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KUHN'S EDUCATION: WITTGENSTEIN, PEDAGOGY, AND THE ROAD TO STRUCTURE*
Published online by Cambridge University Press: 13 March 2012
Extract
Among the topics discussed in Thomas Kuhn's The Structure of Scientific Revolutions, those of education, training, and pedagogy are apt to seem the least compelling. Certainly, the earliest debates about Structure focused on other, more controversial, matters: incommensurability, meaning change, the rationality of theory choice, normal science—the list goes on. Over the past two decades, however, a growing concern among historians and sociologists of science with the nature of scientific apprenticeship has stimulated greater appreciation of the importance of questions of teaching and learning to the philosophical position sketched in Structure. This paper seeks to develop further our understanding of these issues as they bear on Kuhn's theory of science.
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References
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53 Ibid.
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