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    请使用永久网址来引用或连结此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/69365


    题名: 技術創造力特性與開發研究---各類創意領域之間比較---子計畫IV：科技創造的本質與脈絡
    其它题名: The Nature and Context of Creativity in Science & Technology
    作者: 詹志禹
    贡献者: 教育學系
    关键词: 科學發現;知識成長;科技創造;科學哲學;科學思考;批判思考;創造思考
    Scientific discovery;Knowledge growth;Technology creation;Philosophy of science;Scientific thinking;Critical thinking;Creative thinking
    日期: 1999
    上传时间: 2014-08-27 17:36:30 (UTC+8)
    摘要: 本文順著科學哲學發展的歷史脈落,以各派科學哲學的觀點分析科學思考中的創意來源與創造性歷程;到目前為止,分析的結果發現:第一,傳統所謂的歸納法其實是一種「假設-驗證」的歷程,但對於如何創造假設,卻沒有任何說明;第二,邏輯實證論對「發現之脈落」存而不論,造成許多人將科學創造的歷程視為神祕、非理性的歷程;第三,批判思考與創造思考之間,可能具有互相抑制、也可能具有互相助發的關係,總之兩者之間具有密切而難以分割的互動關係,任何有價值的創造都同時需要這兩者;第四,典範既會束縛創造,也會幫助創造,其創造性可能表現在應用、詮釋和預測,但典範之更新則需要危機的刺激;第五,科學發現與科學創造是兩個難以區分的歷程,新事實的發現通常借助於新理論的發明;第六,科學理論與科學方法的多元化,有助於科學創造與科學革命;第七,領域發展與創新是一個拔靴自助的歷程,科學發現雖無邏輯可尋,卻有理由可尋。
    This article analyze the possible process and context of creativity in scientific thinking according to the viewpoints from historical development of philosophy of science. It was found that: (1) The so called "inductive reasoning" is actually a "hypothesis-testing" process; (2) Logical positivism leave the "context of discovery" in black box and therefore leave a mysticism about scientific discovery; (3) Creative and critical thinking can facilitate and inhibit each other, resulting an intimate relationship and essential tension between the two; (4) Paradigms can constrain as well as facilitate creativity with possible facilitating effects from helping novel prediction, interpretation, and application; (5) Since the discovery of new facts is usually through the invention of new theory, the distinction between so called "scientific discovery" and "scientific creativity" is blurred; (6) Theoretical and methodological pluralism in science can promote the probability of scientific discovery and revolution; (7) The growth and innovation of a knowledge domain is a bootstrapping process, in which there can be no logic but there should be some good reasons.
    關聯: 行政院國家科學委員會
    計畫編號NSC88-2519-S004-004-C
    数据类型: report
    显示于类别:[教育學系] 國科會研究計畫

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