Cultures Problem study [4]
论文作者:www.51lunwen.org论文属性:学术文章 Scholarship Essay登出时间:2015-05-26编辑:xiaoni2000点击率:10725
论文字数:4687论文编号:org201505211614422287语种:英语 English地区:美国价格:免费论文
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摘要:本文是一篇美国议论文,主要讨论了二战后来自不同文化背景的人们能够互相理解的问题。
. The scientist relies on tacit knowledge to understand the articulate theories and formulae. Also the scientist uses tacit knowledge to resolve difficulties, puzzles, and problems. The scientist makes discoveries by using tacit knowledge as the means for extending the known to understand the unknown. The problem with this approach is that the role of the objective side of science is made peripheral to scientific knowledge. However, scientists communicate through publications and conferences. They discuss and criticize each other's views. So by concentrating on the tacit dimension, the importance and function of theories are overlooked. But this is what the genesis of theories is for: the production of theories for presentation and discussion. Hence, by concentrating on the tacit and personal side of science, Polanyi leaves out the purpose for the genesis of theories.
Popper and Polanyi both fail in their goal to explain how science grows. Popper does not explain the genesis of scientific theory. Polanyi does not explain the purpose or function of creating scientific theories. Popper is concerned about what scientists do once they create the new ideas. Polanyi is concerned about how scientists can create those new ideas at all.
Popper and Polanyi commonly suppose that science forms a special culture where the goal is to create knowledge. The overall question for them both is how does science create knowledge. Once we take the viewpoint that they are actually discussing different dimensions of this creative process, we see that their views alone are incomplete. But together and as complementary, their views form a comprehensive theory of how science creates knowledge. Polanyi looks the origin of knowledge-how science as a culture creates its theories. Popper looks at the function of knowledge-how science as a culture processes its theories.
Popper, more so than Polanyi, explicitly adopts and adapts Darwin to develop an 'evolutionary epistemology'. Scientific theories when falsified are eliminated in the way that maladapted species are eliminated through natural selection. Likewise, those theories that incorporate the corroborated elements of falsified theories, and explain the events that falsified the failed theories are better 'adapted' theories. Moreover, theories as part of the objective dimension of knowledge provide an eco-niche which implicitly contain features-i.e., problems and consequences-unknown to their inventors. Here is where Popper, ironically merges with Polanyi. Polanyi's motto is that we know more than we can explicitily say. This knowledge is tacit and lies in the subjective sphere of our subsidiary awareness, of our embodied skills, and embodied understanding of traditions. This is akin to what Popper refers to as the implicit contents of objective knowledge. It is in both Polanyi's tacit dimension and Popper's implicit contents of objective knowledge that we find the solution to the Darwinian problem of how novelty is generated.
According to Darwin, new species form because individuals who are born with slight differences produce off-spring who inherit those differences and are better able to adapt to their environment. The Darwinian problem is to explain how those differences arise in the first place. Darwin explains the 'origin of species' but not the origin of mutated individuals. This was explained by genetic theory: there are ra
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