Many of Francis Bacon’s works were based on learning: the mind’s inherent faults hampering it, how we as people make mistakes in learning, and effective ways of gathering knowledge. All his works were linked to the critique, advancement, and improvement of knowledge and learning in some form. This section will cover the major propositions found in Bacon’s works, namely the idols of the mind, the distempers of learning, classification of knowledge, and Baconian induction.
Idols of the Mind
Bacon believed that by virtue of being human, the mind had some inherent faults, which must be corrected if we are to engage in any sort of true and meaningful learning. The word "idol" derives from the classical Greek term “eidolon” which means phantom or image, just as Bacon believed that the idols of the mind would create false or phantom images of the world and of nature. There are four idols of the mind:
1. Idols of the Tribe: The “tribe” referred to here is the tribe encompassing all of humanity. As human beings, we are born with innate faults in the mind. These innate faults are of the tribe, because they come to us at birth, and are common to all humans, not necessarily acquired through exposure to a given set of experiences. These idols include sensory defects, tendencies to make premature decisions, engagement in wishful thinking and overthinking phenomena, and creating more complications than actually exist.
2. Idols of the Cave: This set of idols is not common to the “tribe” but rather specific to each individual and the “cave” they live in, which is their mind. Depending on each person’s unique experiences, relationships to the world and to others and their exposure to particular disciplines, they develop these idols resulting as a sum of their life’s experiences. These idols involve a tendency to view things with regard to the discipline we have been trained in, and use this narrow understanding of the world to reduce all phenomena down to their own perception. For example: a philosopher will see all of nature’s phenomena as questionable and will attempt to find purpose.
3. Idols of the Marketplace: The marketplace refers to the communications between men, or as Bacon puts it, “association of men with each other” (47). The tools that contribute to the existence of these idols are words and language. We either assign abstract terms or give name to things that exist only in our minds. This leads to a faulty and vague understanding. Ironically, words were created so humans could express themselves, but this distemper prevents us from doing so.
4. Idols of the Theatre: This is again a set of idols, which are learned by us through our respective culture, a practice acquired by humans through socialization and cultural exposure. It refers to the theatricality and sophistry in knowledge, but instead of being true knowledge, it is mere imitations. Hence, this phenomena is described using a metaphor of the theatre. Bacon accuses philosophers of engaging in this particular set of idols.
Distempers of Learning
Bacon originally identified the three distempers of learning as “vanities.” The distempers are simply methods and forms of learning that Bacon believed were ineffective and led to no real advancement. There were three main distempers identified:
1. Fantastical learning (or vain imaginations): Fantastical learning is simply beliefs, ideas, and arguments without strong basis in practical and scientific reality. Being a man with a strong belief in the scientific principles of observation and experimentation, Bacon did not believe in what he called “pseudo sciences.” This kind of learning may be found amongst magicians and astrologers in Bacon’s time and amongst religious leaders and fundamentalists today.
2. Contentious learning (or vain altercations): Contentious learning refers to excessive contestation amongst those deeply entrenched in a particular academic discipline, including arduous arguments about the most minute, inconsequential details, which ultimately lead to no fruitful gain. Bacon lashed out at classical philosophers such as Aristotle for engaging in such learning which ultimately benefits no one.
3. Delicate learning (or vain affectations): Bacon named this particular learning as “delicate” because in his opinion, it lacked true academic rigor. The rigor was missing because those engaging in this type of learning merely focused on form and not content, or “style over substance.” Such emphasis leads to beautifully worded prose, which lacks any kind of depth. No new discoveries or recoveries of knowledge are made, and therefore, such learning is delicate and not true and rigorous. Bacon believed that engaging in these three kinds of learning would lead to two main ill effects, namely “prodigal ingenuity” (waste of talent and mental resources) and “sterile results” (no fruitful outcome beneficial to the wider world).
Induction
Induction is the inference of the general from specific instances. Classically, philosophers had a method wherein they would jump to general conclusions after examining only a few specific instances, and then work backwards for a thorough verification processes.
Bacon’s approach to induction was rather different. He believed in going from very specific to general, over a rigorous period of research to confirm a hypothesis. Instead of directly drawing a conclusion, a researcher following Bacon’s method would first examine a large number of subjects or variables. Bacon’s approach, according to him, is foolproof. This is because it enables the researcher to build "a stable edifice of knowledge" (135).
However, there were criticisms to this method, with contemporary thinkers questioning just how much research is needed before making a general conclusion. Moreover, such an approach completely ignores the role of imagination and theorizing a hypothesis. Many great discoveries in history were made by those who imagined a particular idea and proceeded to test it, and not vice versa. Either way, Bacon provides a unique picture of rigorous academic research and induction.
Classification of Knowledge
Not only did Bacon have strong ideas about how knowledge should be collected, he also held strong ideas about how existing knowledge must be classified for optimum benefit to human learning. In his expanded version of the Advancement of Learning (De Dignitate), he proposed a threefold classification of knowledge: History, Poesy (poetry), and Philosophy. These three disciplines represent memory, imagination, and reason respectively. He believed that these three disciplines would lead to true advancement, and that the importance of philosophy must be greatly elevated in order for academics to truly progress. As a scientific thinker, he denounced and looked down upon the humanist subjects, namely literature and history. To him, history was a mere collection of facts and poesy was an expressive device; it was philosophy that had to take center stage.
"Of Studies"
Bacon's essay "Of Studies" shows his abilities of persuasion. He creates a metaphor between literature and medicine, stating that as medicine can cure the problems of the body, literature can heal the defects of the mind. The essay has a clear structure, and it groups elements in groups of three. Indeed, Bacon exposes his opinion, but its structure and a formal philosophical language make it appear as the truth in order to convince the audience of what he is saying: studying different genres helps to cure different defects of the mind.
Other Works
Bacon did publish a great number of works that were not, at the surface level, of a philosophical nature. Some of his historical and biographical works include the History of the Reign of King Henry the Seventh and a subsequent volume about Henry the Eighth. These were a product of Bacon’s prolonged involvement in British political life as a statesman. He also authored A Natural History in Ten Centuries or Sylva Sylvarum. This was a work divided into ten parts (each roughly designed to represent one century) and each part was divided into an impressive one hundred subparts. In this work, Bacon covered anything and everything that caught his attention, from bodily processes to geographical phenomena by chronicling experiments and observations as well as penning down his own personal thoughts on this varied range of subjects. His science fiction novel, The New Atlantis, was published only after his death. It tells the story of a group of researchers in Salomon’s House (a research institution) who conduct experiments and attempt to gather knowledge.
These academic endeavors of Bacon's are both useful and practical for society, providing valuable insight into Bacon’s vision for what true academia must aim to accomplish. Bacon did not end up publishing a Magnum Opus work, but his work Magna Instauratio or the Great Instauration was in progress, and parts of it were published after his death. He decided back in 1592 that he would devote himself to the field of learning, and restructuring and even “rehabilitating” it. The Magna Instauratio was visualized by Bacon to be an all-encompassing work, consisting of his views on learning to logic to science. Bacon’s wide body of work was created in an astonishingly short period of time. His contributions to learning and the classification of knowledge make him one of the pioneering scientists and philosophers of early modernity.
