Chaos theory has captured scientific and popular attention. What began as the discovery of randomness in simple physical systems has become a widespread fascination with "chaotic" models of everything from business cycles to brainwaves to heart attacks. But what exactly does this explosion of new research into chaotic phenomena mean for our understanding of the world? In this timely book, Stephen Kellert takes the first sustained look at the broad intellectual and philosophical questions raised by recent advances in chaos theory—its implications for science as a source of knowledge and for the very meaning of that knowledge itself.
What happens to scientific knowledge when researchers outside the natural sciences bring elements of the latest trend across disciplinary boundaries for their own purposes? Researchers in fields from anthropology to family therapy and traffic planning employ the concepts, methods, and results of chaos theory to harness the disciplinary prestige of the natural sciences, to motivate methodological change or conceptual reorganization within their home discipline, and to justify public policies and aesthetic judgments. Using the recent explosion in the use (and abuse) of chaos theory, Borrowed Knowledge and the Challenge of Learning across Disciplines examines the relationship between science and other disciplines as well as the place of scientific knowledge within our broader culture. Stephen H. Kellert’s detailed investigation of the myriad uses of chaos theory reveals serious problems that can arise in the interchange between science and other knowledge-making pursuits, as well as opportunities for constructive interchange. By engaging with recent debates about interdisciplinary research, Kellert contributes a theoretical vocabulary and a set of critical frameworks for the rigorous examination of borrowing.
Chaos theory has captured scientific and popular attention. What began as the discovery of randomness in simple physical systems has become a widespread fascination with "chaotic" models of everything from business cycles to brainwaves to heart attacks. But what exactly does this explosion of new research into chaotic phenomena mean for our understanding of the world? In this timely book, Stephen Kellert takes the first sustained look at the broad intellectual and philosophical questions raised by recent advances in chaos theory—its implications for science as a source of knowledge and for the very meaning of that knowledge itself.
Using the doomsday scenarios of global warming, nuclear winter, and ozone depletion as examples, Haller (contemporary studies, Wilfrid Laurier U., Canada) explores how one should judge the criteria for evaluating possibilities of catastrophe. His central concern is finding the most rational approach to such possibilities when there is no reliable estimate of the likelihood of catastrophe. He suggests that even if one rejects epistemological and ethical arguments regarding possible disasters, one should be convinced by Pascalian arguments suggesting a precautionary principle even in the absence of reliable evidence. Annotation copyrighted by Book News, Inc., Portland, OR
What happens to scientific knowledge when researchers outside the natural sciences bring elements of the latest trend across disciplinary boundaries for their own purposes? Researchers in fields from anthropology to family therapy and traffic planning employ the concepts, methods, and results of chaos theory to harness the disciplinary prestige of the natural sciences, to motivate methodological change or conceptual reorganization within their home discipline, and to justify public policies and aesthetic judgments. Using the recent explosion in the use (and abuse) of chaos theory, Borrowed Knowledge and the Challenge of Learning across Disciplines examines the relationship between science and other disciplines as well as the place of scientific knowledge within our broader culture. Stephen H. Kellert’s detailed investigation of the myriad uses of chaos theory reveals serious problems that can arise in the interchange between science and other knowledge-making pursuits, as well as opportunities for constructive interchange. By engaging with recent debates about interdisciplinary research, Kellert contributes a theoretical vocabulary and a set of critical frameworks for the rigorous examination of borrowing.
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