Modern science is in danger of fragmentation and of becoming a study of artificial abstractions which become increasingly severed from reality.
As translated from Maurice Merleau-Ponty in L’Œil et l’Esprit
“Science manipulates things and gives up living in them. It makes its own limited models of things; operating upon these indices or variables to effect whatever transformations are permitted by their definition, it comes face to face with the real world only at rare intervals. Science is and always will be that admirably active, ingenious, and bold way of thinking whose fundamental bias is to treat everything as though it were an object-in-general – as though it meant nothing to us and yet was predestined for our own use.”
Introducing the Goethean method brings back the connection between the investigator and the subject under investigation.
This review by Bo Dahlin investigates science education in relation to a phenomenological approach.
An example of the two approaches to investigation can be seen in the contrast between Newton and Goethe in their methods of studying colour. There has been much debate about the rights and wrongs of these approaches with sides being taken. Would it not be more fruitful to look at both, not as competing theories but as two different ways of looking at the phenomena. Newton is trying to exclude the investigator from the processes while Goethe is trying to understand how things stand in relation to the investigator. They are not investigating the same thing. Goethe was studying colour while Newton was studying optics.
With the advances in knowledge brought about by modern science we can now apply the Goethean participatory method to the world around us with added wonder. By including the pole of Goethean science, modern science is rescued from its one-sidedness and we get science which is unified in its polarity.