Kuhn on creativity and tradition in education

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Standard

Kuhn on creativity and tradition in education. / Andersen, Hanne.

Kuhn Centennial. ed. / Yafeng Shan. Springer, 2023.

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Harvard

Andersen, H 2023, Kuhn on creativity and tradition in education. in Y Shan (ed.), Kuhn Centennial. Springer.

APA

Andersen, H. (2023). Kuhn on creativity and tradition in education. Manuscript submitted for publication. In Y. Shan (Ed.), Kuhn Centennial Springer.

Vancouver

Andersen H. Kuhn on creativity and tradition in education. In Shan Y, editor, Kuhn Centennial. Springer. 2023

Author

Andersen, Hanne. / Kuhn on creativity and tradition in education. Kuhn Centennial. editor / Yafeng Shan. Springer, 2023.

Bibtex

@inbook{f6f8e18ca3784ce5b7f6b0549042affb,
title = "Kuhn on creativity and tradition in education",
abstract = "In this chapter, I shall revisit Kuhn{\textquoteright}s arguments about the roles of convergent and divergent thought in science education, and I shall compare to later work and de-bates in science education, cognitive science, and neighboring disciplines. First, I shall argue that Kuhn{\textquoteright}s ideas about convergent thought resonate well with both empirical and theoretical work from prominent scholars in education, cognitive science, and philosophy. Second, I shall argue that although Kuhn{\textquoteright}s ideas about divergent thought remained underdeveloped, the topic has been investigated by many other scholars from philosophy, cognitive science and education. Finally, I shall return to Kuhn{\textquoteright}s reflections on the different educational needs for basic and applied scientists. I shall argue that Kuhn{\textquoteright}s analysis of science education at the university level was rooted in a historical context where enrollment was low, and that the immense growth of science that has happened over the last half century calls instead for education of scientists that bridges rather than deepens the divide between pure and applied science.",
author = "Hanne Andersen",
year = "2023",
language = "English",
editor = "Yafeng Shan",
booktitle = "Kuhn Centennial",
publisher = "Springer",
address = "Switzerland",

}

RIS

TY - CHAP

T1 - Kuhn on creativity and tradition in education

AU - Andersen, Hanne

PY - 2023

Y1 - 2023

N2 - In this chapter, I shall revisit Kuhn’s arguments about the roles of convergent and divergent thought in science education, and I shall compare to later work and de-bates in science education, cognitive science, and neighboring disciplines. First, I shall argue that Kuhn’s ideas about convergent thought resonate well with both empirical and theoretical work from prominent scholars in education, cognitive science, and philosophy. Second, I shall argue that although Kuhn’s ideas about divergent thought remained underdeveloped, the topic has been investigated by many other scholars from philosophy, cognitive science and education. Finally, I shall return to Kuhn’s reflections on the different educational needs for basic and applied scientists. I shall argue that Kuhn’s analysis of science education at the university level was rooted in a historical context where enrollment was low, and that the immense growth of science that has happened over the last half century calls instead for education of scientists that bridges rather than deepens the divide between pure and applied science.

AB - In this chapter, I shall revisit Kuhn’s arguments about the roles of convergent and divergent thought in science education, and I shall compare to later work and de-bates in science education, cognitive science, and neighboring disciplines. First, I shall argue that Kuhn’s ideas about convergent thought resonate well with both empirical and theoretical work from prominent scholars in education, cognitive science, and philosophy. Second, I shall argue that although Kuhn’s ideas about divergent thought remained underdeveloped, the topic has been investigated by many other scholars from philosophy, cognitive science and education. Finally, I shall return to Kuhn’s reflections on the different educational needs for basic and applied scientists. I shall argue that Kuhn’s analysis of science education at the university level was rooted in a historical context where enrollment was low, and that the immense growth of science that has happened over the last half century calls instead for education of scientists that bridges rather than deepens the divide between pure and applied science.

M3 - Book chapter

BT - Kuhn Centennial

A2 - Shan, Yafeng

PB - Springer

ER -

ID: 333873308