Operative Instruction

[...] Modern science, on the other hand, is not at all as difficult and as perfect as scientific propaganda wants us to believe. A subject such as medicine, or physics, or biology appears difficult only because it is taught badly, because the standard instructions are full of redundant material, and because they start too late in life. During the war, when the American Army needed physicians within a very short time, it was suddenly possible to reduce medical instruction to half a year (the corresponding instruction manuals have disappeared long ago, however. Science may be simplified during the war. In peacetime the prestige of science demands greater complication.) And how often does it not happen that the proud and conceited judgement of an expert is put in its proper place by a layman! Numerous inventors built 'impossible' machines. Lawyers show again and again that an expert does not know what he is talking about. Scientists, especially physicians, frequently come to different results so that it is up to the relatives of the sick person (or the inhabitants of a certain area) to decide by vote about the procedure to be adopted. How often is science improved, and turned into new directions by non-scientific influences! it is up to us, it is up to the citizens of a free society to either accept the chauvinism of science without contradiction or to overcome it by the counterforce of public action. Public action was used against science by the Communists in China in the fifties, and it was again used,, under very different circumstances, by some opponents of evolution in California in the seventies. Let us follow their example and let us free society from the strangling hold of an ideologically petrified science just as our ancestors freed us from the strangling hold of the One True Religion!

The way towards this aim is clear. A science that insists on possessing the only correct method and the only acceptable results is ideology and must be separated from the state, and especially from the process of education. One may teach it, but only to those who have decided to make this particular superstition their own. On the other hand, a science that has dropped such totalitarian pretensions is no longer independent and self-contained, and it can be taught in many different combinations (myth and modern cosmology might be one such combination). Of course, every business has the right to demand that its practitioners be prepared in a special way, and it may even demand acceptance of a certain ideology (I for one am against the thinning out of subjects so that they become more and more similar to each other; whoever does not like present-day Catholicism should leave it and become a Protestant, or an Atheist, instead of ruining it by such inane changes as mass in the vernacular). That is true of physics, just as it is true of religion, or of prostitution. But such special ideologies, such special skills have no room in the process of general education that prepares a citizen for his role in society. A mature citizen is not a man who has been instructed in a special ideology, such as Puritanism, or critical rationalism, and who now carries this ideology with him like a mental tumour, a mature citizen is a person who has learned how to make up his mind and who has then decided in favour of what he thinks suits him best. He is a person who has a certain mental toughness (he does not fall for the first ideological street singer he happens to meet) and who is therefore able consciously to choose the business that seems to be most attractive to him rather than being swallowed by it. 

To prepare himself for his choice he will study the major ideologies as historical phenomena, he will study science as a historical phenomenon and not as the one and only sensible way of approaching a problem. He will study it together with other fairy-tales such as the myths of 'primitive' societies so that he has the information needed for arriving at a free decision. An essential part of a general education of this kind is acquaintance with the most outstanding propagandists in all fields, so that the pupil can build up his resistance against all propaganda, including the propaganda called 'argument'. It is only after such a hardening procedure that he will be called upon to make up his mind on the issue rationalism-irrationalism, science-myth, science-religion, and so on. His decision in favour of science - assuming he chooses science - will then be much more 'rational' than any decision in favour of science is today. At any rate - science and the schools will be just as carefully separated as relig' ion and the schools are separated today. Scientists will of course participate in governmental decisions, for everyone participates in such decisions. But they will not be given overriding authority. It is the vote of everyone concerned that decides fundamental issues such as the teaching methods used, or the truth of basic beliefs such as the theory of evolution, or the quantum theory, and not the authority of big-shots hiding behind a non-existing methodology. There is no need to fear that such a way of arranging society will lead to undesirable results. Science itself uses the method of ballot, discussion, vote, thou-h without a clear grasp of its mechanism, and in a heavily biased way. But the rationality of our beliefs will certainly be considerably increased.

Against Method: Outline of an anarchistic theory of knowledge - Paul Feyerabend (1975)