批判理性主义与科学信任

IF 2.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Adam Chmielewski
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引用次数: 3

摘要

在本文中,我考虑批判理性主义科学哲学是否可以为信任科学知识提供理由。在第一部分中,我将参考卡尔·波普尔的社会和政治哲学的一些见解,以了解它们是否有助于抵消COVID-19大流行所产生的对科学的不信任。在第二部分中,我讨论了更普遍的问题,即批判理性主义科学哲学的理论原则是否可以为建立对科学的信任提供基础。为了论证的目的,讨论的两个部分主要局限于否定考虑一个理论为真的好理由这一概念,这意味着这个问题必须得到否定的回答。与此相反,我认为这样的结论是基于对科学知识本质的误解:批判理性主义将科学视为一种认知制度,它要求大胆的理论,同时要求对它们严格和持续的不信任,而正是这种态度应该被采纳为信任科学的令人信服的论据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Critical Rationalism and Trust in Science

In this paper, I consider whether the critical rationalist philosophy of science may provide a rationale for trusting scientific knowledge. In the first part, I refer to several insights of Karl Popper’s social and political philosophy in order to see whether they may be of help in offsetting the distrust of science spawned by the COVID-19 pandemic. In the second part, I address the more general issue of whether the theoretical principles of the critical rationalist philosophy of science may afford a foundation for building trust in science. Both parts of the discussion, confined for the sake of the argument largely to the repudiation of the concept of good reasons for considering a theory to be true, imply that this question would have to be answered negatively. Against this, I argue that such a conclusion is based on a misconception of the nature of scientific knowledge: critical rationalism views science as a cognitive regime which calls for bold theories and at the same time demands a rigorous and continuous distrust towards them, and it is precisely this attitude that should be adopted as a compelling argument for trusting science.

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来源期刊
Science & Education
Science & Education Social Sciences-Education
CiteScore
5.90
自引率
0.00%
发文量
1117
审稿时长
6-12 weeks
期刊介绍: Science & Education publishes research informed by the history, philosophy and sociology of science and mathematics that seeks to promote better teaching, learning, and curricula in science and mathematics. More particularly Science & Education promotes: The utilization of historical, philosophical and sociological scholarship to clarify and deal with the many intellectual issues facing contemporary science and mathematics education.  Collaboration between the communities of scientists, mathematicians, historians, philosophers, cognitive psychologists, sociologists, science and mathematics educators, and school and college teachers. An understanding of the philosophical, cultural, economic, religious, psychological and ethical dimensions of modern science and the interplay of these factors in the history of science.  The inclusion of appropriate history and philosophy of science and mathematics courses in science and mathematics teacher-education programmes.  The dissemination of accounts of lessons, units of work, and programmes in science and mathematics, at all levels, that have successfully utilized history and philosophy.  Discussion of the philosophy and purposes of science and mathematics education, and their place in, and contribution to, the intellectual and ethical development of individuals and cultures.
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