ABSTRACT
Bringing together diverse theoretical and empirical contributions from the fields of social and cognitive psychology, philosophy and science education, this volume explores representational pluralism as a phenomenon characteristic of human cognition.
Building on these disciplines’ shared interest in understanding human thought, perception and conceptual change, the volume illustrates how representational plurality can be conducive to research and practice in varied fields. Particular care is taken to emphasize points of convergence and the value of sharing discourses, models, justifications and theories of pluralism across disciplines. The editors give ample space for philosophers, cognitive scientists and educators to explicate the history and current status of representational pluralism in their own disciplines.
Using multiple forms of research from the relational perspective, this volume will be of interest to students, scholars and researchers with an interest in cognitive psychology, as well as educational psychology and philosophy of science.
TABLE OF CONTENTS
section Section 1|59 pages
Introduction
section Section 2|80 pages
Psychology
chapter 3|18 pages
Satisfying epistemic and existential needs
chapter 5|18 pages
Representational pluralism in the service of learning
section Section 3|80 pages
Science education
chapter 7|20 pages
From conceptual change to conceptual prevalence
section Section 4|81 pages
Philosophy of science