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Paul Feyeraband famously asked, what's so great about science? One answer is that it has been surprisingly successful in getting things right about the natural world, more successful than non-scientific or pre-scientific systems, religion or philosophy. Science has been able to formulate theories that have successfully predicted novel observations. It has produced theories about parts of reality that were not observable or accessible at the time those theories were first advanced, but the claims about those inaccessible areas have since turned out to be true. And science has, on occasion, advanced on more or less a priori grounds theories that subsequently turned out to be highly empirically successful. In this book the philosopher of science, John Wright delves deep into science's methodology to offer an explanation for this remarkable success story.
Paul Feyeraband famously asked, what's so great about science? One answer is that it has been surprisingly successful in getting things right about the natural world, more successful than non-scientific or pre-scientific systems, religion or philosophy. Science has been able to formulate theories that have successfully predicted novel observations. It has produced theories about parts of reality that were not observable or accessible at the time those theories were first advanced, but the claims about those inaccessible areas have since turned out to be true. And science has, on occasion, advanced on more or less a priori grounds theories that subsequently turned out to be highly empirically successful. In this book the philosopher of science, John Wright delves deep into science's methodology to offer an explanation for this remarkable success story.
Do you want to develop useful skills, gain admission to top colleges, win scholarship money, excel at science competitions, and explore career options--all while having fun?By reading this book and using the advice within it, you will learn how to formulate a research project idea, find people who can help you complete it, effectively present it to diverse audiences, and participate successfully in research competitions. Whether you are a freshman rookie with a vague interest in science or a senior veteran striving for first place at the Science Talent Search, this guide will help you make the most of your research experience.With its testimonials from high school students whose lives were positively changed by their research experiences, this guide also aims to motivate and empower students who otherwise would not pursue science and research opportunities. In doing so, this book also seeks to encourage more students to pursue science and technology."What Shiv Gaglani and his co-authors offer with this book is a well-crafted and practical guide for any high school student who wants to participate in (and win!) the Intel Science Talent Search, Intel International Science and Engineering Fair, or any similar research endeavor. As sponsors of these programs, we regularly get requests for exactly this information from all around the globe. I am excited to be able to point students, educators and parents to this valuable resource." Wendy Hawkins, Executive Director of the Intel Foundation"The Winners' Guide offers terrific insight and information to encourage increased numbers of students and teachers to seek out lab-based experiences to enrich and strengthen their scientific acumen." Joann P. DiGennaro, President of the Center for Excellence in Education
“The Knowledge Machine is the most stunningly illuminating book of the last several decades regarding the all-important scientific enterprise.” —Rebecca Newberger Goldstein, author of Plato at the Googleplex A paradigm-shifting work, The Knowledge Machine revolutionizes our understanding of the origins and structure of science. • Why is science so powerful? • Why did it take so long—two thousand years after the invention of philosophy and mathematics—for the human race to start using science to learn the secrets of the universe? In a groundbreaking work that blends science, philosophy, and history, leading philosopher of science Michael Strevens answers these challenging questions, showing how science came about only once thinkers stumbled upon the astonishing idea that scientific breakthroughs could be accomplished by breaking the rules of logical argument. Like such classic works as Karl Popper’s The Logic of Scientific Discovery and Thomas Kuhn’s The Structure of Scientific Revolutions, The Knowledge Machine grapples with the meaning and origins of science, using a plethora of vivid historical examples to demonstrate that scientists willfully ignore religion, theoretical beauty, and even philosophy to embrace a constricted code of argument whose very narrowness channels unprecedented energy into empirical observation and experimentation. Strevens calls this scientific code the iron rule of explanation, and reveals the way in which the rule, precisely because it is unreasonably close-minded, overcomes individual prejudices to lead humanity inexorably toward the secrets of nature. “With a mixture of philosophical and historical argument, and written in an engrossing style” (Alan Ryan), The Knowledge Machine provides captivating portraits of some of the greatest luminaries in science’s history, including Isaac Newton, the chief architect of modern science and its foundational theories of motion and gravitation; William Whewell, perhaps the greatest philosopher-scientist of the early nineteenth century; and Murray Gell-Mann, discoverer of the quark. Today, Strevens argues, in the face of threats from a changing climate and global pandemics, the idiosyncratic but highly effective scientific knowledge machine must be protected from politicians, commercial interests, and even scientists themselves who seek to open it up, to make it less narrow and more rational—and thus to undermine its devotedly empirical search for truth. Rich with illuminating and often delightfully quirky illustrations, The Knowledge Machine, written in a winningly accessible style that belies the import of its revisionist and groundbreaking concepts, radically reframes much of what we thought we knew about the origins of the modern world.
Science and the Quest for Reality is an interdisciplinary anthology that situates contemporary science within its complex philosophical, historical, and sociological contexts. The anthology is divided between, firstly, characterizing science as an intellectual activity and, secondly, defining its social role. The philosophical and historical vicissitudes of science's truth claims has raised profound questions concerning the role of science in society beyond its technological innovations. The deeper philosophical issues thus complement the critical inquiry concerning the broader social and ethical influence of contemporary science. In the tradition of the 'Main Trends of the Modern World' series, this volume includes both classical and contemporary works on the subject.
To most of us, learning something "the hard way" implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners. Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights into how memory is encoded, consolidated, and later retrieved have led to a better understanding of how we learn. Grappling with the impediments that make learning challenging leads both to more complex mastery and better retention of what was learned. Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and durable learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another. Speaking most urgently to students, teachers, trainers, and athletes, Make It Stick will appeal to all those interested in the challenge of lifelong learning and self-improvement.
The general public has a glorified view of the pursuit of scientific research. However, the idealized perception of science as a rule-based, methodical system for accumulating facts could not be further from the truth. Modern science involves the idiosyncratic, often bumbling search for understanding in uncharted territories, full of wrong turns, false findings, and the occasional remarkable success. In his sequel to Ignorance (Oxford University Press, 2012), Stuart Firestein shows us that the scientific enterprise is riddled with mistakes and errors - and that this is a good thing! Failure: Why Science Is So Successful delves into the origins of scientific research as a process that relies upon trial and error, one which inevitably results in a hefty dose of failure. In fact, scientists throughout history have relied on failure to guide their research, viewing mistakes as a necessary part of the process. Citing both historical and contemporary examples, Firestein strips away the distorted view of science as infallible to provide the public with a rare, inside glimpse of the messy realities of the scientific process. An insider's view of how science is actually carried out, this book will delight anyone with an interest in science, from aspiring scientists to curious general readers. Accessible and entertaining, Failure illuminates the greatest and most productive adventure of human history, with all the missteps along the way.
One of the pathways by which the scientific community confirms the validity of a new scientific discovery is by repeating the research that produced it. When a scientific effort fails to independently confirm the computations or results of a previous study, some fear that it may be a symptom of a lack of rigor in science, while others argue that such an observed inconsistency can be an important precursor to new discovery. Concerns about reproducibility and replicability have been expressed in both scientific and popular media. As these concerns came to light, Congress requested that the National Academies of Sciences, Engineering, and Medicine conduct a study to assess the extent of issues related to reproducibility and replicability and to offer recommendations for improving rigor and transparency in scientific research. Reproducibility and Replicability in Science defines reproducibility and replicability and examines the factors that may lead to non-reproducibility and non-replicability in research. Unlike the typical expectation of reproducibility between two computations, expectations about replicability are more nuanced, and in some cases a lack of replicability can aid the process of scientific discovery. This report provides recommendations to researchers, academic institutions, journals, and funders on steps they can take to improve reproducibility and replicability in science.
Australia and New Zealand boast an active community of scholars working in the field of history, philosophy and social studies of science. Australasian Studies in History and Philosophy of Science aims to provide a distinctive publication outlet for their work. Each volume comprises a group of thematically-connected essays edited by scholars based in Australia or New Zealand with special expertise in that particular area. In each volume, a majority ofthe contributors are from Australia or New Zealand. Contributions from elsewhere are by no means ruled out, however, and are actively encouraged wherever appropriate to the balance of the volume in question. Earlier volumes in the series have been welcomed for significantly advancing the discussion of the topics they have dealt with. I believe that the present volume will be greeted equally enthusiastically by readers in many parts of the world. R. W. Home General Editor Australasian Studies in History And Philosophy of Science viii ACKNOWLEDGEMENTS The majority of the papers in this collection had their origin in the 2001 Australasian Association for History, Philosophy, and Social Studies of Science annual conference, held at the University of Melbourne, where streams of papers on the themes of scientific realism and commonsense were organised.
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.