| The problem addressed by this dissertation is the subject matter and methods of social science vis-a-vis the natural sciences and the humanities. It is commonly believed that the methodology of the social sciences is basically the same as that of the natural sciences, but that the subject matter--humanity--overlaps with the humanities. According to that view, the often-discussed gap between science and the humanities affects the social sciences as well.; This project attempts to redirect our way of looking at this problem by employing a number of strategies. First, it examines the issue as it has been explored by contemporary thinkers. Second, it describes the Verstehen method as employed by Max Weber, Karl Jaspers, and others. Third, it distinguishes between the pedagogical and research aspects of scientific theory and finds the former of unusual significance in the social sciences. That is because they are less tied to prediction and more to intuition than are the natural sciences. Fourth, it employs Karl Popper's Three Worlds metaphysics as a way of validating a revised Verstehen approach to the social sciences.; The Three Worlds model holds that there are three components (worlds) of reality: the physical world, the intrapsychic world, and the world of culture or objective knowledge. Aside from validating a verstehende social science, the aforementioned model helps to shed light on a number of contemporary issues in the social sciences including: the relationship between causal connections and meaningful connections, the meaning of "explanation," the interaction between mind and matter, the nature of probability and the nature of economics and other social sciences as disciplines. Despite its usefulness, however, the model is difficult for many to accept.; The author approves of Popper's rejection of monism in favor of pluralism, but unlike Popper, he insists upon the uniqueness of social science. He also questions Popper's insistence on the lack of interaction between worlds 1 and 3. Like Popper, he rejects the notions of group minds or necessity in human history. Instead, he focuses on the role of individual freedom and consciousness as they interact with culture and uses Popper's model to focus our attention upon the significance of culture in the study of humanity. He views social science as running the gamut from natural science to the humanities and as the cornerstone of contemporary education because of its comprehensiveness in comparison with the natural sciences and the humanities. This will be seen to have far-reaching significance not only for the development of social science research, but for pedagogical and other practical applications as well, despite the fact that the project generally steers clear of value-laden issues. Nevertheless, it affirms the need for axiological and faith commitments for human flourishing. |
