas of interest such as China and Africa. This particular approach emphasises the book's vision of political science as a growing transnational body of knowledge. In presenting critical analysis of the state of the field, this vigorous study aims to further the development of the discipline in the countries discussed, and to provide a work that is interesting not only to political scientists, but to all those concerned with the development of the social sciences.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309214459
Category : Education
Languages : en
Pages : 400
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Book Description
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
Author: Alexander L. George
Publisher: MIT Press
ISBN: 0262262894
Category : Political Science
Languages : en
Pages : 354
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Book Description
The use of case studies to build and test theories in political science and the other social sciences has increased in recent years. Many scholars have argued that the social sciences rely too heavily on quantitative research and formal models and have attempted to develop and refine rigorous methods for using case studies. This text presents a comprehensive analysis of research methods using case studies and examines the place of case studies in social science methodology. It argues that case studies, statistical methods, and formal models are complementary rather than competitive. The book explains how to design case study research that will produce results useful to policymakers and emphasizes the importance of developing policy-relevant theories. It offers three major contributions to case study methodology: an emphasis on the importance of within-case analysis, a detailed discussion of process tracing, and development of the concept of typological theories. Case Studies and Theory Development in the Social Sciences will be particularly useful to graduate students and scholars in social science methodology and the philosophy of science, as well as to those designing new research projects, and will contribute greatly to the broader debate about scientific methods.
Author: Ann Renninger
Publisher:
ISBN: 0935302425
Category : Education
Languages : en
Pages : 328
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Book Description
Interest in Mathematics and Science Learning, edited by K. Ann Renninger, Martin Nieswandt, and Suzanne Hidi, is the first volume to assemble findings on the role of interest in mathematics and science learning. As the contributors illuminate across the volume's 22 chapters, interest provides a critical bridge between cognition and affect in learning and development. This volume will be useful to educators, researchers, and policy makers, especially those whose focus is mathematics, science, and technology education.
