Gaston Bachelard | |
---|---|
Born |
Bar-sur-Aube |
27 June 1884
Died | 16 October 1962 Paris |
(aged 78)
Alma mater |
University of Paris (BA, 1920; D.-ès-Lettres, 1927) |
Era | 20th-century philosophy |
Region | Western philosophy |
School |
Continental philosophy French Rationalism French historical epistemology |
Institutions |
University of Dijon University of Paris |
Main interests
|
Historical epistemology constructivist epistemology, history and philosophy of science, philosophy of art, psychoanalysis, literary theory, education |
Notable ideas
|
Epistemological break, rational materialism, technoscience (techno-science) |
Influences
|
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Signature | |
Gaston Bachelard (French: [baʃlaʁ]; 27 June 1884 – 16 October 1962) was a French philosopher. He made contributions in the fields of poetics and the philosophy of science. To the latter he introduced the concepts of epistemological obstacle and epistemological break (obstacle épistémologique and rupture épistémologique). He influenced many subsequent French philosophers, among them Michel Foucault, Louis Althusser, Dominique Lecourt and Jacques Derrida, as well as the sociologist Pierre Bourdieu.
Bachelard was a postmaster in Bar-sur-Aube, and then studied physics before finally becoming interested in philosophy. He was a professor at Dijon from 1930 to 1940 and then became the inaugural chair in history and philosophy of the sciences at the Sorbonne.
Bachelard's studies of the history and philosophy of science in such works as Le nouvel esprit scientifique ("The New Scientific Spirit", 1934) and La formation de l'esprit scientifique ("The Formation of the Scientific Mind", 1938) were based on his vision of historical epistemology as a kind of psychoanalysis of the scientific mind, or rather of the psychological factors in the development of sciences. For instance, he takes the example of Heisenberg's first chapters of the Physical principles of the quantum theory, where he alternatively defends a corpuscular theory and an undulatory theory, correcting each by the others (The New Scientific Mind, IV). This, claims Bachelard, is an excellent example of the importance of psychological training in sciences, as one should correct spontaneous errors by taking the opposite stance.