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Abstract

In the early 1960s, the Classification Research Group in London (q.v.) had reached the point in its experimentation with faceted classification systems where some kind of amalgamation of individual schemes was needed. They sought a unifying principle or set of principles that would provide a basis for a general system. The individual faceted schemes would not merge; what was central to one subject was fringe to another, but the fringes did not coalesce. In looking farther afield, they discovered the theory of "integrative levels" set forth by James K. Feibleman, Chairman and Professor of Philosophy at Tulane University until 1969 and author of forty-five books and more than 175 articles in various fields of philosophy. Feibleman's research concerned the development of the sciences considered in terms of an organizing principle. In the physical sciences, one Gould begin with subparticles and work up to atoms, molecules, and molecular assemblages, interpolating the biological equivalents. Feibleman separates the various levels by use of a "no return" device: "each level organizes the level or levels below it plus one emergent quality." The process is not reversible without loss of identity. A dog, in his system, is no longer a dog when it has been run over by a car; the smashed parts cannot be put together again to function as a dog. The theory of integrative levels is an interesting one. The levels from subparticles to clusters of galaxies or from nuclei to organisms are relatively clearly defined. A discipline, such as any of the ones comprising the "hard sciences," is made up of integrative levels. Research is cumulative so that scholars are ready to contribute when very young. Classification in these fields can make good use of the theory of integrative levels-in fact it should do so. It would appear that the method is more difficult to apply in the social sciences and humanities. This appearance may, however, be superficial. Almost all past happenings are irrevocable; one cannot recall the French Revolution and re-fight it. Any academic discipline that moves an over time does not usually return to an earlier position, even when there are schools of thought involved. Philosophy may have "neo-" this or that, but the subsequent new is not the same as the previous new. One has only to look at the various kinds of neo-Platonists that arise from time to time to realize that. Physical science recognizes a series of paradigms in changing its methodology over time and a similar situation may also turn out to be true in cognitive science." If this should turn out to be the case, integrative levels would probably have a part in that field as weIl.