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 (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

""Kelly’s constructive epistemology needs to transcend its background of instrumentalism arising from Dewey’s influence. What enables us to well avoid instrumentalism is a notion of truth that incorporates both coherence and correspondence. If we were to abandon coherence, we would have to embrace the naïve conception of realism, while by abandoning correspondence we would have to embrace instrumentalism because we would have to consider the workability of a theory or a construction system and its coherence with previously successful ones as (...) constituting the truth of a given theory or construction system. Such a realistic constructivism provides a more satisfactory conception of personal constructs. According to this view, we no longer think that personal constructs are either true or false, rather they are divided into true and false in accordance with the grasp of reality reflected in our best theories. In other words, having provided a theory of truth, we are ready to compare different personal constructs with the grasp of reality involved in the theory in terms of their correspondence with that grasp. Furthermore, this conception of constructivism makes it possible to talk of the approximation of personal constructs to reality. Having provided a conception of correspondence, not only have we avoided instrumentalism, but also talking of approximation makes more sense. This is because our best theories provide an account of the world with reference to which we can talk of more or less approximate personal constructs. In this sense, more valid personal constructs are those that are more approximate, that is, more correspondent to the reality. (shrink)

David N. Perkins has studied everyday reasoning by an experimental-critical approach involving taped interviews during which subjects reflect on controversial issues and articulate their reasoning on both sides. The present author has studied scientific reasoning in natural language by an historical-textual approach involving the reconstruction and evaluation of the arguments in Galileo's Two Chief World Systems. They have, independently, reached the strikingly similar substantive conclusion that the most common flaw of informal reasoning is the failure to consider lines of argument (...) supporting conclusions contrary to the one in fact reached. This article describes, compares, and contrasts their respective approaches, results, and theoretical frameworks. (shrink)

One of the major divergences between dynamical systems theory and symbolism lies in their views on the role of representation in cognition. From the perspective of development, the cognitive development could be divided into three levels: sensorimotor, imagery representation and linguistic representation. It is claimed that representation is not a sufficient condition though it is necessary for cognition. However, it does not mean that the authors agree with the notion of strong coupling in dynamicism that completely rejects representation.

In this book, the words ‘science’ and ‘social science’ are used in their limited sense that refer to experience-based knowledge. This should not indicate that experience is being used in a positivistic sense. Rather, the important insights of all kinds of post-positivist views are embraced to give an extensive meaning to experience. However, the most important characteristic of experience and science that should never be excluded is its dependence on observation and observational evidence. Thus, when ‘science’ is used in combination (...) with ‘religion’, it should not be confused by religious knowledge. The latter might refer to, perhaps, a certain kind of knowledge that could be found in religious texts and might be different from other kinds of knowledge. However, when the phrase of ‘religious science’ is used, it refers to a scientific knowledge, even though because of its religious presuppositions it is called religious. And this relation between religion and science is exactly the point that is at issue in this book. On one hand, the issue of religious science raises challenges on the ground that the contemporary science has been explicitly non-religious or perhaps in some cases anti-religious. Objectivity of science is usually understood in a way that it does not permit to combine ‘science’ with ‘religion’. Thus, in the first step, the phrase of religious science is considered as nonsense. On the other hand, as far as religious people are concerned, the issue of religious science is enthusiastic. These people sometimes think that a real religion should include all scientific truths. Thus, facing the issue, they immediately verdict that there are or should be religious sciences. However, neither that strong challenge with the possibility of any religious science, nor this hot enthusiasm could be in congruence with the spirit of scientific endeavor. As far as social scientists are concerned, the possibility of religious science should not be rejected a priori. This possibility should not be necessarily considered as a threat for science, rather the plausibility of its being a chance for the development of science should also be taken into account. On the other hand, as far as the religious people are concerned, they should not necessarily consider the possibility of talking about religious sciences as a chance for spreading their religion, rather the plausibility of its being a threat for their purpose should also be considered. This is because entering of a religion into a job which is not relevant to it could be dangerous. Far from these two kinds of biases, it is attempted in this book to deal with the issue in a reflective manner. It seems that thinking about ‘religious science’ requires us to take three steps. In the first step, we need to think about the nature or characteristics of science. In the second step, we need to think about the nature or characteristics of religion. And finally, in the third step, it seem necessary to think about the combination of them. These three steps show the direction of the discussion in what follows. (shrink)

B eginning with the problem of integrating diverse disciplinary perspectives on moral cognition, we argue that the various disciplines have an interest in developing a common conceptual framework for moral cognition research. We discuss issues arising in the other chapters in this volume that might serve as focal points for future investigation and as the basis for the eventual development of such a framework. These include the role of theory in binding together diverse phenomena and the role of philosophy in (...) the construction of moral theory. We discuss the problem of distinguishing descriptive and normative issues and the importance of systematic normative analysis for empirical research. We argue that theories of cognitive architecture should play an important role as a backdrop for investigation into specific aspects of moral cognition, and we consider some of the taxonomic issues that will arise for moral cognition research, including types of moral agents, forms of moral cognition, and the nature of morality itself. Finally, we discuss some key issues in moral development, including the importance of.. (shrink)

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 (...) least one example of a paradoxical inverse relation between the two — geometry. Both similarities and differences between the two domains require an explanation, a developmental explanation. Although such an explanation seems to be psychological in nature, it is not merely empirical but also normative (since psychology is both factual and normative according to Piaget). Hence genetic epistemology need not be reduced to psychology (narrowly conceived), but rather should be seen as being both empirical and normative and thus similar to certain types of contemporary philosophy of science. (shrink)

The purpose of this article is to show that Piaget's use of the equilibrium principle cannot explain the possibility of correct understanding. That is, it cannot explain the possibility of knowledge, as opposed to simple change in belief. To make the argument, I begin by describing Piaget's explanatory model, which is known as the equilibrium principle. I then argue that correct understanding, or knowledge of any x as a case of y, requires a concept of correctness, i.e., the recognition that (...) words and concepts apply under some conditions but not others. I try to show that because he uses the equilibrium principle as a basis for his explanation, Piaget cannot explain how a concept of correctness is acquired. Finally, I argue that to explain the possibility of knowledge, one must show how the conditions for word and concept application are determined by a community of language users. Again, I claim that Piaget's use of the equilibrium model precludes such an account. (shrink)

A brief review of the historicalrelation between logic and ontologyand of the opposition between the viewsof logic as language and logic as calculusis given. We argue that predication is morefundamental than membership and that differenttheories of predication are based on differenttheories of universals, the three most importantbeing nominalism, conceptualism, and realism.These theories can be formulated as formalontologies, each with its own logic, andcompared with one another in terms of theirrespective explanatory powers. After a briefsurvey of such a comparison, we argue (...) that anextended form of conceptual realism provides themost coherent formal ontology and, as such, canbe used to defend the view of logic as language. (shrink)

The number of studies related to natural and artificial mechanisms of learning rapidly increases. However, there is no general theory of learning that could provide a unifying basis for exploring different directions in this growing field. For a long time the development of such a theory has been hindered by nativists' belief that the development of a biological organism during ontogeny should be viewed as parameterization of an innate, encoded in the genome structure by an innate algorithm, and nothing essentially (...) new is created during this process. Noam Chomsky has claimed, therefore, that the creation of a non-trivial general mathematical theory of learning is not feasible, since any algorithm cannot produce a more complex algorithm. This study refutes the above argumentation by developing a counter-example based on the mathematical theory of algorithms and computable functions. It introduces a novel concept of a Universal Learning System (ULS) capable of learning to control in an optimal way any given constructive system from a certain class. The necessary conditions for the existence of a ULS and its main functional properties are investigated. The impossibility of building an algorithmic ULS for a sufficiently complex class of controlled objects is shown, and a proof of the existence of a non-algorithmic ULS based on the axioms of classical mathematics is presented. It is argued that a non-algorithmic ULS is a legitimate object of not only mathematics, but also the world of nature. These results indicate that an algorithmic description of the organization and adaptive development of biological systems in general is not sufficient. At the same time, it is possible to create a rigorous non-algorithmic general theory of learning as a theory of ULS. The utilization of this framework for integrating learning-related studies is discussed. (shrink)

Although it is conceded that distinct knowledge domains do presentparticular problems of coming to know, in thispaper it is argued that it is possible to construct a domain independent modelof the processes of coming to know, one inwhich observers share understandings and do soin agreed ways. The model in question is partof the conversation theory of Gordon Pask. CT, as a theory of theory construction andcommunication, has particular relevance forfoundational issues in science and scienceeducation. CT explicitly propounds a ``radicalconstructivist'' epistemology. (...) A briefaccount is given of the main tenets of RC andCT's place in that tradition and the traditionsof cybernetics. The paper presents a briefnon-technical account of the main concepts ofCT including elaborations by Laurillard andHarri-Augstein and Thomas. As part of CT, Pask also elaborated a methodology – knowledgeand task analysis – for analysing the structureof different knowledge domains; thismethodology is sketched in outline. (shrink)

This paper outlines an original interactivist-constructivist approach to modelling intelligence and learning as a dynamical embodied form of adaptiveness and explores some applications of I-C to understanding the way cognitive learning is realized in the brain. Two key ideas for conceptualizing intelligence within this framework are developed. These are: intelligence is centrally concerned with the capacity for coherent, context-sensitive, self-directed management of interaction; and the primary model for cognitive learning is anticipative skill construction. Self-directedness is a capacity for integrative process (...) modulation which allows a system to "steer" itself through its world by anticipatively matching its own viability requirements to interaction with its environment. Because the adaptive interaction processes required of intelligent systems are too complex for effective action to be prespecified learning is an important component of intelligence. A model of self-directed anticipative learning is formulated based on interactive skill construction, and argued to constitute a central constructivist process involved in cognitive development. SDAL illuminates the capacity of intelligent learners to start with the vague, poorly defined problems typically posed in realistic learning situations and progressively refine them, transforming them into problems with sufficient structure to guide the construction of a solution. Finally, some of the implications of I-C for modelling of the neuronal basis of intelligence and learning are explored; in particular, Quartz and Sejnowski's recent neural constructivism paradigm, enriched by Montague and Sejnowski's dopaminergic model of anticipative-predictive neural learning, is assessed as a promising, but incomplete, contribution to this approach. The paper concludes with a fourfold reflection on the divergence in cognitive modelling philosophy between the I-C and the traditional computational information processing approaches. (shrink)

The object of this paper is to show why recent research in the psychology of deductive and probabilistic reasoning does not have.

This study explored the chain-mediating roles of optimism and mental health in the relation of self-directed learning with academic performance among college students in Wuhan during long-term online teaching. In total, 473 valid responses were obtained from students at three Wuhan universities. Self-directed learning, optimism, mental health, and academic performance scales were used as measurement instruments; a 5-point Likert scale was employed for all items. To examine the instruments’ reliability and validity, a measurement model was constructed; moreover, structural models were (...) employed for assessing the chain mediation model. This study confirmed that self-directed learning was a positive predictor of academic performance in Wuhan college students. Optimism and mental health were two mediators and partially jointly mediated the relation of self-directed learning with academic performance. The results revealed that self-directed learning only partially positively predicted academic performance. The aforementioned relationship was partially mediated by optimism and mental health, highlighting the essential roles of optimism and mental health in the learning and learning outcomes of Wuhan college students. (shrink)

In their landmark 2010 paper, “The weirdest people in the world?”, Henrich, Heine, and Norenzayan outlined a serious methodological problem for the psychological and behavioural sciences. Most of the studies produced in the field use people from Western, Educated, Industrialised, Rich and Democratic (WEIRD) societies, yet inferences are often drawn to the species as a whole. In drawing such inferences, researchers implicitly assume that either there is little variation across human populations, or that WEIRD populations are generally representative of the (...) species. Yet neither of these assumptions is justified. In many psychological and behavioural domains, cultural variation begets cognitive variation, and WEIRD samples are recurrently shown to be outliers. In the years since the article was published, attention has focused on the implications this has for research on extant human populations. Here we extend those implications to the study of ancient _H. sapiens_, their hominin forebears, and cousin lineages. We assess a range of characteristic arguments and key studies in the cognitive archaeology literature, identifying issues stemming from the problem of sample diversity. We then look at how worrying the problem is, and consider some conditions under which inferences to ancient populations via cognitive models might be provisionally justified. (shrink)

This book investigates Aristotle’s views on abstraction and explores how he uses it. In this work, the author follows Aristotle in focusing on the scientific detail first and then approaches the metaphysical claims, and so creates a reconstructed theory that explains many puzzles of Aristotle’s thought. Understanding the details of his theory of relations and abstraction further illuminates his theory of universals. Some of the features of Aristotle’s theory of abstraction developed in this book include: abstraction is a relation; perception (...) and knowledge are types of abstraction; the objects generated by abstractions are relata which can serve as subjects in their own right, whereupon they can appear as items in other categories. The author goes on to look at how Aristotle distinguishes the concrete from the abstract paronym, how induction is a type of abstraction which typically moves from the perceived individuals to universals and how Aristotle’s metaphysical vocabulary is "relational.’ Beyond those features, this work also looks at how of universals, accidents, forms, causes and potentialities have being only as abstract aspects of individual substances. An individual substance is identical to its essence; the essence has universal features but is the singularity making the individual substance what it is. These theories are expounded within this book. One main attraction in working out the details of Aristotle’s views on abstraction lies in understanding his metaphysics of universals as abstract objects. This work reclaims past ground as the main philosophical tradition of abstraction has been ignored in recent times. It gives a modern version of the medieval doctrine of the threefold distinction of essence, made famous by the Islamic philosopher, Avicenna. (shrink)

A humanoid robot named ‘Sophia’ has sparked controversy since it has been given citizenship and has done media performances all over the world. The company that made the robot, Hanson Robotics, has touted Sophia as the future of artificial intelligence. Robot scientists and philosophers have been more pessimistic about its capabilities, describing Sophia as a sophisticated puppet or chatbot. Looking behind the rhetoric about Sophia’s citizenship and intelligence and going beyond recent discussions on the moral status or legal personhood of (...) AI robots, we analyse the performativity of Sophia from the perspective of what we call ‘political choreography’: drawing on phenomenological approaches to performance-oriented philosophy of technology. This paper proposes to interpret and discuss the world tour of Sophia as a political choreography that boosts the rise of the social robot market, rather than a statement about robot citizenship or artificial intelligence. We argue that the media performances of the Sophia robot were choreographed to advance specific political interests. We illustrate our philosophical discussion with media material of the Sophia performance, which helps us to explore the mechanisms through which the media spectacle functions hand in hand with advancing the economic interests of technology industries and their governmental promotors. Using a phenomenological approach and attending to the movement of robots, we also criticize the notion of ‘embodied intelligence’ used in the context of social robotics and AI. In this way, we put the discussions about the robot’s rights or citizenship in the context of AI politics and economics. (shrink)

In the field of psychology, filial piety is usually defined in terms of traditional Chinese culture-specific family traditions. The problem with this approach is that it tends to emphasize identification of behavioral rules or norms, which limits its potential for application in other cultural contexts. Due to the global trend of population aging, governments are searching for solutions to the accompanying financial burden so greater attention is being focused on the issue of elder care and its relevance to filial practices. (...) We contend that the psychological investigation of filial piety in Chinese societies has progressed to the point that it can now provide a solid structure for research targeting intergenerational relations in other cultures. We describe an indigenous psychology approach that integrated Chinese historical, philosophical, and social trends to construct a model of filial piety in terms of the dual reciprocal and authoritarian filial aspects underlying parent-child relations: the dual filial piety model (DFPM). We use this model to re-conceptualize filial piety from its usual definition as a set of Chinese culture-specific norms to a contextualized personality construct represented by a pair of culturally-sensitive psychological schemas of parent-child interaction. We then describe how the DFPM can provide a framework for research on filial relations on individual, structural, societal, and cross-cultural levels. We conclude with a discussion of how the model may be able to integrate and extend Western research on intergenerational relations and contribute to the issue of elder care beyond Chinese societies. (shrink)

This paper argues that efforts to understand historically remote patterns of thought are driven away from their original meaning if the investigation focuses on reconstruction of concepts. It is simply not appropriate to be looking for an archaic concept of soul, name or dream, for example, when considering the earliest documents which attest to their writers’ beliefs about certain types of phenomena. Instead, we propose to employ the notion of cognitive complex in order to investigate some important philosophical themes in (...) Ancient Egyptian, Ancient Iranian, and Ancient Near Eastern documents. Our principal theoretical claim is that archaic thought does not work with concepts but with complexes whose salient features are an over-abundance of properties, an over-production of connections, and weakness in abstraction. The basic level of complex formation may be the most inclusive level at which it is possible to form a mental image. Specific studies are focused on ancient texts which exhibit archaic patterns of thought. In Egyptian texts, “manifestation” seems to convey something which all categories of beings are capable of becoming, being and having, assuming and leaving; the “name” was considered to be an essential component of the individual’s survival; symbolic representations, such as images and words, are causally connected to the ‘objects’ the image or word signifies. In ANE records the human etemmu was plainly the corpse or skeleton of the dead person; on the other hand it was also the shadowy, volatile image of what he was during life. In ANE records the baffling idea of the divine me referred to an entire cultural area, an acquisition of civilized life; but at the same time it is also the result of an invention, a divine decision. The complexes involved in these archaic ideas about soul, name and dream are ideas fused with their ‘objects’; they have unstable traits and prototypical instances; and are thought at the most abstract level which have concrete images. (shrink)

One of the major divergences between dynamical systems theory and symbolism lies in their views on the role of representation in cognition. From the perspective of development, the cognitive development could be divided into three levels: sensorimotor, imagery representation and linguistic representation. It is claimed that representation is not a sufficient condition though it is necessary for cognition. However, it does not mean that the authors agree with the notion of strong coupling in dynamicism that completely rejects representation.