Search

International audience; Sociologists, ethnologists, philosophers among others have tried to identify the norms or rules that govern scientific research; however, so far, they have not been widely accepted by scientists. This team followed a different path to identify the rules that govern scientific work by asking researchers if, in their opinion, there are rules in scientific research, and, if so, what they are. An opinion poll was conducted among 270 scientists who received academic training at universities in Mexico, Europe, and the United States, and who work at three universities in Mexico. The instrument is based on a social psychology theory that divides memories into spontaneous and assisted, and a dichotomous probability distribution was used to identify variations. Between eight and nine out of ten researchers from physical, biological, and social sciences recognized that there are four rules for research: to study reality as it is, have a critical attitude, have a methodological aptitude, and express willingness to openly publish results. Despite the heterogeneity of the disciplines researchers practice and the variety of their academic training, there is a consensus among scientists about the validity of such rules to conduct scientific research, although most of the time they do not mention them spontaneously.; Los sociólogos, etnólogos, filósofos entre otros han tratado de identificar las normas o reglas que rigen la investigación científica; sin embargo, hasta ahora, no han sido ampliamente aceptadas por los científicos. Este equipo siguió un camino diferente para identificar las reglas que rigen el trabajo del científico, preguntó a los investigadores: ¿Si en su opinión existen reglas en la investigación científica? Y si es así, ¿Cuáles son? Se realizó una encuesta exploratoria de opinión a 270 científicos que recibieron capacitación académica en universidades de México, Europa, EE. UU., y que trabajan de tiempo completo en tres universidades de México. El instrumento se sustentó en una teoría de psicología social que divide los recuerdos en espontáneos y asistidos, y se utilizó una distribución de probabilidad dicotómica para identificar sus variaciones. Entre ocho y nueve de cada diez investigadores de las ciencias físicas, biológicas y sociales reconocieron que las reglas para la investigación son cuatro: estudiar la realidad tal como es, poseer actitud crítica, aptitud metodológica y disposición para publicar sus resultados abiertamente. A pesar de la heterogeneidad de las disciplinas que practican y la variedad de la formación académica de los investigadores existe un consenso general sobre la validez de tales reglas para llevar a cabo la investigación científica, aunque la mayoría de las veces no las mencionan de forma espontánea.; Os sociólogos, etnólogos, filósofos, entre outros, tentaram identificar as normas ou regras que regem a pesquisa científica; porém, até agora, não foram amplamente aceitas pelos cientistas. Esta equipe seguiu um caminho diferente para identificar as regras que regem o trabalho científico, perguntando aos pesquisadores: “Na sua opinião existem regras na pesquisa científica? E, caso existam, quais são elas?” Foi realizada uma enquete exploratória de opinião com 270 cientistas que receberam capacitação acadêmica em universidades do México, da Europa, dos EE. UU., e que trabalham período completo em três universidades do México. O instrumento baseou-se em uma teoria de psicologia social que divide as lembranças em espontâneas e assistidas, e foi utilizada uma distribuição de probabilidade dicotômica para identificar suas variações. Entre oito e nove de cada dez pesquisadores das ciências físicas, biológicas e sociais reconheceram que as regras para a pesquisa são quatro: estudar a realidade tal como ela é, possuir atitude crítica, aptidão metodológica e disposição para publicar seus resultados abertamente. Apesar da heterogeneidade das disciplinas que praticam e a variedade da formação acadêmica dos pesquisadores, existe um consenso geral sobre a validez de tais regras para levar a cabo a pesquisa científica, ainda que a maioria das vezes não seja mencionada de maneira espontânea.

One of the epistemological results emerging from this initial study, is that the different forms of co-relational inference, known in the Islamic jurisprudence as qiyās represent an innovative and sophisticated form of reasoning that not only provide new epistemological insights of legal reasoning in general but they also furnish a fine-grained pattern for parallel reasoning that can be deployed in a wide range of problem-solving contexts and that does not seem to reduce to the standard forms of analogical argumentation studied in contemporary philosophy of science. More specifically the main claim is that a dialectical framework provides the right instrument to stress two of the most salient features of this form of inference: (1) it's heuristic nature and (2) the dynamics underlying the meaning-explanation of the terms involved. Both display what we take to be the main epistemological idea behind the qiyās, namely: the open texture of the meaning of normative statements. To put it more generally, the notion of co-relational inference suggests that every form of parallel reasoning based on meaning presupposes that the concept of meaning involved is open to contextual changes. Moreover the latter indicates that the whole process deployed is intrinsically dialectic.

International audience; Are symmetries discovered or rather invented by humans ? The stand you may take firmly here reveals a lot of your epistemologicalposition. Conversely, the arguments you may forge for answering to this question, or to one of its numerous narrower or broadervariations, shape your whole philosophical thoughts; not specifically about science, by the way. I will try to show how physics helps to (re)consider this issue.

International audience; Are symmetries discovered or rather invented by humans ? The stand you may take firmly here reveals a lot of your epistemologicalposition. Conversely, the arguments you may forge for answering to this question, or to one of its numerous narrower or broadervariations, shape your whole philosophical thoughts; not specifically about science, by the way. I will try to show how physics helps to (re)consider this issue.

International audience

International audience; In order to learn, a student has to organise his or her thought over time, to be capable of distributing events in times to come, of dealing with the instability of the present, of going back into the past and being able to link all these dimensions together. Then, an area of work stands out: how to find out and gather the conditions within which an incarcerated student would be allowed to move from a constrained and fragmented timescale to a linear and constructed one, medium of learning; and how to create experimental conditions in order to articulate those different timescales and build constants. Therefore, the implementation of learning situations described in this article aims at allowing students to develop an apprehension of this structured timescale by experimenting it through the built form lessons as well as with the contents treated, here, the experimental sciences studied from an historical perspective.; Pour apprendre, l’élève doit organiser sa pensée dans le temps, être capable de distribuer les évènements dans le temps à venir, de gérer l'instabilité du temps présent, d'effectuer des retours dans le temps passé et être capable de relier toutes ces dimensions. Un axe de travail s'impose alors : rechercher les conditions dans lesquelles on permettrait à l'élève incarcéré de passer d'un temps contraint et morcelé à un temps linéaire et construit vecteur d'apprentissage; et créer les conditions d'expérimentations lui permettant d'articuler différentes échelles de temps et de construire des invariants. La mise en œuvre des situations d’apprentissage décrites dans cet article vise donc à permettre aux élèves de développer une appréhension de ce temps structuré en l’expérimentant aussi bien dans la forme construite des enseignements que dans les contenus abordés, ici les sciences expérimentales étudiées sous un angle historique.