[An Essay Concerning Humane Understanding, Volume II. by John Locke]@TWC D-Link bookAn Essay Concerning Humane Understanding, Volume II. CHAPTER VII 14/28
This is the greatest exercise and improvement of human understanding in the enlarging of knowledge, and advancing the sciences; wherein they are far enough from receiving any help from the contemplation of these or the like magnified maxims.
Would those who have this traditional admiration of these propositions, that they think no step can be made in knowledge without the support of an axiom, no stone laid in the building of the sciences without a general maxim, but distinguish between the method of acquiring knowledge, and of communicating it; between the method of raising any science, and that of teaching it to others, as far as it is advanced--they would see that those general maxims were not the foundations on which the first discoverers raised their admirable structures, nor the keys that unlocked and opened those secrets of knowledge.
Though afterwards, when schools were erected, and sciences had their professors to teach what others had found out, they often made use of maxims, i.e.laid down certain propositions which were self-evident, or to be received for true; which being settled in the minds of their scholars as unquestionable verities, they on occasion made use of, to convince them of truths in particular instances, that were not so familiar to their minds as those general axioms which had before been inculcated to them, and carefully settled in their minds.
Though these particular instances, when well reflected on, are no less self-evident to the understanding than the general maxims brought to confirm them: and it was in those particular instances that the first discoverer found the truth, without the help of the general maxims: and so may any one else do, who with attention considers them. {Maxims of use in the exposition of what has been discovered, and in silencing obstinate wranglers.} To come, therefore, to the use that is made of maxims.
(1) They are of use, as has been observed, in the ordinary methods of teaching sciences as far as they are advanced: but of little or none in advancing them further.
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