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  1. Epistemic Landscapes and the Division of Cognitive Labor.Michael Weisberg & Ryan Muldoon - 2009 - Philosophy of Science 76 (2):225-252.
    Because of its complexity, contemporary scientific research is almost always tackled by groups of scientists, each of which works in a different part of a given research domain. We believe that understanding scientific progress thus requires understanding this division of cognitive labor. To this end, we present a novel agent-based model of scientific research in which scientists divide their labor to explore an unknown epistemic landscape. Scientists aim to climb uphill in this landscape, where elevation represents the significance of the (...)
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  • The division of cognitive labor.Philip Kitcher - 1990 - Journal of Philosophy 87 (1):5-22.
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  • Diversity and the Division of Cognitive Labor.Ryan Muldoon - 2013 - Philosophy Compass 8 (2):117-125.
    In epistemology and the philosophy of science, there has been an increasing interest in the social aspects of belief acquisition. In particular, there has been a focus on the division of cognitive labor in science. This essay explores several different models of the division of cognitive labor, with particular focus on Kitcher, Strevens, Weisberg and Muldoon, and Zollman. The essay then shows how many of the benefits of the division of cognitive labor flow from leveraging agent diversity. The essay concludes (...)
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  • The Main Enterprise of the World: Rethinking Education.Philip Kitcher - 2021 - New York: Oxford University Press.
    Introduction -- Part 1. Overload -- Individuality -- Fulfillment -- Citizens -- Moral Development -- A Role for Religion? -- Part 2. The Natural Sciences -- The Arts -- Understanding Ourselves -- Part 3. Social Change -- Utopia?
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  • Pottering in the garden? On human flourishing and education.Doret J. De Ruyter - 2004 - British Journal of Educational Studies 52 (4):377-389.
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  • A Neo-Aristotelian Account of Education, Justice, and the Human Good.Randall R. Curren - 2013 - Theory and Research in Education 3 (11):232-250.
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