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In the philosophy of science, structuralism (also known as scientific structuralism [1] or as the structuralistic theory-concept) [2] asserts that all aspects of reality are best understood in terms of empirical scientific constructs of entities and their relations, rather than in terms of concrete entities in themselves. [3]
Structuralism is an intellectual current ... Structuralist readings focus on how the structures of the single text resolve inherent narrative tensions ...
Post-structuralism emerged in France during the 1960s as a movement critiquing structuralism. According to J. G. Merquior, a love–hate relationship with structuralism developed among many leading French thinkers in the 1960s. [4] The period was marked by the rebellion of students and workers against the state in May 1968.
Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process (the scientific method), some social science, and some teaching pedagogy.
Postpositivism or postempiricism is a metatheoretical stance that critiques and amends positivism [1] and has impacted theories and practices across philosophy, social sciences, and various models of scientific inquiry.
While the structure–agency debate has been a central issue in social theory, and recent theoretical reconciliation attempts have been made, structure–agency theory has tended to develop more in European countries by European theorists, while social theorists from the United States have tended to focus instead on the issue of integration ...
He does not discuss the evolutionary causes of such a structural change, and has accordingly been suspected of vitalism. [ 1 ] Biological or process structuralism is a school of biological thought that objects to an exclusively Darwinian or adaptationist explanation of natural selection such as is described in the 20th century's modern synthesis .
Other key features of structuralism are the focus on systematic phenomena, the primacy of an idealized form over actual speech data, the priority of linguistic form over meaning, the marginalization of written language, and the connection of linguistic structure to broader social, behavioral, or cognitive phenomena. [4]