A Theory About The Growth of Knowledge
"Evolutionary epistemology" can also refer to a theory that applies the concepts of biological evolution to the growth of human knowledge, and argues that units of knowledge themselves, particularly scientific theories, evolve according to selection. In this case, a theory—like the germ theory of disease—becomes more or less credible according to changes in the body of knowledge surrounding it.
One of the hallmarks of evolutionary epistemology is the notion that empirical testing does not justify the truth of scientific theories, but rather that social and methodological processes select those theories with the closest "fit" to a given problem. The mere fact that a theory has survived the most rigorous empirical tests available does not, in the calculus of probability, predict its ability to survive future testing. Karl Popper used Newtonian physics as an example of a body of theories so thoroughly confirmed by testing as to be considered unassailable, but which were nevertheless overturned by Einstein's bold insights into the nature of space-time. For the evolutionary epistemologist, all theories are true only provisionally, regardless of the degree of empirical testing they have survived.
Popper is considered by many to have given evolutionary epistemology its first comprehensive treatment, though Donald T. Campbell coined the phrase in 1974 (Schilpp, 1974).
Read more about this topic: Evolutionary Epistemology
Famous quotes containing the words theory, growth and/or knowledge:
“A theory if you hold it hard enough
And long enough gets rated as a creed....”
—Robert Frost (1874–1963)
“The windy springs and the blazing summers, one after another, had enriched and mellowed that flat tableland; all the human effort that had gone into it was coming back in long, sweeping lines of fertility. The changes seemed beautiful and harmonious to me; it was like watching the growth of a great man or of a great idea. I recognized every tree and sandbank and rugged draw. I found that I remembered the conformation of the land as one remembers the modelling of human faces.”
—Willa Cather (1873–1947)
“Men look on knowledge which they learn—or might learn—from others as they do on the most beautiful structures which are not their own: in outward objects, they would rather behold their own hogsty than their neighbor’s palace; and in mental ones, would prefer one grain of knowledge gained by their own observation to all the wisdom of a thousand Solomons.”
—Sarah Fielding (1710–1768)