Paradigm and Objectivity in the Sciences


 The concept of paradigm became, in the middle last century, a central philosophical discussion about nature scientific knowledge. However, little attention has been paid to strength this constitution senses general and, particular, its role transmission and acquisition new concepts, not only community scientists, but also among basic-science teachers students. I argue that Wittgensteinian-inspired reflection on transcendental use concept, as part grammar can clarify fundamental questions activity (avoiding both dogmatic relativistic conceptions), provide us with clues identify sufficient, though necessary, conditions so something becomes an object for thinking context school education.