Science a GoGo's Home Page Forums General Discussion Not-Quite-Science Forum The leap of faith into absolutes.

The leap of faith into absolutes.

Karl Popper authored the book “The Open Society and Its Enemies”. The concept Popper illustrates in this book sounds much like the concept of a liberal democracy but his concept is more epistemological than political. It is based upon our imperfect comprehension of reality more than our structure of society.

Popper argues that all ideology shares a common characteristic; a belief in their infallibility. Such infallibility is an impossibility, which leads such ideological practitioners to use force to substantiate their views and such repression brings about a closed society.

Popper proposed that the open society is constructed on the recognition that our comprehension of reality is not perfect—there is realty beyond our comprehension and our will cannot compensate for that lack of comprehension. Even though the will of the power structure can manipulate the opinions of the citizens sooner or later reality will defeat the will. Truth does matter and success will not always override truth—truth being reality.

American culture has lost respect for truth. We have been swamped with PR and spin and untruth to such an extent that we have lost confidence in truth and it has lost its value.

I think that many Americans display and embrace their symbols so extravagantly because we have devalued truth and have glorified infallibility. When we reach such a situation ideologies become more and more important and the adoration of symbols is our method of showing our evaluation of our ideology which is one of our gods.

I think that for many Americans the natural sciences have come to represent that which is infallible. Rather than a solution science/technology has become the problem because it is ill used, especially when applying the scientific method when dealing with human problems.

I think that the more attached we are to what we consider to be absolute truth the more we idolize such things as science/technology and symbols such as flags, nations, and religion. Would you agree?

We live in two different worlds.

I recently had occasion to hang out in the waiting area of St Joseph Hospital in Asheville for a few hours. I was free to walk many of the corridors and rest in many of the waiting areas along with everyone else. It was early morning but it was obvious that the hospital functioned fully 24/7.

A person can walk the corridors of any big city hospital and observe the effectiveness of human rationality in action. One can also visit the UN building in NYC or read the morning papers and observe just how ineffective, frustrating and disappointing human rationality can be. Why does human reason perform so well in some matters and so poorly in others?

We live in two very different worlds; a world of technical and technological order and clarity, and a world of personal and social disorder and confusion. We are increasingly able to solve problems in one domain and increasingly endangered by our inability to solve problems in the other.

Normal science is successful primarily because it is a domain of knowledge controlled by paradigms. The paradigm defines the standards, principles and methods of the discipline. It is not apparent to the laity but science moves forward in small incremental steps. Science seldom seeks and almost never produces major novelties.

Science solves puzzles. The logic of the paradigm insulates the professional group from problems that are unsolvable by that paradigm. One reason that science progresses so rapidly and with such assurance is because the logic of that paradigm allows the practitioners to work on problems that only their lack of ingenuity will keep them from solving.

Science uses instrumental rationality to solve puzzles. Instrumental rationality is a systematic process for reflecting upon the best action to take to reach an established end. The obvious question becomes ‘what mode of rationality is available for determining ends?’ Instrumental rationality appears to be of little use in determining such matters as “good” and “right”.

There is a striking difference between the logic of technical problems and that of dialectical problems. The principles, methods and standards for dealing with technical problems and problems of “real life” are as different as night and day. Real life problems cannot be solved only using deductive and inductive reasoning.

Dialectical reasoning methods require the ability to slip quickly between contradictory lines of reasoning. One needs skill to develop a synthesis of one point of view with another. Where technical matters are generally confined to only one well understood frame of reference real life problems become multi-dimensional totalities.

"American culture has lost respect for truth. We have been swamped with PR and spin and untruth to such an extent that we have lost confidence in truth and it has lost its value."

yes, I think so too. But how can we reverse this! I have been pondering about this for a while now, and it is just getting worse. I am a 'Generation Me' person, and so many around me don't care about anything other than themselves and money. We have lost touch of truth, and instead pursue untruth (im not sure if when you wrote 'untruth' you meant the word Orwell used, but thats what I was thinking when i read it, coberst).

Tim

I think that the answer is that people must learn how to make better judgments.

CT is an acronym for Critical Thinking. Everybody considers themselves to be a critical thinker. That is why we need to differentiate among different levels of critical thinking.

Most people fall in the category that I call Reagan thinkers—trust but verify. Then there are those who have taken the basic college course taught by the philosophy dept that I call Logic 101. This is a credit course that teaches the basic principles of reasoning. Of course, a person need not take the college course and can learn the matter on their own effort, but I suspect few do that.

The third level I call CT (Critical Thinking). CT includes the knowledge of Logic 101 and also the knowledge that focuses upon the intellectual character and attitude of critical thinking. It includes knowledge regarding the ego and social centric forces that impede rational thinking.

Most decisions we have to make are judgment calls. A judgment call is made when we must make a decision when there is no “true” or “false” answers. When we make a judgment call our decision is bad, good, or better.

Many factors are involved: there are the available facts, assumptions, skills, knowledge, and especially personal experience and attitude. I think that the two most important elements in the mix are personal experience and attitude.

When we study math we learn how to use various algorithms to facilitate our skill in dealing with quantities. If we never studied math we could deal with quantity on a primary level but our quantifying ability would be minimal. Likewise with making judgments; if we study the art and science of good judgment we can make better decisions and if we never study the art and science of judgment our decision ability will remain minimal.

I am convinced that a fundamental problem we have in this country (USA) is that our citizens have never learned the art and science of good judgment. Before the recent introduction of CT into our schools and colleges our young people have been taught primarily what to think and not how to think. All of us graduated with insufficient comprehension of the knowledge, skills, and attitude necessary for the formulation of good judgment. The result of this inability to make good judgment is evident and is dangerous.

I am primarily interested in the judgment that adults exercise in regard to public issues. Of course, any improvement in judgment generally will affect both personal and community matters.

To put the matter into a nut shell:
1. Normal men and women can significantly improve their ability to make judgments.
2. CT is the domain of knowledge that delineates the knowledge, skills, and intellectual character demanded for good judgment.
3. CT has been introduced into our schools and colleges slowly in the last two or three decades.
4. Few of today’s adults were ever taught CT.
5. I suspect that at least another two generations will pass before our society reaps significant rewards resulting from teaching CT to our children.
6. Can our democracy survive that long?
7. I think that every effort must be made to convince today’s adults that they need to study and learn CT on their own. I am not suggesting that adults find a teacher but I am suggesting that adults become self-actualizing learners.
8. I am convinced that learning the art and science of Critical Thinking is an important step toward becoming a better citizen in today’s democratic society.

Are you familiar with Dewey's "How We Think?"

I note that the definitions of accuracy and precision the first site uses are different than the scientific definitions.

"Rather than a solution science/technology has become the problem because it is ill used"
Then science/technology are not the problem. Miseducation is the problem.

I am not familiar with Dewey' book.

I certainly agree that our educational system is a problem.

As for teaching critical thinking to our school children, it is impossible to teach what you do not know yourself, and most public school teachers do not know what critical thinking is. They think critical thinking is critiquing each other's wardrobes.

Logical thinking is definitely a valuable asset, but not the only way to approach problems. Gary Klein did a lot of interesting research into how experts such as firemen (especially) military people, and nurses make a decision based on insufficient data. He expected them to do some abbreviated version of rational decision making (a la critical thinking, weighted goals, or some such), but found they did most of their decision-making based on recognizing similar situations from experience. He built on this, and developed what he called "recognition-primed" decision making. It works well, probably better than any formal logic-based system for the types of situations these people deal with.

I think few people, at least few Americans, learn the importance of numbers, and to discount small risks. It appears to me that a great many people just think of some outcome or risk as "likely" or "not likely".

For the social and ego influences Coberst mentioned awhile back, I highly recommend a book by Robert Cialdini called "Influence".

Amen!

Mike

I think that teaching algorithms is what our educational system is all about.

I completed a BS degree in EE, which was essentially 4 years of learning the paradigms and algorithms of the engineering profession. The problem with our educational system is that each person memorizes a set of algorithms but never learns how to think so that they can easily move into other intellectual disciples. We never learn how to be rational thinkers but are trained to follow well defined menus and patterns.