Explaining Science A Cognitive Approach

Giere, Ronald N.

ISBN 10: 0226292053 / ISBN 13: 9780226292052

Published by Univ of Chicago Pr, 1988

About this Item

The book and dust jacket both have light rubbing and toning overall. Interior pages are clean and unmarked. Photos upon request. International shipping billed at cost.; Science And Its Conceptual Foundations; 8vo 8" - 9" tall; 336 pages.

Seller Inventory # 88324

Bibliographic Details

• Title: Explaining Science A Cognitive Approach
• Publisher: Univ of Chicago Pr
• Publication Date: 1988
• Language: English
• ISBN 10: 0226292053
• ISBN 13: 9780226292052
• Binding: Hardcover
• Edition: First Edition.
• Condition: Very Good+
• Dust Jacket Condition: Very Good+
• Seller catalogs:
  • University Press
  • Education
  • Philosophy
  • Science & Technology

About this title

Synopsis

This volume presents an attempt to construct a unified cognitive theory of science in relatively short compass. It confronts the strong program in sociology of science and the positions of various postpositivist philosophers of science, developing significant alternatives to each in a reeadily comprehensible sytle. It draws loosely on recent developments in cognitive science, without burdening the argument with detailed results from that source. . . . The book is thus a provocative one. Perhaps that is a measure of its value: it will lead scholars and serious student from a number of science studies disciplines into continued and sharpened debate over fundamental questions Richard Burian, Isis "The writing is delightfully clear and accessible. On balance, few books advance our subject as well" Paul Teller, Philosophy of Science

From the Back Cover

Explaining Science challenges fundamental presuppositions of both the philosophy and the sociology of science. Finding a naturalistic middle ground between positivism and relativism, Ronald N. Giere suggests that scientific theories are families of models (similar to the 'cognitive maps' or 'mental models' of cognitive science) that reflect scientists' cognitive interactions with the world they observe.