Contemporary articles citing Kuhn T (1962) Structure Sci Revolu

science, so, knowledge, empirical, broader, further, understanding, along, would, theories

Timmermans, Stefan & Iddo Tavory. 2012. "Theory Construction in Qualitative Research: From Grounded Theory to Abductive Analysis." Sociological Theory. 30:3 167-186. Link
A critical pathway for conceptual innovation in the social is the construction of theoretical ideas based on empirical data. Grounded theory has become a leading approach promising the construction of novel theories. Yet grounded theory-based theoretical innovation has been scarce in part because of its commitment to let theories emerge inductively rather than imposing analytic frameworks a priori. We note, along with a long philosophical tradition, that induction does not logically lead to novel theoretical insights. Drawing from the theory of inference, meaning, and action of pragmatist philosopher Charles S. Peirce, we argue that abduction, rather than induction, should be the guiding principle of empirically based theory construction. Abduction refers to a creative inferential process aimed at producing new hypotheses and theories based on surprising research evidence. We propose that abductive analysis arises from actors' social and intellectual positions but can be further aided by careful methodological data analysis. We outline how formal methodological steps enrich abductive analysis through the processes of revisiting, defamiliarization, and alternative casing.

Berger, J, D Willer & M Zelditch. 2005. "Theory Programs and Theoretical Problems." Sociological Theory. 23:2 127-155. Link
Some sociologists argue that sociological theory does not grow and the reason why it does not grow is that the discipline lacks a core of highly developed, almost universally accepted, paradigms; even worse, because it is reflexive, its criteria of problem and theory choice are so noncognitive that there are no paradigms, hence no progress, in its future. We do not question that sociology lacks a core of almost universally accepted paradigms, nor that highly developed paradigms may be a sufficient condition of theory growth, but we question both that universal acceptance of them is necessary and that sociology has nothing like them. We argue that theoretical research programs-sets of strategies, sets of interrelated theories embodying these strategies, and empirical models interpreting these theories-are sufficient for theoretical growth. An examination of three theoretical research programs in this article shows that they perform some of the same functions for theory growth as, in Kuhn, are performed by paradigms. Sociology may lack a universally accepted core, but there are theoretical research programs in sociology, and therefore already there is theory growth if it is looked for in the right place. Nor is there any warrant for the view that because its criteria of problem and theory choice are inescapably noncognitive, there are no paradigms, hence no progress, in sociology's future. If that were true, not only would sociology lack paradigms, but also theoretical research programs. We conclude from our study that sociology need not wait on the emergence of a universally accepted core. It is sufficient for the growth of theory that it develops further its existing theoretical research programs and that it encourages the creation of new programs.

Mirchandani, R. 2005. "Postmodernism and Sociology: From the Epistemological to the Empirical." Sociological Theory. 23:1 86-115. Link
This article investigates the place of postmodernism in sociology today by making a distinction between its epistemological and empirical forms. During the 1980s and early 1990s, sociologists exposited, appropriated, and normalized an epistemological postmodernism that thematizes the tentative, reflective, and possibly shifting nature of knowledge. More recently, however, sociologists have recognized the potential of a postmodern theory that turns its attention to empirical concerns. Empirical postmodernists challenge classical modern concepts to develop research programs based on new concepts like time-space reorganization, risk society, consumer capitalism, and postmodern ethics. But they do so with an appreciation for the uncertainty of the social world, ourselves, our concepts, and our commitment to our concepts that results from the encounter with postmodern epistemology. Ultimately, this article suggests that understanding postmodernism as a combination of these two moments can lead to a sociology whose epistemological modesty and empirical sensitivity encourage a deeper and broader approach to the contemporary social world.

Black, D. 2000. "Dreams of Pure Sociology." Sociological Theory. 18:3 343-367. Link
Unlike older sciences such as physics and biology, sociology has never had a revolution. Modern sociology is still classical-largely psychological, teleological, and individualistic-and evert less scientific than classical sociology. But pure sociology is different: It predicts and explains the behavior of social life with its location and direction in social space-its geometry. Here I illustrate pure sociology with formulations about the behavior of ideas, ideas, including a theory of scienticity that predicts and explains the degree to which an idea is likely to be scientific (testable, general, simple, valid, and original). For example: Scienticity is a curvilinear function of social distance from the subject. This formulation explains numerous facts about the history and practice of science, such as why some sciences evolved earlier and faster than others and why so much sociology is so unscientific. Because scientific theory is the most scientific science, the theory of scienticity also implies a theory of theory and a methodology far the development of theory.

Burawoy, M. 1998. "The Extended Case Method." Sociological Theory. 16:1 4-33. Link
In this article I elaborate and codify the extended case method. which deploys participant observation to locate everyday life in its extralocal and historical context. The extended case method emulates a reflexive model of science that takes as its premise the intersubjectivity of scientist and subject of study: Reflexive science valorizes intervention, process, structuration, and theory reconstruction. It is the Siamese twin of positive science that proscribes reactivity but upholds reliability replicability, and representativeness. Positive science, exemplified by survey research, works on the principle of the separation between scientists and the subjects they examine. Positive science is limited by ``context effects'' (interview: respondent, field, and situational effects) while reflex ive science is limited by ``power effects'' (domination, silencing, objectification, and normalization). The article concludes by considering the implications of having two models of science rather than one, both of which are necessarily flawed. Throughout I use a study of postcolonialism to illustrate both the virtues and the shortcomings of the extended case method. Methodology can only bring us reflective understanding of the means which have demonstrated their value in practice by raising them to the level of explicit consciousness; it is no more the precondition of fruitful intellectual work than the knowledge of anatomy is the precondition of ``correct'' walking.

Pels, D. 1996. "Karl Mannheim and the Sociology of Scientific Knowledge: Toward a New Agenda." Sociological Theory. 14:1 30-48. Link
In previous decades, a regrettable divorce has arisen between two currents of theorizing and research about knowledge and science: the Mannheimian and Wittgensteinian traditions. The radical impulse of the new social studies of science in the early 1970s was initiated not by followers of Mannheim, but by Wittgensteinians such as Kuhn, Bloor, and Collins. This paper inquires whether this Wittgensteinian program is not presently running into difficulties that might be resolved to some extent by reverting to a more traditional and broader agenda of research. A social theory of knowledge (or social epistemology) along Mannheimian lines would not only reinstate the ``magic triangle'' of epistemology, sociology, and ethics, and hence revive the vexed problem of ``ideology critique,'' but would also need to reincorporate the social analysis of science into a broader macrosocial theory about the ``knowledge society.''