Abstract
The “new” or post-Kuhnian philosophy of science emphasizes a historical, comparative assessment of research traditions; here, its use as a critical perspective on current research traditions is explored, with process- product research on teaching as a living example. The research tradition's assumptions about the nature of teaching and the proper methods for studying it are criticized, and an approach that emphasizes different outlooks is recommended. Reflection on the philosophical approach itself leads to recommendations of caution and suggests the philosopher's responsibility to be more than negatively critical. The power of the approach is seen in its results.
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