Curriculum Vitae Dr. Anna Boncompagni
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Rethinking Fideism Through the Lens of Wittgenstein's Engineering Outlook
University of Dayton eCommons Religious Studies Faculty Publications Department of Religious Studies 2012 Rethinking Fideism through the Lens of Wittgenstein’s Engineering Outlook Brad Kallenberg University of Dayton, [email protected] Follow this and additional works at: https://ecommons.udayton.edu/rel_fac_pub Part of the Catholic Studies Commons, Christianity Commons, Ethics and Political Philosophy Commons, Other Religion Commons, and the Religious Thought, Theology and Philosophy of Religion Commons eCommons Citation Kallenberg, Brad, "Rethinking Fideism through the Lens of Wittgenstein’s Engineering Outlook" (2012). Religious Studies Faculty Publications. 82. https://ecommons.udayton.edu/rel_fac_pub/82 This Article is brought to you for free and open access by the Department of Religious Studies at eCommons. It has been accepted for inclusion in Religious Studies Faculty Publications by an authorized administrator of eCommons. For more information, please contact [email protected], [email protected]. Note: This is the accepted manuscript for the following article: Kallenberg, Brad J. “Rethinking Fideism through the Lens of Wittgenstein’s Engineering Outlook.” International Journal for Philosophy of Religion 71, no. 1 (2012): 55-73. http://dx.doi.org/10.1007/s11153-011-9327-0 Rethinking Fideism through the Lens of Wittgenstein’s Engineering Outlook Brad J. Kallenberg University of Dayton, 2011 In an otherwise superbly edited compilation of student notes from Wittgenstein’s 1939 Lectures on the Foundations of Mathematics, Cora Diamond makes an false step that reveals to us our own tendencies to misread Wittgenstein. The student notes she collated attributed the following remark to a student named Watson: “The point is that these [data] tables do not by themselves determine that one builds the bridge in this way: only the tables together with certain scientific theory determine that.”1 But Diamond thinks this a mistake, presuming instead to change the manuscript and put these words into the mouth of Wittgenstein. -
Curriculum Vitae
BAS C. VAN FRAASSEN Curriculum Vitae Last updated 3/6/2019 I. Personal and Academic History .................................................................................................................... 1 List of Degrees Earned ........................................................................................................................................................ 1 Title of Ph.D. Thesis ........................................................................................................................................................... 1 Positions held ..................................................................................................................................................................... 1 Invited lectures and lecture series ........................................................................................................................................ 1 List of Honors, Prizes ......................................................................................................................................................... 4 Research Grants .................................................................................................................................................................. 4 Non-Academic Publications ................................................................................................................................................ 5 II. Professional Activities ................................................................................................................................. -
The Nature of Certainty in Wittgenstein's On
THE NATURE OF CERTAINTY IN WITTGENSTEIN’S ON CERTAINTY THE NATURE OF CERTAINTY IN WITTGENSTEIN’S ON CERTAINTY By COLIN MCQUAID, B.A. A Thesis Submitted to the School of Graduate Studies in Partial Fulfillment of the Requirements for the Degree Master of Arts McMaster University © Copyright by Colin McQuaid, March 2012 McMaster University MASTER OF ARTS (2012) Hamilton, Ontario (Philosophy) TITLE: The Nature of Certainty in Wittgenstein’s On Certainty AUTHOR: Colin McQuaid, B.A. (UNBSJ) SUPERVISOR: Professor Ric Arthur NUMBER OF PAGES: iv, 92 ii Abstract In this thesis I examine the concept of certainty in the work of Ludwig Wittgenstein, with a focus on the collection of remarks entitled On Certainty. In the first part I examine two essays of G.E. Moore that initiated Wittgenstein’s discussion of certainty and critique of Moore’s two essays. As I show, Wittgenstein believes that Moore misunderstood the use of the expression of I know in relation to the propositions of common sense. Instead, Wittgenstein believes that the common sense propositions stand for a certainty that belongs to the language-game itself, a certainty that stands fast for everyone who participates in the language-game, like hinges on which the rest of our knowledge and doubt turn. The rest of my thesis is spent examining three different interpretations of this notion of hinge certainty. The first is hinges as presuppositions to combat skeptical arguments, offered by the philosophers Crispin Wright and H.J. Glock. The second is that hinges are Wittgenstein’s version of foundationalism, serving as the foundational framework of human language, a notion primarily advocated by the philosophers Avrum Stroll and Danièle Moyal-Sharrock. -
Notes on Communication Research Epistemology and Methods Apontamentos Para Epistemologia E Métodos Na Pesquisa Em Comunicação No Brasil
Comunicação e sociedade 33 | 2018 Epistemologia e metodologias em comunicação Notes on Communication research epistemology and methods Apontamentos para epistemologia e métodos na pesquisa em Comunicação no Brasil Cicilia M. Krohling Peruzzo Translator: Denise Maria Moura da Silva Lopes Electronic version URL: http://journals.openedition.org/cs/297 ISSN: 2183-3575 Publisher Centro de estudos de comunicação e sociedade Printed version Date of publication: 29 June 2018 Number of pages: 41-56 ISSN: 1645-2089 Electronic reference Cicilia M. Krohling Peruzzo, « Notes on Communication research epistemology and methods », Comunicação e sociedade [Online], 33 | 2018, Online since 29 June 2018, connection on 01 October 2019. URL : http://journals.openedition.org/cs/297 Revista Comunicação e Sociedade by CECS is licensed under a Creative Commons Atribuição-Uso Não- Comercial 4.0 International. Comunicação e Sociedade, vol. 33, 2018, pp. 41 – 56 doi: 10.17231/comsoc.33(2018).2906 Notes on Communication research epistemology and methods Cicilia M. Krohling Peruzzo Abstract This text weaves some aspects of research in Communication starting from the philoso- phy of knowledge as a basis for understanding science. It aims to discuss the issue of scientific research in the epistemological perspective, to consider the importance of scientific methodol- ogy in its methodical and technical dimensions, as well as to reflect on aspects of the research carried out in Latin America and more specifically in Brazil. It is a theoretical approach based on a non-systematic and non-exhaustive literature review. The existence of thematic and methodo- logical diversity is examined, as well as the apparent tendency of the research to focus on the novelty, mainly in regards to elements related to technology, as object of study. -
Sessions, Papers, and National Reports on the State of Classical Education
II C I T R F M F ED 023 336 FL 001 035 By -Else, Gerald r Ed. Report of the Colloquium on the Classics in Education, 1965. American Council of Learned Societies, New York, N.Y. Pub Date Jan 66 Note -72p. EDRS Price MF -$050 HC -$3.70 Descriptors -AncientHistory,Classical Languages, Classical Literature, ConferenceReports, Foreign Countries, Grammar, Greek, History Instruction, *InternationalPrograms, Language Instruction, Language Programs, Latin, Teaching Methods This is the report of an international meeting on theClassics, conducted August 1965 in London, England. Resolutions adopted bythe Colloquium, minutes of group sessions, papers, andnational reports on the state of classicaleducation are presented. Group sessions discuss the teachingof classical languages, classical literatures, and ancient history and civilization.Special papers presented on some aspects of these topics includeDavid H. Kelly's "Grammar and Methodology:Kenneth Ouinn's 'The Nature of Literary Documents: andHW.Pleket's 'The Teaching of Ancient History: National reports (Including several inFrench and one in Italian) discuss the currentstateofclassicaleducation in Australiaand NewZealand,Brazil, Czechoslovakia, France, GerMany, Ghana, GreatBritain, Greece, Italy, Japan, the Netherlands, Spain, Sweden, and the UnitedStates. (AF) U.S, DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE DERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY, REPORT OF THE COLLOQUIUM ON THE CLASSICS INEDUCATION 1965 7 7 7.77771,7777-7,71. 77777-7:717.4T.7.77r r - REPORT OF THE COLLOQUIUM ON THE CLASSICS IN EDUCATION 1965 edited by GERALD F. -
On Certainty (Uber Gewissheit) Ed
Ludwig Wittgenstein On Certainty (Uber Gewissheit) ed. G.E.M.Anscombe and G.H.von Wright Translated by Denis Paul and G.E.M.Anscombe Basil Blackwell, Oxford 1969-1975 Preface What we publish here belongs to the last year and a half of Wittgenstein's life. In the middle of 1949 he visited the United States at the invitation of Norman Malcolm, staying at Malcolm's house in Ithaca. Malcolm acted as a goad to his interest in Moore's 'defence of common sense', that is to say his claim to know a number of propositions for sure, such as "Here is one hand, and here is another", and "The earth existed for a long time before my birth", and "I have never been far from the earth's surface". The first of these comes in Moore's 'Proof of the External World'. The two others are in his 'Defence of Common Sense'; Wittgenstein had long been interested in these and had said to Moore that this was his best article. Moore had agreed. This book contains the whole of what Wittgenstein wrote on this topic from that time until his death. It is all first-draft material, which he did not live to excerpt and polish. The material falls into four parts; we have shown the divisions at #65, #192, #299. What we believe to be the first part was written on twenty loose sheets of lined foolscap, undated. These Wittgenstein left in his room in G.E.M.Anscombe's house in Oxford, where he lived (apart from a visit to Norway in the autumn) from April 1950 to February 1951. -
Readings of Wittgenstein's on Certainty
CRITICAL NOTICE Readings of Wittgenstein’s On Certainty Edited by Daniele Moyal-Sharrock and William H. Brenner, Palgrave Macmillan, Basingstoke, 2007, pp. 352, £ 20.99 ISBN-13: 978-0-230-53552-7 (paperback) Reviewed by Derek A. McDougall There can be little doubt that had the opportunity been available to him, Wittgenstein would have pruned and rearranged, in this case perhaps to a greater degree than in others, the rough and unrevised notes which Anscombe and von Wright first published in 1969 under the title of On Certainty. Described in their Preface to the work as ‘a single sustained treatment of the topic’, separately marked off in his notebooks, which he ‘apparently took up at four separate periods’ during the last eighteen months of his life, with his last entry only two days before his death, it must appear to even the most casual reader that the same questions arise time and time again, with Wittgenstein often providing only slight variations in his numerous approaches to them. For that reason, it is only natural to assume that he would have with time selected and organised his remarks with the sole aim of directing the reader’s attention to the identifiable goal towards which he must surely have intended them to point. But what can that goal have been ? This is the moot question which this, for the most part outstanding selection of essays attempts to answer, and these answers may seem as much at odds with one another as the bewilderment provoked by the work itself might lead one to expect, a bewilderment which the editors see as integral to the ‘distance and deference’ with which it has so often been regarded: clearly recognising the ‘unpolished gem’ which On Certainty is, readers have been unable to reach agreement on the nature of the message they naturally assume that it must be attempting to convey. -
Stanley Cavell's Wittgenstein
WITTGENSTEIN Stanley Cavell’s Wittgenstein By James Conant HE AIM OF THIS PAPER IS TO PROVIDE AN OVERVIEW OF ONE ASPECT OF Stanley Cavell’s reading of Wittgenstein: his interpretation of Wittgenstein’s teaching concerning the relation between meaning Tand use. After furnishing a rough overview of this aspect of Cavell’s reading of Wittgenstein, I shall attempt to bring into focus what is most distinctive and elusive about it by illustrating, by means of some examples drawn from commentators on Cavell’s work, how easy it can be to miss Cavell’s and— if Cavell is right about who Wittgenstein is—Wittgenstein’s point. Now Wittgenstein has become quite famous in recent years for putting forward something that gets called a “use-theory of meaning.” Wittgenstein writes: For a large class of cases—though not for all—in which we employ the word “meaning” it can be defined thus: the meaning of a word is its use in the language.1 If you look at commentaries on Wittgenstein’s work, you will find that commentators have wildly different understandings of what Wittgenstein is saying in this passage. Here is what Cavell says: “The meaning is the use” calls attention to the fact that what an expression means is a function of what it is used to mean or to say on specific occasions by human beings. [T]o trace the intellectual history of philosophy’s concentration on the meaning of particular words and sentences, in isolation from a systematic attention to their concrete uses would be a worthwhile undertaking. -
Liceo Artistico Oriented Toward Arts Teaching– Both in a Theoretical (I.E
Italian school system It’s never too late! Education is an important part of Italian life. There are hundreds of schools and universities. Education is free and compulsory for all children between the ages of 6 - 16. Education in Italy It is divided into five stages: - Nursery school (scuola dell'infanzia), - Primary school (scuola primaria), - Lower secondary school (scuola secondaria di primo grado), - Upper secondary school (scuola secondaria di secondo grado) - University (università). Italy has both public and private education systems. Curriculum All state schools follow the same National Curriculum. PRIMARY SCHOOL Primary school, is commonly preceded by three years of non-compulsory nursery school . It lasts five years. Until middle school, the educational curriculum is the same for all pupils: although one can attend a private or state-funded school, the subjects studied are the same. The students are given a basic education in Italian, English, Maths, Natural Sciences, History, Geography, Social studies, Physical education and visual and musical arts. Secondary education Secondary education is divided in two stages: - Scuola secondaria di primo grado (Lower secondary school), or Scuola media, which corresponds to the Middle School grades; - Scuola secondaria di secondo grado (Upper secondary school), or Scuola Superiore, which corresponds to the high-school level. Scuola secondaria di primo grado Lower secondary school The Scuola secondaria di primo grado lasts three years (from age 11 to 13), and provides further education on the subjects studied at the scuola primaria, with the addition of Technology and a language other than English (Spanish or French). The curriculum is the same for all schools. -
Luis-Alberto CORDERO-LECCA)
Luis-Alberto CORDERO-LECCA) Full Professor of Philosophy and History, City University of New York at the CUNY Graduate Center and Queens College CUNY. Director of Graduate Studies, Philosophy Department, Queens College, CUNY. Numerary Member of the Academie Internationale de Philosophie des Sciences and of the Institute de Hautes Sciences Theoriques, Brussels. Doctor, Honoris Causa, Universdad Nacional Mayor de San Marcos; Doctor Honoris Causa, Universidad Peruana Ricardo Palma, Lima; Doctor Honoris Causa, Universidad, Universidad Nacional del Altiplano, Puno, Peru; Doctor Honoris Causa, Universidad Nacional Hermilio Valdizán, Huánuco. Honorary Professor, Universidad Peruana Cayetano Heredia, Lima, Peru. Former Chairman of the Philosophy Panel of the Research Foundation, CUNY. Former Chairman of the Columbia University Seminar on the History & Philosophy of Science. Former University Director of the Library, Publications and Museums of Cayetano Heredia University (Lima-Peru). Former Chairman of the Department of Physics & Mathematics and Honorary Director of the Program for Scientific Thought, Universidad Peruana Cayetano Heredia, Lima, Peru. Fields: Philosophy of science and the philosophical history of science; scientific realism, foundations of physics, contemporary naturalism. ALBERTO CORDERO (Luis-Alberto Cordero-Lecca) Curriculum Vitae, January, 2021) FIELDS: Philosophy of science and the philosophical history of science; scientific realism, foundations of physics, contemporary naturalism. NATIONALITY: Peruvian HIGHER EDUCATION -
Teaching and Learning in General Upper Secondary Education
Published on Eurydice (https://eacea.ec.europa.eu/national-policies/eurydice) Curriculum, subjects, number of hours Branches of studies According to legislation in force (DPR 89/2010 [1]) , general upper secondary education lasts five years and is delivered by six types of liceo specializing in the following areas: arts (liceo artistico), classical studies (liceo classico), sciences (liceo scientifico), languages (liceo linguistico), music and dance (liceo musicale e coreutico), human sciences (liceo delle scienze umane). The liceo artistico offers the following programmes: figurative arts, architecture and the environment, design, audiovisual and multimedia design, graphics, set design. The first two years are the same for all branches. The liceo scientifico offers an option in applied sciences and the liceo delle scienze umane offers an option in social and economic studies. Competences in compulsory education The first two years of upper secondary education, whether undertaken in a general or vocational school, are compulsory. Thus, in order to ensure equal education to all students, the Ministry has defined the knowledge and competences that all students are expected to have acquired on completion of compulsory education. Knowledge and competences integrate the current upper secondary curricula, specific for each type of school. Knowledge and competences are organised into 4 'cultural areas': languages, mathematics, science/technology and history/social studies. Knowledge and competences are also the basis for building learning pathways aimed at acquiring key competences that can help students in adulthood and for lifelong learning. Key competences are: learning to learn, planning, communicating, collaborating and participating, acting autonomously, problem solving, creating connections and relations, acquiring and interpreting information (DM 139/2007 [2]). -
Signs of Success in Italian Schooling Andrea Renee Leone-Pizzighella University of Pennsylvania, [email protected]
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2019 Signs Of Success In Italian Schooling Andrea Renee Leone-Pizzighella University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Anthropological Linguistics and Sociolinguistics Commons, Education Commons, and the Quantitative, Qualitative, Comparative, and Historical Methodologies Commons Recommended Citation Leone-Pizzighella, Andrea Renee, "Signs Of Success In Italian Schooling" (2019). Publicly Accessible Penn Dissertations. 3353. https://repository.upenn.edu/edissertations/3353 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/3353 For more information, please contact [email protected]. Signs Of Success In Italian Schooling Abstract Italy’s secondary schools—the product of the class-based division of the education system around the time of Italy’s unification in 1861—are divided into three branches: the vocational school, the technical institute, and the lyceum. These three types of schools, their students, and their academic rigor are continuously discursively constructed as qualitatively distinct from one another. In accordance with these distinctions made between them on both a national and local level, students are differently attracted to and socialized to participate in the types of schooling associated with each. This dissertation draws on everyday sociolinguistic practices and emergent language ideologies