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Personal Experience Of Science Born as I was into the immediate post-war generation, my thinking on science parallels in many ways the generation as a whole. We came along in the aftermath of the first scientific war – fought between countries with, in many ways, highly-developed technologies, which served to both fuel and end the conflict (Brehm, Kassin, & Fein, 1999, cited in Schneider, Grunman & Coutts, 2005). But then came the first inklings that there was both more and less to science than shiny new machines, even killing machines. The social experiments of Milgram (1965) and the cold behaviorism of Skinner (Operant Conditioning, 2007) surfaced into the popular consciousness, and arguably fueled the lingering revulsion over the part science played in the recent conflict. The increasing reach of television, and the growing immediacy of the vision of the world that this gave, may have contributed to a growing sense of a complexity beyond the immediate post-war world, of a sense that there was something more to be had than the rational present. Such complexity bred a wish for simpler solutions, smaller havens and understandable solutions (Brehm et al., ibid). And there began the long flight from rationalism, from theory into pragmatics (Omer & Dar, 1992, cited in Dar, Serlin, & Omer, 1994) where personal experience and feelings took center stage and evidence took the rear. My personal attitudes towards science echoed in many ways that process above, beginning by wishing to be a hard-scientist but drifting slowly towards the humanities, while retaining some of my respect for the perceived qualities of hard science. I had first wanted to be a nuclear physicist, enthralled as I was by the dual influence of “How It Works” and “A... ... middle of paper ... ...ant-memories--understanding-the-human-mind-is-easy-once-you-realise-that-consciousness-is-a-trick-of-memory-and-selfawareness-an-illusion-of-language.html?full=true Meehl., P. (1997). (1997) The problem is epistemology, not statistics: Replace significance tests by confidence intervals and quantify accuracy of risky numerical predictions. In L. L. Harlow, S. A. Mulaik, & J.H. Steiger (Eds.), What if there were no significance tests? (pp. 393-425). Mahwah, NJ: Erlbaum. Milgram, S. (1965). Some conditions of obedience and disobedience to authority. Human Relations, 18(1), 57-76. doi:10.1177/001872676501800105 Minuchin, S. (1975). A conceptual model of psychosomatic illness in children: Family organization and family therapy. Archives of General Psychiatry, 32(8), 1031-1038. Operant conditioning. (2007). . Retrieved from http://www.youtube.com/watch?v=I_ctJqjlrHA