蒋玉骅

蒋玉骅
First Name	玉骅
Last Name	蒋
Wikipedia	no entry
wikidata	[[wikidata:{{{wikidata}}}|{{{wikidata}}}]]
Gender	Male
Birthday	2002-03-28
Still alive	TBD

This person's name is 玉骅 蒋.

Short Bio

TEEP 0, Xingjian College, Tsinghua University

蒋玉骅 认知基础2021年秋 主页

Basic Info

Name	蒋玉骅	Class	TEEP 0
Date of Birth	2002-03-28	Gender	Male
Institution	TEEP 0, Xingjian College, Tsinghua Univ.	E-mail	jiangyh20@mails.tsinghua.edu.cn

课程感悟

key-value pair 揭示了复杂网络系统工作原理的本质

科学革命的结构的读后感

Chapter 2：

 Paradigms are theories created by one of the pre-paradigm schools. Though the author gives description rather than explanation of the arduous process of acquiring paradigms, we can conclude that when some theories are universally accepted, and can attract an enduring group of adherents away from competing modes of scientific activity, paradigms that prove able to guide the whole group’s research emerge all of a sudden.
 The emergence of a paradigm contributes to scientific inquiry in seven aspects. First, it makes both fact collection and theory articulation highly directed activities, so scientists no longer explore nature casually or at random. Second, it suggests which experiments will be worth performing so scientists are confident what they are studying is highly relevant. Third, the end of interschool debate ends the constant reiteration of fundamentals. The confidence that they are on the right track encouraged scientists to undertake more precise, esoteric, and consuming sorts of work. Fourth, it transforms a group previously interested merely in the study of nature into a profession or a discipline. Fifth, it marks the beginning of specific classification. Sixth, it creates advanced systems that improve effectiveness and efficiency, in particular, for esoteric work. Above all, it produces scientific community whose members push on to more concrete and recondite problems, and increasingly they report their results in articles addressed to other electricians.
 Ultimately, the emergence of a paradigm is invariably followed by a truth boom, as truth emerges more readily from error than from confusion.

Chapter 3：

 Although paradigms have shown to be particularly revealing of the nature, the match between facts and theories is still imperfect, and scientists have to avoid approximations and obtain satisfactory agreements.
 To do this, they need to answer the following questions. First, how to conduct empirical works to articulate the paradigm? Second, what further explorations relative to theoretical works can they make to classify theoretical problems of normal science? Third, how to use existing theories to predict factual information of intrinsic value?
 All their efforts serve for the reformulation of a paradigm: to articulate the paradigm elegantly and logically in mathematics, which is both theoretical and experimental. The desire for acknowledgement and the ambition for fame ensure scientists to pursue the same goal. Driven by anthropic ultimate curiosity about the nature, they are committed to solve the problems after the acquisition of the paradigm. 
 The problems always exist, as a successful paradigm is not, however, to be either completely successful with a single problem or notably successful with any large number.

Chapter 4：

  What are characteristics of normal science?
  Normal science shares paralleled characteristics with puzzle-solving. First, it offers challenging problems as puzzles that can test ingenuity or skill in solution and thus drive scientists on. Second, the criterion of these problems is the assured existence of a solution, but on the contrary, has nothing to do with the intrinsic value of their outcome. Third, these puzzles are invariably so attractive that scientists attack them with remarkable passion and devotion, holding the conviction that, if only they are skillful enough, they will succeed in solving a puzzle that no one before has solved or solved so well. It is very much the same thing as a child is immersed in solving crossword puzzles that may not give him any benefit.

Above all, like puzzle-solving, normal science has rules. In the same way as all the pieces must be used before you solve a jigsaw puzzle, until certain conditions have been satisfied, no problem can be solved. Rules play the role of established viewpoint or preconception that bound the admissible solutions to theoretical problems. Under the influence of rules, scientists adopt the attitude that the results of their researches must fall into a narrow range that the paradigm restricts. As a child must obey rules in his games without fail, all these rules have undoubtedly held for scientists at all times.