Scientific culture in Europe and the refugee generation -- Germany and Weimar Berlin as the City of Science -- Origins of a social perspective: doing physical chemistry in Weimar Berlin -- Chemical dynamics and social dynamics in Berlin and Manchester -- Liberalism and the economic foundations of the "Republic of Science" -- Scientific freedom and the social functions of science -- Political foundations of the philosophies of science of Popper, Kuhn, and Polanyi -- Personal knowledge: argument, audiences, and sociological engagement (...) -- Epilogue: SSK, scientific constructivism, and the paradoxical legacy of Polanyi and the 1930s generation. (shrink)

In _Michael Polanyi and His Generation_, Mary Jo Nye investigates the role that Michael Polanyi and several of his contemporaries played in the emergence of the social turn in the philosophy of science. This turn involved seeing science as a socially based enterprise that does not rely on empiricism and reason alone but on social communities, behavioral norms, and personal commitments. Nye argues that the roots of the social turn are to be found in the scientific culture and political events (...) of Europe in the 1930s, when scientific intellectuals struggled to defend the universal status of scientific knowledge and to justify public support for science in an era of economic catastrophe, Stalinism and Fascism, and increased demands for applications of science to industry and social welfare. At the center of this struggle was Polanyi, who Nye contends was one of the first advocates of this new conception of science. Nye reconstructs Polanyi’s scientific and political milieus in Budapest, Berlin, and Manchester from the 1910s to the 1950s and explains how he and other natural scientists and social scientists of his generation—including J. D. Bernal, Ludwik Fleck, Karl Mannheim, and Robert K. Merton—and the next, such as Thomas Kuhn, forged a politically charged philosophy of science, one that newly emphasized the social construction of science. (shrink)

The convening of the first three Solvay Chemistry Conferences in Brussels from 1922–1928 marked an important turning point for the discipline of chemistry. Whereas much of nineteenth-century chemical endeavour had focused on compositional and functional analysis of chemical compounds, many leaders in chemistry were turning to questions of molecular dynamics by the early twentieth century. Two competing schools of chemical dynamics, which were represented at the Solvay Conferences, were a predominantly English group who worked out electron and ionic interpretations of (...) organic reaction mechanisms, and a French group who developed a generalized radiation hypothesis of reaction activation. While differences in conceptual and stylistic approach separated the two schools, they agreed on the need to apply contemporary physical theory to old chemical problems, and to develop a theoretical chemistry complementary to theoretical physics. (shrink)

Kollaboration und Konkurrenz gibt es in der Wissenschaft zwischen Individuen oder verschiedenen Gruppen, größeren Organisationen, Schauplätzen und Nationalstaaten. Die Spannung zwischen individuellem Ansehen und Gruppenmeriten oder individuellem Ehrgeiz und Gruppenleistung ist der wissenschaftlichen Arbeit inhärent und trägt zu ihrem Erfolg bei. Die Autorin vergleicht zwei soziale Modelle der Wissenschaft, die entwickelt wurden, als Wissenschaftler im 20. Jahrhundert zunehmend begannen kollaborativ zu forschen: Michael Polanyis individualistische Freie-Markt-Republik der Wissenschaft und Ludwik Flecks Denkkollektiv. Diese beiden Modelle sollten Praktiken beschreiben und Ideale für (...) die Wissenschaft im allgemeinen auf der Grundlage der Erfahrungen spezialisierter Forschungsgruppen vorschreiben. Die Arbeitsgruppen von Linus Pauling und Dorothy Crowfoot Hodgkin dienen hier der Erläuterung der beiden Modelle. Die Autorin untersucht verschiedene Auswirkungen von Paulings und Hodgkins Praktiken auf das persönliche Ansehen des Direktors und der Mitarbeiter, und schließt mit der Frage, ob eine kollektive Wissenschaft möglich ist. (shrink)

The influential French chemist Marcelin Berthelot spoke against the use of Dalton's atomic theory and Avogadro's hypothesis in the second half of the nineteenth century. This paper argues that Berthelot conceded that atomism might be acceptable as a system of conventions, but he feared the power of such conventions in constructing a realistic picture of atoms which was not warranted empirically. Equally, Berthelot's anti-atomism was a last-ditch effort to assert the place of chemistry within the tradition of natural history and (...) to deny the possible reduction of chemical science to the laws of nineteenth-century physics. (shrink)

Scholars in the field of social studies of science marked the year 2012 as the 50th anniversary of the publication of Thomas S. Kuhn’s The Structure of Scientific Revolutions. Kuhn’s book is routinely cited as the beginning of a new intellectual movement that jettisoned logical and empiricist accounts of scientific progress in favor of sociological and psychological explanations of scientific practice. In contrast, this essay argues that the roots of the social construction of science lie earlier, in the 1930s, in (...) the political milieu, scientific careers, and intellectual debates of a generation in which Michael Polanyi was a central figure. Crucial elements in the development of Polanyi’s philosophy of science are examined, with comparisons to J. D Bernal, Karl Mannheim and others of their generation, as well as to the younger Thomas Kuhn and to Karl Popper. (shrink)

Kollaboration und Konkurrenz gibt es in der Wissenschaft zwischen Individuen oder verschiedenen Gruppen, größeren Organisationen, Schauplätzen und Nationalstaaten. Die Spannung zwischen individuellem Ansehen und Gruppenmeriten oder individuellem Ehrgeiz und Gruppenleistung ist der wissenschaftlichen Arbeit inhärent und trägt zu ihrem Erfolg bei. Die Autorin vergleicht zwei soziale Modelle der Wissenschaft, die entwickelt wurden, als Wissenschaftler im 20. Jahrhundert zunehmend begannen kollaborativ zu forschen: Michael Polanyis individualistische Freie-Markt-Republik der Wissenschaft und Ludwik Flecks Denkkollektiv. Diese beiden Modelle sollten Praktiken beschreiben und Ideale für (...) die Wissenschaft im allgemeinen auf der Grundlage der Erfahrungen spezialisierter Forschungsgruppen vorschreiben. Die Arbeitsgruppen von Linus Pauling und Dorothy Crowfoot Hodgkin dienen hier der Erläuterung der beiden Modelle. Die Autorin untersucht verschiedene Auswirkungen von Paulings und Hodgkins Praktiken auf das persönliche Ansehen des Direktors und der Mitarbeiter, und schließt mit der Frage, ob eine kollektive Wissenschaft möglich ist. (shrink)