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  1. Scientific research, technological innovation and the agenda of social justice, democratic participation and sustainability.Hugh Lacey - 2014 - Scientiae Studia 12 (SPE):37-55.
    Modern science, whose methodologies give special privilege to using decontextualizing strategies and downplay the role of context-sensitive strategies, have been extraordinarily successful in producing knowledge whose applications have transformed the shape of the lifeworld. Nevertheless, I argue that how the mainstream of the modern scientific tradition interprets the nature and objectives of science is incoherent; and that today there are two competing interpretations of scientific activities that are coherent and that maintain continuity with the success of the tradition: "commercially-oriented technoscience" (...)
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  • International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...)
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  • O lugar da ciência no mundo dos valores e da experiência humana.Hugh Lacey - 2009 - Scientiae Studia 7 (4):681-701.
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  • ‘Holding’ and ‘endorsing’ claims in the course of scientific activities.Hugh Lacey - 2015 - Studies in History and Philosophy of Science Part A 53:89-95.
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  • Interdisciplinarity and Climate Change: Transforming Knowledge and Practice for Our Global Future.Ted Benton - 2013 - Journal of Critical Realism 12 (2):260 - 265.
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  • I have chosen another way of thinking.Lena Hansson & Britt Lindahl - 2010 - Science & Education 19 (9):895-918.
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  • Philosophical issues related to risks and values.Renato Rodrigues Kinouchi - 2018 - Filosofia Unisinos 19 (3).
    This paper begins with the assumption that the concept of risk implies an entanglement between facts and values. This is not an arbitrary assumption since it can directly be deduced from the standard notion of risk. The value-ladenness of risk raises at least two further issues: the first one concerns the scales adopted to evaluate the severity of risks; the second concerns the commensurability/comparability of risks to human health and the environment. Some additional light is shed on those issues by (...)
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  • The eagle and the starlings: Galileo’s argument for the autonomy of science—how pertinent is it today?Hugh Lacey & Pablo R. Mariconda - 2012 - Studies in History and Philosophy of Science Part A 43 (1):122-131.
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  • Reflections on science and technoscience.Hugh Lacey - 2012 - Scientiae Studia 10 (SPE):103-128.
    Technoscientific research, a kind of scientific research conducted within the decontextualized approach (DA), uses advanced technology to produce instruments, experimental objects, and new objects and structures, that enable us to gain knowledge of states of affairs of novel domains, especially knowledge about new possibilities of what we can do and make, with the horizons of practical, industrial, medical or military innovation, and economic growth and competition, never far removed from view. The legitimacy of technoscientific innovations can be appraised only in (...)
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  • Some lessons from simulations of scientific disagreements.Dunja Šešelja - 2019 - Synthese 198 (Suppl 25):6143-6158.
    This paper examines lessons obtained by means of simulations in the form of agent-based models about the norms that are to guide disagreeing scientists. I focus on two types of epistemic and methodological norms: norms that guide one’s attitude towards one’s own theory, and norms that guide one’s attitude towards the opponent’s theory. Concerning I look into ABMs that have been designed to examine the context of peer disagreement. Here I challenge the conclusion that the given ABMs provide a support (...)
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  • Philosophical Dimensions of Social and Ethical Issues in School Science Education: Values in Science and in Science Classrooms.Ana C. Couló - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1087-1117.
    Philosophical debates on the nature and significance of values in scientific knowledge and practices have differentiated cognitive (or epistemic) values from noncognitive (non-epistemic, such as moral or political) ones. The significance of cognitive values has come to be more or less commonly accepted, but the place of noncognitive values is much more controversial. Analysis and debate on values-related dimensions of scientific knowledge and inquiry has been on the rise in contemporary philosophy of science since 1970. This chapter provides an overview (...)
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  • Tecnociência comercialmente orientada ou investigação multiestratégica?Hugh Lacey - 2014 - Scientiae Studia 12 (4):669-695.
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  • Is science compatible with religion but not with naturalism?: Alvin Plantinga: Where the conflict really lies: Science, religion, and naturalism. New York: Oxford University Press, 2011, xvi+359pp, $27.95 HB.Hugh Lacey - 2013 - Metascience 22 (2):423-426.
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