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.
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Famous quotes containing the words history of, history, science, model, scientific and/or progress:
“The history of the past is but one long struggle upward to equality.”
—Elizabeth Cady Stanton (1815–1902)
“The awareness that health is dependent upon habits that we control makes us the first generation in history that to a large extent determines its own destiny.”
—Jimmy Carter (James Earl Carter, Jr.)
“Political liberty, the peace of a nation, and science itself are gifts for which Fate demands a heavy tax in blood!”
—Honoré De Balzac (1799–1850)
“The playing adult steps sideward into another reality; the playing child advances forward to new stages of mastery....Child’s play is the infantile form of the human ability to deal with experience by creating model situations and to master reality by experiment and planning.”
—Erik H. Erikson (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)
“As men get on in life, they acquire a love for sincerity, and somewhat less solicitude to be lulled or amused. In the progress of the character, there is an increasing faith in the moral sentiment, and a decreasing faith in propositions.”
—Ralph Waldo Emerson (1803–1882)