. . .The key concept here for Bachelard is that of rupture, which has four epistemological aspects or categories. These he terms breaks, obstacles, profiles and acts (Gutting, 1989). . . The implications for education from Bachelard's work include at least: the account of rationality; the importance of teaching the history of science and not merely science as it is now; the implications for those research methodologies which appeal to 'a' philosophy of science; the importance of the imagination (in his sense) for rational thought; and the notion of conceptual discontinuity in scientific thought.
- (Jim Marshall. Encyclopaedia of Philosophy of Education: Bachelard)