Avec La Structure des Révolutions Scientifiques, parue en 1962, Thomas Kuhn a remis en cause la conception traditionnelle de l'histoire des sciences, ainsi que son approche (logique) et ses objectifs épistémologiques (normatifs). Nous examinerons dans ce mémoire les tenants et les aboutissants de cette remise en cause, réelle ou figurée, de l'approche logique et normative de la science telle que défendue par le courant épistémologique issu du néopositivisme (le «standard view»), par le falsificationnisme de Karl Popper et par la méthodologie des programmes de recherche de Imre Lakatos. Pour ce faire, nous analyserons les débats auxquels Kuhn a lui-même pris part au cours des dernières années et ce, par le biais de deux distinctions fondamentales, à la base de l'approche logiconormative: la distinction entre le contexte de découverte et le contexte de justification et la distinction entre fait et norme.

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Thesis (B.A.)--Haverford College, Dept. of Philosophy, 2009. / Includes bibliographical references.

O objetivo central de nosso trabalho é analisar criticamente os aspectos centrais do modelo de historiografia da ciência proposto por Thomas Kuhn (1922-1996). Para alcançar este objetivo, começaremos o nosso exame com A estrutura das revoluções científicas (1962), que contém a primeira formulação mais completa sobre a estrutura de desenvolvimento da ciência, juntamente com o Posfácio de 1969. Em seguida, investigaremos alguns dos ensaios publicados nas coletâneas A tensão essencial (1977) e O caminho desde a estrutura (2000). Ao final da análise veremos que a historiografia de Kuhn tem como base o postulado da história real da ciência e os pressupostos da relação entre a história e a filosofia da ciência, da centralidade do paradigma, da pluralidade de leituras de texto e da relação entre história interna e externa da ciência. / The central aim of our work is to critically examine the central aspects of the historiography of science proposed by Thomas Kuhn (1922-1996). To achieve this goal, we will begin our examination with The structure of scientific revolutions (1962), which contains the first more complete formulation about the structure of scientific development, along with the Postscript of 1969. Then we will also investigate some essays in the collections The essential tension (1977) and The road since Structure (2000). After the analysis we realize that Kuhn\'s historiography is based on the postulate of the real history of science and the assumptions of the relationship between history and philosophy of science, the centrality of the paradigm, the plurality of readings of text and the relationship between internal and external history of science.

Thesis (Ph.D. (Political and International Studies)) - Rhodes University, 2006.

Submitted by Jordan (jordanbiblio@gmail.com) on 2017-03-23T15:41:41Z No. of bitstreams: 1 DISS_2015_Alessandro Batista de Araújo.pdf: 673573 bytes, checksum: d0965a2f9ea9f78bf0830c8468f6572f (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-03-23T15:42:16Z (GMT) No. of bitstreams: 1 DISS_2015_Alessandro Batista de Araújo.pdf: 673573 bytes, checksum: d0965a2f9ea9f78bf0830c8468f6572f (MD5) / Made available in DSpace on 2017-03-23T15:42:16Z (GMT). No. of bitstreams: 1 DISS_2015_Alessandro Batista de Araújo.pdf: 673573 bytes, checksum: d0965a2f9ea9f78bf0830c8468f6572f (MD5) Previous issue date: 2015-07-10 / Esta pesquisa busca compreender como a prática experimental se relaciona com o cotidiano em diversas comunidades escolares em relação à construção de saberes e conceitos da linguagem científica, principalmente da Física, a partir das respostas de professores de Física do Ensino Médio a um questionário. A investigação foi fundamentada na existência de desafios e dificuldades com a linguagem científica, principalmente em física, por parte dos alunos e a pouca frequência e aplicabilidade de experimentos nas escolas, observando respostas sobre quais são os momentos em que os educadores utilizam determinados experimentos e os motivos pelos quais eles optam em realizá-los. Com isso, pretende-se estabelecer a relação entre a prática experimental e o universo escolar e quais as concepções desses educadores sobre como esse processo interfere na construção do conhecimento no ensino de ciências, em especial em Física. A partir do diálogo sobre as diferentes possibilidades de entender as relações entre a teoria e o experimento, propusemos baseados nas ideias de Thomas Kuhn, uma reflexão sobre como são escolhidos os critérios para a realização das práticas experimentais, os padrões utilizados e as novas formas de abordagem dos fenômenos como instrumento de ensino. Tais ideias permitem analisar se o método científico tradicional influencia os educadores nas decisões sobre a prática experimental, em caso positivo, como acontece essa influência e a consequente observação dos fenômenos, associados aos desafios provenientes da aceitação ou refutação de novos conhecimentos ou de novos conceitos que, de certa forma, estão relacionados à quebra de paradigma segundo Kuhn. / This work concerns about to understand the relationship between experimental practices and everyday life in various scholar comunities relateds to knowledge construction and scientific language concepts, mainly in Physics language, based on answers to a questionnaire by high school Physics teachers. The investigation was based on the existence of challenges and difficulties with scientific language, particularly in physics, by the students and the infrequently and applicability of experiments in schools, noting answers on what are the times when educators use certain experiments and reasons why they choose to perform them. We intend to establish a relation between experimental practice and the school universe and which are the concepts of teachers, who answered the questionnaire, about how this process interfere in the knowledge construction in the teaching of Sciences, especially in Physics. By the dialog about differents possibilities of understand the relation between the theory and the experiment, we propose, based on the ideas of Thomas Kuhn, a reflection about how are chosen the methods to perform the experimental practice, as well as the standard used and the new ways to verify phenomena as a teaching tool. These ideas allow to analize if and how the traditional scientific method influences teachers on their decisions about the experimental practice and on the observation of phenomena, associated with the challenges of acceptance or refutation of the new knowledges or of the new concepts that somehow are related with the paradigm shift of Kuhn.

Made available in DSpace on 2014-12-17T15:12:18Z (GMT). No. of bitstreams: 1 AdanJGS_DISSERT.pdf: 1260280 bytes, checksum: 4c72b74ed2165c36e0e54f51ce17aed8 (MD5) Previous issue date: 2013-09-30 / The work aims to explore the impact that Thomas Kuhn‟s philosophical work had on the philosophy of science, especially on the common idea of scientific rationality. Besides this, it aims to make clear the position of the author about his understanding of what is to be rational in science. In order to achieve this goal we start giving a panoramic view of the philosophical scientific scene of the first half os the twentieth century, to evince the main character of the concept of rationality more accepted at Kuhn‟s time. In a second moment we show how the ideas of this author contrast with that concept, which gives rise to a series of criticisms of irrationalism. Lastly, we show how Kuhn circumvents these accusations by pointing to a new rationality concept, through which we can conciliate his philosophy with a description of the rational development of science / O trabalho pretende explorar o impacto que a obra filos?fica de Thomas Kuhn teve sobre a filosofia da ci?ncia, em especial sobre a ideia comum de racionalidade cient?fica. Ao lado disso, pretende esclarecer a posi??o do autor no que diz respeito ao seu entendimento do que seja racionalidade em ci?ncia. Para alcan?ar esse objetivo iniciamos dando um panorama da cena filos?fico-cient?fica da primeira metade do s?culo vinte, a fim de evidenciar o conceito de racionalidade comum na ?poca de Kuhn. Num segundo momento mostramos como as ideias desse autor contrastam com aquele conceito, o que d? vaz?o para uma s?rie de cr?ticas de irracionalismo. Por fim, mostramos como Kuhn contorna essas acusa??es ao apontar para um novo conceito de racionalidade, conceito gra?as ao qual podemos conciliar sua filosofia com uma descri??o do desenvolvimento racional da ci?ncia

O objetivo central de nosso trabalho é analisar criticamente os aspectos centrais do modelo de historiografia da ciência proposto por Thomas Kuhn (1922-1996). Para alcançar este objetivo, começaremos o nosso exame com A estrutura das revoluções científicas (1962), que contém a primeira formulação mais completa sobre a estrutura de desenvolvimento da ciência, juntamente com o Posfácio de 1969. Em seguida, investigaremos alguns dos ensaios publicados nas coletâneas A tensão essencial (1977) e O caminho desde a estrutura (2000). Ao final da análise veremos que a historiografia de Kuhn tem como base o postulado da história real da ciência e os pressupostos da relação entre a história e a filosofia da ciência, da centralidade do paradigma, da pluralidade de leituras de texto e da relação entre história interna e externa da ciência. / The central aim of our work is to critically examine the central aspects of the historiography of science proposed by Thomas Kuhn (1922-1996). To achieve this goal, we will begin our examination with The structure of scientific revolutions (1962), which contains the first more complete formulation about the structure of scientific development, along with the Postscript of 1969. Then we will also investigate some essays in the collections The essential tension (1977) and The road since Structure (2000). After the analysis we realize that Kuhn\'s historiography is based on the postulate of the real history of science and the assumptions of the relationship between history and philosophy of science, the centrality of the paradigm, the plurality of readings of text and the relationship between internal and external history of science.

Using notions of change developed by Thomas Kuhn, the thesis argues that the rise of globalisation and the end of the Cold War presented the Westphalian or state-centric paradigm of international relations with a Kuhnian paradigm “crisis”. As a result, both the theory and the practice of international relations are in the midst of (what Kuhn calls) a “paradigm shift”. Emerging from this shift is (what is described in this work as) “Access World” and “Denial World” – a particular global configuration of the practice of international relations. Kuhn’s idea of “incommensurability” seems to typify the relationship between the two components of this bifurcated configuration of the international. Both intellectual risk-taking and political courage are required if the ontological struggle raging between “Access World” and “Denial World” is to be settled. This will pave the way for a new paradigm to emerge. Kuhn provides us with the insight that, to achieve this ontological breakthrough, a fundamental change in our vision of the discipline of International Relations, but also of the world of everyday international relations, is required. This entails recasting the study of International Relations as an emancipatory project and by recognising the centrality of human beings in the practice of international relations. Only if this is done, will we be able to arrive at a cosmopolitan political bargain that is appropriate for the 21st century.