The assimilation of human science to physical science represents, in other words, only another form of absolutistic logic, a kind of physical absolutism. We are doubtless but at the beginning of the possibilities of control of the physical conditions of mental and moral life. Physiological chemistry, increased knowledge of the nervous system, of the processes and functions of glandular secretions, may in time enable us to deal with phenomena of emotional and intellectual disturbance before which mankind has been helpless. But control of these conditions will not determine the uses to which human beings will put their normalized potentialities. If anyone supposes that it will, let him consider the applications of such remedial or preventive measures to a man in a state of savage culture and one in a modern community. Each, as long as the conditions of the social medium remained substantially unaltered, will still have his experience and the direction of his restored energies affected by the objects and instrumentalities of the human environment, and by what men at the time currently prize and hold dear. The warrior and merchant would be better warriors and merchants, more efficient, but warriors and merchants still.
These considerations suggest a brief discussion of the effect of the present absolutistic logic upon the method and aims of education, not just in the sense of schooling but with respect to all the ways in which communities attempt to shape the disposition and beliefs of their members. Even when the processes of education do not aim at the unchanged perpetuation of existing institutions, it is assumed that there must be a mental picture of some desired end, personal and social, which is to be attained, and that this conception of a fixed determinate end ought to control educative processes. Reformers share this conviction with conservatives. The disciples of Lenin and Mussolini vie with the captains of capitalistic society in endeavoring to bring about a formation of dispositions and ideas which will conduce to a preconceived goal. If there is a difference, it is that the former proceed more consciously. An experimental social method would probably manifest itself first of all in surrender of this notion. Every care would be taken to surround the young with the physical and social conditions which best conduce, as far as freed knowledge extends, to release of personal potentialities. The habits thus formed would have entrusted to them the meeting of future social requirements and the development of the future state of society. Then and then only would all social agencies that are available operate as resources in behalf of a bettered community life.
What we have termed the absolutistic logic ends, as far as method in social matters is concerned, in a substitution of discussion of concepts and their logical relations to one another for inquiry. Whatever form it assumes, it results in strengthening the reign of dogma. Their contents may vary, but dogma persists. At the outset we noted in discussion of the state the influence of methods which look for causal forces. Long ago, physical science abandoned this method and took up that of detection of correlation of events. Our language and our thinking is still saturated with the idea of laws which phenomena “obey.” But in his actual procedures, the scientific inquirer into physical events treats a law simply as a stable correlation of changes in what happens, a statement of the way in which one phenomenon, or some aspect or phase of it, varies when some other specified phenomenon varies. “Causation” is an affair of historical sequence, of the order in which a series of changes takes place. To know cause and effect is to know, in the abstract, the formula of correlation in change, and, in the concrete, a certain historical career of sequential events. The appeal to causal forces at large not only misleads inquiry into social facts, but it affects equally seriously the formation of purposes and policies. The person who holds the doctrine of “individualism” or “collectivism” has his program determined for him in advance. It is not with him a matter of finding out the particular thing which needs to be done and the best way, under the circumstances, of doing it. It is an affair of applying a hard and fast doctrine which follows logically from his preconception of the nature of ultimate causes. He is exempt from the responsibility of discovering the concrete correlation of changes, from the need of tracing particular sequences or histories of events through their complicated careers. He knows in advance the sort of thing which must be done, just as in ancient physical philosophy the thinker knew in advance what must happen, so that all he had to do was to supply a logical framework of definitions and classifications.
When we say that thinking and beliefs should be experimental, not absolutistic, we have then in mind a certain logic of method, not, primarily, the carrying on of experimentation like that of laboratories. Such a logic involves the following factors: First, that those concepts, general principles, theories and dialectical developments which are indispensable to any systematic knowledge be shaped and tested as tools of inquiry. Secondly, that policies and proposals for social action be treated as working hypotheses, not as programs to be rigidly adhered to and executed. They will be experimental in the sense that they will be entertained subject to constant and well-equipped observation of
