This is lifted from a paper on Popper’s evolutionary theory of knowledge, prepared for a short radio talk. The paper started with the four-stage problem-solving schema P -> TS -> EE -> new P and there were four aims.
1. To correct some false views about science.
2. To push the importance of working on problems.
3. To indicate the positive function of criticism.
4. To explain the conservative limits on criticism that are imposed by inductivism, Lakatos and Kuhn.
On the positive or creative function of criticism.
In this schema a problem functions as an ecological niche to be colonised by tentative solutions. Problems are not a nuisance because they provide a habitat for new species of ideas. This provides a theory of discovery, based on the creative function of criticism. Criticism is often regarded as a negative kind of thing and critics are supposed to be second-rate people, rather like teachers, who cannot actually do anything. To grasp the full power of evolutionary epistemology it is necessary to understand this creative function of criticism. Problems are the habitat where new ideas grow and criticism has two functions, which are about equally valuable: (a) to eliminate error and (b) is to generate new problems, i.e. new habitats. Thus Popper’s theory brings out both the error elimination and the creative function of criticism. And we need to maximise the free play of criticism to get the best out of both its functions.
