Polanyi made significant contributions to both the philosophy of science and epistemology (the nature of knowledge). He was born into a Jewish family in Budapest. As a student, he belongs to a small circle called the Galileo circle. A group of students who believed that science held the key to solving a world problem. With the rise of anti-Semitism, he moved to England, where he became a professor of physical chemistry in Manchester. It was here that he developed a philosophy that showed that personal judgment and human values are inherent in scientific research.
For Polanyi, Enlightenment thinking led to the false ideal that
science provides us with completely impersonal knowledge. In his book 'Personal
Knowledge: Towards A Post Critical Philosophy' he showed that all knowledge,
including scientific knowledge, is personal. He notes that beneath the judgment
and perceptual ingenuity that scientists use lies a set of untold skills and
arts that are necessary for scientific reasoning. He also points to what he
calls a silent dimension that is inherently personal. In his view, several
factors are integral to knowledge, namely tacit designation, passion, network
of beliefs, and commitment, all of which are interconnected.
He also showed that faith is the source of all knowledge.
According to him, a scientist's belief that science works is no different from
a fundamentalist belief in the letter of the Bible. Faith always works in the
eyes of the believer. He points out that scientific work involves the necessary
instruction (a system of training) in the non-tradition of scientific inquiry,
learning the skills and personal gifts of intuition, imagination, judgment,
courage and patience, all of which involve a degree of commitment and dedication.
For him, therefore, faith informs and shapes science, and the personal is not a
divorce from science. He emphasizes that whether it is in the field of religion
or science, everyone works with commitment.
IMRE LAKATOS (1922-1947): Methodology of scientific research programs
He was a disciple of Karl Popper, the great rationalist. On the
problem of confirming scientific theories, Popper defended the principle of
falsifiability against the positivist theory of verification. Popper believed
that science is characterized by the fact that its thesis is falsifiable. In
his account of the historical progress of science, Lakatos found Popper's
falsification possible for the rational construction of science. He argued that
the history of science is best understood not in terms of successive paradigms,
but rather in terms of competing research agendas. In science, in addition to
the historical explanation, there is also a theoretical explanation, and the
two are not mutually exclusive. While the theoretical interpretation deals with
general laws and theories, in the historical, science is understood not as
strictly logical historical, but as data that is historically and culturally
conditioned.
According to him, the scientist works with a research program at
the core of which is a hard 'core theory' that determines the form and identity
of the program. Any research program involves a set of data and a set of
theories, one of which is the hard core theory. Following Lakota's method, Ian
Barbour advocates process theology as an appropriate Lakota research program in
which to have a hard core belief in God as the creative love revealed in
Christ. He then suggests that divine omnipotence can serve as an auxiliary
hypothesis that can be modified to allow for data on human freedom, evil and
suffering, and evolutionary history.
From Science to Philosophy:
Polanyi began his career as
a scientist, specializing in chemistry and physical chemistry. However, he was
deeply intrigued by the philosophical underpinnings of science, which led him
to explore the epistemological aspects of knowledge.
The Tacit Dimension of
Knowledge:
Polanyi introduced the
concept of tacit knowledge, which he argued is a crucial but often overlooked
aspect of knowing. Tacit knowledge refers to the knowledge that is difficult to
articulate explicitly, yet it forms the foundation of our understanding and
expertise in various domains.
Personal Knowledge and
Subjectivity:
According to Polanyi, all
knowledge is inherently personal and subjective. He rejected the idea of a
detached, objective observer, asserting that the knower is always deeply
involved in the act of knowing.
The Role of Commitment:
A central theme in
Polanyi's philosophy is the concept of commitment. He believed that the pursuit
of knowledge requires an individual's commitment to a specific tradition,
discipline, or community of practitioners. This commitment allows the knower to
grasp the underlying principles and master the tacit knowledge required for
expertise.
The "Republic of
Science":
Polanyi coined the term
"Republic of Science" to describe the communal and collaborative
nature of scientific research. In this view, scientific knowledge is built upon
a shared commitment to certain principles and practices, allowing researchers
to communicate effectively within their community.
Critique of Positivism:
Polanyi vehemently
criticized the positivist approach to knowledge, which prioritized empirical
data and rejected any form of subjectivity. He argued that this view neglects
the vital role of tacit knowledge and personal commitment in the pursuit of
understanding.
Personal Knowledge and
Social Studies of Science:
Polanyi's ideas laid the
foundation for the social studies of science (STS) movement. Scholars in this
field explore the complex interactions between science, society, and culture,
recognizing that scientific knowledge is shaped by social, cultural, and
personal factors.
Influence and Legacy:
Polanyi's work has had a
lasting impact on various disciplines, including philosophy, sociology, and
science studies. His emphasis on tacit knowledge and the importance of personal
commitment in the pursuit of knowledge continues to be relevant and influential
in contemporary discussions about the nature of science and the human
experience of knowing.
Application in Education
and Beyond:
Polanyi's ideas have
practical implications for education and beyond. In the educational context,
recognizing the role of tacit knowledge and the importance of personal
commitment can inform teaching practices that foster a deeper understanding and
expertise in students. Moreover, in various professions, embracing the idea of
personal commitment can lead to more dedicated and passionate practitioners who
approach their work with a sense of responsibility and purpose.
Conclusion:
Michael Polanyi's philosophy
of knowledge and commitment offers a profound perspective on the nature of
understanding and expertise. By acknowledging the role of tacit knowledge and
the importance of personal involvement, his ideas challenge traditional notions
of objectivity in science and underscore the deeply human and subjective nature
of knowing. Polanyi's legacy continues to inspire and shape contemporary
discussions about the pursuit of knowledge and the intricate relationship
between the knower and the known.
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