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Summary 'From Science to Common Sense' by Moscovici and Hewstone
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Summary, explanation and conclusion of the main ideas of the text 'From Science to Common Sense' by Moscovici and Hewstone.
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FROM SCIENCE TO COMMON SENSESerge Moscovici - Miles Hewstone (1988)
Summary:
A. THE GAME OF SCIENCE AND THE GAME OF COMMON SENSE
a. The problem before us is to understand how individuals think and understand their everyday world, and how we use the
information we receive, whether from science or from common experience. Although science and its discoveries are integral to
our intellectual and social lives, we, even those with technical backgrounds, do not always apply logical and rational thinking in
our daily decisions and actions.
This paradox leads us to question why this discrepancy occurs between the ideal of scientific thought and the reality of thought in
the social world. The theory of social representations offers a way to understand how science becomes part of people's common
sense. However, it remains to be determined whether this integration is effective or whether, in some way, it dilutes or distorts the
original scientific knowledge.
The study of how we interpret and apply scientific ideas in our daily lives allows us to better understand the mental and social
processes involved. This is crucial not only for us psychosociologists and philosophers, but also for anyone interested in how
scientific information and knowledge impact our understanding of the world and our social interactions.
b. The issue of science and common sense, or scientific epistemology versus popular epistemology, is an ancient and fundamental
dichotomy. We are faced with two different worlds of thought: one characterized by the rigor and security of science, where the
rules are strict and the answers seek universal truth; and another more informal and accessible, where knowledge is acquired
intuitively and used according to the needs of the moment.
This duality reflects not only a difference in methods of knowledge, but also a social and cultural divide. Science and technology,
along with other specialized disciplines, have gained autonomy and prestige, while traditional and popular knowledge has been
relegated and often simplified for mass consumption. This situation has led to a society divided between experts and amateurs,
where the gap between formalized knowledge and everyday knowledge is evident.
For psychosociologists, understanding this dynamic is crucial, as it reveals how people manage and apply different forms of
knowledge in their daily lives. This reflection is not only academic, but also practical, given that understanding how science and
common sense intertwine and differentiate can help address complex social issues and promote a more inclusive and effective
dialogue in contemporary society.
B. COMMON SENSE: FIRST-HAND KNOWLEDGE AND SECOND-HAND KNOWLEDGE
a. Once these premises have been established, we can get to the core of the subject. The most fundamental tools of our souls are
the mental bonds of popular epistemology, that is, common sense, a body of knowledge recognized by all. While some may
consider it obvious to talk about common sense, it is important to remember its relevance, especially in a world flooded with
information. Popular epistemology focuses on studying this kind of knowledge, but first we need to describe what it is and who
possesses it, depending on the approach we take. From the theory of social representations, we can understand common sense
as a set of mental images and connections that we all use to solve everyday problems or predict outcomes. This knowledge is
based on shared traditions and experiences validated by practice, stored in the language and mind of society.
Common sense is characterized by its apparent naivety, associated with the direct perception of reality without external influences.
Individuals are often seen as seeing things as they are, which reinforces their legitimacy and authority. However, science, far from
simply validating common sense, transforms and challenges it. Science systematizes and clarifies popular knowledge, refining and
categorizing ordinary observations to formulate valid hypotheses and generalizations. In this way, science can be seen as an
elaboration of common sense, but also as its rupture and reconstruction in added terms.
Contemporary society is flooded with scientific knowledge, disseminated through various media and technologies. This massive
exposure to science has generated a new kind of common sense, influenced, and enriched by scientific discoveries and theories.
This second-hand knowledge spreads and constantly establishes a new consensus around each scientific breakthrough. It is
important to recognize that this new common sense coexists with the old one, transmitted mainly orally, but is also disseminated
through printed and visual media, adapting to the needs and demands of an increasingly technologically and scientifically informed
society. This shift in the sphere of human thought has profound consequences that deserve to be explored and analyzed further.
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, b. Recycling science as common sense offers us a new perspective on how we understand and apply scientific knowledge in our
daily interactions. This raises fundamental questions for social psychology in terms of how science influences and integrates into
everyday exchanges. The transition from ordinary knowledge to systematic scientific knowledge is central to both the philosophy
of science and psychology. While science rationalizes various spheres of society, including common sense, social psychology is
interested in how people internalize and use this knowledge on a daily basis.
It is observed that there is a discrepancy between the public's expectations of adopting the rational model of scientific inquiry and
the reality of how these formal standards are employed in practical contexts. This does not imply that there are fundamental
differences in mental capacity between scientists and ordinary people, but rather reflects complex processes of socialization and
rationalization. Social psychology, therefore, stands at the intersection of these phenomena, exploring how individuals and groups
incorporate and adapt scientific knowledge into their everyday lives.
This reflection underscores the importance of studying both the socialization and rationalization of knowledge in social psychology,
recognizing that understanding how common ideas are formed and transformed in response to scientific advances is crucial to
understanding our collective human experience.
C. PEOPLE WHO REGARD SCIENCE AS AN INGRES VIOLIN
The knowledge we are interested in describing is common sense, conceived both as a derivative of science and as an independent
entity that the common man uses and shapes. It has been proposed to compare the common man with the scientist, often under
the term "homo scientificus". However, this analogy has limitations due to the common man's lack of specialized training in specific
scientific fields.
The idea of a naïve or intuitive scientist, widely used, seems inadequate because it does not correspond to the observed socio-
cultural reality. I prefer to approach the common man as an amateur savant, someone who actively consumes scientific ideas in a
self-taught way. This amateur is nourished by readings and discussions, applying this knowledge in everyday practical decisions
such as economic issues or interpersonal dynamics.
He is not simply a naïve observer; rather, it operates within a complex cultural framework, adapting and reinterpreting scientific
concepts according to its own specific contextual experiences and needs. This perspective highlights how common sense is
enriched and transformed through the dynamic interaction between formal science and practical applications in everyday life.
Flaubert immortalized this tendency and the human type that corresponds to it in his novel. He depicted characters at a time when
science was a widespread pastime. Amateur sages abounded, who strove to understand nature, spirit, or society for their own
interest and delight. They all "did" science without seeking profit or career. Specimens were collected, chemicals were
experimented with, and some built microscopes and telescopes; others made gadgets. Some of these "virtuosos" achieved famous
celebrity, but most were literally uneducated. They did not write treatises or articles, nor did they write at all.
It is this human type, so widespread in the United States, that Peirce must have had in mind when he wrote: "He does not propose
to be rational and often speaks contemptuously of man's weak and deceitful reason. So let him think about what he likes" (Peirce,
1957, 3). This maxim is applicable to the study of thought as it presents itself in daily life. In any case, Bouvard and Pécuchet
religiously follow this maxim, as does Flaubert. These two characters strive to study various sciences, and their method, that of
the amateur savant, is immediately situated in society and culture.
The theory of social representations illustrates this phenomenon. Instead of accepting science as it is presented, the common
reception of the present texts should be considered. Reflect us.
D. RECYCLING SCIENCE AS COMMON SENSE
a. The above example has allowed us to draw more accurately the portrait of the wise "amateur" as the prototype of the man
eager for knowledge, at least by getting a little closer to the cultural and social reality. At the same time, we have sharpened our
understanding of the reasons that lead us to associate this type with the kind of knowledge we are interested in.
The first question we face is this: How does the "amateur savant" achieve his goal? In other words, how do you reproduce scientific
content to gain common-sense knowledge that is useful to you? This task involves delving into their thinking and analyzing their
cognitive activity, although we recognize that finding a simple and definitive solution is difficult and can only be provisional.
In principle, cognition is based on information, which is the common paradigm: physical and social data ready to be examined and
explained. This paradigm implies that individuals acquire knowledge by recognizing and selecting information elements from the
outside world. By ordering and gaining a stable view of the physical or social world, each individual makes inferences that allow
him or her to attribute causes to effects and make predictions. However, when adequate information is lacking, many fall into
prejudices and systematic errors.
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