Ganelius Progress in Science and Its Social Conditions

Nobel Symposium 58 Held at Lidingö, Sweden, 15-19 August 1983
1. Auflage 2013
ISBN: 978-1-4831-4780-2
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 256 Seiten, Web PDF

Progress in Science and Its Social Conditions focuses on the drive to institute a sound development of science relative to technological innovations. Discussed in the book are the contributions of authors who have conducted research on the advancement of science in different environments. The contributions include literature that focus on tracing the history of science and how it has advanced in different countries. The book also elaborates on the emergence of various movements in scientific progress, including scientism, anti-scientism, elitism, and charlatanism. The conditions in the advance of science is then given attention. The book also highlights the role of higher education in research and development, and at the same time, puts emphasis on the recruitment of scientists in less developed countries. The processes and related factors of the advancement of technological innovation in various industrial settings are discussed. This is conducted by tracking how one company was able to upgrade the products it offers. The advancement of technology is identified as it is established that the company has continuously upgraded its products through the years. The contributions in this book can best serve the interest of those in the field of science, particularly those who are conducting research on its progress and utilization.

Autoren/Hrsg.

Ganelius, Tord

Inhaltsverzeichnis

1;Front Cover;1
2;Progress in Science and Its Social Conditions;4
3;Copyright Page;5
4;Table of Contents;6
5;Introduction;8
6;Part 1: What is Progress in Science?;10
6.1;Chapter 1. The Seventeenth-Century Outlook on Science;12
6.2;Chapter 2. Science, Technology, Progress and the Break-through: China as a Case Study in Human History;14
6.2.1;INTRODUCTION;14
6.2.2;THE POWERS OF BUREAUCRATIC FEUDALISM;16
6.2.3;THE ABSENCE OF THE DARK AGES;18
6.2.4;THE IDEA OF SCIENTIFIC PROGRESS;21
6.2.5;THE APPROXIMATION TO THE ETHOS OF MODERN SCIENCE;24
6.2.6;ROBBING THE POWERS OF NATURE FOR HUMAN NEED;26
6.2.7;MATHEMATICS AND NATURAL KNOWLEDGE;29
6.2.8;THE UNITY OF SCIENCE;29
6.2.9;CONCLUSION;31
6.3;Chapter 3. Progress of Science in Africa — in Tradition, Culture and Religion;32
6.3.1;LITERATURE CONSULTED;41
6.4;Chapter 4. The Growth of Science: Romantic and Technocratic Images;42
6.4.1;INTRODUCTION;42
6.4.2;GENESIS OF THE CONCEPT OF SCIENTIFIC PROGRESS;46
6.4.3;SPOKESMEN FOR SCIENTISM;47
6.4.4;THE ROMANTIC COUNTER-IMAGE;48
6.4.5;SCIENCE INDUSTRIALIZED;50
6.4.6;SOME SOCIAL PROBLEMS OF MODERN SCIENCE;51
6.4.7;THE IDEAL OF AN ALTERNATIVE TYPE OF SCIENCE;52
6.4.8;THE INTEGRITY OF SCIENCE;53
6.4.9;NOTES;54
6.4.10;BIBLIOGRAPHY;55
6.4.11;DISCUSSION SUMMARY: ELZINGA'S LECTURE;56
7;Part 2: Anti-Intellectualism and Charlatanism; Elitism and Mediocrity;58
7.1;Chapter 5. Magic, Science and Institutionalization in the Seventeenth and Eighteenth Centuries;60
7.1.1;NOTES;66
7.1.2;DISCUSSION SUMMARY: JOHANNISSON'S LECTURE;67
7.2;Chapter 6. Science, Scientism and Anti-Scientism;70
7.2.1;THE EMERGENCE AND GROWING PAINS OF SCIENCE POLICY;70
7.2.2;THE RISE OF ANTI-SCIENTISM;72
7.2.3;CONCLUSION;74
7.2.4;REFERENCES;75
7.2.5;NOTES;76
7.2.6;DISCUSSION SUMMARY: BEN-DAVID's LECTURE;77
7.3;Chapter 7. Creative Thinking in Science and in Human Relations;80
7.3.1;I. CREATIVE THINKING IN SCIENCE;80
7.3.2;II. CREATIVE THINKING IN HUMAN RELATIONS. WANTED: A NEW WORLD PICTURE;84
7.3.3;DISCUSSION SUMMARY: HEIN'S LECTURE;88
7.4;Chapter 8. Promotion of Excellence or Mediocrity;90
7.4.1;NOTES;97
7.4.2;DISCUSSION SUMMARY: YALOW'S LECTURE;97
8;Part 3: Conditions for Progress in Science;100
8.1;Chapter 9. Getting to Know Everything About Nothing;102
8.1.1;1. SUBJECT SPECIALIZATION IN SCIENCE;102
8.1.2;2. THE TAXONOMY OF SPECIALTIES;104
8.1.3;3. GETTING TO KNOW WHAT IS KNOWN;106
8.1.4;4. PERSISTENCE;107
8.1.5;5. MIGRATION;108
8.1.6;6. DRIFT AND/OR REDEFINITION;109
8.1.7;7. TRANSPECIALIZATION;109
8.1.8;8. DIVERSIFICATION;110
8.1.9;9. GENERALIZATION;111
8.1.10;10. SPECIALIZATION IN COLLECTIVIZED SCIENCE;112
8.1.11;NOTES;113
8.1.12;DISCUSSION SUMMARY: ZIMAN'S LECTURE;116
8.2;Chapter 10. Planning, Administration and Organization of Science as a Means for Initiation, Enhancement and Development of Individual and Social Scientific Curiosity and Creativity (with special respect to life sciences);120
8.2.1;I. INTRODUCTION;120
8.2.2;II. QUESTIONS CONNECTED WITH THE PLANNING AND ORGANIZATION OF SCIENCE;121
8.2.3;III. OUR OWN EXPERIENCE WITH PLANNING AND ORGANIZING LIFE SCIENCES;125
8.2.4;REFERENCES;132
8.2.5;APPENDIX I;132
8.2.6;Appendix II;134
8.2.7;APPENDIX III;137
8.2.8;APPENDIX IV;137
8.2.9;DISCUSSION SUMMARY: MALEK'S LECTURE;138
8.3;Chapter 11. The Individual as a Human Resource for Scientific Progress;140
8.3.1;THE INDIVIDUAL WITHIN THE ORGANIZATIONAL SYSTEM;140
8.3.2;SCHOOLS AND BASIC HIGHER EDUCATION AS A STAGE IN RESEARCH DEVELOPMENT;143
8.3.3;RESEARCH TRAINING AS A "NURSERY";144
8.3.4;DISCUSSION SUMMARY: ANDRÉN'S LECTURE;146
8.4;Chapter 12. Educational Aspects and Recruitment of Scientists in Small Less Developed Countries;148
8.4.1;DISCUSSION SUMMARY: MENANO'S LECTURE;153
8.5;Chapter 13. Modem Forms of Education in the Recruitment and Selection of Scientists;156
8.5.1;PART ONE;156
8.5.2;PART TWO;160
8.5.3;CONCLUSION;165
8.5.4;NOTES;166
8.5.5;DISCUSSION SUMMARY: YANCHEV'S LECTURE;166
8.6;Chapter 14. Understanding the Processes of Science: The Psychology of Scientific Discovery;168
8.6.1;MOTIVATION AND COGNITION;169
8.6.2;PROBLEM-SOLVING PROCESSES;170
8.6.3;SCIENTIFIC DISCOVERY;172
8.6.4;DATA-DRIVEN DISCOVERY;173
8.6.5;INTEGER RATIOS;175
8.6.6;EXPLANATORY THEORIES;176
8.6.7;OTHER MODELS OF DISCOVERY;177
8.6.8;CONCLUSION;177
8.6.9;NOTES;177
8.6.10;DISCUSSION SUMMARY: SIMON's LECTURE;178
8.7;Chapter 15. Contagious Knowledge: Contagion as a Quality Criterion for Disciplinary and Interdisciplinary Science;180
8.7.1;INTRODUCTION;180
8.7.2;1. SCIENTIFIC SUCCESS;180
8.7.3;2. CONTAGIOUS INFORMATION;181
8.7.4;3. CONTAGIOUS SCIENCE;183
8.7.5;4. QUALITY AND RESPONSIBILITY;186
8.7.6;ACKNOWLEDGEMENTS;188
8.7.7;NOTES;188
8.7.8;DISCUSSION SUMMARY: VON WEIZSÄCKER'S LECTURE;191
8.8;Chapter 16. The Meaning of Innovation at Sony;192
8.8.1;TAPE RECORDERS;193
8.8.2;TRANSISTOR RADIOS;193
8.8.3;ESAKI DIODES;194
8.8.4;TRANSISTOR TELEVISION;194
8.8.5;VIDEO TAPE RECORDERS;195
8.8.6;TRINITRON COLOUR TELEVISION;195
8.8.7;MAVICA;196
8.8.8;HIGH-DEFINITION VIDEO SYSTEM;196
8.8.9;DRAW DISK;197
8.8.10;CONCLUSION;197
8.8.11;DISCUSSION SUMMARY: IBUKA'S LECTURE;198
8.9;Chapter 17. Cooperation and Conflicts in Industry-University Relations;200
8.9.1;I. MY WINDOWS ON THE WORLD;200
8.9.2;II. CHANGING ROLE OF RESEARCH IN NEW KNOWLEDGE-BASED TECHNOLOGIES;203
8.9.3;III. COMPARISON BETWEEN SWEDEN AND THE U.S. IN INDUSTRY-UNIVERSITY RELATIONS;204
8.9.4;IV. ROLE OF GOVERNMENT IN INDUSTRY-UNIVERSITY RELATIONS;206
8.9.5;ACKNOWLEDGEMENTS;206
8.9.6;DISCUSSION SUMMARY: HAGSTRÖM'S LECTURE;206
9;Part 4: Creativity in Science and Art;210
9.1;Chapter 18. The Unique and the Commonplace in the Creations of Art and Science;212
9.1.1;REFERENCES;221
9.1.2;DISCUSSION SUMMARY: STENT'S LECTURE;221
9.2;Chapter 19. Excellence and Creativity in Science;224
9.2.1;REFERENCES;229
9.2.2;DISCUSSION SUMMARY: LUFT'S LECTURE;230
9.3;Chapter 20. Progress and Reality in the Arts and in the Sciences;232
9.3.1;1. TWO KINDS OF PROGRESS;232
9.3.2;2. THEIR DIFFERENT PROPERTIES;234
9.3.3;3. PHILOSOPHY;236
9.3.4;4. THE SITUATION IN THE SCIENCES;238
9.3.5;NOTES;239
9.3.6;DISCUSSION SUMMARY: FEYERABEND'S PAPER;242
9.4;Chapter 21. "Progress" In Science?;244
9.4.1;INTERNAL AND EXTERNAL CRITERIA;244
9.4.2;SOME PROBLEMS;244
9.4.3;SCIENCE AND ETHICS;246
9.4.4;CRITERIA OF PROGRESS;246
9.4.5;RELATIONS BETWEEN THE DISTINCTIONS;246
9.4.6;DEMOCRATIC CONTROL;247
9.4.7;CONCLUDING REMARKS;248
9.4.8;DISCUSSION SUMMARY: FINAL SESSION;248
10;List of Participants, Organizers and Observers;250
11;Index;254