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The units of analysis in science studies

In Steve Fuller (ed.), The Cognitive turn: sociological and psychological perspectives on science. Boston: Kluwer Academic Publishers (1989)

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  1. Mathematical naturalism: Origins, guises, and prospects. [REVIEW]Bart Van Kerkhove - 2006 - Foundations of Science 11 (1-2):5-39.
    During the first half of the twentieth century, mainstream answers to the foundational crisis, mainly triggered by Russell and Gödel, remained largely perfectibilist in nature. Along with a general naturalist wave in the philosophy of science, during the second half of that century, this idealist picture was finally challenged and traded in for more realist ones. Next to the necessary preliminaries, the present paper proposes a structured view of various philosophical accounts of mathematics indebted to this general idea, laying the (...)
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  • Hidden Entities and Experimental Practice: Renewing the Dialogue Between History and Philosophy of Science.Theodore Arabatzis - 2011 - Boston Studies in the Philosophy of Science 263:125-139.
    In this chapter I investigate the prospects of integrated history and philosophy of science, by examining how philosophical issues raised by “hidden entities”, entities that are not accessible to unmediated observation, can enrich the historical investigation of their careers. Conversely, I suggest that the history of those entities has important lessons to teach to the philosophy of science. Hidden entities have played a crucial role in the development of the natural sciences. Despite their centrality to past scientific practice, however, several (...)
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  • Naturalized philosophy of science with a plurality of methods.David Stump - 1992 - Philosophy of Science 59 (3):456-460.
    Naturalism implies unity of method--an application of the methods of science to the methodology of science itself and to value theory. Epistemological naturalists have tried to find a privileged discipline to be the methodological model of philosophy of science and epistemology. However, since science itself is not unitary, the use of one science as a model amounts to a reduction and distorts the philosophy of science just as badly as traditional philosophy of science distorted science, despite the fact that the (...)
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  • What is represented by the representations?Loet Leydesdorff - 1994 - Social Epistemology 8 (2):117 – 121.
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  • Mathematical Naturalism: Origins, Guises, and Prospects.Bart Kerkhove - 2006 - Foundations of Science 11 (1):5-39.
    During the first half of the twentieth century, mainstream answers to the foundational crisis, mainly triggered by Russell and Gödel, remained largely perfectibilist in nature. Along with a general naturalist wave in the philosophy of science, during the second half of that century, this idealist picture was finally challenged and traded in for more realist ones. Next to the necessary preliminaries, the present paper proposes a structured view of various philosophical accounts of mathematics indebted to this general idea, laying the (...)
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  • Science studies: Bringing the big issues back in.Jon Guice - 1994 - Social Epistemology 8 (2):109 – 115.
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  • (1 other version)Implications of the Cognitive Sciences for the Philosophy of Science.Ronald N. Giere - 1990 - PSA Proceedings of the Biennial Meeting of the Philosophy of Science Association 1990 (2):418-430.
    Does recent work in the cognitive sciences have any implications for theories or methods employed within the philosophy of science itself? The answer to this question depends first on one’s conception of the philosophy of science and then on the nature of work being done in the various different fields comprising the cognitive sciences. For example, one might think of the philosophy of science as being an autonomous discipline that is both logically and epistemologically prior to any empirical inquiry. If (...)
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  • Molecular representations: building tentative links between the history of science and the study of cognition.Maria Yamalidou - 2001 - Science & Education 10 (5):423-451.
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  • Constructivisms and objectivity: Disentangling metaphysics from pedagogy.Richard E. Grandy - 1997 - Science & Education 6 (1-2):43-53.
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