Ma Crepe Suzette

Posted in Uncategorized with tags on December 17, 2010 by telescoper

While I’m in a festive mood, here’s a party piece to end all party pieces. It’s a tribute to French language and culture, performed by the sublime Kenneth Williams.


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A Child’s Christmas in Wales

Posted in Literature with tags , on December 17, 2010 by telescoper

There are only two kinds of people in the world: those who have heard Dylan Thomas reading his wonderfully lyrical short story A Child’s Christmas in Wales; and those who haven’t. I’ve heard it hundreds of times, like a favourite piece of music. Technically it’s a prose work, but it’s prose that’s so close to poetry that it really defies categorisation. Either way, the language certainly has a musical quality, and the author’s voice brings it to life in a way nobody else has ever been able to. It’s also shot through with flashes of a dry offbeat humour that tickle my fancy any time of the year. Christmas is near, and the snow is being shaken out of whitewash buckets down the sky as I write, so I thought it would be a good time to share it. I think it’s magical.


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Spare me the Passive Voice!

Posted in Education with tags , , , , , on December 16, 2010 by telescoper

I’ve felt a mini-rant brewing for a few days now, as I’ve been reading through some of the interim reports my project students have written. I usually quite enjoy reading these, in fact. They’re not too long and I’m usually pretty impressed with how the students have set about the sometimes tricky things I’ve asked them to do. One pair, for example, is reanalysing the measurements made at the 1919 Eclipse expedition that I blogged about here, which is not only interesting from a historical point of view but which also poses an interesting challenge for budding data analysts.

So it’s not the fact that I have to read these things that annoys me, but the strange way students write them, i.e. almost entirely in the passive voice, e.g. “The experiment was calibrated using a phlogiston normalisation widget…”.

I accept that people disagree about whether the passive voice is good style or not. Some journals actively encourage the passive voice while others go the opposite way entirely . I’m not completely opposed to it, in fact, but I think it’s only useful either when the recipient of the action described in the sentence is more important than the agent, or when the agent is unknown or irrelevant. There’s nothing wrong with “My car has been stolen” (passive voice) since you would not be expected to know who stole it. On the other hand “My Hamster has been eaten by Freddy Starr” would not make a very good headline.

The point is that the construction of a statement in the passive voice in English is essentially periphrastic in that it almost inevitably involves some form of circumlocution – either using more words than necessary to express the meaning or being deliberately evasive by introducing ambiguity. Both of these failings should be avoided in scientific writing.

Apparently our laboratory instructors tell students to write their reports in the passive voice as a matter of course. I think this is just wrong. In a laboratory report the student should describe what he or she did. Saying what “was done” often leaves the statement open to the interpretation that somebody else did it. The whole point of a laboratory report is surely for the students to describe their own actions. “We calibrated the experiment..” is definitely to be preferred to the form I gave above.

Sometimes it is appropriate to use the passive voice because it is the correct grammatical construction in the circumstances. Sometimes also the text just seems to work better that way too. But having to read an entire document written in the passive voice drives me to distraction. It’s clumsy and dull.

In scientific papers, things are a little bit different but I still think using the active voice makes them easier to read and less likely to be ambiguous. In the introduction to a journal paper it’s quite acceptable to discuss the background to your work in the passive voice, e.g. “it is now generally accepted that…” but when describing what you and your co-authors have done it’s much better to use the active voice. “We observed ABC1234 using the Unfeasibly Large Telescope..” is, to my mind, much better than “Observations of ABC1234 were made using..”.

Reading back over this post I notice that I have jumped fairly freely between active and passive voice, thus demonstrating that I don’t have a dogmatic objection to its use. What I’m arguing is that it shouldn’t be the default, that’s all.

My guess is that a majority of experimental scientists won’t agree with this opinion, but a majority of astronomers and theoreticians will.

This guess will now be tested using a poll…


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Science funding can’t be democratic if education isn’t

Posted in Politics with tags , , , on December 15, 2010 by telescoper

An opinion piece in New Scientist by Dan Hind (who apparently has a new book out) just caught my eye, and I couldn’t resist a quick comment.

The piece makes some good points. One is that much current science funding is actually nothing more than a direct subsidy for private industry. This troubles me. As I’ve blogged before, I think research that really is near-market shouldn’t be funded by the tax payer but by private investment by banks or venture capitalists. Publically funded science should be for speculative research that, regardless of whether it pays off commercially, is good from a cultural and intellectual perspective. I know I’m in a minority of my colleagues on this, but that’s what I think.

Where I disagree strongly with Dan Hind is the suggestion that science funding should be given

… to new bodies set up to allocate resources on the basis of a democratic vote. Scientists could apply to these bodies for funding and we could all have a say in what research is given support.

I can see that there are good intentions behind this suggestion, but in practice I think it would be a disaster. The problem is that the fraction of the general population that knows enough about science to make informed decisions about where to spend funding is just too small. That goes for the political establishment too.

If we left science funding to a democratic vote we’d be wasting vaulable taxpayer’s money on astrology, homeopathy and who knows what other kind of new age quackery. It’s true that the so-called experts get it wrong sometimes, but if left to the general public things would only get worse. I wish things were different, but this idea just wouldn’t work.

On the other hand, I don’t at all disagree with the motivation behind this suggestion. In an increasingly technologically-driven society, the gap between the few in and the many out of the know poses a grave threat to our existence as an open and inclusive democracy. The public needs to be better informed about science (as well as a great many other things). Two areas need attention.

In fields such as my own, astronomy, there’s a widespread culture of working very hard at outreach. This overarching term includes trying to get people interested in science and encouraging more kids to take it seriously at school and college, but also engaging directly with members of the public and institutions that represent them. Not all scientists take the same attitude, though, and we must try harder. Moves are being made to give more recognition to public engagement, but a drastic improvement is necessary if our aim is to make our society genuinely democratic.

But the biggest issue we have to confront is education. The quality of science education must improve, especially in state schools where pupils sometimes don’t have appropriately qualified teachers and so are unable to learn, e.g. physics, properly. The less wealthy are becoming systematically disenfranchised through their lack of access to the education they need to understand the complex issues relating to life in an advanced technological society.

If we improve school education, we may well get more graduates in STEM areas too although this government’s cuts to Higher Education make that unlikely. More science graduates would be good for many reasons, but I don’t think the greatest problem facing the UK is the lack of qualified scientists – it’s that too few ordinary citizens have even a vague understanding of what science is and how it works. They are therefore unable to participate in an informed way in discussions of some of the most important issues facing us in the 21st century.

We can’t expect everyone to be a science expert, but we do need higher levels of basic scientific literacy throughout our society. Unless this happens we will be increasingly vulnerable to manipulation by the dark forces of global capitalism via the media they control. You can see it happening already.


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Take a note from me…

Posted in Education with tags , , , , on December 14, 2010 by telescoper

Having just given a lecture on probability and statistics to our first-year postgraduate students I thought I’d indulge in a bit of reflective practice (as the jargon goes) and make a few quick comments on teaching to see if I can generate some reaction. Part of the reason for doing this is that while I was munching my coffee and drinking my toast this morning – I’m never very coordinated first thing – I noticed an interesting post by a student on a blog  that somehow wound up referring some traffic to one of my old posts about lecture notes.

I won’t repeat the entire content of my earlier discussion, but one of the main points I made was about how inefficient many students are at taking notes during lectures, so much so that the effort of copying things onto paper must surely prevent them absorbing the intellectual content of the lecture.

I dealt with this problem when I was an undergraduate by learning to write very quickly without looking at the paper as I did so. That way I didn’t waste time moving my head to and fro between paper and screen or blackboard. Of course, the notes I produced using this method weren’t exactly aesthetically pleasing, but my handwriting is awful at the best of times so that didn’t make much difference to me. I always wrote my notes up more neatly after the lecture anyway. But the great advantage was that I could write down everything in real time without this interfering with my ability to listen to what the lecturer was saying.

An alternative to this approach is to learn shorthand, or invent your own form of abbreviated language. This approach is, however, unlikely to help you take down mathematical equations quickly…

My experience nowadays is that students aren’t used to taking notes like this, so they struggle to cope with the old-fashioned chalk-and-talk style of teaching that some lecturers still prefer. That’s probably because they get much less practice at school than my generation. Most of my school education was done via the blackboard..

Nowadays,  most lecturers use more “modern” methods than this. Many lecture using powerpoint, and often they give copies of the slides to students. Others give out complete sets of printed notes before, during, or after lectures. That’s all very well, I think, but what are the students supposed to be doing during the lecture if you do that? Listen, of course, but if there is to be a long-term benefit they should take notes too.

Even if I hand out copies of slides or other notes, I always encourage my students to make their own independent set of notes, as complete as possible. I don’t mean copying down what they see on the screen and what they may have on paper already, but trying to write down what I say as I say it. I don’t think many take that advice, which means much of the spoken illustrations and explanations I give don’t find their way into any long term record of the lecture.

And if the lecturer just reads out the printed notes, adding nothing by way of illustration or explanation, then the audience is bound to get bored very quickly.

My argument, then, is that regardless of what technology the lecturer uses, whether he/she gives out printed notes or not, then if the students can’t take notes accurately and efficiently then lecturing is a complete waste of time.

I like lecturing, because I like talking about physics and astronomy, but as I’ve got older I’ve become less convinced that lectures play a useful role in actually teaching anything. I think we should use lectures more sparingly, relying more on problem-based learning to instil proper understanding. When we do give lectures, they should focus much more on stimulating interest by being entertaining and thought-provoking. They should not be for the routine transmission of information, which is far too often the default.

Next year we’ll rolling out a new set of courses here in the School of Physics & Astronomy at Cardiff University. The express intent of this is to pare down the amount of material lectured to create more space for other types of activity, especially more exercise classes for problem-based learning. The only way to really learn physics is by doing it.

I’m not saying we should scrap lectures altogether. At the very least they have the advantage of giving the students a shared experience, which is good for networking and building a group identity. Some students probably get a lot out of lectures anyway, perhaps more than I did when I was their age. But different people benefit from different styles of teaching, so we need to move away from lecturing as the default option.

I don’t think I ever learned very much about physics from lectures, but I’m nevertheless glad I learned out how to take notes the way I did because I find it useful in all kinds of situations. Note-taking is a transferable skill, but it’s also a dying art.


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Ulysses

Posted in Poetry with tags , , on December 13, 2010 by telescoper

I hope you don’t mind me digging  into my poetry collection for today’s post. It’s the last week of term and the days are so manic with so much to do I’m struggling to find time to post anything original. This poem, Ulysses by Alfred Lord Tennyson,  comes from the file marked “uplifting”. Like many great poems it works on several levels. It’s a scholarly treatment, with references to Virgil, Homer, and even Shakespeare. It carries a universal message not to surrender meekly to the advancing years. Above all, though, it’s a dramatic monologue, its forceful use of language, for my money, the match for anything in Shakespeare. If any poem needs to be read out loud to be enjoyed, this is it…

It little profits that an idle king,
By this still hearth, among these barren crags,
Matched with an aged wife, I mete and dole
Unequal laws unto a savage race,
That hoard, and sleep, and feed, and know not me.

I cannot rest from travel: I will drink
Life to the lees: all times I have enjoyed
Greatly, have suffered greatly, both with those
That loved me, and alone; on shore, and when
Through scudding drifts the rainy Hyades
Vext the dim sea: I am become a name;
For always roaming with a hungry heart
Much have I seen and known; cities of men
And manners, climates, councils, governments,
Myself not least, but honoured of them all;
And drunk delight of battle with my peers;
Far on the ringing plains of windy Troy.
I am part of all that I have met;
Yet all experience is an arch wherethrough
Gleams that untravelled world, whose margin fades
For ever and for ever when I move.
How dull it is to pause, to make an end,
To rust unburnished, not to shine in use!
As though to breath were life. Life piled on life
Were all to little, and of one to me
Little remains: but every hour is saved
From that eternal silence, something more,
A bringer of new things; and vile it were
For some three suns to store and hoard myself,
And this gray spirit yearning in desire
To follow knowledge like a sinking star,
Beyond the utmost bound of human thought.

This is my son, mine own Telemachus,
To whom I leave the scepter and the isle
Well-loved of me, discerning to fulfill
This labour, by slow prudence to make mild
A rugged people, and through soft degrees
Subdue them to the useful and the good.
Most blameless is he, centered in the sphere
Of common duties, decent not to fail
In offices of tenderness, and pay
Meet adoration to my household gods,
When I am gone. He works his work, I mine.

There lies the port; the vessel puffs her sail:
There gloom the dark broad seas. My mariners,
Souls that have toiled, and wrought, and thought with me
That ever with a frolic welcome took
The thunder and the sunshine, and opposed
Free hearts, free foreheads you and I are old;
Old age had yet his honour and his toil;
Death closes all: but something ere the end,
Some work of noble note, may yet be done,
Not unbecoming men that strove with Gods.
The lights begin to twinkle from the rocks:
The long day wanes: the slow moon climbs: the deep
Moans round with many voices. Come, my friends,
‘Tis not too late to seek a newer world.
Push off, and sitting well in order smite
The sounding furrows; for my purpose holds
To sail beyond the sunset, and the baths
Of all the western stars, until I die.
It may be that the gulfs will wash us down:
It may be we shall touch the Happy Isles,
And see the great Achilles, whom we knew.
Though much is taken, much abides; and though
We are not now that strength which in the old days
Moved earth and heaven; that which we are, we are,
One equal-temper of heroic hearts,
Made weak by time and fate, but strong in will
To strive, to seek, to find, and not to yield.

And I couldn’t resist putting this little clip of the late John Gielgud‘s majestic reading of the last few measures. Forget the fact that it’s from a commercial for a bank and, in my opinion, is nearly ruined by completely unnecessary and intrusive musical accompaniment, just listen to the words and how Gielgud (near the end of his own life)  gets perfectly inside their meaning.   There’s none of Dylan Thomas’ “rage against the dying of the light” here, just a dignified refusal to surrender. Listen to the way he speaks “..until I die”, and you’ll understand what I mean.


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Messiah

Posted in Biographical, Music with tags , , , on December 12, 2010 by telescoper

Just back from St David’s Hall, Cardiff, where I’ve been listening to a performance of Handel‘s great oratorio Messiah by the Orchestra, Soloists and Chorus of Welsh National Opera under the baton of Conductor Lothar Koenigs. I haven’t got time to write much (as I’m famished), but I enjoyed the concert so much I wanted to write something before the buzz disappeared.

I don’t mind admitting that Messiah is a piece that’s redolent with nostalgia for me – some of the texts remind me a lot of Sunday School and singing in a church choir when I was little and then, a bit later, listening to the whole thing at Christmas time at the City Hall in Newcastle. I loved it then, and still do now, almost 40 years later. I know it’s possible to take nostalgia too far – nobody can afford to spend too much time living in the past – but I think it’s good to stay in contact with your memories and the things that shaped you when you were young. I haven’t seen Messiah live for a very long time, and tonight was like meeting an old friend after a long absence, and discovering that he’s just like you remembered him all those years ago.

Setting aside the wistful reminiscences it brought to mind, tonight’s performance was in any case exceptional. The Orchestra of WNO was on top form, and Lothar Koenigs directed them with great skill and vision. The tempo might have been a bit brisk in places for some tastes – or so I was told in the bar at the interval – but I thought the pace was excellent. Soprano Laura Mitchell and tenor Robin Tritschler both sang with crystal clarity, and bass baritone Darren Jeffrey was in fine voice too. Mezzo Patricia Bardon seemed to struggle a little bit to assert herself; her chest tones have a slightly woolly sound which at times got lost in the undergrowth of the orchestra’s string section, but that was only a problem in a few places.

The centerpiece of the performance, however, was a magnificent display by the WNO chorus. They were kept under a pretty tight rein for most of the time by Chorus Master Stephen Harris, who had them holding back enough in reserve that when they unleashed the full fortissimo the dramatic effect was truly thrilling. Little surprise that they got such warm applause at the end; I thought they were magnificent.

The one thing I wasn’t sure about before the concert started was whether and to what extent the folk at St David’s Hall would observe the tradition of standing during the Hallelujah Chorus. I’ve never been sure how widespread this practice was; it was definitely accepted (and indeed expected) way back when in the City Hall, Newcastle, but I fear many in the rest of the UK think of us Geordies as uncivilised rabble and for all I knew the posher parts of England might have abandoned this quaint practice decades ago.

Cardiff is actually a bit like Newcastle in some ways, but the tradition of music making is much stronger here in Wales. On the other hand -as one of my former colleagues from London days warned me when he heard I’d decided to move here – Cardiff is also a bit old-fashioned. I know what he meant, and I think he was right, but I don’t think it’s at all the worse for being so.

Anyway, I was delighted that, when the time came for the Hallelujah Chorus, the entire audience rose as one to its feet to hear a stunning rendition of this most majestic piece of music. It was King George II’s decision to stand in acknowledgement of Handel’s genius that initiated this ritual, and there’s a very special feeling knowing that you’re celebrating something that’s been celebrated the same way for over 250 years and is still something that’s completely exhilirating to listen to.


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Years

Posted in Poetry, The Universe and Stuff with tags , , on December 12, 2010 by telescoper

 

They enter as animals from the outer
Space of holly where spikes
Are not thoughts I turn on, like a Yogi,
But greenness, darkness so pure
They freeze and are.

O God, I am not like you
In your vacuous black,
Stars stuck all over, bright stupid confetti.
Eternity bores me,
I never wanted it.

What I love is
The piston in motion —-
My soul dies before it.
And the hooves of the horses,
Their merciless churn.

And you, great Stasis —-
What is so great in that!
Is it a tiger this year, this roar at the door?
It is a Christus,
The awful

God-bit in him
Dying to fly and be done with it?
The blood berries are themselves, they are very still.

The hooves will not have it,
In blue distance the pistons hiss.

by Sylvia Plath (1932-63).

Et in Arcadia Lego…

Posted in The Universe and Stuff with tags , , on December 11, 2010 by telescoper

The Antikythera Mechanism is a remarkable mechanical computer that’s thought to date from somewhere around 150 B.C. Our own Mike Edmunds is the lead academic on the Antikythera Mechanism Research Project which has been studying this amazing artefact so I thought he and other Cardiff folks would enjoy this, which shows a reproduction of the device made from Lego:


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Deductivism and Irrationalism

Posted in Bad Statistics, The Universe and Stuff with tags , , , , , , , , , , , on December 11, 2010 by telescoper

Looking at my stats I find that my recent introductory post about Bayesian probability has proved surprisingly popular with readers, so I thought I’d follow it up with a brief discussion of some of the philosophical issues surrounding it.

It is ironic that the pioneers of probability theory, principally Laplace, unquestionably adopted a Bayesian rather than frequentist interpretation for his probabilities. Frequentism arose during the nineteenth century and held sway until recently. I recall giving a conference talk about Bayesian reasoning only to be heckled by the audience with comments about “new-fangled, trendy Bayesian methods”. Nothing could have been less apt. Probability theory pre-dates the rise of sampling theory and all the frequentist-inspired techniques that modern-day statisticians like to employ.

Most disturbing of all is the influence that frequentist and other non-Bayesian views of probability have had upon the development of a philosophy of science, which I believe has a strong element of inverse reasoning or inductivism in it. The argument about whether there is a role for this type of thought in science goes back at least as far as Roger Bacon who lived in the 13th Century. Much later the brilliant Scottish empiricist philosopher and enlightenment figure David Hume argued strongly against induction. Most modern anti-inductivists can be traced back to this source. Pierre Duhem has argued that theory and experiment never meet face-to-face because in reality there are hosts of auxiliary assumptions involved in making this comparison. This is nowadays called the Quine-Duhem thesis.

Actually, for a Bayesian this doesn’t pose a logical difficulty at all. All one has to do is set up prior probability distributions for the required parameters, calculate their posterior probabilities and then integrate over those that aren’t related to measurements. This is just an expanded version of the idea of marginalization, explained here.

Rudolf Carnap, a logical positivist, attempted to construct a complete theory of inductive reasoning which bears some relationship to Bayesian thought, but he failed to apply Bayes’ theorem in the correct way. Carnap distinguished between two types or probabilities – logical and factual. Bayesians don’t – and I don’t – think this is necessary. The Bayesian definition seems to me to be quite coherent on its own.

Other philosophers of science reject the notion that inductive reasoning has any epistemological value at all. This anti-inductivist stance, often somewhat misleadingly called deductivist (irrationalist would be a better description) is evident in the thinking of three of the most influential philosophers of science of the last century: Karl Popper, Thomas Kuhn and, most recently, Paul Feyerabend. Regardless of the ferocity of their arguments with each other, these have in common that at the core of their systems of thought likes the rejection of all forms of inductive reasoning. The line of thought that ended in this intellectual cul-de-sac began, as I stated above, with the work of the Scottish empiricist philosopher David Hume. For a thorough analysis of the anti-inductivists mentioned above and their obvious debt to Hume, see David Stove’s book Popper and After: Four Modern Irrationalists. I will just make a few inflammatory remarks here.

Karl Popper really began the modern era of science philosophy with his Logik der Forschung, which was published in 1934. There isn’t really much about (Bayesian) probability theory in this book, which is strange for a work which claims to be about the logic of science. Popper also managed to, on the one hand, accept probability theory (in its frequentist form), but on the other, to reject induction. I find it therefore very hard to make sense of his work at all. It is also clear that, at least outside Britain, Popper is not really taken seriously by many people as a philosopher. Inside Britain it is very different and I’m not at all sure I understand why. Nevertheless, in my experience, most working physicists seem to subscribe to some version of Popper’s basic philosophy.

Among the things Popper has claimed is that all observations are “theory-laden” and that “sense-data, untheoretical items of observation, simply do not exist”. I don’t think it is possible to defend this view, unless one asserts that numbers do not exist. Data are numbers. They can be incorporated in the form of propositions about parameters in any theoretical framework we like. It is of course true that the possibility space is theory-laden. It is a space of theories, after all. Theory does suggest what kinds of experiment should be done and what data is likely to be useful. But data can be used to update probabilities of anything.

Popper has also insisted that science is deductive rather than inductive. Part of this claim is just a semantic confusion. It is necessary at some point to deduce what the measurable consequences of a theory might be before one does any experiments, but that doesn’t mean the whole process of science is deductive. He does, however, reject the basic application of inductive reasoning in updating probabilities in the light of measured data; he asserts that no theory ever becomes more probable when evidence is found in its favour. Every scientific theory begins infinitely improbable, and is doomed to remain so.

Now there is a grain of truth in this, or can be if the space of possibilities is infinite. Standard methods for assigning priors often spread the unit total probability over an infinite space, leading to a prior probability which is formally zero. This is the problem of improper priors. But this is not a killer blow to Bayesianism. Even if the prior is not strictly normalizable, the posterior probability can be. In any case, given sufficient relevant data the cycle of experiment-measurement-update of probability assignment usually soon leaves the prior far behind. Data usually count in the end.

The idea by which Popper is best known is the dogma of falsification. According to this doctrine, a hypothesis is only said to be scientific if it is capable of being proved false. In real science certain “falsehood” and certain “truth” are almost never achieved. Theories are simply more probable or less probable than the alternatives on the market. The idea that experimental scientists struggle through their entire life simply to prove theorists wrong is a very strange one, although I definitely know some experimentalists who chase theories like lions chase gazelles. To a Bayesian, the right criterion is not falsifiability but testability, the ability of the theory to be rendered more or less probable using further data. Nevertheless, scientific theories generally do have untestable components. Any theory has its interpretation, which is the untestable baggage that we need to supply to make it comprehensible to us. But whatever can be tested can be scientific.

Popper’s work on the philosophical ideas that ultimately led to falsificationism began in Vienna, but the approach subsequently gained enormous popularity in western Europe. The American Thomas Kuhn later took up the anti-inductivist baton in his book The Structure of Scientific Revolutions. Kuhn is undoubtedly a first-rate historian of science and this book contains many perceptive analyses of episodes in the development of physics. His view of scientific progress is cyclic. It begins with a mass of confused observations and controversial theories, moves into a quiescent phase when one theory has triumphed over the others, and lapses into chaos again when the further testing exposes anomalies in the favoured theory. Kuhn adopted the word paradigm to describe the model that rules during the middle stage,

The history of science is littered with examples of this process, which is why so many scientists find Kuhn’s account in good accord with their experience. But there is a problem when attempts are made to fuse this historical observation into a philosophy based on anti-inductivism. Kuhn claims that we “have to relinquish the notion that changes of paradigm carry scientists ..closer and closer to the truth.” Einstein’s theory of relativity provides a closer fit to a wider range of observations than Newtonian mechanics, but in Kuhn’s view this success counts for nothing.

Paul Feyerabend has extended this anti-inductivist streak to its logical (though irrational) extreme. His approach has been dubbed “epistemological anarchism”, and it is clear that he believed that all theories are equally wrong. He is on record as stating that normal science is a fairytale, and that equal time and resources should be spent on “astrology, acupuncture and witchcraft”. He also categorised science alongside “religion, prostitution, and so on”. His thesis is basically that science is just one of many possible internally consistent views of the world, and that the choice between which of these views to adopt can only be made on socio-political grounds.

Feyerabend’s views could only have flourished in a society deeply disillusioned with science. Of course, many bad things have been done in science’s name, and many social institutions are deeply flawed. One can’t expect anything operated by people to run perfectly. It’s also quite reasonable to argue on ethical grounds which bits of science should be funded and which should not. But the bottom line is that science does have a firm methodological basis which distinguishes it from pseudo-science, the occult and new age silliness. Science is distinguished from other belief-systems by its rigorous application of inductive reasoning and its willingness to subject itself to experimental test. Not all science is done properly, of course, and bad science is as bad as anything.

The Bayesian interpretation of probability leads to a philosophy of science which is essentially epistemological rather than ontological. Probabilities are not “out there” in external reality, but in our minds, representing our imperfect knowledge and understanding. Scientific theories are not absolute truths. Our knowledge of reality is never certain, but we are able to reason consistently about which of our theories provides the best available description of what is known at any given time. If that description fails when more data are gathered, we move on, introducing new elements or abandoning the theory for an alternative. This process could go on forever. There may never be a final theory. But although the game might have no end, at least we know the rules….


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