Development
The Scientific Community Metaphor builds on the philosophy, history and sociology of science. It was originally developed building on work in the philosophy of science by Karl Popper and Imre Lakatos. In particular, it initially made use of Lakatos' work on proofs and refutations. Subsequently development has been influenced by the work of Geof Bowker, Michel Callon, Paul Feyerabend, Elihu M. Gerson, Bruno Latour, John Law, Karl Popper, Susan Leigh Star, Anselm Strauss, and Lucy Suchman.
In particular Latour's Science in Action had great influence. In the book, Janus figures make paradoxical statements about scientific development. An important challenge for the Scientific Community Metaphor is to reconcile these paradoxical statements.
Read more about this topic: Scientific Community Metaphor
Famous quotes containing the word development:
“For the child whose impulsiveness is indulged, who retains his primitive-discharge mechanisms, is not only an ill-behaved child but a child whose intellectual development is slowed down. No matter how well he is endowed intellectually, if direct action and immediate gratification are the guiding principles of his behavior, there will be less incentive to develop the higher mental processes, to reason, to employ the imagination creatively. . . .”
—Selma H. Fraiberg (20th century)
“The man, or the boy, in his development is psychologically deterred from incorporating serving characteristics by an easily observable fact: there are already people around who are clearly meant to serve and they are girls and women. To perform the activities these people are doing is to risk being, and being thought of, and thinking of oneself, as a woman. This has been made a terrifying prospect and has been made to constitute a major threat to masculine identity.”
—Jean Baker Miller (20th century)
“Information about child development enhances parents’ capacity to respond appropriately to their children. Informed parents are better equipped to problem-solve, more confident of their decisions, and more likely to respond sensitively to their children’s developmental needs.”
—L. P. Wandersman (20th century)