Methodology and philosophical analysis of science in Larry Laudan
DOI:
https://doi.org/10.36517/Argumentos.31.18Keywords:
Larry Laudan. Research Traditions. Methodologies. Reticulated model.Abstract
This research analyzes some topics about methodology according to Larry Laudan’s philosophy of science, in addition to examining, in the field of education, this proposed philosophical interpretation. We brought as elements some considerations and definitions about the methodology in Laudan, that is, of the methodology as an instrument for the realization of axiology (which are the cognitive goals and values), however, also presenting interesting relationships with specific theories, such as that of justifying specific theories and being constrained by them. The methodology is also, within Laudan’s lattice model, justified by axiology. In addition to this analysis, there is also a defense of methodology as its own study, which allows us to find interesting connections in theories of education, as in the case of action-research, where we see that we are facing a research tradition along the lines defended by Laudan’s philosophy of science, because we recognize that we have a reticular model composed of specific theories, methodologies and axiology also in the field of Education. We will also see that the methodology in Laudan has a dynamic character, tensioning and being tensioned by the components of the research tradition, characterizing the reticulated model of rationality proposed by the philosopher. This debate in Laudan, along with the research tradition of action research in the field of education, will be investigated in this article. As a basis for the construction of this text, we used the following works by Laudan: The Progress and its problems: towards a theory of scientific growth (1977), Science and Values (1984a), Explaining the success of science: beyond epistemic realism and relativism (1984b), Methodology’s prospects (1986), Progress or Rationality? The Prospects for Normative Naturalism (1987a), Aim-less Epistemology? (1990a) and Normative Naturalism (1990b).
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