Analogy Between The Parable Of The Sowing And The Natural Sciences

Analogy between the parable of the sowing and the natural sciences

There is an overwhelming amount of knowledge that the human being throughout its existence has tried to explain and continues to do so;When an explanation for this knowledge is found, the human being has the need to spread them, to send this knowledge to more and more people, a shared knowledge. However, many times it is difficult to do it since not everyone learns in the same way;Thus, tools are developed that can help in a simpler way to obtaining knowledge. One of these tools is the analogy that, as a cognitive process, is in itself a comparison that seeks to establish a relationship between different things;The interesting thing in this is knowing what its function is actually, in other words, its purpose or role it meets. Mainly comparisons are linked to the help it offers to understand, understand or have a clear idea of some knowledge, often leaving aside, another of its possible functions: provide justifications, that is, a demonstration by arguments or tests. Thus, it is questioned, to what extent is the function of a comparison to help understand a knowledge more than providing a justification? Having as areas of study religious systems of knowledge and natural sciences.

In the area of religious knowledge systems, it can be evidence. In Catholicism there are the parables of Jesus that tell real incidents and then extrapolate them towards teachings. A good example of them is the parable of the sower that tells the places where the seed was left by the sown, places like thorns and good land.

"The sower soweth the word. These are those who were sown between thorns: those who hear the word, but the Afannes of this century, and the deception of wealth, and the coves of other things, enter and drown the word, and becomes unsuccessful. And these are those that were sown in good land: those who hear the word and receive it, and bear fruit to thirty, and one hundred by one.”(Mc 4: 7-8 Reina Valera 1960) As can be seen in the parable, a comparison is made between a situation of daily real life with the teachings of God and the people who receive it. The sower is implied as God, the seed as the Word of God and the places where they fell like those who hear the word. Several similar aspects were exposed in two different situations that helped to leave an almost enlightened impression of the main situation that was sought to explain, thus helping to understand a complex idea based on a situation in which they can be related.

Comparisons for understanding are very daily use in this area, which is why it is questioned. Can comparisons justify knowledge in religious knowledge systems? Within this same area there is also the use of comparisons to provide justification, perhaps not with the same frequency with what is given to help understanding, but it is given. To exemplify there are the 5 ways of Tomás de Aquinas that justify the existence of God, one of it is the path that is based on movement, this focuses on any being that is mobile in both physical and metaphysical aspect, here refersto a log;The fire makes a wood, hot in potent. Thus, it is impossible for only one thing to be engine, that is, move another and in turn it is mobile, that is, it can be moved. Therefore, everything that moves is moved by another and thus does a whole chain that really cannot follow indefinitely, and needs a first engine that is not moved by another and that engine would be God. Here it is evidenced as Tomás de Aquino compares and shows the similarities between a wood and fire, and mobile beings;showing two simple and understandable situations to demonstrate that as it happens in those situations, the same happens with the existence of God, justifying it. Here the reason for an important value, specifically the deductive reasoning, the comparison between premises that are similar in 2 different situations, help to conclude that what happens with these situations can happen in a third situation also. As with all mobile engines that, they need one who is motionless, human beings are mobile beings therefore need a motionless being, that motion is god is God.

However, in the area of natural sciences, it can be seen that the function of comparisons is more focused on providing justifications than in helping the understanding of knowledge since, in this area more than everything we seek to support knowledge with knowledge witharguments, with comparisons as tools to get faster to justification. Jean-Baptiste in 1824 calculated that for the size of the earth and taking into account his distance to the sun, it should be a colder planet. Therefore, it came to the conclusion that the planet is of a temperate climate due to the gases found in the atmosphere that retain heat;as happens in a greenhouse that has a translucent glass or plastic cover that ensures temperature control. Then Baptiste justifies the existence of these gases by comparing it with a greenhouse and the cover with which it has;Thinking that if that cover exists in the greenhouse that regulates the temperature there must also be something on the ground that helps regulate the temperature;Born from there the name of greenhouses and the same greenhouse effect itself. Here is the use of inductive reasoning since the truth of the premises supports the conclusion. While it is true, it does not guarantee the veracity of the conclusion if it helps to have a first key idea that leads to more research than if they can justify with better arguments. This was the first step to justify the existence of greenhouse gases.

Because the natural sciences seeks to support with valid arguments the knowledge that is obtained, it is a bit difficult to think how comparisons in this area help understanding, so it is questioned. To what extent a comparison can help the understanding of knowledgeIn the area of Natural Sciences? In this area there are a lot of complex and somewhat difficult to understand themes, so that in some of these issues comparisons were made with such daily and simple things so that the understanding of the subject is easier. This is evidenced in the atomic models that have names that refer to commonly known aspects to help understanding, such as the Atomic model of Thomson’s raisin bread and Rutherford’s planetary atomic model. Thomson’s model shows that electrons are embedded in the proton, as raisins are in a bread and the bread would represent the proton, central particle of the atom. The model that follows this is that of Rutherford that, in the same way establishes a comparison with the planetary system, established that there is a core of the atom and that the electrons were not embedded but, rather they move around the nucleusas in a planetary movement. Thus, the comparison between bread with raisins and the planetary system with the atomic models of Thomson and Rutherford help to understand and have a clear image of how it was believed at that time was the structure of an atom.

The comparisons cannot be acquired a single function, depending on several factors, your function may vary, it is only to some extent that the function of a comparison is more inclined towards understanding. It may help to understand knowledge is seen as the most successful function for comparisons, but in reality, it is seen because it is the way in which comparisons in our society are mostly used;In schools it is very common. However, it does not mean that it is your only function; Vary according to the area in which it is used and the way in which that comparison is focused can make one function more than the other. The way in which comparisons are addressed, plays an important role in its function, so the question is born, is the reason for the most effective form of knowledge for a comparison to help understand knowledge and also provide a justification? Both inductive and deductive reasoning are of great importance in understanding the function of a comparison, since it is often from premises that a conclusion is inferred and sometimes in which the premises support the conclusion; as is the case of comparison between a greenhouse and the planet Earth being those similar premises that lead to the conclusion of the existence of greenhouses.

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