scientism


Also found in: Medical, Encyclopedia, Wikipedia.

sci·en·tism

 (sī′ən-tĭz′əm)
n.
1. The collection of attitudes and practices considered typical of scientists.
2. The belief that the investigative methods of the physical sciences are applicable or justifiable in all fields of inquiry.

sci′en·tis′tic adj.

scientism

(ˈsaɪənˌtɪzəm)
n
1. the application of, or belief in, the scientific method
2. the uncritical application of scientific or quasi-scientific methods to inappropriate fields of study or investigation
ˌscienˈtistic adj

sci•en•tism

(ˈsaɪ ənˌtɪz əm)

n.
1. the assumptions, methods, etc., regarded as typifying scientists.
2. the belief that the principles and methods of the physical and biological sciences should be applied to other disciplines.
3. scientific or pseudoscientific language.
[1875–80]
sci`en•tis′tic, adj.

scientism

1. Often Disparaging. the style, assumptions, techniques, practices, etc., typifying or regarded as typifying scientists.
2. the belief that the assumptions and methods of the natural sciences are appropriate and essential to all other disciplines, including the humanities and the social sciences.
3. scientific or pseudoscientific language. — scientistic, adj.
See also: Attitudes
Translations
Mentioned in ?
References in periodicals archive ?
It argues that these assertions are often inconsistent with the principles of Islamization of Knowledge and instead may, in fact, even foster a new form of scientism.
The only difference is that Provine promotes and Johnson opposes scientism.
MONOPOLIZING KNOWLEDGE: A Scientist Refutes Religion-Denying, Reason-Destroying Scientism by Ian Hutchinson.
Dewey's naturalism is no reductive scientism, but it is a form of fallible scientific realism, as Manicas explains in the opening chapter on "Pragmatic Philosophy of Science and the Charge of Scientism.
In the 10 chapters, US and UK education scholars and a health sciences researcher discuss the Institute of Education Sciences in the US, its philosophy and recent projects; the Teaching and Learning Research Project in the UK, its history, development, and implications; how education science affects teacher education; methodologies like systematic reviews; limitations like the notion of evidence, the ideas of science and scientism, and the role of humanities-based investigation; and the implications of the education science debate.
This inherent scientism has the foul smell of latent positivism, a view already undermined by thinkers such as Ludwig Wittgenstein.
Today, because of the prevalence of scientism among many modernistic Muslim thinkers, there is a vast body of literature being produced in various Islamic languages on "the scientific method.
The tunnel's floor is provided by scientism which considers itself the only source of truth and hence denies the existence, or at least the relevance, of the transcendent.
But such scientism would either be self-defeating insofar as not itself included in the empirical sciences, or built-into the meaning of the empirical sciences, and, therefore, a matter of arbitrary definition.
Scientism (which is not the same thing as science) insists that only "objective" knowledge exists.
The distinction here is another instance of the difference between science and scientism.
In a recent revisiting of the comparison, Richard Olsons Scientism and Technocracy in the Twentieth Century: The Legacy of Scientific Management (2016) suggests that subsequent decades have witnessed something of a reversal.