Our aim is to provide a topography of the relevant philosophical terrain with regard to the possible ways in which knowledge can be conceived of as extended. We begin by charting the different types of internalist and externalist proposals within epistemology, and we critically examine the different formulations of the epistemic internalism/externalism debate they lead to. Next, we turn to the ...

The terminology “translational science” has recently become very popular; however, there has been little effort to give it an epistemological characterization and thereby give it meaning as a scientific enterprise. This paper takes a step in that direction by recognizing that translational science must begin with the epistemology of science and, rooted in the scientific epistemology, extend tha...

SFI WORKING PAPER: 1996-08-061 SFI Working Papers contain accounts of scientific work of the author(s) and do not necessarily represent the views of the Santa Fe Institute. We accept papers intended for publication in peer-reviewed journals or proceedings volumes, but not papers that have already appeared in print. Except for papers by our external faculty, papers must be based on work done at ...

Scientific thought is generally characterized as methodical and rational. I would like to present here an opposing view which treats science as a non-systematic activity, where serendipity and tinkering , rather than so-called rational thought, characterizes it. All these kinds of acts, which are considered to be a-rational, are related to an evolutionary view of science. I will deal here with ...

As mentioned in French secondary school official texts, teaching science implies teaching scientific process. This poses the problem of how to teach epistemology, as traditional science teaching is mostly dogmatic and based on contents. Previous studies show that pupils, science students and teachers mostly own positivist and realist spontaneous conceptions of science and scientific discovery. ...