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Paradigms and Barriers: How Habits of Mind Govern Scientific Beliefs

Chicago: University of Chicago Press (1993)

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  1. Specialisation, Interdisciplinarity, and Incommensurability.Vincenzo Politi - 2017 - International Studies in the Philosophy of Science 31 (3):301-317.
    Incommensurability may be regarded as driving specialisation, on the one hand, and as posing some problems to interdisciplinarity, on the other hand. It may be argued, however, that incommensurability plays no role in either specialisation or interdisciplinarity. Scientific specialties could be defined as simply 'different' (that is, about different things), rather than 'incommensurable' (that is, competing for the explanation of the same phenomena). Interdisciplinarity could be viewed as the co- ordinated effort of scientists possessing complemetary and interlocking skills, and not (...)
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  • Teaching scientific creativity through philosophy of science.Rasmus Jaksland - 2021 - European Journal for Philosophy of Science 11 (4):1-17.
    There is a demand to nurture scientific creativity in science education. This paper proposes that the relevant conceptual infrastructure with which to teach scientific creativity is often already included in philosophy of science courses, even those that do not cover scientific creativity explicitly. More precisely, it is shown how paradigm theory can serve as a framework with which to introduce the differences between combinational, exploratory, and transformational creativity in science. Moreover, the types of components given in Kuhn’s disciplinary matrix are (...)
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  • The emergence of symbolic algebra as a shift in predominant models.Albrecht Heeffer - 2008 - Foundations of Science 13 (2):149--161.
    Historians of science find it difficult to pinpoint to an exact period in which symbolic algebra came into existence. This can be explained partly because the historical process leading to this breakthrough in mathematics has been a complex and diffuse one. On the other hand, it might also be the case that in the early twentieth century, historians of mathematics over emphasized the achievements in algebraic procedures and underestimated the conceptual changes leading to symbolic algebra. This paper attempts to provide (...)
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  • Historical Objections Against the Number Line.Albrecht Heeffer - 2011 - Science & Education 20 (9):863-880.
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  • Reflection as empowerment?Christopher Johns - 1999 - Nursing Inquiry 6 (4):241-249.
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  • Bad practices: A reply. [REVIEW]Stephen P. Turner - 1997 - Human Studies 20 (3):345-356.
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