Responding To Fringe Science
Michael W. Friedlander suggests some guidelines for responding to fringe science, which he argues is a more difficult problem to handle, "at least procedurally," than scientific misconduct. His suggested methods include impeccable accuracy, checking cited sources, not overstating orthodox science, thorough understanding of the Wegener continental drift example, examples of orthodox science investigating radical proposals, and prepared examples of errors from fringe scientists.
Though there are examples of mainstream scientists supporting maverick ideas within their own discipline of expertise, fringe science theories and ideas are often advanced by individuals either without a traditional academic science background, or by researchers outside the mainstream discipline, although the history of science shows that scientific progress is often marked by interdisciplinary and multicultural interaction. Friedlander suggests that fringe science is necessary for mainstream science "not to atrophy", as scientists must evaluate the plausibility of each new fringe claim and certain fringe discoveries "will later graduate into the ranks of accepted" while others "will never receive confirmation". The general public has difficulty distinguishing between "science and its imitators", and in some cases a "yearning to believe or a generalized suspicion of experts is a very potent incentive to accepting pseudoscientific claims".
Read more about this topic: Fringe Science
Famous quotes containing the words responding to, responding, fringe and/or science:
“For both parties, the most disagreeable way of responding to a polemic is to be angry and keep silent: for the aggressor usually takes the silence as a sign of disdain.”
—Friedrich Nietzsche (1844–1900)
“Children of the middle years do not do their learning unaffected by attendant feelings of interest, boredom, success, failure, chagrin, joy, humiliation, pleasure, distress and delight. They are whole children responding in a total way, and what they feel is a constant factor that can be constructive or destructive in any learning situation.”
—Dorothy H. Cohen (20th century)
“Look carefully through all the claims pressing upon you in your complicated life, and decide once and for all what it is that is the one really important and overmastering duty in it, and should be the one dominating aim. Then remember that if you succeed in that, the others, so multifarious, are really no more than the fringe of the garment, and that you need not spend so much anxiety over them, provided that the one most important is faithfully attended to.”
—Anna C. Brackett (1836–1911)
“The poet uses the results of science and philosophy, and generalizes their widest deductions.”
—Henry David Thoreau (1817–1862)