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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"H708jsu8tk","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ32Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ32Ӻ","endOffset":1009°Ӻ,"quote":"In short, scientists seem to be involved in a process of learning that, qua process, is not at all unlike the learning of our ultrasimple model organism. Instead of establishing experiential regularities from which to derive rules of action to eliminate disturbances, they are searching for experiential regularities from which to derive rules of conceptualization for a homogeneous, internally consistent ordering of experience. In doing this, they encounter no shortage of disturbances that, as in the simple feedback model, must be eliminated. But the disturbances are now created by incompatibilities of rules and conceptualizations. And a closer look at history of science should convince anyone that scientists, in their quest for consistency and compatibility, are prepared not only to modify the conceptual relations by means of which they order experiential items, but also to restructure quite radically those items that they consider basic elements (see Hanson, 1958; Kuhn, 1970; Feyerabend, 1975).","highlights":Ӷ^"jQuery321087843971429911642":^°°Ӻ,"text":"","order":"mw-content-text","category":"WissenschaftlicheReferenz2","data_creacio":1561229798936°
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