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And in General-whether the rights of Foucault in its very conception-to isolate
mental unity not only in Sciences but in the entire periods
cultural development of Europe? Because this plan makes it much
to exaggerate the unity within epistem by the diversity of their elements.
Foucault is forced to compare among themselves the phenomena of different dimensions
(Pearson, piaget), to equate scientists of different grade and weight,
consider the hedgehog developed science in comparison with those areas
the knowledge that in a particular historical period yet were not even
the Sciences (Carves). The subordination of the knowledge of this historical era single
the scheme does not allow to understand and explain the leading role of some Sciences in comparison
with others, for example, the advantage of physics and mathematics before the study
language in the XVIIth century (Curves). It hides from Foucault qualitative specificity
different periods within episitomy, for example, the value of the transition from
the mechanistic to dynamic and from Cartesians to newtonians (Burgelin) or
the differences in the interpretation of the person Descartes and the French enlightenment XVIII
century, still paid to the classical episteme (wehrli). Uniqueness
epistem and stiffness of their internal connections -- that's what prevents us to understand the change
thought structures in historical perspective, (wehrli), leads to
"catastrophism" gaps between them (Colombel). The connection between
elements within episteme only seems hard, it actually
it appears simultaneously arbitrary and circular because the episteme
is all at once and at the same time, the relationship of its constituent elements can
only connection, coincidences (Lebon). Many critics seem
the study of disputes and clashes of opinion within the era more interesting
search of General bases of their unity, if any, available to isolation
(Liberi), and the analysis of the continuity in the ideas and scientific achievements of important
identifying qualitatively distinctive periods of development studies (Stefanini,
Vilar).
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