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  1. Concepts, anomalies and reality: a response to Bloor and Fehér.Stephen Kemp - 2007 - Studies in History and Philosophy of Science Part A 38 (1):241-253.
    In this article I respond to the defences of the Strong Programme put forward by David Bloor and Márta Fehér in this issue. I dispute the claim that it is attention to only limited parts of the Strong Programme framework that allows me to argue that this approach: leads to weak idealism, undermines the idea that theories have varying levels of instrumental success, and challenges the theoretical claims of scientific actors. Rather, I argue that these problematic positions are entailed by (...)
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  • Saving the Strong Programme: a critique of Stephen Kemp’s recent paper.Márta Fehér - 2007 - Studies in History and Philosophy of Science Part A 38 (1):235-240.
    In this paper I intend to discuss some of the views put forward by Stephen Kemp in his recent critique of the Strong Program. In particular I will try to defend David Bloor’s SSK against the charge of weak idealism brought up by Stephen Kemp in his paper. The widely held accusation, namely, according to which the social constructionist approach to scientific knowledge is strongly idealist, is already rejected by Kemp himself. He argues, however that Bloor’s attempts to divert the (...)
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  • Ideals and monisms: recent criticisms of the Strong Programme in the sociology of knowledge.David Bloor - 2007 - Studies in History and Philosophy of Science Part A 38 (1):210-234.
    I offer a reply to criticisms of the Strong Programme presented by Stephen Kemp who develops some new lines of argument that focus on the ‘monism’ of the programme. He says the programme should be rejected for three reasons. First, because it embodies ‘weak idealism’, that is, its supporters effectively sever the link between language and the world. Second, it challenges the reasons that scientists offer in explanation of their own beliefs. Third, it destroys the distinction between successful and unsuccessful (...)
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  • Philosophical skepticism not relativism is the problem with the Strong Programme in Science Studies and with Educational Constructivism.Dimitris P. Papayannakos - 2008 - Science & Education 17 (6):573-611.
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  • Blurry Humanism: A Reply to Michael Lynch.Chris Calvert-Minor - 2014 - Human Studies 37 (1):147-152.
    Humanism is blurry. It can have some clarity, but it is mainly blurry. To say anything otherwise is to fool oneself. Yes, we can construct reasonable humanistic theories that attempt to organize our understanding, such as methodologicalhumanism where one unifies discourses or practices according to human subjects or substantivehumanism that touts the importance of humanity via some shared attribute or substance. But to suggest that one can delineate and define the full salience of humanity, whether great or small, in the (...)
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