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Teaching false theories goes against the general pedagogical and philosophical belief that we must only teach and learn what is true. In general, the goal of pedagogy is taken to be epistemic: to gain knowledge and avoid ignorance. In this article, I argue that for realists and antirealists alike, epistemological and pedagogical goals have to come apart. I argue that the falsity of a theory does not automatically make it unfit for being taught. There are several good reasons for teaching (...) |
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This paper provides an account of mid-level models, which calibrate highly theoretical agent-based models of scientific communities by incorporating empirical information from real-world systems. As a result, these models more closely correspond with real-world communities, and are better suited for informing policy decisions than extant how-possibly models. I provide an exemplar of a mid-level model of science funding allocation that incorporates bibliometric data from scientific publications and data generated from empirical studies of peer review into an epistemic landscape model. The (...) |
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The understanding that comes with scientific explanation is regarded as one of the central epistemic aims of science. In earlier work I have argued that scientists achieve understanding of phenomen... |
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In this paper the truth is studied in the frame of autonomous systems theory. The method of the truth verification is worked out in its functional aspect. The verification is based on comparison of the predicted inner state of the autonomous agent, that is the cognitive subject, to the achieved inner state of the agent. The state is achieved as the result of performing the action in the real world—the agent’s environment. The action design is created on the basis of (...) |
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Realism is generally assumed as the correct position with regards to psychological research and the measurement of psychological attributes in psychometrics. Borsboom et al., 203–219 2003), for instance, argued that the choice of a reflective measurement model necessarily implies a commitment to the existence of psychological constructs as well as a commitment to the belief that empirical testing of measurement models can justify their correspondence with real causal structures. Hood :739–761 2013) deemphasized Borsboom et al.’s position and argued that the (...) |
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No hace mucho tiempo, la demarcación, el cambio teórico o la racionalidad científica coloreaban la paleta de la filosofía de la ciencia. Hoy estos problemas son vistos como asuntos clásicos de la disciplina. En La actitud científica, Lee McIntyre renueva el escaparate filosófico recuperando el problema de la demarcación, defendiendo que lo distintivo de la ciencia es “que se preocupa por la evidencia y está dispuesta a modificar sus teorías en función de la evidencia”. Se presentan a continuación una síntesis (...) |
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