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1、Interchange,Vol.21,No.3(Fall,1990),aA.A,A.Creativity,Discovery,andScienceEducation:KuhnandFeyerabendRevisitedSharonBailinUniversityofManitobaContemporaryeducationhasbeenverymuchundertheinfluenceofaparticularviewofthenatureofcreativity,aviewthathasitsoriginsinpsychologic
2、altheory.Accordingtothisview,creativityismarkedbyradicalnovelty,lackofconstraints,rule-breakingandirrationalprocessesofthought(e.g.,DeBono,1970;Koestler,1964).Theinfluenceofthisviewhasextendedbeyondthesphereofartseducation,andhashadaneffect,aswell,intheareaofscienceeduc
3、ation.Suchatendencyisreinforcedbycertaincontemporaryviewsaboutthenatureofdiscoveryandtheorychangeinscience,namelythoseofKuhnandFeyerabend.Suchviews,whichstressinnovationandradicalchange,discontinuitybetweenscientificproductsandtheirantecedents,theviolationofrulesofmetho
4、d,andthelackofobjectivecriteriafortheevaluationofnewtheoriesareverymuchofapiecewiththemoregeneralviewofthenatureofcreativity.Inthispaper,theparallelsbetweentheviewsofKuhnandFeyerabendandthisgeneralviewofcreativitywillbedrawn.Thepaperwilllayoutsomeofthekindsofcriticismsw
5、hichcanbeandhavebeenlevelledagainsttheviewsofthesephilosophersofscienceandwillshowthattheyarereallysubsetsofthecriticismstowhichthemoregeneralviewofcreativityissubject.Finally,thepaperwillexploretheimplicationsforscienceeducationentailedbytherejectionofsuchviewsofcreati
6、vityingeneralandofscienceinparticular.TheContemporaryViewofCreativityTheconceptofcreativityhasbeenthefocusofmuchrecentattention.Considerablepsychologicalresearchhasbeendevotedtoinvestigatingthenatureofthecreativeprocessandhowitcanbeencouraged.Intheaestheticrealm,thereis
7、continuinginterestinthenatureofartisticcreationandhowitmightbefosteredthrougharteducation.Andeveninthefieldofscience,therehasbeenrecentfocusoninnovationandradicalchangeinthinkingaboutscientificdiscoveryandondivergenceandimaginationinsciencepedagogy.Infact,fosteringcreat
8、ivityhascometobeseenasafundamentaleducationalgoalinallspheresofendeavour.Althoughtherearesomedifferencesamongt
