Teaching scientific creativity through philosophy of science
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Teaching scientific creativity through philosophy of science. / Jaksland, Rasmus.
In: European Journal for Philosophy of Science, Vol. 11, No. 4, 110, 2021.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Teaching scientific creativity through philosophy of science
AU - Jaksland, Rasmus
N1 - Publisher Copyright: © 2021, The Author(s).
PY - 2021
Y1 - 2021
N2 - There is a demand to nurture scientific creativity in science education. This paper proposes that the relevant conceptual infrastructure with which to teach scientific creativity is often already included in philosophy of science courses, even those that do not cover scientific creativity explicitly. More precisely, it is shown how paradigm theory can serve as a framework with which to introduce the differences between combinational, exploratory, and transformational creativity in science. Moreover, the types of components given in Kuhn’s disciplinary matrix are argued to indicate a further subdivision within transformational creativity that makes explicit that this most radical type of creativity that aims to go beyond and thus to transform the current paradigm can take many different directions. More generally, it is argued that there are several synergies between the topic of scientific creativity and paradigm theory that can be utilized in most philosophy of science courses at relative ease. Doing so should promote the understanding of scientific creativity among students, provide another way to signify the relevance of paradigm theory, and more strategically be a way of reinforcing the place of philosophy of science in science education.
AB - There is a demand to nurture scientific creativity in science education. This paper proposes that the relevant conceptual infrastructure with which to teach scientific creativity is often already included in philosophy of science courses, even those that do not cover scientific creativity explicitly. More precisely, it is shown how paradigm theory can serve as a framework with which to introduce the differences between combinational, exploratory, and transformational creativity in science. Moreover, the types of components given in Kuhn’s disciplinary matrix are argued to indicate a further subdivision within transformational creativity that makes explicit that this most radical type of creativity that aims to go beyond and thus to transform the current paradigm can take many different directions. More generally, it is argued that there are several synergies between the topic of scientific creativity and paradigm theory that can be utilized in most philosophy of science courses at relative ease. Doing so should promote the understanding of scientific creativity among students, provide another way to signify the relevance of paradigm theory, and more strategically be a way of reinforcing the place of philosophy of science in science education.
KW - Context of discovery
KW - Creativity
KW - Paradigm theory
KW - Philosophy of science
KW - Thomas Kuhn
KW - Transformational creativity
U2 - 10.1007/s13194-021-00427-9
DO - 10.1007/s13194-021-00427-9
M3 - Journal article
AN - SCOPUS:85119957451
VL - 11
JO - European Journal for Philosophy of Science
JF - European Journal for Philosophy of Science
SN - 1879-4912
IS - 4
M1 - 110
ER -
ID: 339998425