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Sorrell is critical of the scientistic tendency in philosophy. He does not wish to devalue science but supports the need to raise the status of arts and humanities within the discipline.
Scientism. --- Philosophy and science. --- Scientism --- Philosophy and science --- History.
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Scientism. --- Knowledge, Theory of --- Science --- Methodology
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Scientism --- causation --- mental disorder --- causal explanation --- Psychiatry
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Sociology and Scientism: The American Quest for Objectivity, 1880-1940
Scientism --- Sociology --- Knowledge, Theory of --- Science --- History. --- Methodology
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"In examining the question "what, in the final analysis, is the ultimate meaning and value of being in general and of human existence in particular?" the author considers 3 main approaches--humanism, scientism, and theism--arguing that he personally finds theism most convincing"--
Theisme. --- Signification (Philosophie) --- Scientisme. --- Humanisme. --- Theism. --- Scientism. --- Meaning (Philosophy) --- Humanism.
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This book examines twentieth-century scientific management and the role and influence of technocrats who have exercised power and formulated public policies by virtue of their specialized technical knowledge.
Technocracy --- Scientism --- Management science --- Technology and state --- State and technology --- Technology --- Endowment of research --- Science and state --- Quantitative business analysis --- Management --- Problem solving --- Operations research --- Statistical decision --- Knowledge, Theory of --- Science --- Capitalism --- Overproduction --- Socialism --- History --- Government policy --- Methodology
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In Thomé H. Fang, Tang Junyi and Huayan Thought , King Pong Chiu discusses Thomé H. Fang and Tang Junyi, two of the most important Confucian thinkers in twentieth-century China, who appropriated aspects of the medieval Chinese Buddhist school of Huayan to develop a response to the challenges of ‘scientism’, the belief that quantitative natural science is the only valuable part of human learning and the only source of truth. As Chiu argues, Fang’s and Tang’s selective appropriations of Huayan thought paid heed to the hermeneutical importance of studying ancient texts in order to be more responsive to modern issues, and helped confirm the values of Confucianism under the challenge of ‘scientism’, a topic widely ignored in academia.
Philosophy, Confucian. --- Scientism. --- S12/0218 --- S12/0460 --- S13A/0310 --- Knowledge, Theory of --- Science --- Confucian philosophy --- Confucianism --- Philosophy, Chinese --- China: Philosophy and Classics--Philosophy of science --- China: Philosophy and Classics--Confucianism: since 1911 (e.g. Liang Shuming) --- China: Religion--Buddhism: China --- Methodology --- Fang, Dongmei. --- Tang, Junyi --- T'ang Chun-i --- 唐君毅 --- Fang, Tung-mei --- Fang, Xun --- Fang, Thomé H. --- Fang, Hsün --- Fang, Dehuai --- Fang, Dongying --- 方东美 --- 方東美 --- 方珣 --- 方德怀 --- 方东英 --- Philosophy, Confucian --- Scientism --- Tang, Junyi,
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A fascinating exploration of the breadth of social, emotional, and spiritual experiences of atheists in America Self-identified atheists make up roughly 5 percent of the American religious landscape, comprising a larger population than Jehovah’s Witnesses, Orthodox Christians, Muslims, Buddhists, and Hindus combined. In spite of their relatively significant presence in society, atheists are one of the most stigmatized groups in the United States, frequently portrayed as immoral, unhappy, or even outright angry. Yet we know very little about what their lives are actually like as they live among their largely religious, and sometimes hostile, fellow citizens. In this book, Jerome P. Baggett listens to what atheists have to say about their own lives and viewpoints. Drawing on questionnaires and interviews with more than five hundred American atheists scattered across the country, The Varieties of Nonreligious Experience uncovers what they think about morality, what gives meaning to their lives, how they feel about religious people, and what they think and know about religion itself. Though the wider public routinely understands atheists in negative terms, as people who do not believe in God, Baggett pushes readers to view them in a different light. Rather than simply rejecting God and religion, atheists actually embrace something much more substantive—lives marked by greater integrity, open-mindedness, and progress.Beyond just talking about or to American atheists, the time is overdue to let them speak for themselves. This book is a must-read for anyone interested in joining the conversation.
Atheism --- United States. --- God. --- New Atheist. --- William James. --- acquisition narratives. --- agnostic root. --- ancient Greece. --- atheists. --- closed-mindedness. --- conflict myth. --- conversion. --- critical root. --- diversity. --- empirical root. --- gratitude. --- imagined community. --- immanent root. --- inquisitives. --- integrity. --- judge. --- morality. --- open-mindedness. --- personally meaningful. --- psychological. --- public discourse. --- religion. --- religions. --- religiosity. --- religious institutions. --- science. --- scientism. --- sociology. --- sovereign. --- spiritual. --- stigma stories. --- teleological.
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This volume offers a critical examination of the growing pressure to apply scientific principles as a means to improve education. The authors trace the ideology of scientism to the early faith Auguste Comte placed in science and the scientific method as a panacea to all human problem solving. By revealing many of the epistemological problems confronted by the social sciences, including education, the authors undermine the prevailing view that a science of education is possible or desirable. Besides revealing the epistemological problems associated with education research, they suggest that the instrumentalism and micro level responsibility related to scientism in education constitute a manipulative ideological smokescreen to distract public attention away from the structural inequities that generate disparate academic outcomes among students in industrialized democracies. The book deals a severe blow to the belief that science is a suitable lens through which to view or strengthen educational practice. "One begins this book with the skeptical belief that it can’t be right. The task of reading, then, is to locate where Hyslop-Margison goes wrong to reach his radical and disturbing conclusions. At the very least, even the most skeptical will have to recognize that the unsayable—that current educational research has proven largely fruitless for discernable reasons—is certainly plausible. He brilliantly brings an issue that has been considered too eccentric to contemplate into the heart of current educational discourse. Everyone concerned with educational research—researchers and those policy-makers, administrators, and other educational workers who draw on the products of educational research should read this important book carefully." Kieran Egan, Faculty of Education, Simon Fraser University.
Education --- Scientism. --- Research --- Methodology. --- Knowledge, Theory of --- Science --- Methodology --- Social sciences --- Genetic epistemology. --- Administration, Organization and Leadership. --- Educational Policy and Politics. --- Educational Philosophy. --- Philosophy of the Social Sciences. --- Epistemology. --- Philosophy. --- Developmental psychology --- Social philosophy --- Social theory --- School management and organization. --- School administration. --- Educational policy. --- Education and state. --- Education—Philosophy. --- Philosophy and social sciences. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Epistemology --- Theory of knowledge --- Philosophy --- Psychology --- Social sciences and philosophy --- Government policy --- Inspection --- Management and organization
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Communism --- Ideology --- Humanism --- Scientism. --- Intellectuals --- Scientism --- Socialism, Communism & Anarchism --- Political Science --- Law, Politics & Government --- Knowledge, Theory of --- Philosophy --- Political science --- Psychology --- Thought and thinking --- Intelligentsia --- Persons --- Social classes --- Specialists --- Science --- Classical education --- Classical philology --- Philosophical anthropology --- Renaissance --- Methodology --- China --- Cina --- Kinë --- Cathay --- Chinese National Government --- Chung-kuo kuo min cheng fu --- Republic of China (1912-1949) --- Kuo min cheng fu (China : 1912-1949) --- Chung-hua min kuo (1912-1949) --- Kina (China) --- National Government (1912-1949) --- China (Republic : 1912-1949) --- People's Republic of China --- Chinese People's Republic --- Chung-hua jen min kung ho kuo --- Central People's Government of Communist China --- Chung yang jen min cheng fu --- Chung-hua chung yang jen min kung ho kuo --- Central Government of the People's Republic of China --- Zhonghua Renmin Gongheguo --- Zhong hua ren min gong he guo --- Kitaĭskai︠a︡ Narodnai︠a︡ Respublika --- Činská lidová republika --- RRT --- Republik Rakjat Tiongkok --- KNR --- Kytaĭsʹka Narodna Respublika --- Jumhūriyat al-Ṣīn al-Shaʻbīyah --- RRC --- Kitaĭ --- Kínai Népköztársaság --- Chūka Jinmin Kyōwakoku --- Erets Sin --- Sin --- Sāthāranarat Prachāchon Čhīn --- P.R. China --- PR China --- Chung-kuo --- Zhongguo --- Zhonghuaminguo (1912-1949) --- Zhong guo --- Chine --- République Populaire de Chine --- República Popular China --- Catay --- VR China --- VRChina --- 中國 --- 中国 --- 中华人民共和国 --- Jhongguó --- Bu̇gu̇de Nayiramdaxu Dundadu Arad Ulus --- Bu̇gu̇de Nayiramdaqu Dumdadu Arad Ulus --- Bu̇gd Naĭramdakh Dundad Ard Uls --- Khi︠a︡tad --- Kitad --- Dumdadu Ulus --- Dumdad Uls --- Думдад Улс --- Kitajska --- China (Republic : 1949- ) --- Politics and government --- PRC --- P.R.C. --- BNKhAU --- БНХАУ
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