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  1. From discrete actors to goal-directed actions: Toward a process-based methodology for psychology.Endre E. Kadar & Judith A. Effken - 2005 - Philosophical Psychology 18 (3):353 – 382.
    Studying social phenomena is often assumed to be inherently different from studying natural science phenomena. In psychology, this assumption has led to a division of the field into social and experimental domains. The same kind of division has carried over into ecological psychology, despite the fact that Gibson clearly intended his theory for both social and natural phenomena. In this paper, we argue that the social/natural science dichotomy can be derived from a distinction between hermeneutics and science that is deeply (...)
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  • Workshop on Friction: Understanding and Addressing Students’ Difficulties in Learning Science Through a Hermeneutical Perspective.Sangwoo Ha, Gyoungho Lee & Calvin S. Kalman - 2013 - Science & Education 22 (6):1423-1441.
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  • Finitude, Fallibilism and Education towards Non-dogmatism: Gadamer’s hermeneutics in science education.Anniina Leiviskä - 2013 - Educational Philosophy and Theory 45 (5):516-530.
    The philosophy of science has witnessed continuous controversy since the mid-twentieth century regarding the justification of science’s privileged position, and which has also reverberated in the philosophy of science education. This contribution brings to the discussion the viewpoint of Hans-Georg Gadamer’s philosophical hermeneutics. I suggest that by relating to the idea of the fallibility of knowledge, Gadamerian philosophy provides a compromise between the extreme positions in the aforementioned debate. Gadamerian hermeneutics also has implications for science education: from the Gadamerian perspective, (...)
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  • Understanding sustainability.Bart Gremmen & Josette Jacobs - 1997 - Man and World 30 (3):315-327.
    Proposed solutions to sustainability often bring different economic sectors into conflict; when a sustainable solution for one sector is non-sustainable for another it creates what we call the dilemma of sustainability. A recent example took place in the Columbia Basin of the Pacific Northwest, involving competing notions of sustainability by fisheries and the energy industry. Taking up some ideas of Eger and Lyotard, we criticize the constructivist approach which treats large ecosystems as constructions and the process of resolving conflicts of (...)
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  • The Implications for Science Education of Heidegger’s Philosophy of Science.Robert Shaw - 2013 - Educational Philosophy and Theory 45 (5):546-570.
    Science teaching always engages a philosophy of science. This article introduces a modern philosophy of science and indicates its implications for science education. The hermeneutic philosophy of science is the tradition of Kant, Heidegger, and Heelan. Essential to this tradition are two concepts of truth, truth as correspondence and truth as disclosure. It is these concepts that enable access to science in and of itself. Modern science forces aspects of reality to reveal themselves to human beings in events of disclosure. (...)
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  • The pregnancy of the real: A phenomenological defense of experimental realism.Shannon Vallor - 2009 - Inquiry: An Interdisciplinary Journal of Philosophy 52 (1):1 – 25.
    This paper develops a phenomenological defense of Ian Hacking's experimental realism about unobservable entities in physical science, employing historically undervalued resources from the phenomenological tradition in order to clarify the warrant for our ontological commitments in science. Building upon the work of Husserl, Merleau-Ponty and Heelan, the paper provides a phenomenological correction of the positivistic conception of perceptual evidence maintained by antirealists such as van Fraassen, the experimental relevance of which is illustrated through a phenomenological interpretation of the 1974 discovery (...)
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