Science and the Human Mind

Clifford BennettPrincipal South Ocean Ave. Middle School, Paichogue, New York 12772

There is an overemphasis on the role of objectivity in scienceeducation. This is due, in part, to the need for measuring phenomena.The importance of measurement was first expressed by Galileo Galileiin Opere. He wrote, "My program is to measure what can be measuredand to make measurable what cannot be measured yet.^1 Empiricalevidence, obtained through measurement, is necessary as the founda-tion for valid concepts. Empiricism, however, is a means as well as anend.The word science stems from the latin SCIENTIA which originally

meant correct knowledge. Correct knowledge calls for the full use ofthe mindy not just the extension of our senses and the objective datathey can accumulate. It requires balance of the subjective and objec-tive; identification of fact with its value, judgement as well asmeasurement.With the contemporary emphasis on the validity of objective

evidence, and the inductive method, is it any wonder that many ofour beginning science students copy (among other artifacts) airbubbles in their microscopic drawings? Or give the name of the bio-logical supply company as the name of the organism they are viewing?After all�what they copied is right there�in black and white.We tend to forget that subjective thinking is as important to the

scientist as objective thinking. For example, the cytologist, in reach-ing a definitive diagnosis, has, at times, to rely on the amorphouscriteria of texture and pattern. The field of food chemistry is filledwith subjective judgements when it comes down to the value of afoodstuff for human consumption. The scientist has to be cognizantof subjective reality to check on the dumb efficiency of data collectingdevices.

Albert Einstein felt that the development of concepts in the physi-cal sciences depended more on the deductive thinking processes thanthe collection of good empirical data. In Out of My Later Years hewrote,

"There is no inductive method which could lead to the fundamental conceptsof physics. Failure to understand this fact constituted the basic philosophicalerror of so many investigators of the nineteenth century. It was probably thereason why the molecular theory, and Maxwell’s theory were able to establishthemselves only at a relatively late date. Logical thinking is necessarily deduc-tive; it is based upon hypothetical concepts and axioms."2

1 Galilei, Galileo. Discorsi Intorno A Due Nuove Scheme. (Florence. Italy, Edizione Nationale, 1856.) Pg. 210.2 Einstein, Albert. Out of My Later Years. (New York, Littlefield, 1967.) Pg. 38.

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Science educators have an obligation to show the different dualroles of science, viz. objective and subjective (inductive and deduc-tive). Students of science should realize the significance of how thehuman mind is involved in the process of science and uses both typesof reasoning to create. Alfred North Whitehead referred to the qualityof the mind when he wrote in Science and the ModernWorld, ^the mindin apprehending, also experiences sensations which, properly speak-ing, are qualities of the mind alone. These sensations are projected bythe mind so as to clothe appropriate bodies in external nature. Thusthe bodies are perceived as with qualities which in reality do notbelong to them, qualities which in fact are purely the offspring of themind. Thus nature gets credit which in truth should be reserved forourselves: the rose for its scent: the nightingale for his song: and thesun for his radiance. The poets are entirely mistaken. They shouldaddress their lyrics to themselves, and should turn them into odes ofself-congratulation on the excellency of the human mind."3

» Whitehead, Alfred North. Science and the Modern World. (New York, Macmillan, 1926.) Pg. 126.

STUDYING CHEMICAL REACTIONSMore than 50 chemical compounds capable of acting as lasers have been used

by a University of Wisconsin-Madison scientist in a pioneer study of the mecha-nisms of chemical reactions. Current knowledge of chemical reactions is limitedto the concentrations of chemicals present, the rates at which they change, andthe resultant products. This describes what happens but does little to explainwhy.By using the chemicals produced in reactions as lasers, Chemistry Prof.

Michael Berry determines the internal dynamics of such reactions. When areaction takes place, the heat generated excites the reaction products to a higherenergy level. The molecules then relax to a lower level, emitting the energydifference as light. Often the reaction is more complex, the molecule passingthrough intermediate energy levels.Because light wavelength is directly related to energy, the energy levels

through which the molecules have passed can be detected by measuring thewavelengths of emitted light.This molecular emission process is reversible. Just as the relaxing molecule

emits light of a particular wavelength, light of that wavelength striking therelaxed molecule will excite it.

Using lasers one may thus start a chemical reaction. It will work only if lightof the needed wavelengths is applied and will be unaffected by light of any otherwavelengths.Turning the laser on a large mixture of chemicals can ignite a reaction in some

chemicals while leaving others unaffected. This has already been done by Aero-space Corp. scientists, who caused a selective reaction of methanol while leavingaccompanying perdeutero-methanol unchanged.The conventional method of starting reactions is to apply heat. Selectivity is

impossible here because a lump dose of heat contains many wavelengths.Because of this the laser also has the advantage of greater efficiency than heat.

It uses no wavelengths that are not needed.Energy economy is important in large scale reactions."Within five years, when chemical lasers become available and more powerful,

this method may find wide application in industry," said Berry.