Experimental Research Argument By examining Einstein's statement on research - "if we knew what we were doing, It would not be called research, would it?" - one can see that he means research is designed as a way to learn and experiment. It is used to find things out and discover things, which is why people spend so much time on it. They do not always know what they are doing, many believe, but they know what they want to discover. They have to use various methods to find what they want to know, and sometimes there is a great deal of trial and error involved in finding the answer to the question. Einstein believed that there were many ways in which people could discover the world around them, and it was clear by his life's work that he was dedicated to doing all he could to advance science and humanity in such a way that it would be beneficial for the entire world (Cooperstock, 2009). But, is his argument that people who research really do not know what they are doing accurate? Did Einstein mean this, and did he really think that researchers did not...
While people use research to discover things, the idea that they do not know what they are doing is not necessarily a logical one. This is one of the things that Einstein may have said in jest, or only as a partial truth. It is also possible that the quote was originally part of something much longer, and that it was taken out of context. Even if Einstein meant it exactly as stated, was he correct? It is possible for individuals to not know what they are doing when they begin research, but how logical is it that they will not figure out what they are doing as they go along? The truth of the matter seems to be that researchers do, indeed, know what they are doing (Hinkelmann & Kempthorne, 2008). They have to have some basic idea of what they want to study and what they want to discover, or they would not be able to plan out their studies. They would have no idea how to go about looking for things, and that is not the case. Most research studies are carefully planned (Hinkelmann & Kempthorne, 2008).
The basic materials might include tin cans, fragments of speech, a cough, canal boats chugging or natural snatches of Tibetan chant (all these are in a work called Etude Pathetique). Musical instruments are not taboo: one piece used a flute that was both played and struck. Differences in balance or performance can also be used to extend the range of materials. All of this is very similar to the way
EDSE 600: History and Philosophy of Education / / 3.0 credits The class entitled, History and Philosophy of Education, focused on the origin of education and the "philosophical influences of modern educational theory and practice. Study of: philosophical developments in the Renaissance, Reformation, and revolutionary periods; social, cultural and ideological forces which have shaped educational policies in the United States; current debates on meeting the wide range of educational and social-emotional
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