Archē

2018 ◽  
Author(s):  
Richard McKirahan
Keyword(s):  
Philosophy Of Science ◽  
Scientific Knowledge ◽  
Ancient Greek ◽  
Technical Term ◽  
Scientific Principles ◽  
Basic Entity

Archē, or ‘principle’, is an ancient Greek philosophical term. Building on earlier uses, Aristotle established it as a technical term with a number of related meanings, including ‘originating source’, ‘cause’, ‘principle of knowledge’ and ‘basic entity’. Accordingly, it acquired importance in metaphysics, epistemology and philosophy of science, and also in the particular sciences. According to Aristotle’s doctrine of scientific principles, all sciences and all scientific knowledge are founded on principles (archai) of a limited number of determinate kinds.

The Theory of Social Relay by M.A. Rozov: Pathway for Understanding

2021 ◽  
pp. 146-160
Author(s):  
Nataliya I. Kuznetsova ◽  
Keyword(s):  
Philosophy Of Science ◽  
Empirical Analysis ◽  
Scientific Knowledge ◽  
New World ◽  
Social Memory ◽  
Bottom Line ◽  
Russian Philosopher ◽  
Methodological Problems ◽  
The Empirical Analysis ◽  
Goals And Objectives

The article analyzes the problems of modern epistemology in the context of pre­senting the views and philosophical heritage of the famous Russian philosopher Mikhail Alexandrovich Rozov. The relevance of the theory of social relay devel­oped by him and the corresponding “wave” ontology, especially in the period of thematic, terminological and substantial transformations of modern epistemo­logy, is shown. The author carry out the idea that without solving the ontological and methodological problems of the empirical analysis of scientific knowledge, it is impossible to correctly investigate knowledge. The article describes in detail the logic of Rozov’s reasoning, and also demonstrates the scale of M.A. Rozov on the reforming of epistemology and philosophy of science, on the formulation of an urgent agenda, problems, goals and objectives of the study of knowledge. The bottom line is that understanding semiotic objects (scientific knowledge) as phenomena of social memory, which are reproduced according to direct or indi­rect (verbalized) patterns, opens a new world of social relay races. The broad ap­plicability of Rozov’s theory in various empirical contexts is demonstrated, which allows discussing both traditional and modern philosophical and method­ological problems of the natural and socio-humanitarian sciences, as well as in epistemology and philosophy of science.

The Origins of Engineering Design

1993 ◽  
Author(s):  
Andrew D. Dimarogonas
Keyword(s):  
Engineering Design ◽  
19Th Century ◽  
Scientific Knowledge ◽  
Industrial Revolution ◽  
Design Activity ◽  
Ancient Greek ◽  
Modern Engineering ◽  
Hellenistic World ◽  
Systematic Development ◽  
The 19Th Century

Abstract Engineering is distinguished from craft or invention by systematic development and use of intelligence and scientific knowledge. Elements of engineering design can be found in the great Potamic civilizations but systematic engineering design activity started in the ancient Greek and Hellenistic world and matured under the Romans. The renaissance and the industrial revolution revived Engineering and modern engineering design was eventually defined during the 19th Century.

Critical Realism

2021 ◽  
pp. 69-72
Author(s):  
Dominik Giese ◽  
Jonathan Joseph
Keyword(s):  
Philosophy Of Science ◽  
Scientific Realism ◽  
Scientific Knowledge ◽  
Critical Realism ◽  
Alternative View ◽  
Science And Society ◽  
The Real ◽  
Critical Realist ◽  
Ontological Question ◽  
The World

This chapter evaluates critical realism, a term which refers to a philosophy of science connected to the broader approach of scientific realism. In contrast to other philosophies of science, such as positivism and post-positivism, critical realism presents an alternative view on the questions of what is ‘real’ and how one can generate scientific knowledge of the ‘real’. How one answers these questions has implications for how one studies science and society. The critical realist answer starts by prioritizing the ontological question over the epistemological one, by asking: What must the world be like for science to be possible? Critical realism holds the key ontological belief of scientific realism that there is a reality which exists independent of our knowledge and experience of it. Critical realists posit that reality is more complex, and made up of more than the directly observable. More specifically, critical realism understands reality as ‘stratified’ and composed of three ontological domains: the empirical, the actual, and the real. Here lies the basis for causation.

Perceptual Paradigms

2021 ◽  
pp. 23-42
Author(s):  
William Fish
Keyword(s):  
Philosophy Of Science ◽  
Scientific Knowledge ◽  
Good Thing ◽  
Philosophical Thinking ◽  
Philosophy Of Perception ◽  
Visual Science ◽  
Research Programmes

Everyone would agree that contemporary philosophical thinking and theorizing about perception should both be aware of, and consistent with, the findings of visual science. Yet despite this consensus, there is little discussion—and even less agreement—about how this should work in practice. This chapter proposes that we can gain useful insights by bringing some tools from the philosophy of science to bear on this question. Focusing on the disagreement between Burge and McDowell as to whether or not disjunctivism in the philosophy of perception is ‘directly at odds with scientific knowledge’ (Burge 2005, 29), the chapter suggests that interesting insights can be gained by seeing this debate through a Kuhnian lens—as a clash of paradigms (or, more strictly, Lakatosian research programmes)—and then investigate the methodological consequences that flow from this. It contends that looking at this debate through this lens not only sheds light on why it can seem so intractable, but also provides us with reassurance that this might be a good thing.

Social Organization of Science

2015 ◽  
Author(s):  
Martin Carrier
Keyword(s):  
Social Organization ◽  
Philosophy Of Science ◽  
Scientific Knowledge ◽  
Social Epistemology ◽  
Social Roles ◽  
Scientific Communities ◽  
Science Section ◽  
The Social ◽  
Organization Of Science ◽  
Knowledge Claims

The social organization of science as a topic of philosophy of science mostly concerns the question of which kinds of social organization are most beneficial to the epistemic aspirations of science. Section 1 addresses the interaction among scientists for improving epistemic qualities of knowledge claims in contrast to the mere accumulation of contributions from several scientists. Section 2 deals with the principles that are supposed to organize this interaction among scientists such that well-tested and well-confirmed knowledge is produced. Section 3 outlines what is supposed to glue scientific communities together and how society at large is assumed to affect the social organization of these communities. Section 4 attends to social epistemology (i.e., to attempts to explore the influence of social roles and characteristics on the system of scientific knowledge and confirmation practices).

The Concept of Equivalence in Translation Studies

Target ◽  
1997 ◽  
Vol 9 (2) ◽  
pp. 207-233 ◽  
Author(s):  
Sandra L. Halverson
Keyword(s):  
Philosophy Of Science ◽  
Scientific Knowledge ◽  
Translation Studies ◽  
Translation Theory ◽  
Points Of View

Abstract Within translation studies, there remains a certain amount of unnecessary discord concerning the use of the equivalence concept and its relevance for translation theory. In the interest of better understanding the various points of view, it seems helpful to consider different perspectives on this concept in light of the varying philosophical assumptions on which they are based. Analogies between the equivalence concept and a concept of scientific knowledge as it is and has been studied within the philosophy of science are highly informative in pointing out the philosophical issues involved in equivalence, translation, and knowledge. Rather than dismissing the concept as ill-defined or imprecise, it is in the interest of the field of translation studies to consider the origins and manifestations of this 'imprecision ' in order that we may be better informed and less inclined towards theoretical antagonism.

scholarly journals Philosophy of science and the foundations of scientific knowledge: an overview

2010 ◽  
Vol 12 (2) ◽  
pp. 61-72
Author(s):  
Elnora Gondim ◽  
Osvaldino Marra Rodrigues
Keyword(s):  
Philosophy Of Science ◽  
Scientific Knowledge

scholarly journals O Diálogo entre saberes a partir de filmes: contribuições para a ciência, sociedade e o ensino

2020 ◽  
Vol 4 (3) ◽  
pp. 380-400
Author(s):  
Fábio Gabriel Nascibem
Keyword(s):  
Philosophy Of Science ◽  
Scientific Knowledge ◽  
Scientific Explanation ◽  
The Other ◽  
Science Society ◽  
Other Hand ◽  
Popular Knowledge ◽  
The World ◽  
Education And Society

Resumo: Verificamos que as discussões na sociedade têm tendido a extremos: há visões em que negam totalmente a primazia da explicação científica e, por outro lado, visões que centram toda validade na ciência. Defendemos uma que se estabeleça diálogo entre saberes. Levantamos algumas questões: Como pode ser abordado o tema do diálogo entre saberes? Quais potencialidades? Quais contribuições para o ensino e para a sociedade tais discussões podem trazer? Nosso objetivo neste artigo é esclarecer temas relacionados ao diálogo entre saber científico e saber popular à luz de teorias da filosofia da ciência a partir de duas obras cinematográficas. As obras que analisamos foram: o “Escolarizando o Mundo - O último fardo do homem branco” e o filme “1984”. Ambos fornecem subsídios para uma discussão madura do tema, com potencialidades para a sociedade, por meio de uma postura que privilegie diálogos, bem como para o Ensino de Ciências.Palavras-chave: Saber Científico. Saberes Populares. Obras Cinematográficas. The dialogue between knowledges from films: contribu-tions for science, society and educationAbstract: We note that discussions in society have tended to extremes: there are views that totally deny the prima-cy of scientific explanation and, on the other hand, views that focus all validity in science. We support a dialogue to be established between knowledge. We raise some questions: How can be addressed the issue of dialogue between knowledge? What potential? What contributions to education and society can such discussions bring? Our objective in this article is to clarify themes related to the dialogue between scien-tific knowledge and popular knowledge in the light of theories of the philosophy of science from two cinematographic works. The works we analyzed were: the “Schooling the World - The White Man’s Last Burden” and the film “1984”. Both provide subsidies for a mature discussion of the theme, with potential for society, through a posture that favors dialogues, as well as for Science Teaching.Keywords: Cinematographic Works. Scientific Knowledge. Popular Knowledge. 

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