DOCSLIB.ORG

Breaking the Phoenix Cycle: an Integrative Approach to Innovation and Cultural Ecodynamics

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Breaking the Phoenix Cycle: an Integrative Approach to Innovation and Cultural Ecodynamics Breaking the Phoenix Cycle: an integrative approach to Innovation and Cultural Ecodynamics Essays prepared for the Aquadapt and TiGrESS projects by Nick Winder School of Historical Studies University of Newcastle upon Tyne NE1 7RU United Kingdom. [email protected] Copyright Nick Winder © (excepting quoted materials) You may read, copy, quote and distribute this text freely (on- or off-line) subject to the understanding that the text has been provided without warranty of any sort. The text is available for download from project websites: http://www.aquadapt.net/ and http://www.tigress.ac/ Foreword Breaking the Phoenix Cycle is about cultural ecodynamics - the dynamic coupling between the biosphere and the world of beliefs and about the way our attempts to understand and manage these processes have changed scientific enquiry. The crib-sheet (Thematic Glossary) at the end summarises the principal arguments. If you get bogged down or need a reminder, use it freely. Notes and pointers to further reading are provided in passages labelled ‘orientation’ at the beginning of each section. Use or skip over these as the spirit moves you. I write as a participant observer rather than as a scholar, so the book is more or less self-contained. It is organised into nine thematic sections, each containing a few short essays. Some deal with theoretical matters, some with method, others with the management of research projects or policy in respect of knowledge and innovation. Anyone capable of reading this page knows a great deal about cultural ecodynamics. We are humans, programmed by our genes and experience to engage in those processes. However, for many that knowledge is tacit and unexamined. This is a formidable obstacle to public and, indeed, professional engagement with recent policy initiatives. Drives to promote innovation, the knowledge-based society and competitive sustainable growth, for example, presume a consensus that does not yet exist. This book is to stimulate discussion and so facilitate that consensus. My central thesis is that many communities get locked into a pernicious cycle of synthesis, paralysis, conflagration and renaissance that retards our ability to innovate, especially at times when the need for new knowledge is most urgent. Our well-being and possibly even our survival as a species may be determined by our ability to break the Phoenix Cycle. Newcastle upon Tyne, February 2005 2 Contents Acknowledgments ..................................................................6 Section 1: Rigour and Imagination.......................................7 1. Integrative Problems ............................................................ 10 2. The Phoenix Cycle................................................................ 12 3. Disciplines and Communities............................................... 15 4. Knowledge Creation............................................................. 18 5. The Natural History of Knowledge ...................................... 21 6. The Modern Way of Reasoning ............................................ 27 7. Realism and Policy-Relevant Research................................ 31 Section 2: Ontological Problems .........................................33 1. Mode 1, Mode 2 and the Universities................................... 36 2. Generalising System Theory................................................. 40 3. Systems Ontology – Old and New ........................................ 43 4. Valorisation.......................................................................... 47 5. Systems and Ontological Problems...................................... 49 6. What’s What and Who’s Who?............................................. 55 Section 3: Space-Time and Understanding ........................59 1. Pseudo-Systems .................................................................... 62 2. Time Geography................................................................... 67 3. Space, Time and Memory ..................................................... 70 4. Picturing the Cognitive Process........................................... 74 5. Appreciation......................................................................... 77 6. Value Judgments................................................................... 79 7. Empathy and Explanation .................................................... 81 8. Innovation Jolts .................................................................... 83 3 Section 4: Dynamic and Historical Problems .................... 86 1. The Uncertainty on a Teapot ................................................89 2. Mysticism and Dynamic Systems ..........................................93 3. Dimensional Coherence........................................................97 3. The Science of the Unreal...................................................101 4. Hard Science, Soft Science .................................................104 5. Reality Judgments in Hard and Soft Science......................107 6. Dimensional Coherence and Boundaries ...........................109 7. Systems Modelling ..............................................................114 Section 5: Reasoning a fortiori......................................... 118 1. Strong and Weak Beliefs.....................................................121 2. Probability Methods ...........................................................123 3. Bayesian Inference..............................................................127 4. Many Worlds.......................................................................131 5. Ockham’s Razor .................................................................138 Section 6: Integrative Research........................................ 144 1. Professional Knowledge Creation......................................148 2. Why Study Integrative Research?.......................................152 3. Knowledge and Information ...............................................154 4. Values and Empirical Testability........................................158 5. Probabilities and interpretation .........................................161 6. Science as the Rational Pursuit of Knowledge ...................163 Section 7: Managing and Regulating Innovation ........... 168 1. Regulation and Management..............................................171 2. Knowledge System Theory..................................................173 3. Regulatory Noise Abatement ..............................................177 4. The Funding Agency’s Appreciative Setting.......................180 4 Section 8: Deducing the Limits of Logic...........................183 1. Are Humans Machines? ..................................................... 188 2. Loose Ends ......................................................................... 192 3. Marx and Spencer .............................................................. 194 4. Realism and Russell’s Paradox.......................................... 199 5. Philosophical Subtleties? ................................................... 203 6. Integration and Advocacy .................................................. 207 Section 9: Appreciating Cultural Ecodynamics................211 1. Defining Evolution ............................................................. 216 2. The Challenge of Mendelian Genetics ............................... 222 3. Early Subsistence Strategies .............................................. 230 4. Ratchets and Co-Evolution................................................. 233 5. Domesticating Humanity.................................................... 236 6. Socio-Natural Policy and Artificial Selection .................... 243 7. Education or Acculturation................................................ 251 8. Cranks and Boffins ............................................................. 260 Thematic Glossary .............................................................269 5 Acknowledgments This book draws on research funded by the British Academy, English Heritage, the Science and Engineering Research Council, the Leverhulme Trust, the Commission of the European Union under three consecutive Framework Programs and the Structural Fund of the European Union (among others). I am grateful for permission to re-use material originally published in: ‘Towards a theory of knowledge systems for integrative socio-natural science.’ HER Volume 11, pages 118-132, 2004. My interest in knowledge dynamics was quickened by colleagues on EPPM [EV5V-CT94-0486] and developed as part of my contribution to TiGrESS and Aquadapt. Paul Jeffrey, Brian McIntosh and Roger Seaton worked closely with me on these projects; my intellectual debt to them is enormous. David Hooper taught me about clouds and, coincidentally, about social systems while Claudia Dürrwächter’s decision to study innovation gave me an incentive to put these ideas in order. Heather Winder helped me nurse this manuscript (and many others) through several drafts in short order. I am sincerely grateful to them all. I am indebted to Professor Torsten Hägerstrand who drew my attention to his paper: Survival and Arena and suggested we needed an effort of re-conceptualisation more than another computer model. Without that green light I would have been reluctant to tinker. Finally I thank Professor Geoff Bailey who suggested I focus on one issue, leave out the equations and hint readers towards a course of action. Good advice (as always) operationalised imperfectly (as usual). The opinions expressed
Load more

Recommended publications
  • Outline of Science
    Outline of science The following outline is provided as a topical overview of • Empirical method – science: • Experimental method – The steps involved in order Science – systematic effort of acquiring knowledge— to produce a reliable and logical conclusion include: through observation and experimentation coupled with logic and reasoning to find out what can be proved or 1. Asking a question about a natural phenomenon not proved—and the knowledge thus acquired. The word 2. Making observations of the phenomenon “science” comes from the Latin word “scientia” mean- 3. Forming a hypothesis – proposed explanation ing knowledge. A practitioner of science is called a for a phenomenon. For a hypothesis to be a "scientist". Modern science respects objective logical rea- scientific hypothesis, the scientific method re- soning, and follows a set of core procedures or rules in or- quires that one can test it. Scientists generally der to determine the nature and underlying natural laws of base scientific hypotheses on previous obser- the universe and everything in it. Some scientists do not vations that cannot satisfactorily be explained know of the rules themselves, but follow them through with the available scientific theories. research policies. These procedures are known as the 4. Predicting a logical consequence of the hy- scientific method. pothesis 5. Testing the hypothesis through an experiment – methodical procedure carried out with the 1 Essence of science goal of verifying, falsifying, or establishing the validity of a hypothesis. The 3 types of
    [Show full text]
  • Computer Science Students' Views on Educational Studies-Pedagogy
    RESEARCH PAPERS COMPUTER SCIENCE STUDENTS' VIEWS ON EDUCATIONAL STUDIES-PEDAGOGY By EFROSYNI-ALKISTI PARASKEVOPOULOU-KOLLIA * GEORGIA SOURSOU ** BILL ZOGOPOULOS *** EVANGELIA OREOPOULOU **** PANAGIOTA KONTOU ***** VASILIKI ZOURA ****** * Adjunct Assistant Professor, Department of Computer Science and Biomedical Informatics, University of Thessaly, School of Science, Papasiopoulou, Lamia, Greece. ** Post-graduate Student in Bioinformatics, University of Crete, Faculty of Medicine, Voutes University Campus, Heraklion-Crete, Greece. ***,****,****** Student, Department of Computer Science and Biomedical Informatics, University of Thessaly, Papasiopoulou str., Lamia, Greece. ***** Post-doctoral Researcher and Adjunct Lecturer, Department of Computer Science and Biomedical Informatics, University of Thessaly, Papasiopoulou str., Lamia, Greece. Date Received: 22/02/2018 Date Revised: 06/06/2018 Date Accepted: 24/06/2018 ABSTRACT The present article is based on a small-scale research that took place with the students in the Department of Computer Science and Biomedical Informatics in 2014 and three years later with the students of the same Department and the Department of Computer Science, as well. Students who have enrolled in the Educational science-Pedagogy module, that the Department offers, were asked if the module was beneficial in a Department purely technical (Faculty of Science) and if this theoretical module assisted them in their academic life and generally. Various views are listed reflecting students' perspective of the module Educational science-Pedagogy and come to the conclusion that we present; no module is useless. Keywords: Computer Science, Educational Science-Pedagogy, Greek Educational System, Hard and Soft Science, Students. INTRODUCTION pp. 21-22). Pedagogy is, therefore, an anthropological, The term “Pedagogy” refers to the science of educating intellectual, and applied social science that arose from children, both in terms of upbringing and of academic Philosophy and its aim is to research the entire spectrum development.
    [Show full text]
  • Foundations of Nursing Science 9781284041347 CH01.Indd Page 2 10/23/13 10:44 AM Ff-446 /207/JB00090/Work/Indd
    9781284041347_CH01.indd Page 1 10/23/13 10:44 AM ff-446 /207/JB00090/work/indd © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION PART 1 Foundations of Nursing Science 9781284041347_CH01.indd Page 2 10/23/13 10:44 AM ff-446 /207/JB00090/work/indd © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION 9781284041347_CH01.indd Page 3 10/23/13 10:44 AM ff-446 /207/JB00090/work/indd © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION CHAPTER Philosophy of Science: An Introduction 1 E. Carol Polifroni Introduction A philosophy of science is a perspective—a lens, a way one views the world, and, in the case of advanced practice nurses, the viewpoint the nurse acts from in every encounter with a patient, family, or group. A person’s philosophy of science cre- ates the frame on a picture—a message that becomes a paradigm and a point of reference. Each individual’s philosophy of science will permit some things to be seen and cause others to be blocked. It allows people to be open to some thoughts and potentially keeps them closed to others. A philosophy will deem some ideas correct, others inconsistent, and some simply wrong. While philosophy of sci- ence is not meant to be viewed as a black or white proposition, it does provide perspectives that include some ideas and thoughts and, therefore, it must neces- sarily exclude others. The important key is to ensure that the ideas and thoughts within a given philosophy remain consistent with one another, rather than being in opposition.
    [Show full text]
  • Bibliometric Evidence for a Hierarchy of the Sciences
    Edinburgh Research Explorer Bibliometric Evidence for a Hierarchy of the Sciences Citation for published version: Fanelli, D & Glanzel, W 2013, 'Bibliometric Evidence for a Hierarchy of the Sciences', PLoS ONE, vol. 8, no. 6, e66938. https://doi.org/10.1371/journal.pone.0066938 Digital Object Identifier (DOI): 10.1371/journal.pone.0066938 Link: Link to publication record in Edinburgh Research Explorer Document Version: Publisher's PDF, also known as Version of record Published In: PLoS ONE Publisher Rights Statement: © 2013 Fanelli, Daniele. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Fanelli, D., & Glanzel, W. (2013). Bibliometric Evidence for a Hierarchy of the Sciences. PLoS One, 8(6), [e66938]doi: 10.1371/journal.pone.0066938 General rights Copyright for the publications made accessible via the Edinburgh Research Explorer is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights. Take down policy The University of Edinburgh has made every reasonable effort to ensure that Edinburgh Research Explorer content complies with UK legislation. If you believe that the public display of this file breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately
    [Show full text]
  • Empirical Inquiry Twenty-Five Years After the Lawyering Process Stefan H
    Maurice A. Deane School of Law at Hofstra University Scholarly Commons at Hofstra Law Hofstra Law Faculty Scholarship 2003 Empirical Inquiry Twenty-Five Years After The Lawyering Process Stefan H. Krieger Maurice A. Deane School of Law at Hofstra University Richard K. Neumann Jr. Maurice A. Deane School of Law at Hofstra University Follow this and additional works at: https://scholarlycommons.law.hofstra.edu/faculty_scholarship Recommended Citation Stefan H. Krieger and Richard K. Neumann Jr., Empirical Inquiry Twenty-Five Years After The Lawyering Process, 10 Clinical L. Rev. 349 (2003) Available at: https://scholarlycommons.law.hofstra.edu/faculty_scholarship/155 This Article is brought to you for free and open access by Scholarly Commons at Hofstra Law. It has been accepted for inclusion in Hofstra Law Faculty Scholarship by an authorized administrator of Scholarly Commons at Hofstra Law. For more information, please contact [email protected]. EMPIRICAL INQUIRY TWENTY-FIVE YEARS AFTER THE LAWYERING PROCESS RICHARD K. NEUMANN, JR. & STEFAN H. KRIEGER* One of the many ways in which The Lawyering Process was a pioneering book was its extensive reliance on empirical research about lawyers, lawyering, and activities analogous to some or another aspect of lawyering. To what extent has the clinical field accepted Gary Bellow and Bea Moulton's invitation to explore empirical stud- ies generated outside legal education and perhaps engage in empirical work ourselves to understand lawyering more deeply? Although some clinicians have done good empirical work, our field as a whole has not really accepted Gary and Bea's invitation. This article ex- plains empirical ways of thinking and working; discusses some of the mistakes law scholars (not only clinicians) make when dealing with empirical work; explores some of the reasons why empiricism has encountered difficulty in law schools; and suggests that empiricism might in some ways improve our teaching in clinics.
    [Show full text]
  • Hard and Soft Science: Physics Vs. Psychology
    THINKING ABOUT SCIENCE MASSIMO PIGLIUCCI Hard and Soft Science: Physics vs. Psychology hile doing research for my results from physics experiments are things: on the one hand, one could next book on the differ- “better” than results from psychological examine theoretical cumulativeness, W ences among so-called hard experiments. But better in what sense? i.e., the advancement of a scientific science, soft science, and pseudoscience, Hedges thought that the difference field in terms of how well its theories I came across a little-known study pub- between the two sciences should be account for how the world is. For lished in 1987 by Larry Hedges, then evident in the “cumulativeness” of their instance, astronomy advanced by a giant at the Department of Education at results: physics should be making prog- leap when it abandoned the Ptolemaic, the University of Chicago. Hedges was ress more steadily and at a faster pace earth-centered view of the solar system empirically addressing the sort of ques- than psychology. This is an important in favor of the Copernican, sun-cen- tion that is usually left to a philosopher criterion because lack of progress, i.e., tered system. Then it made smaller of science: if it is true—as it is often lack of cumulative results over time, but significant advances by realizing claimed—that physics (the queen of the is one of the distinctive features of that the planets move in elliptical, not It turns out that the replicability of research findings in psychology (and therefore, presumably, the resulting empirical cumulativeness of that discipline) is no worse (or better) than the replicability of findings in particle physics.
    [Show full text]
  • Chapter 1 Philosophy of Science: an Introduction and a Grounding for Your Practice
    © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © JonesChapter & Bartlett Learning, 1LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Philosophy of Science: © Jones & Bartlett Learning,An Introduction LLC © Jones and & Bartlett a Learning, LLC NOT FOR SALE ORGrounding DISTRIBUTION for NOTYour FOR SALE Practice OR DISTRIBUTION E. Carol Polifroni © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION INTRODUCTION Philosophy of science is a perspective—a lens, a way you see the world, and, in the case © Jonesof &advanced Bartlett practice Learning, nurses, theLLC viewpoint the nurse acts ©from Jones in every & Bartlettencounter Learning,with a LLC patient, family, or group. A person’s philosophy of science creates the frame on a picture—a NOT FORmessage SALE that OR becomes DISTRIBUTION a paradigm and a point of reference.NOT Each individual’sFOR SALE philosophy OR DISTRIBUTION of science will permit some things to be seen and cause others to be blocked. It allows people to be open to some thoughts and potentially keeps them closed to others. A philosophy will deem some ideas correct, others inconsistent, and some simply wrong. While philoso- © Jones & Bartlett Learning,phy of science LLC is not meant to be viewed ©as Jonesa black or& whiteBartlett proposition, Learning, it does LLC provide NOT FOR SALE ORperspectives DISTRIBUTION that include some ideas and thoughts;NOT FOR therefore, SALE it ORmust DISTRIBUTION unavoidably exclude others.
    [Show full text]
  • Why Judges Applying the Daubert Trilogy Need to Know About the Social, Institutional, and Rhetorical - and Not Just the Methodological - Aspects of Science David S
    Boston College Law Review Volume 45 Article 1 Issue 1 Number 1 12-1-2003 Why Judges Applying the Daubert Trilogy Need to Know About the Social, Institutional, and Rhetorical - And Not Just the Methodological - aspects of Science David S. Caudill [email protected] Lewis H. LaRue Follow this and additional works at: http://lawdigitalcommons.bc.edu/bclr Part of the Legal History Commons, and the Science and Technology Law Commons Recommended Citation David S. Caudill & Lewis H. LaRue, Why Judges Applying the Daubert Trilogy Need to Know About the Social, Institutional, and Rhetorical - And Not Just the Methodological - aspects of Science, 45 B.C.L. Rev. 1 (2003), http://lawdigitalcommons.bc.edu/bclr/vol45/iss1/1 This Article is brought to you for free and open access by the Law Journals at Digital Commons @ Boston College Law School. It has been accepted for inclusion in Boston College Law Review by an authorized editor of Digital Commons @ Boston College Law School. For more information, please contact [email protected]. WHY JUDGES APPLYING THE DAUBERT TRILOGY NEED TO KNOW ABOUT THE SOCIAL, INSTITUTIONAL, AND RHETORICAL-AND NOT JUST THE METHODOLOGICAL- ASPECTS OF SCIENCE DAVID S. CAUDILL* & LEWIS H. LARUE** Abstract: In response to the claim that many judges are deficient in their understanding of scientific methodology, this Article identifies in recent cases (1) a pragmatic perspective on the part of federal appellate judges when they reverse trial judges who tend to idealize science (i.e., who do not appreciate the local and practical goals and limitations of science), and (ii) an educational model of judicial gatekeeping that results in reversal of trial judges who defer to the social authority of science (i.e., who mistake authority for reliability).
    [Show full text]
  • Foundations of Nursing Science
    © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION PART I © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTIONFoundationsNOT of FOR SALE OR DISTRIBUTION Nursing Science © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR79863_CH01_FINAL.indd DISTRIBUTION 1 NOT FOR SALE OR DISTRIBUTION8/3/10 2:56 PM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning,
    [Show full text]
  • Philosophical and Historical Reflections on the Artificial-Natural Distinction in the Life Sciences ! ! by ! S
    ! DENATURING NATURE ! Philosophical and Historical Reflections on the Artificial-Natural Distinction in the Life Sciences ! ! by ! S. Andrew Inkpen ! B.Sc. Saint Mary’s University 2008 ! ! ! ! ! A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF ! Doctor of Philosophy ! in ! The Faculty of Graduate and Postdoctoral Studies ! (Philosophy) ! ! ! ! ! THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) ! August 2014 ! © S. Andrew Inkpen, 2014 ! ! ABSTRACT ! ! The philosopher Georges Canguilhem observed that the “physician’s thought and activity are incomprehensible without the concepts of the normal and the pathological.” I argue similarly regarding the biologist, only it is “the artificial” and “the natural” that are indispensable. Whether it is their objects of study, the methods used to investigate those objects, or even fellow researchers, biologists have habitually classified aspects of their discipline in a way that reflects the artificial-natural distinction. Why this way of classifying? What purpose does it serve? What principles guide its application? With what repercussions? Tracing the transformation of these concepts through a series of historical episodes, I explore the reasons why biologists use this distinction and how it has influenced the practices and directions of certain biological fields—specifically evolutionary biology and ecology. The argument of this dissertation is that in biology decisions concerning the choice and evaluation of experimental and evidential practices, objects of study, and even assessments of scientific personas betray the artificial-natural distinction. Invocations of this distinction, like the normal-pathological, code normative contentions about proper biological practice. “The natural,” I argue, often functions as an epistemic authority. The methodology I employ in this dissertation is conceptual and historical.
    [Show full text]
  • The Philosophy of Philosophy Free
    FREE THE PHILOSOPHY OF PHILOSOPHY PDF Timothy Williamson | 352 pages | 08 Jan 2010 | John Wiley and Sons Ltd | 9781405133968 | English | Chicester, United Kingdom philosophy - Dictionary Definition : In order to reduce the risk of exposure to students, staff, and faculty, and in response to the continuing COVID situation, the Philosophy Department will have no staff scheduled in the office. We are available remotely through email. Email and phone messages will be checked regularly throughout the business day. General Information — uophil uoregon. For questions about courses, please contact your instructor. Department Head — Dr. Colin Koopman can be reached at koopman uoregon. Director of Graduate Studies — Scott Pratt can be reached at spratt uoregon. Director of Undergraduate Studies — Steven Brence can be reached at brences uoregon. Undergraduate Advising Assistant — Martina Ferrari can be reached at mferrar2 uoregon. Undergraduate Advising Assistant — Annie Ring can be reached at The Philosophy of Philosophy uoregon. Living, integrated pluralism characterizes philosophy at the University of The Philosophy of Philosophy. Offering undergraduate B. The department is especially known for its expertise in The Philosophy of Philosophy philosophy, Continental philosophy, feminist philosophy, Latin American philosophy, philosophy of race, ethics, and environmental philosophy. Our graduate program produces first-rate scholars and teachers with a strong foundation in the history of philosophy, a well-rounded preparation in the diverse concerns of contemporary philosophy, and the skills to communicate effectively across different traditions and schools of thought. Our graduates have an established track-record of successful placement in tenure-track positions at liberal arts colleges and research universities. Our thriving undergraduate programwith over majors and minors, is one of the largest in the nation.
    [Show full text]
  • Jankun-Kelly-2006-It
    Is there Science in Visualization? T.J. Jankun-Kelly (Mississippi State University) Robert Kosara (UNC Charlotte) Gordon Kindlmann (BWH, Harvard Med School) Chris North (Virginia Tech) Colin Ware (U. of New Hampshire) E. Wes Bethel (Lawrence Berkeley National Laboratory) Is there Science in Visualization? NO! Is there Science in Visualization? YES! Is there Science in Visualization? Maybe? Information Visualization But is itV “Science”?isual Analytics Scientific Visualization Both call for more fundamental science Objective Repeatable Testable What is “Science”? Hypothesis-Driven Empirical Scientific Method Verifiable Science in the broadest sense refers to any system of knowledge attained by verifiable means.[1] In a more restricted sense, science refers to a system of acquiring knowledge based on empiricism, experimentation, and methodological naturalism, as well as to the organized body of knowledge humans have gained by such research. This article focuses on the meaning of science in the latter sense. Scientists maintain that scientific investigation must adhere to the scientific method, a process for developing and evaluating natural explanations for observable phenomena based on empirical study and independent verification. Objective? Repeatable? Testable? What is “Visualization Science”? Is there “Visualization Science”? Hypothesis-Driven? Empirical? Scientific Method? Verifiable? Science in the broadest sense refers to any system of knowledge attained by verifiable means.[1] In a more restricted sense, science refers to a system of acquiring knowledge based on empiricism, experimentation, and methodological naturalism, as well as to the organized body of knowledge humans have gained by such research. This article focuses on the meaning of science in the latter sense. Scientists maintain that scientific investigation must adhere to the scientific method, a process for developing and evaluating natural explanations for observable phenomena based on empirical study and independent verification.
    [Show full text]