Kalish Thesis 2021
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Completed Thesis
THE UNIVERSITY OF WINCHESTER Faculty of Humanities and Social Sciences Human Uniqueness: Twenty-First Century Perspectives from Theology, Science and Archaeology Josephine Kiddle Bsc (Biology) MA (Religion) Thesis for the degree of Doctor of Philosophy February 2013 This Thesis has been completed as a requirement for a postgraduate research degree of the University of Winchester. The word count is: 89350 THE UNIVERSITY OF WINCHESTER ABSTRACT FOR THESIS Human Uniqueness: Twenty-First Century Perspectives from Theology, Science and Archaeology A project aiming to establish, through the three disciplines, the value of human uniqueness as an integrating factor for science with theology Josephine Kiddle Bsc (Biology) MA (Religion) Faculty of Humanities and Social Sciences Doctor of Philosophy February 2013 The theme that underlies the thesis is the challenge presented by science, as it developed from the time of the Enlightenment through the centuries until the present day, to Christian theology. The consequent conflict of ideas is traced in respect of biological science and the traditions of Protestant Christian doctrine, together with the advances of the developing discipline of prehistoric archaeology since the early nineteenth century. The common ground from which disagreement stemmed was the existence of human beings and the uniqueness of the human species as a group amongst all other creatures. With the conflict arising from this challenge, centring on the origin and history of human uniqueness, a rift became established between the disciplines which widened as they progressed through to the twentieth century. It is this separation that the thesis takes up and endeavours to analyse in the light of the influence of advancing science on the blending of philosophical scientific ideas with the elements of Christian faith of former centuries. -
ED390648.Pdf
DOCUMENT RESUME ED 390 648 SE 056 959 AUTHOR Poole, Michael TITLE Beliefs and Values in Science Education. Developing Science and Technology Education. REPORT NO ISBN-0-335-15645-2 PUB DATE 95 NOTE 146p. AVAILABLE FROM Open University Press, Suite 101, 1900 Frost Road, Bristol, PA 19007 (hardcover: ISBN-0-335-15646-0; paperback: ISBN-0-335-15645-2). PUB TYPE Reports Evaluative/Feasibility (142) Books (010) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *Beliefs; *Cultural Influences; Elementary Secondary Education; Foreign Countries; Moral Values; Science Curriculum; Science Instruction; Social Values; Student Attitudes; Technology; *Values ABSTRACT This book asserts that beliefs and values are integral to the scientific enterprise and the theory and practice of education and hence science education, and that it is desirable to explore such matters in the classroom. It aims at helping science teachers demonstrate how spiritual, moral, social, and cultural factors affect science. Chapter 1, "Everybody Needs Standards," begins by looking at ways in which beliefs and values are located within science and within education and moves on to fundamental matters about the bases of belief systems. Chapter 2, "What Science Cannot Discover, Mankind Cannot Know?" considers how beliefs about the nature of the scientific enterprise have affected popular views about the status of science, and the particular educational task this presents. The ways in which beliefs and values affect the language of science, its models, and metaphors, is the theme of chapter 3, "Every Comparison Has a Limp." Chapter 4, "Wanted! Alive or Dead," addresses issues of environmental beliefs and models. Chapcer 5, "In the Beginning," deals with teaching about the Earth in space and traces out current interest in metaphysical as well as physical questions about origin. -
Chapter 2 DARWIN and the AFTERMATH Science and Faith In
Notes on Science & Christian Belief – Chapter 2 2009 Chapter 2 DARWIN AND THE AFTERMATH Science and Faith in the 19th and the 20th Centuries Allan J Day Author: Allan J Day 2-1 Notes on Science & Christian Belief – Chapter 2 2009 CONTENTS – CHAPTER 2 Chapter 2 DARWIN AND THE AFTERMATH .............................. 2-1 2.1 INTRODUCTION.............................................................. 2-3 2.1.1 Darwin and The Origin Of Species.................................................. 2-3 2.1.2 Darwin and the aftermath ................................................................. 2-3 2.2 BACKGROUND TO DARWIN ............................................. 2-3 2.2.1 18th Century Geology and the Age of the Earth........................ 2-3 2.2.2 Early 19th Century Background....................................................... 2-4 2.3 EARLY DARWIN AND THE ORIGIN OF SPECIES............... 2-5 2.3.1 Background and training.................................................................... 2-5 2.3.2 The Beagle Journey 1831-1836....................................................... 2-5 2.3.3 Malthus and Population Control....................................................... 2-5 2.3.4 Alfred Wallace........................................................................................ 2-5 2.3.5 The Origin of Species - 1859............................................................ 2-5 2.4 RESPONSES TO DARWIN ................................................ 2-6 2.4.1 The British Association Debate 1860 ............................................ -
Science and Society Scientific Societies in Victorian England1
Review of Sociology 24(4): 85–111. Science and Society Scientific Societies in Victorian England1 Eszter Pál [email protected] ABSTRACT: The article analyzes the development of scientific thinking and production in England from the early to the late Victorian period. 19th century England saw a thorough change in every sphere of society including that of science. This was a time when the very idea of science – as understood in the 20th century – started to emerge. The article compares the modus operandi of three scientific bodies of utmost importance: the Royal Society, the British Association for the Advancement of Science, and the so-called X-Club. The first one represented an old-fashioned scientific body with a narrow, aristocratic social basis, whereas the BAAS, a reformist, much newer society was founded with the manifest idea of science as a universal, all-encompassing and neutral field, free of political and religious influences. The article shows that despite this official standing, the BAAS still represented a narrow range of scientific, political, cultural and social interests. In contrast to both of these bodies, the X-Club, an informal but highly influential set of nine scientists, introduced the idea of a modernized science. Largely due to their influence and shrewd strategic action, by the end of the century the scientific sphere had become far more independent of extra-scientific influences than ever before. The article concludes, however, that this independence meant a greater need to disguise the social and cultural embeddedness of science with a new set of criteria for scientific legitimacy, rather than actual, full autonomy. -
Logic I Format: Work Text (Digital Available August 2016)
Logic I Format: Work Text (Digital Available August 2016) Course Objective The Logic I course introduces students to the science and art of right thinking or reasoning through the use of informal logic. After a short survey of the contributions of Greek philosophers, students will dive into an extended study of logical fallacies of relevance, presumption, and clarity. Fallacies include ad hominem personal attacks, appeals to fear, red herrings, equivocation, and sweeping generalizations. Students will analyze arguments and everyday conversations in order to identify and counter fallacies. The course concludes with an investigation into the principles of argumentative dialogue and the impact of language and emotions in debate. Course Prerequisites or Corequisites None Unit 1: Reasoning Understand that logic is “right thinking or reasoning.” Understand that logic is a wide field involving art, science, and skill. Recognize the contribution of Greek philosophers, Socrates and Aristotle, to the establishment of logic as a field of study. Understand the importance of logic in a classical education. Distinguish the difference between formal logic and informal logic. Compare and contrast inductive and deductive reasoning. Define fallacy. Recognize and analyze fallacious arguments of relevance. Recognize and describe ad hominem abusive fallacies. Recognize and describe ad hominem circumstantial fallacies. Recognize and describe tu quoque fallacies. Recognize and describe genetic fallacies. Recognize and describe mob appeal fallacies. Recognize and understand the subtle difference between an appeal to belief and an appeal to popularity. Recognize and describe snob appeal fallacies. Unit 2: The Contrast Recognize, classify, and describe an appeal to fear. Recognize and describe the appeal to force as a variation of the appeal to fear. -
The Making of John Tyndall's Darwinian Revolution
Annals of Science ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/tasc20 The making of John Tyndall's Darwinian Revolution Ian Hesketh To cite this article: Ian Hesketh (2020) The making of John Tyndall's Darwinian Revolution, Annals of Science, 77:4, 524-548, DOI: 10.1080/00033790.2020.1808243 To link to this article: https://doi.org/10.1080/00033790.2020.1808243 © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group Published online: 26 Aug 2020. Submit your article to this journal Article views: 100 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=tasc20 ANNALS OF SCIENCE 2020, VOL. 77, NO. 4, 524–548 https://doi.org/10.1080/00033790.2020.1808243 The making of John Tyndall’s Darwinian Revolution Ian Hesketh Institute for Advanced Studies in the Humanities, University of Queensland, Brisbane, Australia ABSTRACT ARTICLE HISTORY One of the most influential imagined histories of science of Received 21 April 2020 the nineteenth century was John Tyndall’s Belfast Address Accepted 5 August 2020 of 1874. In that address, Tyndall presented a sweeping KEYWORDS history of science that focused on the attempt to Tyndall; Darwin; evolution; understand the material nature of life. While the address biography; historiography has garnered attention for its discussion of the conflict at the centre of this history, namely between science and theology, less has been said about how Tyndall’s history culminated with a discussion of the evolutionary researches of Charles Darwin. -
Fallacies of Relevance1
1 Phil 2302 Logic Dr. Naugle Fallacies of Relevance1 "Good reasons must, of force, give place to better." —Shakespeare "There is a mighty big difference between good, sound reasons, and reasons that sound good." —Burton Hillis "It would be a very good thing if every trick could receive some short and obviously appropriate name, so that when a man used this or that particular trick, he could at once be reproved for it." —Arthur Schopenhauer Introduction: There are many ways to bring irrelevant matters into an argument and the study below will examine many of them. These fallacies (pathological arguments!) demonstrate the lengths to which people will go to win an argument, even if they cannot prove their point! Fallacies of relevance share a common characteristic in that the arguments in which they occur have premises that are logically irrelevant to the conclusion. Yet, the premises seem to be relevant psychologically, so that the conclusion seems to follow from the premises. The actual connection between premises and conclusion is emotional, not logical. To identify a fallacy of relevance, you must be able to distinguish between genuine evidence and various unrelated forms of appeal. FALLACIES THAT ATTACK I. Appeal to Force (Argumentum ad Baculum ="argument toward the club or stick") "Who overcomes by force has overcome but half his foe." Milton. "I can stand brute force, but brute reason is quite unbearable. There is something unfair about its use. It is like hitting below the intellect." Oscar Wilde 1 NB: This material is taken from several logic texts authored by N. -
James Clerk Maxwell's Refusal to Join the Victoria Institute
Article James Clerk Maxwell’s Refusal to Join the Victoria Institute James Clerk Maxwell’s Refusal to Join the Victoria Institute Jerrold L. McNatt Thanks to his enduring theory of electricity and magnetism and his unique statistical approach to gases, as well as numerous other contributions in areas ranging from color vision to cartography, James Clerk Maxwell is generally regarded as the greatest physical scientist of the nineteenth century. Maxwell’s personal correspondence and reflective writings clearly demonstrate that he was a serious evangelical Christian with a profound understanding of theology. Nevertheless, he turned down numerous invitations to join the Victoria Institute, which was founded in the 1860s to defend “the great truths revealed in Holy Scripture” against the flood of opposition coming from science and biblical criticism. This paper will explore the influences in Maxwell’s life and the circumstances surrounding the formation of Jerrold L. McNatt the Victoria Institute that combined to lead him to spurn the invitations to join the Institute. The growing ames Clerk Maxwell’s lifetime (1831 to may believe to be true, but which contradict J1879) spanned the first two-thirds of a literal reading of Holy Scripture “must be influence of Queen Victoria’s reign, during which merely pseudo-science, that is, a false inter- time he established “his special place in the pretation of nature.”3 scientific history of physics alongside Isaac Newton and Albert Einstein.”1 During this same era, Maxwell’s lifelong friend and biogra- naturalism the growing influence of scientific natural- pher, Lewis Campbell, reports that Maxwell ism outside the church and biblical criticism was frequently invited to join the Victoria outside the within it alarmed many evangelicals. -
Sex, Biology, and Political Economy in the Nineteenth Century Ann Mari
D R A F T THE X-CLUB: SEX, BIOLOGY, AND POLITICAL ECONOMY IN THE NINETEENTH CENTURY Ann Mari May, Ph.D. Associate Professor of Economics University of Nebraska-Lincoln Lincoln, NE 68588-0489 402 472-3369 [email protected] *Draft prepared for presentation at the Association for Heterodox Economics, London, England, July 2005. Please do not copy with consent of author. THE X-CLUB: SEX, BIOLOGY, AND POLITICAL ECONOMY IN THE NINETEENTH CENTURY ABSTRACT The last third of the nineteenth century has often been referred to as the era of popular science. In this period, men of science in England and in the United States lectured publicly on social issues with the authority of science. One of the most contested social issues was the “Woman Question.” The “Woman Question,” which began the century as a reference to women’s suitability for political suffrage and its attendant need for prudence or virtue, came increasingly to be associated with women’s suitability for the higher learning. As more women entered the higher learning in the last third of the nineteenth century and as they began to challenge their role in the higher learning moving from as consumers qua students to consumers qua faculty, arguments about women’s biological inferiority reemerged and with a new authority – science. This paper examines the role of science in the shaping perceived biological differences which, along with metaphors increasingly popular in political economy, were used to limit women’s participation in the higher learning. The articulation and dissemination of these arguments by “men of science” significantly influenced the character of women’s participation while preserving men’s privileged position in the higher learning. -
Darwinism and the Origin of Life: the Role of H.C. Bastian in the British Spontaneous Generation Debates, 1868--1873
Journal of the History of Biology 32: 51–92, 1999. 51 © 1999 Kluwer Academic Publishers. Printed in the Netherlands. Darwinism and the Origin of Life: The Role of H.C. Bastian in the British Spontaneous Generation Debates, 1868–1873 JAMES STRICK Biology Department PO Box 871501 Arizona State University Tempe, AZ 85287-1501, U.S.A. Abstract. Henry Charlton Bastian’s support for spontaneous generation is shown to have developed from his commitment to the new evolutionary science of Darwin, Spencer, Huxley and Tyndall. Tracing Bastian’s early career development shows that he was one of the most talented rising young stars among the Darwinians in the 1860s. His argument for a logically necessary link between evolution and spontaneous generation was widely believed among those sympathetic to Darwin’s ideas. Spontaneous generation implied materialism to many, however, and it had associations in Britain with radical politics and amateur science. Huxley and the X Club were trying to create a public posture of Darwinism that kept it at arm’s length from those negative associations. Thus, the conflict that developed when Huxley and the X Club opposed Bastian was at least as much about factional in-fighting among the Darwinians as it was about the experiments under dispute. Huxley’s strategy to defeat Bastian and define his position as “non-Darwinian” contributed significantly to the shaping of Huxley’s famous address “Biogenesis and Abiogenesis.” Rhetorically separating Darwinism from Bastian was thus responsible for Huxley’s first clear public statement that a naturalistic origin of life was compatible with Darwin’s ideas, but only in the earth’s distant past. -
Appendix 1 a Great Big List of Fallacies
Why Brilliant People Believe Nonsense Appendix 1 A Great Big List of Fallacies To avoid falling for the "Intrinsic Value of Senseless Hard Work Fallacy" (see also "Reinventing the Wheel"), I began with Wikipedia's helpful divisions, list, and descriptions as a base (since Wikipedia articles aren't subject to copyright restrictions), but felt free to add new fallacies, and tweak a bit here and there if I felt further explanation was needed. If you don't understand a fallacy from the brief description below, consider Googling the name of the fallacy, or finding an article dedicated to the fallacy in Wikipedia. Consider the list representative rather than exhaustive. Informal fallacies These arguments are fallacious for reasons other than their structure or form (formal = the "form" of the argument). Thus, informal fallacies typically require an examination of the argument's content. • Argument from (personal) incredulity (aka - divine fallacy, appeal to common sense) – I cannot imagine how this could be true, therefore it must be false. • Argument from repetition (argumentum ad nauseam) – signifies that it has been discussed so extensively that nobody cares to discuss it anymore. • Argument from silence (argumentum e silentio) – the conclusion is based on the absence of evidence, rather than the existence of evidence. • Argument to moderation (false compromise, middle ground, fallacy of the mean, argumentum ad temperantiam) – assuming that the compromise between two positions is always correct. • Argumentum verbosium – See proof by verbosity, below. • (Shifting the) burden of proof (see – onus probandi) – I need not prove my claim, you must prove it is false. • Circular reasoning (circulus in demonstrando) – when the reasoner begins with (or assumes) what he or she is trying to end up with; sometimes called assuming the conclusion. -
Adorbs Quizzes.Indd
Name: ____________________________ ____ / 10 points THE AMAZING DOCTOR RANSOM’S Q UIZ 1 for adorable fallacies 1–7 COMPREHENSION Answer the following big-picture questions, demonstrating your grasp of the material along with some origi- nal thought. (2 pts each) 1. Define Ad Hominem. Is the truth of a proposition affected by the character of the speaker? 2. If you’re writing a paper (or reading one), list at least five criteria that can help you deter- mine whether an authority is relevant or not? IDENTIFICATION Identify the adorable fallacy present, or declare the reasoning fallacy-free. (1 pt each) 3. Gillette: “If there’s a lumberjack with a manly jaw using our brand of razor, it must work.” 4. Shark: “You lions disgust me. Preying on the weak of the Serengeti is a grievous wrong.” Lion: “What’s the big deal? You do it too.” 5. Friend: “You can’t tell me I shouldn’t watch this when you’re such a pious dweeb.” Quizzes and tests copyright © 2015 by Canon Press. You may make as many copies as you need. CONT. 6. Son: “I can’t believe you won’t let me buy a Harley-Davidson motorcycle, Mom. It’s because you’re a woman, isn’t it?” 7. Presbyterian: “Our children shouldn’t read The Lord of the Rings because, after all, Tolkien was a Roman Catholic.” 8. “Unless you apologize to me, I’ll post scurrilous reviews of all your products on the Web.” Name: ____________________________ ____ / 10 points THE AMAZING DOCTOR RANSOM’S Q UIZ 2 for adorable fallacies 8–14 COMPREHENSION Answer the following big-picture questions, demonstrating your grasp of the material along with some origi- nal thought.