Titlebook: Rethinking Thomas Kuhn’s Legacy; Yafeng Shan Book 2024 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springe

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Revolutionary Analogiesnd, the fact that many new paradigms (understood here as ‘exemplars’) have borne out of analogies is partly explained by the fact that, compatibly with Kuhn’s requirement of ‘open-endedness’ or ‘fruitfulness’ on paradigms, they contained immediately graspable indications as to their extensions to no

PON

Kuhn on Creativity and Tradition in Educationo later work and debates in science education, cognitive science, and neighboring disciplines. First, I shall argue that Kuhn’s ideas about convergent thought resonate well with both empirical and theoretical work from prominent scholars in education, cognitive science, and philosophy. Second, I sha

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Kuhn, Popper, the Military-Industrial Complex and the Techno-scientific Revolutionnce was coupled with his political philosophy, Kuhn tended to conceal the political implications of his views. Popper, Lakatos and Watkins stressed the political implications of any view on scientific development, whereas Kuhn tried to avoid them. The essay explains the difference between the two ap

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Kuhn’s ‘Does Knowledge “Grow”?’: Second Thoughts on the Nature of Epistemic Progressning to reexamine some of his main theses in .. A special emphasis was made on the relationship between his account of scientific revolutions and the nature of knowledge. As he was a critic of traditional foundationalism, he opted for a different point of view, more sympathetic to his renewing persp

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Normal Science and Tradition in the Non-West: Divergence in Adherence in West and East Asiat shifts to focus on medical compilers from each cultural context, Abū Bakr al-Rāzī (d. 925/932) and Tanba no Yasuyori (d. 995), to discuss their compilatory activities, their relationship to the larger traditions, and how adherence to such practices led to divergence from tradition.

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Kuhn on Creativity and Tradition in Educationsts. I shall argue that Kuhn’s analysis of science education at the university level was rooted in a historical context where enrollment was low, and that the immense growth of science that has happened over the last half century calls instead for education of scientists that bridges rather than deepens the divide between pure and applied science.

JAMB

Kuhn, Popper, the Military-Industrial Complex and the Techno-scientific Revolution for hegemony in the progressive camp. The relationship between history and philosophy of science and the apparent lack of interest in technology are among the facets of Kuhn’s and Popper’s philosophies that may be better understood by looking at the political dimension of philosophy of science during the Cold War.

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