History of Science As A Model of Scientific Progress
Another model of Scientific Progress, as put forward by Richard Boyd, and others, is History of Science as a model of scientific progress. In short, methods in science are produced which are used to produce scientific theories, which then are used to produce more methods, which are then used to produce more theories and so on.
Note that this does not conflict with a continuous or discontinuous model of scientific progress. This model supports realism in that scientists are always working within the same universe; their theories must be referring to real objects, because they create theories that refer to actual objects that are used later in methods to produce new theories.
A good example supporting realism is the case of the electron. It is hard to prove the existence of an electron because it is so small. However, any microscopist will tell you that he knows an electron exists, because he uses it in his electron microscope.
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Famous quotes containing the words history of science, history of, history, science, model, scientific and/or progress:
“We said that the history of mankind depicts man; in the same way one can maintain that the history of science is science itself.”
—Johann Wolfgang Von Goethe (1749–1832)
“Three million of such stones would be needed before the work was done. Three million stones of an average weight of 5,000 pounds, every stone cut precisely to fit into its destined place in the great pyramid. From the quarries they pulled the stones across the desert to the banks of the Nile. Never in the history of the world had so great a task been performed. Their faith gave them strength, and their joy gave them song.”
—William Faulkner (1897–1962)
“A country grows in history not only because of the heroism of its troops on the field of battle, it grows also when it turns to justice and to right for the conservation of its interests.”
—Aristide Briand (1862–1932)
“Science is a dynamic undertaking directed to lowering the degree of the empiricism involved in solving problems; or, if you prefer, science is a process of fabricating a web of interconnected concepts and conceptual schemes arising from experiments and observations and fruitful of further experiments and observations.”
—James Conant (1893–1978)
“The best way to teach a child restraint and generosity is to be a model of those qualities yourself. If your child sees that you want a particular item but refrain from buying it, either because it isn’t practical or because you can’t afford it, he will begin to understand restraint. Likewise, if you donate books or clothing to charity, take him with you to distribute the items to teach him about generosity.”
—Lawrence Balter (20th century)
“The scientific mind does not so much provide the right answers as ask the right questions.”
—Claude Lévi-Strauss (b. 1908)
“We should be careful never to imagine, that the wedding-day is the burial of love, but that in reality love then begins its best life; and if we set out upon that principle, and are mindful to keep it up, and give due attention and aid to the progress of love thus brought into the well ordered well sheltered garden, we may enjoy I believe as much happiness as is consistent with the imperfection of our present state of being.”
—James Boswell (1740–1795)