History of Science As A Model of Scientific Progress
Another model of Scientific Progress, as put forward by Richard Boyd, and others, is History of Science as a model of scientific progress. In short, methods in science are produced which are used to produce scientific theories, which then are used to produce more methods, which are then used to produce more theories and so on.
Note that this does not conflict with a continuous or discontinuous model of scientific progress. This model supports realism in that scientists are always working within the same universe; their theories must be referring to real objects, because they create theories that refer to actual objects that are used later in methods to produce new theories.
A good example supporting realism is the case of the electron. It is hard to prove the existence of an electron because it is so small. However, any microscopist will tell you that he knows an electron exists, because he uses it in his electron microscope.
Read more about this topic: Scientific Progress
Famous quotes containing the words history of, history, science, model, scientific and/or progress:
“The history of a soldier’s wound beguiles the pain of it.”
—Laurence Sterne (1713–1768)
“Universal history is the history of a few metaphors.”
—Jorge Luis Borges (1899–1986)
“After sitting in my chamber many days, reading the poets, I have been out early on a foggy morning and heard the cry of an owl in a neighboring wood as from a nature behind the common, unexplored by science or by literature.”
—Henry David Thoreau (1817–1862)
“The best way to teach a child restraint and generosity is to be a model of those qualities yourself. If your child sees that you want a particular item but refrain from buying it, either because it isn’t practical or because you can’t afford it, he will begin to understand restraint. Likewise, if you donate books or clothing to charity, take him with you to distribute the items to teach him about generosity.”
—Lawrence Balter (20th century)
“The teacher must derive not only the capacity, but the desire, to observe natural phenomena. In our system, she must become a passive, much more than an active, influence, and her passivity shall be composed of anxious scientific curiosity and of absolute respect for the phenomenon which she wishes to observe. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.”
—Maria Montessori (1870–1952)
“The only principle that does not inhibit progress is: anything goes.”
—Paul Feyerabend (1924–1994)