The Sociological Roots of Science
The Sociological Roots of Science
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科学的社会学根源
DOI：
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发表时间：
1942
影响因子：
4.4
通讯作者：
E. Zilsel
中科院分区：
文献类型：
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作者：
E. Zilsel
在1300年至1600年期间，必须区分三个层次的智力活动：大学学者、人文主义者和工匠。大学学者和人文主义者都受到了理性的培训。然而，他们的方法是由他们的专业条件决定的，与科学的方法有很大的不同。教授和人文主义文人都将自由与机械艺术区分开来，鄙视体力劳动、实验和解剖。工匠是这一时期因果思维的先驱。某些高级体力劳动者(艺术家-工程师、外科医生、航海和乐器制造商、测量员、航海员、炮手)试验、解剖并使用定量方法。航海员、测量员和炮手的测量仪器是后来实物仪器的前身。然而，工匠们缺乏有条不紊的智力培训。因此，科学方法的两个组成部分被社会障碍分开：逻辑训练留给上流社会的学者；实验、因果兴趣和定量方法或多或少留给平民工匠。随着技术的进步，实验方法最终克服了社会对体力劳动的偏见，并被受过理性训练的学者采用，科学由此诞生。这是在1600年左右(吉尔伯特、伽利略、培根)完成的。同时，学术争辩的方法和个人荣耀的人文理想被通过科学合作控制自然和促进学术的理想所取代。在社会学上，现代天文学以一种略有不同的方式发展起来。整个过程嵌入在早期资本主义社会的进步中，削弱了集体主义、魔法思维和对权威的信仰，促进了世俗思维、因果思维、理性思维和数量思维。
In the period from 1300 to 1600 three strata of intellectual activity must be distinguished: university scholars, humanists, and artisans. Both university scholars and humanists were rationally trained. Their methods, however, were determined by their professional conditions and differed substantially from the methods of science. Both professors and humanistic literati distinguished liberal from mechanical arts and despised manual labor, experimentation, and dissection. Craftsmen were the pioneers of causal thinking in this period. Certain groups of superior manual laborers (artist-engineers, surgeons, the makers of nautical and musical instruments, surveyors, navigators, gunners) experimented, dissected, and used quantitative methods. The measuring instruments of the navigators, surveyors, and gunners were the forerunners of the later physical instruments. The craftsmen, however, lacked methodical intellectual training. Thus the two components of the scientific method were separated by the social barrier: logical training was reserved for upper-class scholars; experimentation, causal interest, and quantitative method were left to more or less plebeian artisans. Science was born when, with the progress of technology, the experimental method eventually overcame the social prejudice against manual labor and was adopted by rationally trained scholars. This was accomplished about 1600 (Gilbert, Galileo, Bacon). At the same time the scholastic method of disputation and the humanistic ideal of individual glory were superseded by the ideals of control of nature and advancement of learning through scientific co-operation. In a somewhat different way, sociologically, modern astronomy developed. The whole process was imbedded in the advance of early capitalistic society, which weakened collective-mindedness, magical thinking, and belief in authority and which furthered worldly, causal, rational, and quantitative thinking.