The organisation of thought, educational and scientificWhitehead, Alfred North
Philosophy
The organisation of thought, educational and scientific
Whitehead, Alfred North
Education
Now, what is this thought organisation which we call science? The
first aspect of modern science which struck thoughtful observers was
its inductive character. The nature of induction, its importance, and
the rules of inductive logic have been considered by a long series of
thinkers, especially English thinkers: Bacon, Herschel, J. S. Mill,
Venn, Jevons, and others. I am not going to plunge into an analysis
of the process of induction. Induction is the machinery and not the
product, and it is the product which I want to consider. When we
understand the product we shall be in a stronger position to improve
the machinery.
First, there is one point which it is necessary to emphasise. There
is a tendency in analysing scientific processes to assume a given
assemblage of concepts applying to nature, and to imagine that the
discovery of laws of nature consists in selecting by means of inductive
logic some one out of a definite set of possible alternative relations
which may hold between the things in nature answering to these obvious
concepts. In a sense this assumption is fairly correct, especially
in regard to the earlier stages of science. Mankind found itself in
possession of certain concepts respecting nature--for example, the
concept of fairly permanent material bodies--and proceeded to determine
laws which related the corresponding percepts in nature. But the
formulation of laws changed the concepts, sometimes gently by an added
precision, sometimes violently. At first this process was not much
noticed, or at least was felt to be a process curbed within narrow
bounds, not touching fundamental ideas. At the stage where we now
are, the formulation of the concepts can be seen to be as important
as the formulation of the empirical laws connecting the events in the
universe as thus conceived by us. For example, the concepts of life,
of heredity, of a material body, of a molecule, of an atom, of an
electron, of energy, of space, of time, of quantity, and of number. I
am not dogmatising about the best way of getting such ideas straight.
Certainly it will only be done by those who have devoted themselves to
a special study of the facts in question. Success is never absolute,
and progress in the right direction is the result of a slow, gradual
process of continual comparison of ideas with facts. The criterion of
success is that we should be able to formulate empirical laws, that is,
statements of relations, connecting the various parts of the universe
as thus conceived, laws with the property that we can interpret the
actual events of our lives as being our fragmentary knowledge of this
conceived interrelated whole.
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