Leaflet Was Originally Produced in Association with the Actual Meeting of All These Enlightenment Figures
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Mathematics Is a Gentleman's Art: Analysis and Synthesis in American College Geometry Teaching, 1790-1840 Amy K
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2000 Mathematics is a gentleman's art: Analysis and synthesis in American college geometry teaching, 1790-1840 Amy K. Ackerberg-Hastings Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Higher Education and Teaching Commons, History of Science, Technology, and Medicine Commons, and the Science and Mathematics Education Commons Recommended Citation Ackerberg-Hastings, Amy K., "Mathematics is a gentleman's art: Analysis and synthesis in American college geometry teaching, 1790-1840 " (2000). Retrospective Theses and Dissertations. 12669. https://lib.dr.iastate.edu/rtd/12669 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margwis, and improper alignment can adversely affect reproduction. in the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. -
Champ Math Study Guide Indesign
Champions of Mathematics — Study Guide — Questions and Activities Page 1 Copyright © 2001 by Master Books, Inc. All rights reserved. This publication may be reproduced for educational purposes only. BY JOHN HUDSON TINER To get the most out of this book, the following is recommended: Each chapter has questions, discussion ideas, research topics, and suggestions for further reading to improve students’ reading, writing, and thinking skills. The study guide shows the relationship of events in Champions of Mathematics to other fields of learning. The book becomes a springboard for exploration in other fields. Students who enjoy literature, history, art, or other subjects will find interesting activities in their fields of interest. Parents will find that the questions and activities enhance their investments in the Champion books because children of different age levels can use them. The questions with answers are designed for younger readers. Questions are objective and depend solely on the text of the book itself. The questions are arranged in the same order as the content of each chapter. A student can enjoy the book and quickly check his or her understanding and comprehension by the challenge of answering the questions. The activities are designed to serve as supplemental material for older students. The activities require greater knowledge and research skills. An older student (or the same student three or four years later) can read the book and do the activities in depth. CHAPTER 1 QUESTIONS 1. A B C D — Pythagoras was born on an island in the (A. Aegean Sea B. Atlantic Ocean C. Caribbean Sea D. -
James Hutton, the Scottish Enlightenment and the North West
by Vivien As old as the hills Martin ECENTLY we had a display of fossils Rin the library. A young woman with two small children examined a fossilised James Hutton, the Scottish dinosaur tooth with great interest. She then turned to me and asked if cavemen would have kept dinosaurs as pets. And to my surprise the question was serious. Enlightenment and the It brought home to me just how difficult the concept of time can be. Especially the further back you go. All those billions of years that have gone into creating North West Highlands Geopark the planet we know today, including the millions it’s taken for our particular bit of it, Scotland, to reach its present form. Such a vast span of time can be hard, if not impossible, for our minds to grasp. This ‘deep time’, as it’s called, is measured in eons, eras, periods and epochs. Geologists believe that many of these eras were brought to an end by specific cataclysmic events. Like, for example, the one 64 million years ago, when a gigantic meteor strike is thought to have set off a chain reaction so destructive that it led to mass extinctions on Earth, the dinosaurs included. Extinctions that occurred long, long before the arrival of humans. So no, if you were a caveman you most certainly wouldn’t have had a dinosaur as a pet! Fred Flintstone has a lot to answer for! “Go to the mountains to read the immeasurable course of time.” James Hutton, 1788 Fred Flintstone has a lot to Fred & Dino Credit Hanna-Barbera Gruinard Bay answer for! Prof Lorna The North West Highlands Dawson of the Geopark welcomes you! James Hutton Institute So how do we know how old the earth is? After all, humankind is one of the more recent additions to the planet and people weren’t around to witness what happened. -
Recent Engagements with Adam Smith and the Scottish Enlightenment
Recent Engagements with Adam Smith and the Scottish Enlightenment Maria Pia Paganelli Trinity University [email protected] Abstract Recent literature on Adam Smith and other 18th Scottish thinkers shows an engaged conversation between the Scots and today’s scholars in the sciences that deal with humans—social sciences, humanities, as well as neuroscience and evolutionary psychology. We share with the 18th century Scots preoccupations about understanding human beings, human nature, sociability, moral development, our ability to understand nature and its possible creator, and about the possibilities to use our knowledge to improve our surrounding and standards of living. As our disciplines evolve, the studies of Smith and Scottish Enlightenment evolve with them. Smith and the Scots remain our interlocutors. 1 Recent Engagements with Adam Smith and the Scottish Enlightenment 1 Maria Pia Paganelli David Levy once told me: “Adam Smith is still our colleague. He's not in the office but he's down the hall.” Recent literature on Adam Smith and the Scottish Enlightenment shows Levy right. At the time of writing, searching Econlit peer review journal articles for “Adam Smith” in the abstract gives 480 results since year 2000. Opening the search to Proquest gives 1870 results since 2000 (see Appendix 2 to get a rough sense of the size of recent literature). We still pose questions to Adam Smith. And he still answers, even if both the questions and the answers change with time. (For previous survey of literature on Smith see, for example, Tribe (1999), Brown (1997), Recktenwald (1978).) The scholarly approach may be Skinnerian, non-Skinnerian, or post- Skinnerian, to adopt Lisa Herzog’s language (2013), meaning that the answers we receive may derive from a historical reconstruction of the context, from a lack of attention to the context, or from something in between. -
1 Adam Smith, the Scottish Enlightenment, and 'Realistic'
1 Adam Smith, the Scottish Enlightenment, and ‘realistic’ Philosophy INET Conference Edinburgh October 2017 Craig Smith, The University of Glasgow Introduction Adam Smith’s modern fame as the founding father of economics has, until relatively recently, obscured the fact that he saw himself as a moral philosopher. The disciplinary boundaries that exist in the modern Academy were only beginning to form during Smith’s lifetime, and his Chair in Moral Philosophy at the University of Glasgow would cover subjects we now recognise as philosophy, economics, political science, sociology, jurisprudence, and literature. In what follows I want to make the case that the chief lesson that Smith can provide for modern economics lies in the realisation that his general method can be applied across intellectual inquiry. What I mean by this is that Smith did not conceive the moral philosophy of The Theory of Moral Sentiments as being detached from the political economy of the Wealth of Nations. Both of them are examples of Smith deploying the same ‘scientific’ mode of inquiry. Contrary to those German critics who saw the Adam Smith Problem in a supposed contradiction between the selfish actor of the Wealth of Nations and the sympathetic actor of The Theory of Moral Sentiments, Smith’s approach remains consistent as he tries to understand distinct aspects of human social life. To illustrate this I want to suggest that one can only really understand what he says about prudence by taking on board both TMS and WN. In recent years moral philosophers have re-discovered the work of Adam Smith and have begun to take more seriously the approach to moral philosophy that is to be found in his Theory of Moral Sentiments (Darwall 2009, Fleischacker 2003, Sen 2009). -
Memoir 216 3300 Penrose Place, P.O
Revising the Revisions: James Hutton’s Reputation among Geologists in the Late Eighteenth and Nineteenth Centuries by A. M. Celâl Şengör İTÜ Avrasya Yerbilimleri Enstitüsü ve Maden Fakültesi Jeoloji Bölümü Ayazağa 34469 İstanbul Turkey Memoir 216 3300 Penrose Place, P.O. Box 9140 Boulder, Colorado 80301-9140, USA 2020 Downloaded from http://pubs.geoscienceworld.org/books/book/chapter-pdf/5198018/mwr216-00.pdf by guest on 01 October 2021 Copyright © 2020, The Geological Society of America (GSA), Inc. All rights reserved. Copyright is not claimed on content prepared wholly by U.S. government employees within the scope of their employment. Individual scientists are hereby granted permission, without fees or further requests to GSA, to use a single figure, a single table, and/or a brief paragraph of text in other subsequent works and to make unlimited photocopies of items in this volume for noncommercial use in classrooms to further education and science. Permission is also granted to authors to post the abstracts only of their articles on their own or their organization’s website providing that the posting cites the GSA publication in which the material appears and the citation includes the address line: “Geological Society of America, P.O. Box 9140, Boulder, CO 80301-9140 USA (https://www.geosociety.org),” and also providing that the abstract as posted is identical to that which appears in the GSA publication. In addition, an author has the right to use his or her article or a portion of the article in a thesis or dissertation without requesting permission from GSA, provided that the bibliographic citation and the GSA copyright credit line are given on the appropriate pages. -
The Foulis Exhibition
Downloaded from THE FOULIS EXHIBITION. (HOUGH constituted so recently as 21 st February, 1912, the Glasgow http://library.oxfordjournals.org/ 1 Bibliographical Society found itself (strong enough before the end of that year to organise an exhibition illustra- tive of the life and work of the brothers Foulis, the venture being suggested by the fa<5l that 23rd November, 1912, was the bicentenary of the birth of Andrew, the junior member of the firm. The exhibition was intended as the Society's at University of California, San Fransisco on March 16, 2015 tribute to two eminent sons of Glasgow who have been strangely neglected, and was made the occasion of an attempt to bring together material, manu- script and printed, that would ultimately be used in compiling an adequate biography of the brothers and a complete bibliography or their press. The authorities of the University of Glasgow readily granted the necessary accommodation, and on 12th April, before a Large gathering, the exhibi- tion was opened with an address on the Foulises by the President of the Society, Mr. David Murray, LL.D.1 That the exhibition should have been held in the University was appropriate on various grounds. 1 The address, illustrated and much extended, has been issued in Yolume form by Messrs. James MacLehose & Sons, Glasgow. THE FOULIS EXHIBITION. 307 The brothers, when young men, were more or less regular students in its classes. Robert began business as a bookseller in 1739, probably in the premises ' within the College' from which, two years later, he published a book having that address Downloaded from in the imprint. -
Allan Ramsay and the Edinburgh Enlightenment
30 The Scottish How did all this come about? In 1560, for his own readily identifiable reasons, Knox’s “Book of Discipline” called for a national system of education. In 1640 the first statute to this effect was pursued and in 1676 the “Act for the Setting of Schools” set out to ensure every parish in Scotland not already with such should have one with a suitable building and salaried teacher (with a pay scale!). Hence, Knox’s intention of all being able to read (at least) Holy Scripture was to be met. So by the early 1700s virtually every parish did have Enlightenment some sort of school served by a regular teacher. Education was therefore available and in large measure free. By 1750 or so literacy had reached some 75% of the population. Thus Scotland became Europe’s first modern literate society, not until 1880 did England catch up. As religious and other constraints became less onerous in the 18th century, the availability of books and tracts, beyond “We look to Scotland for all our ideas of civilisation.” – Voltaire the Bible and religious, rapidly became commonplace. Virtually any town of even modest size had a local lending library open to all with little restriction. Library records show that more than half the books borrowed were secular in theme and content. Printing and publishing flourished, so even with relatively modest means, almost anyone could have a personal book collection, as many did. In Edinburgh, with a population around 60,000 by 1760 or so, there were six publishing houses, by 1790 there were sixteen. -
Enlightened Scotland: How the Age of Reason Made an Impact on the Country's Thinkers
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Enlighten Riach, A. (2017) Enlightened Scotland: How the Age of Reason made an impact on the country's thinkers. National, 2017, 21 Apr. This is the author’s final accepted version. There may be differences between this version and the published version. You are advised to consult the publisher’s version if you wish to cite from it. http://eprints.gla.ac.uk/161602/ Deposited on: 01 May 2018 Enlighten – Research publications by members of the University of Glasgow http://eprints.gla.ac.uk The Enlightenment Alan Riach From the moment in 1660 when Thomas Urquhart dies laughing to the publication of Walter Scott’s first novel Waverley in 1814, Scottish literature becomes increasingly aware of itself. That is, Scottish writers – some of them – become increasingly self-conscious of their own literary ancestors. This is brought about centrally in the work of Allan Ramsay (1684-1758), in his anthologies of earlier poets, and in the edition of Gavin Douglas’s translation of Virgil’s Aeneid (1710) published by Thomas Ruddiman (1674-1757), which was probably what Burns was quoting from in the epigraph to “Tam o’ Shanter”: “Of Brownyis and Bogillis full is this Buke.” The evolutionary turn towards greater self-awareness, the process of questioning the formation of national identity, the position of that identity in an ongoing struggle for economic prosperity and international colonial and imperial power, is central in the history of Scotland from around 1660 to 1707. It underlies and suffuses the writing of philosophers, politicians, dramatists, novelists, poets, and travel writers. -
The Phillipsonian Enlightenment
The Phillipsonian Enlightenment Colin Kidd A founding Editor of Modern Intellectual History [MIH], an acclaimed biographer of Adam Smith and a prolific essayist on all aspects of the Scottish Enlightenment, from its origins to its aftermath, Nicholas Phillipson needs little introduction to the readers of this journal. However, Phillipson’s recent retirement from his editorial duties on MIH provides a suitable moment to celebrate one of the pioneers in our field. When the current Editors set out to commission an historiographical overview of Phillipson’s oeuvre and career, I was honoured to be asked and delighted to accept. Phillipson did not coin the term ‘Scottish Enlightenment’, nor was he involved in its controverted recoinage in the 1960s; nevertheless nobody did more to give it a wider currency, both in Europe and North America. The term’s original begetter in 1900 was the Scottish economist and historian, W.R. Scott,1 but at this stage it failed to catch on. It was rescued from oblivion – independently, it seems – by two antagonistic scholars, Duncan Forbes of Cambridge,2 who ran an influential Special Subject at that university on ‘Hume, Smith and the Scottish Enlightenment’, and by Hugh Trevor-Roper of Oxford, who gave a paper entitled ‘The Scottish Enlightenment’ to the International Congress of the Enlightenment in 1967.3 Yet it was Phillipson - educated largely at Cambridge, where he took Forbes’s Special Subject,4 but closer, perhaps, to Trevor-Roper in cavalier esprit – who, in a series of innovative and richly erudite pieces, not only popularised the Scottish Enlightenment as a fashionable field of academic study, but also mapped its parameters and established its central preoccupations, lines of interpretation and matters of debate. -
Hutton S Geological Tours 1
Science & Education James Hutton's Geological Tours of Scotland: Romanticism, Literary Strategies, and the Scientific Quest --Manuscript Draft-- Manuscript Number: Full Title: James Hutton's Geological Tours of Scotland: Romanticism, Literary Strategies, and the Scientific Quest Article Type: Research Article Keywords: James Hutton; geology; literature; Romanticism; travel writing; Scotland; landscape. Corresponding Author: Tom Furniss University of Strathclyde Glasgow, UNITED KINGDOM Corresponding Author Secondary Information: Corresponding Author's Institution: University of Strathclyde Corresponding Author's Secondary Institution: First Author: Tom Furniss First Author Secondary Information: All Authors: Tom Furniss All Authors Secondary Information: Abstract: Rather than focussing on the relationship between science and literature, this article attempts to read scientific writing as literature. It explores a somewhat neglected element of the story of the emergence of geology in the late eighteenth century - James Hutton's unpublished accounts of the tours of Scotland that he undertook in the years 1785 to 1788 in search of empirical evidence for his theory of the earth. Attention to Hutton's use of literary techniques and conventions highlights the ways these texts dramatise the journey of scientific discovery and allow Hutton's readers to imagine that they were virtual participants in the geological quest, conducted by a savant whose self-fashioning made him a reliable guide through Scotland's geomorphology and the landscapes of -
Lasswade & Kevock Conservation Area
Lasswade & Kevock Conservation Area Midlothian LASSWADE & KEVOCK CONSERVATION AREA Midlothian Strategic Services Fairfield House 8 Lothian Road Dalkeith EH22 3ZN Tel: 0131 271 3473 Fax: 0131 271 3537 www.midlothian.gov.uk 1 Lasswade & Kevock Conservation Area Midlothian Lasswade and Kevock CONTENTS Preface Page 3 Planning Context Page 4 Location and Population Page 5 Date of Designation Page 5 Archaeology and History Page 5 Character Analysis Lasswade Setting and Views Page 8 Urban Structure Page 8 Key Buildings Page 9 Architectural Character Page 10 Landscape Character Page 12 Issues Page 13 Enhancement Opportunities Page 13 Kevock Setting and Views Page 14 Urban Structure Page 14 Key Buildings Page 15 Architectural Character Page 15 Landscape Character Page 16 Issues Page 17 Enhancement Opportunities Page 17 Issues Applicable to the Whole Conservation Area Page 17 Character Analysis Map Page 19 Listed Buildings Page 20 Conservation Area Boundary Page 25 Conservation Area Boundary Map Page 26 Article 4 Direction Order Page 27 Building Conservation Principles Page 28 Glossary Page 30 References Page 33 2 Lasswade & Kevock Conservation Area Midlothian PREFACE attention to the character and appearance of the area when Conservation Areas exercising its powers under planning legislation. Conservation area status 1 It is widely accepted that the historic means that the character and environment is important and that a appearance of the conservation area high priority should be given to its will be afforded additional conservation and sensitive protection through development management. This includes plan policies and other planning buildings and townscapes of historic guidance that seeks to preserve and or architectural interest, open enhance the area whilst managing spaces, historic gardens and change.