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Scientific revolution thomas kuhn
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The aim of this essay is to provide a summary and critique of Thomas S. Kuhn’s groundbreaking thesis ‘The Structure of Scientific Revolutions.’ This will be done by analyzing his concepts of ‘paradigm’, ‘normal science’ and ‘scientific revolutions.’ Following the overview I will present the example of ‘The Copernican Revolution’ to empirically show a paradigm shift. The rest of the essay is concerned specifically with critically examining Kuhn’s notion of a paradigm and the incommensurability between them. I will show that to define paradigm is a never ending task however this should not hinder the usefulness of the concept itself.
Before Kuhn’s book was written, the commonly held position by scientists and philosophers of science, such as Mach and Otswald , about the structure of science; was that it involved linear progression as a result of an incremental accumulation of knowledge from the activities undertaken by members of the scientific community. They thought that as generations of scientists observed more and more, their understanding of a particular scientific fact would become better refined through an ever growing stockpile of facts, theories and methods. The aim of the historian of science would be to pin point the man and the moment in time a further discovery was made; whilst also describing the obstacles that inhibited scientific progression.
Then in 1962, Kuhn’s revolutionary book challenged the prevailing model of the history of science and argued for an episodic structure in which periods of conceptual continuity in normal science are interrupted by periods of revolutionary science.
I will begin by outlining the core concepts that Kuhn presents at the beginning of his thesis. The backbone of Kuh...
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... with its easy and friendly applicability means that it fulfils the aims of which Kuhn wanted. To tell the story of how science was structured.
Bibliography
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Kuhn, T. S. (1962. Second Edition, enlarged, 1970). The Structure of Scientific Revolutions. Chicago: The University of Chicago.
Masterman, M. (1970). The Nature of a Paradigm. In I. Lakatos, & A. Musgrave (Eds.), Criticism and The Growth of Knowledge (pp. 59-90). Cambridge: Cambridge University Press.
Shapere, D. (1964). Review: The structure of Scientific Revolutions. The Philosophical Review , 73 (3), 383-394.
Shapere, D. (1971, May). The Paradigm Concept. Science , 172 (3984), pp. 706-709.
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Directions: Read the essay entitled The Scientific Revolution: The Disenchanting of the Universe and respond to each of the following questions as thoroughly as possible. Your answers can be either hand-written (in ink) or word-processed. However, you must paraphrase—answer in your own words. If you quote directly from the essay, you should then interpret the quote.
Without theories, scientists’ experiments would yield no significance to the world. Theories are the core of the scientific community; therefore figuring out how to determine which theory prevails amongst the rest is an imperative matter. Kuhn was one of the many bold scientists to attempt to bring forth an explanation for why one theory is accepted over another, as well as the process of how this occurs, known as the Scientific Revolution. Kuhn chooses to refer to a theory as a ‘paradigm’, which encompasses a wide range of definitions such as “a way of doing science in a specific field”, “claims about the world”, “methods of fathering/analyzing data”, “habits of scientific thought and action”, and “a way of seeing the world and interacting with it” (Smith, pg.76). However in this case, we’ll narrow paradigm to have a similar definition to that of a ‘theory’, which is a system of ideas used to explain something; it can also be deemed a model for the scientific community to follow. Kuhn’s explanation of a Scientific Revolution brings to light one major problem—the problem of incommensurability.
In modern days, scientific discourse between ‘normal’ and ‘revolutionary’ scientists has raised questions about what they should or shouldn 't give proper attention and further study. One example of this, is the orthodox narrative of modern human history shared by geologists and archaeologists around the world, which tells us that the first technologically advanced human civilizations started in Mesopotamia around 3,000-5,000 BC. However, a series of evidence brought forth by two science skeptics and scientists suggest that the current narrative of our history could be inaccurate. They argue that it’s possible that a lost, technologically advanced ancient civilization mapped and explored the globe with great accuracy millennia before orthodox human history tells. From this debate arises a question: Should scientists focus exclusively on driving the current paradigm to its limits and not bother challenging it, even if other theories and scientific evidence defy the paradigm?
He was an empiricist, meaning he had to make logical or empirical connections in order for something to be cognitively meaningful. “There is a great difference between the system of logical interconnections of thought and the actual way in which thinking processes are performed. The psychological operations of thinking are rather vague and fluctuating processes; they almost never keep to the ways prescribed by logic and may even skip whole groups of operations which would be needed for a complete exposition of the subject in question. That is valid for thinking in daily life, as well as for the mental procedure of a man of science, who is confronted by the task of finding logical interconnections between divergent ideas about newly observed facts”. This quote from Reichenbach describes a profound problem in science. This problem is taking scientific knowledge from a scientists ideas and being able to present them to the public. Reichenbach believed that if you are unable to speak about the subject you are studying, then you do not have real knowledge of the subject. Reichenbach describes the thought processes of scientists as “psychology”. The underlying theme behind Reichenbach’s philosophy is proving that the works of many scientists that have been published are usually jargon and not supported fully. Hans Reichenbach says that even though the scientists may have the missing facts in his mind, they are not always portrayed in the work they present. This poses a huge problem; society therefore then is not able to help with such findings because they may be missing key basic facts that are essential in furthering this scientists ideas. In my opinion I believe a lot of scientists purposely leave out certain psychological dynamics in an experiment. A prime example being Leeuwenhoek. Leeuwenhoek took this to an extreme by even lying to colleagues about his work. I believe this is common practice because a
Moore, Brooke Noel., and Kenneth Bruder. "Chapter 6- The Rise of Metaphysics and Epistemology; Chapter 9- The Pragmatic and Analytic Traditions; Chapter 7- The Eighteenth and Nineteenth Centuries." Philosophy: the Power of Ideas. New York, NY: McGraw-Hill, 2011. Print.
Unlike today, where knowledge and technology improve at a relatively frenetic pace, the intellectual temper during the sixteenth century was quite different. People back then did not expect or imagine that great leaps and bounds would be made in the realm of knowledge and were instead rather conservative and tended to respect institutions of authority (Parry, 2). Because of this reality, people generally didn’t question authority or the status quo which produced a relatively slow and unimaginative pace in the terms of scientific exploration. In fact, many scientists were afraid to run too far away from what was considered main...
The two fundamental components of Kuhn’s proposition of scientific revolutions are the concepts of paradigms and paradigm shifts. He defines paradigms as “sufficiently unprecedented [theories] to attract an enduring group of adherents away from competing modes of scientific activity” (Kuhn, 10). Through this interpretation, Kuhn constructs the argument that possessing the ability to convince other scientists to agree with a novel proposal serves as the most crucial aspect for establishing scientific advancement. Kuhn reasons that the task of discovering “one full, objective, true account of nature” remains to be highly improbable (Kuhn...
Kuhn’s book was focused on the scientific world. He said that normal science “means research firmly based upon one or more past scientific achievments, achievments thatsome particular scientific community aacknowledges for a time as supplying the foundation for its further practice” (Kuhn 10). These achievments needed to be unprecedented and open-ended so as to attract a group away from competing ideas and to leave all sorts of problems for this group to resolve. these achievments are called paradigms. a paradigm is defined by Kuhn as “an accepted canon of scientific practice, including laws, theory, applications, and instrumentation, that provides a model for a particular coherent tradition of scientific research” (Trigger 5).
The article “Lecture 10: The Scientific Revolution” by Steven Kreis was published in 2002. Steven Kreis received his PhD and Ma in history from the University of Missouri-Columbia. He also possesses his BA in political science and philosophy. In this lecture, Kreis focuses on individuals interested in the Scientific Revolution and early modern European history. We are surrounded by science with everything we do, touch, sight, smell, and hearing. The Scientific Revolution, 1543-1600, was one of the most important developments in the western intellectual tradition. It was used to describe the out coming of modern science in the aspect of developing mathematics, physics, astronomy, biology, and chemistry. This revolution was all about human knowledge
The revolution brought about many radical changes and ideas that helped to strengthen it and the scientists that helped to bring it about became significant persons in history. "The emergence of a scientific community is one of the distinguishing marks of the Scientific Revolution."2 It was this form of community that gave a foundation for open thinking and observing throughout the sixteenth century and through twenty-first century. It was the first revolution that had more of a dedication to the ongoing process of science than of a goal to achieve scientific knowledge.3
Using the words “paradigm” and “normal science” as a way to describe revolutions, Kuhn successfully meets his endeavor to change the way science is perceived and scrutinized. Readers that come in contact with the book will learn that when an accepted scientific theory accumulates so many anomalies, and questions that
Taylor, Frederick Winslow (1911). The Principles of Scientific Management. New York, NY, US and London, UK: Harper & Brothers. Print. 8 Feb. 2014.
Thomas Kuhn, beginning as a physicist, but later switched to the history of science, has theories and beliefs that have strongly impacted the worlds of philosophy and science. Normal science and revolutionary science, both concepts by Kuhn, from his book “Structure of Scientific Revolutions,” vary from one another because of the way paradigms are being perceived. Normal science requires an agreement about paradigms while revolutionary science allows for division. Normal science is the concept of scientists attempting to prove and support a paradigm when introduced and argued, by exploring that field of study. In normal science, it is important that scientists agree on the paradigm because it serves as a foundation to what’s being proved.
The changes produced during the Scientific Revolution were not rapid but developed slowly and in an experimental way. Although its effects were highly influential, the forerunners Nicolaus Copernicus, Galileo Galilei, Isaac Newton, Francis Bacon, and Rene Descartes only had a few hundred followers. Each pioneered unique ideas that challenged the current views of human beingsí relationship with nature. With the backing of empirical observation and mathematical proof, these ideas slowly gained acceptance. As a result, the operation of society, along with prior grounds for faith were reconsidered. Their ideas promoted change and reform for humansí well-being on earth.
The expansion and endorsement of intellectualism by the many important forward thinking scientists created a desire for social revolution, which, in turn, created an atmosphere conducive to further intellectual study. The Scientific Revolution was, in essence, both a social and intellectual revolution. During the Scientific Revolution, scientists such as Nicolaus Copernicus, Galileo Galilei, Francis Bacon, Rene Descartes, and Christiaan Huygens wrestled with questions concerning God, human intellectualism, and their scientific views of the universe, its purpose, and how it functions. Ultimately, the implications of these new scientific discoveries began to change the way people thought and behaved. People began to question the widely accepted and Roman Catholic Church endorsed Aristotelian views of the universe. This led to the questioning of the traditional views of the state and societal structure. The geocentric Ptolemaic model was no longer blindly accepted. The earth was now no longer easily explainable or thought to be the center of the universe. Beliefs that were hundreds of years old were now proven to be false.