THE PROBLEM OF KNOWLEDGE 295 



value and meaning which must be borrowed from 

 I reflective and rational interpretation. On the 

 other hand, the more reason and the system of 

 relations that make up the functioning of reason 

 &amp;lt; are magnified, the more is felt the need of sensa- 

 tion to bring reason into some fruitful contact 

 with the materials of experience. Reason must 

 have the stimulus of this contact in order to be 

 incited to its work and to get materials to operate 

 with. The cause, then, why neither school can 

 t come to rest in itself is precisely that each ab 

 stracts one essential factor of conduct. 



This suggests, finally, that the next move in 

 philosophy is precisely to transfer attention from 

 the details of the position assumed, and the argu 

 ments used in these two schools, to the practical 

 motives that have unconsciously controlled the 

 discussion. The positions have been sufficiently 

 elaborated. Within the past one hundred years, 

 within especially the last generation, each has suc 

 ceeded in fully stating its case. The result, if we 

 remain at this point, is practically a deadlock. 

 Each can make out its case against the other. To 

 stop at such a point is a patent absurdity. If we 

 are to get out of the cul-de-sac it must be by bring 

 ing into consciousness the tacit reference to action 

 that all the time has been the controlling factor. 

 In a word, another great rhythmic movement is 

 seen to be approaching its end. The demand for 



