scientific procedures may be less interesting than scientific results. One may philosophical account of some feature of science is an accurate report of what is the case speculate about the great questions of theology and philosophy as philosophers and or a persuasive characterization of what ought to be the case. Logical positivists or theologians have always speculated, but one must try to accommodate the results of empiricists often talk about providing "rational reconstruction" of various aspects of science in one's speculations. Of course, if one abandons all attempts at science. It remains an open question, however, whether any particular reconstruction
conventional social function to long and complex sentences like "The present Queen of England is bald" or "In 1931, Adolf Hitler made a visit to the United States, in the course of which he . . . ," neither of which has any easily identifi- able conventional social role (other than, unhelpfully, those of asserting that the present Queen of England is bald and that in 1931 . . . ). Some additional mechanism must be introduced to accomplish that extrapolation. The logical positivists appealed to the notion of verification, but I shall save discussion of that until chapter 8. Wilfrid Sellars (1963, 1974) invoked the idea of inferring as a social act. He spoke too of "language-entry rules," and "language-exit rules," these being respectively rules governing what one is supposed to say in response to certain sorts of nonlinguistic events (such as observations) and what one is supposed to do in response to certain linguistic utterances,
e. to describe, piisa, vajalik on arutlemine ja argumenteerimine. ,,That reality does not speak for itself, that science can never limit itself merely to observing, explain and possibly predict ... But, also registering and reporting, it is well known fact. Reasoning, out ability to analyze, abstract, relate, interpret and draw conclusions, is a many non-positivists hold that the mission fundamental precondition for all knowledge and knowledge development." of all science is to create shared (Danemark et al., 1997: 79) understanding"
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