Back to stradler...
The reason that he wanted public funding in the first place was because he thought men could not reason. The reason he thought this was because he never saw a good purpose to science in the first place.
In the interest of brevity, I'll skip the other stuff - I don't know that we are actually arguing at any cross purposes in any of them. So I'll stick with Stadler, because it possess good questions.
I completely disagree with you that
HE never saw a good purpose to science. I think his understanding of what science is, and what its value and purpose are, are very clear. I think the issue he was struggling with is that, if humans are irrational, they would not be able to understand the purpose of science. In a way, he's arguing that he's the only one that understands what is really going on.
He takes public funding because, having arrived at the idea that humans are irrational, he ceases to have an reason not to exploit their ignorance. In effect, he is taking their money to protect science
from them. The Science Institute is designed as a safe haven to protect the progress of science from the irrational public.
I saw this all the time in college. One of my professors said this: (when talking about a business buying someting from a programmer) "And this is another example of the Business man taking advantage of the good programmer". I felt like raising my hand and saying "Excuse me, I think you are stepping on bullshit". There is a reason he was teaching and not working...
Whoa there...back up a bit. I'm not sure I like the implication of that last sentence. You don't think teaching is working? I think Hugh Askton would have a lot to say to you.
What greater work can there be that giving knowledge to the ignorant? To assisting individuals in molding their minds to reasoned through and gainful production by giving them the facts they need to accomplish it? I think you do teaching a great disservice by suggesting it is not work. On the contrary, it is one of the most important pieces of work a person can do.
Now, as to the rest of this professor's comments - do you think he's taking a 'philosophical view' or a 'value of work' view? Was he dismissing business as a whole, or suggesting that this particular businessman was 'exploiting' the programmer by offering him less than the programmer's work was actually worth? There is some important context missing here.
If that programmer is a student, and that student has not fully learned what he needs to value his own work, then it is certainly possible that some unscrupulous business man could come in an offer less than a fair value for that work. Since I don't know enough of the context to disprove this possibility, I can't arrive at your same conclusion. Probably, you know something about the exchange I am not privy to.
Science has got to have a purpose, and that purpose should be the individuals rational self interest. The whole comet thing would be different in a completely free economy--where rationality is required to get by for each individual... not just the ones supporting everyone else.
I think Science contains its own purpose - it is the method by which we derive knowledge from physical observation. I am assuming you probably mean the 'enterprise' of science - all the research going in, the scientists getting paid, etc. - all that knowledge must have some clear and present utility to justify it. The 'comet' example was an argument against that - there is presently no 'immediate' profit in such a survey, even if it might be valuable later.
So my quesiton to you is - in your example of a 'completely free economy', how do you see a resolution to the very example I outlined. How is such a process 'profitable for business', and how does a business or individual justify paying for it?
AT