The Structure and Growth of Scientific Knowledge: A Study in by G. L. Pandit (auth.)

By G. L. Pandit (auth.)

Professor Pandit, operating one of the admirable team of philosophers on the college of Delhi, has written a primary feedback and a optimistic re-interpretation of all that has been preserved as critical epistemological and methodological reflections at the sciences in sleek Western philosoph- from the days of Galileo, Newton, Descartes and Leibniz to these of Russell and Wittgenstein, Carnap and Popper, and, we'd like infrequently upload, onward to the troubling relativisms and reconstructions of old epistemologies within the works of Hanson, Kuhn, Lakatos and Feyerabend. His issues are intrigu­ ing, set forth as they're with masterly case stories of physics and the existence sciences, and inside of an unique conceptual framework for philosophical research of the techniques, features, and constructions of clinical figuring out. Pandit's contributions deserve considerate exam. For our half, we want to element to a couple between them: (1) an interactive articulation of subjective and target components of either difficulties and theories during medical improvement; (2) a awesome distinction among the explanatory energy of a systematic thought and its 'resolving power', i. e.

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Extra resources for The Structure and Growth of Scientific Knowledge: A Study in the Methodology of Epistemic Appraisal

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It is only as a consequence of the Darwinian revolution and its further developments in this century that it is possible for the first time to look at the whole world of living beings as a continuum of interacting problem-solving living beings of different and variable orders of complexity and organization. , as conceived under the special creation theory of man), but as intimate and creative interaction. 18 However, the resulting replacement of the older, pre-Darwinian idea of man as a specially created, non-interacting privileged being by the Darwinian idea of man as a highly evolved problem-solving living being has gradually given rise to a newer framework of concepts which, though yet to be articulated systematically, is nevertheless receiving an increasing recognition in various fields of scientific and philosophical inquiry.

With the idea that the growth of knowledge follows a rational pattern that is discernible and susceptible to episternic appraisal at least in a methodological sense. It is a part of my argument here that if science has any recurrent episternic structures at all, then it must be possible to identify these as the developmental structures of scientific knowledge. After reconstructing the traditional problem and view of the episternic structure of our knowledge-claims, it is argued that any traditional type of over-simple picture of this structure must be rejected for several reasons.

1. INTRODUCTION: THE PROBLEM It is indisputable that epistemology has been, ever since antiquity, concerned with the resolution of the complexities of human knowledge . But what are the salient features, if any, of this enterprise of traditional epistemology (TE) or the theories that have been developed under it (TE-theories)? Although of considerable independent philosophical interest, this vastly complex question assumes a crucial relevance against the current background of what may be termed 'the radical alternatives to TE' that have been recently proposed by Karl Popper and W.

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