 More intellectually, education involves comparison (Neurath 1945/1973, 238). But the comparative analysis, which Hume made a staple of empiricist methodology, does not exhaust the gamut of intellectual values. The exploration of incomparable or alternative possibilities, as was illustrated by the cases of economic and social theory, practical rationality and scientific method (see the supplementary document  Political Economy),  is a key cognitive goal of education that was to make the other specific practices possible (logically and psychologically). He called this meditation: besides handing out knowledge, education involves a transfer of criticism, a meditative mood and atmosphere, and the ability to consider matter under discussion from all sides (possible and actual perspectives within the pluralistic attitude) (ibid., 233).