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GUIDE TO THE PHILOSOPHY 1938 - 1947.pdf - Rare Books at ...

GUIDE TO THE PHILOSOPHY 1938 - 1947.pdf - Rare Books at ...

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250<br />

ETHICS<br />

with living things, allow the possibility th<strong>at</strong> some arbitrary<br />

non-mechanical principle of life may <strong>at</strong> any moment<br />

intrude itself to upset die causal chain of stimulus and<br />

response which mechanist biology seeks to establish.<br />

Thus it is no accident th<strong>at</strong> field and labor<strong>at</strong>ory workers<br />

in biology are strongly mechanist in symp<strong>at</strong>hy and out*<br />

look<br />

As with biology, so with psychology. In so far as science<br />

is successful in bringing human beings within its scope,<br />

its success depends upon its ability to tre<strong>at</strong> them as highly<br />

complex mechanisms whose workings are subject to the<br />

same laws as those which are observed to hold in the rest<br />

of the world, a world which it is the purpose of science to<br />

describe. Of this world human beings are themselves a part,<br />

and the laws which science reveals as governing the events<br />

which occur in it must, if the scientific standpoint is to be<br />

maintained, be exemplified in the lives flnd histories of<br />

the men and women who are items of its contents. If we<br />

cannot as yet show this exemplific<strong>at</strong>ion in detail, th<strong>at</strong>,<br />

science insists, is only because of the lack of adequ<strong>at</strong>e<br />

knowledge. Men, in other words, must be studied as<br />

responding to stimuli, ainni the mtindi in so<br />

far as its separ<strong>at</strong>e existence is conceded, must through the<br />

speech and actions which are commonly said to spring<br />

from it, be studied as objectively as the growth of a plant<br />

or the movements of a planet Inevitably, then, Behaviourism<br />

is the appropri<strong>at</strong>e psychology for the scientist. "The<br />

behaviourist," Bays Professor W<strong>at</strong>son, "puts the human<br />

organism in front of him and says, Wh<strong>at</strong> can it do? When<br />

does it start to do these things? If it doesn't do these things<br />

by reason of its original n<strong>at</strong>ure, wh<strong>at</strong> can it be taught to<br />

do?"<br />

Thus the human being is tre<strong>at</strong>ed as a labor<strong>at</strong>ory specimen<br />

who is under observ<strong>at</strong>ion. How, the behaviourist asks,<br />

will a particular specimen behave when confronted with<br />

a certain situ<strong>at</strong>ion? and, conversely, when a specimen<br />

behaves in a certain way, wh<strong>at</strong> is the object or situ<strong>at</strong>ion<br />

which causes it so to behave? These are strictly scientific

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