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oapen-20.500.12657-305362021-11-15T08:22:53Z Perspectives on Science and Culture Rutten, Kris Blancke, Stefaan Soetaert, Ronald Literature Charles Darwin Cognition Evolution Science Transitional fossil "Edited by Kris Rutten, Stefaan Blancke, and Ronald Soetaert, Perspectives on Science and Culture explores the intersection between scientific understanding and cultural representation from an interdisciplinary perspective. Contributors to the volume analyze representations of science and scientific discourse from the perspectives of rhetorical criticism, comparative cultural studies, narratology, educational studies, discourse analysis, naturalized epistemology, and the cognitive sciences. The main objective of the volume is to explore how particular cognitive predispositions and cultural representations both shape and distort the public debate about scientific controversies, the teaching and learning of science, and the development of science itself. 2018-02-01 23:55:55 2020-03-13 03:00:33 2020-04-01T13:00:31Z 2020-04-01T13:00:31Z 2018-02-01 book 645371 OCN: 1027160393 9781557538215 http://library.oapen.org/handle/20.500.12657/30536 eng Comparative Cultural Studies application/pdf n/a 645371.pdf Purdue University Press 10.2307/j.ctt2204rxr 101697 10.2307/j.ctt2204rxr 3600efb5-b3a3-419f-9e4f-7a6094096815 b818ba9d-2dd9-4fd7-a364-7f305aef7ee9 9781557538215 Knowledge Unlatched (KU) USA 101697 KU Select 2017: Front list Collection Knowledge Unlatched open access
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"Edited by Kris Rutten, Stefaan Blancke, and Ronald Soetaert, Perspectives on Science and Culture explores the intersection between scientific understanding and cultural representation from an interdisciplinary perspective.
Contributors to the volume analyze representations of science and scientific discourse from the perspectives of rhetorical criticism, comparative cultural studies, narratology, educational studies, discourse analysis, naturalized epistemology, and the cognitive sciences. The main objective of the volume is to explore how particular cognitive predispositions and cultural representations both shape and distort the public debate about scientific controversies, the teaching and learning of science, and the development of science itself.
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