Analyzing The Lecture of Science as a Vocation by Max Weber

Introduction

Weber exposes some hard truths about scientific academic existence and the reflections this has on our lives. He discusses the tendency of universities to favor lecturers who can draw large audiences, the unfortunate trend of mediocrity in the academic aristocracy, and the element of luck involved in achieving promotions. Furthermore, he delves into the increasing specialization within science and how the discoveries made today are destined to become obsolete. He employs Plato's analogy of men chained facing a wall, with the light—the sun of the truth of science—behind them. It is the philosopher who breaks free and shows others that light, striving for true being. However, if the truth of science is constantly being overlain by new truths as the old become outdated or fall out of fashion, what are we to believe as the ultimate truth?

Specialization in Science

Weber argues that the need to put on blinkers to specialize is detrimental to science as a whole. He encourages scientists to have passion in their work, whatever it may be, for nothing is worth anything to a person if it cannot be done with passion. He speaks with disdain about those who perceive science as purely intellectual, devoid of any soul, and highlights the parallel between art and mathematics, illustrating how inspiration favors both through long hours of work and sometimes not even then.

Correlation Between Civilization and Scientific Progress

Weber draws a correlation between the progress of civilization and scientific discoveries, emphasizing the continuous stream of discoveries due to the obsolescence of previous ideas as essential to development. However, he acknowledges that this very advancement leads to the demise of magic and the intellectualization of our perception of the world. He argues that this lack of mystery makes us less likely to find satisfaction or pleasure in our lives. This theme is echoed in Freud's "Civilization and Its Discontents," where Freud questions why, despite technological advancements, we remain unhappy (Freud, 1930).

Politics as a Science

When Weber discusses politics as a science, he highlights a significant point. Lecturers must keep personal politics separate from the science of politics, presenting each alternative model on its own merits and detriments. He notes that in lecture settings, it is too easy for teachers to impose their views on the class because there is no room for discussion or questioning. Personal politics should be confined to the party room. Weber briefly describes how studying politics as a science can be beneficial by using an empirical method to deduce the best models from all available options. However, the most valuable aspect of studying political science is learning the art of critical reading and understanding the author's thoughts and motivations within a written piece.

The Art of Questions and Arguments

The science of politics is also the art of questions and arguments, not merely for persuasion and manipulation but for the benefit of society as a whole. Weber asserts that the goal of the scientist is to work in the hope that others will advance further than we do. By studying philosophy and politics, and being that person who turns those chained around to see the light, we contribute to the progress of society through the science of politics. This perspective aligns with Weber's broader argument that academic inquiry should serve as a guiding light for societal advancement (Weber, 1919).

Conclusion

In conclusion, Weber's insights into the academic world and its impact on society prompt us to reflect on the nature of truth, the role of specialization, and the interplay between science and politics. His work encourages us to approach our pursuits with passion and to strive for a deeper understanding of the world around us.

References

Freud, S. (1930). Civilization and Its Discontents. Hogarth Press.

Weber, M. (1919). Science as a Vocation. Duncker & Humblot.