by From Asad Zaman This is a continuation of previous post on “The Knowledge of Childless Philosophers“. I would like to clarify some aspects of the theory of knowledge which have become muddled and confused because childless philosophers did not observe how children learn about the world, and acquire knowledge starting from scratch. If they had taken this as the basic model for how we acquire knowledge, they would have been able to avoid a huge number of mistakes. A realist methodology for science starts from the realization that scientific knowledge goes FAR BEYOND the realm of the observable. Electrons, Neutrons, Positrons have different kinds of charges, and act in different – incredible and amazing – ways, but the link between them and observable phenomena is extremely weak and
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from Asad Zaman
This is a continuation of previous post on “The Knowledge of Childless Philosophers“. I would like to clarify some aspects of the theory of knowledge which have become muddled and confused because childless philosophers did not observe how children learn about the world, and acquire knowledge starting from scratch. If they had taken this as the basic model for how we acquire knowledge, they would have been able to avoid a huge number of mistakes.
A realist methodology for science starts from the realization that scientific knowledge goes FAR BEYOND the realm of the observable. Electrons, Neutrons, Positrons have different kinds of charges, and act in different – incredible and amazing – ways, but the link between them and observable phenomena is extremely weak and indirect. One of the readers’ comments on a previous post was: how can we learn about what we cannot observe? read more