ABSTRACT
This chapter explores a general question posed by two disciplines studying the development of scientific models, the philosophy of science and the history of ideas; how are scientific models established? How do they gain their impact? How do they become, how are they validated or refuted, and finally, how do they expire and give birth to new models? What is true for paradigms in the natural sciences must be doubly true for paradigms dealing with dynamic psychological processes in and between groups – not to mention groups of 'scientists' (or professionals) whose common denominator is a paradigm about Group Relations. The origin of the desire for knowledge therefore lies in a self knowledge that is based on knowledge of the other. But wanting to know is not the same as wanting to learn. In fact, in order to be able to learn one has to be able to admit not-knowing, which inevitably creates anxiety and frustration.
