Thomas Kuhn

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many other friends have will, I think, forgive me if butions proved most farabend of Berkeley, Ernest )f the Lawrence Radiation . Heilbron, who has often L final version for the press. ~nd suggestions extremely ieve (and some reason to mentioned above approve ults. larents, wife, and children, ways which I shall pmbthem, too, has contributed ,ut they have also, in varynportant. They have, that ny devotion to it. Anyone ]ine will recognize what it : know how to give them

I. Introduction: A Role for History
History, if viewed as a repository for more than anecdote or chronology, could produce a decisive transformation in the image of science by which we are now possessed. That image has previously been drawn, even by scientists themselves, mainly from the study of finished scientific achievements as these are recorded in the classics and, more recently, in the textbooks from which each new scientific generation learns to practice its trade. Inevitably, however, the aim of such books is persuasive and pedagogic; a concept of science drawn from them is no more likely to fit the enterprise that produced them than an image of a national culture drawn from a tourist brochure or a language text. This essay attempts to show that we have been misled by them in fundamental ways. Its aim is a sketch of the quite different concept of science that can emerge from the historical record of the research activity itself. Even from history, however, that new concept will not be forthcoming if historical data continue to be sought and scrutinized mainly to answer questions posed by the unhistorical stereotype drawn from science texts. Those texts have, for example, often seemed to imply that the content of science is . uniquely exemplified by the observations, laws, and theories described in their pages. Almost as regularly, the same books have been read as saying that scientific methods are simply the ones illustrated by the manipulative techniques used in gathering textbook data, together with the logical operations employed when relating those data to the textbook's theoretical generalizations. The result has been a concept of science with profound implications about its nature and development. If science is the constellation of facts, theories, and methods collected in current texts, then scientists are the men who, successfully or not, have striven to contribute one or another element to that particular constellation. Scientific development becomes the piecemeal process by which these items have been '

The Structure of Scienfitic Revolutions

Introduction: A Role for History

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added, singly and in combination, to the ever growing stockpile that constitutes scientific technique and knowledge. And history of science becomes the discipline that chronicles both these successive increments and the obstacles that have inhibited their accumulation. Concerned with scientific development, the historian then appears to have two main tasks. On the one hand, he must determine by what man and at what point in time each contemporav scientific fact, law, and theory was discovered or invented. On the other, he must describe and explain the congeries of error, myth, and superstition that have inhibited the more rapid accumulation of the constituents of the modem science text. Much research has been directed to these ends, and some still is. In recent years, however, a few historians of science have been finding it more and more difficult to fuEl the functions that the concept of development-by-accumulation assigns to them. As chroniclers of an incremental process, they discover that additional research makes it harder, not easier, to answer questions like: When was oxygen discovered? Who first conceived of energy conservation? Increasingly, a few of them suspect that these are simply the wrong sorts of questions to ask. Perhaps science does not develop by the accumulation of individual discoveries and inventions. Simultaneously,...
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