sábado, setembro 12, 2020

" interpretations, not fact or truth"

Segue-se uma interessante reflexão de Roger Martin que se enquadra não só com o crescente radicalismo um pouco por todo o lado, como com os crescentes exageros da comunidade científica:
"As the world has gotten more science driven and data obsessed, the formal educational system is teaching certainty with ever more confidence. The message being transmitted to students is, crunch the data and you can determine “the truth.” And we wonder why political positions have become more entrenched! Instead we need to inculcate a belief in the benefits of balancing the manipulation of quantities with the appreciation of qualities. Because science requires numeric quantities and mathematical methods for manipulating those quantities to determine “the truth,” we intensively teach the manipulation of quantities—starting with addition, then subtraction, then multiplication, then division, then algebra, then calculus, etc. This causes our students to become highly experienced and skilled in seeking out quantifiable variables and crunching data so as to determine “the truth.
Very little in our formal education system helps students become skilled in the appreciation of qualities. It happens in literature, fine-arts, and design courses, in which students are helped to make finer and finer distinctions in the qualitative attributes of their subject matter.
As a consequence, we produce students who systematically lack balance. They are strong in the manipulation of quantities and weak in the appreciation of qualities. They are overly certain of the correctness of their models and their analyses based on those models and are equally certain of the incorrectness of opposing points of view. They are confident that they have looked at all data that is relevant to a position and that other variables, by definition, are not at all relevant.
We need to arrest these tendencies. We need to teach students to balance the manipulation of quantities with the appreciation of qualities. We need to teach them that their conclusions are interpretations, not fact or truth, and that alternative interpretations might be equally meritorious and/or contribute to generating a still more meritorious interpretation. That is the only way they will be prepared to work productively in a complex adaptive system."
Trechos retirados de "When More Is Not Better" de Roger Martin.

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