Subjective science and natural science.

Abstract

D. B. Wiseman's (2000) claim that Kenneth Spence's human learning research program is an example of a subjective science derives from his misconception of the role of subjectivity in natural-science methodology. Natural science is suffused with subjective ideas, but the major consideration is not their subjectivity but whether they are designed to meet the objective standards of natural-science epistemology or some vague knowledge base that has no predictive validity. Within this context, Kenneth Spence, as his entire career reveals, was actively committed to the ideal that psychology should operate within a natural-science orientation.

Two portraits of Spence.

“…I wish to respond to Howard H. Kendler’s (2001) comments on my article about Kenneth Spence published in the August 2000 issue of History of Psychology (Wiseman, 2000). My response regards (a) his concerns about my use of a passage from his 1989 article on Iowa’s psychology department, (b) definitions of objectivity and subjective, and (c) the final statement of his current commentary: “Spence was a[n] … exponent of the view that psychology.…”

“…My response regards (a) his concerns about my use of a passage from his 1989 article on Iowa’s psychology department, (b) definitions of objectivity and subjective, and (c) the final statement of his current commentary: “Spence was a[n] … exponent of the view that psychology. …should operate within a natural-science orientation, completely rejecting Wiseman’s claim that his standards of science are subjective” (Kendler, 2001, p. 196).…”

“…Regarding the final statement in Kendler’s (2001) article: It is suggested that (a) Spence advocated the view that psychology should operate within a natural-science orientation and, thus, (b) Spence’s “standards of science” were not subjective. I agree that Spence advocated that psychologists operate within an orientation labeled as such.…”

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A response to H. H. Kendler's (2001) comments on D. B. Wiseman's (2000 original article about Kenneth Spence's human learning research is presented. Specifically addressed are distinctions between objectivity and subjectivity and Kendler's view about Spence.

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