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Psychology and Epistemology

(1973)

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  1. Academics’ Epistemological Attitudes towards Academic Social Networks and Social Media.Jevgenija Sivoronova, Aleksejs Vorobjovs & Vitālijs Raščevskis - 2024 - Philosophies 9 (1):1-28.
    Academic social networks and social media have revolutionised the way individuals gather information and express themselves, particularly in academia, science, and research. Through the lens of academics, this study aims to investigate the epistemological and psychosocial aspects of these knowledge sources. The epistemological attitude model presented a framework to delve into and reflect upon the existence of knowledge sources, comprising subjective, interactional, and knowledge dimensions. One hundred and twenty-six university academics participated in this study, including lecturers and researchers from different (...)
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  • Control mechanisms of vocalization and the evolution of speech.Horst D. Steklis - 1982 - Behavioral and Brain Sciences 5 (2):287-287.
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  • Constructivist Pedagogy and Symbolism: Vico, Cassirer, Piaget, Bateson.Thomas Erling Peterson - 2012 - Educational Philosophy and Theory 44 (8):878-891.
    Constructivism is at the heart of a pedagogical philosophy going back to Vico, whose view of the interrelationship of the arts and sciences sought to reconstitute the classical paideia. The Vichian idea that human beings can only know the truth of what they themselves have made has theoretical and practical consequences for Vico's pedagogy and view of the university. Vico's ideas on education are extended in the modern period by such thinkers as Cassirer, Piaget and Bateson. At the basis of (...)
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  • The nature and scope of genetic epistemology.Richard F. Kitchener - 1981 - Philosophy of Science 48 (3):400-415.
    Although the theory of Jean Piaget is correctly characterized as genetic epistemology, its nature and scope remain unclear and controversial. An examination of Piaget's Introduction a l'epistemologie genetique indicates that Piaget relies heavily upon a model of comparative anatomy and, consequently, that genetic epistemology is about both the history of science and individual development. This biological model seems to be the basis for Piaget's view that the history of science can be seen as a (Kantian) history of scientific concepts whereas (...)
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  • Genetic epistemology, history of science and genetic psychology.Richard F. Kitchener - 1985 - Synthese 65 (1):3 - 31.
    Genetic epistemology analyzes the growth of knowledge both in the individual person (genetic psychology) and in the socio-historical realm (the history of science). But what the relationship is between the history of science and genetic psychology remains unclear. The biogenetic law that ontogeny recapitulates phylogeny is inadequate as a characterization of the relation. A critical examination of Piaget's Introduction à l'Épistémologie Généntique indicates these are several examples of what I call stage laws common to both areas. Furthermore, there is at (...)
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  • Science and Rationality.Ron Johnston & Julie Sheppard - 1982 - Bulletin of Science, Technology and Society 2 (3):205-280.
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  • Problems with Piaget and pallia.Harry J. Jerison - 1982 - Behavioral and Brain Sciences 5 (2):284-287.
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  • Artificial Intelligence as a Possible Tool for Discovering Laws of Logic.David Isles - 1978 - Cognitive Science 2 (4):329-360.
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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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  • The relevance of psychology to epistemology.Susan Haack - 1975 - Metaphilosophy 6 (2):161–176.
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  • Conceptions of development and the evolution of behavior.Gilbert Gottlieb, Timothy D. Johnston & Richard P. Scoville - 1982 - Behavioral and Brain Sciences 5 (2):284-284.
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  • An observing science.Ranulph Glanville - 2001 - Foundations of Science 6 (1-3):45-75.
    In this paper I make the arguments that I seesupporting a view of how we can come to knowthe world we live in.I start from a position in second ordercybernetics which turns out to be a RadicalConstructivist position. This position isessentially epistemological, and much of thispaper is concerned with the act of knowing,crucial when we try to develop an understandingof what we mean when we discuss a field ofknowing (knowledge), which is at the root ofscience. The argument follows a path (...)
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  • Brain structure, Piaget, and adaptatison, or, “No, I think, therefore I eat”.Kathleen R. Gibson & Sue T. Parker - 1982 - Behavioral and Brain Sciences 5 (2):288-293.
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  • Homo does not cogitate because of bread alone: Or, “I eat therefore I think?”.Roger S. Fouts - 1982 - Behavioral and Brain Sciences 5 (2):283-283.
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  • Human cognitive development in the first four years.Kurt W. Fischer - 1982 - Behavioral and Brain Sciences 5 (2):282-283.
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  • Scientific revolution and the evolution of consciousness.Robert Artigiani - 1988 - World Futures 25 (3):237-281.
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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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  • Critical Foundations of the Contextual Theory of Mind.Mr S. A. Orwin O'dowd Antiquarivodamailcoza - unknown
    The contextual mind is found attested in various usages of the term complement, in the background of Kant. The difficulties of Kant's intuitionism are taken up through Quine, but referential opacity is resolved as semantic presence in lived context. A further critique of rationalist linguistics is developed from Jakobson, showing generic functions in thought supporting abstraction, binding and thereby semantic categories. Thus Bolzano's influential philosophy of mathematics and science gives way to a critical view of the ancient heritage acknowledged by (...)
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  • Emil du Bois-Reymond's Reflections on Consciousness.Gabriel Finkelstein - 2014 - In Chris Smith Harry Whitaker (ed.), Brain, Mind and Consciousness in the History of Neuroscience. Springer. pp. 163-184.
    The late 19th-century Ignorabimus controversy over the limits of scientific knowledge has often been characterized as proclaiming the end of intellectual progress, and by implication, as plunging Germany into a crisis of pessimism from which Liberalism never recovered. My research supports the opposite interpretation. The initiator of the Ignorabimus controversy, Emil du Bois-Reymond, was a physiologist who worked his whole life against the forces of obscurantism, whether they came from the Catholic and Conservative Right or the scientistic and millenarian Left. (...)
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  • Appraising Constructivism in Science Education.Peter Slezak - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1023-1055.
    Two varieties of constructivism are distinguished. In part 1, the psychological or “radical” constructivism of von Glasersfeld is discussed. Despite its dominant influence in science education, radical constructivism has been controversial, with challenges to its principles and practices. In part 2, social constructivism is discussed in the sociology of scientific knowledge. Social constructivism has not been primarily concerned with education but has the most direct consequences in view of its challenge to the most fundamental, traditional assumptions in the philosophy of (...)
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  • Ambiguities and Intertwinings in Teachers' Work : Existential dimensions in the midst of experience and global trends.Susanne Westman - unknown
    The purpose of this thesis was set against the background of changed expectations on education and teachers’ work in contemporary Western societies, reflecting global educational trends of standardisation and assessment moving further down the ages. The overall aim of the thesis was to explore and gain understandings of how teachers’ work is constituted. The exploration was based on lived experience and philosophical perspectives, and the main research questions were: i) what is the significance of existential dimensions of teachers’ work, and (...)
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