Science Philosophy And Culture

Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the same time showing their relevance in the science classroom. We defend a universalist, rationalist, and objectivist account of science against epistemological and social constructivist views, postmodernist approaches and epistemic multiculturalist accounts.

In 1996, Alan Sokal, a Professor of Physics at New York University, wrote a paper for the cultural-studies journal Social Text, entitled 'Transgressing the Boundaries: Towards a transformative hermeneutics of quantum gravity'. It was reviewed, accepted and published. Sokal immediately confessed that the whole article was a hoax - a cunningly worded paper designed to expose and parody the style of extreme postmodernist criticism of science. The story became front-page news around the world and triggered fierce and wide-ranging controversy. Sokal is one of the most powerful voices in the continuing debate about the status of evidence-based knowledge. In Beyond the Hoax he turns his attention to a new set of targets - pseudo-science, religion, and misinformation in public life. 'Whether my targets are the postmodernists of the left, the fundamentalists of the right, or the muddle-headed of all political and apolitical stripes, the bottom line is that clear thinking, combined with a respect for evidence, are of the utmost importance to the survival of the human race in the twenty-first century.' The book also includes a hugely illuminating annotated text of the Hoax itself, and a reflection on the furore it provoked.

This anthology contains selected papers from the 'Science as Culture' conference held at Lake Como, and Pavia University Italy, 15-19 September 1999. The conference, attended by about 220 individuals from thirty countries, was a joint venture of the International History, Philosophy and Science Teaching Group (its fifth conference) and the History of Physics and Physics Teaching Division of the European Physical Society (its eighth conference). The magnificient Villa Olmo, on the lakeshore, provided a memorable location for the presentors of the 160 papers and the audience that discussed them. The conference was part of local celebrations of the bicentenary of Alessandro Volta's creation of the battery in 1799. Volta was born in Como in 1745, and for forty years from 1778 he was professor of experimental physics at Pavia University. The conference was fortunate to have had the generous financial support of the Italian government's Volta Bicentenary Fund, Lombardy region, Pavia University, Italian Research Council, and Kluwer Academic Publishers. The papers included here, have or will be, published in the journal Science & Education, the inaugural volume (1992) of which was a landmark in the history of science education publication, because it was the first journal in the field devoted to contributions from historical, philosophical and sociological scholarship. Clearly these 'foundational' disciplines inform numerous theoretical, curricular and pedagogical debates in science education. Contemporary Concerns The reseach promoted by the International and European Groups, and by the journal, is central to science education programmes in most areas of the world.

Overview volumes of the Project of History of Indian Science, Philosophy, and Culture.

This provocative collection of reflections and observations by Bob Avakian on art, culture, science and philosophy offers a rare treat. Excerpted from formal talks as well as more informal discussions and conversations, this collection allows the reader to experience Bob Avakian--in the process of developing his thinking and re-envisioning the communist project on a wide range of subjects, from the dictatorship of the proletariat to discussions of truth, beauty, science and imagination. This collection will provide the reader with important, fresh, and provocative insights and provoke further creative and critical thinking on art, culture, science, philosophy... and revolution.

Science as Practice and Culture explores one of the newest and most controversial developments within the rapidly changing field of science studies: the move toward studying scientific practice—the work of doing science—and the associated move toward studying scientific culture, understood as the field of resources that practice operates in and on. Andrew Pickering has invited leading historians, philosophers, sociologists, and anthropologists of science to prepare original essays for this volume. The essays range over the physical and biological sciences and mathematics, and are divided into two parts. In part I, the contributors map out a coherent set of perspectives on scientific practice and culture, and relate their analyses to central topics in the philosophy of science such as realism, relativism, and incommensurability. The essays in part II seek to delineate the study of science as practice in arguments across its borders with the sociology of scientific knowledge, social epistemology, and reflexive ethnography.

"The Knowledge Book" is a unique interdisciplinary reference work for students and researchers concerned with the nature of knowledge. It is the first work of its kind to be organized on the assumption that whatever else knowledge might be, it is intrinsically social. The book consists of 42 alphabetically arranged entries on key concepts at the intersection of philosophy and sociology - what used to be called "sociology of knowledge" but is now increasingly called "social epistemology". The entries include concepts common to disciplines that in recent years have devoted more of their attention to knowledge: cultural studies, communication studies, information science, education, policy studies and business studies. Special attention is given to concepts from the emerging field of science and technology studies. Each entry presents a short, self-contained essay providing an overview of a concept and concludes with suggestions for further reading. All the entries are fully cross-referenced, allowing readers to both make connections and follow their own interests.