Oxford days: Carrying through the Copernican revolution in the philosophy of science (1963–1973)

2010 ◽  
pp. 32-60
Daímon ◽  
2019 ◽  
pp. 23-33
Author(s):  
Pablo Melogno ◽  
Agustín Courtoisie

In 1975 Kuhn publishes The Copernican Revolution, and in 1962 The Structure of Scientific Revolutions. Most commentators believe both works to be an expression of the same philosophical project. Against this interpretation, we argue that there is a lack of continuity between both books, arising from the fact that between 1957 and 1958 Kuhn comes into contact with the works of Hanson, Wittgenstein and Feyerabend, whose influence marks a break from his previous work. We also suggest that in 1957 Kuhn applies a casuistical historiography, and, in 1962, a structural historiography. We conclude that there is no relationship of continuity between Kuhn’s first two works.


1995 ◽  
Vol 4 (3) ◽  
pp. 285-298 ◽  
Author(s):  
Janine Baldock

Science interpretation in museums has, until now, largely focused on the products of science—the technological artefacts of our scientific past and the scientific phenomena presented in hands-on galleries. Little, if anything, is said about the process of science—what it is, how it's done, who does it, and why. For this reason, the Birmingham Museum of Science and Industry is planning a new gallery based on science itself. Science is... will interpret science from a cultural perspective by looking at how culture affects science, and how changes in scientific thought have changed our own views of ourselves and the world around us. The objectives of the exhibition are: to raise awareness that science is a key part of our culture; to increase understanding of the method, history and philosophy of science and the scientific community; and to promote realistic images of science and scientists. Using the example of the Copernican Revolution, part of the gallery will focus on changing ideas in science, how change is affected by culture, and the consequences of accepting new scientific theories.


Author(s):  
Logan L. Watts ◽  
Peter Barker

Can video games teach students about the history and philosophy of science? This paper reports the results of a study investigating the effects of playing an educational video game on students’ knowledge of Galileo’s life and times, the nature of scientific evidence, and Aristotle’s and Galileo’s views of the cosmos. In the game, students were immersed in a computer simulation of 16th century Venice where they interacted with an avatar of Galileo and other characters. Over a period of two weeks, 71 undergraduates were exposed to lectures about Galileo and the Copernican revolution in a traditional classroom setting. However, only half of the students (i.e., experimental group) also played the game. The other half (i.e., control group) were only exposed to lectures. The knowledge of both groups was assessed at the beginning (i.e., pre-test) and end (i.e., post-test) of the two-week period. The results demonstrated objective improvements in knowledge for the experimental group while the control group showed virtually no change. Implications of these findings for teaching and learning the history and philosophy of science are discussed.


1990 ◽  
Vol 35 (3) ◽  
pp. 274-275
Author(s):  
William Bechtel

PsycCRITIQUES ◽  
2017 ◽  
Vol 62 (1) ◽  
Author(s):  
Janet R. Matthews

Sign in / Sign up

Export Citation Format

Share Document