Na obra de Thomas Kuhn, ao compreender as revoluções científicas como mudanças de concepção de mundo, surge o problema de em que sentido e em que medida o mundo muda com uma revolução científica. Esse é o problema central desta dissertação, o qual será analisado através da investigação dos textos de Kuhn e de seus comentadores. Depois de estabelecido o problema, os conceitos utilizados por Kuhn são esclarecidos. Em seguida, é analisado como se desenrola uma mudança de mundo e, com base nisso, é investigado em que medida o mundo muda com uma revolução científica. A conclusão desse trabalho sustenta que a mudança de mundo se fundamenta na mudança das relações de similaridade valorizadas pelos paradigmas e que o mundo muda apenas na sua organização, ou seja, na distribuição dos seus objetos particulares em diferentes tipos a partir das relações de similaridade enraizadas na comunidade científica. / In Thomas Kuhn‟s work, by understanding the scientific revolutions as changes in world conception, the problem related to in what sense and to what extent the world is changed by a scientific revolution arises. This is the central problem of this thesis, which will be analyzed by investigating Kuhn' and his reviewers‟ work. After establishing the problem, the concepts applied by Kuhn are explained. It is then analyzed how a world change takes place and, based on that, it is investigated in what extent the world changes with a scientific revolution. The conclusion argues that the change of world is based on a change in the similarity relationships valued by the paradigms and that the world only changes on its organization, ie, on the distribution of its particular objects in different types from the similarity relationships settled in the scientific community.

Na obra de Thomas Kuhn, ao compreender as revoluções científicas como mudanças de concepção de mundo, surge o problema de em que sentido e em que medida o mundo muda com uma revolução científica. Esse é o problema central desta dissertação, o qual será analisado através da investigação dos textos de Kuhn e de seus comentadores. Depois de estabelecido o problema, os conceitos utilizados por Kuhn são esclarecidos. Em seguida, é analisado como se desenrola uma mudança de mundo e, com base nisso, é investigado em que medida o mundo muda com uma revolução científica. A conclusão desse trabalho sustenta que a mudança de mundo se fundamenta na mudança das relações de similaridade valorizadas pelos paradigmas e que o mundo muda apenas na sua organização, ou seja, na distribuição dos seus objetos particulares em diferentes tipos a partir das relações de similaridade enraizadas na comunidade científica. / In Thomas Kuhn‟s work, by understanding the scientific revolutions as changes in world conception, the problem related to in what sense and to what extent the world is changed by a scientific revolution arises. This is the central problem of this thesis, which will be analyzed by investigating Kuhn' and his reviewers‟ work. After establishing the problem, the concepts applied by Kuhn are explained. It is then analyzed how a world change takes place and, based on that, it is investigated in what extent the world changes with a scientific revolution. The conclusion argues that the change of world is based on a change in the similarity relationships valued by the paradigms and that the world only changes on its organization, ie, on the distribution of its particular objects in different types from the similarity relationships settled in the scientific community.

Na obra de Thomas Kuhn, ao compreender as revoluções científicas como mudanças de concepção de mundo, surge o problema de em que sentido e em que medida o mundo muda com uma revolução científica. Esse é o problema central desta dissertação, o qual será analisado através da investigação dos textos de Kuhn e de seus comentadores. Depois de estabelecido o problema, os conceitos utilizados por Kuhn são esclarecidos. Em seguida, é analisado como se desenrola uma mudança de mundo e, com base nisso, é investigado em que medida o mundo muda com uma revolução científica. A conclusão desse trabalho sustenta que a mudança de mundo se fundamenta na mudança das relações de similaridade valorizadas pelos paradigmas e que o mundo muda apenas na sua organização, ou seja, na distribuição dos seus objetos particulares em diferentes tipos a partir das relações de similaridade enraizadas na comunidade científica. / In Thomas Kuhn‟s work, by understanding the scientific revolutions as changes in world conception, the problem related to in what sense and to what extent the world is changed by a scientific revolution arises. This is the central problem of this thesis, which will be analyzed by investigating Kuhn' and his reviewers‟ work. After establishing the problem, the concepts applied by Kuhn are explained. It is then analyzed how a world change takes place and, based on that, it is investigated in what extent the world changes with a scientific revolution. The conclusion argues that the change of world is based on a change in the similarity relationships valued by the paradigms and that the world only changes on its organization, ie, on the distribution of its particular objects in different types from the similarity relationships settled in the scientific community.

The post-pandemic classroom dealt with not only the mental health struggles of educators and students, but also the technological and virtual learning dependence in a time ridden with misinformation. At this time, it was important to not only consider the purpose and intent of science education as a learning experience, but also pedagogical approaches that seek to actualize this very intent. The pedagogy of science has at its foundation the experience of inquiry beginning from self and expanding to the natural world. Explained by educationalists like John Dewey and Thomas Kuhn and in theory, implemented into classrooms through the Next Generation Science Standards, the potential of inquiry is to expand from a first-person experience to the wellbeing of community and society. Moreover, contemplative philosophies, such as Yoga, Vedanta, and Buddhist mindfulness, provide novel, yet ancient approaches to teaching this awareness through their pedagogical framework. Contemplative or spiritual pedagogies are those whose approach involves the exploration of subjectivity through introspection and empathy practices like meditation, journaling, and activism. In all, as the practitioner of these traditions and the educator-researcher in the classroom, I performed a qualitative study in phenomenology. I taught an AP Physics C class influenced by the lens of this contemplative paradigm, although this was not detached from the usual curriculum or interventional by nature. From emergent themes in the past student work and evaluation of their experience, I discovered the following: when an educator applied the approach of these wisdom traditions into the classroom curriculum, the resulting environment impacted a positive learning experience as it pertained to engaging science as inquiry. This study had an ambition to provide a novel approach to teaching and learning inquiry informed by the above-mentioned traditions.

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Numerous studies have attempted to measure scientists' influence by measuring the quantity of citations to their works. The problem with "citation counting," as it is called, is that it assumes that each listing of an author in a citation index is equal to another without bothering to explore the substantive uses of citations in the source article. The present study attempts to alleviate this problem by content analysis of citations in a limited sphere: reference to major philosophers of science by sociologists. In just over 100 sociology journals, citations to Thomas Kuhn, Karl Popper, Ernst Nagel, and Carl Hempel (overall, the most frequently cited philosophers of science) from 1971-1982 were randomly sampled. Each citation was classified according to the following criteria: 1) philosopher cited; 2) work cited, 3) exclusivity (whether cited with others); 4) multiplicity (number of citations by the philosopher in the same article); 5) type of article; and 6) purpose of citation. Purposes of citation included seven categories: 1) listing as relevant literature; 2) definition of a concept; 3) modification or extension of a philosopher's theory; 4) formulation of a research problem; 5) interpretation of results; 6) critical of philosopher's work; and 7) other. Analysis of these data revealed the following conclusions: 1) the major use of philosophy was the furnishing of concepts and their definitions; 2) philosophy of science played little or no role in directing research or interpreting results; 3) the use of citations differed greatly among the philosophers; 4) simple citation counting would have severely distorted the relative influences of each philosopher; and 5) the dialogue between sociology and the philosophy of science has, in the last decade, been dominated by Kuhn's theory of scientific revolutions.

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