 One can learn how to perform various scientific tasks, and perform them well, without any explicit or implicit reference to an ultimate or central ‘point’ of the exercise—the overarching process—of which they are a part. One may focus instead on the immediate products of these tasks… ‘What is science?’ can be answered by pointing to those processes, how they interact, and so forth. And what science can achieve may be (largely or wholly) independent of what its practitioners think it can achieve, or any rather mystical ‘point’ of the exercise (454–455).