'Through thousands of errors we reach the truth'—but how? On the epistemic roles of error in scientific practice
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Studies in History and Philosophy of Science Part A 36 (3):539-556 (2005)
This essay is concerned with the epistemic roles of error in scientific practice. Usually, error is regarded as something negative, as an impediment or obstacle for the advancement of science. However, we also frequently say that we are learning from error. This common expression suggests that the role of error is not—at least not always—negative but that errors can make a fruitful contribution to the scientific enterprise. My paper explores the latter possibility. Can errors play an epistemically productive role in scientific research? The paper begins with a review of several twentieth-century approaches to error and the various agendas behind them. It is shown that only very few scholars have considered whether errors can be productive. The main part of the paper examines a concrete debate in early nineteenth-century microscopy and analyses how the microscopists coped with the problem of error. Drawing on this material, the article offers some terminological clarifications of the common notion ‘learning from error’. The conclusion argues that error can indeed play epistemically productive roles in scientific practice.Keywords: Error; Nineteenth-century microscopic anatomy
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Citations of this work BETA
Kathrin Friedrich (2013). Digital ‘Faces’ of Synthetic Biology. Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 44 (2):217-224.
Sverre Wide (2009). On the Art of Being Wrong: An Essay on the Dialectic of Errors. Journal of Philosophy of Education 43 (4):573-588.
Vuk Uskoković (2009). On the Light Doves and Learning on Mistakes. Axiomathes 19 (1):17-50.
Kijan Espahangizi (2015). From Topos to Oikos: The Standardization of Glass Containers as Epistemic Boundaries in Modern Laboratory Research. Science in Context 28 (3):397-425.
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