共查询到19条相似文献，搜索用时 689 毫秒
1.
库恩的范式理论产生了超出科学哲学界的巨大影响。然而,库恩在“范式”定义上的模糊性也招致了大量批评。库恩在晚年放弃了“范式”一词,但为时已晚,他承认“范式”一词已失控。鉴于“范式”一词已成为人们的日常用语,在各领域具有举足轻重的地位,以理性主义立场重新考察该概念及其定义就具有重要意义。库恩在《科学革命的结构》中展现出的矛盾的立场,为反驳相对主义的“范式”定义提供了线索。无论是在范式的诞生还是崩溃阶段,技术实践都发挥着举足轻重的作用。 相似文献
2.
岑勋东 《商情·科学教育家》2013,(48)
随着对外贸易水平的提高,动物福利逐渐成为国际农产品贸易中的一个重要名词.一些发达国家以“动物福利”为名义设置动物福利壁垒,影响着发展中国家的农产品出口贸易.文章从动物福利和动物福利壁垒的概念出发,阐述动物福利在国内外的发展现状以及动物福利在贸易中的影响,最后提出一些应对措施. 相似文献
3.
韩小乐 《商丘职业技术学院学报》2009,8(1):13-14
托马斯·库恩在其著作《科学革命的结构》中提出了“范式”的概念,这一概念不仅影响了当时的科学哲学界,更渗透到了诸多的人文社会科学领域。但是,在给库恩带来声誉的同时,批评与非难也如期而至。鉴于种种原因,库恩渐渐不再使用“范式”这个概念,而使用一个同样内涵丰富的词：“辞典”。 相似文献
4.
孙晓华 《首都师范大学学报(社会科学版)》2002,(Z2)
随着科学的不断发展 ,科学与审美 ,从人类社会生活的两极走到了一起。一个新的概念“科学美”也随之诞生 ,并成为美学教科书中的一个章节。但是科学与审美属于完全不同的领域 ,科学对于审美是排斥的、背离的。科学中所存在的美并不能简单定义为“科学美” ,科学中存在着美 ,而“科学美”是不存在的。 相似文献
5.
库恩的“范式”与夏皮尔的“背景信息”的比较 总被引：5，自引：0，他引：5
陈方 《华南师范大学学报(社会科学版)》1997,2(2)
“范式”和“背景信息”分别在库恩和夏皮尔的科学哲学理论中居于基础和核心的位置,本文详尽地分析和比较了这两个概念。尽管库恩和夏皮尔共同以批判逻辑经验主义的静态科学知识观为出发点,建立了范式和背景信息这类随科学发展而变化的哲学概念,但是,由于两位哲学家的哲学目标不同,两个概念的涵义区别很大。背景信息只是在科学活动中被当作“理由”使用的科学知识,而范式则涵盖了科学理论要素、社会心理要素和形而上学要素;范式在科学发展中的变化方式类似一种突然的和格式塔式的,背景信息则是局部的、具体的和多样化的;范式在科学活动中具有决定性和至高无上作用,它与观察之间是决定与被决定的关系,背景信息则源于观察并需经观察所检验,背景信息与观察之间是双向渗透的关系。 相似文献
6.
李西顺 《首都师范大学学报(社会科学版)》2012,(1):61-65
近代,受自然科学范式影响,“教育科学”的出现导致了“教育科学”与传统意义上“教育学”的分野,出现了教育学科内部的纷争及“教育科学”殖民“教育学”的危险.就差异来看,“教育科学”与“教育学”在研究对象、研究目的、语言表述方式、研究范式等方面存在明显区别.若不加以区分,则可能导致四个方面的不良后果:研究对象差异导致研究边界的模糊与混乱,研究目的差异导致教育学科体系内部“本土概念”间的冲突,语言表述方式差异导致理论表述的混乱,研究范式差异导致研究范式的冲突.故此,文章认为区分“教育学”与“教育科学”非常必要. 相似文献
7.
宋立军 《广西师范大学学报(哲学社会科学版)》1989,(3)
美国当代科学哲学家库恩的“科学革命论”的核心是“范式”(Paradigm)。但“范式”究竟是什么,连库恩本人都没有直接、明确地给出一个贴切的定义。据有人统计,在其《科学革命的结构》一书中,关于“范式”的不同提法就有21种之多,从而使人们对它的理解众说纷纭,相见各异。但是,如果从《科学革命的结构》的论述精神上加以理解和把握,关于“范式”的基本涵义还是清楚的,即“范式”就是为“科学共同体”所接受与遵循的理论、方法和标准的总体概念。下面,笔者试从对库恩一些论述的理解出发,探讨“范式”的若干认识论意义。 相似文献
8.
英国教育福利政策在其福利国家现代化进程中经历了几番变革.经典福利国家时期推行了“国家主导范式”教育福利改革,将“社会公平优先”作为政策伦理诉求;福利国家紧缩时期推行了“市场主导范式”教育福利改革,将“市场效率优先”作为政策伦理诉求;社会投资国家时期推行了“混合治理范式”教育福利改革,将“社会公平与市场效率平衡”作为政策伦理诉求其对于后福利时代我国教育福利事业发展的启示是:发挥“政府一市场一家庭”多元混合教育福利治理的合力作用;追求“社会公平与市场效率平衡”教育福利政策价值目标;将教育福利作为破解我国儿童贫困代际传递难题的根本途径等. 相似文献
9.
"前科学概念"的术语和定义的综述 总被引：2，自引：0，他引：2
文章对“前科学概念”的术语和定义进行了综述,介绍了“前科学概念”的术语及其分类、“前科学概念”的概念的不同界定,讨论了其分歧,并概述了自己关于前科学概念的术语及其定义的观点。 相似文献
10.
随着国际贸易的发展和贸易自由化程度的提高,世界上许多国家将动物福利概念引入国际贸易领域.由于各国宗教、文化及观念的差异,各国的动物福利水平也存在很大的差异,一些国家将能理直气壮地以动物福利的名义设置贸易障碍.因此,在动物保护和人道主义温情的背后,动物福利可能成为一种新的壁垒从而影响国际贸易的开展. 相似文献
11.
“民主”与“科学”是“五四”新文化运动的两大旗帜。“五四”小说所呈现的科学理性精神、思想方法以及创作观念与西方近代科学有着密切的关联,科学不仅改变了“五四”小说的外部形态,也使得传统的实用文学观披上“科学”的外衣,重新走上了现代小说创作的历史舞台。以往学者往往把实用的文学观摆在客观写实的对立面。事实上,客观写实所蕴含的科学精神本身就含有功用的目的。科学研究精神实际上就是要求作家注重对现实人生问题的“观察”、“分析”和“研究”,使得小说与当下社会存在的问题紧密地联系在一起。科学主义与儒家注重现世的功用文学观融合为一。 相似文献
12.
STEM教育作为一种重要的科学教育理念,包含注重打破学科壁垒的整合教育、强调面向真实世界的情境教育以及培养问题解决能力的循证教育三重意蕴。然而,当前STEM教育的大规模发展使其陷入了功利化倾向与复制式扩张的困境之中,需要来自科学实践哲学视角的深度反思以指引其未来发展方向。在科学实践哲学的考察视域内,STEM教育是一种从沉思科学到干预科学的介入性科学实践,是一种从科学作品到科学过程的地方性科学实践。未来STEM教育的真正实现需要准确把握“开放式终结”的意涵并全面理解“实验室生活”。 相似文献
13.
14.
The inclusion of Nature of Science (NOS) in the science curriculum has been advocated around the world for several decades. One way of defining NOS is related to the family resemblance approach (FRA). The family resemblance idea was originally described by Wittgenstein. Subsequently, philosophers and educators have applied Wittgenstein’s idea to problems of their own disciplines. For example, Irzik and Nola adapted Wittgenstein’s generic definition of the family resemblance idea to NOS, while Erduran and Dagher reconceptualized Irzik and Nola’s FRA-to-NOS by synthesizing educational applications by drawing on perspectives from science education research. In this article, we use the terminology of “Reconceptualized FRA-to-NOS (RFN)” to refer to Erduran and Dagher’s FRA version which offers an educational account inclusive of knowledge about pedagogical, instructional, curricular and assessment issues in science education. Our motivation for making this distinction is rooted in the need to clarify the various accounts of the family resemblance idea.The key components of the RFN include the aims and values of science, methods and methodological rules, scientific practices, scientific knowledge as well as the social-institutional dimensions of science including the social ethos, certification, and power relations. We investigate the potential of RFN in facilitating curriculum analysis and in determining the gaps related to NOS in the curriculum. We analyze two Turkish science curricula published 7 years apart and illustrate how RFN can contribute not only to the analysis of science curriculum itself but also to trends in science curriculum development. Furthermore, we present an analysis of documents from USA and Ireland and contrast them to the Turkish curricula thereby illustrating some trends in the coverage of RFN categories. The results indicate that while both Turkish curricula contain statements that identify science as a cognitive-epistemic system, they underemphasize science as a social-institutional system. The comparison analysis shows results such as the “scientific ethos” category being mentioned by the Irish curriculum while “social organizations and interactions” category being mentioned by the Turkish curriculum. In all documents, there was no overall coherence to NOS as a holistic narrative that would be inclusive of the various RFN categories simultaneously. The article contributes to the framing of NOS from a family resemblance perspective and highlights how RFN categories can be used as analytical tools. 相似文献
15.
This paper sets out an argument and approach for moving beyond a primarily arts‐based conceptualization of cultural capital, as has been the tendency within Bourdieusian approaches to date. We advance the notion that, in contemporary society, scientific forms of cultural and social capital can command a high symbolic and exchange value. Our previous research [Archer et al. (2014) Journal of Research in Science Teaching 51, 1–30] proposed the concept of “science capital” (science‐related forms of cultural and social capital) as a theoretical lens for explaining differential patterns of aspiration and educational participation among young people. Here, we attempt to theoretically, methodologically, and empirically advance a discussion of how we might conceptualize science capital and how this might be translated into a survey tool for use with students. We report on findings from a survey conducted with 3658 secondary school students, aged 11–15 years, in England. Analysis found that science capital was unevenly spread across the student population, with 5% being classified as having “high” science capital and 27% “low” science capital. Analysis shows that levels of science capital (high, medium, or low) are clearly patterned by cultural capital, gender, ethnicity, and set (track) in science. Students with high, medium, or low levels of science capital also seem to have very different post‐16 plans (regarding studying or working in science) and different levels of self‐efficacy in science. They also vary dramatically in terms of whether they feel others see them as a “science person.” The paper concludes with a discussion of conceptual and methodological issues and implications for practice. © 2015 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 52: 922–948, 2015. 相似文献
16.
创建于1930年的普林斯顿大学高等研究院,作为当代全世界最令人瞩目的“高深学问研究有机体”之一,广揽延聘全球范围内最顶尖的学者,并大力提倡理论科学以及理论基础的研究,因此该研究院被誉为“纯粹科学”与“基础研究”工作的捍卫者。其“纯粹精神”主要体现在三个方面:在理念上对“纯粹研究”内涵价值的坚守;在研究院的组织结构上,大力提倡以数学及自然科学为主轴的多样化研究;依托学科交叉多元融合的合作持续提升研究力,从而在具体的制度运行及研究院框架结构方面践行“纯碎精神”的真正内涵。普林斯顿大学高等研究院基于这一理念,通过创设臻于至上的环境激励,缔造了学者精神修炼与学养修炼的统一,不断激发研究者在通往“纯粹科学”研究之路上追求理性精神的勇气。 相似文献
17.
陈功平 《湖南科技学院学报》2006,27(9):143-145
动物实验对于生物医学、生物技术的发展走着非常重要的作用。但它同时也受到了动物权利保护主义的挑战。人类应该尊重动物福利的合理性存在。动物实验是人所从事的动物实验，人类社会和自然的和谐相处需要科学合理的动物实验。 相似文献
18.
Robin Millar 《International Journal of Science Education》2013,35(13):1499-1521
Although the term “scientific literacy” has been increasingly used in recent years to characterise the aim of school science education, there is still considerable uncertainty about its meaning and implications for the curriculum. A major national project in England, Twenty First Century Science, is evaluating the feasibility of a more flexible science curriculum structure for 15‐year‐old and 16‐year‐old students, centring around a core course for all students with a scientific literacy emphasis. Over 12,000 students in 78 schools have followed this course since September 2003. The development of a detailed teaching programme is an important means of clarifying the meanings and implications of a “scientific literacy” approach. Questionnaire data from teachers at the end of the first and second years of the project (N = 40 and N = 51) show a strongly positive evaluation of the central features of the course design. Teachers perceive the scientific literacy emphasis as markedly increasing student interest and engagement. Key challenges identified are the language and reasoning demands in looking critically at public accounts of science, and the classroom management of more open discussion about science‐related issues. 相似文献
19.
Eun-Jung Park Kyunghee Choi 《International Journal of Science and Mathematics Education》2013,11(3):683-706
In general, mathematical representations such as formulae, numbers, and graphs are the inseparable components in science used to better describe or explain scientific phenomena or knowledge. Regardless of their necessity and benefit, science seems to be difficult for some students, as a result of the mathematical representations and problem solving used in scientific inquiry. In this regard, several studies have attributed students’ decreasing interest in science to the presence of these mathematical representations. In order to better understand student learning difficulties caused by mathematical components, the current study investigates student understanding of a familiar science concept and its mathematical component (pH value and logarithms). Student responses to a questionnaire and a follow-up interview were examined in detail. “Measure” and “concentration” were key criteria for students’ understanding of pH values. In addition, only a few students understood logarithms on a meaningful level. According to students’ understanding of scientific phenomena and mathematical structures, five different student models and the critical features of each type were identified. Further analysis revealed the existence of three domains that characterize these five types: object, operation, and function. By suggesting the importance of understanding scientific phenomena as a “function,” the current study reveals what needs to be taught and emphasized in order to help students obtain a level of scientific meaning that is appropriate for their grade. 相似文献