However, according to Kuhn, the kind of practice to which the student in the sciences is exposed in tutoring labs is secondary respecting that one contained in textbooks. Textbooks teach him how to solve scientific problems giving him examples. Tutoring labs are built as things are specified in textbooks. Every manipulation of objects in those labs is obviously understandable only on the light of the problems and solutions taught by textbooks. Moreover, from a historical point of view, such labs are disastrous because they create conditions quite artificial respecting those ones where past scientists worked.
Equipment is designed and built with resources of a technology unavailable in the past.
These remarks do not imply that Kuhn's view on scientific education is a negative one. We should say that it is negative because education in the humanities, for instance, seems to us to be positive as it aims at giving a critical mind to the student. According to Kuhn, this is something missing in scientific education. Kuhn does not judge this difference between education in the humanities and in natural sciences as a matter of moral value. To this aim, scientific education has a feature to be considered positive, given Kuhn's conception of the scientific development.