Tor Forde gave a URL to an essay by a man named Immanual Wallerstein: It takes about 5 minute to read so if you don't have the time or interest, just skip it. I found it an excellent summary of what we have been trying to identify with this thread which seems to have no relation to FW, except I would postulate that an "earthquake in science" could very well provide new ideas for social organizations of which the concept, implementation and doing of work can be radically rethought. Like Jay, I finally declare my participation in thread over, but I feel it has been a worthwhile exercise, unlike one poster who claimed it was "portentous". Beauty is in the eye of the beholder. Respectfully, Thomas Lunde "The Structures of Knowledge, or How Many Ways May We Know?" by Immanuel Wallerstein ([EMAIL PROTECTED]) [Presentation at "Which Sciences for Tomorrow? Dialogue on the Gulbenkian Report: Open the Social Sciences," Stanford University, June 2-3, 1996.] The Report of the Gulbenkian Commission bears the title, Open the Social Sciences. The title bears witness to the sense of the Commission that the social sciences have become closed off, or have closed themselves off, from a full understanding of social reality, and that the methods which the social sciences had historically developed in order to pursue this understanding may themselves today be obstacles to this very understanding. Let me try to summarize what I think the Report says about the past 200 years, and then turn to what this implies for what we should now do. The Commission saw the enterprise of the social sciences as an historical construction, institutionalized primarily in the period 1850-1945. We emphasized that this construction was therefore quite recent, and that the way in which social science was constructed was neither inevitable nor unchangeable. We tried to explain what elements in the nineteenth-century world led those who constructed this edifice to make the decisions that were made concerning the distinctions that were created between a named list of "disciplines." We sought to outline the underlying logic that accounted for why the multiple disciplines adopted various epistemologies and why each chose certain practical methodologies as their preferred ones. We also tried to explain why the post-1945 world found this logic constraining and set in motion a series of changes in the academy which had the effect of undermining the distinctions among the disciplines. The picture that we drew of the history of the social sciences was that of a U-shaped curve. Initially, from 1750-1850, the situation was very confused. There were many, many names being used as the appellations of proto-disciplines, and none or few seemed to command wide support. Then, in the period 1850- 1945, this multiplicity of names was reduced to a small standard group clearly distinguished the ones from the others. In our view, there were only six such names that were very widely accepted throughout the scholarly world. But then, in the period from 1945 on, the number of legitimate names of fields of study has been once again expanding and there is every sign that the number will continue to grow. Furthermore, whereas in 1945 there still seemed to be clear demarcations that separated one discipline from another, these distinctions have in the subsequent period been steadily eroded, so that today there is considerable de facto overlap and confusion. In short, we have in a sense returned to the situation of 1750-1850 of a large number of categories which do not provide a useful taxonomy. But this overlap and confusion is the least of our problems. This process of defining the categories of the social sciences has been occurring within the context of a much larger turmoil that goes beyond the social sciences and implicates the entire world of knowledge. We have been living for 200 years in a structure of the organization of knowledge in which "philosophy" and "science" have been considered distinctive, indeed virtually antagonistic, forms of knowledge. It is salutary to remember that this was not always so. This division between the so-called "two cultures" is also a rather recent social construction, only a bit older than that which divided up the social sciences into a specified list of disciplines. It was in fact virtually unknown anywhere in the world before the middle of the eighteenth century. The secularization of society, which has been a continuing feature of the development of the modern world-system, expressed itself in the world of knowledge as a two-step process. The first step was the rejection of theology as the exclusive, or even the dominant, mode of knowing. Philosophy replaced theology; that is, humans replaced God as the source of knowledge. In practice, this meant a shift of locus of the authorities who could proclaim the validity of knowledge. In place of priests who had some special access to the word of God, we honored rational men who had some special insight into natural law, or natural laws. This shift was not enough for some persons, who argued that philosophy was merely a variant of theology: both proclaimed knowledge as being ordained by authority, in the one case of priests, in the other of philosophers. These critics insisted on the necessity of evidence drawn from the study of empirical reality. Such evidence, they said, was the basis of another form of knowledge they called "science." By the eighteenth century, these protagonists of "science" were openly rejecting "philosophy" as merely deductive speculation, and proclaiming that their form of knowledge was the only rational form. On the one hand, this rejection of philosophy seemed to argue a rejection of authorities. It was in that sense "democratic." The scientists seemed to be saying that anyone could establish knowledge, provided he (or she) used the right "methods." And the validity of any knowledge that any scientists asserted could be tested by anyone else, simply by replicating the empirical observations and manipulation of data. Since this method of asserting knowledge seemed to be capable of generating practical inventions as well, it laid claim to being a particularly powerful mode of knowing. It was not long therefore before "science" achieved a dominant place in the hierarchy of knowledge production. There was one major problem, however, in this "divorce" between philosophy and science. Theology and philosophy had both traditionally asserted that they could know two kinds of things: both what was true and what was good. Empirical science did not feel it had the tools to discern what was good; only what was true. The scientists handled this difficulty with some panache. They simply said they would try only to ascertain what was true and they would leave the search for the good in the hands of the philosophers (and the theologians). They did this knowingly and, to defend themselves, with some disdain. They asserted that it was more important to know what was true. Eventually some would even assert that it was impossible to know what was good, only what was true. This division between the true and the good constituted the underlying logic of the "two cultures." Philosophy (or more broadly, the humanities) was relegated to the search for the good (and the beautiful). Science insisted that it had the monopoly on the search for the true. There was a second problem about this "divorce." The path of empirical science was in fact less "democratic" than it seemed to claim. There rapidly arose the question of who was entitled to adjudicate between competing scientific claims to truth. The answer that the scientists gave was that only the community of scientists could do this. But since scientific knowledge was inevitably and increasingly specialized, this meant that only subsets of scientists (those in each subspecialty) were deemed part of the group that had a claim to judge the validity of scientific truth. In point of fact, these groups were no larger than the group of philosophers who had previously claimed the ability to judge each other's insights into natural law or laws. There was a third problem about this "divorce." Most persons were unwilling truly to separate the search for the true and the good. However hard scholars worked to establish a strict segregation of the two activities, it ran against the psychological grain, especially when the object of study was social reality. The desire to reunify the two searches returned clandestinely, in the work of both scientists and philosophers, even while they were busy denying its desirability, or even possibility. But because the reunification was clandestine, it impaired our collective ability to appraise it, to criticize it, and to improve it. All three difficulties were kept in check for 200 years, but they have returned to haunt us in the last third of the twentieth century. The resolution of these difficulties constitutes today our central intellectual task. There have been two major attacks on the trimodal division of knowledge into the natural sciences, the humanities, and the social sciences. And neither of these attacks has come from within the social sciences. These attacks have come to be called "complexity studies" (in the case of the natural sciences) and "cultural studies" (in the case of the humanities). In reality, staring from quite different standpoints, both of these movements have taken as their target of attack the same object, the dominant mode of natural science since the seventeenth century, that is, that form of science which is that based on Newtonian mechanics. To be sure, in the early twentieth century Newtonian physics had been challenged by quantum physics. But quantum physics still shared the fundamental premise of Newtonian physics that physical reality was determined and had temporal symmetry, that therefore these processes were linear, and that fluctuations always returned to equilibria. In this view, nature was passive, and scientists could describe its functioning in terms of eternal laws, which could eventually be asserted in the form of simple equations. When we say that science as a mode of knowing became dominant in the nineteenth century, it is this set of premises of which we are speaking. That which could not be fit into this set of premises, for example, entropy (which is the description of necessary transformations in matter over time), was and is interpreted as an example of our scientific ignorance, which could and would eventually be overcome. Entropy was seen as a negative phenomenon, a sort of death of material phenomena. Since the late nineteenth century, but especially in the last twenty years, a large group of natural scientists has been challenging these premises. They see the future as intrinsically indeterminate. They see equilibria as exceptional, and see material phenomena as moving constantly far from equilibria. They see entropy as leading to bifurcations which bring new (albeit unpredictable) orders out of chaos, and therefore the process is not one of death but of creation. They see auto-organization as the fundamental process of all matter. And they resume this in two basic slogans: not temporal symmetry but the arrow of time; not simplicity as the ultimate product of science, but rather the explanation of complexity. It is important to see what complexity studies is and what it is not. It is not a rejection of science as a mode of knowing. It is a rejection of a science based on a nature that is passive, in which all truth is already inscribed in the structures of the universe. What it is rather is the belief that "the possible is 'richer' than the real."[1] It is the assertion that all matter has a history, and it is its sinuous history which presents material phenomena with the successive alternatives between which each "chooses" throughout its existence. It is not the belief that it is impossible to know, that is, to understand how the real world operates. It is the assertion that this process of understanding is far more complex that science traditionally asserted that it was. [1] Ilya Prigogine, La fin des certitudes (Paris: Odile Jacob, 1996), p. 67. Cultural studies attacked the same determinism and universalism under attack by the scientists of complexity. But for the most part those who put forward these views neglected to distinguish between Newtonian science and the science of complexity, or in many cases to be aware of the latter. Cultural studies attacked universalism primarily on the grounds that the assertions about social reality that were made in its name were not in fact universal. It represented an attack against the views of the dominant strata in the world-system which generalized their realities into universal human realities, and thereby "forgot" whole segments of humanity, not only in the substantive statements but in the very epistemology of their research. At the same time, cultural studies represented an attack on the traditional mode of humanistic scholarship, which had asserted universal values in the realm of the good and the beautiful (the so-called canons), and analyzed texts internally as incarnating these universal appreciations. Cultural studies insists that texts are social phenomena, created in a certain context, and read or appreciated in a certain context. Classical physics had sought to eliminate certain "truths" on the grounds that these seeming anomalies merely reflected the fact that we were still ignorant of the underlying universal laws. Classical humanities had sought to eliminate certain appreciations of "the good and beautiful" on the grounds that these seeming divergences of appreciation merely reflected the fact that those who made them had not yet acquired good taste. In objecting to these traditional views in the natural sciences and the humanities, both movements complexity studies and cultural studies sought to "open" the field of knowledge to new possibilities that had been closed off by the nineteenth-century divorce between science and philosophy. Where then does social science fit in this picture? In the nineteenth century, the social sciences, faced with the "two cultures," internalized their struggle as a Methodenstreit. There were those who leaned toward the humanities and utilized what was called an idiographic epistemology. They emphasized the particularity of all social phenomena, the limited utility of all generalizations, the need for empathetic understanding. And there were those who leaned towards the natural sciences and utilized what was called a nomothetic epistemology. They emphasized the logical parallel between human processes and all other material processes. They sought to join physics in the search for universal, simple laws that held across time and space. Social science was like someone tied to two horses galloping in opposite directions. Social science had no epistemological stance of its own and was torn apart by the struggle between the two colossi of the natural sciences and the humanities. Today we find we are in a very different situation. On the one hand, complexity studies is emphasizing the arrow of time, a theme that has always been central to social science. It emphasizes complexity, and admits that human social systems are the most complex of all systems. And it emphasizes creativity in nature, thus extending to all nature what was previously thought to be a unique feature of homo sapiens. Cultural studies is emphasizing the social context within which all texts, all communications, are made, and are received. It is thus utilizing a theme that has always been central to social science. It emphasizes the non-uniformity of social reality and the necessity of appreciating the rationality of the other. These two movements offer social science an incredible opportunity to overcome its derivative and divided character, and to place the study of social reality within an integrated view of the study of all material reality. Far from being torn apart by horses galloping in opposite directions, I see both complexity studies and cultural studies as moving in the direction of social science. In a sense, what we are seeing is the "social scientiza- tion" of all knowledge. Of course, like all opportunities, we shall only get fortuna if we seize it. What is now possible is a rational restructuring of the study of social reality. It can be one that understands that the arrow of time offers the possibility of creation. It can be one that understands that the multiplicity of human patterns of behavior is precisely the field of our research, and that we may approach an understanding of what is possible only when we shed our assumptions about what is universal. Finally, we are all offered the possibility of reintegrating the knowledge of what is true and what is good. The probabilities of our futures are constructed by us within the framework of the structures that limit us. The good is the same as the true in the long run, for the true is the choice of the optimally rational, substantively rational, alternatives that present themselves to us. The idea that there are "two cultures," a fortiori that these two cultures are in contradiction to each other, is a gigantic mystification. The tripartite division of organized knowledge is an obstacle to our fuller understanding of the world. The task before us is to reconstruct our institutions in such a way that we maximize our chances of furthering collective knowledge. This is an enormous task, given the inherent conservatism of institutional authorities and the danger such a reconstruction poses to those who benefit from the inegalitarian distribution of resources and power in the world. But the fact that it is an enormous task does not mean that it is not doable. We have entered a bifurcation in the structures of knowledge, which appears in many ways to be chaotic. But of course we shall emerge from it with a new order. This order is not determined, but it is determinable. But we can only have fortuna if we seize it. ---------------------------------------------------------------------------- ---- (Go to top of paper) (Go to top of list of papers) (Go to Fernand Braudel Center Home Page)
