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  1. Autopoiesis and Cognition: The Realization of the Living.Humberto Muturana, H. R. Maturana & F. J. Varela - 1973/1980 - Springer.
    What makes a living system a living system? What kind of biological phenomenon is the phenomenon of cognition? These two questions have been frequently considered, but, in this volume, the authors consider them as concrete biological questions. Their analysis is bold and provocative, for the authors have constructed a systematic theoretical biology which attempts to define living systems not as objects of observation and description, nor even as interacting systems, but as self-contained unities whose only reference is to themselves. The (...)
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  • (4 other versions)Critique of judgment.Immanuel Kant - 1790 - New York: Barnes & Noble. Edited by J. H. Bernard.
    Kant's attempt to establish the principles behind the faculty of judgment remains one of the most important works on human reason.
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  • Cognition, Construction of Knowledge, and Teaching.Ernst von Glasersfeld - 1989 - Synthese 80 (1):121 - 140.
    The existence of objective knowledge and the possibility of communicating it by means of language have traditionally been taken for granted by educators. Recent developments in the philosophy of science and the historical study of scientific accomplishments have deprived these presuppositions of their former plausibility. Sooner or later, this must have an effect on the teaching of science. In this paper I am presenting a brief outline of an alternative theory of knowing that takes into account the thinking organism's cognitive (...)
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  • Computer simulations and the trading zone.Peter Galison - 1996 - In Peter Louis Galison & David J. Stump (eds.), The Disunity of science: boundaries, contexts, and power. Stanford, Calif.: Stanford University Press. pp. 118--157.
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  • The Disorder of Things: Metaphysical Foundations of the Disunity of Science.John Dupré - 1993 - Harvard University Press.
    With this manifesto, John Dupré systematically attacks the ideal of scientific unity by showing how its underlying assumptions are at odds with the central conclusions of science itself.
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  • Cognition, construction of knowledge, and teaching.Ernst Glasersfeld - 1989 - Synthese 80 (1):121-140.
    The existence of objective knowledge and the possibility of communicating it by means of language have traditionally been taken for granted by educators. Recent developments in the philosophy of science and the historical study of scientific accomplishments have deprived these presuppositions of their former plausibility. Sooner or later, this must have an effect on the teaching of science. In this paper I am presenting a brief outline of an alternative theory of knowing that takes into account the thinking organism''s cognitive (...)
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  • (2 other versions)Space, Time and Deity.Samuel Alexander - 1920 - London,: Macmillan.
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  • Man’s place in nature.Max Scheler, Hans Meyerhoff, Lewis Coser & William W. Holdheim - 1961 - Philosophy of Science 30 (3):292-293.
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  • (2 other versions)The Dappled World: A Study of the Boundaries of Science.Nancy Cartwright - 1999 - Philosophy 75 (294):613-616.
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  • Estudio e Historia. Sobre el artículo de Francis Fukuyama.Gustavo Bueno - 1992 - El Basilisco 11:3.
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  • Man’s Place in Nature.Max Scheler - 1961 - Boston: Beacon Press.
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  • Sistema.Gustavo Bueno - 2000 - El Basilisco 28:81-86.
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