- Isaksen, Robert. Some Reflections on Working-Class Ontology and Epistemology—or Why Teaching in Higher Education Needs to Be More Concrete. Philosophy and Theory in Higher Education 2021; Volum 3 (2). ISSN 2578-5761.s 1 - 22.s doi: 10.3726/PTIHE022021.0001.
- Isaksen, Robert. Without foundation or neutral standpoint: using immanent critique to guide a literature review. Journal of Critical Realism 2018; Volum 17 (2). ISSN 1476-7430.s 97 - 117.s doi: 10.1080/14767430.2018.1427180.
- Isaksen, Robert. Reclaiming Rational Theory Choice: A Critique of Methodological Applications of Critical Realism. Journal of Critical Realism 2016; Volum 14 (3). ISSN 1476-7430.s 245 - 262.s doi: 10.1080/14767430.2016.1169369.
There are three broad questions related to scientific knowledge that intrigue me:
What is scientific knowledge and how is it attained? Can it be attained?
How is scientific knowledge best taught in higher education?
What role does scientific knowledge play in western society, for example in relation to politics?
To answer these questions I draw on insights from disparate disciplines such as philosophy of science, psychology and sociology of knowledge, and the scholarship of teaching and learning.
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