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  1. Should Popper’s View of Rationality Be Used for Promoting Teacher Knowledge?Stephanie Chitpin - 2013 - Educational Philosophy and Theory 45 (8):833-844.
    Popper’s theory of learning is sometimes met with incredulity because Popper claims that there is no transference of knowledge or knowledge elements from outside the individual, neither from the physical environment nor from others. Instead, he claims that we can improve our present theories by discovering their inadequacies.The intent of this article is not to persuade educators to adopt Popper’s approach uncritically to build their professional knowledge. Rather, it presents a discussion on the need for teachers to adopt a critical (...)
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  • The Economics of Scientific Progress.Gerard Radnitzky - 1987 - Annals of the Japan Association for Philosophy of Science 7 (2):85-99.
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  • W.W. Bartley, III 1934–1990.Angelo M. Petroni - 1990 - Critical Review: A Journal of Politics and Society 4 (4):737-742.
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  • Popper's theory of deductive inference and the concept of a logical constant.Peter Schroeder-Heister - 1984 - History and Philosophy of Logic 5 (1):79-110.
    This paper deals with Popper's little-known work on deductive logic, published between 1947 and 1949. According to his theory of deductive inference, the meaning of logical signs is determined by certain rules derived from ?inferential definitions? of those signs. Although strong arguments have been presented against Popper's claims (e.g. by Curry, Kleene, Lejewski and McKinsey), his theory can be reconstructed when it is viewed primarily as an attempt to demarcate logical from non-logical constants rather than as a semantic foundation for (...)
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  • Openness to the unknown: The role of falsifiability in search of better knowledge.Yasuyuki Kageyama - 2003 - Philosophy of the Social Sciences 33 (1):100-121.
    From the time of its birth, Popper’s theory of falsifiability has been fiercely criticized from various viewpoints. In the author’s view, however, those various criticisms all have the same root in their assumption that a falsification must be certain and conclusive. As the theory of falsifiability has never had such an assumption, it is the source of misunderstanding. By discarding it, we can reply to every criticism and thereby clarify the role of falsifiability in our search for better knowledge; that (...)
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  • 知識の成長について.Kento Ikeda - 2022 - Journal of the Japan Association for Philosophy of Science 50 (1):1-15.
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  • The Ethical Nature of Karl Popper’s Solution to the Problem of Rationality.Stefano Gattei - 2002 - Philosophy of the Social Sciences 32 (2):240-266.
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  • Testimony from a Popperian perspective.Antoni Diller - 2008 - Philosophy of the Social Sciences 38 (4):419-456.
    Currently, testimony is studied extensively in Anglo-American philosophy. However, most of this work is done from a justificationist perspective in which philosophers try to justify our reliance on testimony in some way. I agree with Popper that justificationism is radically mistaken. Thus, I construct an account of how we respond to testimony that in no way attempts to justify our reliance on it. This account is not a straightforward exegesis of Popper, as he never tackled testimony systematically. It makes use, (...)
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  • On Critical and Pancritical Rationalism.Antoni Diller - 2013 - Philosophy of the Social Sciences 43 (2):127-156.
    Bartley’s pancritical rationalism is seen by some as being a refinement of Popper’s critical rationalism. I contest this view and argue that pancritical rationalism is obtained from critical rationalism by removing some of its most important and useful features. The remainder consists of a restatement of some of Popper’s key ideas and an interpretation of others that I attempt to show is not entirely faithful to what Popper says.
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