Paul Horwich gives the definitive exposition of a prominent philosophical theory about truth, `minimalism'. His theory has attracted much attention since the first edition of Truth in 1990; he has now developed, refined, and updated his treatment of the subject, while preserving the distinctive format of the book. This revised edition appears simultaneously with a new companion volume, Meaning; the two books demystify central philosophical issues, and will be essential reading for all who work on the philosophy of language.

What is truth. Paul Horwich advocates the controversial theory of minimalism, that is that the nature of truth is entirely captured in the trivial fact that each proposition specifies its own condition for being true, and that truth is therefore an entirely mundane and unpuzzling concept. The first edition of Truth, published in 1980, established itself as the best account of minimalism and as an excellent introduction to the debate for students. For this new edition, Horwich has refined and developed (...) his treatment of the subject in the light of subsequent discussions, while preserving the distinctive format that made the earlier edition so successful. (shrink)

History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; what (...) integrated science is; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. In part, answers to these questions hinge on views about the nature of science, views that are best informed by historical and philosophical study. Outlining the history of liberal, or contextual, approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education. The book will appeal to school and university science teachers, educators of science teachers, and historians and philosophers of science. (shrink)

The first edition of this book profoundly challenged and divided students of philosophy, sociology, and the history of science when it was published in 1976. In this second edition, Bloor responds in a substantial new Afterword to the heated debates engendered by his book.

Against the traditional view, Alvin Goldman argues that logic, probability theory, and linguistic analysis cannot by themselves delineate principles of rationality or justified belief. The mind's operations must be taken into account.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of (...) their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic. (shrink)

This is a book of philosophy, written by a philosopher and intended for anyone who knows enough philosophy to have been seriously injured, antagonised, mystified or intoxicated by it. Stove is passionately polemical, a philosophical counterpart to Tom Wolfe. Setting out to deflate a few philosophical reputations, he lambastes both the dead and the living. Yet he says things that need to be said, and that others often lack the courage to say.

(Draft copy published as “Science Made Up: Constructivist Sociology of Scientific Knowledge.” In P. Galison and D. Stump (eds.) The Disunity of Science: Boundaries, Contexts, and Power. Stanford: Stanford University Press, 1996, pp. 231-54.).

Part of the work for this paper was done during the tenure of a fellowship at the Center for Advanced Study in the Behavioral Sciences. I am grateful for financial support provided by the National Science Foundation, Grant #BNS-8011494, and for the assistance of the staff of the Center. I also want to thank David Bloor, Stephen Downes, David Hull and Andy Pickering for offering good advice and criticism, some of which I have heeded.