Differences From Other Forms of Science
One reason why mathematics enjoys special esteem, above all other sciences, is that its laws are absolutely certain and indisputable, while those of other sciences are to some extent debatable and in constant danger of being overthrown by newly discovered facts. —Albert EinsteinAs opposed to empirical sciences (natural, social), the formal sciences do not involve empirical procedures. They also do not presuppose knowledge of contingent fact, or describe the real world. In this sense, formal sciences are both logically and methodologically a priori, for their content and validity are independent of any empirical procedures.
Although formal sciences are conceptual systems, lacking empirical content, this does not mean that they have no relation to the real world. But this relation is such that their formal statements hold in all possible conceivable worlds (see valid formula) – whereas, statements based on empirical theories, such as, say, General Relativity or Evolutionary Biology, do not hold in all possible worlds, and may even turn out not to hold in this world. That is why formal sciences are applicable in all domains and useful in all empirical sciences.
Because of their non-empirical nature, formal sciences are construed by outlining a set of axioms and definitions from which other statements (theorems) are deduced. In other words, theories in formal sciences contain no synthetic statements; all their statements are analytic.
Read more about this topic: Formal Science
Famous quotes containing the words differences, forms and/or science:
“Generally there is no consistent evidence of significant differences in school achievement between children of working and nonworking mothers, but differences that do appear are often related to maternal satisfaction with her chosen role, and the quality of substitute care.”
—Ruth E. Zambrana, U.S. researcher, M. Hurst, and R.L. Hite. The Working Mother in Contemporary Perspectives: A Review of Literature, Pediatrics (December 1979)
“I would urge that the yeast of education is the idea of excellence, and the idea of excellence comprises as many forms as there are individuals, each of whom develops his own image of excellence. The school must have as one of its principal functions the nurturing of images of excellence.”
—Jerome S. Bruner (20th century)
“Imagination could hardly do without metaphor, for imagination is, literally, the moving around in ones mind of images, and such images tend commonly to be metaphoric. Creative minds, as we know, are rich in images and metaphors, and this is true in science and art alike. The difference between scientist and artist has little to do with the ways of the creative imagination; everything to do with the manner of demonstration and verification of what has been seen or imagined.”
—Robert A. Nisbet (b. 1913)