{"title":"Discourse, Complexity, Normativity: Tracing the elaboration of Foucault's materialist concept of discourse","authors":"M. Olssen","doi":"10.1080/23265507.2014.964296","DOIUrl":"https://doi.org/10.1080/23265507.2014.964296","url":null,"abstract":"Abstract In this article, I want to suggest that it is through the elaboration of the concept of discourse that the differences between Foucault and thinkers like Habermas, Hegel and Marx can best be understood. Foucault progressively develops a conception of discourse as a purely historical category that resists all reference to transcendental principles of unity—whether of substance or form—but sees the emergence of discursive frameworks as precarious and contested assemblages characterized by indeterminacy, complexity, openness, uncertainty and contingency. His approach thus enables a reconciliation of difference and commonality, or the particular and the general, in a distinctive and viable way.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":"1 1","pages":"28 - 55"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.964296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Scientific Representation and Science Learning","authors":"Corrado Matta","doi":"10.1080/23265507.2014.989900","DOIUrl":"https://doi.org/10.1080/23265507.2014.989900","url":null,"abstract":"Abstract In this article I examine three examples of philosophical theories of scientific representation with the aim of assessing which of these is a good candidate for a philosophical theory of scientific representation in science learning. The three candidate theories are Giere's intentional approach, Suárez's inferential approach and Lynch and Woolgar's sociological approach. In order to assess which theory is more promising, I will compare the three candidate theories to two aspects of scientific representation in science learning that emerge from empirical research on science learning. I label these aspects as the intentional and normative character of scientific representation in science learning. As I argue, whereas the other competing accounts of scientific representation can only capture one of the two aspects highlighted in this article, the inferential conception has the capacity to capture them both in a coherent way. Thus, I conclude that the inferential conception seems to be a fruitful philosophical theory of scientific representation in science learning.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":"1 1","pages":"211 - 231"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.989900","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}