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The Continuity of Scientific Discovery and Its Communication: The Example of Michael Faraday

This paper documents the cognitive strategies that led to Faraday’s first significant scientific discovery. For Faraday, discovery is essentially a matter seeing as, of substituting for the eye all possess the eye of analysis all scientists must develop. In the process of making his first significan...

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Detalles Bibliográficos
Autor principal: Gross, Alan G.
Formato: Texto
Lenguaje:English
Publicado: University of Illinois at Chicago Library 2009
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2850252/
https://www.ncbi.nlm.nih.gov/pubmed/19350498
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author Gross, Alan G.
author_facet Gross, Alan G.
author_sort Gross, Alan G.
collection PubMed
description This paper documents the cognitive strategies that led to Faraday’s first significant scientific discovery. For Faraday, discovery is essentially a matter seeing as, of substituting for the eye all possess the eye of analysis all scientists must develop. In the process of making his first significant discovery, Faraday learns to dismiss the magnetic attractions and repulsions he and others had observed; by means of systematic variations in his experimental set-up, he learns to see these motions as circular: it is the first indication that an electro-magnetic field exists. In communicating his discoveries, Faraday, of course, takes into consideration his various audiences’ varying needs and their differences in scientific competence; but whatever his audience, Faraday learns to convey what it feels like to do science, to shift from seeing to seeing as, from sight to insight.
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spelling pubmed-28502522010-11-29 The Continuity of Scientific Discovery and Its Communication: The Example of Michael Faraday Gross, Alan G. J Biomed Discov Collab Research This paper documents the cognitive strategies that led to Faraday’s first significant scientific discovery. For Faraday, discovery is essentially a matter seeing as, of substituting for the eye all possess the eye of analysis all scientists must develop. In the process of making his first significant discovery, Faraday learns to dismiss the magnetic attractions and repulsions he and others had observed; by means of systematic variations in his experimental set-up, he learns to see these motions as circular: it is the first indication that an electro-magnetic field exists. In communicating his discoveries, Faraday, of course, takes into consideration his various audiences’ varying needs and their differences in scientific competence; but whatever his audience, Faraday learns to convey what it feels like to do science, to shift from seeing to seeing as, from sight to insight. University of Illinois at Chicago Library 2009-02-25 /pmc/articles/PMC2850252/ /pubmed/19350498 Text en http://creativecommons.org/licenses/by/2.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Research
Gross, Alan G.
The Continuity of Scientific Discovery and Its Communication: The Example of Michael Faraday
title The Continuity of Scientific Discovery and Its Communication: The Example of Michael Faraday
title_full The Continuity of Scientific Discovery and Its Communication: The Example of Michael Faraday
title_fullStr The Continuity of Scientific Discovery and Its Communication: The Example of Michael Faraday
title_full_unstemmed The Continuity of Scientific Discovery and Its Communication: The Example of Michael Faraday
title_short The Continuity of Scientific Discovery and Its Communication: The Example of Michael Faraday
title_sort continuity of scientific discovery and its communication: the example of michael faraday
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2850252/
https://www.ncbi.nlm.nih.gov/pubmed/19350498
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