The Structure of scientific revolution
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The structure of scientific revolutions (anuj)
This document summarizes chapters 5-9 of Thomas Kuhn's book "The Structure of Scientific Revolutions". It discusses several key aspects of Kuhn's work, including: normal science and puzzle-solving; the priority of paradigms over rules in science; anomalies leading to crisis and potential paradigm shifts; responses to crisis like considering alternatives; and the nature of scientific revolutions as non-cumulative changes involving incompatible new paradigms.
Presentation on structure of scientific revolution
This document summarizes Thomas Kuhn's theory of scientific revolutions as presented in his influential book "The Structure of Scientific Revolutions". Kuhn argued that science progresses not through linear knowledge accumulation, but through periodic paradigm shifts in which the underlying assumptions and framework of a scientific field are suddenly transformed. The document outlines Kuhn's five phases of scientific revolutions - from a pre-paradigm state with competing theories to a post-revolution state with a new dominant paradigm established. Examples of major paradigm shifts in sciences such as astronomy, physics and biology are also provided.
Thomas Kuhn & Paradigms (By Kris Haamer)
Thomas Kuhn was a physicist and philosopher known for his work "The Structure of Scientific Revolutions" which introduced the concepts of paradigms and paradigm shifts. A paradigm is a universally accepted scientific theory that provides models and solutions for a community of scientists. According to Kuhn, normal science operates within an existing paradigm until anomalies emerge that cannot be explained, creating a crisis and leading to a new paradigm that better explains the facts. This process of paradigm shifts advances scientific understanding as new theories provide more accurate ways of viewing reality.
THE STRUCTURE OF SCIENTIFIC REVOLUTION -Thomas Kuhn
Thomas Kuhn is most famous for his book The Structure of Scientific Revolutions (1962) in which he presented the idea that science does not evolve gradually toward truth, but instead undergoes periodic revolutions which he calls "paradigm shifts."
Paradigm by Thomas Kuhn
1. The document discusses Thomas Kuhn's work on scientific paradigms and paradigm shifts. It provides examples of paradigm shifts such as the shift from geocentrism to heliocentrism and the shift from the idea of separate natural laws on Earth and in the heavens to universal natural laws.
2. It also summarizes Kuhn's concept of normal science and paradigm shifts occurring during periods of crisis when anomalies emerge that the prevailing paradigm cannot explain. New paradigms eventually emerge and replace old ones.
3. Major paradigm shifts discussed include the shift from a young Earth view to an old Earth view incorporating uniformitarian geology.
Scientific Revolution
This document summarizes Thomas Kuhn's seminal work "The Structure of Scientific Revolutions". It discusses how normal science operates within the framework of an accepted paradigm, but anomalies can emerge that the paradigm cannot explain, leading to a period of crisis. During a crisis, many proposed solutions are explored until a new paradigm is established that resolves the anomalies and allows new normal science to proceed under the new framework. Scientific revolutions thus represent paradigm shifts brought on by periods of crisis precipitated by anomalies that existing paradigms could not address.
Thomas kuhn and paradigm shift
Thomas Kuhn was an American physicist and philosopher who developed influential ideas in the philosophy of science. He is best known for his book The Structure of Scientific Revolutions, which argued that science progresses through periods of normal science punctuated by revolutionary paradigm shifts. Kuhn proposed that during normal science, scientists work within an established theoretical framework, but major crises can lead to revolutionary changes in scientific theories.
Progress in science
1. Thomas Kuhn argued that science does not progress smoothly but rather goes through periods of normal science punctuated by scientific revolutions.
2. During normal science, most scientists work within the dominant paradigm without questioning it, while scientific revolutions occur when the prevailing paradigm is rejected in favor of a new way of understanding.
3. Kuhn's view challenged the idea that science progresses linearly towards objective truths, and sparked debate about the nature of scientific progress and rationality in theory change.
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The structure of scientific revolutions (anuj)
This document summarizes chapters 5-9 of Thomas Kuhn's book "The Structure of Scientific Revolutions". It discusses several key aspects of Kuhn's work, including: normal science and puzzle-solving; the priority of paradigms over rules in science; anomalies leading to crisis and potential paradigm shifts; responses to crisis like considering alternatives; and the nature of scientific revolutions as non-cumulative changes involving incompatible new paradigms.
Presentation on structure of scientific revolution
This document summarizes Thomas Kuhn's theory of scientific revolutions as presented in his influential book "The Structure of Scientific Revolutions". Kuhn argued that science progresses not through linear knowledge accumulation, but through periodic paradigm shifts in which the underlying assumptions and framework of a scientific field are suddenly transformed. The document outlines Kuhn's five phases of scientific revolutions - from a pre-paradigm state with competing theories to a post-revolution state with a new dominant paradigm established. Examples of major paradigm shifts in sciences such as astronomy, physics and biology are also provided.
Thomas Kuhn & Paradigms (By Kris Haamer)
Thomas Kuhn was a physicist and philosopher known for his work "The Structure of Scientific Revolutions" which introduced the concepts of paradigms and paradigm shifts. A paradigm is a universally accepted scientific theory that provides models and solutions for a community of scientists. According to Kuhn, normal science operates within an existing paradigm until anomalies emerge that cannot be explained, creating a crisis and leading to a new paradigm that better explains the facts. This process of paradigm shifts advances scientific understanding as new theories provide more accurate ways of viewing reality.
THE STRUCTURE OF SCIENTIFIC REVOLUTION -Thomas Kuhn
Thomas Kuhn is most famous for his book The Structure of Scientific Revolutions (1962) in which he presented the idea that science does not evolve gradually toward truth, but instead undergoes periodic revolutions which he calls "paradigm shifts."
Paradigm by Thomas Kuhn
1. The document discusses Thomas Kuhn's work on scientific paradigms and paradigm shifts. It provides examples of paradigm shifts such as the shift from geocentrism to heliocentrism and the shift from the idea of separate natural laws on Earth and in the heavens to universal natural laws.
2. It also summarizes Kuhn's concept of normal science and paradigm shifts occurring during periods of crisis when anomalies emerge that the prevailing paradigm cannot explain. New paradigms eventually emerge and replace old ones.
3. Major paradigm shifts discussed include the shift from a young Earth view to an old Earth view incorporating uniformitarian geology.
Scientific Revolution
This document summarizes Thomas Kuhn's seminal work "The Structure of Scientific Revolutions". It discusses how normal science operates within the framework of an accepted paradigm, but anomalies can emerge that the paradigm cannot explain, leading to a period of crisis. During a crisis, many proposed solutions are explored until a new paradigm is established that resolves the anomalies and allows new normal science to proceed under the new framework. Scientific revolutions thus represent paradigm shifts brought on by periods of crisis precipitated by anomalies that existing paradigms could not address.
Thomas kuhn and paradigm shift
Thomas Kuhn was an American physicist and philosopher who developed influential ideas in the philosophy of science. He is best known for his book The Structure of Scientific Revolutions, which argued that science progresses through periods of normal science punctuated by revolutionary paradigm shifts. Kuhn proposed that during normal science, scientists work within an established theoretical framework, but major crises can lead to revolutionary changes in scientific theories.
Progress in science
1. Thomas Kuhn argued that science does not progress smoothly but rather goes through periods of normal science punctuated by scientific revolutions.
2. During normal science, most scientists work within the dominant paradigm without questioning it, while scientific revolutions occur when the prevailing paradigm is rejected in favor of a new way of understanding.
3. Kuhn's view challenged the idea that science progresses linearly towards objective truths, and sparked debate about the nature of scientific progress and rationality in theory change.
Kuhn: Paradigms and Normal Science
Thomas Kuhn argues that science operates in two distinct modes: normal science and scientific revolution. During normal science, scientists work within a shared paradigm that provides the framework and assumptions for their research. The paradigm guides what phenomena can be explained, what problems are worth studying, and how research is conducted. However, over time anomalies and resistant problems emerge that the paradigm cannot resolve, leading to a crisis and eventual shift to a new paradigm during a period of scientific revolution.
Kuhn Popper
This document provides an overview of philosophy of science. It discusses science as a body of knowledge obtained through observation and methods. Philosophers of science are concerned with determining the nature of the world, right ways of thinking, determining right from wrong, the best form of government, beauty, and knowledge. The document examines functional assumptions in philosophy of science, whether certain questions are scientific or philosophical, and critiques of philosophy of science as being normative or descriptive. It also discusses theories, scientific communities, social constructionism, Thomas Kuhn's work on paradigms and scientific revolutions, and Karl Popper's views on falsification in science.
A2 Thomas Kuhn & Scientific Paradigms
Thomas Kuhn was an American physicist who radically changed views on the nature of science. He argued that science progresses not through linear knowledge gathering, but through periodic "paradigm shifts" where the nature of scientific inquiry in a field is suddenly transformed. A paradigm is the basic framework of assumptions and methods shared by a scientific community that governs their work. During normal science, scientists work within a paradigm to solve puzzles, but over time anomalies can lead to a paradigm shift opening up a new approach. Kuhn emphasized that science is shaped by subjective perspectives and there can be competing views until a new paradigm is widely accepted.
Kuhn vs. Popper
The researcher faces many challenges in establishing valid theories. Karl Popper and Thomas Kuhn both sought to provide frameworks to help with this struggle. Popper advocated for falsification, where a theory can only be considered valid if it can be proven false. Kuhn argued that accepted paradigms can hinder progress and proposed a model of shifting paradigms through questioning established ideas. While Popper's strict standards are difficult to apply to educational research given its complex variables, Kuhn's emphasis on constant questioning provides a better approach for the field. Both recognize the difficulty but importance of the researcher establishing valid theories through rigorous testing of ideas.
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The document discusses the concept of paradigms and paradigm shifts. It defines a paradigm as a set of assumptions and practices that constitute a way of viewing reality for a community. It describes Thomas Kuhn's theory that science undergoes periods of "normal science" punctuated by "revolutions" where one paradigm replaces another. Some examples given of paradigm shifts include the Copernican revolution and the transition from Newtonian to Einsteinian physics. The document also discusses how paradigms can shift in other contexts through radical changes in thought patterns or organizations.
Ciencia y filosofía
This document provides an overview of a course on the philosophy of science. It discusses the interaction between philosophy and science, key concepts in the philosophy of science like scientific realism and falsificationism, and views of the scientific method from thinkers like Popper, Duhem and Kuhn. The course will examine general questions about science as well as specific issues in cosmology and cognitive sciences.
Kuhn presentation
Kuhn argues that science progresses through paradigms and paradigm shifts. A paradigm provides a framework for how scientists understand and study the natural world. It dictates appropriate methods and standards. During normal science, puzzles are solved within a paradigm. However, when anomalies arise that cannot be explained, a period of crisis can lead to a paradigm shift and the emergence of a new framework. A paradigm shift is revolutionary, akin to seeing the world through new lenses. It transforms the scientific community and forces reexamination of first principles.
Natural classification
1. The document discusses different views on natural classification and its relationship to scientific theory and observation.
2. It argues that while some philosophers have viewed classification as merely a matter of theoretical convenience, classification was an important goal in biology and other sciences from the late 18th to early 19th centuries.
3. The document proposes that science involves a reciprocal relationship between classification, theory, and observation, with each one able to influence and refine the others through an iterative process of revision and correction.
Paradigm in geography
i mentioned here how paradigm works in every science.
its a process of developing any science or knowledge. its necessary to see and learn about how our subject development done.
Unit 3. Anything goes?
The document summarizes the perspectives of Thomas Kuhn, Paul Feyerabend, and Imre Lakatos on the philosophy of science. Thomas Kuhn argued that science progresses through paradigms and paradigm shifts, rather than through a uniform progression. Paul Feyerabend believed there is no rational scientific progress even within paradigms, and that creativity and social factors are more important. Imre Lakatos sought to balance rational scientific progress with Kuhn's ideas by proposing research programs that allow for development over time.
Evolutionary epistemology versus faith and justified true belief: Does scien...
This presentation explores the basis for scientific rationality by testing our claims about the world against nature as described by Karl Popper's evolutionary epistemology versus accepting claims based on justified true belief. The presentation is particularly concerned to show the philosophical problems with religious fundamentalism.
Feyerabend, Pluralism and Progress in Science in Against Method 1993 and the ...
The epistemological problem associated with Karl Paul Feyerabend as a philosopher of Science resides beneath the fact that different critics of his works give divers interpretations of them. His works and the accounts they present have no common structure. This plurality and conflictual interpretations of him makes it difficult, if not impossible to pin him to a particular tradition in the Philosophy of Science. For this reason, while some of his critics consider him to be a relativist, to some, he is a Dadaist, a confusionist and an anarchist, yet others think of Feyerabend as the worst enemy of Science. This diversity of interpretation of Feyerabend, in my opinion, only goes to reassure us of our reading of him. That is, Feyerabend is closely associated with pluralism than anything else. My aim, in this paper is thus propose a thesis and attempt a justification. The thesis is that my reading of Against Method, 1993 and The Tyranny of Science, 2011 , justifies the thesis above. This perspective, unlike the others, is more holistic and inclusive. Without agreeing with his poists about science and its method, I contend that his pluralist claims in the philosophy of science art not hard to find. My examples stem, first, from the diversity of interpretations, and the conflicting views of his critics. Second, I consider the titles of the two works under consideration, to illustrate his criticism of the scientism and Methodism of Modern Science on the one hand, and his defence of plurality of methods and theories. Finally, I conclude that contrarily to critics who label him the worst enemy of science, anarchist or a confusionist, I think that, Feyerabend exaggerated his criticism of Modern Science and his defence of pluralism when he claimed to see no difference between science, myths and religion. However, I go further to contend that this comparison does not eclipse his pluralist position. It rather exaggerates it. That is why I term him, an extreme pluralist to say the least. Nyuykongi John Paul ""Feyerabend, Pluralism and Progress in Science in Against Method (1993) and the Tyranny of Science (2011)"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30060.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30060/feyerabend-pluralism-and-progress-in-science-in-against-method-1993-and-the-tyranny-of-science-2011/nyuykongi-john-paul
To k and natural sciences
The document discusses natural sciences, which deal with matter, energy, and their interrelations and transformations. It provides examples of scientific discoveries that were made by accident, through emotion-driven research, intuition, and imagination. The development of sciences is not linear but involves revising facts and concepts over time. One achievement of 20th century physics was proving the aim of giving an exact picture of the material world to be unattainable. The document asks whether people place the same faith in science as religion and provides dictionary definitions of science and religion.
Paradigm shift
The document discusses the concept of paradigm shifts, which refers to transformations from one theoretical perspective to another. It notes that Thomas Kuhn defined paradigm shifts as periods of peaceful progress punctuated by revolutions in thinking. Paradigm shifts are driven by agents of change, such as the printing press, computers, and the internet, which have transformed societies from industrial to information-based. The media has also undergone paradigm shifts, moving from theories of its all-powerful influence to recognition of its limited effects and increasing role in socialization. Overall, the document argues that paradigm shifts represent changes in human thinking and awareness that are accelerated by new technologies and driven by agents of change.
Truth in Scientific Discovery \
1. Thomas Kuhn's theory describes how science progresses through periods of "normal science" guided by accepted paradigms, and revolutionary shifts triggered by anomalies that cannot be explained by existing paradigms.
2. Two examples of scientific revolutions are Copernicus proposing the heliocentric solar system, challenging the geocentric paradigm, and the emergence of the wave theory of light replacing the particle theory paradigm.
3. Scientific revolutions occur when enough anomalies accumulate against an existing paradigm, triggering a period of crisis until a new paradigm is accepted that can better explain the accumulating anomalies.
Challenges to Science Philosophy and Theory
This document provides an overview of challenges to science philosophy and theory in the 20th century. It discusses how science moved from an overly strict empiricist view in the early 1900s to incorporate more moderate philosophies. Key challenges included the problem of induction, demarcating science from non-science, and theoretical issues raised by Kuhn and the Duhem-Quine thesis. The document examines proposed solutions from philosophers like Popper, Kuhn, Quine, and Laudan. It argues that science can understand reality using evidentiary theories, without needing perfect truths, and that Laudan provided clarity on evaluating and choosing between theories.
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This lecture provides an overview of key concepts in science, including a brief history of advances in science from ancient Greece to modern times. It discusses the scientific method and key terms like hypotheses, theories, and laws. The lecture also covers how mathematics, experiments, and limitations are important to science. It describes relationships between science, art, religion and technology. Finally, it outlines the major natural sciences and how they integrate and build upon one another.
Evolution vs creation science
This document discusses and analyzes evolution and creation science from an inductive reasoning perspective. It introduces the two models of origin - evolution, which is accepted as the scientific model, and creation science, which has religious origins but is claimed as science by some followers. The document aims to determine if creation science can be considered a genuine scientific alternative to evolution through an unbiased, induction-based analysis. It outlines the scope of using inductive logic and addressing issues like falsifiability and eliminating psychological biases from the analysis. The principal section then conducts an inductive logic analysis of the two models and discusses the roles of induction in scientific reasoning and theory development.
Introduction to Natural Science
This document provides an overview of the key concepts in the natural sciences, with a focus on biology. It defines biology as the scientific study of life, covering broad topics like zoology, biology, and microbiology. The document outlines some of the fundamental characteristics of life, such as the ability to capture and use energy/materials, sense and respond to the environment, and reproduce. It encourages students to study natural sciences like biology to better understand how many events relate to life. It provides instructions to find a newspaper article on a topic directly relevant to biology and justify its connection. Recommended reference materials on biology concepts and subdisciplines like zoology are also listed.
Science v Pseudoscience: What’s the Difference? - Kevin Korb
Science has a certain common core, especially a reliance on empirical methods of assessing hypotheses. Pseudosciences have little in common but their negation: they are not science.
They reject meaningful empirical assessment in some way or another. Popper proposed a clear demarcation criterion for Science v Rubbish: Falsifiability. However, his criterion has not stood the test of time. There are no definitive arguments against any pseudoscience, any more than against extreme skepticism in general, but there are clear indicators of phoniness.
Post: http://www.scifuture.org/science-vs-pseudoscience
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Thomas Kuhn argues that science operates in two distinct modes: normal science and scientific revolution. During normal science, scientists work within a shared paradigm that provides the framework and assumptions for their research. The paradigm guides what phenomena can be explained, what problems are worth studying, and how research is conducted. However, over time anomalies and resistant problems emerge that the paradigm cannot resolve, leading to a crisis and eventual shift to a new paradigm during a period of scientific revolution.
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This document provides an overview of philosophy of science. It discusses science as a body of knowledge obtained through observation and methods. Philosophers of science are concerned with determining the nature of the world, right ways of thinking, determining right from wrong, the best form of government, beauty, and knowledge. The document examines functional assumptions in philosophy of science, whether certain questions are scientific or philosophical, and critiques of philosophy of science as being normative or descriptive. It also discusses theories, scientific communities, social constructionism, Thomas Kuhn's work on paradigms and scientific revolutions, and Karl Popper's views on falsification in science.
A2 Thomas Kuhn & Scientific Paradigms
Thomas Kuhn was an American physicist who radically changed views on the nature of science. He argued that science progresses not through linear knowledge gathering, but through periodic "paradigm shifts" where the nature of scientific inquiry in a field is suddenly transformed. A paradigm is the basic framework of assumptions and methods shared by a scientific community that governs their work. During normal science, scientists work within a paradigm to solve puzzles, but over time anomalies can lead to a paradigm shift opening up a new approach. Kuhn emphasized that science is shaped by subjective perspectives and there can be competing views until a new paradigm is widely accepted.
Kuhn vs. Popper
The researcher faces many challenges in establishing valid theories. Karl Popper and Thomas Kuhn both sought to provide frameworks to help with this struggle. Popper advocated for falsification, where a theory can only be considered valid if it can be proven false. Kuhn argued that accepted paradigms can hinder progress and proposed a model of shifting paradigms through questioning established ideas. While Popper's strict standards are difficult to apply to educational research given its complex variables, Kuhn's emphasis on constant questioning provides a better approach for the field. Both recognize the difficulty but importance of the researcher establishing valid theories through rigorous testing of ideas.
Paradigms Thomas kuhn Theory
The document discusses the concept of paradigms and paradigm shifts. It defines a paradigm as a set of assumptions and practices that constitute a way of viewing reality for a community. It describes Thomas Kuhn's theory that science undergoes periods of "normal science" punctuated by "revolutions" where one paradigm replaces another. Some examples given of paradigm shifts include the Copernican revolution and the transition from Newtonian to Einsteinian physics. The document also discusses how paradigms can shift in other contexts through radical changes in thought patterns or organizations.
Ciencia y filosofía
This document provides an overview of a course on the philosophy of science. It discusses the interaction between philosophy and science, key concepts in the philosophy of science like scientific realism and falsificationism, and views of the scientific method from thinkers like Popper, Duhem and Kuhn. The course will examine general questions about science as well as specific issues in cosmology and cognitive sciences.
Kuhn presentation
Kuhn argues that science progresses through paradigms and paradigm shifts. A paradigm provides a framework for how scientists understand and study the natural world. It dictates appropriate methods and standards. During normal science, puzzles are solved within a paradigm. However, when anomalies arise that cannot be explained, a period of crisis can lead to a paradigm shift and the emergence of a new framework. A paradigm shift is revolutionary, akin to seeing the world through new lenses. It transforms the scientific community and forces reexamination of first principles.
Natural classification
1. The document discusses different views on natural classification and its relationship to scientific theory and observation.
2. It argues that while some philosophers have viewed classification as merely a matter of theoretical convenience, classification was an important goal in biology and other sciences from the late 18th to early 19th centuries.
3. The document proposes that science involves a reciprocal relationship between classification, theory, and observation, with each one able to influence and refine the others through an iterative process of revision and correction.
Paradigm in geography
i mentioned here how paradigm works in every science.
its a process of developing any science or knowledge. its necessary to see and learn about how our subject development done.
Unit 3. Anything goes?
The document summarizes the perspectives of Thomas Kuhn, Paul Feyerabend, and Imre Lakatos on the philosophy of science. Thomas Kuhn argued that science progresses through paradigms and paradigm shifts, rather than through a uniform progression. Paul Feyerabend believed there is no rational scientific progress even within paradigms, and that creativity and social factors are more important. Imre Lakatos sought to balance rational scientific progress with Kuhn's ideas by proposing research programs that allow for development over time.
Evolutionary epistemology versus faith and justified true belief: Does scien...
This presentation explores the basis for scientific rationality by testing our claims about the world against nature as described by Karl Popper's evolutionary epistemology versus accepting claims based on justified true belief. The presentation is particularly concerned to show the philosophical problems with religious fundamentalism.
Feyerabend, Pluralism and Progress in Science in Against Method 1993 and the ...
The epistemological problem associated with Karl Paul Feyerabend as a philosopher of Science resides beneath the fact that different critics of his works give divers interpretations of them. His works and the accounts they present have no common structure. This plurality and conflictual interpretations of him makes it difficult, if not impossible to pin him to a particular tradition in the Philosophy of Science. For this reason, while some of his critics consider him to be a relativist, to some, he is a Dadaist, a confusionist and an anarchist, yet others think of Feyerabend as the worst enemy of Science. This diversity of interpretation of Feyerabend, in my opinion, only goes to reassure us of our reading of him. That is, Feyerabend is closely associated with pluralism than anything else. My aim, in this paper is thus propose a thesis and attempt a justification. The thesis is that my reading of Against Method, 1993 and The Tyranny of Science, 2011 , justifies the thesis above. This perspective, unlike the others, is more holistic and inclusive. Without agreeing with his poists about science and its method, I contend that his pluralist claims in the philosophy of science art not hard to find. My examples stem, first, from the diversity of interpretations, and the conflicting views of his critics. Second, I consider the titles of the two works under consideration, to illustrate his criticism of the scientism and Methodism of Modern Science on the one hand, and his defence of plurality of methods and theories. Finally, I conclude that contrarily to critics who label him the worst enemy of science, anarchist or a confusionist, I think that, Feyerabend exaggerated his criticism of Modern Science and his defence of pluralism when he claimed to see no difference between science, myths and religion. However, I go further to contend that this comparison does not eclipse his pluralist position. It rather exaggerates it. That is why I term him, an extreme pluralist to say the least. Nyuykongi John Paul ""Feyerabend, Pluralism and Progress in Science in Against Method (1993) and the Tyranny of Science (2011)"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30060.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30060/feyerabend-pluralism-and-progress-in-science-in-against-method-1993-and-the-tyranny-of-science-2011/nyuykongi-john-paul
To k and natural sciences
The document discusses natural sciences, which deal with matter, energy, and their interrelations and transformations. It provides examples of scientific discoveries that were made by accident, through emotion-driven research, intuition, and imagination. The development of sciences is not linear but involves revising facts and concepts over time. One achievement of 20th century physics was proving the aim of giving an exact picture of the material world to be unattainable. The document asks whether people place the same faith in science as religion and provides dictionary definitions of science and religion.
Paradigm shift
The document discusses the concept of paradigm shifts, which refers to transformations from one theoretical perspective to another. It notes that Thomas Kuhn defined paradigm shifts as periods of peaceful progress punctuated by revolutions in thinking. Paradigm shifts are driven by agents of change, such as the printing press, computers, and the internet, which have transformed societies from industrial to information-based. The media has also undergone paradigm shifts, moving from theories of its all-powerful influence to recognition of its limited effects and increasing role in socialization. Overall, the document argues that paradigm shifts represent changes in human thinking and awareness that are accelerated by new technologies and driven by agents of change.
Truth in Scientific Discovery \
1. Thomas Kuhn's theory describes how science progresses through periods of "normal science" guided by accepted paradigms, and revolutionary shifts triggered by anomalies that cannot be explained by existing paradigms.
2. Two examples of scientific revolutions are Copernicus proposing the heliocentric solar system, challenging the geocentric paradigm, and the emergence of the wave theory of light replacing the particle theory paradigm.
3. Scientific revolutions occur when enough anomalies accumulate against an existing paradigm, triggering a period of crisis until a new paradigm is accepted that can better explain the accumulating anomalies.
Challenges to Science Philosophy and Theory
This document provides an overview of challenges to science philosophy and theory in the 20th century. It discusses how science moved from an overly strict empiricist view in the early 1900s to incorporate more moderate philosophies. Key challenges included the problem of induction, demarcating science from non-science, and theoretical issues raised by Kuhn and the Duhem-Quine thesis. The document examines proposed solutions from philosophers like Popper, Kuhn, Quine, and Laudan. It argues that science can understand reality using evidentiary theories, without needing perfect truths, and that Laudan provided clarity on evaluating and choosing between theories.
Chapter 1 lecture about sciecnce
This lecture provides an overview of key concepts in science, including a brief history of advances in science from ancient Greece to modern times. It discusses the scientific method and key terms like hypotheses, theories, and laws. The lecture also covers how mathematics, experiments, and limitations are important to science. It describes relationships between science, art, religion and technology. Finally, it outlines the major natural sciences and how they integrate and build upon one another.
Evolution vs creation science
This document discusses and analyzes evolution and creation science from an inductive reasoning perspective. It introduces the two models of origin - evolution, which is accepted as the scientific model, and creation science, which has religious origins but is claimed as science by some followers. The document aims to determine if creation science can be considered a genuine scientific alternative to evolution through an unbiased, induction-based analysis. It outlines the scope of using inductive logic and addressing issues like falsifiability and eliminating psychological biases from the analysis. The principal section then conducts an inductive logic analysis of the two models and discusses the roles of induction in scientific reasoning and theory development.
Introduction to Natural Science
This document provides an overview of the key concepts in the natural sciences, with a focus on biology. It defines biology as the scientific study of life, covering broad topics like zoology, biology, and microbiology. The document outlines some of the fundamental characteristics of life, such as the ability to capture and use energy/materials, sense and respond to the environment, and reproduce. It encourages students to study natural sciences like biology to better understand how many events relate to life. It provides instructions to find a newspaper article on a topic directly relevant to biology and justify its connection. Recommended reference materials on biology concepts and subdisciplines like zoology are also listed.
Science v Pseudoscience: What’s the Difference? - Kevin Korb
Science has a certain common core, especially a reliance on empirical methods of assessing hypotheses. Pseudosciences have little in common but their negation: they are not science.
They reject meaningful empirical assessment in some way or another. Popper proposed a clear demarcation criterion for Science v Rubbish: Falsifiability. However, his criterion has not stood the test of time. There are no definitive arguments against any pseudoscience, any more than against extreme skepticism in general, but there are clear indicators of phoniness.
Post: http://www.scifuture.org/science-vs-pseudoscience
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Science v Pseudoscience: What’s the Difference? - Kevin Korb
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Equality and efficiency is there a trade off or they go hand in hand
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This document summarizes the major philosophical perspectives in education. It discusses idealism, realism, naturalism, pragmatism, progressivism, existentialism, essentialism, perennialism, social reconstructionism, and critical theory. It provides an overview of each perspective, including a discussion of Plato's idealism and the influence of the Sophists. The purpose is to help readers classify, analyze, and apply these perspectives to examine their own philosophies of leadership and teaching.
Philosophy
This document provides an overview of different philosophical perspectives in education, including Idealism, Realism, Naturalism, Pragmatism, and others. It discusses the key aspects of each perspective such as their view of reality, how we know things, and implications for education. The purpose is to help readers classify, analyze, and better understand these perspectives in order to reflect on their own philosophies and make more deliberate decisions as educators.
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The role of theory in researchProf Brian van WykPO.docx
The role of theory in research
Prof Brian van Wyk
POSTGRADUATE ENROLMENT AND THROUGHPUT (PET)
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Outline for workshopWhat is theory?Characteristics of theoryFunctions of theory in researchHow to evaluate the quality of a theory (explanation)Theory in research OR research and theory?
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What is theory?A model or framework for observation and understandingshapes both what we see and how we see it;allows the researcher to make links between the abstract and the concrete, the theoretical and the empirical, thought statements and observational statements.
Generalising statements that assert a connection between two or more types of phenomena
Explains and predicts the relationship between variables
A system of interconnected abstractions or ideas that condenses and organises knowledge about the world
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Characteristics of theoryTheory guides research and organises its ideas. i.e. bricks lying around haphazardly in the brickyard: ‘facts’ of different shapes and sizes have no meaning unless they are drawn together in a theoretical or conceptual framework.
Empirically relevant
Always tentative, never proven
Becomes stronger as more supporting evidence is gathered; provides a context for predictions
Has the capacity to generate new research.
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Theory vs. hypothesisAn hypothesis is an educated guess. It usually predicts the relationship between two or more variables.
Hypotheses are more specific than theories.
Multiple hypotheses may relate to one theory.
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Remember theory can operate on different levelsMicro-level theory seeks to explain behaviour at the level of the individual or family environment e.g. psychology – Frustration-Aggression hypothesis or Sternberg’s theory of love
Meso-level theory seeks to explain the interactions of micro-level organisms e.g. social institutions, organisations, communities
Macro-level theory seeks to explain behaviour at the level of large groups of people e.g. ethnicity, class, gender – Conflict Theory
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How to evaluate a theoryIs the theory or explanation logical and coherent?Is it clear and parsimonious?Does it fit the available data?Does it provide testable claims?Have theory-based predictions been tested and supported?Has it survived numerous attempts by researchers to identify problems with it or to falsify it?Does it work better than competing or rival theories or explanations?
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Is it general enough to apply to more than one place, situation, or person?
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*
Theory and research OR
theory in research?There is a two-way relationship between theory and research.
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The experience of.
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IntroductionLearning ObjectivesAfter reading this chapter,.docx
Introduction
Learning Objectives
After reading this chapter, you should be able to do the following:
Describe how understanding how we learn can be applied in a real-world setting with self and others.
Explain the basic premises of behaviorism as applied to learning theory.
Explain the basic premises of cognitivism as applied to learning theory.
Explain the basic premises of constructivism as applied to learning theory.
Explain the basic premises of humanism as applied to learning theory.
Identify evolving frameworks of learning theory that expand upon our understanding of how we learn.
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i.1 Understanding How We Learn
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i.1 Understanding How We Learn
Have you ever
· tried to help someone with a task, but the more you encouraged him or her, the worse the process became?
· studied all night for an exam but received an F on the test?
· heard a song from 20 years ago on the radio but still knew the lyrics? (Maybe you even wondered how you could possibly still know the old melody but not remember the name of the classmate you met less than 24 hours ago.)
· ignored someone because his or her beliefs differed from your beliefs?
· felt frustrated because your child was struggling in school?
· needed to train a group of employees but had no idea how to begin the process?
· assumed that the people around you should learn something as easily as you do?
· looked back on a decision and recognized that you were not thinking logically when that decision was made?
· had someone dear to you pass away and, afterwards, found it difficult to focus on tasks for any length of time?
If you have ever experienced any of these situations, then the psychology of learning could potentially be one of the most important areas that you will ever study. Understanding how humans learn, based on the psychological principles of learning and educational psychologies, can have profound results on productivity, success, and the search for self-actualization. Such knowledge is applicable in your personal and professional lives. It can empower you to know yourself better. Your knowledge about learning can help you teach and support others better, too. Learning, in essence, is something that you do and that affects you every day (Curran, Harrison, & Mackinnon, 2013).
Bowie15/iStock/Thinkstock
Understanding how you learn enables you to teach and support others.
Before you can successfully apply such information in your daily life, it’s important to familiarize yourself with the theories, models, and conceptual frameworks associated with learning. A theory is a set of principles used to explain, predict, and understand why a phenomenon occurs. Theories are supported by research but may not be valid in all situations; theories are propositions, not facts. For example, cognitive load theory (CLT), which is discussed further in Chapter 3, proposes th.
Preview
This document discusses three conceptions of philosophy: philosophy as wisdoms, philosophy as ideology, and philosophy as critical inquiry. Philosophy as wisdoms refers to personal reflections and prophetic sayings that are generally accepted without challenge. Philosophy as ideology provides organized principles to structure organizations, but can stretch original intents. Philosophy as critical inquiry focuses on careful questioning and appraisal of any statement, with the goal of determining truth through established rules of inquiry. The document suggests critical philosophy can help educators select among competing wisdoms and ideologies in their practice in a reasonable, unbiased way by analyzing educational debates.
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2:同时对留学生所学专业登记给予评定
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4:这个认证书并且可以归档倒地方
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and analysis methods, numerous infrastructure platforms have been developed for phenotyping.
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...
The pygmy halfbeak Dermogenys colletei, is known for its viviparous nature, this presents an intriguing case of relatively low fecundity, raising questions about potential compensatory reproductive strategies employed by this species. Our study delves into the examination of fecundity and the Gonadosomatic Index (GSI) in the Pygmy Halfbeak, D. colletei (Meisner, 2001), an intriguing viviparous fish indigenous to Sarawak, Borneo. We hypothesize that the Pygmy halfbeak, D. colletei, may exhibit unique reproductive adaptations to offset its low fecundity, thus enhancing its survival and fitness. To address this, we conducted a comprehensive study utilizing 28 mature female specimens of D. colletei, carefully measuring fecundity and GSI to shed light on the reproductive adaptations of this species. Our findings reveal that D. colletei indeed exhibits low fecundity, with a mean of 16.76 ± 2.01, and a mean GSI of 12.83 ± 1.27, providing crucial insights into the reproductive mechanisms at play in this species. These results underscore the existence of unique reproductive strategies in D. colletei, enabling its adaptation and persistence in Borneo's diverse aquatic ecosystems, and call for further ecological research to elucidate these mechanisms. This study lends to a better understanding of viviparous fish in Borneo and contributes to the broader field of aquatic ecology, enhancing our knowledge of species adaptations to unique ecological challenges.
Micronuclei test.M.sc.zoology.fisheries.
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
Applied Science: Thermodynamics, Laws & Methodology.pdf
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
The debris of the ‘last major merger’ is dynamically young
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
bordetella pertussis.................................ppt
Bordettela is a gram negative cocobacilli spread by air born drop let
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The debris of the ‘last major merger’ is dynamically young
The debris of the ‘last major merger’ is dynamically young
bordetella pertussis.................................ppt
bordetella pertussis.................................ppt
The Structure of scientific revolution
- 1. In the name of Allah who is theIn the name of Allah who is the most beneficent and the merciful.most beneficent and the merciful.
- 2. The structure ofThe structure of scientific revolutionscientific revolution
- 3. The role of scientific traditionThe role of scientific tradition A scientific community cannot practice its trade without some set of received beliefs. A PARADIGM must exist. True or false? Is science the only area that needs a paradigm? Can ANYTHING function without a paradigm? Examples?
- 4. What is the role of education?What is the role of education? The nature of the "rigorous and rigid" preparation helps ensure that the received beliefs are firmly fixed in the student's mind. True or false? Is this true with any kind of education? Is there a difference between "Beginning" and "more advanced" education? Examples?
- 5. What is the role of research?What is the role of research? Research is about confirming existing concepts, and exploring their applications. Research tends to work within a paradigm. Kuhn says it is "a strenuous and devoted attempt to force nature into the conceptual boxes supplied by professional education". What do you think? Is it always that way?
- 6. How does progress occur?How does progress occur? When an anomaly undermines the basic tenets of the current scientific practice These tenets and assumptions no longer work New assumptions must develop New assumptions –"paradigms" - require the reconstruction of prior assumptions and the re- evaluation of prior facts. This is difficult and time consuming. Therefore is also strongly resisted by the established community.
- 7. Scientific revolutionScientific revolution This process is what Kuhn calls a "scientific revolution", occurring through paradigm-shift
- 8. How do paradigms emerge?How do paradigms emerge? Researchers observe phenomena Various "pre-paradigmatic" interpretations emerge and compete One interpretation seems better than the others, and gains more and more adherents That interpretation becomes a "paradigm"
- 9. After a paradigm is created…After a paradigm is created… A paradigm transforms a group into a profession or, at least, a discipline. From this follows the formation of specialized journals, the foundation of professional bodies and a claim to a special place in academe. There is a promulgation of scholarly articles "addressed only to professional colleagues, [those] whose knowledge of a shared paradigm can be assumed and who prove to be the only ones able to read the papers addressed to them".
- 10. Once a paradigm exists…Once a paradigm exists… It resists change 1. They change only when forced to or when the change offers a strong advantage. 2. If a person or system is biased toward its present paradigm, then a new paradigm is seen as inferior, even though it may be better. 3. This bias can run so deep that two paradigms are incommensurate. 4. They are incomparable because each side uses their own paradigm's rules to judge the other paradigm.
- 11. Paradigms in psychologyParadigms in psychology The Cartesian (after Descartes) or Newtonian paradigm: the person as a mechanism, as a clock, as a computer The evolutionary paradigm: the person in change, as an adaptive organism, in continuity with the other species The ecological paradigm: the person as part of a complex system
- 12. There are also "sub-paradigms"There are also "sub-paradigms" Paradigms within sub-fields of psychology. They dictate what gets published etc.
- 13. Why is this relevant to theWhy is this relevant to the history of psychology?history of psychology? Because also, history is told from a certain point of view, from a given paradigm. What, do you think, are the basic assumptions of the text we are using?