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Ideał nauki w silnym programie a problem autonomiczności nauki

100%
Czarnocka M.
Filozofia i nauka. Studia filozoficzne i interdyscyplinarne
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2013
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vol. 1
215-225
PL
Artykuł ukazuje ideał nauki fundujący koncepcję nauki zaproponowaną w silnym programie. Problem autonomii nauki, tak, jak jest on postrzegany na gruncie silnego programu jest rozważany i porównywany z wielowymiarowym brakiem autonomii we współczesnych racjonalistycznych ujęciach nauki.
EN
The paper reveals the ideal of science founding the conception of science proposed by the Strong Programme. The problem of autonomy of science as it is viewed in the Strong Programme is discussed and compared with the multi-dimensional lack of autonomy in contemporary rationalistic approaches to science.
2
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Old and New Challenges for the Autonomy of Social Sciences

80%
Hałas E.
Polish Sociological Review
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2006
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vol. 156
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issue 4
395-408
EN
The comparison of the picture of social sciences at the beginning of the 20th century and their state at the start of the 21st leads to the discovery of unexpected changes, contradictions and paradoxes typical of post-modernism. A question is addressed: do all these changes, which bring about the discussion of the post-modern era, cover also sciences, and social sciences in particular. Paradoxically, the post-modern era of informationalism and a society of knowledge is not conducive to the autonomy of science and consequently disturbs the frail and delicate autonomy of social sciences. The post-modern phenomenon of departing from the modernist division of sciences and scientific disciplines manifests itself in theoretically and methodologically dubious cultural, social, political, and other studies. One can look at that phenomenon as a reaction to excessive fragmentation and autonomization in social sciences and an attempt of integrating reconstruction aiming also at eliminating the autonomy of theory in relation to practice.
3
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The law for science

61%
Goćkowski J.
Nauka
|
2007
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issue 3
EN
The issues discussed in the article are: 1) What does it mean: the law for science? 2) In what manner the law advantageous for science is created? 3) For what reason democracy endangers enacting the law advantageous for science? 4) What are the rules of enacting the law advantageous for science? 5) What kind of legislative interferences/interventions in the structures and processes of scientific work are detrimental to science as a separate and individual form of knowledge and cognition.
4
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Mertonov model étosu vedy, jeho kritika a možné využitie:

61%
Slovinský B.
Filosofický časopis (Philosophical Journal)
|
2020
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vol. 68
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issue 4
517-533
EN
Merton’s concept of the ethos of science, which is one of the more significant contributions to the study of science, was long of only peripheral interest to the philosophy of science, or rather was completely ignored. But in recent decades there has been a noticeable revival of interest in Merton’s normative imperatives, partly in connection with the so-called social turn in the philosophy of science, i.e. turning attention to the social dimensions of science, and partly in connection with the formation of a special area in the ​​ethics of science. The study is divided into three parts. The first part is devoted to a description of Merton’s model, while on the basis of the problems outlined in it he draws attention to four problem areas, the description and analysis of which can prepare a space for the “revitalization” of the ethos model. The second part addresses some of the arguments made by critics of the ethos model, polemicizing with and endeavoring to answer them. The third part, proceeding from the conclusions of the first two parts, tries to indicate the possibilities of using the ethos model for reflections about the issue of the place of values ​​and norms in science, the problem of responsibility and the question of the autonomy of science.
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