A Class Room Logic: Deductive and Inductive, with Special Application to the Science and Art of TeachingMcNair, George Hastings
Philosophy
A Class Room Logic: Deductive and Inductive, with Special Application to the Science and Art of Teaching
McNair, George Hastings
Logic
_A crucial fact is one which leads immediately to the formation of
a reasonable hypothesis._ It is not to be inferred from this that
the same fact becomes a crucial one to _all_ alike. The falling of
the apple was only crucial to a genius like Newton. With the average
only _extraordinary_ facts become crucial; but with the genius any
_ordinary_ fact may become crucial. Both the scholar and the genius may
have the foundation facts, but only the latter may be able to read into
a dry fact or event, a new world of truth.
(2) Forming an Hypothesis.
From the viewpoint of logical correctness, the matter of hypothesis
has received due attention in an antecedent chapter; we need now
to look at the subject through the eyes of the discoverer, not the
logician. The crucial fact at first creates an intellectual perplexity
which is accompanied with an uneasy, dissatisfied state of mind. This
unsatisfied feeling drives the intellect to protracted thought. As a
final result some hypothesis is constructed which seems to explain the
crucial fact. Here is where analogy functions in a most vital manner.
No hypothesis is forthcoming unless it resembles the crucial fact. It
has been remarked elsewhere that analogy is the basic element in the
forming of hypotheses. So it transpires, that the protracted thought
referred to, is virtually a mental effort to detect significant
resemblances between the well known crucial fact, and some hypothetical
fact which the imagination may picture. To put it differently: The
crucial fact arouses a mental state of unrest which in turn drives
the mind to a “still hunt” for _relations_. The establishment of the
hypothesis is simply a makeshift, designed to satisfy this “mental
urge.” In the discovery of Neptune the crucial fact, the deviation of
Uranus, produced a state of uneasiness in the minds of the astronomers.
Surely something was wrong. This urged them to further meditation,
which finally resulted in the hypothesis that there must be an unknown
planet beyond the orbit of Uranus. They assumed, of course, that the
relation between this supposed planet and Uranus was analogous to the
relation between any two of the known planets. In the case of Newton
the falling apple stirred his astute mind to the assumption that the
same force which pulled the apple, likewise pulled the moon towards the
earth. Here we have again (1) the crucial fact, (2) the mental urge,
(3) the analogous hypothesis.
(3) Verification.
Forming an hypothesis only partly fulfills the demands of an
unsatisfied intellect. The true discoverer, being possessed with a
passion for truth, seeks for “the truth, the whole truth, and nothing
but the truth.” In consequence the hypothesis is subjected to tests
which may lead to its confirmation, its rejection, or its modification.
Public-domain text, read in full here on John Shaqi.
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