Search results for "scientific paradigm"
showing 3 items of 3 documents
La linguistica ottocentesca fra speculazione, storia e tipologia
2020
In the 19th century of the past millennium not only did linguistics become a historical science, it also began to lay the foundations of the theoretical and synchronic investigation that in the later century would gain a pre-eminent position amongst researchers. The directions of research that linguists took in that century are therefore so many and varied that it is definitely difficult to give a detailed account of them in a single paper. Neither is it easy to find and follow a connecting thread that allows coherent, exhaustive treatment of the matter. Things standing as they are, the author starts arbitrarily from the first of the nine lessons that F.M. Müller gave on the science of lang…
Virtudes y Fortalezas: el revés de la trama
2007
The target of this work is to carry out a critical analysis about some of the underlying epistemological assumptions in Peterson and Seligman’s book Character Strengths and Virtues. A handbook and classifications (2004). This is a theoretical investigation that belongs to the epistemology of psychology field. According to the theory proposed by Serroni Copello (2003), a critic progress rational criterion is methodologically applied. The analysis points out some epistemological weakness that leads to incongruences in the statements and conclusions of the investigations, such as: the absence of a unified theory, a candid search of objectivity, and the superposition of implicit paradigms. It …
I paradigmi scientifici della ricerca didattica
2022
The initial positivist paradigm, derived from experimental medicine and experimental psychology, is followed by the empirical research in the didactic field, the phenomenological and the constructivist one. More recently the action research paradigm and evidence-based experimentation have been arisen. The great distinction that should be made today, as regards empirical research in the didactic field, is between the paradigms of reduction and the paradigms of complexity. The reflection on the degree of knowability of teaching practices focuses on some questions: is it pos- sible to identify similarities and coefficients between the results of research on the same theme but carried out in di…