Carnap and Kuhn: Arch Enemies or Close Allies?

Irzık, Gürol; Grünberg, Teo

doi:10.1093/bjps/46.3.285

Cited by 72 publications

(19 citation statements)

References 6 publications

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“…This view maintains that Kuhn's philosophy, in contrast to early interpretations, either has clear parallels with logical empiricism or may even be regarded as having inherited directly a number of central tenets from that tradition. One or both of these arguments can be found in Bird's book (2000) and in some of his many papers on Kuhn (2002Kuhn ( , 2004a but also in an older paper by English (1978) and in articles by Reisch (1991), Earman (1993), Irzik andGrün-berg (1995), andFriedman (2003). The most recent suggestion along these lines is Gattei (2008), who takes Kuhn's philosophy as an anti-Popperian extension of logical empiricism.…”

Section: Four Images Of Kuhnmentioning

confidence: 99%

Kuhn on Essentialism and the Causal Theory of Reference

Kuukkanen¹

2010

Philos. of Sci.

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The causal theory of reference is often taken to provide a solution to the problems, such as incomparability and referential discontinuity, that the meaning-change thesis raised. I show that Kuhn successfully questioned the causal theory and Putnam's idea that reference is determined via the sameness relation of essences that holds between a sample and other members of a kind in all possible worlds. Putnam's single 'essential' properties may be necessary but not sufficient to determine membership in a kind category. Kuhn argued that extension is fixed by similarity-dissimilarity relations that are liable to change in taxonomic reorganizations of science.

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Section: Four Images Of Kuhnmentioning

confidence: 99%

Kuhn on Essentialism and the Causal Theory of Reference

Kuukkanen¹

2010

Philos. of Sci.

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“…Stars in this context are players who demonstrate disproportionate influence by occupying or controlling game functions, maintaining status arrangements, manipulating other players, and playing more competently than others. Intellectual stars, in particular, have been characterized as enacting influential roles of grand games (e.g., Irzik & Grünberg, 1995). These may be the players who are -well-adjusted to the game‖ and -are possessed by the game … so the better they master it‖ (Bourdieu, 1998, p. 79).…”

Section: The Evolution(ary) Game Of Academic Evolutionmentioning

confidence: 99%

Framing the Game: An Architectonic Analogue for Meta-Theorizing Academic Activities

Spitzberg

2018

SMC

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A radical reformulation is proposed for explaining paradigm fragmentation. The broader topography of academic activities is conceptualized according to an academic game-theoretic analogue (GTA). According to this analogue, scholarly and academic activities reflect a competitive field of play and of plays. Criteria such as attention, compensation, awards, publications, tenure, and mobility become the scarce valued resources distributed in the game based on the plays that players enact. In an effort to reveal the heuristic potential of the theoretical analogy, these threads are traced across a broad array of humanistic and scientific theories and scholarship, including connections among Wittgenstein, Popper, Kuhn, Feyerabend, Goffman, Foucault, Bourdieu and Lyotard. The field of Communication, and its many affiliated and cognate disciplines have been charted by a wide variety of paradigm maps (e.g., Altman & Rogoff, 1987;Anderson & Baym, 2004;Craig, 1999;Smith, 1988). There is little doubt that the communication discipline is fragmented, multi-faceted and complex (Barnett, Huh, Kim, & Park, 2011, p. 467). In fields such as communication (Eadie, 2011;Salomón, 2010;Stanfill, 2012), sociology (Puddephatt & McLaughlin, 2015), political science (Blokland, 2015) and social psychology (Green, 2015), such fragmentation has been singled out as a threat to their disciplinary status and credibility. This analysis suggests an explanation for scholarly activities that provide the raw data for such variegated maps. The analogy of game theory provides a high-level explanation for academic and scholarly activities, and provides a meta-account of the raison d'etre of scholarly activity, which is to pursue such activity while seldom recognizing its game-like nature.Disciplinary paradigms appear to be organic, ever-evolving systems of people and ideas. Kuhn (1970) proposed that paradigms may consist of very small groups, even as small as a dozen or two members, who share either similar exemplars or collective practices and beliefs. Scholarly activities are sense-making activities and language communities. As paradigms evolve, scholars often engage in sense-making to organize such paradigms along dimensions and boundaries that reflect the respective relationships among such paradigms (Foucault, 1988). Maps of these relationships represent meta-sense-making activities of these academic territories. Granting that -the map is not the territory‖ (Korzybski, 1931, p. 58), meta-theoretical paradigm maps are intended to bring order to the diversity of academic and scholarly activities that constitute a discipline (Charland, 2003;Wang, 2014). These organizing efforts reflect 

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“…As I have argued elsewhere (Irzik and Grünberg 1995;Irzik 2003), much like Kuhn, Carnap too distinguishes between normal scientific activity within a framework characterized in part by physical postulates and revolutionary activity that transgresses it. The latter is characterized in terms of a radical change in the framework rules or a change in the theoretical postulates (Carnap 1963, 921).…”

Section: The Internal-external Distinction Appliedmentioning

confidence: 99%

“…For these points, seeCoffa (1991),Creath (1990),Friedman (1999Friedman ( , 2001,Hardcastle and Richardson (2003),Irzik (2003),Irzik and Grünberg (1995),Richardson and Uebel (2007),Reisch (1991) Uebel (2011 and the literature cited therein.…”

mentioning

confidence: 99%