AbstractIn a recent contribution to Learning for Democracy, Richard Bailey argues that Thomas Kuhn advocated an indoctrinatory model of science education, which is fundamentally authority-based. While agreeing with Bailey’s conclusion, this article suggests that Kuhn was attempting to solve an important problem which Bailey only touches on – how to ensure that science students do not become hypercritical. It continues by offering a critical rationalist solution to this problem, arguing that paradigms qua exemplars should be historical problem-solving episodes, rather than model solutions to puzzles.
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Kuhn Vs. Popper on Criticism and Dogmatism in Science: A Resolution at the Group Level.Darrell Patrick Rowbottom - 2011 - Studies in History and Philosophy of Science Part A 42 (1):117-124.
How to Change It: Modes of Engagement, Rationality, and Stance Voluntarism.Darrell Patrick Rowbottom & Otávio Bueno - 2011 - Synthese 178 (1):7-17.
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