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Re: [xmca] Units of Scientiic Achievement



Well, the literature on that book would probably fill a library so I ought to limit myself.

I don't know where the idea of "no revolutions" comes from, but I would have thought that the idea that the dominant paradigm being gradually eroded in the very process of working itself out is pretty suggestive. Maybe the fall of Apartheid didn't live up to the image of a revolution either? Anyway, I think there are a lot of parallels with both Vygotsky and Hegel, so long as one remains within the confines of a closed scientific community. The main thing I was struck by was Kuhn's notion of concepts as problem solution.

Vygotsky said it many times, but for example from  "The development of thinking and concept formation in the adolescent" in the Vygotsky Reader: "only during the course of some intelligent activity directed toward the attainment of a specific goal or the solution of a particular problem, can a concept come into being and take form." Or this paragraph:

"In contrast to the process of maturation of instincts and inborn drives, the impelling force which determines the start of any process or initiates any evolving mechanism of behaviour and propels it forward along the path of further development, is not to be found inside, but outside the adolescent and, in this sense, the problems thrown up in front of the maturing adolescent by the society around him, which are connected with the process of growing into the cultural, professional and social life of adults, are extremely important functional aspects which continually depend on the reciprocal conditionality and the organic coherence and internal unity of form and content in the development of thinking."

When you say "the cell concept of the concept is there all the time," I presume you mean the paradigm which is generating the problem-solving activity? Yes, until it falls into crisis. So you have an ideal, which first arose as a solution to a total crisis, and then sets up a new project to establish itself and solve its own problems. And thus all the subordinate concepts, its "special principles" (to use Hegel's phrase) appear in the form of problems needing to be solved. But the solution or not of every problem ricochets back on the "cell" as you call it.

Does that make sense?
Andy

Carol Macdonald wrote:
It's me, who never has the reference to hand, but apparently, there aren't actual revolutions,  the dominant paradigm gets gets eroded and eroded over time.
 
And yes, I can see the unit as the developed concept--but aren't we going to have to describe what happens as this thing is developing? So I don't think it is totally compelling. Of course I may be missing something, and the cell concept of the concept is there all the time?  What do you think, Andy?
 
Carol
 


 
On 20 June 2011 12:11, Andy Blunden <ablunden@mira.net> wrote:
I have just re-read Kuhn's "Structure of Scientific Revolutions" after many years. As is often the case with a classic like this, it proved to be a lot more nuanced than its reception (or my memory of it).
One of the lines which struck me was this: "the unit of scientific achievement is the solved problem." (p. 169)
In the context of Vygotsky's writing on true concepts and the meaning he gives to "unit" this is very profound. Reading Kuhn from Vygotsky I find very productive.

Andy
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*Andy Blunden*
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