2020
DOI: 10.25082/aere.2020.02.005
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Our intellectual children: Kuhnian Ants or Feyerabendian Questioners?

Abstract: The philosophies of Kuhn and Feyerabend not only imply different ways to perform science, they also imply different ways to teach science, particularly at the graduate level. I am especially concerned about teaching at the graduate level in my area of psychology but the argument likely could be generalized outside of psychology. In essence, I argue that teaching graduate level psychology modeled after Feyerabend is better than modeled after Kuhn.

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“…For example, mass has a different meaning for Newton and Einstein, they are speaking different languages, and so there is no way to perform a definitive test of the two theories. However, consistent with the present theme, incommensurability at the theoretical level does not imply incommensurability at the empirical level (Godfrey-Smith, 2003;Trafimow, 2020). Two researchers who disagree about how to conceptualize mass nevertheless can agree on a clock reading.…”
Section: Discussionsupporting
confidence: 73%
“…For example, mass has a different meaning for Newton and Einstein, they are speaking different languages, and so there is no way to perform a definitive test of the two theories. However, consistent with the present theme, incommensurability at the theoretical level does not imply incommensurability at the empirical level (Godfrey-Smith, 2003;Trafimow, 2020). Two researchers who disagree about how to conceptualize mass nevertheless can agree on a clock reading.…”
Section: Discussionsupporting
confidence: 73%