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Epistemic cultures: how the sciences make knowledge

Cambridge, Mass.: Harvard University Press (1999)

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  1. Extended Cognitive System and Epistemic Subject.Barbara Trybulec - 2015 - Studies in Logic, Grammar and Rhetoric 40 (1):111-128.
    The concept of an extended cognitive system is central to contemporary studies of cognition. In the paper I analyze the place of the epistemic subject within the extended cognitive system. Is it extended as well? In answering this question I focus on the differences between the first and the second wave of arguments for the extended mind thesis. I argue that the position of Cognitive Integration represented by Richard Menary is much more intuitive and fruitful in analyses of cognition and (...)
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  • Inquiry Teaching and Learning: Philosophical Considerations.Gregory J. Kelly - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1363-1380.
    Inquiry teaching can be viewed as an approach for communicating the knowledge and practices of science to learners. In its various forms inquiry offers potential learning opportunities and poses constraints on what might be available to learn. Philosophical analysis offers ways of understanding inquiry, knowledge, and social practices. This chapter will examine philosophical problems that arise from teaching science as inquiry. Observation, experimentation, measurement, inference, explanation, and modeling pose challenges for novice learners who may not have the conceptual and epistemic (...)
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  • Social Studies of Science and Science Teaching.Gábor Kutrovátz & Gábor Áron Zemplén - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1119-1141.
    If any nature of science perspective is to be incorporated in science-related curricula, it is hard to imagine a satisfactory didactic toolkit that neglects the social studies of science, the academic field of study of the institutional structures and networks of science. Knowledge production takes place in a world populated by actors, instruments, and ideas, and various epistemic cultures are responsible for providing the concepts, abstractions, and techniques that slowly trickle down the information pathways to become stabilized in university curricula (...)
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  • Opaque and Translucent Epistemic Dependence in Collaborative Scientific Practice.Susann Wagenknecht - 2014 - Episteme 11 (4):475-492.
    This paper offers an analytic perspective on epistemic dependence that is grounded in theoretical discussion and field observation at the same time. When in the course of knowledge creation epistemic labor is divided, collaborating scientists come to depend upon one another epistemically. Since instances of epistemic dependence are multifarious in scientific practice, I propose to distinguish between two different forms of epistemic dependence, opaque and translucent epistemic dependence. A scientist is opaquely dependent upon a colleague if she does not possess (...)
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  • How Editors Decide. Oral Communication in Journal Peer Review.Stefan Hirschauer - 2015 - Human Studies 38 (1):37-55.
    The operative nucleus of peer review processes has largely remained a ‘black box’ to analytical empirical research. There is a lack of direct insights into the communicative machinery of peer review, i.e., into ‘gatekeeping in action’. This article attempts to fill a small part of this huge research gap. It is based on an ethnographic case study about peer review communication in a sociological journal. It looks at the final phase of the peer review process: the decisions taken in the (...)
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  • Defining “religion” as natural: A critical invitation to Robert McCauley.Andrew Ali Aghapour - 2014 - Zygon 49 (3):708-715.
    Previous critics have argued that Robert McCauley defines religion and science selectively and arbitrarily, cutting them to fit his model in Why Religion Is Natural and Science Is Not. McCauley has responded that final definitions are “overrated” and that artificial distinctions can serve an important role in naturalistic investigation. I agree with this position but argue that a genealogy of the category of religion is crucial to the methodology that McCauley describes. Since the inherent ambiguity of religion will undermine any (...)
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  • Learning science through inquiry in kindergarten.Ala Samarapungavan, Panayota Mantzicopoulos & Helen Patrick - 2008 - Science Education 92 (5):868-908.
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  • Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations.Mark Windschitl, Jessica Thompson & Melissa Braaten - 2008 - Science Education 92 (5):941-967.
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  • Practices of Calculation.Herbert Kalthoff - 2005 - Theory, Culture and Society 22 (2):69-97.
    As recent studies in economic and financial sociology have underscored, calculation is central to economic practices. While some sociological accounts locate the performance of calculation within individual ability, networks of human agents or their cultural embeddedness, studies operating on the background of the sociology of (scientific) knowledge conceive of calculation as situated in the practice of the participants engaged, the technological tools used and their requirements. The article explores this point further, using a distinction which can be traced back to (...)
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  • Multiplex and Unfolding: Computer Simulation in Particle Physics.Martina Merz - 1999 - Science in Context 12 (2):293-316.
    The ArgumentWhat kind of objects are computer programs used for simulation purposes in scientific settings? The current investigation treats a special case. It focuses on “event generators,” the program packages that particle physicists construct and use to simulate mechanisms of particle production. The paper is an attempt to bring the multiplex and unfolding character of such knowledge objects to the fore: Multiple meanings and functions are embodied in the object and can be drawn out selectively according to the requirements of (...)
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  • La moralidad distribuida y la tecnología. Cómo las cosas nos hacen morales.Lorenzo Magnani - 2006 - Isegoría 34:63-78.
    En el presente artículo se sostiene que, a través de la tecnología, las personas podemos simplificar y resolver tareas morales incluso en presencia de información incompleta o de una capacidad insuficiente para la acción moral. Muchas cosas externas, normalmente concebidas como inertes desde un punto de vista moral, pueden considerarse lo que aquí se denominarán mediadores morales. Por lo tanto, no todas las herramientas morales están en el interior de nuestra cabeza, sino que muchas están distribuidas en objetos y estructuras (...)
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  • Technology and institutions: living in a material world. [REVIEW]Trevor Pinch - 2008 - Theory and Society 37 (5):461-483.
    This article addresses the relationship between technology and institutions and asks whether technology itself is an institution. The argument is that social theorists need to attend better to materiality: the world of things and objects of which technical things form an important class. It criticizes the new institutionalism in sociology for its failure to sufficiently open up the black box of technology. Recent work in science and technology studies (S&TS) and in particular the sociology of technology is reviewed as another (...)
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  • The contradictory nature of knowledge: a challenge for understanding innovation in a local context and workplace development and for doing action research. [REVIEW]Hans Chr Garmann Johnsen, James Karlsen, Roger Normann & Jens Kristian Fosse - 2009 - AI and Society 23 (1):85-98.
    The argument in this article is that knowledge is an important phenomenon to understand in order to discuss development and innovation in modern workplaces. Predominant theories on knowledge in organisation and innovation literature, we argue, are based on a dualist concept of knowledge. The arguments found in these theories argue for one type of knowledge in contrast to another. The most prevailing dualism is that between local and universal knowledge. We believe that arguing along this line does not bring us (...)
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  • La segunda revolución copernicana de Kant a Kuhn: el paradigma de la sostenibilidad y la ética del cambio climático.Ignacio Ayestarán Uriz - 2009 - Daimon: Revista Internacional de Filosofía 47:65-82.
    This article raises issues of science, politics, economics and ethics. The first section presents the ontological transition from the first Copernican revolution to the second Copernican revolution in the global study of sustainability and the ethics of climate change. The second section describes the «Giddens’s paradox» and the Hilbertian program of the Earth System Science, that presuppose a paradigmatic challenge. Finally, the third section links this methodological challenge to the description of the «post-normal science» and the «transdisciplinarity chain» in a (...)
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  • Natural Kinds as Scientific Models.Luiz Henrique Dutra - 2011 - Boston Studies in the Philosophy of Science 290:141-150.
    The concept of natural kind is center stage in the debates about scientific realism. Champions of scientific realism such as Richard Boyd hold that our most developed scientific theories allow us to “cut the world at its joints” (Boyd, 1981, 1984, 1991). In the long run we can disclose natural kinds as nature made them, though as science progresses improvements in theory allow us to revise the extension of natural kind terms.
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  • The Territorial State as a Figured World of Power: Strategics, Logistics, and Impersonal Rule.Chandra Mukerji - 2010 - Sociological Theory 28 (4):402 - 424.
    The ability to dominate or exercise will in social encounters is often assumed in social theory to define power, but there is another form of power that is often confused with it and rarely analyzed as distinct: logistics or the ability to mobilize the natural world for political effect. I develop this claim through a case study of seventeenthcentury France, where the power of impersonal rule, exercised through logistics, was fundamental to state formation. Logistical activity circumvented patrimonial networks, disempowering the (...)
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  • Distributed Cognition in Scientific Contexts.Hyundeuk Cheon - 2014 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 45 (1):23-33.
    Even though it has been argued that scientific cognition is distributed, there is no consensus on the exact nature of distributed cognition. This paper aims to characterize distributed cognition as appropriate for philosophical studies of science. I first classify competing characterizations into three types: the property approach, the task approach, and the system approach. It turns out that the property approach and the task approach are subject to criticism. I then argue that the most preferable way to understand distributed cognition (...)
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  • Coordination in the Science System: Theoretical Framework and a Case Study of an Intermediary Organization. [REVIEW]Laurens K. Hessels - 2013 - Minerva 51 (3):317-339.
    Many science systems are witnessing the rise of intermediary organizations with a coordinating mission, but to date a systematic understanding of their function and effects is lacking. The aim of this paper is to contribute to the understanding of the coordinating efforts of intermediary organizations. Starting from the definition of coordination as the establishment or strengthening of a relationship among the activities in a system, with the aim to enhance their common effectiveness, I develop a heuristic framework that facilitates the (...)
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  • Creating a Peripheral Trading Zone: Satyendra Nath Bose and Bose–Einstein Statistics, Doing Science in the Role of an Outsider.Deepanwita Dasgupta - 2012 - International Studies in the Philosophy of Science 26 (3):259-287.
    The term ?boson? appears in almost all discussions on elementary particles and carries a reference to the name of Satyendra Nath Bose, the co-founder of quantum statistics. Yet, in spite of this wide use of a term coined after his name, Bose himself remains a shadowy figure in the history of science. This article is an attempt to reconstruct how Bose arrived at the statistics for which he is now remembered, and his subsequent two-year brief role in international science. Through (...)
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  • Toward an epistemology of nano-technosciences.Jan C. Schmidt - 2011 - Poiesis and Praxis 8 (2-3):103-124.
    This paper aims to contribute to the attempts to clarify and classify the vague notion of “technosciences” from a historical perspective. A key question that is raised is as follows: Does Francis Bacon, one of the founding fathers of the modern age, provide a hitherto largely undiscovered programmatic position, which might facilitate a more profound understanding of technosciences ? The paper argues that nearly everything we need today for an ontologically well-informed epistemology of technoscience can be found in the works (...)
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  • Towards Diffractive Transdisciplinarity: Integrating Gender Knowledge into the Practice of Neuroscientific Research.Katrin Nikoleyczik - 2011 - Neuroethics 5 (3):231-245.
    The current neurosciences contribute to the construction of gender/sex to a high degree. Moreover, the subject of gender/sex differences in cognitive abilities attracts an immense public interest. At the same time, the entanglement of gender and science has been shown in many theoretical and empirical analyses. Although the body of literature is very extensive and differentiated with regards to the dimensions of ‘neuroscience of gender’ and ‘gender in neuroscience’, the feeding back of these findings into the field of neuroscience remains (...)
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  • Cognitive individualism and the child as scientist program.Bill Wringe - 2011 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 42 (4):518-529.
    n this paper, I examine the charge that Gopnik and Meltzoff’s ‘Child as Scientist’ program, outlined and defended in their 1997 book Words, Thoughts and Theories is vitiated by a form of ‘cognitive individualism’ about science. Although this charge has often been leveled at Gopnik and Meltzoff’s work, it has rarely been developed in any detail. -/- I suggest that we should distinguish between two forms of cognitive individualism which I refer to as ‘ontic’ and ‘epistemic’ cognitive individualism (OCI and (...)
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  • Before There Were Standards: The Role of Test Animals in the Production of Empirical Generality in Physiology. [REVIEW]Cheryl A. Logan - 2002 - Journal of the History of Biology 35 (2):329-363.
    After 1900, the selective breeding of a few standard animals for research in the life sciences changed the way science was done. Among the pervasive changes was a transformation in scientists' assumptions about relationship between diversity and generality. Examination of the contents of two prominent physiology journals between 1885 and 1900, reveals that scientists used a diverse array of organisms in empirical research. Experimental physiologists gave many reasons for the choice of test animals, some practical and others truly comparative. But, (...)
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  • Distributed cognition without distributed knowing.Ronald N. Giere - 2007 - Social Epistemology 21 (3):313-320.
    In earlier works, I have argued that it is useful to think of much scientific activity, particularly in experimental sciences, as involving the operation of distributed cognitive systems, as these are understood in the contemporary cognitive sciences. Introducing a notion of distributed cognition, however, invites consideration of whether, or in what way, related cognitive activities, such as knowing, might also be distributed. In this paper I will argue that one can usefully introduce a notion of distributed cognition without attributing other (...)
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  • Boundary-Work in the Health Research Field: Biomedical and Clinician Scientists' Perceptions of Social Science Research. [REVIEW]Mathieu Albert, Suzanne Laberge & Brian D. Hodges - 2009 - Minerva 47 (2):171-194.
    Funding agencies in Canada are attempting to break down the organizational boundaries between disciplines to promote interdisciplinary research and foster the integration of the social sciences into the health research field. This paper explores the extent to which biomedical and clinician scientists’ perceptions of social science research operate as a cultural boundary to the inclusion of social scientists into this field. Results indicated that cultural boundaries may impede social scientists’ entry into the health research field through three modalities: (1) biomedical (...)
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  • New Forms of Complementarity in Science.Andrea Bonaccorsi - 2010 - Minerva 48 (4):355-387.
    New sciences born or developed in the 20th century (information, materials, life science) are based on forms of complementarity that differ from the past. The paper discusses cognitive, or disciplinary, institutional, and technical complementarity. It argues that new sciences apply a reductionist explanatory strategy to complex multi-layered systems. In doing so the reductionist promise is falsified, generating the need for multi-level kinds of explanation (e.g. in post-genomic molecular biology), new forms of complementarity between scientific and non-scientific organizations, and new forms (...)
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  • Genuinely collective emotions.Bryce Huebner - 2011 - European Journal for Philosophy of Science 1 (1):89-118.
    It is received wisdom in philosophy and the cognitive sciences that individuals can be in emotional states but groups cannot. But why should we accept this view? In this paper, I argue that there is substantial philosophical and empirical support for the existence of collective emotions. Thus, while there is good reason to be skeptical about many ascriptions of collective emotion, I argue that some groups exhibit the computational complexity and informational integration required for being in genuinely emotional states.
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  • Testing universal gravitation in the laboratory, or the significance of research on the mean density of the earth and big G, 1798–1898: changing pursuits and long-term methodological–experimental continuity. [REVIEW]Steffen Ducheyne - 2011 - Archive for History of Exact Sciences 65 (2):181-227.
    This article seeks to provide a historically well-informed analysis of an important post-Newtonian area of research in experimental physics between 1798 and 1898, namely the determination of the mean density of the earth and, by the end of the nineteenth century, the gravitational constant. Traditionally, research on these matters is seen as a case of “puzzle solving.” In this article, the author shows that such focus does not do justice to the evidential significance of eighteenth- and nineteenth-century experimental research on (...)
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  • Do we need a specific kind of technoscience assessment? Taking the convergence of science and technology seriously.Karen Kastenhofer - 2010 - Poiesis and Praxis 7 (1-2):37-54.
    The presented paper addresses the concept of technoscience and its possible implications for technology assessment. Drawing on the discourse about converging technologies, it formulates the assumption that a general shift within science from epistemic cultures to techno-epistemic cultures lies at the heart of the propagated convergence between nano-, bio-, info- and cogno-sciences and technologies. This shift is adequately captured—so the main thesis—by the technoscience label. The paper elaborates on the shared characteristics of the new technosciences, especially their hybrid character and (...)
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  • “Old” Technology in New Hands: Instruments as Mediators of Interdisciplinary Learning in Microfluidics.Dorothy Sutherland Olsen - 2010 - Spontaneous Generations 4 (1):231-254.
    In his article on radical innovation, Shinn (2005) examined the role of scientific instruments in innovation. This paper continues to investigate this theme, but the main focus is on how scientists or engineers from one discipline may learn from another and produce new knowledge and new technology. The paper looks at the role that tools and instruments developed by one discipline, in one environment, can play in the development of knowledge in a new environment. The theoretical basis for this study (...)
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  • Expansive agency in multi-activity collaboration.Katsuhiro Yamazumi - 2009 - In Annalisa Sannino, Harry Daniels & Kris D. Gutierrez (eds.), Learning and expanding with activity theory. New York: Cambridge University Press. pp. 212--227.
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  • Why science studies has never been critical of science: Some recent lessons on how to be a helpful nuisance and a harmless radical.Steve Fuller - 2000 - Philosophy of the Social Sciences 30 (1):5-32.
    Research in Science and Technology Studies (STS) tends to presume that intellectual and political radicalism go hand in hand. One would therefore expect that the most intellectually radical movement in the field relates critically to its social conditions. However, this is not the case, as demonstrated by the trajectory of the Parisian School of STS spearheaded by Michel Callon and Bruno Latour. Their position, "actor-network theory," turns out to be little more than a strategic adaptation to the democratization of expertise (...)
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  • Exploring scientific misconduct: Isolated individuals, impure institutions, or an inevitable idiom of modern science? [REVIEW]Benjamin K. Sovacool - 2008 - Journal of Bioethical Inquiry 5 (4):271-282.
    This paper identifies three distinct narratives concerning scientific misconduct: a narrative of “individual impurity” promoted by those wishing to see science self-regulated; a narrative of “institutional impropriety” promoted by those seeking greater external control of science; and a narrative of “structural crisis” among those critiquing the entire process of research itself. The paper begins by assessing contemporary definitions and estimates of scientific misconduct. It emphasizes disagreements over such definitions and estimates as a way to tease out tension and controversy over (...)
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  • Optimal judgment aggregation.Jesus P. Zamora Bonilla - unknown
    A necessary condition for a group being taken as a rational agent is that its choices and judgements are ‘logically contestable’, but this can lead to problems of aggregation, as Arrow impossibility theorem or the discursive dilemma. This paper proposes a contractarian or constitutional approach: the relevant thing is what aggregation mechanisms would be preferred by the members of the group. Two distinctions need to be made: first, judgement aggregation is not aggregation of decisions, and judgement aggregation needs be distinguished (...)
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  • Social epistemology of scientific inquiry: Beyond historical vs. philosophical case studies.Melinda Fagan - unknown
    In this paper, I propose a new way to integrate historical accounts of social interaction in scientific practice with philosophical examination of scientific knowledge. The relation between descriptive accounts of scientific practice, on the one hand, and normative accounts of scientific knowledge, on the other, is a vexed one. This vexatiousness is one instance of the gap between normative and descriptive domains. The general problem of the normative/descriptive divide takes striking and problematic form in the case of social aspects of (...)
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  • Artificial science – a simulation test-bed for studying the social processes of science.Bruce Edmonds - unknown
    it is likely that there are many different social processes occurring in different parts of science and at different times, and that these processes will impact upon the nature, quality and quantity of the knowledge that is produced in a multitude of ways and to different extents. It seems clear to me that sometimes the social processes act to increase the reliability of knowledge (such as when there is a tradition of independently reproducing experiments) but sometimes does the opposite (when (...)
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  • Science Education as Emancipatory: The case of Roy Bhaskar's philosophy of meta‐Reality.Michalinos Zembylas - 2006 - Educational Philosophy and Theory 38 (5):665–676.
    In this essay, I argue that Roy Bhaskar's philosophy of meta‐Reality creates the middle way to theorize emancipation in critical science education: between empiricism and idealism on the one hand, and naïve realism and relativism, on the other hand. This theorization offers possibilities to transcend the usual dichotomies and dualisms that are often perpetuated in some feminist and multiculturalist accounts of critical science education. Further, meta‐Reality suggests a radically new way to re‐visit the suspect notion of emancipation. The implications for (...)
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  • Who has scientific knowledge?K. Brad Wray - 2007 - Social Epistemology 21 (3):337 – 347.
    I examine whether or not it is apt to attribute knowledge to groups of scientists. I argue that though research teams can be aptly described as having knowledge, communities of scientists identified with research fields, and the scientific community as a whole are not capable of knowing. Scientists involved in research teams are dependent on each other, and are organized in a manner to advance a goal. Such teams also adopt views that may not be identical to the views of (...)
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  • What are we? The social construction of the human biological self.Lauren H. Seiler - 2007 - Journal for the Theory of Social Behaviour 37 (3):243–277.
    This essay explores how the human biological self is socially constructed, and rejects various truisms that define our character. Rather than being stand-alone entities, the human biological self forms what biologists call “superorganisms” and what I call “poly-super-organisms.” Thus, along with prokaryotes , viruses, and other entities, we are combined in an inseparable menagerie of species that is spread across multiple bodies. Biologists claim that only males and females are organisms. As described here, however, human sperm and eggs are equally (...)
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  • Science, society and the university: A paradox of values.Beth Perry - 2006 - Social Epistemology 20 (3 & 4):201 – 219.
    The existence of conflicting messages on the role and status of the university is linked to a wider paradox of values about science in society. Value is attributed to science and assumed by the university in the context of the move to knowledge-based economies and societies, yet this has not been accompanied by a systematic and balanced debate about the values that should underpin socio-economic change. Questions are then raised about both the effectiveness of public policy and the role of (...)
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  • The anti-philosophical stance, the realism question and scientific practice.Dan Mcarthur - 2006 - Foundations of Science 11 (4):369-397.
    In recent years a general consensus has been developing in the philosophy of science to the effect that strong social constructivist accounts are unable to adequately account for scientific practice. Recently, however, a number of commentators have formulated an attenuated version of constructivism that purports to avoid the difficulties that plague the stronger claims of its predecessors. Interestingly this attenuated form of constructivism finds philosophical support from a relatively recent turn in the literature concerning scientific realism. Arthur Fine and a (...)
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  • Distributed morality: Externalizing ethical knowledge in technological artifacts. [REVIEW]Lorenzo Magnani & Emanuele Bardone - 2008 - Foundations of Science 13 (1):99-108.
    Technology moves us to a better world. We contend that through technology people can simplify and solve moral tasks when they are in presence of incomplete information and possess a diminished capacity to act morally. Many external things, usually inert from the moral point of view, can be transformed into the so-called moral mediators. Hence, not all of the moral tools are inside the head, many of them are shared and distributed in “external” objects and structures which function as ethical (...)
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  • The role of agency in distributed cognitive systems.Ronald N. Giere - 2006 - Philosophy of Science 73 (5):710-719.
    In previous publications I have argued that much scientific activity should be thought of as involving the operation of distributed cognitive systems. Since these contributions to the cognitive study of science appear in venues not necessarily frequented by philosophers of science, I begin with a brief introduction to the notion of a distributed cognitive system. I then describe what I take to be an exemplary case of a scientific distributed cognitive system, the Hubble Space Telescope (HST). I do not here (...)
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  • Interactive constructivism in education.Kersten Reich - 2007 - Education and Culture 23 (1):7-26.
    : Interactive constructivism and its implications for education will be introduced in four steps. (1) The context of the approach and its relation to other constructivist developments will be discussed. (2) I will examine essential pragmatic criteria in the tradition of John Dewey that are relevant for interactive constructivism. (3) More decisively than Dewey interactive constructivism launches a meta-theoretical distinction between observers, participants, and agents. (4) Communication as a chief dimension of education can be analyzed out of three perspectives: the (...)
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  • Did Habermas Cede Nature to the Positivists?Gordon R. Mitchell - 2003 - Philosophy and Rhetoric 36 (1):1-21.
    In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 36.1 (2003) 1-21 [Access article in PDF] Did Habermas Cede Nature to the Positivists? Gordon R. Mitchell Jürgen Habermas's "colonization of the lifeworld" thesis (1987, 332-73) posits that many of society's pathologies are due to the tendency of institutions to convert social issues that ought to be sorted out by a debating citizenry into technical problems ripe for resolution by expert bureaucracies, thus pre-empting important public (...)
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  • On Fodor's analogy: Why psychology is like philosophy of science after all.Dominic Murphy - 2006 - Mind and Language 21 (5):553-564.
    Jerry Fodor has argued that a modular mind must include central systems responsible for updating beliefs, and has defended this position by appealing to shared properties of belief fixation and scientific confirmation. Peter Carruthers and Stephen Pinker have attacked this analogy between science and ordinary inference. I examine their arguments and show that they fail. This does not show that Fodor's more general position is correct.
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  • Scientific Communication and the Nature of Science.Kristian H. Nielsen - 2013 - Science & Education 22 (9):2067-2086.
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  • Can Scientific Cognition Be Distributed?Young E. Rhee - 2017 - Annals of the Japan Association for Philosophy of Science 26:29-37.
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  • Scientists’ Understandings of Risk of Nanomaterials: Disciplinary Culture Through the Ethnographic Lens.Mikael Johansson & Åsa Boholm - 2017 - NanoEthics 11 (3):229-242.
    There is a growing literature on how scientific experts understand risk of technology related to their disciplinary field. Previous research shows that experts have different understandings and perspectives depending on disciplinary culture, organizational affiliation, and how they more broadly look upon their role in society. From a practice-based perspective on risk management as a bottom-up activity embedded in work place routines and everyday interactions, we look, through an ethnographic lens, at the laboratory life of nanoscientists. In the USA and Sweden, (...)
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  • Why Designing Is Not Experimenting: Design Methods, Epistemic Praxis and Strategies of Knowledge Acquisition in Architecture.Sabine Ammon - 2017 - Philosophy and Technology 30 (4):495-520.
    Using the example of architecture, this article defends the thesis that designing should not be regarded as a kind of experimenting. This is in contrast to a widespread methodological claim that design processes are equivalent to experimentation processes. The contrary thesis can be proven by focusing on actual practices, techniques and design strategies. Closely connected with the thesis is an even more important epistemological claim, which contends that designing serves not only to develop artefacts but is also a means of (...)
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