Two different aspects of knowledge are frequently distinguished by the logician and philosopher: the non-repetitive and the repetitive. However, this distinction is imperfectly supported by careful observation, since no two objects or events are known to be exactly alike, and no two objects or events are completely different. In spite of this relativisitic state of affairs, there is some value in distinguishing between the thinker or student who is primarily interested in the unique, peculiar and non-repetitive phenomena of experience and (...) the person whose emphasis is on general, repetitive and predictable observations. The approaches and mental operations of these two classes of agents are essentially different, although the world they experience may be the same. The first concentrates on one item at a time, the result being a restriction of his attention away from other objects or events of the same class. The generalizing student usually controls his mental operations fully as much, but in this case attention to the unique is held in abeyance and comparisons are deliberately fostered. The essential difference thus becomes a matter of the rejection of the comparative method of procedure by the first and overwhelming dependence on that method on the part of the generalizer. (shrink)

Although generalization is universally relied on in all scientific thought and is prerequisite to it, many students of scientific methods have neglected to analyze generalizing behavior. This is understandable in view of the fact that generalizing thought begins early in childhood and continues at simple or complex levels through the years of elementary school, high school and college. Most such generalization is clearly pre-critical, following the patterns of parents, playmates and teachers by means of suggestion, imitation and insight. In spite (...) of its universality, however, the process of generalization deserves careful analysis in order that it be fully understood and that errors in interpretation of experience due to faulty generalizing may be avoided. (shrink)

It is widely stated that a hypothesis is necessary to the execution of a scientific investigation. However, the dogmatic acceptance of this, as of every other proposition, is to be condemned until its implications have been adequately explored.It is the writer's view that hypotheses are not prerequisite to every study which contributes to organized and systematic knowledge of the observable world. It is also concluded that the recognition of a problem requiring a solution or a question deserving an answer is (...) a step that must be taken in every sort of systematic study, and, therefore, that a problem is a more important characteristic of scientific method than a hypothesis. (shrink)

Two essentially different approaches to “truth” should be recognized, although they are not in every respect and on all occasions mutually exclusive. If truth be taken to mean the “most adequate idea a mind is able to perceive at any given time,” the process may, first, be one of immediate intuition, insight or inspiration in which conclusions are arrived at without consciousness of the mediate, detailed steps between recognition of a problem and its solution and without considering all of the (...) possible solutions to the problem; or, it may, second, be one of detailed examination and traversal of the various direct and simple steps to the “truth”, as well as the testing of all other methods of arriving at the same truth. The first method may bring about its result “in a flash”, instantaneously, unpredictably; but the second method is never so rapid, always more laborious, and always consumes more time and energy than the first. That is not to say that the first method always involves less elapsed time between inception and completion than the second; often the first method is marked by delays because the mind in question leaps to other trains of thought before obtaining a solution to the first problem. However, the amount of total time used exclusively to answer the question or solve the problem by the first method is much less than for the second. (shrink)