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This text provides a personal account of James E. Trosko's scientific journey in the field of stem cell research and radiation biology. Trosko discusses his experiences with stem cell research, including the challenges he faced due to lack of scientific knowledge and opposition from religious and ethical concerns. He also describes his work with the Radiation Effects Research Foundation in Hiroshima and Nagasaki, where he studied the health consequences of atomic bomb survivors. Trosko reflects on the role of nutrition and diets in influencing disease states and concludes that both radiation and chemical carcinogenesis can be influenced by environmental and lifestyle factors. [Extracted from the article]

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This article explores the significance of F.A. Hayek's work in understanding the nature and practice of science. It discusses Hayek's critique of scientism and his understanding of the relationship between natural and social sciences. The article emphasizes Hayek's theory of mind and evolutionary epistemology, which highlight the fragmented and tacit nature of human knowledge. It also discusses the role of rules in scientific domains and the importance of adaptation and orderliness. The article concludes by discussing the limitations of constructivist approaches and the need for methodological liberty in scientific discovery. [Extracted from the article]

The article discusses the concept of contemporary natural philosophy and its importance in promoting a broader understanding of knowledge that encompasses both science and philosophy. It emphasizes the need for interconnectedness and synthesis of knowledge in order to overcome the compartmentalization of different domains. The article also highlights the role of interdisciplinary collaboration between scientific and philosophical investigations in deepening our comprehension of the world. The topics covered in this special issue include the philosophy of nature, interdisciplinarity, the role of information, and the relationship between artificial intelligence and natural philosophy. The authors express their intention to continue this project in order to revive and sustain natural philosophy as a pursuit of integrated knowledge and understanding. [Extracted from the article]

Most philosophers of science do philosophy 'on' science. By contrast, others do philosophy 'in' science (PinS), that is, they use philosophical tools to address scientific problems and to provide scientifically useful proposals. Here, we consider the evidence in favour of a trend of this nature. We proceed in two stages. First, we identify relevant authors and articles empirically with bibliometric tools, given that PinS would be likely to infiltrate science and thus to be published in scientific journals ('intervention'), cited in scientific journals ('visibility'), and sometimes recognized as a scientific result by scientists ('contribution'). We show that many central figures in philosophy of science have been involved in PinS, and that some philosophers have even 'specialized' in this practice. Second, we propose a conceptual definition of PinS as a process involving three conditions (raising a scientific problem, using philosophical tools to address it, and making a scientific proposal), and we ask whether the articles identified at the first stage fulfil all these conditions. We show that PinS is a distinctive, quantitatively substantial trend within philosophy of science, demonstrating the existence of a methodological continuity from science to philosophy of science. [ABSTRACT FROM AUTHOR]

Most educational literature on conceptual change concerns the process by which introductory students acquire scientific knowledge. However, with modern developments in science and technology, the social significance of learning successive theories is steadily increasing, thus opening new areas of interest to discipline-based education research, e.g., quantum logic, quantum information, and communication. Here, we present an initial proposal for modeling the transition from the understanding of a theory to the understanding of its successor and explore its generative potential by applying it to a concrete case—the classical-quantum transition in physics. In pursue of such task, we make coordinated use of contributions from research not only on conceptual change in education, but also on the history and philosophy of science, on the teaching and learning of quantum mechanics, and on mathematics education. By means of analytical instruments developed for characterizing conceptual trajectories at different representational levels, we review empirical literature in the search for the connections between theory change and cognitive demands. The analysis shows a rich landscape of changes and new challenges that are absent in the traditionally considered cases of conceptual change. In order to fully disclose the educational potential of the analysis, we visualize categorical changes by means of dynamic frames, identifying recognizable patterns that answer to students' need of comparability between the older and the new paradigm. Finally, we show how the frame representation can be used to suggest pattern-dependent strategies to promote the understanding of the new content, and may work as a guide to curricular design. [ABSTRACT FROM AUTHOR]

Caitlin Donahue Wylie's book, "Preparing Dinosaurs: The Work Behind the Scenes," explores the role of fossil preparators in vertebrate paleontology. The book highlights the often unrecognized and autonomous work of preparators in transforming fossils into researchable specimens. Wylie's ethnographic study reveals the shared values and methodological concerns within preparator communities, as well as the impact of technology on fossil preparation techniques. The book also discusses the negotiation between preparators and scientists in prioritizing research goals and the portrayal of scientific practice in museum exhibitions. Wylie's work sheds light on the importance of metadata in paleontological research and the trade-offs between collecting workflow metadata and preserving preparators' autonomy. [Extracted from the article]

What can we learn from a Marxist history and philosophy of science? There are at least three crucial lessons that scholars should seriously reassess. First, the idea that there is a constitutive relation between practice and theory in knowledge production. This was a central concern for many Marxist HPS scholars and led them to conceive "science" as a praxis and as a situated, and not exclusively intellectual, enterprise. Second, the idea that there is a thread connecting social relations, technologies, and scientific abstractions. Modes of thinking and understanding are related to particular social formations. And third, the idea that modern science is both a cause and product of capitalist modes of production, which expanded globally and generated all sorts of inequalities and polarizations. Altogether, these lessons put forward a coherent perspective addressing the socioeconomic nature of scientific knowledge, which is still relevant today. [ABSTRACT FROM AUTHOR]

The article discusses the evolution of the history and philosophy of science over the past fifty years, particularly in relation to social and cultural perspectives. It explores the question of whether scientific knowledge is influenced by social, cultural, and gendered factors. The article also examines the concept of progress in science and technology, arguing that while technological progress may not be as rapid as commonly believed, it still exists. Additionally, the article raises the issue of social and political progress, noting that the world has not made significant advancements in areas such as peace, hunger, and freedom of expression. The author suggests that a better understanding of scientific and technological success can contribute to discussions about the political future of countries and the role of international organizations. [Extracted from the article]

Bojana Mladenovic's edition of Thomas S. Kuhn's last writings offers valuable insights for philosophers of science. The volume includes various pieces of work from 1981 to 1987, as well as an unfinished draft of Kuhn's intended magnum opus. While it does not provide a complete picture, the book helps readers better understand Kuhn's ideas and his intellectual development. The publisher's note by Juan V. Mayoral emphasizes Springer Nature's commitment to neutrality and transparency, acknowledging the editing assistance of Megan Watkins in ensuring accurate language. [Extracted from the article]

Andreas Bartels' book, Wissenschaft, explores the unique authority of science compared to other forms of knowledge. It uses real-life examples from various scientific fields to support its argument. While not a textbook on the philosophy of science, the book delves into the historical conceptions of science, the nature of scientific theories, and the demarcation of science from everyday knowledge and metaphysics. It also discusses the implications of science for objectivity, truth, and ethics. Bartels' interdisciplinary approach and use of case studies make the book a valuable resource for understanding the nature and significance of science. The article, written by Niels Linnemann and reported by an anonymous author, briefly mentions Springer Nature's neutral stance on jurisdictional claims and institutional affiliations in their published maps and affiliations. No further information or context is provided in the article. [Extracted from the article]

The text is a review of the book "Crooked thinking or straight talk? Modernizing Epicurean scientific philosophy" by Ken Binmore. The book explores the integration of political philosophy with social and behavioral sciences, emphasizing the use of empathetic preferences in evaluating social states. Binmore argues that social contracts are not the result of rational bargaining, but rather a set of norms and institutions that have evolved over time. He also discusses the subjective value of individual lives from an Epicurean/utilitarian perspective. The article reviews Binmore's solution to evaluating the well-being of an individual's life, which suggests a retrospective evaluation from the perspective of a dying person. It raises questions about the assumptions and limitations of using utility and rational choice theory to determine the value of a life. [Extracted from the article]

This document is an obituary for Elena Mamchur, a philosopher of science. Mamchur was known for her principle of 'maximum inheritance', which she believed applied to scientific cognition even during radical changes in theoretical knowledge. She viewed her work in the philosophy of science as a search for existential meaning and saw a connection between scientific truth and moral action. Mamchur's research focused on topics such as theory choice, simplicity in science, the continuity of scientific knowledge, and the interaction between science and culture. She also proposed a multi-flow model for the development of scientific cognition. [Extracted from the article]

This article explores the history of the study of chemical affinity and the transition from empirical knowledge to theoretical understanding in chemistry. It highlights the lack of philosophical analysis in the history of natural science, particularly in chemistry. The article identifies three qualitative leaps in the study of chemical affinity, which correspond to the transition from empiria to theory. It emphasizes the importance of understanding the structure and general regularities of phenomena in order to achieve a theoretical understanding. The text discusses the problem of explaining phenomena and the transition from empirical to theoretical knowledge. It concludes that theoretical cognition is systematic and involves resolving contradictions and synthesizing various systems of knowledge. The text also discusses the theoretical stage of cognition and its distinction from empirical cognition. It explains that at the pre-theoretical stage, qualitative-formal model conceptions emerge, but they lack necessary connections between general and specific phenomena. The transition from empirical to theoretical cognition occurs through the world picture, which plays a role in constructing a theory. [Extracted from the article]

In this article, I analyse the role of the concepts of 'practice,' 'relations,' and 'process' in Rein Vihalemm's philosophy of science and the way he defined and articulated these concepts to study the production of scientific knowledge. Then, following Vihalemm's line of reasoning, I will show how this approach is promising for thinking in a new way about some developments in contemporary sciences and technology. [ABSTRACT FROM AUTHOR]

This article explores the value of consulting religious traditions in liberal democratic states. It argues that religious traditions can provide valuable resources for problem-solving and offers four nonreligious, epistemic reasons for consulting them. These reasons include the continuity of transmission, the test of time, the intergenerational learning process, and the result of moral inquiry. The article emphasizes that while there are epistemic reasons for consulting religious traditions, other factors such as unjust discrimination may outweigh them. The analysis has implications for the role of religious traditions in political or ethical problem-solving in liberal democratic states. [Extracted from the article]

"The Last Writings of Thomas S. Kuhn" is a collection of three major texts and two abstracts that delve into Kuhn's work on the history and nature of science. Kuhn argues that historians of science should approach their subject as anthropologists, seeking to understand and describe the seemingly incongruous behavior of past scientists. He emphasizes the importance of understanding how and why beliefs in science change over time, rather than focusing solely on the logical force behind arguments. The book also explores Kuhn's views on observation, truth, and the role of history and philosophy of science in science education. [Extracted from the article]

"Perspectives on Kuhn: Contemporary Approaches to the Philosophy of Thomas Kuhn" is a book that emerged from a conference in Argentina and Uruguay, featuring five substantial papers and five commentaries. The topics covered in the book include epistemological coherentism, the philosophical nature of 'structure,' the theoretical background of Kuhn's philosophy, incommensurability, and 'world change.' The papers present new claims and assessments of Kuhn's philosophy, while the commentaries highlight potential issues and areas for further exploration. The book offers valuable insights into Kuhn scholarship and is a well-structured and accomplished collection. [Extracted from the article]

Peter Vickers's book, "Identifying Future-Proof Science," explores the concept of scientific facts that will remain valid over time. Vickers examines the criteria for determining scientific statements as facts and how non-experts can identify future-proof science. He suggests that laypeople should look for a solid scientific consensus, where at least 95% of relevant scientists agree unambiguously on a claim. However, there are challenges in defining diversity and plurality within the scientific community, as well as relying on quantitative measures like publication numbers and journal reputation. Vickers proposes improving science education to help individuals evaluate scientific claims effectively. [Extracted from the article]

In the book "Darwinian evolution and scientific revolutions: Chris Haufe: How knowledge grows: the evolutionary development of scientific practice," the author explores the parallels between biological evolution and the evolution of scientific knowledge. Haufe argues that scientific progress is driven by factors such as heredity, intrinsicality, and continuity, which are similar to the mechanisms of natural selection. The book examines how scientific practice can become more progressive and explores the emergence of new scientific specializations and scientific revolutions. While the book provides a useful framework for understanding the directionality of science, further research is needed to validate its predictions and explore alternative models. Overall, the book offers a compelling account of the evolutionary nature of the scientific process and is recommended for those interested in the history and epistemology of science. [Extracted from the article]

This article provides an overview of the current state of Computer-Supported Collaborative Learning (CSCL) research, highlighting its challenges and opportunities. The authors emphasize the need for multidisciplinary and interdisciplinary approaches, as well as the connection between theory and design. They invite papers that employ a design science stance to address collaborative learning problems. The article also discusses the gap between theories and data in CSCL research and suggests strategies for bridging the gap between research and practice. Additionally, it includes summaries of four research articles that contribute to our understanding of specific technologies and approaches in CSCL. [Extracted from the article]

The article explores the relationship between inter-, trans-, and polydisciplinarity in contemporary humanities. It highlights philosophy's role in fostering critical thinking and methodological reflection. The phenomenon of intersubjectivity/interculturality is discussed in today's network society, emphasizing the ongoing exchange between individual consciousness and interpersonal perception within metadisciplinary philosophical studies. The article illustrates the practical application of metadisciplinarity through a PhD program at Kyiv National Linguistics University, advocating for the reintroduction of philosophy into modern education. It proposes an interdisciplinary segment, "Philosophy of Science and Methodology of Humanitarian Knowledge," integrating philological and professional teaching with philosophy to cultivate reflective and critical skills. The program aims to equip postgraduate students with knowledge of logical, methodological, and epistemological shifts, applicable in teaching. Ultimately, it asserts that combining specific scientific knowledge with philosophical principles in education shapes a flexible and deep conceptual framework, enhancing modern scientific and philosophical discourse. This multimodal approach to metadisciplinary philosophy fosters innovative paradigmatic trends. [ABSTRACT FROM AUTHOR]

Riccardo Strobino's book, "Avicenna's Theory of Science: Logic, Metaphysics, Epistemology," examines Avicenna's theory of scientific knowledge, focusing on his Book of Demonstration. Strobino provides a detailed paraphrase of the Book of Demonstration, supplemented with direct quotations and references to other texts by Aristotle and Avicenna. The book is organized into five parts, covering topics such as Avicenna's theory of scientific knowledge, the organization of science, scientific attributes, causality, and methods for acquiring derivative conceptions. Strobino's work is well-structured, clear, and philosophically stimulating, making it a valuable resource for experts in Avicenna and scholars of epistemology and philosophy of science. [Extracted from the article]

This article explores the concept of nonkilling and its increasing presence in academia and research. Nonkilling refers to the absence of killing and conditions that lead to killing in human society. The article argues that nonkilling is not only possible but also necessary for mental health and peace. It discusses evidence from various disciplines to challenge the belief that humans are inherently violent and emphasizes the need for interdisciplinary collaboration and the inclusion of nonkilling alternatives in academic research and social practice. The article also highlights the efforts of the Center for Global Nonkilling in promoting research and establishing a network of Nonkilling Research Committees. However, it acknowledges the challenges faced by nonkilling research due to lack of funding and institutional support. The article concludes by stating that nonkilling is a crucial contribution to the advancement of knowledge and action for the continuation of human and planetary life. [Extracted from the article]

The book review discusses Michela Massimi and Casey D. McCoy's book, "Understanding Perspectivism: Scientific Challenges and Methodological Prospects." The book explores the concept of perspectivism, which recognizes that all knowledge is influenced by human perspectives. The authors argue that perspectivism can help us understand the plurality of models in science and how they can be complementary. The review highlights different themes discussed in the book, including the integration of multiple models, the relationship between perspectivism and realism, and the role of perspectives in scientific practice. The review also acknowledges the importance of considering the human element in knowledge-making and the potential limitations of the metaphor of "perspective." Overall, the book offers new insights into the philosophy of science and pushes discussions of realism in interesting directions. [Extracted from the article]

Science plays a central role in propelling social progress and evolution as it serves as a source of knowledge that catalysts innovation and fosters critical thinking. In this essay, the author expounds some reflections that aim to elucidate the nature of scientific knowledge and the limits of what we can comprehend about the physical world. Historically, one of the key questions in the philosophy of science has been whether or not we can truly comprehend everything about the physical world. This enquiry delves into the very essence of scientific knowledge. While scientific discovery is typically the result of planned causal research, historical exceptions to this rule exist. In our pursuit of knowledge, it is essential to differentiate between ‘truth’ and ‘reality’. Ultimately, the historical perspective highlights the importance of ongoing critical reflection and debate within the philosophical theory of human knowledge. [ABSTRACT FROM AUTHOR]

This paper critically evaluates the classification of research-related fraudulent activities, with an emphasis on the specific misconduct falsification. The analysis begins by interrogating the assumption that all acts of fraud in research are intentional, suggesting that some instances may inadvertently arise during the course of scholarly activities. Misconducts like fabrication and falsification are categorized as fraudulent primarily due to their generation during research activities and their direct contribution to the distortion of scientific knowledge. Plagiarism, while deceptive, does not necessarily originate from the research process nor lead directly to such distortion, and therefore is not classified as de facto fraud. The paper proposes that the definition of falsification – as established by the PHS – requires refinement to prevent wrongful allegations and convictions, enhance transparency, and offer clearer guidelines. This nuanced understanding is vital for safeguarding the credibility of the research process and protecting scientists from unfounded career-damaging accusations. Ultimately, this paper advocates for a clearer definition of falsification to protect the integrity of scientific research and prevent the miscarriage of justice. [ABSTRACT FROM AUTHOR]

In the article "Knowledge Production in the Humanities: Pihlström's Pragmatist Philosophy of the Humanities," Sami Pihlström argues for the value of the humanities in producing knowledge. He proposes a pragmatic approach that avoids oversimplification and recognizes the importance of understanding the objects of study. Pihlström distinguishes the humanities from the social sciences and emphasizes their focus on humanly created meaningful objects and events. The article also explores the role of humanities research in deepening our understanding of reality, including religious beliefs and rituals. It concludes by highlighting the importance of the humanities in knowledge production and challenging the devaluation of the field. [Extracted from the article]

This article introduces a symposium on the relationship between pragmatist philosophy, science, and scientism. It explores how pragmatists challenge the claims of scientism by asserting that science cannot determine what we should value or fully account for the value we find in certain objects and experiences. The symposium covers topics such as the pragmatist approach to mathematics, Peirce's analysis of scientific diagrams, and Brandom's interpretation of Hegel's work. The text also discusses perspectives on the relationship between science and religion, including the views of Bulgarian authors who introduced pragmatism in Bulgaria. It also includes discussions on entity realism, incommensurable theories, and the "Natural Ontological Attitude." [Extracted from the article]

The article discusses the democratization of scientific research, specifically in the field of psychiatry. The author explores the relationship between service users and scientific knowledge, particularly in making value-based decisions. They use the example of modifying psychiatric diagnoses to illustrate how scientific expertise is necessary to assess theoretical virtues such as simplicity, coverage, embeddedness, identified causal mechanisms, and accuracy. The author also raises concerns about the fair consideration of alternative scientific conceptions and the role of service users in the decision-making process. Overall, the article highlights the complexities of implementing democracy in psychiatric research and the need to balance scientific expertise with the perspectives of service users. [Extracted from the article]

This document is the editors' preface for an issue of the Oxford Literary Review that focuses on the relationship between life, metaphor, and metaphoricity in the context of Jacques Derrida's work. The preface explains that Derrida's concept of metaphor is not limited to language or rhetoric, but rather encompasses the appropriation of borrowed elements within philosophical discourse. The issue includes articles that explore metaphors of living and technical inscription, as well as contributions that go beyond Derrida's work to examine biosemiotics and ancient Chinese texts. The editors argue that Derrida's thinking of metaphoricity is rooted in a philosophy of life, and they invite readers to reconsider his critique of the metaphysical foundations of contemporary biology. [Extracted from the article]

The article focuses on the conflict surrounding the integration of Indigenous knowledge into education policy, exploring debates about its value, application, and policy protections. Topics include the Aotearoa–New Zealand government's decision to give equal value to Indigenous knowledge in the school curriculum, arguments against it, and the potential complementarity between science and Indigenous knowledge.

At the end of the 20th century, the theory of art history shifted from the area of methodology understood as a normative field of the philosophy of science to the area of the social practice of constructing knowledge. The term “art historical methodology” itself became trivialized when its meaning was detached from the horizon of epistemology and became extremely inclusive, encompassing all methods practised in the discipline, with a method being considered to be the use of any theory as a tool of interpretation. As a consequence, the basic problem of scientific methodology, which is the critical assessment of explanatory and interpretive theories due to the value of their justification, is not addressed in the self-reflection of contemporary art history. The retreat from the rigors of methodology was related to the reception of structuralism, initiated by Ernst Gombrich in the book Art and Illusion. Popper’s model of situational logic as a method of historical explanation of works of art was transformed into a structuralist model, referring to constant rules of pictorial representation, symbolization and communication. Michael Fried and Norman Bryson formulated their own theories of invariant rules defining the necessary initial conditions for the formation and reception of pictures, so that individual works could be interpreted in terms of these rules and, as a result, confirm the general theory, which created a vicious circle. Structuralist theories did not function as hypotheses requiring critical testing, but as interpretive codes that served to read each work of art within their own conceptual system. The next step in the process of the reception of structuralism was the development of theories defining general rules that would govern the discursive practice of art history, and the detection of which at the basis of this practice would discredit or invalidate its epistemological dimension. Hayden White’s narrativism was the theory that historical discourse is subject to narrative conventions, not to the laws of logic and the rigors of methodology that serve to limit the pool of alternative explanations or interpretations. This theory was intended to justify the pluralism of equal versions of history as a politically correct idea, appropriate for a “democratic” model of knowledge. Theorists developing White’s theses in the field of art history claimed that the discursive practice of this discipline was not governed by methodological rules but by political motivations (Keith Moxey) or aesthetic principles of artwriting (David Carrier). After the phase of open denial of the dependence of the art history discourse on methodology, the theory of the discipline turned into an analysis of techniques for building this discourse, which no longer included methodological issues, as in James Elkins’ book Our Beautiful, Dry, and Distant Texts. A critical review of theories separating art history from methodology leads to the conclusion that they are untenable. It is impossible to maintain the scientific status of our discipline without respecting the principles of methodology founded in the contemporary philosophy of science.

Second, the value question at stake in DOE does not concern which values, or what mix thereof, to choose (i) as the basis of social science (the questions of standpoint epistemology and social epistemology, respectively) or (ii) as the goal of optimization in designing social-science-based causal interventions (the question of policy-oriented social science). He argues that the naturalism versus interpretivism debate-one debate - one of the most frequently discussed in the philosophy of social science-should science - should be recast as the debate concerning what he calls "the Enlightenment ideal of social science". When David Wengrow visited Helsinki in September 2022 for the launching of the Finnish translation of their book, I The Dawn of Everything: A New History of Humanity i (DOE henceforth), he told me that about five new reviews had been popping up every week since its publication. [Extracted from the article]

Given that it works, that its success makes the most sense if we accept that it is an account of reality, how can what science studies have revealed about science be accommodated to a defence of science as objective knowledge of the world?" (235). This debate is too long (161-77) for meaningful excerpts, except for the problem that recurs constantly in Goldman's pages: "The mystery of [knowledge claims] lies in the failure of scientists, logicians and philosophers to find a logical justification for doing what all scientists do: link epistemological claims to ontological claims" (161). For example, it is eye opening to learn from Goldman that it was Plato who gave birth to the notion that knowledge can be independent of the knower; and indeed of knowledge carried forward by the souls of deceased persons in search of a new birth which is then gifted with this knowledge by way of "recollection." Given this stand-off between Bacon and Descartes, Goldman asserts that "the claim that modern science arose as a result of the invention of "the" scientific method is untenable ... even today there is no one such method" (31). [Extracted from the article]

Scientific knowledge in general is one of the most important things and elements that researchers and specialists seek to study and deepen in order to reach new scientific foundations that deepen the vision in the field of specialization and build a base of information that contributes and helps in the development of knowledge output, and the sum of what the learner possesses of information and knowledge related to understanding the philosophy of science. University education, and that identifying the extent to which the objectives of the educational process are achieved in the faculties of basic education for the subject of educational measurement and evaluation requires evaluating the cognitive output of the learners, which was followed by the researchers in building a cognitive test for the subject of educational measurement and evaluation of 30 items prepared in a multiple-choice format on a sample of 70 students The test was prepared in a scientific way and the scientific foundations for the paragraphs were found, which proved that the test is suitable for the main research sample to which the test was applied, numbering 70 male and female students. The researchers recommend relying on this test when evaluating students of basic education colleges in the subject of educational measurement and evaluation. [ABSTRACT FROM AUTHOR]

Recent publications by several leading philosophers of chemistry have focused on the definition, scope, utility, and nomenclature of issues dealing with acidity and basicity. In this paper, molecular orbital theory is used to explain all acid–base reactions, concluding that the interaction of the highest occupied molecular orbital (HOMO) of one substrate, "the base," with the lowest unoccupied molecular orbital (LUMO) of a second substrate, "the acid," determines the reactivity of such systems. This paradigm provides an understanding of all acid–base reactions as well as other reactions which, on the surface, may not seem like acid–base reactions but which have fundamental underpinnings of that kind of chemistry. Rather than being unable to determine a unified understanding of acidity and basicity as suggested in the philosophy of chemistry literature, we propose that acidity and basicity fit securely in a classification of many other reactions that, using classical chemistry knowledge, pre-quantum chemistry, would not be possible. We strongly support the use of all scientific knowledge and experience in the development of the ideas in the philosophy science. We further suggest increased interactions between philosophers of science and scientists, so that all scholars benefit from the values, knowledge, and perspectives of other disciplines. [ABSTRACT FROM AUTHOR]

Since its origins in herbert spiegelberg's 1960 I Phenomenological Movement: A Historical Introduction i , the question of the rapport between Royce and Husserl has been generally framed according to a perspective that is at once conceptual and methodological. On his part, Royce owned a copy of Husserl's I Logische Untersuchungen i . 2 Kegley, "Royce and Husserl" 184-99. 3 [3][4]. I will demonstrate in what ways I think their views diverge by paying particular attention to Husserl's I transcendental epoché i ,[7] a methodological move that is absent in Royce, but that is certainly fundamental in Husserl's Phenomenology. Royce's sovereign use of logic contrasts sharply with Husserl's slow approach through painstaking phenomenological analyses.... Husserl's limited results can hardly compare with the bold metaphysical vision which underlies all of Royce's deductions" ([22]). [Extracted from the article]

In this way, modelling theory presents a paradox - more sophisticated debate still embeds known problems I with theory i , risking us undertaking research supporting the status quo (see commitment to change, leadership, strategy theories). The problem with organizational scholarship today is that theory weighs heavily, "like a nightmare on the brains of the living" ([3]). [Extracted from the article]

The article discusses major works in the history of philosophy. Topics include how philosophical texts have a deep argumentative structure that runs across the entire text, author with a continuous dialogue with contemporary and non-contemporary philosophical ideas and positions in order to support them, and philosophical guides.

Scientific knowledge in the field of acoustics includes both qualitative and quantitative data where objective measurement values and subjective quality ratings overlap and create a general understanding about the relationship between people and sounds. Architectural acoustics experts are expected to have knowledge about both sound theory and architectural design. In this paper, the history of architectural acoustics and the knowledge formation methods were evaluated in terms of philosophical approaches of contemporary philosophers like Robert Audi, Norman Blaikie, Martyn Hammersley and Karl Popper. In terms of philosophy of science, architectural acoustics has epistemologically an empiricist, ontologically a shallow realist stand point. It has a strict relationship with culture and limitations of human hearing. This field of research needs also to adopt subtle realist ontology in the studies. This paper also includes historical information about theoretical beginnings of architectural acoustics. Historical emergence of important scientific terms like reverberation time, normal loudness curves and subjective parameters for concert hall acoustics are discussed. This paper covers epistemological and ontological approaches in architectural acoustics which are commonly used or neglected while forming knowledge. The practical use of acoustic knowledge and its relativity considering different case examples are discussed in the paper. [ABSTRACT FROM AUTHOR]

Everett Mendelsohn, a former Harvard professor, had a significant impact as an educator in the field of history of science. He was known for his radical thinking and his interest in the sociology and philosophy of science. Mendelsohn was committed to equality, diversity, opportunity, and collaboration, making him a beloved figure on campus. He taught a notable general education course called "Science and Society" that explored ethical issues in the history of science. Mendelsohn was also involved in childcare advocacy, championed feminism and women's issues, and worked on Middle East reconciliation efforts. He was a facilitator and mentor to many scholars and had a lasting impact on the Harvard community. [Extracted from the article]