Facts are dependent upon a theoretical framework for their meaning. They are also statements of relationships between concepts. Theory can give direction to the search for facts. A hypothesis states what we are looking for. When facts are assembled, ordered and seen in a relationship they constitute a theory. The theory is not speculation but is built upon fact. Now the various facts in a theory may be logically analyzed and relationships other than those stated in the theory can be deduced. At this point there is no knowledge as to whether such deductions are correct. The formulation of the deduction however constitutes a hypothesis; if verified it becomes part of a future theoretical construction. The relation between the hypothesis and theory is very close indeed. A theory states a logical relationship between facts. From this theory other propositions can be deduced that should be true, if the first relationship holds. These deduced propositions are hypotheses.  

A hypothesis looks forward. It is a proposition which can be put to a test to determine its validity. It may seem contrary to or in accord with common sense. It may prove to be correct or incorrect. Bn any event however, it leads to an empirical test. Whatever the outcome, the hypothesis is a question put in such a way that an answer of some kind can be forthcoming. It is an example of the organized skepticism of science. The refusal to accept any statement without empirical verification. Every worthwhile theory then permits the formulation of additional hypotheses. These when tested are either proved or disapproved and in turn constitute further tests of the original theory.  

 The function of the hypothesis is to state a specific relationship between phenomena in such a way that this relationship can be empirically tested. The basic method of this demonstration is to design the research so that logic will require the acceptance or rejection of the hypothesis on the basis of resulting data.  The basic designs of logical proof were formulated by John Stuart Mill and still remain the foundation of experimental procedure although many changes have been made. His analysis provides two methods. The first of these is called the method of agreement. When stated positively this holds that when t wo or more cases of a given phenomenon have one and only one condition in common then that condition may be regarded as the cause or effect of the phenomenon. The classical experimental design is a development from both the positive and negative canons and attempts to avoid the weaknesses of both of them. In the simplified form Mill called it the method of difference. To develop the classical design of proof by the method of difference it is necessary only to make t wo series of observations and situations.

Example:

Illiteracy is closely interconnected with poverty, unemployment, and social inequality.

• Poverty: Illiteracy and poverty are intertwined, with poverty often serving as a major barrier to access to education. Children from families living in poverty are less likely to attend school, receive a quality education, and become literate. At the same time, illiteracy can trap individuals and families in poverty, limiting their ability to access job opportunities, healthcare services, and other resources.
• Unemployment: Illiteracy can limit an individual''s ability to find and maintain employment, particularly in a rapidly changing global economy. Individuals who are unable to read and write are often relegated to low-skilled, low-paying jobs, with limited opportunities for career advancement.
• Social inequality: Illiteracy often perpetuates social inequality, with individuals from disadvantaged communities, such as rural areas or low-income families, being more likely to be illiterate. This can create a vicious cycle, where illiteracy and poverty reinforce each other, perpetuating social inequality and limiting opportunities for these communities.

To address these interconnected issues, it is important to address illiteracy as part of a broader effort to tackle poverty, unemployment, and social inequality. This may involve providing access to education and training programs, improving the quality of education, and creating job opportunities for individuals who have learned to read and write. It may also involve addressing broader social and economic issues, such as income inequality and access to resources, to create a more equitable society where all individuals have the opportunity to succeed.