Guest
Unregistered
G
Paul C. Anagnostopoulos said:Rusty said:
It is clear that I am not the only one who is having difficulties with the definitions of fact, information, knowledge, and learn. Stimpy and I have exchanged a few PMs about this and I'm still uncomfortable. Maybe it's just me, but could someone post definitions of those terms and then could we make sure we agree? That is, agree to use those definitions even if we don't agree with them?
~~ Paul
From chapter 1 of "The Taboo of Subjectivity"
Objectivism.
As noted earlier, perhaps the most central ideal of science has
been the pure objectification of the natural world, and, implicitly, the exclusion of subjective contamination from the pursuit of scientific knowledge. This ideal has so captured the modern mind that scientific knowledge is now often simply equated with objective knowledge. The principle of objectivism demands that science deals with empirical facts testable by empirical methods and verifiable by third-person means. This principle has proven to be very useful in revealing a wide range of facts that are equally accessible to all competent observers. Such facts must be public rather than private;that is to say, they must be accessible to more than one observer. However, there are many other empirical facts—most obviously, our own subjective mental
events—that are accessible only by first-person means and of which the only competent observer is oneself. Another aspect of this principle is that scientific knowledge must be epistemically
objective, that is, observer independent. In its most defensible
guise, this ideal demands that scientists strive to be as free as possible of bias and prejudice in their collection and interpretation of empirical data. In its least defensible form, it demands that scientific knowledge must be free of any subjective, nonscientific influences. This, of course, has never
been true of science or any other branch of human inquiry, as has been amply demonstrated in Thomas Kuhn’s provocative work The Structure of Scientific Revolutions. Even the renowned biologist Jacques Monod, a staunch advocate of scientific materialism, acknowledges that the postulate of objectivity as a condition for true knowledge constitutes what he calls an ethical choice, rather than a matter of fact. This assertion of Monod’s
implies that this principle is not the result of research but is rather a premise that guides a certain kind of research, while prohibiting other types of research from being conducted.
The principle of objectivism, in the sense of the demand for observer independence, simply cannot accommodate the study of subjective phenomena, for it directs one’s attention only to those objects that exist independently of one’s own subjective awareness. It is no wonder then that science presents us with a view of a world in which our own subjective existence is not acknowledged and the notion of the meaning of our existence cannot even be raised.
So there are different classes of knowledge. There is objective knowledge and there is subjective knowledge.
Investing 30 minutes to read chapter 1 of this book may prove worthwhile.