Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h7K1Gq700169; Tue, 19 Aug 2003 21:16:52 -0400 (EDT) Date: Tue, 19 Aug 2003 21:16:52 -0400 (EDT) Message-Id: <20030820011323.47662.qmail@web12508.mail.yahoo.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: Ajit Gopalakrishnan <agopalakrishnan@yahoo.com> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:607] Re: The Structure of Scientific Revolutions X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 3307 Lines: 95 George, I haven't read the link you have provided but have read Kuhn's book. Here are my thoughts based on his argument about "normal" science. His argument in my understanding goes something like this. Much of science and research that happens is "normal science" i.e. routine research that is governed by the generally agreed upon rules of the scientific community, the exisiting paradigm. However, there are times when the paradigm does not work for answering a certain problem. At those times, there generally occurs a scientific revolution when certain people question the paradigm and wonder if there is another way of looking at the problem at hand. The new paradigm subsequently takes years to become instituted into the scientific community, and then we are back to doing "normal science" but now within a newer paradigm. Gold standard research as it is written in the NCLB legislation in my opinion seems more like normal science. It is about testing hypotheses and is designed to make causal attributions on one approach over another. Moreover, the problem of adult education is framed as one of replication of proven techniques. To perform normal science, there needs to be clear consensus on the concepts and the problem being studied. However, the debate in the human sciences often is one of problem definition and what the concepts really mean. For example, in the education world, efforts at demonstrating accountability often are a form of "normal" science and function within the rules/paradigm. At the same time, there are many who are arguing that the accountability measures do not truly reflect the system being measured, etc, etc. and that what is needed is a new paradigm. One simplistic generalization seems to me that folks who are happy with the way society is today feel that the problems have been framed pretty well and what is needed is hypothesis testing and replication of proven techniques. Others however feel that there are inherent power structures and politics, and that the real problem is problem-framing itself, and hence push toward a new way of looking at things. Any other thoughts on this? Ajit --- George Demetrion <george.demetrion@lvgh.org> wrote: > For those who have an interest, the following link > gets you to an outline > and study guide of Thoms S. Kuhn's classic thesis, > The Structure of > Scientific Revolutions. The guide is prepared by > Professor Frank Pajares of > Emory University. It's a useful point-by-point > synopsis of the entire book. > > As the field begins to focus more on the role of > scientific knowledge plays > in influencing educational theory and practice, one > would be well-informed > to include Kuhn's work. That does not mean, of > course, taking either Kuhn's > views or the current federal thinking as ultimate > authorities. It does mean > taking these and other scholarly resources seriously > as part of the > knowledge base that critical educators draw upon as > they seek to figure out > for themselves some of the ways in which research, > theory, and practice > intersect. > > George Demetrion > > http://www.emory.edu/EDUCATION/mfp/Kuhn.html > __________________________________ Do you Yahoo!? Yahoo! SiteBuilder - Free, easy-to-use web site design software http://sitebuilder.yahoo.com
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