Journal ArticleDOI
Personal Knowledge: Towards a Post-Critical Philosophy
TLDR
Polanyi is at pains to expunge what he believes to be the false notion contained in the contemporary view of science which treats it as an object and basically impersonal discipline.Abstract:
The Study of Man. By Michael Polanyi. Price, $1.75. Pp. 102. University of Chicago Press, 5750 Ellis Ave., Chicago 37, 1959. One subtitle to Polanyi's challenging and fascinating book might be The Evolution and Natural History of Error , for Polanyi is at pains to expunge what he believes to be the false notion contained in the contemporary view of science which treats it as an object and basically impersonal discipline. According to Polanyi not only is this a radical and important error, but it is harmful to the objectives of science itself. Another subtitle could be Farewell to Detachment , for in place of cold objectivity he develops the idea that science is necessarily intensely personal. It is a human endeavor and human point of view which cannot be divorced from nor uprooted out of the human matrix from which it arises and in which it works. For a good whileread more
Citations
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Science in action : How to follow scientists and engineers through society
Wiebe E. Bijker,Bruno Latour +1 more
Stanford Encyclopedia of Philosophy
TL;DR: To understand the central claims of evolutionary psychology the authors require an understanding of some key concepts in evolutionary biology, cognitive psychology, philosophy of science and philosophy of mind.
Journal ArticleDOI
Sticky Information and the Locus of Problem Solving: Implications for Innovation
TL;DR: The impact of information stickiness on the locus of innovation-related problem solving is explored and it is found that when sticky information needed by problem solvers is held at one site only, problem solving will be carried out at that locus, other things being equal.
Journal ArticleDOI
Is the Resource-Based “View” a Useful Perspective for Strategic Management Research?
Richard L. Priem,John Butler +1 more
TL;DR: The authors formalizes the RBV, answering the causal "how" questions, incorporating the temporal component, and integrating RBV with demand heterogeneity models for strategic management, and outlines conceptual challenges for improving this situation.
Journal ArticleDOI
Formative assessment and the design of instructional systems
TL;DR: The theory of formative assessment outlined in this paper is relevant to a broad spectrum of learning outcomes in a wide variety of subjects and applies wherever multiple criteria are used in making judgments about the quality of student responses.
References
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Journal ArticleDOI
Science in action : How to follow scientists and engineers through society
Wiebe E. Bijker,Bruno Latour +1 more
Stanford Encyclopedia of Philosophy
TL;DR: To understand the central claims of evolutionary psychology the authors require an understanding of some key concepts in evolutionary biology, cognitive psychology, philosophy of science and philosophy of mind.
Journal ArticleDOI
Sticky Information and the Locus of Problem Solving: Implications for Innovation
TL;DR: The impact of information stickiness on the locus of innovation-related problem solving is explored and it is found that when sticky information needed by problem solvers is held at one site only, problem solving will be carried out at that locus, other things being equal.
Journal ArticleDOI
Is the Resource-Based “View” a Useful Perspective for Strategic Management Research?
Richard L. Priem,John Butler +1 more
TL;DR: The authors formalizes the RBV, answering the causal "how" questions, incorporating the temporal component, and integrating RBV with demand heterogeneity models for strategic management, and outlines conceptual challenges for improving this situation.
Journal ArticleDOI
Formative assessment and the design of instructional systems
TL;DR: The theory of formative assessment outlined in this paper is relevant to a broad spectrum of learning outcomes in a wide variety of subjects and applies wherever multiple criteria are used in making judgments about the quality of student responses.