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6.3: The Making of Knowledge in Academic Disciplines

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    In the preceding section of this chapter, I made a claim that the making of new knowledge is a social process, undertaken by intellectual communities. In this section, we will look at one influential theory that has tried to explain how exactly this knowledge-making process happens. The theory of knowledge-making which I am talking about was proposed by Thomas Kuhn in his much-cited 1962 book The Structure of Scientific Revolutions. Although, as the book’s title suggests, Kuhn was writing about sciences, Kuhn’s theory has now been accepted as relevant and useful not only by academic disciplines outside of natural sciences.

    According to Kuhn, the change in human knowledge about any subject takes place in the following steps. At first, an academic discipline or any other intellectual community works within the confines of an accepted theory or theories. The members of the community use it systematically and methodically. Kuhn calls this theory or theories the accepted paradigm, or standard of the discipline. Once the majority of an intellectual community accepts a new paradigm, the community’s members work on expanding this paradigm, but not on changing it. While working within an established paradigm, all members of an intellectual community have the same assumptions about what they study and discuss, use the same research methods and approaches, and use the same methods to present and compare the results of their investigation. Such uniformity allows them to share their work with one another easily. More importantly, though, staying within an accepted paradigm allows researchers to create a certain version of reality that is based on the paradigm that is being used and which is accepted by all members of the community. For example, if a group of scientists studies something using a common theory and common research methods, the results that such investigation yields are accepted by this group as a kind of truth or fact that had been experimentally verified.

    Changes in scientific paradigms happen, according to Kuhn, when scientists begin to observe unusual phenomena or unexpected results in their research. Kuhn calls such phenomena anomalies. When anomalies happen, the current paradigm or system of research and thinking that a community employs fails to explain them. Eventually, these anomalies become so great that they are impossible to ignore. Then, a shift in paradigm becomes necessary. Gradually, then, existing paradigms are re-examined and revised, and new ones are established. When this happens, old knowledge gets discarded and substituted by new knowledge. In other words, an older version of reality is replaced by a newer version.

    To illustrate his theory, Kuhn uses the paradigm shift started by the astronomer Copernicus and his theory that the Earth revolves around the Sun. I have also used this example in the chapter of this book dedicated to rhetoric to show that even scientific truths that seem constant and unshakable are subject to revision and change. To an untrained eye it may seem that all scientists and other researchers do is explain and describe reality which is unchangeable and stable. However, when an intellectual community is working within the confines of the current paradigm, such as a scientific theory or a set of research methods, their interpretations of this reality are limited by the capabilities and limitations of that paradigm. In other words, the results of their research are only as good as the system they use to obtain those results. Once the paradigm use for researching and discussing the subjects of investigation changes, the results of that investigation may change, too. This, in turn, will result in a different interpretation of reality.

    6.3: The Making of Knowledge in Academic Disciplines is shared under a not declared license and was authored, remixed, and/or curated by LibreTexts.

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