【作者】 李辉；

【导师】 孙玉忠；

【作者基本信息】 哈尔滨师范大学 ， 科学技术史， 2011， 硕士

【摘要】 论文全面梳理了默顿学派和爱丁堡学派的基本思想,遵循历史与逻辑相统一的方法论原则,对两个学派之间的联系与差异进行了比较研究,尤其是对他们在科学社会史方面的研究进行了较为详细的比较分析。论文以理论研究为主,主要采用文献分析和历史比较方法。首先,介绍了默顿学派与爱丁堡学派形成的历史背景、思想渊源、研究成果、基本思想以及两者的研究特点、贡献、影响和争论。然后对两者之间的联系与差异进行分析,爱丁堡学派对默顿学派既有思想上的继承,更有批判和超越;重点从科学观、认识论、方法论和科学史观四个方面比较了两者的不同。最后,分析了默顿学派与爱丁堡学派思想融合的趋势,并且探讨了科学社会史研究的当代意义。随着人们对于科学认识的深入和丰富,需要我们克服非此即彼的二元对立状态,以开放的理性、宽广的视野和建设性的态度把我们对科学和技术的研究推向一个新的高度。论文以对科学的社会学研究作为两个学派的连接点,揭示默顿学派科学社会学和爱丁堡学派科学知识社会学之间的理论联系,分析其对科学的不同观点及各自的合理性与缺陷,这非常有助于我们对科学、技术与社会关系的全面理解,有助于我们丰富和发展马克思主义科学技术论思想。更多还原

【Abstract】 This paper mainly introduces the basic thoughts of Merton school and Edinburgh school, follows principle of methodology with the combination of the history and logic, comparatively studies their connections and differences, especially the analyses of their social history of science in details.This paper mainly focuses on the theoretical research, puts to use literature and comparative methods to analyze. Firstly, it introduces historical background, source of thoughts, research results, basic thoughts of Merton school and Edinburgh school, as well as their characteristics, contributions, influences and controversy. Secondly, the connections and differences of these two schools are discussed in this paper. The thoughts of Edinburgh school not only inherited the thoughts of Merton school, but also criticized and exceeded it; the differences of these two schools, in particular, are discussed from the aspects of scientific theory, epistemology, methodology and historical view of science. At last, this paper analyses syncretic trend of both thoughts, and discusses the contemporary significance of social history of scientific research. With the depth and abundance understanding of science, binary opposing states of black or white needs overcoming, science and technology studies should be developed and reach to a new high degree through open rationality, broad vision and constructive attitude.This paper bases on the sociological study of science as the connection of both, reveals relations in theory of Merton school’s sociology of science and Edinburgh school’s sociology of scientific knowledge, analyses their different understandings of science and their own rationalities and defects, which helps us to fully understand the social relationship, science and technology; meanwhile, helps us to enrich and develop Marxist science and technology studies.更多还原