From the Editor... The emergence of new theories is generally preceded by a period of pronounced professional insecurity. As one might expect, that insecurity is generated by the persistent failure of the puzzles of normal science to come out as they should. Failure of existing rules is the prelude to a search ... Editorial
Editorial  |   October 01, 1999
From the Editor...
 
Author Affiliations & Notes
  • Elaine R. Silliman, PhD
    University of Arizona, Tucson
    Editor
Article Information
Editorial
Editorial   |   October 01, 1999
From the Editor...
Language, Speech, and Hearing Services in Schools, October 1999, Vol. 30, 323. doi:10.1044/0161-1461.3004.323
 
Language, Speech, and Hearing Services in Schools, October 1999, Vol. 30, 323. doi:10.1044/0161-1461.3004.323
The emergence of new theories is generally preceded by a period of pronounced professional insecurity. As one might expect, that insecurity is generated by the persistent failure of the puzzles of normal science to come out as they should. Failure of existing rules is the prelude to a search for new ones. (Kuhn, 1970, pp. 67–68)
Nearly 30 years ago, Thomas Kuhn, a historian of science, attempted to explain paradigm shifts in scientific thinking. Until publication of Kuhn’s work, the traditional view of scientific change was an incremental process fueled by the degree to which theories, methodologies, and facts added to the “ever growing stockpile that constitutes scientific technique and knowledge” (Kuhn, 1970, p. 2). Influenced by Piaget’s stages of conceptual development as a process that qualitatively transforms how children interpret the world, Kuhn challenged the piecemeal view of scientific change. He argued, instead, that a true scientific revolution required a paradigm shift in ways of thinking and in existing practices. This qualitative change in traditional thinking and applications is typically heralded by a transitional period where debates and disputes regarding the fundamental issues and their resolution routinely occur.
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