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The Description for this book, Human Understanding, Volume I: The Collective Use and Evolution of Concepts, will be forthcoming.
Tackles one of the most enduring and contentious issues of positive political economy: common pool resource management.
For scholars working on almost any aspect of American thought, The Bloomsbury Encyclopedia to Philosophers in America presents an indispensable reference work. Selecting over 700 figures from the Dictionary of Early American Philosophers and the Dictionary of Modern American Philosophers, this condensed edition includes key contributors to philosophical thought. From 1600 to the present day, entries cover psychology, pedagogy, sociology, anthropology, education, theology and political science, before these disciplines came to be considered distinct from philosophy. Clear and accessible, each entry contains a short biography of the writer, an exposition and analysis of his or her doctrines and ideas, a bibliography of writings and suggestions for further reading. Featuring a new preface by the editor and a comprehensive introduction, The Bloomsbury Encyclopedia to Philosophers in America includes 30 new entries on twenty-first century thinkers including Martha Nussbaum and Patricia Churchland. With in-depth overviews of Waldo Emerson, Margaret Fuller, Noah Porter, Frederick Rauch, Benjamin Franklin, Thomas Paine and Thomas Jefferson, this is an invaluable one-stop research volume to understanding leading figures in American thought and the development of American intellectual history.
Human cultures generate meanings, and the history of ideas, broadly conceived, is the study of these meanings. An adequate theory of culture must therefore rest on a suitable philosophical enquiry into the nature of the history of ideas. Mark Bevir's book explores the forms of reasoning appropriate to the history of ideas, enhancing our understanding by grappling with central questions such as: What is a meaning? What constitutes objective knowledge of the past? What are beliefs and traditions? How can we explain why people held the beliefs they did? The book ranges widely over issues and theorists associated with post-analytic philosophy, post-modernism, hermeneutics, literary theory, political thought, and social theory.
There has been debate in philosophy of biology over the decade since the first edition of this anthology appeared. Changes and additions in the new edition reflect the ways in which the subject has broadened and deepened on several fronts; more than half of the chapters are new. In all, twenty-three selections take up fitness, function and teleology, adaptationism, units of selection, essentialism and population thinking, species, systematic philosophies, phylogenetic inference, reduction of Mendelian genetics to molecular biology, ethics and sociobiology, and cultural evolution and evolutionary epistemology.
In his latest book, Eric Scerri presents a completely original account of the nature of scientific progress. It consists of a holistic and unified approach in which science is seen as a living and evolving single organism. Instead of scientific revolutions featuring exceptionally gifted individuals, Scerri argues that the "little people" contribute as much as the "heroes" of science. To do this he examines seven case studies of virtually unknown chemists and physicists in the early 20th century quest to discover the structure of the atom. They include the amateur scientist Anton van den Broek who pioneered the notion of atomic number as well as Edmund Stoner a then physics graduate student who provided the seed for Pauli's Exclusion Principle. Another case is the physicist John Nicholson who is virtually unknown and yet was the first to propose the notion of quantization of angular momentum that was soon put to good use by Niels Bohr. Instead of focusing on the logic and rationality of science, Scerri elevates the role of trial and error and multiple discovery and moves beyond the notion of scientific developments being right or wrong. While criticizing Thomas Kuhn's notion of scientific revolutions he agrees with Kuhn that science is not drawn towards an external truth but is rather driven from within. The book will enliven the long-standing debate on the nature of science, which has increasingly shied away from the big question of "what is science?"
The study of conceptual change traces its heritage to the notions of paradigm (networks of shared beliefs, concepts, practices) and paradigm shift made famous by Thomas Kuhn in his book, The Structure of Scientific Revolutions. Kuhn’s work was quickly linked to developmental psychology (how knowledge develops) and to science education (teaching big, new ideas). This book is the first comprehensive review of the conceptual change movement and of the impressive research it has spawned on how knowledge develops and can be taught in different content areas. Because of its interdisciplinary focus chapter authors were instructed to write in a manner comprehensible to researchers and students from different fields. The International Handbook of Research on Conceptual Change consists of twenty-seven chapters that clarify the nature of conceptual change research, describes its most important findings and demonstrates their importance for education. It is organized into six sections that include detailed discussions of key theoretical and methodological issues, the roots of conceptual change research in the philosophy and history of science, mechanisms of conceptual change, and learner characteristics. It also contains chapters that describe conceptual change research in the content areas such as physics, astronomy, biology, medicine and health, and history. A particular focus is given to students’ difficulties in learning more advanced and counter-intuitive concepts.
With originality and clarity, Harold Brown outlines first the logical empiricist tradition and then the more historical and process-oriented approach he calls the “new philosophy of science.” Examining the two together, he describes the very transition between them as an example of the kind of change in historical tradition with which the new philosophy of science concerns itself. “I would recommend it to every historian of science and to every philosopher of science. . . . I found it clear, readable, accurate, cogent, insightful, perceptive, judicious, and full of original ideas.” —Maurice A. Finocchiaro, Isis “The best and most original aspect of the book is its overall conception.” —Thomas S. Kuhn Harold I. Brown is professor of philosophy at Northern Illinois University.
Conceptual change, how conceptual understanding is transformed, has been investigated extensively since the 1970s. The field has now grown into a multifaceted, interdisciplinary effort with strands of research in cognitive and developmental psychology, education, educational psychology, and the learning sciences. Converging Perspectives on Conceptual Change brings together an extensive team of expert contributors from around the world, and offers a unique examination of how distinct lines of inquiry can complement each other and have converged over time. Amin and Levrini adopt a new approach to assembling the diverse research on conceptual change: the combination of short position pieces with extended synthesis chapters within each section, as well as an overall synthesis chapter at the end of the volume, provide a coherent and comprehensive perspective on conceptual change research. Arranged over five parts, the book covers a number of topics including: the nature of concepts and conceptual change representation, language, and discourse in conceptual change modeling, explanation, and argumentation in conceptual change metacognition and epistemology in conceptual change identity and conceptual change. Throughout this wide-ranging volume, the editors present researchers and practitioners with a more internally consistent picture of conceptual change by exploring convergence and complementarity across perspectives. By mapping features of an emerging paradigm, they challenge newcomers and established scholars alike to embrace a more programmatic orientation towards conceptual change.