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nydus/The Foundations of Science: Science and Hypothesis, The Value of Science, Science and MethodPublic

This collection compiles the scientific writings of Henri Poincaré, including *Science and Hypothesis*, *The Value of Science*, and *Science and Method*. The text explores the application of non-Euclidean geometry to theories of the universe and the possibility of alternative laws of nature.

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Table of Contents

BOOK II MATHEMATICAL REASONING

VI

A few remarks to end with. There is a striking contrast between the roughness of this primitive geometry, reducible to what I call a table of distribution, and the infinite precision of the geometers' geometry. And yet this is born of that; but not of that alone; it must be made fecund by the faculty we have of constructing mathematical concepts, such as that of group, for instance; it was needful to seek among the pure concepts that which best adapts itself to this rough space whose genesis I have sought to explain and which is common to us and the higher animals.

The evidence for certain geometric postulates, we have said, is only our repugnance to renouncing very old habits. But these postulates are infinitely precise, while these habits have something about them essentially pliant. When we wish to think, we need postulates infinitely precise, since this is the only way to avoid contradiction; but among all the possible systems of postulates, there are some we dislike to choose because they are not sufficiently in accord with our habits; however pliant, however elastic they may be, these have a limit of elasticity.

We see that if geometry is not an experimental science, it is a science born apropos of experience; that we have created the space it studies, but adapting it to the world wherein we live. We have selected the most convenient space, but experience has guided our choice; as this choice has been unconscious, we think it has been imposed upon us; some say experience imposes it, others that we are born with our space ready made; we see from the preceding considerations, what in these two opinions is the part of truth, what of error.

In this progressive education whose outcome has been the construction of space, it is very difficult to determine what is the part of

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