The concept of error deals with the uncertainties made in measurements, which are hard to correct. Error, therefore, does not mean blunder. Error is divided into two categories, which include random and systematic errors. Accuracy, on the other hand, is the rate at which information matches the accepted or true values. As stated earlier, error is either random or systematic. Systematic errors are those that “tend to shift all measurements in a systematic way, so their mean value is displaced” (Error Analysis, n.d). These errors occur when there are wrong calibrations on the equipment of use or the failure of the personnel to account for the effects of any project undertaken. Although it is hard to evade systematic error, they should be avoided at all costs, as no instrument is correctly calibrated. Random errors are those caused by fluctuations from one measurement to another. Lack of sensitivity, poor statistical processes, and imprecise definitions are some of the causes of this type of error. Random errors are mainly experienced in counting and sampling (“Error Analysis, n.d”). For quite some time, there has been a debate about whether accuracy is superior over error in the production of knowledge. For the perfectionists, accuracy is the most important thing in the production of knowledge. However, in reality, error is not a bad thing in the production of knowledge. In fact, error is as valuable as accuracy in the production of knowledge.
Before delving further into the subject, it is important to understand what knowledge means and how error and accuracy contribute to the production of knowledge. Knowledge is a concept that is related to knowing the truth. It describes whether one has self-awareness or not, depending on one’s level of knowledge. In human science, knowledge refers to spiritual awakening and the advancement of a human being. Whether dealing with accuracy or error, knowledge depends on a person’s perspective. According to Wilhelm Windelband, two approaches, nomothetic and idiographic are used to describe the concept of knowledge. The tendency to generalize in describing objective phenomena is what is referred to as nomothetic. Idiographic, on the other hand, is the tendency of specifying issues, which is a typical human character. A subjective phenomenon seeks to describe contingents and uniqueness. The concepts are mainly used in social science, as it is in these subjects that human individuals are fully defined. In addition, there are general rules that have already been put in place to guide this person. The idiographic approaches are described as qualitative while the nomothetic ones are majorly quantitative. These concepts have different definitions in psychology and sociology. Most importantly, errors are bound to occur when using the two concepts. However, unlike in the past, conclusions and solutions derived from such error-prone concepts are considered and that contributes to the development of knowledge. If some errors are not checked, the analysis, whether nomothetic or idiographic, can become useless hence researchers take care to avoid such instances.
The usefulness of error in the production of knowledge depends on one’s definition of knowledge. On one hand, theoretical knowledge enables a learner to understand the concept of “why.” It defines why one concept is more applicable than the other is. Theoretical knowledge enables the learner to build a particular context about a certain topic, while at the same time enables them to set strategy. Practical knowledge, on the other hand, enables a learner to acquire techniques that are important in developing one’s tools of trade. This is gaining knowledge through action and experience. Thus, it is learned through the reality of life. While practical knowledge is commonly referred to as, “street smart” as it is acquired through apprenticeship, theoretical knowledge is gained from “book learning” hence it is based on the common natural laws (Anupama, 2015). Theoretical and practical knowledge are important in understanding the concept of error. Theoretical knowledge enables one to discover the errors in advance and that assists in the production of knowledge. In the same manner, practical knowledge enables one to dismiss some erroneous assumptions which might lead to fallacies. In that regard, practical knowledge is useful in the production of knowledge.
Among the subjects that have had to deal with the concepts of error, truth, and accuracy as aforementioned are the sciences and mathematics. In math, for example, a student may try to ascertain whether a theorem works, not by proving it, but by falsifying it. This falsehood nature of a subject leads to a student gaining a notion that he/she is right, while they are entirely wrong. Recent successes and achievements have contributed to generating the theories of knowledge. Various discoveries have helped to elaborate why the universe looks the way it does. As most of the sciences did not fit the cognitive paradigm, the field was highly disregarded, with its hypothesis being regarded as dangerous and ludicrous. It was “up to” science to fit in with the worldview that existed. Nowadays, the tables have overturned, and it seems that religion undergoes the same paradigm as science did.
The concept of error in science was bound to change in the seventeenth century. Newton and Galileo’s discoveries were used to challenge the existing notions. On his part, Galileo discovered that the moon’s surface was not smooth. He came to that conclusion after observing the shadow made by the moon. On the other hand, Newton came up with the three laws of motion and the law of universal gravitation. Galileo and Newton’s discoveries were accepted after they showed that the previous assumptions made about astronomy and motion respectively were erroneous. The discoveries are crucial to the topic because they are examples that show how new knowledge could arise out of errors. This formed a new basis for theory of knowledge, which was reason and empirical evidence, which were regarded as the ultimate proof.
The West was the most affected as the scientific revolution changed the way people thought. As a result, the living standards were raised, as people now understood their environment. What was regarded as error was now the basis of livelihood, among the human beings. Whatever was regarded accurate, especially religion was now challenged by scientific scientists (“Areas of Knowledge: The Natural Sciences, n.d”).
It is important to note that not every concept developed by science is accurate. With time, new scientists discover the errors present in various theories and are using their knowledge background to try to correct any inaccurate information. In addition, some scientists are biased, and they end up becoming guilty of hoax and frauds. Most of these tamper with evidence and data, in their drive, to come up with “groundbreaking discoveries”. As a result, most of the theories that are full of errors may pass as accurate data, thus misleading the society.
The attempt to represent the world is limited by the perceptions portrayed by human beings. The N Sciences is one of the perspectives. This perspective is stipulated by the scientists who have a tendency of seeing the same reality. This is because they come up with a particular phenomenon and create theories around it. Later, the same scientists conduct experiments with the aim of proving or disapproving their originally formulated theories about the world. As a result, the perspective enables them to come up with new technological breakthroughs that help redefine the world.
Apart from the N Science perspective, there is the psychology perspective. The role of a psychologist is to investigate why and how a particular person feels, reacts, behaves, and thinks. Both natural and laboratory experiments are used to analyze these behaviors. Statistics taken reflect the characteristics of a certain sample. It is important to note that this sampling can be accompanied with many generalizations, which might result in errors. In addition, the interviews conducted while carrying out the researchers may also be biased while at the same time the people’s expectations may influence the outcome of the psychology process.
Reality is a concept that is new to every human being. The fact that we as human beings view certain things in a particular way does not mean that they appear as so. These are just errors forced to become accurate realities. It is the responsibility of every person to remain open minded to accommodate the views of other people, as they are equally valuable. Someone’s belief structure defines the concept of reality, as this is a fluid concept. Sometimes, people’s perception of life becomes their reality. Perspective in this case may not let people control whatever happens in their lives, but may enable them to respond to these events (Sodha, 2006).
So far, it is not right to justify the concept of error, but it is only this idea, that can lead a person to the value of truth, which is the ultimate path to true knowledge. Error that has already been made should be used to act as a tool to achieve the truest needs, and through the process, a person can learn from them and avoid repeating them. Errors should never be justified nor forgotten as a person who makes them ends up being dishonest. Acceptance of the pain and tribulations caused by error should be accepted, as this is the best experience that one can use to deal with a recurrence of error.
When a person has accepted that they have committed a certain error, they can develop means through which they are able to derive value from their misfortunes. Examples can be viewed from the past scientists who kept renewing their theories, after realizing that they had made some mistakes. The periodic table, for example, keeps evolving, once scientists realize where the errors lie.
Despite the examples to show that error is important in the production of knowledge, some insist that accuracy is the most important thing in the production of knowledge. Accuracy refers to the degree to which a measurement is close to being precise. The view that production of knowledge depends more on accuracy than anything else is supported by the use of data in order to prove scientific findings. The data has to be accurate in order for the findings to be accepted as true. For example, if a group of scientists is testing the efficacy of a vaccine for the Zika virus, the results have to be statistically accurate in order for the results to be accepted as true findings. However, the emphasis on accuracy may make the world to lose out on the benefits of error as a valuable tool in the production of knowledge. For something to be accepted as true, there has to be evidence showing that other alternatives are false. In that sense, error is not necessarily a bad thing because it helps in choosing the most suitable choice.
In conclusion, error is as important as in the production of knowledge. Errors are divided according to the source of that error; there are those errors arising from processing and those that are caused by natural variations after taking the original measurements (Foote & Huebner, 1995). The concept of error ensures that the author’s credibility is increased, as they are keener. Those people who admit that they are wrong tend to win the trust of their audience. This is because these kinds of people give an impression that they will continuously revise their findings, to improve them (“The Importance of Error Statements”, 2009). Therefore, neither error nor accuracy is superior to the other in the production of knowledge. As shown from this essay, both are useful tools in the development of knowledge, so there should be no attempts disregard any when developing knowledge.).
References
The Importance of Error Statements. (2009, April 17). Retrieved June 17, 2016, from ClimateSight: https://climatesight.org/2009/04/17/the-importance-of-error-statements/
Anupama, A. (2015, May 22). What are some examples of the difference between practical knowledge and theoretical knowledge? Retrieved June 16, 2016, from Quora: https://www.quora.com/What-are-some-examples-of-the-difference-between-practical-knowledge-and-theoretical-knowledge
Areas Of Knowledge: The Natural Sciences. (n.d.). Retrieved June 17, 2016, from So how do we know: http://sohowdoweknow.weebly.com/natural-sciences.html
Error Analysis. (n.d.). Retrieved June 17, 2016, from Rochester: http://teacher.nsrl.rochester.edu/phy_labs/AppendixB/AppendixB.html
Foote, K. E., & Huebner, D. J. (1995). Error, Accuracy, and Precision. Retrieved June 17, 2016, from Colorado: http://www.colorado.edu/geography/gcraft/notes/error/error_f.html
Sodha, A. (2006, March 22). Perception Vs Reality. Retrieved June 17, 2016, from Unlimited Choice: http://www.unlimitedchoice.org/blog/meditations/perception-vs-reality/
