The 'optimal' level of generality is the one satisfying the following constraints:
- it enables you to reach a conceptual goal, such as a result, a theorem or a desirable property and
- it includes the example(s) which you want that goal to apply to.
Suppose your conceptual goal is finding the solutions of a polynomial. A physicist will likely only care about solutions in the complex numbers, while a number theorist might wonder about solutions in other fields or rings. The number theorist will work at a higher level of generality, but will have to do more work to find out when solutions even exist; the physicist can rest easy thanks to the Fundamental Theorem of Algebra. [I apologise that my examples are all extremely mathematical, but hopefully they convey what I am hoping to convey.]
There is not a context-independent optimal level of generality, but with the context fixed there are criteria that one can apply to evaluate what the right level is:
- Efficiency: finding common features of your examples is necessary to finding a generalization, but not all of the common features are necessarily relevant to your goal. Extraneous features can be eliminated.
- Occam's razor: in tension with the above, simpler features may be preferable. The extreme of efficiency would be to identify precise necessary and sufficient conditions for your conceptual goal to apply, but perhaps your intended examples have common features that are easier to state that are sufficient for your goal!
- Conceptual clarity: This is a somewhat aesthetic feature, but it is important. A generalization which only serves to artificially tie some examples together without isolating the concepts which make reaching the goal possible is rarely an "optimal" one. Getting this right may involve a novel perspective on your examples.
All of the above applies to finding the right level of generality "locally", such as in the context of a single book (or book chapter) or university course. In that sort of setting, the level of generality is a choice that one must make; shifting levels can be disorienting, so it is best avoided or only done in a very controlled way, which restricts how much we can systematize.
If your setting is broad enough, however, you might want to be interested in shifting between levels. Returning to algebra, a first course in Commutative Algebra focusses on the study of commutative rings. Rings were conceived as a generalization of the collection integers
: they come equipped with addition, subtraction and multiplication operations. Key examples include the "ring of integers modulo k" which are the focus of modular arithmetic, the real numbers, the complex numbers, the Gaussian integers...
From this starting point, one is led to wonder how much like the integers a ring is. We use additional properties of the integers to define classes of rings:
- If we have integers x and y such that x.y = 0, then x = 0 or y = 0. A ring with this property is called an integral domain. We can prove further properties such as cancellability using just the fact that a ring is an integral domain.
- We can uniquely (up to multiplying by -1) factor an integer into powers of prime numbers. A ring with this property is called a unique factorization domain. We can show that every such is a principal ideal domain...
The details of this example are not important. Rather, I want to highlight the structure of this area of study: we have identified a broad category* of structures of interest (rings) by abstraction of one or more structure of specific interest (the integers). From this starting point, we adjust the level of generality by imposing further properties of our generative example(s). A conceptual goal in the form of a desired property determines a level of generality: a specific subcategory of these structures. It may not be easy to show that a given example (of a ring) is a member of this subcategory. As such, we may need to build a chain of properties, each implying the next, to build up to proving membership. Any point in this chain constitutes a level of generality that one could have taken as a starting point, and we should keep them around because once we move onto another conceptual goal we may be able to use one of them as our starting point!
*The word "category" here is deliberate, although the relevance of category theory for systematizing generalization is subtle and deserves a more nuanced discussion than I can sensibly provide here.