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  1. Really taking Darwin seriously: An alternative to Michael Ruse's Darwinian metaethics. [REVIEW]William A. Rottschaefer & David Martinsen - 1990 - Biology and Philosophy 5 (2):149-173.
    Michael Ruse has proposed in his recent book Taking Darwin Seriously and elsewhere a new Darwinian ethics distinct from traditional evolutionary ethics, one that avoids the latter's inadequate accounts of the nature of morality and its failed attempts to provide a naturalistic justification of morality. Ruse argues for a sociobiologically based account of moral sentiments, and an evolutionary based casual explanation of their function, rejecting the possibility of ultimate ethical justification. We find that Ruse's proposal distorts, overextends and weakens both (...)
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  • Regulatory Constructivism: On the Relation between Evolutionary Epistemology, Genetic Epistemology and Piaget's Genetic Epistemology.C. A. Hooker - 1994 - Biology and Philosophy 9 (2):197.
    It is argued that fundamental to Piaget's life works is a biologically based naturalism in which the living world is a nested complex of self-regulating, self-organising (constructing) adaptive systems. A structuralist-rationalist overlay on this core position is distinguished and it is shown how it may be excised without significant loss of content or insight. A new and richer conception of the nature of Piaget's genetic epistemology emerges, one which enjoys rich interrelationships with evolutionary epistemology. These are explored and it is (...)
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  • Genetic epistemology, equilibration and the rationality of scientific change.Richard F. Kitchener - 1987 - Studies in History and Philosophy of Science Part A 18 (3):339-366.
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  • Rezensionen.John J. Furlong, Joop Schopman, Richard F. Kitchener & Johanna Seibt M. A. - 1988 - Zeitschrift Für Allgemeine Wissenschaftstheorie 19 (1):148-170.
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  • Genetic epistemology, history of science and science education.Creso Franco & Dominique Colinvaux-De-Dominguez - 1992 - Science & Education 1 (3):255-271.
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  • Developmentally-based insights for science teaching.J. A. Rowell - 1993 - Science & Education 2 (2):111-136.
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