K. R. Poper: On the Sources of Knowledge and of Ignorance

[Човек Жоја]

 

  Цитат

XVI

It is high time now, I think, to formulate the epistemological results of this discussion. I will put them in the form of ten theses.

1. There are no ultimate sources of knowledge. Every source, every suggestion, is welcome; and every source, every suggestion, is open to critical examination. Except in history, we usually examine the facts themselves rather than the sources of our information.

2. The proper epistemological question is not one about sources; rather, we ask whether the assertion made is true-that is to say, whether it agrees with the facts. (That we may operate, without getting involved in antinomies, with the idea of objective truth in the sense of correspondence to the facts, has been shown by the work of Alfred Tarski.) And we try to find this out, as well as we can, by examining or testing the assertion itself; either in a direct way, or by examining or testing its consequences.

3. In connection with this examination, all kinds of arguments may be relevant. A typical procedure is to examine whether our theories are consistent with our observations. But we may also examine, for example, whether our historical sources are mutually and internally consistent.

4. Quantitatively and qualitatively by far the most important source of our knowledge-apart from inborn knowledge-is tradition. Most things we know we have learnt by example, by being told, by reading books, by learning how to criticize, how to take and to accept criticism, how to respect truth.

5. The fact that most of the sources of our knowledge are traditional condemns anti-traditionalism as futile. But this fact must not be held to support a traditionalist attitude: every bit of our traditional knowledge (and even our inborn knowledge) is open to critical examination and may be overthrown. Nevertheless, without tradition, knowledge would be impossible.

6. Knowledge cannot start from nothing-from a tabula rasa-nor yet from observation. The advance of knowledge consists, mainly, in the modification of earlier knowledge. Although we may sometimes, for example in archaeology, advance through a chance observation, the significance of the discovery will usually depend upon its power to modify our earlier theories.

7. Pessimistic and optimistic epistemologies are about equally mis­taken. The pessimistic cave story of Plato is the true one, and not his optimistic story of anamnesis (even though we should admit that all men, like all other animals, and even all plants, possess inborn knowledge). But although the world of appearances is indeed a world of mere shadows on the walls of our cave, we all constantly reach out beyond it; and although, as Democritus said, the truth is hidden in the deep, we can probe into the deep. There is no criterion of truth at our dis­posal, and this fact supports pessimism. But we do possess criteria which, if we are lucky, may allow us to recognize error and falsity. Clarity and distinctness are not criteria of truth, but such things as obscurity or confusion may indicate error. Similarly coherence cannot establish truth, but incoherence and inconsistency do establish false­hood. And, when they are recognized, our own errors provide the dim red lights which help us in groping our way out of the darkness of our cave.

8. Neither observation nor reason is an authority. Intellectual in­tuition and imagination are most important, but they are not reliable: they may show us things very clearly, and yet they may mislead us. They are indispensable as the main sources of our theories; but most of our theories are false anyway. The most important function of observa­tion and reasoning, and even of intuition and imagination, is to help us in the critical examination of those bold conjectures which are the means by which we probe into the unknown.

9. Although clarity is valuable in itself, exactness or precision is not: there can be no point in trying to be more precise than our problem demands. Linguistic precision is a phantom, and problems connected with the meaning or definition of words are unimportant. Thus our table ofIdeas (on p: 25), in spite ofits symmetry, has an important and an unimportant side: while the left-hand side (words and their mean­ings) is unimportant, the right-hand side (theories and the problems connected with their truth) is all-important. Words are significant only as instruments for the formulation of theories, and verbal problems are tiresome: they should be avoided at all cost.

10. Every solution of a problem raises new unsolved problems; the more so the deeper the original problem and the bolder its solution. The more we learn about the world, and the deeper our learning, the more conscious, specific, and articulate will be our knowledge of what we do not know, our knowledge of our ignorance. For this, indeed, is the main source of our ignorance-the fact that our knowledge can be only finite, while our ignorance must necessarily be infinite.

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