Copyright © by Jeffrey Hamilton Wattles 2013
[This document is part of a book I am writing, so I ask that you not share it, post it on the internet, or otherwise pre-empt the intended publication. You are welcome to make a copy for your own purposes, and I invite your comments.]
A project in scientific living
Those who choose to apply a philosophy of living in practice may cultivate scientific living by designing and carrying out a project. The simplest of these projects is just involves bringing to mind what we already know. We take some time to think before deciding on a course of action: we remind ourselves of the facts of the situation, consider the causes responsible for these facts and the consequences of alternate courses of action, and put things into a larger, evolutionary perspective. The next level of project involves inquiry. We do not take for granted our customary understanding, but inquire and establish the facts with care as needed, to add to our knowledge of causes and consequences; and we think in more detailed way about the larger picture.
The advanced projects I use in teaching run about six weeks. A project-centered, experiential approach to education has led a majority of my students in philosophy and religion over the past fifteen years to powerful results. There are many ways to design a project, and the guidelines I use change over time; but I experiment with guidelines such as the following.
Since scientific living is a dimension of life, it relates in one way or another to practically everything; so it helps to choose one or more areas for special focus. To develop a superbly well-balanced personality, you may choose the area where you most need to grow and then put forth supreme effort. Wholeheartedness and persistence are the major factors in success. Nevertheless, it is unwise to take on too much: if the number one growth problem is too psychologically sensitive at present, it is wise to take time and seek counseling to prepare to address it successfully.
We do not have to think alike. Though clashes can be avoided, disagreement is normal. Essential in these projects is the freedom to modify any assigned concept, teaching, or instruction as needed to fit what you can honestly feel good about applying in your life.
Once the focus is chosen, consider the following suggestions in designing the project.
1. List important facts connected with the problem or opportunity you choose to focus on.
List the causes you can identify as partly responsible for this present situation.
List the science or sciences that are relevant to your focus (e.g., biology, psychology, sociology, history).
List what you know of these sciences that adds perspective on the situation. If you have time, learn something more of the relevant science(s). List one or more truths of science to guide your project.[1]
Ask what virtue or cluster of virtues could help you live that situation well. Review the virtues already mentioned; and do not hesitate to add to that list.
Commit wholeheartedly to living the truth.
Think creatively of ways to live the relevant truths of science in the situation you have chosen. Then go forward, sincerely living out those decisions for several weeks.
Remember that scientific living is a dimension of life that pertains to most of what we do, so do not limit your project effort to a single focus.
Finally, write up your story, drawing on journal entries, to synthesize your own experience and to share your findings with others. Reflective writing actually helps complete the experience. The paper has three parts: an overview of the course of your experience as it unfolded during the weeks of the project; stories of highlights; and your harvest of lessons learned.
A simple example shows how to apply key project ideas. A person is taking a class (situation) and notices a problem: it is harder to concentrate in class when he is hungry. He immediately recognizes the cause and its practical implications: he needs to eat adequately before coming to class. The relevant science is biology. The truth of science is general and positively stated: Proper nutrition is required for the brain efficiently to support learning. Research supports this statement, but is not needed. The student might learn something about nutrition; at least he is already aware that coffee and a donut do not make a good breakfast. He realizes that if he disciplines himself to take time for proper nutrition, he will feel better, learn better, and contribute better to his environment. In order to form the habit of proper nutrition at breakfast, he needs to develop virtues of self-mastery and time management. In doing so, he can experience the satisfaction, even the joy, of scientific living.
[1] If you want to get more advanced, you can even chart your estimate of the status of that truth along the spectrum: possible truth, probable truth, certain truth. If the truth expresses a statistical generalization, chart it along the spectrum: true of a significant number of individuals of the group in question, true of a majority, true of nearly all.