Some approaches to concepts of incommensurability rationality and its impact on pedagogic models at the light of kuhn iana proposal

Abstract

The purpose of this article is to identify the most meaningful characteristics of Thomas Samuel Kuhn’s proposal parting from his work Structure of Scientific Revolutions (1962), which allows, when defending a role for history, (classic distinction between context of discovery and justification), to appeal, as a methodological resource, to historical records; likewise, to interpret theoretic changes as revolutionary supporting on the notion of gestural change of perception by claiming that members of different paradigms see different things even when they look at the same thing; this situation makes it possible to argue about incommesurability, scientific change and realism; to, finally approach the problem of judgment and incommesurability regarding pedagogic models and the impossibility of performing evaluative processes about teaching and learning which purpose is to standardize and homogenize pedagogic dynamics, as well as what they observed.