Abstract

In this paper I attempt to elucidate the nature of that sense of 'methodology' which is concerned with the strategies, techniques, and procedures of scientific experimentation. It is claimed that methodology in this sense is at bottom a set of logical relations between sentences expressing pervasive facts of the subject matter and sentences describing experimental behavior. In particular a successful methodology is one in which the set of these sentences is logically consistent. I then turn to the problems involved in teaching and learning an explicit methodology. Finally, I argue that this analysis throws fresh light on the distinction between knowing a fact and possessing a skill or competence