Forms of Practice, Forms of Knowledge: Method, Notation and the Dynamics of Perspectives in the Life Sciences

科学实践已成为科学研究的中心主题。该项目旨在建立一种新的科学研究过程模式，将科学实践的认知、符号和社会方面结合起来。该模型将用于分析生命科学中的各种研究方案，并描述它们之间的共同点和不同点。通过这种方式，它解释了关于生物现象的多个视角的概念。此外，它还能够解释研究方案之间的动态关系，如多样化、争议性、协作性或整合性。该模型将具体说明认识性知识在科学实践中的作用，即关于如何获得经验性知识的知识。有四种认知知识，可以用认知图式来描述：1)关于知识可以采取的形式的知识(知识图式)；2)关于如何生成给定形式的知识的知识(方法论图式)；3)关于如何根据物质基础设施、社会规则和制度来组织这种工作的知识(组织图式)；4)关于可用于表示给定形式的知识的符号格式的知识(符号图式)。该模型还将认知知识的关系映射到知识生成所涉及的三种活动(认知实践)：1)研究活动(例如，观察、实验、建模)；2)建立和导航基础设施和机构的活动；3)构思事实的活动。这样的活动产生了成群的人、研究材料和各种文物。在该模式的框架内，将对行动和表征在产生知识方面的作用进行综合说明，解释科学事实是如何在物质和社会星座中被描绘出来的。这一说明有别于其他强调多样性和侧重于研究过程具体方面的科学实践说明。它以一种综合的观点补充了实践中科学哲学的专业化，从而推动了该领域的发展。其目的不是为了复兴科学中的统一思想，相反，是为了确定研究计划不同的一些共同的方面(就认识论知识和实践而言)。这使得能够比较研究方案并分析它们之间的动态关系。拟议项目的一条线索是致力于详细开发该模型。第二个研究线索包括来自漫长的20世纪的发育生物学和系统发育学的详细案例研究。虽然案例研究为开发模型提供了经验投入和试验场，但它们本身也构成了重要的调查领域，将受益于模型提供的分析框架。

Scientific practice has become a central theme in science studies. This project aims at a new model of scientific research processes that combines cognitive, semiotic and social aspects of scientific practice. The model will be used to analyse various research programmes in the life sciences and to describe the commonalities and differences between them. In this way it explicates the notion of a plurality of perspectives on biological phenomena. Furthermore, it enables explanations of dynamic relations - such as diversification, controversy, collaboration or integration - between research programmes.The model will specify the role of epistemic knowledge in scientific practice, that is, knowledge about how to gain empirical knowledge. There are four kinds of epistemic knowledge, which can be addressed in terms of cognitive schemata: 1) knowledge about forms knowledge can take (knowledge schemata); 2) knowledge about how to generate knowledge of a given form (methodological schemata); 3) knowledge about how to organise such work in terms of the material infrastructure, social rules and institutions (organisational schemata); 4) knowledge about notational formats that are available to represent knowledge of a given form (notational schemata). The model also maps the relation of epistemic knowledge to three kinds of activities involved in knowledge generation (epistemic practice): 1) research activities (e.g. observation, experimentation, modelling); 2) activities of establishing and navigating infrastructures and institutions; 3) activities of crafting representations of facts. Such activities result in constellations of people, research materials and a variety of artefacts. In the framework of the model an integrated account of the role of action and representation in generating knowledge will be developed that explains how scientific facts become delineated in material and social constellations.This account differs from other accounts of practice in science that emphasize diversity and focus on specific aspects of research processes. It advances the field by complementing the specialization in philosophy of science in practice entailed by such focus with an integrative view. The goal is not to revive the idea of unity in science, but, to the contrary, to identify a number of shared dimensions (in terms of epistemic knowledge and practice) along which research programmes differ. This enables a comparison of research programmes and the analysis of dynamic relations between them.One strand of the proposed project is dedicated to developing the model in detail. A second research strand consists of detailed case studies from developmental biology and phylogenetics in the long 20th century. While the case studies provide empirical input and a testing ground for developing the model, they also constitute important fields of investigation in their own right that will benefit from the analytic framework provided by the model.