Causal Nets, Interventionism, and Mechanisms. Philosophical Foundations and Applications

被引：0

作者：

Casini, Lorenzo ^{[1
]}

机构：

[1] Univ Geneva, Dept Philosophie, 2 Rue Candolle, CH-1205 Geneva, Switzerland

来源：

JOURNAL FOR GENERAL PHILOSOPHY OF SCIENCE | 2018年 / 49卷 / 03期

关键词：

MODELS;

D O I：

10.1007/s10838-018-9418-z

中图分类号：

N09 [自然科学史]; B [哲学、宗教];

学科分类号：

01 ; 0101 ; 010108 ; 060207 ; 060305 ; 0712 ;

摘要：

引用

页码：481 / 485

页数：5

共 25 条

[1] Alexander Gebharter: Causal Nets, Interventionism, and Mechanisms. Philosophical Foundations and ApplicationsSpringer, Cham, 2017, 184 pp, $99.99, ISBN: 9783319499079
Lorenzo Casini
[J]. Journal for General Philosophy of Science, 2018, 49 : 481 - 485
[2] Ethnicity and causal mechanisms.
不详
[J]. ADOLESCENCE, 2006, 41 (162) : 406 - 406
[3] Bayesian nets and causality: Philosophical and computational foundations
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[J]. MIND, 2006, 115 (458) : 502 - 506
[4] The effectiveness of international environmental regimes: Causal connections and behavioral mechanisms.
Clifford, EJ
[J]. SOCIETY & NATURAL RESOURCES, 2000, 13 (08) : 801 - 804
[5] The effectiveness of international environmental regimes: Causal connections and behavioral mechanisms.
Hunold, C
[J]. JOURNAL OF POLITICS, 2001, 63 (02): : 689 - 691
[6] The effectiveness of international environmental regimes: Causal connections and behavioral mechanisms.
Joyner, CC
[J]. AMERICAN POLITICAL SCIENCE REVIEW, 2000, 94 (02) : 524 - 525
[7] The Transformative Classroom: Philosophical Foundations and Practical Applications
Horsthemke, Kai
[J]. ZEITSCHRIFT FUR PADAGOGIK, 2022, 68 (03): : 435 - 437
[8] The Transformative Classroom: Philosophical Foundations and Practical Applications
Metro-Roland, Dini
[J]. EDUCATIONAL THEORY, 2023, 73 (01) : 123 - 130
[9] KEYNES ON MATHEMATICS - PHILOSOPHICAL FOUNDATIONS AND ECONOMIC APPLICATIONS
ODONNELL, RM
[J]. CAMBRIDGE JOURNAL OF ECONOMICS, 1990, 14 (01) : 29 - 47
[10] The Transformative Classroom: Philosophical Foundations and Practical Applications
Merrifield, Bill
[J]. THEORY AND RESEARCH IN EDUCATION, 2022, 20 (01) : 91 - 97

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