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role that these virtues play in the development of different theories of animal cognition and goals to determine the relative weight that these virtues were assigned. We assemble a hierarchy of theoretical virtues for the biologists and philosophers Georg-Louis Leclerc Buffon ( ), Hermann Samuel Reimarus ( ), and Charles-Georges LeRoy ( ) and Etienne Bonnot de Condillac ( ). Through discussing these virtues and the significance assigned to those virtues by different authors, we are able to determine how completely different theoretical virtues shaped and decided the theories articulated by Buffon, Reimarus, Le Roy and Condillac. ABSTRACT. Can instructing have any impact on students’ willingness to embrace pseudo-scientific claims? And if that’s the case, will this impression be important. This paper goals to current an ongoing analysis performed in two countries and four universities which aims to answer these questions. The research is based on a previous work McLaughlin & McGill . They conducted a study amongst university students which seems to show that teaching crucial pondering can have a statistically significant influence on the acceptance of pseudo-scientific claims by students. They in contrast a bunch of scholars that attended a course on important thinking and pseudo-scientific theories with a control group of students who attended a course on a general philosophy of science using the identical questionnaire containing the pseudo-scientific claims. The questionnaire was
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