How can we optimize the extent of our understanding of the world?
As the legendary philosopher Plato famously stated, "the unexamined life is not worth living." For as long as I can remember, I have asked deep and unanswered questions and been interested in discovering how and why the world functions. Consequently, science had always been my favorite subject and it was not until seventh grade that I discovered philosophy. My passions for these two disciplines and for the general pursuit of knowledge has only grown since, which lead me to embark upon this STEAM project. This year, I conducted independent research to analyze the epistemological intersections of philosophy and science, using the abstract concepts of "time" and "consciousness" as case studies. In addition to continuing this research into the future, I have also created the "SophoScientia Club" in which members of the Windward community and I discuss relevant topics using the Sophos (wisdom) of philosophy and the Scientia (knowledge) of science. Furthermore, in our technological society that values simple and satisfactory answers, we too often rely upon science alone. It is true that certain, more definite scientific concepts such as the chemical properties of water or medicine only require scientific inquiry, and that definite philosophical concepts such as ethics and aesthetics only require philosophical analysis. However, for more indefinite and abstract concepts, such as time and consciousness, that lend themselves to both the empiricism of science and the speculation of philosophy, an interdisciplinary framework of both philosophy and science is necessary to truly optimize the extent of our knowledge.
Instead of attempting to learn everything there is to know about the history and academia of philosophy and science, I wanted to examine them in action by noting how each discipline approaches understanding a question or concept. I decided to use time and consciousness as case studies because they both differ in their scale and characteristics, while also falling under the indefinite/abstract category. Thus, despite my school not recognizing any "independent study" electives, throughout this year I would spend my "free" period as an allocated research time for this project in lieu of a third AP. After reviewing all that I had learned at the end of the year, I began to summarize, connect, and synthesize general truths between science and philosophy, which are encapsulated by the ideology I call "SophoScientia." Throughout the project, I relied heavily upon databases such as the "Stanford Encyclopedia of Philosophy" and "Frontiers in Psychology" and would often watch or listen to many videos and podcasts on "TED Talks" and "The Royal Institution," sometimes while driving in order to keep up on my research. In addition, I met with faculty at my school to receive suggestions.
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By the end of this project, I had hoped to devise a single method, incorporating both scientific and philosophical tactics, that could apply to any subject and optimize the extent of one's knowledge of the world. However, I have come to realize that such a method would be unrealistic and would contradict everything that I had learned; this would be a mere satisfactory answer. Instead, through engaging with activities like the SophoScientia Club and simply being aware of the capabilities of philosophy and science, a person can become a more intellectual and critical thinker. My research and club will continue into next year at Windward and this concept of interdisciplinary philosophy and science is one that I hope to pursue further in college.
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