The quest for questions -- on the logical force of science.
Questions and the logical principle of contradiction became a formal basis of scientific research and education in the newly founded universities in the 1200s. With the advent of experimental methods in the 1700s, the scholastic method of disputing questions as exclusive source for research and teaching disappeared. However, those times' stringent continuum of questions, answers and further questions corresponds to today's empirical science with hypotheses, tests and new hypotheses. This paper summarizes background information to the scientific methods of disputing questions and testing hypotheses. While both questions and answers are necessary for research and education, it is suggested that the generation of questions and hypotheses, i.e., propositions about observations or ideas which can be disputed and empirically examined, drives scientific progress. Importantly, questions are necessary tools to challenge locked-in concepts and to instigate new avenues. It is concluded that questions and hypotheses as their formal expression must be strongly encouraged: appropriate answers and crucial tests will ultimately follow.
Erren
Thomas C
TC
Institute and Polyclinic for Occupational and Social Medicine, School of Medicine and Dentistry University of Cologne, Germany. tim.erren@uni-koeln.de
D035843:Biomedical Research; D006801:Humans; D008128:Logic; D012106:Research; D012586:Science