Knowing why asking why is our conduit to every kind of explanation, and explanation, increasingly, is what powers medical advances.
For Aristotle, 'historia', which corresponds roughly to our systematics the scientific organization of information about animals—serves the goal of causal explanation; and explanation by reference to goals and functions is the primary form of causal explanation.
"It was like, 'Let's parody the gobbledygook' — because honestly, that movie — all those explanations, and explanations of explanations," Mr. Stone said.
An interesting finding is that although many children provided both teleological explanations and explanations for usefulness for the shape of particular items, there was not always a correlation between these two types of explanations (Table 2).
Interestingly enough, there was a correlation between teleological explanations and explanations for usefulness for the shape of the nutcracker (with which most children were unfamiliar), but not for the shape of the scissors (with which most children were familiar).
On the other hand, if no such theory will be able to encompass mathematical explanations and explanations in natural science under a single model, this will point to important differences between science and mathematics.
Evolutionary explanations and explanations that invoke natural selection are often intended to show that the characteristics we value as most essentially human our appreciation of art and beauty; our capacity for love; intellect; a moral sense; religious experience and feelings of awe are the products of an unseemly "war of all against all".
Definitions in a broad sense start with explanations, and explanations are divided into contextual definitions of simple concepts (or of concepts that we are not able to define) and definitions in the strict sense, namely the decompositions of a concept into its parts.
The psycho-historical approach suggests that one should expect a close connection between tracking methods benefiting from explanations and explanation-generating theories that are the outcome of context- specific cooperative endeavours and techniques.
Facing this muddled circumstance on explanations in science classroom, Treagust and Harrison (2000) made the first clarification by attributing the explanations in science classroom into three categories: folk explanation, instructional explanation, and scientific explanation (Fig. 1).
Hempel responded to this criticism by distinguishing between what is actually presented to someone who requests an explanation (the "explanation sketch") and the full objective explanation.
