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  1. Arnon Levy, Peter Godfrey-Smith (Eds.): The Scientific Imagination: Philosophical and Psychological Perspectives: Oxford University Press: Oxford 2020, 344 Pp., £55.00 (Hardcover), ISBN 9780190212308. [REVIEW]Michael T. Stuart - 2021 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 52 (3):493-499.
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  • Arnon Levy, Peter Godfrey-Smith (Eds.): The Scientific Imagination: Philosophical and Psychological Perspectives.Michael T. Stuart - 2021 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 52 (3):493-499.
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  • Probing theoretical statements with thought experiments.Rawad El Skaf - forthcoming - Synthese:1-29.
    Many thought experiments are used to probe theoretical statements. One crucial strategy for doing this, or so I will argue, is the following. A TE reveals an inconsistency in part of our previously held, sometimes empirically well-established, theoretical statements. A TEer or her critic then proposes a resolution in the form of a conjecture, a hypothesis that merits further investigation. To explore this characterisation of the epistemic function of such TEs, I clarify the nature of the inconsistencies revealed by TEs, (...)
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  • Imagination in Scientific Practice.Steven French - 2020 - European Journal for Philosophy of Science 10 (3):1-19.
    What is the role of the imagination in scientific practice? Here I focus on the nature and role of invitations to imagine in certain scientific texts as represented by the example of Einstein’s Special Relativity paper from 1905. Drawing on related discussions in aesthetics, I argue, on the one hand, that this role cannot be simply subsumed under ‘supposition’ but that, on the other, concerns about the impact of genre and symbolism can be dealt with, and hence present no obstacle (...)
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  • Everyday Scientific Imagination: A Qualitative Study of the Uses, Norms, and Pedagogy of Imagination in Science.Michael T. Stuart - 2019 - Science & Education 28 (6-7):711-730.
    Imagination is necessary for scientific practice, yet there are no in vivo sociological studies on the ways that imagination is taught, thought of, or evaluated by scientists. This article begins to remedy this by presenting the results of a qualitative study performed on two systems biology laboratories. I found that the more advanced a participant was in their scientific career, the more they valued imagination. Further, positive attitudes toward imagination were primarily due to the perceived role of imagination in problem-solving. (...)
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