A scientific community cannot practice its trade without some set of received beliefs. These beliefs form the foundation of the "educational initiation that prepares and licenses the student for professional practice". The nature of the "rigorous and rigid" preparation helps ensure that the received beliefs are firmly fixed in the student's mind. Scientists take great pains to defend the assumption that scientists know what the world is like...To this end, "normal science" will often suppress novelties which undermine its foundations. Research (...) is therefore not about discovering the unknown, but rather "a strenuous and devoted attempt to force nature into the conceptual boxes supplied by professional education". (shrink)

This book reformulates the sociological subdiscipline known as the sociology of knowledge. Knowledge is presented as more than ideology, including as well false consciousness, propaganda, science and art.

In this 1958 book, Professor Hanson turns to an equally important but comparatively neglected subject, the philosophical aspects of research and discovery.

This volume focuses on key conceptual issues in the social sciences, such as Winch's idea of a social science, structuralism, Malinowski and Evans-Pritchard, and the concept of kinship. In particular it deals with such problems as the relationship of nature and culture, the relevance of concepts drawn from within a given society to its understanding, and the relation of theory to time.