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Journal Neurocomputers №12 for 2016 г.
Article in number:
Stanford School of modern philosophy and methodology of science and neuroscience
Authors:
G.O. Egorov - Post-graduate Student, Department of Philosophy and Methodology of Science, Philosophy Faculty, Lomonosov Moscow State University E-mail: egorov.msu@yandex.ru
Abstract:
This article analyzes ideas of some core members of Stanford School of Philosophy of Science (I. Hacking, J. Dupré, N. Cartwright, P. Suppes, P. Galison) that influenced the development of modern philosophy of science, including philoso-phy of neuroscience and neurocomputing. We inspect both common epistemological ideas of different members of the Stanford School and their methodological technique that are commonly used for different scientific subjects and disciplines (philosophy of biology, physics, economics): antireductionism, scientific pluralism, instrumentalism (regarding the experi-mental practices), and pragmatism. They deny the unity of science («unity of science»), that is, the ability to combine mul-tiple disciplines and the creation of a universal system of explaining the world. Instead, members of the Stanford School talk about «fragmentation», «separateness» of science («disunity of science») as the basis of the scientific activity.
Pages: 19-23
References

 

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