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  1. (1 other version)World hypotheses.Stephen C. Pepper - 1942 - Berkeley and Los Angeles,: University of California press.
    This book was written primarily as a contribution to the field, but its plan excellently suits it for use as a text in courses in metaphysics, types of ...
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  • The sociology of science: theoretical and empirical investigations.Robert King Merton - 1973 - Chicago: University of Chicago Press. Edited by Norman W. Storer.
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  • (4 other versions)The Structure of Scientific Revolutions.Thomas S. Kuhn - 1962 - Chicago, IL: University of Chicago Press. Edited by Ian Hacking.
    Thomas S. Kuhn's classic book is now available with a new index.
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  • (4 other versions)The Structure of Scientific Revolutions.Thomas Samuel Kuhn - 1962 - Chicago: University of Chicago Press. Edited by Otto Neurath.
    A scientific community cannot practice its trade without some set of received beliefs. These beliefs form the foundation of the "educational initiation that prepares and licenses the student for professional practice". The nature of the "rigorous and rigid" preparation helps ensure that the received beliefs are firmly fixed in the student's mind. Scientists take great pains to defend the assumption that scientists know what the world is like...To this end, "normal science" will often suppress novelties which undermine its foundations. Research (...)
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  • Naturalism.Davidn D. Papineau - 2007 - Stanford Encyclopedia of Philosophy.
    The term ‘naturalism’ has no very precise meaning in contemporary philosophy. Its current usage derives from debates in America in the first half of the last century. The self-proclaimed ‘naturalists’ from that period included John Dewey, Ernest Nagel, Sidney Hook and Roy Wood Sellars. These philosophers aimed to ally philosophy more closely with science. They urged that reality is exhausted by nature, containing nothing ‘supernatural’, and that the scientific method should be used to investigate all areas of reality, including the (...)
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  • The Mechanization of the World Picture.Eduard Jan Dijksterhuis - 1961 - Science and Society 35 (2):232-238.
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  • Objective Knowledge: An Evolutionary Approach.James A. Martin - 1975 - Philosophical Review 84 (1):103.
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  • Discovering indigenous science: Implications for science education.Gloria Snively & John Corsiglia - 2001 - Science Education 85 (1):6-34.
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  • Understanding a Primitive Society.Peter Winch - 1964 - American Philosophical Quarterly 1 (4):307 - 324.
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  • The Leibniz-Clarke Correspondence.H. G. Alexander - 1956 - Philosophy 32 (123):365-366.
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  • The Mechanization of the World Picture.E. J. Dijksterhuis - 1969 - Clarendon Press.
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  • The nature of science and the role of knowledge and belief.William W. Cobern - 2000 - Science & Education 9 (3):219-246.
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  • Defining" science" in a multicultural world: Implications for science education.William W. Cobern & Cathleen C. Loving - 2001 - Science Education 85 (1):50-67.
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  • Teaching sciences: The multicultural question revisited.William B. Stanley & Nancy W. Brickhouse - 2001 - Science Education 85 (1):35-49.
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  • Multiculturalism, universalism, and science education.William B. Stanley & Nancy W. Brickhouse - 1994 - Science Education 78 (4):387-398.
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  • Objective knowledge, an evolutionary approach.Karl R. Popper - 1976 - Revue Philosophique de la France Et de l'Etranger 166 (1):72-73.
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  • World Hypotheses. A Study in Evidence. [REVIEW]De Witt H. Parker - 1942 - Journal of Philosophy 39 (19):527-530.
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  • Science education in a multiscience perspective.Masakata Ogawa - 1995 - Science Education 79 (5):583-593.
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  • Understanding and explanation in sociology and social anthropology.Ian C. Jarvie - 1970 - In Robert Borger (ed.), Explanation In The Behavioural Sciences. Cambridge University Press. pp. 231--48.
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  • Witchcraft, Oracles, and Magic Among the Azande.Edward Evan Evans-Pritchard & Eva Gillies - 1976 - Oxford University Press.
    An abridged version of the 1937 an-thropological study of the Azande of the southern Sudan, the theoretical insights of which have proven increasingly influential among both anthropologists and others.
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  • The Closing of the Western Mind: The Rise of Faith and the Fall of Reason.Charles Freeman - 2002 - William Heinemann.
    A radical and powerful reappraisal of the impact of Constantine s adoption of Christianity on the later Roman world, and on the subsequent development both of Christianity and of Western civilization. When the Emperor Contstantine converted to Christianity in 368 AD, he changed the course of European history in ways that continue to have repercussions to the present day. Adopting those aspects of the religion that suited his purposes, he turned Rome on a course from the relatively open, tolerant and (...)
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  • Science, Worldviews, and Education.Hugh G. Gauch - 2009 - Science & Education 18 (6-7):667-695.
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