About

About.

Advertisements

Scientific-Method Thinking 101: A step towards a realistic level of analysis

At some point in time, we are all born.  A statement of no effect, in a way, being so obviously so the case.  However, what may often be missed is that as this growing process of the single individual which becomes the self–that person her or him self– starts off, the prime collecting point of interest is the organ called ‘the brain.’   This happens from some number of post-conception weeks, and accelerates in the later stages of prenatal development.  It continues on into the early years of the second decade in the brains of most of us.  

 

This all points to the center of information integration which amounts to memory.  The matter of memory, regardless of the details of just what it is–in the most specific and accurate neuroscientific terms–that creates, holds, and bind the several categories of memory (episodic, semantic, autobiographical, etc.) together, memory is necessarily a most important aspect of learning and understanding.  This process begins in the womb, the relevant data suggests strongly, and continues (in normal brain build/state circumstances) throughout most of one’s life.  This process, at the very basic, broadly-based sense, is that very process of scientific-method.

 

Thus in the broadest sense, when I use the clause ‘scientific-method thinking,’ I am talking about this process of learning through empirical experience which is only that of the first-person, subjective nature of the individual.  It is equal to that process by which one learns that the glowing part of the heater is hot, that the taste of sugar–as opposed to salt, or flour–is sweet, and the fact that looking at the sun for a somewhat long period of time will cause eye pain; as well as the temporary inability to see normally.  

 

At the level of analysis which is that range of activity and understanding within which we human beings operate and live and die in, we find the basic, and bottom line ‘realm’ of understanding and learning processes.  This ‘realm’ is that which relies solely on the substrate which is the tissue of the organ the brain.  This ‘realm’ is thus that range of empirical learning which builds to the understandings that accumulate over time and trial in large sample space over a large span of time.  This is what scientific-method is in the broadest sense.  It is that which we can but only rely on in the end, and provides that by which we can test all propositions, concepts, ideas, and such–regardless of the content of such–as claims to know of the case being presented in such propositions, concepts, and ideas.  

 

Scientific-method thinking, therefore, is the first step towards providing a realistic, practical, and level-headed means (and tool) for analyzing claims, assertions, and propositions made.  It is the most reliable means, and the only ‘bottom-line’ method we have to do so. 

 

Oliver Carter