This paper argues for an invariantist view of scientific representation. First, it introduces the deflationary view that sees models in science as no different in essence from symbolic vehicles, which are derivative a...This paper argues for an invariantist view of scientific representation. First, it introduces the deflationary view that sees models in science as no different in essence from symbolic vehicles, which are derivative and adopted pragmatically, as a matter of convention. After analyzing this deflationary view and pointing out its shortcomings, it argues that representations play at least two radically different roles: one purely symbolic and therefore conventional, and the other epistemic. Finally, it argues that although it is correct to say that all particular external vehicles are introduced via some conventions, they get their jobs done because they are invariant with respect to particular conventions.展开更多
Since 2008, the author of this paper has conducted historiographic research on the visual history of science in the West since the mid-twentieth century. The findings show that the cognitive functions of visual scient...Since 2008, the author of this paper has conducted historiographic research on the visual history of science in the West since the mid-twentieth century. The findings show that the cognitive functions of visual scientific representations in the history of science are connected with theories of knowledge development in dialectical materialist epistemology and theories on children's cognitive features at different ages in developmental psychology, as well as the stage-specific curriculum objectives outlined in the Compulsory Education Science Curriculum Standards(2022 Edition). These insights provide essential inspiration and theoretical support for the establishment of the twin-theme logical structure in the Primary School Science Textbooks(Daxiang Edition)—core competencies as the warp and cognitive development as the weft—and for the intentional cultivation of students' cognitive abilities using scientific images across different learning stages and textbooks.展开更多
文摘This paper argues for an invariantist view of scientific representation. First, it introduces the deflationary view that sees models in science as no different in essence from symbolic vehicles, which are derivative and adopted pragmatically, as a matter of convention. After analyzing this deflationary view and pointing out its shortcomings, it argues that representations play at least two radically different roles: one purely symbolic and therefore conventional, and the other epistemic. Finally, it argues that although it is correct to say that all particular external vehicles are introduced via some conventions, they get their jobs done because they are invariant with respect to particular conventions.
基金supported by a general research programme‘Research on the Compilation System of Primary School Science Textbooks with Marxist Epistemology as a Main Theme’under the 2023 Henan Province Education Sciences Plan launched by the Education Department of Henan Province(grant no.2023YB0610)
文摘Since 2008, the author of this paper has conducted historiographic research on the visual history of science in the West since the mid-twentieth century. The findings show that the cognitive functions of visual scientific representations in the history of science are connected with theories of knowledge development in dialectical materialist epistemology and theories on children's cognitive features at different ages in developmental psychology, as well as the stage-specific curriculum objectives outlined in the Compulsory Education Science Curriculum Standards(2022 Edition). These insights provide essential inspiration and theoretical support for the establishment of the twin-theme logical structure in the Primary School Science Textbooks(Daxiang Edition)—core competencies as the warp and cognitive development as the weft—and for the intentional cultivation of students' cognitive abilities using scientific images across different learning stages and textbooks.
