SPSP 2020 International Society for Philosophy of Science in Practice
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Convergence: Facilitating Transdisciplinary Integration of Life Sciences, Physical Sciences, Engineering, and Beyond
This PDF is available from The National Academies Press at http://www.nap.edu/catalog.php?record_id=18722 Convergence: Facilitating Transdisciplinary Integration of Life Sciences, Physical Sciences, Engineering, and Beyond ISBN Committee on Key Challenge Areas for Convergence and Health; Board on 978-0-309-30151-0 Life Sciences; Division on Earth and Life Studies; National Research Council 156 pages 6 x 9 PAPERBACK (2014) Visit the National Academies Press online and register for... Instant access to free PDF downloads of titles from the NATIONAL ACADEMY OF SCIENCES NATIONAL ACADEMY OF ENGINEERING INSTITUTE OF MEDICINE NATIONAL RESEARCH COUNCIL 10% off print titles Custom notification of new releases in your field of interest Special offers and discounts Distribution, posting, or copying of this PDF is strictly prohibited without written permission of the National Academies Press. Unless otherwise indicated, all materials in this PDF are copyrighted by the National Academy of Sciences. Request reprint permission for this book Copyright © National Academy of Sciences. All rights reserved. Convergence: Facilitating Transdisciplinary Integration of Life Sciences, Physical Sciences, Engineering, and Beyond Prepublication Copy Subject to Further Editorial Revisions Convergence Facilitating Transdisciplinary Integration of Life Sciences, Physical Sciences, Engineering, and Beyond Committee on Key Challenge Areas for Convergence and Health Board on Life Sciences Division on Earth and Life Studies THE NATIONAL ACADEMIES PRESS Washington, D.C. www.nap.edu Copyright © National Academy of Sciences. All rights reserved. Convergence: Facilitating Transdisciplinary Integration of Life Sciences, Physical Sciences, Engineering, and Beyond THE NATIONAL ACADEMIES PRESS 500 Fifth Street, NW Washington, DC 20001 NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. -
Big History and Sustainability
Dominican Scholar Master of Arts in Humanities | Master's Liberal Arts and Education | Graduate Theses Student Scholarship May 2019 Big History and Sustainability Duncan Blake Ross Dominican University of California https://doi.org/10.33015/dominican.edu/2019.HUM.05 Survey: Let us know how this paper benefits you. Recommended Citation Ross, Duncan Blake, "Big History and Sustainability" (2019). Master of Arts in Humanities | Master's Theses. 1. https://doi.org/10.33015/dominican.edu/2019.HUM.05 This Master's Thesis is brought to you for free and open access by the Liberal Arts and Education | Graduate Student Scholarship at Dominican Scholar. It has been accepted for inclusion in Master of Arts in Humanities | Master's Theses by an authorized administrator of Dominican Scholar. For more information, please contact [email protected]. This thesis, written under the direction of the candidate's thesis advisor and approved by the department chair, has been presented to and accepted by the Master of Arts in Humanities Program in partial fulfillment of the equirr ements for the degree of Master of Arts in Humanities. An electronic copy of of the original signature page is kept on file with the Archbishop Alemany Library. Duncan Blake Ross Candidate Joan Baranow, PhD Program Chair Harlan Stelmach, PhD First Reader Joan Baranow, PhD Second Reader This master's thesis is available at Dominican Scholar: https://scholar.dominican.edu/humanities- masters-theses/1 Big History and Sustainability A Student Reflection By Duncan Blake Ross This thesis, written under the direction of the candidate’s thesis advisor and approved by the program chair, has been presented to an accepted by the Department of Humanities in partial fulfillment of the requirements for the degree of Master of Arts in Humanities Dominican University of California San Rafael, CA May 2019 ii Copyright © 2019 by Duncan B. -
Manifesto for General Systems Transdisciplinarity
www.systema -journal.org Systema 4(1) : 4-14 (2016) www.bcsss.org Manifesto for General Systems Transdisciplinarity David Rousseau1,2,3,4,5 *, Jennifer Wilby6,7,8,9,10, Julie Billingham11,12, and Stefan Blachfellner13,14,15,16,17 1 Director, Centre for Systems Philosophy, Surrey, UK 2 Visiting Research Fellow, Centre for Systems Studies, Business School, University of Hull, UK 3 Member of Scientific Council, Bertalanffy Center for the Study of Systems Science, Vienna, Austria 4 Honorary Research Fellow, Religious Experience Research Centre, School of Theology, Religious Studies and Islamic Studies, University of Wales Trinity Saint David, Lampeter, Wales, UK 5 Member, Centre for Spirituality Studies, Faculty of Arts and Social Sciences, University of Hull, UK 6 Senior Visiting Fellow, Centre for Systems Studies, University of Hull, UK 7 Visiting Researcher, Willumstad School of Business, Adelphi University, Garden City, NY, USA 8 Academician, International Academy for Systems and Cybernetic Sciences, Vienna, Austria. 9 Vice President, International Society for the Systems Sciences 10 Member of Scientific Council, Bertalanffy Center for the Study of Systems Science, Vienna, Austria 11 Scientific Advisor, Centre for Systems Philosophy, Surrey, UK 12 Industry Principal, Business Strategy and Programs, Demandware Inc., Boston USA 13 Managing Director, Bertalanffy Center for the Study of Systems Science, Vienna, Austria 14 Managing Director, European Meetings on Cybernetics and Systems Research, Vienna, Austria 15 Vice President, International Federation for Systems Research, Vienna, Austria 16 Lecturer, University of Applied Science Upper Austria, Campus Steyr, Austria 17 Lecturer, Danube University Krems, Krems, Austria ABSTRACT In August 2015 the authors launched their Manifesto for General Systems Transdisciplinarity at the annual conference of the International Society for the Systems Sciences. -
A View on Transdisciplinary Perspective in the Human Sciences
Volume 21, 2018 DEFINING THE DIALOGUE BETWEEN SCIENCES: A VIEW ON TRANSDISCIPLINARY PERSPECTIVE IN THE HUMAN SCIENCES Giorgia Rimondi* Russian Institute for Advanced Studies [email protected] (Moscow State Pedagogical University), Moscow, Russian Federation & University of Parma, Parma, Italy Marco Veronese Independent researcher, Milan, Italy [email protected] * Corresponding author ABSTRACT Aim/Purpose The authors argue that interdisciplinarity, together with the more recent concept of transdisciplinarity, can be seen as a coherent attempt not so much to reas- semble the fragmented structure into a whole, as to create a fruitful collabora- tion and integration among different disciplines that takes into account their specificity. Background At the threshold of the Modern Age, a series of paradigm shifts in Western thought caused its fragmentation into a variety of academic subdisciplines. Such diversification can be considered the result of epistemological shifts and chang- es in the division of intellectual labor. Contribution Which semantic horizons can this new approach open, and on which theoretical foundations could a dialogue between disciplines be produced? The growing im- portance of this problem is evidenced by the emergence, during the last dec- ades, of philosophical reflections on the interactions among different research fields. Findings The possibility of transdisciplinarity in modern science finds its theoretical premise in M. Foucault’s seminal work on the organization of knowledge, The Order of Things, which hinted at the existence of gaps in the grid of knowledge, leading, as a result, to the possibility of creating transdisciplinary connections. Impact on Society The paper aims to contribute to the contemporary discussion of the need to overcome boundaries between disciplines. -
Transdisciplinarity As a Discipline and a Way of Being: Complementarities and Creative Tensions ✉ Cyrille Rigolot 1
COMMENT https://doi.org/10.1057/s41599-020-00598-5 OPEN Transdisciplinarity as a discipline and a way of being: complementarities and creative tensions ✉ Cyrille Rigolot 1 Transdisciplinarity is generally defined by the inclusion of non-academic stake- holders in the process of knowledge production. Transdisciplinarity is a pro- mising notion, but its ability to efficiently address the world’s most pressing 1234567890():,; issues still requires improvement. Several typologies of transdisciplinarity have been proposed, generally with a theoretical versus practical dichotomy (Mode 1/ Mode 2), and effort has focused on possible linkages between different types. However, in the last two decades, transdisciplinarity has significantly matured to the extent that the classical theoretical versus practical distinction appears clearly limited. In this paper, a reframing of the debate is proposed by considering transdisciplinarity as a new discipline and as a way of being. The conception of transdisciplinarity as a discipline can be related to the recent development of the broader discipline of “integration and implementation sciences” (i2S), to which “practical” Mode 2 transdisciplinarity is a major contributor. When transdisci- plinarity is considered as a way of being, it is inseparable from personal life and extends far beyond the professional activities of a researcher. To illustrate this conception, the work and life of Edgar Morin can be used as an exemplary reference in conjunction with other streams of thought, such as integral theory. Transdisciplinarity as a discipline and transdisciplinarity as a way of being have complementarities in terms of researchers’ personal dispositions and space for expression in academia. The proposed distinction also raises the question of the status of consciousness in transdisciplinary projects, which may be a fruitful controversial topic for the transdisciplinary research community. -
Engineering Futures 2035 Engineering Education Programs, Priorities & Pedagogies
Engineering Futures 2035 Engineering Education Programs, Priorities & Pedagogies __________________________________________________________________________________________ Caroline Crosthwaite February 2021 Executive Summary The 2019 scoping study ‘Engineering Futures 2035’ commissioned by the Australian Council of Engineering Deans (ACED) investigated drivers of change, the anticipated nature of future professional engineering work, and engineering education programs that will be needed to produce fit-for-purpose graduates. Engineers of the future will require greater abilities to find and define problems before finding solutions. Both problem definition and solution will require a deeper ability to communicate and empathise with a broader range of stakeholders than has been required in the past. A greater focus on the human dimensions of engineering work and increasing complexity is also anticipated. Further details of the anticipated changes in the nature of professional engineering work and the capabilities that will be expected of future engineering graduates are provided in Section 1. The purpose of this report is to follow up on the ACED scoping study recommendation number 2 by presenting a critique of applicable developments in engineering education, referencing national and international best practice, and emerging educational models within the higher education sector. This includes identifying exemplary engineering education programs, program models, curriculum contexts and pedagogies that have the potential to support the delivery of the T-shaped engineering graduate and the greater breadth of graduate outcomes that will be required in future. Given the large engineering student numbers at many Australian universities, scalability, and possible barriers to widespread implementation of desirable changes are of particular interest. Consultation with national and international engineering educators and scholars collected views on program architectures, curriculum and pedagogies that will be instrumental in delivering on future graduate expectations. -
STS Departments, Programs, and Centers Worldwide
STS Departments, Programs, and Centers Worldwide This is an admittedly incomplete list of STS departments, programs, and centers worldwide. If you know of additional academic units that belong on this list, please send the information to Trina Garrison at [email protected]. This document was last updated in April 2015. Other lists are available at http://www.stswiki.org/index.php?title=Worldwide_directory_of_STS_programs http://stsnext20.org/stsworld/sts-programs/ http://hssonline.org/resources/graduate-programs-in-history-of-science-and-related-studies/ Austria • University of Vienna, Department of Social Studies of Science http://sciencestudies.univie.ac.at/en/teaching/master-sts/ Based on high-quality research, our aim is to foster critical reflexive debate concerning the developments of science, technology and society with scientists and students from all disciplines, but also with wider publics. Our research is mainly organized in third party financed projects, often based on interdisciplinary teamwork and aims at comparative analysis. Beyond this we offer our expertise and know-how in particular to practitioners working at the crossroad of science, technology and society. • Institute for Advanced Studies on Science, Technology and Society (IAS-STS) http://www.ifz.tugraz.at/ias/IAS-STS/The-Institute IAS-STS is, broadly speaking, an Institute for the enhancement of Science and Technology Studies. The IAS-STS was found to give around a dozen international researchers each year - for up to nine months - the opportunity to explore the issues published in our annually changing fellowship programme. Within the frame of this fellowship programme the IAS-STS promotes the interdisciplinary investigation of the links and interaction between science, technology and society as well as research on the development and implementation of socially and environmentally sound, sustainable technologies. -
The Contribution of Qualitative Research Towards the Issues Affecting Female Undergraduate Engineering Students
The Contribution of Qualitative Research towards the issues affecting Female Undergraduate Engineering Students Louise Duggan 29/5/2015 Department of Engineering, Letterkenny Institute of Technology, Port Rd., Letterkenny, Co. Donegal, Ireland [email protected] Abstract This article explores the use of qualitative research methods towards our understanding of the issues affecting female undergraduate engineers. As outlined in this article female engineering students face many challenges during their undergraduate studies. Qualitative research methods provide an opportunity to gain a deeper understanding of the issues affecting female undergraduate engineering students. Qualitative research provides an opportunity to gain rich data that simply would not be possible using quantitative methods. This article critically appraises three qualitative articles discussing the issues affecting the female undergraduate engineer and highlights the contribution that each article makes towards our overall understanding of the undergraduate female engineering experience. This article concludes that qualitative research methods provide invaluable data and has the potential to uncover new phenomenon. Keywords qualitative research, female, undergraduate, engineering Introduction Qualitative research is primarily concerned with understanding phenomena in depth and in its natural environment. Denzin and Lincoln (2005) define qualitative research as ‘a situated activity that locates the observer in the world. It consists of a set of interpretive, material practices that make the world visible’ (p 3). The very nature of this definition emphasizes the importance of the setting or the context of the phenomenon under investigation. Similarly, Hatch (2002) describes some of the recurring characteristics of qualitative research, particularly the natural environment, prolonged contact, emphasis on meaning, inductive data analysis and emergent design. -
B11504973.Pdf
http://www.nap.edu/catalog/4919.html We ship printed books within 1 business day; personal PDFs are available immediately. Engineering Within Ecological Constraints Peter Schulze, Editor; National Academy of Engineering ISBN: 0-309-59647-5, 224 pages, 6 x 9, (1996) This PDF is available from the National Academies Press at: http://www.nap.edu/catalog/4919.html Visit the National Academies Press online, the authoritative source for all books from the National Academy of Sciences, the National Academy of Engineering, the Institute of Medicine, and the National Research Council: • Download hundreds of free books in PDF • Read thousands of books online for free • Explore our innovative research tools – try the “Research Dashboard” now! • Sign up to be notified when new books are published • Purchase printed books and selected PDF files Thank you for downloading this PDF. If you have comments, questions or just want more information about the books published by the National Academies Press, you may contact our customer service department toll- free at 888-624-8373, visit us online, or send an email to [email protected]. This book plus thousands more are available at http://www.nap.edu. Copyright © National Academy of Sciences. All rights reserved. Unless otherwise indicated, all materials in this PDF File are copyrighted by the National Academy of Sciences. Distribution, posting, or copying is strictly prohibited without written permission of the National Academies Press. Request reprint permission for this book. i e h t be ion. om r ibut f r t cannot r at not o f EnginEngineeringeeringEngineering WithinWithinWithin however, version ng, i t paper book, at ive EcolEcologicalogicalEcological ConstraintsConstraintsConstraints at rm o riginal horit ic f o e h t he aut t om r as ing-specif t ion ed f Edited by Peter C. -
Defining the Role of Technology and Engineering in STEM Education
[Pre-Publication Copy: 05-12-2020] Standards for Technological and Engineering Literacy: Defining the Role of Technology and Engineering in STEM Education A joint project of the International Technology and Engineering Educators Association (ITEEA) and the Council on Technology and Engineering Teacher Education (CTETE) 2020 Dedication William E. Dugger, Jr. 1937-2018 The inspiration for Standards for Technological and Engineering Literacy (STEL) was Dr. William E. Dugger, Jr., who led the Technology for All Americans Project in the 1990s, publishing Standards for Technological Literacy (STL) in 2000, and tirelessly traveling around the globe to explain and promote STL. Due to his persistence, the technological literacy standards were adopted by states, districts, provinces, classroom teachers, textbook companies, test developers, other professional associations, and many other ITEEA stakeholders. He was a friend and colleague to us all. Standards for Technological and Engineering Literacy is dedicated to his memory. ii STEL Final Pre-Publication Draft 5-12-2020 Table of Contents Dedication ....................................................................................................................................... ii Preface ........................................................................................................................................... vii Chapter 1 - The Need for Standards for Technological and Engineering Literacy ........................ 1 Defining Literacy ....................................................................................................................... -
Working Title
The dialectic between expert knowledge and professional discretion: accreditation, social control and the limits of instrumental logic The MIT Faculty has made this article openly available. Please share how this access benefits you. Your story matters. Citation Seron, Carroll, and Susan S. Silbey. “The Dialectic Between Expert Knowledge and Professional Discretion: Accreditation, Social Control and the Limits of Instrumental Logic.” Engineering Studies 1.2 (2009): 101–127. Web. 27 Apr. 2012. © 2009 Taylor & Francis As Published http://dx.doi.org/10.1080/19378620902902351 Publisher Informa UK (Taylor & Francis) Version Author's final manuscript Citable link http://hdl.handle.net/1721.1/70473 Terms of Use Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use. The Dialectic between Expertise Knowledge and Professional Discretion: Accreditation, Social Control and the Limits of Instrumental Logic1 Carroll Seron Susan S. Silbey Engineering Studies, Volume 1. No. 2, July 2009, pp. 101-127 Abstract Cycles of reform have been a constant feature of engineering education. This paper suggests that these cycles are endemic because engineering begins with a particularly instrumental conception of responsible preparation. The instrumental logic of engineering repeatedly undermines educational reforms seeking to cultivate the capacities for discretionary interpretation and judgment at the root of professional practice. Using interviews with faculty -
Standards for Technological and Engineering Literacy
Standards for Technological and Engineering Literacy The Role of Technology and Engineering in STEM Education A joint project of International Technology and Engineering Educators Association (ITEEA) and its Council on Technology and Engineering Teacher Education (CTETE) 2020. This project is supported by the Technical Foundation of America and the National Science Foundation, award #ATE – 1904261. Any opinions and findings expressed in this material are the authors’ and do not necessarily reflect the views of NSF. ISBN: 978-1-887101-11-0 International Technology and Engineering Educators Association. (2020). Standards for technological and engineering literacy: The role of technology and engineering in STEM education. www.iteea.org/STEL.aspx Standards for Technological and Engineering Literacy The Role of Technology and Engineering in STEM Education Table of Dedication . vii CONTENTS Preface . viii Chapter 1 The Need for Standards for Technological and Engineering Literacy Defining Literacy . 2. Technological and Engineering Literacy for All . .2 . Teaching and Learning about Technology and Engineering . 4 Technological and Engineering Studies as a Disciplinary Integrator . 5. Chapter 2 Overview of Standards for Technological and Engineering Literacy General Structure of Standards for Technological and Engineering Literacy . 9. Features of Standards for Technological and Engineering Literacy . 9. Basic Structure of Standards for Technological and Engineering Literacy . 11. Core Disciplinary Standards. 12 . Format of the Core Standards. 13. Benchmarks . 13 Technology and Engineering Practices. 14. Technology and Engineering Contexts . .15 . Primary Users of Standards for Technological and Engineering Literacy . .16 . Recommendations for Using Standards for Technological and Engineering Literacy . .16 . Standards for Technological and Engineering Literacy and STEM Collaborations . 17 Chapter 3 Core Disciplinary Standards Standard 1: Nature and Characteristics of Technology and Engineering .