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First published in 1980. This is Volume II of Mannheim's collected works, translated by Edward Shils and includes recent developments in the author's thinking since 1935 when it was originally written.
He shows direct and inverse links between foundations of science and new theories and empirical facts evolved from those, how among many potentially possible histories of science a culture selects just those directions which become a real history of science. The author analyses mechanisms of the generation of scientific theories and shows that those are changed in the process of historical development of science. He displays three historical types of scientific rationality (classical, non-classical and post-non-classical, which appears in modern science) and shows features of their coexistence and interplay. It is shown that along with the emerging of post-non-classical rationality science increases the sphere of its worldview applications. Science begins to correlate not only with the basic values of technogenic civilization but also with some values and patterns of traditional cultures.
Science is continually confronted by new and difficult social and ethical problems. Some of these problems have arisen from the transformation of the academic science of the prewar period into the industrialized science of the present. Traditional theories of science are now widely recognized as obsolete. In Scientific Knowledge and Its Social Problems (originally published in 1971), Jerome R. Ravetz analyzes the work of science as the creation and investigation of problems. He demonstrates the role of choice and value judgment, and the inevitability of error, in scientific research. Ravetz's new introductory essay is a masterful statement of how our understanding of science has evolved over the last two decades.
Today many school students are shielded from one of the most important concepts in modern science: evolution. In engaging and conversational style, Teaching About Evolution and the Nature of Science provides a well-structured framework for understanding and teaching evolution. Written for teachers, parents, and community officials as well as scientists and educators, this book describes how evolution reveals both the great diversity and similarity among the Earth's organisms; it explores how scientists approach the question of evolution; and it illustrates the nature of science as a way of knowing about the natural world. In addition, the book provides answers to frequently asked questions to help readers understand many of the issues and misconceptions about evolution. The book includes sample activities for teaching about evolution and the nature of science. For example, the book includes activities that investigate fossil footprints and population growth that teachers of science can use to introduce principles of evolution. Background information, materials, and step-by-step presentations are provided for each activity. In addition, this volume: Presents the evidence for evolution, including how evolution can be observed today. Explains the nature of science through a variety of examples. Describes how science differs from other human endeavors and why evolution is one of the best avenues for helping students understand this distinction. Answers frequently asked questions about evolution. Teaching About Evolution and the Nature of Science builds on the 1996 National Science Education Standards released by the National Research Councilâ€"and offers detailed guidance on how to evaluate and choose instructional materials that support the standards. Comprehensive and practical, this book brings one of today's educational challenges into focus in a balanced and reasoned discussion. It will be of special interest to teachers of science, school administrators, and interested members of the community.
In Natural:Mind, published for the first time in São Paulo, Brazil, in 1979, Vilém Flusser investigates the paradoxical connection between the concepts of nature and culture through a lively para-phenomenological analysis of natural and cultural phenomena. Can culture be considered natural and nature cultural? If culture is our natural habitat then do we not inhabit nature? These are only some of the questions that are raised in Natural:Mind in order to examine our continual redefinition of both terms and what that means for us existentially. Always applying his fluid and imagistic Husserlian style of phenomenology, Flusser explores different perspectives and relations of items from everyday life. The book is composed of a series of essays based on close observations of familiar objects such as paths, valleys, cows, meadows, trees, fingers, grass, the moon, and buttons. By focusing on things we mostly take for granted, he manages not only to reveal some aspects of their real and obscured nature but also to radically change how we look at them. The ordinary cow will never be seen in the same way again.
This edited volume highlights the work of ten forgotten and neglected social theorists in the hope of reinvigorating interest in their work and their potential contributions to the analysis of contemporary social issues. Each chapter includes a brief biographical sketch, an overview of the selected theorist’s work and significance, and the relevance of their work to one or more contemporary social issues. While other similar texts tend to focus primarily on intellectual biography, our emphasis here is on the scholar’s theories and their application to contemporary social issues. We provide a contextualization of each scholar’s work, using present-day social issues or problems. Many of these individuals played a significant role in the development of sociology. Our hope is to provide a resource that will help re-integrate these marginalized social theorists, rescuing them from obscurity and elevating their status.
Research Methodology: From Philosophy of Science to Research Design distinguishes itself from many other works devoted to research methodology and the philosophy of science in its integrated approach towards scientific research, which is regarded as the scientific project on all levels from philosophy of science to research design. This work studie
This book questions the way that modern science and technology are considered able to liberate society from the erratic forces of nature. Modern science is implicated in a gamble on a technological society that will replace the natural world with a 'better' one. The author questions the rationality of this gamble and its implications for our lives.