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IEP: Positive science, IEP: problem of positive science in husserl -…

- - - - There is a new perspective
        IEP: Although this critique of experience is satisfactory, says Husserl, as long as we remain within natural science and think according to its point of view, a completely different critique of experience is still possible and indispensable. It is a critique that places in question all experience as such as well as the sort of thinking proper to empirical science (p.87).
        
        Question posed by new critique
        IEP: For Husserl, this is a critique that raises questions such as: “how can experience as consciousness give or contact an object? How can experiences be mutually legitimated or corrected by means of each other, and not merely replace each other or confirm each other subjectively? How can the play of a consciousness whose logic is empirical make objectively valid statements, valid for things that are in and for themselves? Why are the playing rules, so to speak, of consciousness not irrelevant for things?”
        
        Rigid delineation of science
        IEP: “to the extent that it pretends at every step to posit and to know a nature that is in itself—in itself in opposition to the subjective flow of consciousness”
        
        Exclusion of science and begining of reduction
        IEP: every scientific, as well as every pre-scientific, application of nature “must in principle remain excluded in a theory of knowledge that is to retain its univocal sense. So, too, must all expressions that imply thetic existential positings of things in the framework of space, time, causality, etc. This obviously applies also to all existential positings with regard to the empirical being of the investigator, of his psychical faculties, and the like” (p.89).
        
        Direction of New Theory of knowldge
        IEP: Husserl is advocating a theory of knowledge that will investigate the problems of the relationship between consciousness and being in a way that excludes, not only the “thetic existential positings of things in the framework of space, time, causality, etc.,” but also the “existential positings” and “psychical faculties” of the investigator.
        
        Consciousness as matter of inquiry
        IEP: But to do so, knowledge theory can have before its eyes “only being as the correlate of consciousness: as perceived, remembered, expected, represented pictorially, imagined, identified, distinguished, believed, opined, evaluated, etc.”
        
        Essence Of Consciousness
        IEP: for Husserl, this means that the investigation must be directed “toward a scientific essential knowledge of consciousness, toward that which consciousness itself ‘is’ according to its essence in all its distinguishable forms”
        
        Meaning of conscioiusness
        IEP: investigation must also be directed toward “what consciousness ‘means,’ as well as toward the different ways in which—in accord with the essence of the aforementioned forms—it intends the objective, now clearly, now obscurely, now by presenting or by presentifying, now symbolically or pictorially, now simply, now mediated in thought, now in this or that mode of attention, and so in countless other forms, and how ultimately it ‘demonstrates’ the objective as that which is ‘validly,’ ‘really’” (p.89).
    - - Critical analysis
        IEP: important is the principiant critique of the foundations of naturalism; and by this he means that he wants to direct a critical analysis at the philosophy that believes “it has definitely attained the rank of an exact science”
      - Science and reason is important
        IEP: “in all modern life no more powerfully, more irresistibly progressing idea than that of science” and that “with regard to its legitimate aims, it is all-embracing. Looked upon in its ideal perfection, it would be reason itself, which could have no other authority equal or superior to itself”**
      - Husserl's aims
        IEP: what Husserl wants to do is to provide an unshakable ground for science, so as to make it “rigorous” and “exact.” He dismisses the efforts of both science and psychology to provide such a ground owing to the fact that the “riddles” inherent in each necessarily put the solution outside of their reach.
      - Insufficency of ealier Epistemology
        IEP: He notes that the traditional discipline of epistemology has failed to do this and suggests that what is needed is an investigation that is directed toward “a scientific essential knowledge of consciousness, toward that which consciousness itself ‘is’ according to its essence in all its distinguishable forms.”
- - - - By induction
        
        But it is logical reasoning due to transitivity in logic
        
        So it doesn't just rely on experiences
      - Pure Scientific method leads to experience
        IEP: every method of experiential science leads back precisely to experience. But isolated experience is of no worth to science
        
        Scientific method employs logical laws
        IEP: “it is in the methodical disposition and connection of experiences, in the interplay of experience and thought which has its rigid logical laws, that valid experience is distinguished from invalid, that each experience is accorded its level of validity, and that objectively valid knowledge as such, knowledge of nature, is worked out” (p.87).
- - - - Presumption in all psychological judgments
        “every psychological judgment involves the existential positing of physical nature, whether expressly or not” (p.86).