Background to an evolving story
Some Thoughts on Similarities Between Brain Function and Morphogenesis, and Their Significance for Research Methology and Biological Theory (1988)
getting it less wrong, the brain's way, (2003) bipartite brain, (2005) science as story telling (2005) generativity (beyond deconstructionism/postmodernism), 2005-6 |
With thanks to Michael Krausz (among others):
a deflationary (no appeal to "Truth", "Reality"), non-foundationalist (no presumption that there is a characterizable starting point), pragmatic ("puzzle solving"), non-deterministic, non-terminating, multi-layered, transactionalist perspectivism (no preferred reference frame, new things result from comparing views from different reference frames) that might encourage compassion/social justice but starts with neither |
Bumping up against other stories (multiple non-falsifiable stories, and a there there that isn't everywhere)
Emerging emergence: evolving a form of inquiry that
Issues arisen so far
Let's continue "bumping" emerging emergence against other forms of inquiry to see what emerges ... |
"We may ... have to relinquish the notion that changes of paradigm carry scientists and those who learn from them closer to the truth ... nothing that has been said or will be said makes [science] a process of evolution toward anything ... If we can learn to substitute evolution from-what-we do-know for evolution-toward-what-we-wish-to-know, a number of vexing problems may vanish in the process ...
I cannot yet specify in any detail the consequences of this alternate view of scientific advance. But it helps to recognize that the conceptual transposition here recommended is very close to the one the West undertook just a century ago. When Darwin first published his theory of evolution, what most bothered many professionals was neither the notion of species change nor the possible descent of man from the apes ... For many men the abolition of [a] teleological kind of evolution was the most significant and least palatable of Darwin's suggestions ... What could 'evolution', 'development', and 'progress' mean in the absence of any specified goal? ... The process described [here] as the resolution of revolutions is the selection by conflict within the scientific community of the fittest way to practice future science ... The net result ... is the wonderfully adapted set of instruments we call modern scientific knowledge ... And the entire process may have occurred, as we no suppose biological evolution did, without benefit of a set goal, a permanent fixed truth ..." ------ Thomas Kuhn, The Structure of Scientific Revolutions |
Multi-level architecture and bidirectional causality
science | brain | social organization/culture |
---|---|---|
The relations between observations and interpretations are nested rather than parallel or hierarchical. The relations among physics, biology, social science are nested rather than parallel or hierarchical |
The relations among body/brain/self are nested, rather than parallel or hierarchical |
The relations between individuals and societies/cultures are nested than parallel or (necessarily) hierarchical |
A current evaluation of the generativity of science as story telling/emerging emergence/bipartite brain/?
Local problem solving = "normal science" = "normal" inquiry
More global inquiry = "revolutionary science" = "non-normal" inquiry
Neither "normal" nor "non-normal" should be regarded as perjorative. The two forms of inquiry are mutually interdependent, and together constitute an adaptive structure with a bi-level architecture and bi-directional causation. |
Interesting to think of this in "closed/open" system terms. What this does, in some ways, is to "open" the system by embedding the story teller in the system, treating the story teller as simultaneously describing/being influenced by the system and as an influence on the system (cf Being, Thinking, Story Telling: What It Is and How it Works, Reflectively). There are important (?) resonances to the difficulties of formally handling recursion, as well as to the problems of completeness/consistency. In any case, the simple bottom line at the moment seems to be that "conflict" is a feature rather than a bug, that non-normal inquiry is critically dependent on the tensions between various forms of normal inquiry and needs itself to be in tension, both with normal inquiry and alternate non-normal inquiries? |
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