Philosophy of Social Science
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Doctorate in International Family and Community Studies 2 - Doctorate in International Family and Community Studies
Doctorate in International Family and Community Studies 2 - Doctorate in International Family and Community Studies Doctorate in International Family and Community Studies Modern complex societies increasingly expect leaders to hold advanced degrees in order to bring so- phisticated research-informed analysis to bear on pressing issues in the public, private and civil society sectors. The PhD in International Family and Community Studies is being offered in the Balkans since 2012. By bringing a first-rate American doctoral program directly to the region, we hope to mobilize knowledge so as to increase the regional capacity for addressing important social issues and to do so at a highly competitive price and with minimal risk of “brain drain”. www.clemson.edu - 3 TABLE OF CONTENTS • Welcome Address • Program Overview • Why a Doctoral Program in the Balkans? • Why Choose this Doctoral Program? • Who is offering this Doctoral Degree? • Description of the Program • Curriculum • Course Descriptions • Faculty & Staff • Principal Faculty of IFNL • Adjunct Faculty of IFNL • Staff of IFNL • Admission Criteria • Application for Admission • Degree Requirements and Potential Waiver of Courses for Master’s Degree Students • Cost of Studies • Quality Assurance 4 - Doctorate in International Family and Community Studies WELCOME ADDRESS “Understanding family and community life is an important first step in improving social conditions. Consider continuing your journey with a doctorate in international family and commu- nity studies. Because a doctorate -
Philosophical Theory-Construction and the Self-Image of Philosophy
Open Journal of Philosophy, 2014, 4, 231-243 Published Online August 2014 in SciRes. http://www.scirp.org/journal/ojpp http://dx.doi.org/10.4236/ojpp.2014.43031 Philosophical Theory-Construction and the Self-Image of Philosophy Niels Skovgaard Olsen Department of Philosophy, University of Konstanz, Konstanz, Germany Email: [email protected] Received 25 May 2014; revised 28 June 2014; accepted 10 July 2014 Copyright © 2014 by author and Scientific Research Publishing Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). http://creativecommons.org/licenses/by/4.0/ Abstract This article takes its point of departure in a criticism of the views on meta-philosophy of P.M.S. Hacker for being too dismissive of the possibility of philosophical theory-construction. But its real aim is to put forward an explanatory hypothesis for the lack of a body of established truths and universal research programs in philosophy along with the outline of a positive account of what philosophical theories are and of how to assess them. A corollary of the present account is that it allows us to account for the objective dimension of philosophical discourse without taking re- course to the problematic idea of there being worldly facts that function as truth-makers for phi- losophical claims. Keywords Meta-Philosophy, Hacker, Williamson, Philosophical Theories 1. Introduction The aim of this article is to use a critical discussion of the self-image of philosophy presented by P. M. S. Hacker as a platform for presenting an alternative, which offers an account of how to think about the purpose and cha- racter of philosophical theories. -
The Implications of Naturalism As an Educational Philosophy in Jordan from the Perspectives of Childhood Education Teachers
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.11, 2016 The Implications of Naturalism as an Educational Philosophy in Jordan from the Perspectives of Childhood Education Teachers Omar Khasawneh Ahmed Khaled Mohammad Al Momani Al Ain University of Science and Technology Al Ain, United Arab Emirates & Yarmouk University- Jordan Abstract The purpose of this study was to identify the educational implications of naturalism as an educational philosophy from the Jordanian childhood education teachers' perspectives. Each philosophy simply represents a unique conviction concerning the nature of the teaching/learning process. This study could serve as a grounded theory for Jordanian childhood teachers to comprehend the need for a clear educational philosophy within the Jordanian educational system. In addition, this research study would draw Jordanian childhood teachers' interest to be acquainted more with the educational principles of such philosophical theory. The researchers employed a questionnaire consisted of twenty one items, which correspond to the educational principles of naturalism. The quantitative approach is used to gather data as one of the techniques and descriptive due to its suitability for this study. The study findings revealed that Jordanian childhood education teachers' perspectives toward the implications of naturalism as an educational philosophy were positive for all domains; curriculum, aims, and activities. Based on the findings, the researchers provided some relevant recommendations. Keywords : Naturalism, Educational Philosophy, Childhood Education Teachers, Jordan. 1. Introduction Teachers’ educational philosophies and their value systems influence their teaching styles and the way they deal with their students. So, the impact of teachers’ beliefs and values on teaching and learning is evident in each classroom (Conti, 2007). -
Philosophy Emerging from Culture
Cultural Heritage and Contemporary Change Series I. Culture and Values, Volume 42 General Editor: George F. McLean Associate General Editor: William Sweet Philosophy Emerging from Culture Edited by William Sweet George F. McLean Oliva Blanchette Wonbin Park The Council for Research in Values and Philosophy Copyright © 2013 by The Council for Research in Values and Philosophy Box 261 Cardinal Station Washington, D.C. 20064 All rights reserved Printed in the United States of America Library of Congress Cataloging-in-Publication Philosophy emerging from culture / edited by William Sweet, George F. McLean, Oliva Blanchette. -- 1st [edition]. pages cm. -- (Cultural heritage and contemporary change. Series I, Culture and values ; Volume 42) 1. Philosophy and civilization. 2. Philosophy. 3. Culture. I. Sweet, William, editor of compilation. B59.P57 2013 2013015164 100--dc23 CIP ISBN 978-1-56518-285-1 (pbk.) TABLE OF CONTENTS Introduction: Philosophy Emerging From Culture 1 William Sweet and George F. McLean Part I: The Dynamics of Change Chapter I. What Remains of Modernity? Philosophy and 25 Culture in the Transition to a Global Era William Sweet Chapter II. Principles of Western Bioethics and 43 the HIV/AIDS Epidemic in Africa Workineh Kelbessa Chapter III. Rationality in Islamic Peripatetic and 71 Enlightenment Philosophies Sayyed Hassan Houssaini Chapter IV. Theanthropy and Culture According to Karol Wojtyla 87 Andrew N. Woznicki Chapter V. Al-Fārābī’s Approach to Aristotle’s Eudaimonia 99 Mostafa Younesie Part II: The Nature of Culture and its Potential as a Philosophical Source Chapter VI. A Realistic Interpretation of Culture 121 Jeu-Jenq Yuann Chapter VII. Rehabilitating Value: Questions of 145 Meaning and Adequacy Karim Crow Chapter VIII. -
Generics Analysis Canberra Plan.Pdf
Philosophical Perspectives, 26, Philosophy of Mind, 2012 CONCEPTS, ANALYSIS, GENERICS AND THE CANBERRA PLAN1 Mark Johnston Princeton University Sarah-Jane Leslie2 Princeton University My objection to meanings in the theory of meaning is not that they are abstract or that their identity conditions are obscure, but that they have no demonstrated use.3 —Donald Davidson “Truth and Meaning” From time to time it is said that defenders of conceptual analysis would do well to peruse the best empirically supported psychological theories of concepts, and then tailor their notions of conceptual analysis to those theories of what concepts are.4 As against this, there is an observation — traceable at least as far back to Gottlob Frege’s attack on psychologism in “The Thought” — that might well discourage philosophers from spending a week or two with the empirical psychological literature. The psychological literature is fundamentally concerned with mental representations, with the mental processes of using these in classification, characterization and inference, and with the sub-personal bases of these processes. The problem is that for many philosophers, concepts could not be mental items. (Jerry Fodor is a notable exception, we discuss him below.) We would like to set out this difference of focus in some detail and then propose a sort of translation manual, or at least a crucial translational hint, one which helps in moving between philosophical and psychological treatments of concepts. Then we will consider just how, given the translation, the relevant -
Anthropology Comes Part-Way Home: Community Studies In
Ann. Rev. Anthropol. 1977. 6:349-78 Copyright @ 1977 by Annual Reviews Inc. All rights reserved ANTHROPOLOGY COMES +9598 PART-WAY HOME: COMMUNITY STUDIES IN EUROPE John W. Cole Department of Anthropology, University of Massachusetts, Amherst, Massachusetts 01003 INTRODUCTION Robert Redfield's research in the Mexican village of Tepoztlan in the late 1920s marks the expansion of field research in social anthropology into complex societies. Certainly in the decades which fo llowed this work there was a proliferation of research among peasants, pastoralists and fishermen, Anthropologists conducted field work not only in Latin America, but in the civilizations of Asia and Africa as well. In this general expansion, a few studies were conducted in Europe in the late 1920s and 1930s, notably by Arensberg in Western Ireland (5, 6), by Chapman in Sicily (30), and by Sanders (97) in the Balkans. But the cultures of contemporary Europe held little interest fo r the profession at large.! As a number of writers have noted, little social anthropological research was carried out in Europe until the 1950s (2, pp. 2-3; 5, pp. 9- 13; 56, p. 743). This was certainly not because of a lack of familiarity with the continent. The by University of British Columbia on 12/11/10. For personal use only. study of historical sources on the ancient civilizations of the Mediterranean and on the Celtic and Germanic "tribes" of antiquity played a prominent role in the Annu. Rev. Anthropol. 1977.6:349-378. Downloaded from www.annualreviews.org fo rmation of nineteenth century anthropological ideas. As John Davis (38, pp. -
What Is Philosophy.Pdf
I N T R O D U C T I O N What Is Philosophy? CHAPTER 1 The Task of Philosophy CHAPTER OBJECTIVES Reflection—thinking things over—. [is] the beginning of philosophy.1 In this chapter we will address the following questions: N What Does “Philosophy” Mean? N Why Do We Need Philosophy? N What Are the Traditional Branches of Philosophy? N Is There a Basic Method of Philo- sophical Thinking? N How May Philosophy Be Used? N Is Philosophy of Education Useful? N What Is Happening in Philosophy Today? The Meanings Each of us has a philos- “having” and “doing”—cannot be treated en- ophy, even though we tirely independent of each other, for if we did of Philosophy may not be aware of not have a philosophy in the formal, personal it. We all have some sense, then we could not do a philosophy in the ideas concerning physical objects, our fellow critical, reflective sense. persons, the meaning of life, death, God, right Having a philosophy, however, is not suffi- and wrong, beauty and ugliness, and the like. Of cient for doing philosophy. A genuine philo- course, these ideas are acquired in a variety sophical attitude is searching and critical; it is of ways, and they may be vague and confused. open-minded and tolerant—willing to look at all We are continuously engaged, especially during sides of an issue without prejudice. To philoso- the early years of our lives, in acquiring views phize is not merely to read and know philoso- and attitudes from our family, from friends, and phy; there are skills of argumentation to be mas- from various other individuals and groups. -
Reason and Representation in Scientific Simulation
Reason and Representation in Scientific Simulation Matthew Spencer | PhD Thesis Centre for Cultural Studies, Goldsmiths, University of London Declaration The work presented in this thesis is the candidate's own. - 2 - Abstract This thesis is a study of scientific practice in computational physics. It is based on an 18 month period of ethnographic research at the Imperial College Applied Modelling and Computation Group. Using a theoretical framework drawn from practice theory, science studies, and historical epistemology, I study how simulations are developed and used in science. Emphasising modelling as a process, I explore how software provides a distinctive kind of material for doing science on computers and how images and writings of various kinds are folded into the research process. Through concrete examples the thesis charts how projects are devised and evolve and how they draw together materials and technologies into semi-stable configurations that crystallise around the objects of their concern, what Hans-Jorg Rheinberger dubbed “epistemic things”. The main pivot of the research, however, is the connection of practice-theoretical science studies with the philosophy of Gaston Bachelard, whose concept of “phenomenotechnique” facilitates a rationalist reading of scientific practice. Rather than treating reason as a singular logic or method, or as a faculty of the mind, Bachelard points us towards processes of change within actual scientific research, a dynamic reason immanent to processes of skilled engagement. Combining this study of reason with the more recent attention to things within research from materialist and semiotic traditions, I also revive a new sense for the term “representation”, tracing the multiple relationships and shifting identities and differences that are involved in representing. -
An Introduction to Philosophy
An Introduction to Philosophy W. Russ Payne Bellevue College Copyright (cc by nc 4.0) 2015 W. Russ Payne Permission is granted to copy, distribute and/or modify this document with attribution under the terms of Creative Commons: Attribution Noncommercial 4.0 International or any later version of this license. A copy of the license is found at http://creativecommons.org/licenses/by-nc/4.0/ 1 Contents Introduction ………………………………………………. 3 Chapter 1: What Philosophy Is ………………………….. 5 Chapter 2: How to do Philosophy ………………….……. 11 Chapter 3: Ancient Philosophy ………………….………. 23 Chapter 4: Rationalism ………….………………….……. 38 Chapter 5: Empiricism …………………………………… 50 Chapter 6: Philosophy of Science ………………….…..… 58 Chapter 7: Philosophy of Mind …………………….……. 72 Chapter 8: Love and Happiness …………………….……. 79 Chapter 9: Meta Ethics …………………………………… 94 Chapter 10: Right Action ……………………...…………. 108 Chapter 11: Social Justice …………………………...…… 120 2 Introduction The goal of this text is to present philosophy to newcomers as a living discipline with historical roots. While a few early chapters are historically organized, my goal in the historical chapters is to trace a developmental progression of thought that introduces basic philosophical methods and frames issues that remain relevant today. Later chapters are topically organized. These include philosophy of science and philosophy of mind, areas where philosophy has shown dramatic recent progress. This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of right action in the third of these. Students are first invited first to think about what is good for themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical issues are considered; namely, whether they are moral truths and if so what makes them so. -
Historical Background
MM01_MORI5627_05_SE_C01.indd01_MORI5627_05_SE_C01.indd PagePage 1 30/05/1330/05/13 //203/PH01348/9780205255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_9780205 27:0070:030/P AMAHM01 user-f-401u3s4e8r/-9f-7480012 05255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_978020525 ... 1 Introduction: Historical Background HISTORICAL BACKGROUND ▪ CASE IN POINT 1.2 Does Primary Social Movements Prevention Work? Swampscott Social Justice WHAT IS COMMUNITY PSYCHOLOGY? Emphasis on Strengths and Competencies Social Change and Action Research FUNDAMENTAL PRINCIPLES Interdisciplinary Perspectives A Respect for Diversity ▪ CASE IN POINT 1.3 Social Psychology, The Importance of Context and Environment Community Psychology, and Homelessness Empowerment ▪ CASE IN POINT 1.4 The Importance The Ecological Perspective/Multiple Levels of of Place Intervention ▪ A Psychological Sense of Community CASE IN POINT 1.1 Clinical Psychology, Training in Community Psychology Community Psychology: What’s the Difference? PLAN OF THE TEXT OTHER CENTRAL CONCEPTS Prevention Rather Than Therapy SUMMARY Until justice rolls down like waters, and righteousness like a mighty stream. —Martin Luther King, quoting Amos 5:24 Be the change that you wish to see in the world. —M. Gandhi 1 MM01_MORI5627_05_SE_C01.indd01_MORI5627_05_SE_C01.indd PagePage 2 30/05/1330/05/13 //203/PH01348/9780205255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_9780205 27:0070:030/P AMAHM01 user-f-401u3s4e8r/-9f-7480012 05255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_978020525 ... 2 Part I • Introductory Concepts My dog Zeke is a big, friendly Lab–golden retriever–Malamute mix. Weighing in at a little over 100 pounds, he can be intimidating when you first see him. Those who come to know him find a puppy-like enthusi- asm and an eagerness to please those he knows. One day, Zeke got out of the backyard. He scared off the mail delivery person and roamed the streets around our home for an afternoon. -
Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 8-2014 Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science Todd Ernest Suomela University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Communication Commons, and the Library and Information Science Commons Recommended Citation Suomela, Todd Ernest, "Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science. " PhD diss., University of Tennessee, 2014. https://trace.tennessee.edu/utk_graddiss/2864 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Todd Ernest Suomela entitled "Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Communication and Information. Suzie Allard, Major Professor We have read this dissertation and recommend its acceptance: Carol Tenopir, Mark Littmann, Harry Dahms Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science ADissertationPresentedforthe Doctor of Philosophy Degree The University of Tennessee, Knoxville Todd Ernest Suomela August 2014 c by Todd Ernest Suomela, 2014 All Rights Reserved. -
The Unity of Science in Early-Modern Philosophy: Subalternation, Metaphysics and the Geometrical Manner in Scholasticism, Galileo and Descartes
The Unity of Science in Early-Modern Philosophy: Subalternation, Metaphysics and the Geometrical Manner in Scholasticism, Galileo and Descartes by Zvi Biener M.A. in Philosophy, University of Pittsburgh, 2004 B.A. in Physics, Rutgers University, 1995 B.A. in Philosophy, Rutgers University, 1995 Submitted to the Graduate Faculty of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2008 UNIVERSITY OF PITTSBURGH FACULTY OF ARTS AND SCIENCES This dissertation was presented by Zvi Biener It was defended on April 3, 2008 and approved by Peter Machamer J.E. McGuire Daniel Garber James G. Lennox Paolo Palmieri Dissertation Advisors: Peter Machamer, J.E. McGuire ii Copyright c by Zvi Biener 2008 iii The Unity of Science in Early-Modern Philosophy: Subalternation, Metaphysics and the Geometrical Manner in Scholasticism, Galileo and Descartes Zvi Biener, PhD University of Pittsburgh, 2008 The project of constructing a complete system of knowledge—a system capable of integrating all that is and could possibly be known—was common to many early-modern philosophers and was championed with particular alacrity by Ren´eDescartes. The inspiration for this project often came from mathematics in general and from geometry in particular: Just as propositions were ordered in a geometrical demonstration, the argument went, so should propositions be ordered in an overall system of knowledge. Science, it was thought, had to proceed more geometrico. I offer a new interpretation of ‘science more geometrico’ based on an analysis of the explanatory forms used in certain branches of geometry. These branches were optics, as- tronomy, and mechanics; the so-called subalternate, subordinate, or mixed-mathematical sciences.