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Zagadnienie redukcjonizmu w filozofii biologii

100%
Luc J.
Zagadnienia Filozoficzne w Nauce
|
2013
|
issue 52
179-201
PL
The aim of this article was to present one of the methods of reconciling of epistemological antireductionism and ontological physicalism, which explains differences between sciences, through an ontological picture of the most general structure of reality. The main thesis held that accepting this perspective allows us to achieve the above-mentioned reconcilement. First, the main arguments for and against physical reductionism, were described before the ontological assumptions were presented; then the assumptions was analysed in the light of this ontological construction as well as some facts from the fields of methodology and the history of natural sciences. Finally, some conclusions were drawn from the presented vision. They were connected with the epistemological status of analogy and methodological postulate of simplicity.
2
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Would we know (and shold we think that we would know) all about the mind if we knew all about the brain? The debate about reductionism and reductivism in philosophy of mind

100%
Paprzycka K.
Nauka
|
2008
|
issue 2
EN
The paper distinguishes the debate between reductionism and antireductionism (centered around the question whether sciences such as psychology are in principle reducible to neurosciences and eventually to physics) from a debate between reductivism and antireductivism (centered around the practical question whether we should prefer neuroscientific theories over psychological theories). The first part of the paper surveys various arguments for and against reductionism and ends with a plea for agnosticism. The second part of the paper contains an argument that even if reductionism is true, we should all be antireductivists.
3
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Po co psychologia?

67%
Brzeziński J. M.
Polskie Forum Psychologiczne
|
2014
|
vol. 19
|
issue 3
285-304
EN
Three main problems are considered. The first is that psychology should avoid any inclination towards neuroscience or a type of brain science. Making use of the achievements of natural sciences, psychology should take into regard the cultural conditions [determinants] and methods worked out in social sciences. Thus, it should adopt the antireductionistic methodological programme. The second problem is that psychology must reject the papers that entice with apparent scientific approach being actually of no real worth. Also the threat posed to psychological practice by pseudo-scientific monographs and pseudo-test should be recognised. They offer scientifically false basis of practical work of psychologists in the sphere of social practice. The third problem is that each psychological practice should be preceded by a psychological theory that is empirical and needs to be verified by a methodologically correct method. Thee underlying empirical psychological theory makes a given psychological practice sensible and ethical. The status of psychology as a science and the status of psychological practice are related to the quality of education of future psychologists. The author definitely opts for the model of full-time 5-year master’s degree studies (so against the Bologna model of 3-year licentiate (BA) followed by a 2-year master’s degree study (MA)), supplemented with a one-year training under supervision of an experienced specialist. The effective and ethical work of professional psychologists in Poland suffers from the lack of legal regulations that would protect this profession against the infiltration of all kinds of charlatans offering pseudo-scientific diagnostic tools like e.g. the Tree test of Charles Koch and therapies like e.g. the Systemic Constellation of Bert Hellinger. Of utmost importance is development of not only methodological awareness but also ethical awareness in psychologists and students of psychology. Moreover, the education should bring the realisation of the effects and danger of scientific misconduct of FFP type, that is fabrication, falsification, plagiarism.
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