How Scientific Practices Matter
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| Author | : Joseph Rouse |
| Publisher | : University of Chicago Press |
| Total Pages | : 414 |
| Release | : 2002 |
| Genre | : Philosophy |
| ISBN | : 9780226730080 |
How can we understand the world as a whole instead of separate natural and human realms? Joseph T. Rouse proposes an approach to this classic problem based on radical new conceptions of both philosophical naturalism and scientific practice. Rouse begins with a detailed critique of modern thought on naturalism, from Neurath and Heidegger to Charles Taylor, Thomas Kuhn, and W. V. O. Quine. He identifies two constraints central to a philosophically robust naturalism: it must impose no arbitrarily philosophical restrictions on science, and it must shun even the most subtle appeals to mysterious or supernatural forces. Thus a naturalistic approach requires philosophers to show that their preferred conception of nature is what scientific inquiry discloses, and that their conception of scientific understanding is itself intelligible as part of the natural world. Finally, Rouse draws on feminist science studies and other recent work on causality and discourse to demonstrate the crucial role that closer attention to scientific practice can play in reclaiming naturalism. A bold and ambitious book, How Scientific Practices Matter seeks to provide a viable—yet nontraditional—defense of a naturalistic conception of philosophy and science. Its daring proposals will spark much discussion and debate among philosophers, historians, and sociologists of science.
| Author | : Robert W. Proctor |
| Publisher | : John Wiley & Sons |
| Total Pages | : 248 |
| Release | : 2008-04-15 |
| Genre | : Psychology |
| ISBN | : 0470775432 |
Why Science Matters: Understanding the Methods of Psychological Research rises above standard research methods texts by presenting an up-to-date view of contemporary psychological science as it is currently understood and practiced. Explores not only the procedural aspects of psychological research, but also delves into the issue of how to accomplish effective science. Explicates how hypotheses and theories are to be evaluated. Suggests that the proper approach to devising and evaluating theories is by abduction, not by induction or deduction alone. Incorporates new investigatory procedures, current methodologists, conflicts and issues, implications of the philosophy of science, and a lively prose style. Provides a picture of science that will engage students and expand their abilities as both scientists and psychologists.
| Author | : M. Cameron Hay |
| Publisher | : University of Chicago Press |
| Total Pages | : 459 |
| Release | : 2016-05-05 |
| Genre | : Education |
| ISBN | : 022632866X |
To do research that really makes a difference -- the authors of this book argue -- social scientists need a diverse set of questions and methods, both qualitative and quantitative, in order to reflect the complexity of the world. Bringing together a consortium of voices across a variety of fields, Methods That Matter offers compelling and successful examples of mixed methods research that does just that. Discussing their own endeavors to combine quantitative and qualitative methodologies, the authors invite readers into a conversation about the best designs and practices of mixed methods to stimulate creative ideas and find new pathways of insight. The result is an engaging exploration of a promising approach to the social sciences. --
| Author | : Roger Trigg |
| Publisher | : Templeton Foundation Press |
| Total Pages | : 177 |
| Release | : 2015-11-09 |
| Genre | : Philosophy |
| ISBN | : 1599474964 |
Does science have all the answers? Can it even deal with abstract reasoning beyond the world we experience? How can we ensure that the physical world is sufficiently ordered to be intelligible to humans? How can mathematics, a product of human minds, unlock the secrets of the physical universe? Should all such questions be considered inadmissible if science cannot settle them? Metaphysics has traditionally been understood as reasoning beyond the reach of science, sometimes even claiming realities beyond its grasp. Because of this, metaphysics is often contemptuously dismissed by scientists and philosophers who wish to remain within the bounds of what can be scientifically proven. Yet scientists at the frontiers of physics unwittingly engage in metaphysics, as they are now happy to contemplate whole universes that are, in principle, beyond human reach. Roger Trigg challenges those who deny that science needs philosophical assumptions. Trigg claims that the foundations of science themselves have to lie beyond science. It takes reasoning apart from experience to discover what is not yet known and this metaphysical reasoning to imagine realities beyond what can be accessed. “In Beyond Matter, Roger Trigg advances a powerful, persuasive, fair-minded argument that the sciences require a philosophical, metaphysical foundation. This is a brilliant book for newcomers to the philosophy of science and experts alike.” —Charles Taliaferro, professor of philosophy, St. Olaf College
| Author | : Gareth Leng |
| Publisher | : MIT Press |
| Total Pages | : 377 |
| Release | : 2020-03-18 |
| Genre | : Science |
| ISBN | : 026235828X |
How biases, the desire for a good narrative, reliance on citation metrics, and other problems undermine confidence in modern science. Modern science is built on experimental evidence, yet scientists are often very selective in deciding what evidence to use and tend to disagree about how to interpret it. In The Matter of Facts, Gareth and Rhodri Leng explore how scientists produce and use evidence. They do so to contextualize an array of problems confronting modern science that have raised concerns about its reliability: the widespread use of inappropriate statistical tests, a shortage of replication studies, and a bias in both publishing and citing “positive” results. Before these problems can be addressed meaningfully, the authors argue, we must understand what makes science work and what leads it astray. The myth of science is that scientists constantly challenge their own thinking. But in reality, all scientists are in the business of persuading other scientists of the importance of their own ideas, and they do so by combining reason with rhetoric. Often, they look for evidence that will support their ideas, not for evidence that might contradict them; often, they present evidence in a way that makes it appear to be supportive; and often, they ignore inconvenient evidence. In a series of essays focusing on controversies, disputes, and discoveries, the authors vividly portray science as a human activity, driven by passion as well as by reason. By analyzing the fluidity of scientific concepts and the dynamic and unpredictable development of scientific fields, the authors paint a picture of modern science and the pressures it faces.
| Author | : Sibel Erduran |
| Publisher | : Springer |
| Total Pages | : 206 |
| Release | : 2014-08-20 |
| Genre | : Science |
| ISBN | : 9401790574 |
Prompted by the ongoing debate among science educators over ‘nature of science’, and its importance in school and university curricula, this book is a clarion call for a broad re-conceptualizing of nature of science in science education. The authors draw on the ‘family resemblance’ approach popularized by Wittgenstein, defining science as a cognitive-epistemic and social-institutional system whose heterogeneous characteristics and influences should be more thoroughly reflected in science education. They seek wherever possible to clarify their developing thesis with visual tools that illustrate how their ideas can be practically applied in science education. The volume’s holistic representation of science, which includes the aims and values, knowledge, practices, techniques, and methodological rules (as well as science’s social and institutional contexts), mirrors its core aim to synthesize perspectives from the fields of philosophy of science and science education. The authors believe that this more integrated conception of nature of science in science education is both innovative and beneficial. They discuss in detail the implications for curriculum content, pedagogy, and learning outcomes, deploy numerous real-life examples, and detail the links between their ideas and curriculum policy more generally.
| Author | : Michael Ziser |
| Publisher | : Cambridge University Press |
| Total Pages | : 235 |
| Release | : 2013-07-29 |
| Genre | : Literary Criticism |
| ISBN | : 1107244471 |
This original and provocative study tells the story of American literary history from the perspective of its environmental context. Weaving together close readings of early American texts with ecological histories of tobacco, potatoes, apples and honey bees, Michael Ziser presents a method for literary criticism that explodes the conceptual distinction between the civilized and natural world. Beginning with the English exploration of Virginia in the sixteenth century, Ziser argues that the settlement of the 'New World' - and the cultivation and exploitation of its bounty - dramatically altered how writers used language to describe the phenomena they encountered on the frontier. Examining the work of Harriot, Grainger, Cooper, Thoreau and others, Ziser reveals how these authors, whether consciously or not, transcribed the vibrant ecology of North America, and the ways that the environment helped codify a uniquely American literary aesthetic of lasting importance.
| Author | : Karen Barad |
| Publisher | : Duke University Press |
| Total Pages | : 548 |
| Release | : 2007-07-11 |
| Genre | : Philosophy |
| ISBN | : 9780822339175 |
A theoretical physicist and feminist theorist, Karen Barad elaborates her theory of agential realism, a schema that is at once a new epistemology, ontology, and ethics.
| Author | : E. Brian Davies |
| Publisher | : OUP Oxford |
| Total Pages | : 272 |
| Release | : 2010-07-09 |
| Genre | : Science |
| ISBN | : 0191591564 |
In the follow-up to his acclaimed Science in the Looking Glass, Brian Davies discusses deep problems about our place in the world, using a minimum of technical jargon. The book argues that 'absolutist' ideas of the objectivity of science, dating back to Plato, continue to mislead generations of both theoretical physicists and theologians. It explains that the multi-layered nature of our present descriptions of the world is unavoidable, not because of anything about the world, but because of our own human natures. It tries to rescue mathematics from the singular and exceptional status that it has been assigned, as much by those who understand it as by those who do not. Working throughout from direct quotations from many of the important contributors to its subject, it concludes with a penetrating criticism of many of the recent contributions to the often acrimonious debates about science and religions.
| Author | : Ricardo Nemirovsky |
| Publisher | : Routledge |
| Total Pages | : 391 |
| Release | : 2004-12-13 |
| Genre | : Education |
| ISBN | : 1135619387 |
This book re-examines the dichotomy between the everyday and the disciplinary in mathematics and science education, and explores alternatives to this opposition from points of view grounded in the close examination of complex classroom events. It makes the case that students' everyday experience and knowledge in their entire manifold forms matter crucially in learning sciences and mathematics. The contributions of 13 research teams are organized around three themes: 1) the experiences of students in encounters with everyday matters of a discipline; 2) the concerns of curriculum designers, including teachers, as they design activities intended to focus on everyday matters of a discipline; and 3) the actions of teachers as they create classroom encounters with everyday matters of a discipline. As a whole the volume reflects the shift in the field of educational research in recent years away from formal, structural models of learning toward emphasizing its situated nature and the sociocultural bases of teaching and learning. At least two trends--increasing awareness that formal theories can be useful guides but are always partial and provisional in how they disclose classroom experiences, and the widespread availability of video and audio equipment that enables effortless recording of classroom interactions--have reoriented the field by allowing researchers and teachers to look at learning starting with complex classroom events rather than formal theories of learning. Such examinations are not meant to replace the work on general theoretical frameworks, but to ground them in actual complex events. This reorientation means that researchers and teachers can now encounter the complexity of learning and teaching as lived, human meaning-making experiences. Immersion in this complexity compels rethinking assumptions about the dichotomies that have traditionally organized the field's thinking about learning. Further, it has important implications for how the relationship between theory and practice in understanding teaching and learning is viewed. Everyday Matters in Science and Mathematics: Studies of Complex Classroom Events is an important resource for researchers, teacher educators, and graduate students in mathematics and science education, and a strong supplemental text for courses in these areas and also in cognition and instruction and instructional design.
