The Scientific Worldview (Part Two) (4/22, 4/23/11)

How can we claim to be ‘objective’ when we consciously or unconsciously ignore or undervalue those qualitative aspects of experience which happen to lie outside the quantitative, strictly-defined parameters of scientific criteria/methodology—precisely those aspects of our experience which decisively outweigh and overshadow the comparatively restricted set that science is actually equipped to deal with? And how can we claim to be neutral (or unbiased) when these same highly selective and narrowly restricted criteria conspicuously constitute a bias—i.e., decisively in favor of statistically measurable and materially observable phenomena? Because there is so much more to human experience (that matters—seriously matters) than the comparatively slender portion that can be weighed, measured, classified, and manipulated by the scales and tongs of science, we ‘lay’ persons must learn to be as careful as actual practicing scientists are in recognizing the bounds and the built-in biases of science itself. Only thus will we be protected against the very real dangers of psychological blindness and lopsidedness to which we otherwise consign ourselves. Most scientists, because they have consciously assimilated and mastered the strict methodological constraints of science, recognize these limits simply because they confront them on a regular basis. For those of us who are uninitiated and unaccustomed to the employment of these rigorous principles, these boundary lines tend to be more fuzzily defined. Consequently, we are more likely to over- or under-value science as an institution or way of seeing. It is perhaps for this reason that all of us who regard ourselves as ‘educated’ should, if possible, undergo scientific training so that the power and the actual limits of science can become thoroughly and intimately known to us. There is no authentic substitute for this if we genuinely desire to protect ourselves from the erroneous ideas and questionable valuations that comprise an important part of the ‘scientific worldview.’

We must bear in mind that a collective worldview—in this case, a so-called ‘scientific’ one—is a very different kettle of fish than the purer and more concentrated source-ideas that spawned it. Merely by virtue of its broad extension and its general character, a worldview cannot help but dilute, debase, and distort the foundational ideas in the very act of adapting the worldview for mass consumption or, as Bacon said, for ‘the apprehension of the vulgar.’ If we take a moment to contemplate the gulf that separates the actual words and deeds of Jesus and the Apostles, say, from Pope Alexander the Sixth and the Catholic Church of Renaissance Italy, we get an idea of how wide the gap between a source and the resultant cultural offspring or worldview can be. Nominally ‘Christian,’ but as ‘pagan’ in its actual values and practice as anything from the height of the Roman Empire, the ‘Romish’ Church exerted its powerful authority over the dutiful lives and innocent minds of the masses in a manner that Jesus would no doubt have found questionable, if not palpably appalling.

And yet, if we could question and examine the millions of ordinary men and women who peopled ‘Christianized’ Europe for well over 1,000 years, we would find in almost every instance sincere professions of the most orthodox faith. The collective trust in the once-living myth of Christian redemption is what constituted the Christian worldview—as, in a coarser way, collective faith in the value of today’s ‘fiat currency’ dollar prevents (for the moment) an economic meltdown. It was the implicit trust (by the overwhelming majority of living men and women) in the ultimate truth of this revealed religion that mattered most—not whether priests, bishops, and even the popes behaved in a Christ-like manner, or that ordinary persons were able to fare much better. It was Christianity as an organized ‘way of seeing’ and of finding (or projecting) meaning in(to) human existence that lent substance and cohesiveness to that now beleaguered and gasping worldview. If our not so distant ancestors placed their hope and their trust in God’s mercy and omniscient understanding—because that’s all they had, we and our children invest the same trust, the same hope, in technology, medical innovations, and the penetrating minds of our best and brightest scientists—and for much the same reason: because it seems that’s all we’ve got.

Today, under the aegis of the scientific worldview (or is it the sword of Damocles we’re under?), which has superseded the former one, our collective attention is pointed, for the most part, in a very different direction—not up to heaven where ‘God’ once watched over our ‘simpler’ ancestors, but down to the earth and to the practical business of enjoying (or consuming) as much as possible of what this earth has to offer—before we’re dead and the rest is silence. The ‘myth’ of science and the ‘dream’ of technological-material ease and comfort are the bases of this relatively new worldview. What do I mean by the ‘myth’ of science? Don’t we, today, see something akin to a ‘religious’ faith in the honest-to-goodness power of science to get down to the bottom of things—to uncover the truth about the universe and about ourselves? If physics and biology, chemistry and behavioral psychology, are telling us—in so many words—that we, too, are simply ‘material’ and therefore subject to the same fate or destiny shared by all merely physical creatures, then it suddenly seems the height of folly to invest our time, energy, and attention in any ‘meta’-physical or otherworldly concerns or pursuits. Such foolishness is unworthy of the honest and savvy man of today because such pursuits are—literally—immaterial!

But science—as a myth—has proven to be sorely deficient precisely because it is silent, and must by its own foundational principles remain silent, about meaning and about value. While scientific criticism and the rational-materialistic standpoint have aided enormously in draining the old Christian myth of its former prestige and credibility, they have done nothing to replace or to fulfill the value-positing function served by the Judeo-Christian worldview—because they cannot. Harkening back to what was said earlier: because science, in order to be science, has banished to the margins those aspects of everyday human experience that are irrelevant to it, those important aspects of our experience have suffered a tacit devaluation or loss of status insofar as the scientific worldview now governs our general sense of the rank order of things and provides our criteria for what truth consists in. Moral and aesthetic questions, political issues, religious and spiritual concerns? Because these are all off limits for it, science has nothing evaluative or normative to say, one way or the other, about issues and concerns in these areas of vital interest to every member of our species. Science does not go so far as to say that morality or religious activity are worthless as such—only that they have no worth or importance to scientific research and activity. Apples and oranges. Through applied science we continue to learn how things work in the natural world (and increasingly in the man-made or technologically-altered world)—and how to make things do what we want them to do. But science can offer no guidance or solid advice to us if we ask, ‘Is there more to us than just our bodies?’ and ‘What is the best way of living our lives in this world? Is the present way of life healthy and good for us as psychological beings—or is it threatening to the balance and well-being of our psyches?’ How can we learn what our true spiritual and physical well-being consists in if such questions are not of vital concern to our educators, our elected leaders, our parents, and our friends? Ignoring these questions does not make them go away. They rise up, reliably, in both the young and the old.


My initial approach to philosophy was that of an intellectual accumulator or consumer of written knowledge. This approach, while perfectly valid, up to a point, gradually gave way to a very different approach, which is now primary. The new approach consists for the most part in an ongoing dialogue between the ego and the unconscious. This dialectic is much more than a merely intellectual activity, even though the intellect plays a crucial role in the transformative process. Because the archetypes of the unconscious, as Jung clearly recognized, are affectively charged psychic energy centers, the dialectic between ego and unconscious is dramatic and often suffused with a welter of powerful passions and emotional states. Ego consciousness is transformed by its contact with the archetypal images and energies—and such transformation involves a destructive as well as a creative aspect. What often suffers destruction are formerly held assumptions and convictions which are no longer adequate containers for the ‘new wine’ that is fermented by reflection upon the new insights that are produced in the ongoing dialectic. Journaling provides one of the principal arenas within which this dialectic is advanced for me—perhaps the most fruitful one. Careful reading of relevant (psychological, philosophical, poetical, spiritual, historical, etc.) texts and serious conversation also contribute to the ongoing development and transformation of my ego-consciousness.

The transformation of ego-consciousness entails much more than intellectual development and expansion. It encompasses our moral attitudes and behavior, our aesthetic tastes, our feelings about ourselves and others, to name but a few of the areas of importance affected by this transformative process.

The conventional or customary mode of becoming educated today is markedly egocentric and almost exclusively bound up with the intellectual acquisition of factual knowledge and documented information—which should only be the beginning, certainly not the bulk, of our education. The contrast with this model was long ago provided by Plato, wherein the soul, and not the ego, assumes the place of central importance. This approach does not altogether dismiss the value of accumulating the knowledge provided by one’s cultural inheritance (poetical, historical, religious, etc.), but it sees this as the point of departure for the more important form of education which involves entering into a dialectical relationship with the ‘soul’ (which, for many moderns, because reduced to a mere superstition, has been relegated to the unconscious). Because Plato held that the soul’s knowledge and insight were of a higher order than the comparatively ‘shadow-like’ knowledge that comes from the senses and from formal (conventional) learning, a kind of shift occurs in the student’s mental center of gravity at some point—and thereafter he is oriented chiefly by the light of the soul, and not by the very different, less trustworthy ‘lights’ of the conventional or local environment and of the senses. The ‘local’ culture is compared to a ‘cave’ by Plato, while the truer light of soul-wisdom is compared to the sunlight, which can be experienced in a direct way only by those courageous individuals who manage—against numerous obstacles of inner and external resistance—to escape from the ‘cave.’



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