The Structure of Scientific Revolutions Book by Thomas Kuhn

Table of Contents

Basic Knowledge
Metaphor and Argument
Relevance
Works Cited

Basic Knowledge

Three distinctive ways in which the book advances my knowledge of the rhetoric and philosophy of communication are the reflection on ones learning journey, rhetoric interpretations, and comparative rhetoric. The book arguably begins with the authors reflection on his learning journey. Major concepts of rhetoric and philosophy of communication are also present and can be easily identified through reflecting on the different sections of the book. For example, empiricism emanates from Kuhns notion that practitioners build their assumptions from their experiences, from which basic scientific beliefs are formulated. Multiple illustrations of how theories develop from scientists experiences, some of which have involved failures.

Rhetoric interpretation of facts also helps advance my knowledge, especially how it has been used by the author. Learning about the history of science has been depicted as a form of exploring past historical facts and examining how right or convincing they are. For example, Kuhn uses multiple examples to illustrate how failure led to novel theories, including the electromagnetic behavior of bodies in motion discussed by such scholars as Maxwell (54). Lastly, comparative rhetoric has been used in the book as the most ideal way of exploring different forms of inquiry, which has aided my understanding of this concept.

Metaphor and Argument

The central question in the book is what the role of history is in the philosophy of science. The main argument is that scientific revolution involves a continuous paradigm shift that forms a pattern in the pattern, the current practice is simply the most recent paradigm where a scientific community has shared beliefs and commitment. The main interpretation of this position is that as new research emerges, older theories and paradigms are discarded while the new ones are used as the guiding principles to practice.

My philosophical standpoint is similar to that of the author because even academic institutions tend to teach modern theories and ignore older ones. Kuhn is right to state that paradigms undergo reformations to match the natural objects of their inquiry (23). Those that have been deemed outdated are either deleted from course materials or simply used in teaching the historical development of the constructs. However, it can also be argued that these are theories that have stood the test of time and have been confirmed by recent studies and experiments. Even so, critics have often offered either alternative views or developed mechanisms of improving upon the seminal concepts. Either way, theories hold until new research offers alternatives or modifications.

Relevance

The relevance of this book to the communication classroom can be found in its use of rhetoric and the many examples that illustrate various constructs of the philosophy of communication. As mentioned earlier, Kuhn adopts a unique approach to writing where ideas are professionally presented without sacrificing aesthetics. With the author reflecting on his learning journey, he captivates the audience to delve deeper into the book with the hope of finding discoveries. Even though no new inventions or discoveries are found in the publication, the ideas themselves could be regarded as relatively novel and revolutionary. The book can also form a unique tool for exploring the use of rhetorical strategies. The writer appeals to ethos, logos, and pathos as it captures the imagination of the reader and convinces the audience the agree with the Authors findings.

Rhetorical theory can also be manifested when the author offers a novel discourse on the history of science and captivates the reader to bear on it. This framework comprises such aspects as means, forms, composition, audiences, effects, and criticism of discourses. Kuhn has offered a critique of scientists effort by stating that expounding on theories often make them more complicated as opposed to simplifying and clarifying them. Such are the critical features that make the book a critical learning tool in a communications class.