References
Bailin, S. (1988).Achieving extraordinary ends: An essay on creativity. Kluwer: Dordrecht.
Brown, H. (1977).Perception, theory and commitment: The new philosophy of science. Chicago: Precedent Publishing.
De Bono, E. (1970).Lateral thinking. London: Ward Lock Educational.
Feyerabend, P. (1975).Against method. London: NLB.
Fox Keller, E. (1985).Reflections on gender and science. New Haven, CT: Yale University Press.
Fox Keller, E. (1987). Feminism and science. In S. Harding & J. O'Barr (Eds.),Sex and scientific inquiry. Chicago: University of Chicago Press.
Getzels, J. W., & Jackson, P. W. (1963). The highly intelligent and the highly creative adolescent: A summary of some research findings. In C. W. Taylor (Ed.),Scientific creativity: Its recognition and development. New York: John Wiley.
Harding, S., & O'Barr, J. (Eds.). (1987).Sex and scientific inquiry. Chicago: University of Chicago Press.
Hattiangadi, J. (1980). The vanishing context of discovery. In T. Nickles (Ed.),Scientific discovery, logic, and rationality. Dordrecht: D. Reidel
Koestler, A. (1964).The act of creation. New York: Macmillan.
Kuhn, T. (1961a). The essential tension: Tradition and innovation in scientific research. In C. W. Taylor & F. Barron (Eds.),Scientific creativity: Its recognition and development. New York: John Wiley.
Kuhn, T. (1961b). The function of dogma in scientific research. In A. C. Crombie (Ed.),Scientific change. London: Heineman.
Kuhn, T. (1962).The structure of scientific revolutions. Chicago: University of Chicago Press.
Kuhn, T. (1977). Objectivity, value judgment, and theory choice. InThe essential tension. Chicago: University of Chicago Press.
Manicas, P. (1986). How not to teach people to be good scientists. In D. DeLuca (Ed.),Essays on creativity and science. Honolulu: Hawaii Council of Teachers of English.
Martin, M. (1972).Conceits of scientific education. Glenview, IL: Scott Foresman.
Miller, A.I. (1984).Imagery in scientific thought. Boston: Birkhauser.
Perkins, D. (1981).The mind's best work. Cambridge, MA: Harvard University Press.
Popper, K. (1968).The logic of scientific discovery. New York: Harper & Row.
Popper, K. (1970). Normal science and its dangers. In. I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge. Cambridge: Cambridge University Press.
Popper, K. (1981). The rationality of scientific revolutions. In I. Hacking (Ed.),Scientific revolutions. Oxford: Oxford University Press.
Reichenbach, H. (1938).Experience and prediction. Chicago: University of Chicago Press.
Scheffler, I. (1982).Science and subjectivity. Indianapolis: Hackett.
Schwab, J. (1962).The teaching of science as inquiry. Cambridge, MA: Harvard University Press.
Siegel, H. (1978). Kuhn and Schwab on science texts and the goals of science education.Educational Theory,28, 302–309.
Siegel, H. (1980). Objectivity, rationality, incommensurability and more.British Journal of the Philosophy of Science,31, 359–375.
Siegel, H. (1985a). Relativism, rationality, and science education.Journal of College Science Teaching,15, 102–105.
Siegel, H. (1985b). What is the question concerning the rationality of science?Philosophy of Science,52, 517–537.
Toulmin, S. (1970). Does the distinction between normal science and revolutionary science hold water? In I. Lakatos & A. Musgrave (Eds.)Criticism and the growth of knowledge. Cambridge: Cambridge University Press.
Wylie, A. & Okruhlik, K. (1987). Philosophical feminism: Challenges to science.Resources for Feminist Research,16(3), 12–15.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Bailin, S. Creativity, discovery, and science education: Kuhn and Feyerabend revisited. Interchange 21, 34–44 (1990). https://doi.org/10.1007/BF01809418
Issue Date:
DOI: https://doi.org/10.1007/BF01809418