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Philosophical methodology encompasses the methods used to philosophize and the study of these methods. Methods of philosophy are procedures for conducting research, creating new theories, and selecting between competing theories. In addition to the description of methods, philosophical methodology also compares and evaluates them.
Models of scientific inquiry have two functions: first, to provide a descriptive account of how scientific inquiry is carried out in practice, and second, to provide an explanatory account of why scientific inquiry succeeds as well as it appears to do in arriving at genuine knowledge. The philosopher Wesley C. Salmon described scientific inquiry:
According to Phillips, his version of the Socratic Method was inspired not only by the Greek interrogative elements practiced by Socrates of the elenctic (Greek for 'cross examination,' 'encounter,' 'inquiry'), aporia (Greek for 'doubt') and maieutic (Greek for 'midwifery,' in this case giving birth to ideas one harbors from within), but by the ...
While the method of analysis is characteristic of contemporary analytic philosophy, its status continues to be a source of great controversy even among analytic philosophers. Several current criticisms of the analytic method derive from W.V. Quine's famous rejection of the analytic–synthetic distinction. While Quine's critique is well-known ...
The hypothetico-deductive model or method is a proposed description of the scientific method. According to it, scientific inquiry proceeds by formulating a hypothesis in a form that can be falsifiable, using a test on observable data where the outcome is not yet known. A test outcome that could have and does run contrary to predictions of the ...
Hulme, T. E. Speculations: essays on humanism and the philosophy of art (1924). Edited by Herbert Read. Humphrey, George. The nature of learning in its relation to the living system (1933). Jaensch, Erich Rudolf. Eidetic imagery and typological methods of investigation: their importance for the psychology of childhood (1930). Jung, Carl.
In education, there is the position that learners continuously need new methods and experimentalism is essential in the development process. [10] Through the method of learning-by-doing, it is expected that the learner develops his capacities and interests so that they empower him to assume the role of constructive participant in the life of ...
To say that Windelband supported that last dichotomy is a consequent misunderstanding of his own thought. For him, any branch of science and any discipline can be handled by both methods as they offer two integrating points of view. [1] Nomothetic is based on what Kant described as a tendency to generalize, and is typical for the natural sciences.