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  1. Das problem der theorienbewertung.Gerard Radnitzky - 1979 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 10 (1):67-97.
    O. The idea of scientific progress in contemporary philosophy of science. Explicating the concept of cognitive progress means at the same time articulating an ideal of science. A desirable ideal: explain a lot and offer certainty. 1. Working out the ideal with the "foundationalist-positivist" approach. If the question, "When is it rational to accept a theory?" is answered, "When it has sufficient inductive support," this leads to insoluble problems. Reactions to the collapse of this approach - especially relativism and theory (...)
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  • When is a phenomenologist being hermeneutical?Robert C. Scharff - 2023 - AI and Society 38 (6):2279-2293.
    Many philosophers of science and technology who see themselves as coming “after” Husserl also claim that their phenomenology is hermeneutical. Yet they neither practice the same sort of phenomenology, nor do they all have the same understanding of hermeneutics. Moreover, their differences often seem to be more a function of different pre-selected substantive commitments—say, to take a “material” turn or to be resolutely “empirical”—than the product of any serious effort to clarify what it is be hermeneutical. In this essay, after (...)
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  • When is a phenomenologist being hermeneutical?Robert C. Scharff - 2020 - AI and Society:1-15.
    Many philosophers of science and technology who see themselves as coming “after” Husserl also claim that their phenomenology is hermeneutical. Yet they neither practice the same sort of phenomenology, nor do they all have the same understanding of hermeneutics. Moreover, their differences often seem to be more a function of different pre-selected substantive commitments—say, to take a “material” turn or to be resolutely “empirical”—than the product of any serious effort to clarify what it is be hermeneutical. In this essay, after (...)
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  • Das Problem der Theorienbewertung.Gerard Radnitzky - 1979 - Zeitschrift Für Allgemeine Wissenschaftstheorie 10 (1):67-97.
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  • On the Art of Being Wrong: An Essay on the Dialectic of Errors.Sverre Wide - 2009 - Journal of Philosophy of Education 43 (4):573-588.
    This essay attempts to distinguish and discuss the importance and limitations of different ways of being wrong. At first it is argued that strictly falsifiable knowledge is concerned with simple (instrumental) mistakes only, and thus is incapable of understanding more complex errors (and truths). In order to gain a deeper understanding of mistakes (and to understand a deeper kind of mistake), it is argued that communicative aspects have to be taken into account. This is done in the theory of communicative (...)
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  • A Paradigm for Research in Education.Börje Holmberg - 1982 - Journal of Philosophy of Education 16 (1):19-33.
    Börje Holmberg; A Paradigm for Research in Education, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 19–33, https://doi.org/10.1111/.
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  • Critical systemic thinking as a foundation for information systems research practice.Peter M. Bednar & Christine Welch - 2012 - Journal of Information, Communication and Ethics in Society 10 (3):144-155.
    PurposeThe purpose of this paper is to explore a particular philosophical underpinning for Information Systems (IS) research – critical systemic thinking (CST). Drawing upon previous work, the authors highlight the principal features of CST within the tradition of critical research and attempt to relate it to trends in the Italian school of IS research in recent years, as exemplified by the work of Claudio Ciborra but also evident in work by, e.g. Resca, Jacucci and D'Atri.Design/methodology/approachThis is a conceptual paper which (...)
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  • Esteemed connection: creating a mentoring relationship for nurse leadership.Andrea McCloughen, Louise O’Brien & Debra Jackson - 2009 - Nursing Inquiry 16 (4):326-336.
    Mentoring relationships occur across a range of nursing contexts and are shown to have multiple, favourable personal and professional outcomes. Specifically, mentoring has been associated with the development of nurse leaders. This study describes features that are integral to initiating mentoring relationships that focus on nursing leader development. These significant features are addressed in relation to the nursing literature. Thirteen nurse leaders from eastern states of Australia were interviewed during 2005 and 2006 about their understanding and experiences of mentoring for (...)
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  • Teaching equals indoctrination: The dominant epistemic practices of our schools.R. E. Young - 1984 - British Journal of Educational Studies 32 (3):220-238.
    . Teaching equals indoctrination: The dominant epistemic practices of our schools. British Journal of Educational Studies: Vol. 32, No. 3, pp. 220-238.
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  • Psychology of Religion - what do we know?Benjamin Beit-Hallahmi - 1980 - Archive for the Psychology of Religion 14 (1):228-236.
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  • Gerard Radnitzky: From Philosophy of Science to Political Philosophy: A Tribute by Hardy Bouillon.Hardy Bouillon - 2007 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 38 (2):205 - 218.
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  • Teaching Equals Indoctrination: The Dominant Epistemic Practices of Our Schools.R. E. Young - 1984 - British Journal of Educational Studies 32 (3):220 - 238.
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  • Cognitive values, theory choice, and pluralism : on the grounds and implications of philosophical diversity.Guy Stanwood Axtell - unknown
    Thesis (Ph. D.)--University of Hawaii at Manoa, 1991.
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  • On the art of being wrong: An essay on the dialectic of errors.Sverre Wide - 2009 - Journal of Philosophy of Education 43 (4):573-588.
    This essay attempts to distinguish and discuss the importance and limitations of different ways of being wrong. At first it is argued that strictly falsifiable knowledge is concerned with simple (instrumental) mistakes only, and thus is incapable of understanding more complex errors (and truths). In order to gain a deeper understanding of mistakes (and to understand a deeper kind of mistake), it is argued that communicative aspects have to be taken into account. This is done in the theory of communicative (...)
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  • Reviews. [REVIEW]Robert H. Stoothoff - 1970 - British Journal for the Philosophy of Science 21 (4):390-392.
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  • Reviews. [REVIEW]Ninian Smart - 1970 - British Journal for the Philosophy of Science 21 (4):392-394.
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  • The birth of modern science out of the 'european miracle'.Gerard Radnitzky - 1990 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 21 (2):275-292.
    Summary To understand the present situation we must know something about its history. The ‘Rise of the West’, which grew out of the ‘European Miracle’, is a special case of cultural evolution. The development of science is an important element in this process. Cultural evolution went hand in hand with biological evolution. Evolutionary epistemology illuminates the achievements and the evolution of cognitive sensory apparatus of various species. Man's cognitive sensory apparatus is adapted to the ‘mesocosmos’, the world of medium-sized dimensions. (...)
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  • Neuraths enzyklopädismus: Entwurf eines radikalen Empirizismus.Thomas Mormann - 1991 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 22 (1):73 - 100.
    In this paper I want to show that a main theme of Neurath’s philosophical work was the formulation of a radically empiricist theory of science. His approach, dubbed "encyclopedism", can be characterized by the following five theses: scientific knowledge is (1) fallible, (2) pluralistic, (3) holistic, (4) can be systematized only locally, and (5) does not give us a faithful description of the real world. (4) is to be considered as the most original thesis of encyclopedism and is discussed in (...)
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  • The emergence of integrative concepts in contemporary science.E. Laszlo & H. Margenau - 1972 - Philosophy of Science 39 (2):252-259.
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  • A paradigm for research in education.Börje Holmberg - 1982 - Journal of Philosophy of Education 16 (1):19–33.
    Börje Holmberg; A Paradigm for Research in Education, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 19–33, https://doi.org/10.1111/.
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  • Wissenschaft AlS gegenstand der wissenschaft vom menschlichen erleben und verhalten: Überlegungen zur konzeption einer wissenschaftspsychologie.Jochen Brandtstädter & Günther Reinert - 1973 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 4 (2):368-379.
    Science is considered as an open system that constitutes a sub-entity of the total system "society" and whose functions include the production, systematization, communication and application of knowledge. Since this system is made up of individuals and groups, its functions are dependent on psychological factors. This fact serves as a starting point for a psychology of science, which can contribute to optimizing scientific practice by treating the heuristic, organizational, technological, and normative aspects of scientific activity.
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