Although The Structure of Scientific Revolutions is one of the most influential books of this century, its author, Thomas Kuhn, is notorious for disavowing most of the consequences wrought by his text. Insofar as these consequences have appeared "radical" or "antipositivist," this article argues that they are very misleading, and that Kuhn's complaints are therefore well placed. Indeed, Kuhn unwittingly succeeded where Daniel Bell's The End of Ideology tried and failed, namely, to alleviate the anxieties of alienated academics and defensive (...) policy-makers by teaching them that they could all profit from solving their own paradigmatic puzzles. The influence of tructure is traced from the philosophy of science into the social sciences and science policy. Special attention is paid to the import of the General Education in Science curriculum at Harvard, in which Kuhn taught for most of the period prior to writing tructure. Harvard President James Conant had designed this curriculum in order to keep "pure science" in the good favor of the American public, in whose eyes it suffered after the use of the atomic bomb. While Conant was keen to stress the distinctiveness of science from other social practices, Kuhn's model seemed to provide a blueprint for reconstituting any practice as a science. This enabled potentially antiscientific academics to become scientists themselves, thereby neutralizing any radical challenges to the ends of scientific inquiry. The article concludes by reconstructing some of the inchoate possibilities for radical critique that Kuhn's success preempted, and by making some suggestions for how they may be recovered in the present academic environment. (shrink)