共查询到19条相似文献，搜索用时 203 毫秒
1.
当代生物学哲学存在激烈思想碰撞,其中三大争论影响深远:生物学哲学是基于生物学的智慧还是科学哲学的分支?达尔文主义是科学还是哲学?生物学能否还原为物理学?笔者所在课题组基于大量西方生物学哲学一手文献,旨在通过系统文献的爬梳剔抉,重新思考并追问生物学哲学的性质。我们以为,生物学哲学并不囿于科学哲学的一个分支,更可能是一种以生物学为基础的有别于传统物理主义的强调整体性和系统性的哲学新智慧。 相似文献
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谢二明 《黄冈师范学院学报》2006,26(8):228-229
科学不仅具有重要的经济价值，而且还具有人文价值。作为科学的学科表现形态之一的生物科学具有丰富的人文内涵。哲学素养是所有人文素质中最重要的组成部分，其本质是为生活和实践提供精神动力。本文从五个方面阐述了作者在农村高中的生物学日常教学中如何有机地渗透哲学素养教育的策略。 相似文献
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谢二明 《黄冈师范学院学报》2006,26(Z1):228-229
科学不仅具有重要的经济价值,而且还具有人文价值.作为科学的学科表现形态之一的生物科学具有丰富的人文内涵.哲学素养是所有人文素质中最重要的组成部分,其本质是为生活和实践提供精神动力.本文从五个方面阐述了作者在农村高中的生物学日常教学中如何有机地渗透哲学素养教育的策略. 相似文献
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张冀峰 《科学技术哲学研究》2022,(1)
现代生物学的复杂个体案例表明了常识个体观念的局限性。生物学哲学将反思集中在“生物学个体性”上,给出了种种生物学个体性标准,但看似差异的观点在形而上学上是同质的,它们在不同主题和层面共享了一套“束理论”。“生物学个体”由于本身就包着“个体”,这使得它成了一种非常特殊的自然类,也使讨论变得更为复杂。因此,最好将“什么是生物学个体性”这个问题表述为两个层面的问题:什么是个体?什么是生命?前者是形而上学问题,后者是科学问题。从根本上理解“个体”,需要深入形而上学,把握哲学脉络,在现代科学的新背景下处理个体与共相的关系这一经典问题。 相似文献
6.
进化理念几乎在科学、社会和人文的所有领域都在施展它的有形和无形的影响,即便是在生物学发展到分子水平的今天仍然为科学家们所遵循,在生物学教学中有效渗透进化核心理念和最新研究进展有助于生物学专业的师生和中学生物学教师开阔视野,拓展知识,增进对生物学基本理论的理解和深化。 相似文献
7.
一、弘扬共生文化的缘起"共生"概念首先出现于生物学领域,原指不同生物密切地生活在一起,互利共赢,和谐发展。后来人们从哲学的高度把"共生"引入对人类社会的研究,形成了以"以生命为目的、以异质为前提、以关系为方法、以交往为途 相似文献
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从科学哲学的角度对生物进化理论的发展进行分析,促进学生对科学本质的理解,以科学史为线索,分析生物进化理论的发展过程,重温科学工作的过程,使学生充分认识“科学是什么”这一本质问题,并在此基础上渗透培养学生的生物学学科核心素养。 相似文献
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生物学是一门以实验为基础的自然学科,生物学教学的开展离不开科学探究。科学探究是学生积极主动地获取生物科学知识、领略科学研究方法而进行的各种活动。科学探究是目前学生学习科学知识的重要方式,且为生物学学科核心素养的四要素之一。科学探究是指能够发现现实世界中的生物学问题,针对特定的生物学现象,进行观察、提问、实验设计、方案实施以及对结果的交流与讨论的能力。 相似文献
10.
运用文献计量分析的方法,对2001～2010年CNKI的"中国期刊全文数据库"中关于生物学教学研究的核心期刊论文,分别进行时间分析、期刊分析、作者分析和主题分析,提取了我国生物学教学研究的发展状况和特点,在分析研究现状的基础上总结与反思生物学教学研究的问题,探讨未来的发展趋势。 相似文献
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Thomas A. C. Reydon 《Science & Education》2013,22(2):189-220
Classification is a central endeavor in every scientific field of work. Classification in biology, however, is distinct from classification in other fields of science in a number of ways. Thus, understanding how biological classification works is an important element in understanding the nature of biological science. In the present paper, I discuss a number of philosophical issues that are characteristic for classification in biological science, paying special attention to questions related to science education. My aims are (1) to provide science educators and others concerned with the teaching of biology with an accessible overview of the philosophy of biological classification and (2) to show how knowledge of the philosophy of classification can play an important role in science teaching. 相似文献
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Michael R. Matthews 《Science & Education》2012,21(10):1393-1403
Mario Bunge was born in Argentina in 1919 and is now in his mid-90s. He studied atomic physics and quantum mechanics with Guido Beck (1903?C1988), an Austrian refugee and student of Heisenberg. Additionally he studied modern philosophy in an environment that was a philosophical backwater becoming the first South American philosopher of science to be trained in science. His publications in physics, philosophy, psychology, sociology and the foundations of biology, are staggering in number, and include a massive 8-volume Treatise on Philosophy. The unifying thread of his scholarship is the constant and vigorous advancement of the Enlightenment Project, and criticism of cultural and academic movements that deny or devalue the core planks of the project: namely its naturalism, the search for truth, the universality of science, the value of rationality, and respect for individuals. At a time when specialisation is widely decried, and its deleterious effects on science, philosophy of science, educational research and science teaching are recognised, and at a time when ??grand narratives?? are thought both undesirable and impossible??it is salutary to appraise the fruits of one person??s pursuit of the ??Big?? scientific and philosophical picture or grand narrative. In doing so this special issue brings together philosophers, physicists, biologists, sociologists, logicians, cognitive scientists, economists and mathematicians to examine facets of Mario Bunge??s systematic philosophy and to appraise its contribution to important issues in current philosophy and, by implication, education. 相似文献
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桂起权 《广西师范大学学报(哲学社会科学版)》2004,40(2):7-13
生物学哲学的正统观点强调生物学与物理学的根本区别，并将特异性与普遍性绝对地对立起来。但是，通过对孟德尔的豌豆实验和摩尔根的果蝇实验的分析，科学哲学的通用原理(如科学研究纲领方法论)对生物学理论(如摩尔根遗传学)继续有效，纲领方法论的普遍原理可以成为分析生物学理论有效的方法论工具。 相似文献
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张高荣 《新乡师范高等专科学校学报》2008,22(1)
拉卡托斯的科学研究纲领方法论是20世纪70年代科学哲学的一个重要成果。进入21世纪后,科学哲学虽然已经取得了长足的发展,但拉卡托斯当年所提出的问题却是科学哲学中十分重要的问题,而至今尚未得到圆满解决。对拉卡托斯的"科学研究纲领方法论"采取新的视角进行分析研究,有着重要的现实意义。 相似文献
15.
William W. Cobern 《Science & Education》1995,4(3):287-302
In Kuhnian terms, science education has been a process of inducting students into the reigning paradigms of science. In 1985, Duschl noted that science education had not kept pace with developments in the history and philosophy of science. The claim of certainty for scientific knowledge which science educators grounded in positivist philosophy was rendered untenable years ago and it turns out that social and cultural factors surrounding discovery may be at least as important as the justification of knowledge.Capitalizing on these new developments, Duschl, Hamilton, and Grandy (1990) wrote a compelling argument for the need to have a joint research effort in science education involving the philosophy and history of science along with cognitive psychology. However, the issue of discovery compels the research community go one step further. If the science education community has been guilty of neglecting historical and philosophical issues in science, let it not now be guilty of ignoring sociological issues in science. A collaborative view ought also to include the sociological study of cultural milieu in which scientific ideas arise. In other words, an external sociological perspective on science. The logic of discovery from a sociological point of view implies that conceptual change can also be viewed from a sociological perspective. 相似文献
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科技创新立法是一项系统性工程,涉及立法理念、原则以及立法技术等问题的研究。因此,从法理学的视角,探析科技创新立法中涉及的相关问题,包括科技创新与法律制度的互动关系,科技创新立法的价值取向以及科技创新的立法模式等,可以为科技创新立法实践提供理论基础。 相似文献
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Massimo Pigliucci 《Science & Education》2013,22(1):49-67
It is an unfortunate fact of academic life that there is a sharp divide between science and philosophy, with scientists often being openly dismissive of philosophy, and philosophers being equally contemptuous of the naiveté of scientists when it comes to the philosophical underpinnings of their own discipline. In this paper I explore the possibility of reducing the distance between the two sides by introducing science students to some interesting philosophical aspects of research in evolutionary biology, using biological theories of the origin of religion as an example. I show that philosophy is both a discipline in its own right as well as one that has interesting implications for the understanding and practice of science. While the goal is certainly not to turn science students into philosophers, the idea is that both disciplines cannot but benefit from a mutual dialogue that starts as soon as possible, in the classroom. 相似文献
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Wilhelmina Van Rooy 《Research in Science Education》1993,23(1):317-326
A sample of fourteen secondary school biology teachers chosen from twelve schools were interviewed. The purpose was to determine
their views on how controversial issues in science might be handled in the secondary school science classroom and whether
the issues of surrogacy and human embryo experimentation were suitable controversial issues for discussion in schools. In
general, teachers indicated that controversial issues deserve a more prominent place in the science curriculum because they
have the potential to foster thinking, learning, and interest in science. The issues of surrogacy and human embryo experimentation
were seen as appropriate contexts for learning, provided that teachers were well informed and sensitive to both the students
and to the school environment.
Specializations: controversial issues in human reproductive biology, teacher education. 相似文献
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杨群艳 《黄冈职业技术学院学报》2009,11(1):76-78
熵是物理学中的一个重要概念,熵理论不仅用于自然科学方面如：物理学、化学、生物学等,还用于社会科学方面如历史、哲学、教育、经济学。本文从熵的概念入手,从信息熵、负熵的角度探讨了熵理论在大学英语教学中的应用,试为大学英语教学注入新的观念和动力。 相似文献