1993, Erkenntnis
The distinction between basic and applied research is notoriously vague, despite its frequent use in science studies and in science policy. In most cases it is based on such pragmatic factors as the knowledge and intentions of the investigator or the type of research institute. Sometimes the validity of the distinction is denied altogether. This paper suggests that there are two ways of distinguishing systematically between basic and applied research: (i) in terms of the "utilities" that define the aims of inquiry, and (ii) by reference to the structure of the relevant knowledge claims. An important type of applied research aims at results that are expressed by "techical norms" (in von Wright's sense): if you wish to achieve A, and you believe you are in a situation B, then you should do X. This conception of "design sciences" allows us to re-evaluate many issues in the history, philosophy, and ethics of science. 1. BASIC AND APPLIED RESEARCH-A NEGLECTED DISTINCTION Philosophers have mostly been concerned with sciences which explain and interpret the world; now it is time to pay attention also to sciences which change the world. This remark may sound a little pathetic, but it conveys an important truth. The most influential philosophers of science in our age-both within the analytical and hermeneutical traditions-have usually grounded their analyses of the aims and methods of inquiry upon models provided by such basic sciences as mathematics, physics, biology, history, psychology, and sociology. Much less attention has been devoted to fields like applied mathematics, computer science, aeroplane engineering, forest technology, dairy science, agricultural chemistry, veterinary medicine, sport medicine, pharmacy, nursing science, logopedics, didactics, homiletics, household economics, social policy studies, library science, military science, peace research, and future studies. This neglect by philosophers-of course with some notable exceptionsl,-is both surprising and harmful in many ways. In the first place, the students of the more exotic "practical sciences" may of course learn important lessons about science by reading Carnap,