Symbols and the Construction of Values: Kenneth Burke and (Re)Valuation
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How We Became Legion: Burke's Identification and Anonymous By
How We Became Legion: Burke's Identification and Anonymous by Débora Cristina Ramos Antunes da Silva A thesis presented to the University of Waterloo in fulfilment of the thesis requirement for the degree of Master of Arts in English - Rhetoric and Communication Design Waterloo, Ontario, Canada, 2013 © Débora Cristina Ramos Antunes da Silva 2013 I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I understand that my thesis may be made electronically available to the public. ii Abstract This thesis presents a study of how identification, according to Kenneth Burke's theory, can be observed in the media-related practices promoted by the cyber-activist collective Anonymous. Identification is the capacity of community-building through the use of shared interests. Burke affirms that, as human beings are essentially social, identification is the very aim of any human interaction. Cyber-activism deeply relies on this capacity to promote and legitimise its campaigns. In the case of Anonymous, the collective became extremely popular and is now a frequent presence even in street protests, usually organised online, around the world. Here, I argue that this power was possible through the use of identification, which helped attract a large number of individuals to the collective. Anonymous was particularly skilled in its capacity to create an ideology for each campaign, which worked well to set up a perfect enemy who should be fought against by any people, despite their demographic or social status. Other forms of identification were also present and important. -
A Philosophical and Historical Analysis of Cosmology from Copernicus to Newton
University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2017 Scientific transformations: a philosophical and historical analysis of cosmology from Copernicus to Newton Manuel-Albert Castillo University of Central Florida Part of the History of Science, Technology, and Medicine Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Castillo, Manuel-Albert, "Scientific transformations: a philosophical and historical analysis of cosmology from Copernicus to Newton" (2017). Electronic Theses and Dissertations, 2004-2019. 5694. https://stars.library.ucf.edu/etd/5694 SCIENTIFIC TRANSFORMATIONS: A PHILOSOPHICAL AND HISTORICAL ANALYSIS OF COSMOLOGY FROM COPERNICUS TO NEWTON by MANUEL-ALBERT F. CASTILLO A.A., Valencia College, 2013 B.A., University of Central Florida, 2015 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the department of Interdisciplinary Studies in the College of Graduate Studies at the University of Central Florida Orlando, Florida Fall Term 2017 Major Professor: Donald E. Jones ©2017 Manuel-Albert F. Castillo ii ABSTRACT The purpose of this thesis is to show a transformation around the scientific revolution from the sixteenth to seventeenth centuries against a Whig approach in which it still lingers in the history of science. I find the transformations of modern science through the cosmological models of Nicholas Copernicus, Johannes Kepler, Galileo Galilei and Isaac Newton. -
Theory of Change and Organizational Development Strategy INTRODUCTION Dear Reader
Theory of Change and Organizational Development Strategy INTRODUCTION Dear Reader: The Fetzer Institute was founded in 1986 by John E. Fetzer with a vision of a transformed world, powered by love, in which all people can flourish. Our current mission, adopted in 2016, is to help build the spiritual foundation for a loving world. Over the past several years, we have been identifying and exploring new ways to make our vision of a loving world a reality. One aspect of this work has been the development of a new conceptual frame resulting in a comprehensive Theory of Change. This document aspires to ground our work for the next 25 years. Further, this in-depth articulation of our vision allows us to invite thought leaders across disciplines to help sharpen our thinking. This document represents a moment when many strands of work and planning by the Institute board and staff came together in a very powerful way that enabled us to articulate our Theory of Change. However, this is a dynamic, living document, and we encourage you to read it as such. For example, we are actively developing detailed goals and action plans, and we continue to examine our conceptual frame, even as we make common cause with all who are working toward a shared and transformative sacred story for humanity in the 21st century. We continue to use our Theory of Change to focus our work, inspire and grow our partnerships, and identify the most pressing needs in our world. I look forward to your feedback and invite you to learn about how our work is coming alive in the world through our program strategies, initiatives, and stories at Fetzer.org. -
The State of Inclusive Science Communication: a Landscape Study
The State of Inclusive Science Communication: A Landscape Study Katherine Canfield and Sunshine Menezes Metcalf Institute, University of Rhode Island Graphics by Christine Liu This report was developed for the University of Rhode Island’s Metcalf Institute with generous support from The Kavli Foundation. Cite as: Canfield, K. & Menezes, S. 2020. The State of Inclusive Science Communication: A Landscape Study. Metcalf Institute, University of Rhode Island. Kingston, RI. 77 pp. Executive Summary Inclusive science communication (ISC) is a new and broad term that encompasses all efforts to engage specific audiences in conversations or activities about science, technology, engineering, mathematics, and medicine (STEMM) topics, including, but not limited to, public engagement, informal science learning, journalism, and formal science education. Unlike other approaches toward science communication, however, ISC research and practice is grounded in inclusion, equity, and intersectionality, making these concerns central to the goals, design, implementation, evaluation, and refinement of science communication efforts. Together, the diverse suite of insights and practices that inform ISC comprise an emerging movement. While there is a growing recognition of the value and urgency of inclusive approaches, there is little documented knowledge about the potential catalysts and barriers for this work. Without documentation, synthesis, and critical reflection, the movement cannot proceed as quickly as is warranted. The University of Rhode Island’s Metcalf -
The Copernican Revolution, the Scientific Revolution, and The
The Copernican Revolution, the Scientific Revolution, and the Mechanical Philosophy Conor Mayo-Wilson University of Washington Phil. 401 January 19th, 2017 2 Prediction and Explanation, in particular, the role of mathematics, causation, primary and secondary qualities, microsctructure in prediction and explanation, and 3 Empirical Theories, in particular, the place of the earth in the solar system, the composition of matter, and the causes of terrestial and celestial motion. We're on our way to meeting goal three, but we've got two more to go ::: Course Goals By the end of the quarter, students should be able to explain in what ways the mechanical philosophers agreed and disagreed with Aristotle and scholastics about 1 Epistemology, in particular, the role of testimony, authority, experiment, and logic as sources of knowledge, 3 Empirical Theories, in particular, the place of the earth in the solar system, the composition of matter, and the causes of terrestial and celestial motion. We're on our way to meeting goal three, but we've got two more to go ::: Course Goals By the end of the quarter, students should be able to explain in what ways the mechanical philosophers agreed and disagreed with Aristotle and scholastics about 1 Epistemology, in particular, the role of testimony, authority, experiment, and logic as sources of knowledge, 2 Prediction and Explanation, in particular, the role of mathematics, causation, primary and secondary qualities, microsctructure in prediction and explanation, and Course Goals By the end of the quarter, -
Advancing Science Communication.Pdf
SCIENCETreise, Weigold COMMUNICATION / SCIENCE COMMUNICATORS Scholars of science communication have identified many issues that may help to explain why sci- ence communication is not as “effective” as it could be. This article presents results from an exploratory study that consisted of an open-ended survey of science writers, editors, and science communication researchers. Results suggest that practitioners share many issues of concern to scholars. Implications are that a clear agenda for science communication research now exists and that empirical research is needed to improve the practice of communicating science. Advancing Science Communication A Survey of Science Communicators DEBBIE TREISE MICHAEL F. WEIGOLD University of Florida The writings of science communication scholars suggest twodominant themes about science communication: it is important and it is not done well (Hartz and Chappell 1997; Nelkin 1995; Ziman 1992). This article explores the opinions of science communication practitioners with respect to the sec- ond of these themes, specifically, why science communication is often done poorly and how it can be improved. The opinions of these practitioners are important because science communicators serve as a crucial link between the activities of scientists and the public that supports such activities. To intro- duce our study, we first review opinions as to why science communication is important. We then examine the literature dealing with how well science communication is practiced. Authors’Note: We would like to acknowledge NASA’s Marshall Space Flight Center for provid- ing the funds todothis research. We alsowant tothank Rick Borcheltforhis help with the collec - tion of data. Address correspondence to Debbie Treise, University of Florida, College of Journalism and Communications, P.O. -
Sacred Rhetorical Invention in the String Theory Movement
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Communication Studies Theses, Dissertations, and Student Research Communication Studies, Department of Spring 4-12-2011 Secular Salvation: Sacred Rhetorical Invention in the String Theory Movement Brent Yergensen University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/commstuddiss Part of the Speech and Rhetorical Studies Commons Yergensen, Brent, "Secular Salvation: Sacred Rhetorical Invention in the String Theory Movement" (2011). Communication Studies Theses, Dissertations, and Student Research. 6. https://digitalcommons.unl.edu/commstuddiss/6 This Article is brought to you for free and open access by the Communication Studies, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Communication Studies Theses, Dissertations, and Student Research by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. SECULAR SALVATION: SACRED RHETORICAL INVENTION IN THE STRING THEORY MOVEMENT by Brent Yergensen A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy Major: Communication Studies Under the Supervision of Dr. Ronald Lee Lincoln, Nebraska April, 2011 ii SECULAR SALVATION: SACRED RHETORICAL INVENTION IN THE STRING THEORY MOVEMENT Brent Yergensen, Ph.D. University of Nebraska, 2011 Advisor: Ronald Lee String theory is argued by its proponents to be the Theory of Everything. It achieves this status in physics because it provides unification for contradictory laws of physics, namely quantum mechanics and general relativity. While based on advanced theoretical mathematics, its public discourse is growing in prevalence and its rhetorical power is leading to a scientific revolution, even among the public. -
What Scientific Theories Could Not Be Author(S): Hans Halvorson Reviewed Work(S): Source: Philosophy of Science, Vol
What Scientific Theories Could Not Be Author(s): Hans Halvorson Reviewed work(s): Source: Philosophy of Science, Vol. 79, No. 2 (April 2012), pp. 183-206 Published by: The University of Chicago Press on behalf of the Philosophy of Science Association Stable URL: http://www.jstor.org/stable/10.1086/664745 . Accessed: 03/12/2012 10:32 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The University of Chicago Press and Philosophy of Science Association are collaborating with JSTOR to digitize, preserve and extend access to Philosophy of Science. http://www.jstor.org This content downloaded by the authorized user from 192.168.52.67 on Mon, 3 Dec 2012 10:32:52 AM All use subject to JSTOR Terms and Conditions What Scientific Theories Could Not Be* Hans Halvorson†‡ According to the semantic view of scientific theories, theories are classes of models. I show that this view—if taken literally—leads to absurdities. In particular, this view equates theories that are distinct, and it distinguishes theories that are equivalent. Furthermore, the semantic view lacks the resources to explicate interesting theoretical relations, such as embeddability of one theory into another. -
Science Communication : an Introduction (275 Pages)
9”x6” b3759 Science Communication, An Introduction 1 Chapter 1 Setting the Scene Anne M. Dijkstra, Liesbeth de Bakker, Frans van Dam, and Eric A. Jensen 1.1 Introduction Science communication is at the heart of many of the 21st century’s most consequential issues. From climate change to artificial intelligence and biomedicine, science and technology are playing an important role in people’s lives to an ever-greater extent. Science and technology are also considered important drivers for enhancing innovation. Moreover, citizens’ role in engaging in democratic decisions about science and technology is vital, as such developments affect all people. This important role of science and technology leads to questions such as the following: How do people make sense of scientific and technological developments? How can societal needs and concerns be included when developing science and technology? Science Communication Downloaded from www.worldscientific.com How should communication about science and technology be conducted? Science communication practice and research is on the front line, helping both scientists and citizens grapple with such questions. Communicating about science and technology comes in many different forms. Telling people about science is one important task. In addition, it is widely accepted that people should be able to engage with science and technology topics at a democratic level because science and technology affects by UNIVERSITY OF TWENTE on 04/01/20. Re-use and distribution is strictly not permitted, except for Open Access articles. all our lives. Communications on science and technology have been ongoing for a long time and have gained importance in recent years. -
Internet ‐ Turning Science Communication Inside‐Out?
Internet ‐ turning science communication inside‐out? Brian Trench In the four decades since two university computers were first linked to each other over the prototype internet, scientific researchers have been innovators, early adopters and prolific adapters of internet technologies. Electronic mail, file transfer protocol, telnet, Gopher and the World Wide Web were all developed and applied first in research communities. The Web's development for sharing of information in the high‐energy physics community unexpectedly heralded the internet's extension into many aspects of commerce, community, entertainment and governance. But despite the rapid proliferation and diversification of both over the past 15 years, the internet in its various forms has scientific communication indelibly inscribed into its fabric, and internet communication is thoroughly integrated into the practice of science. This chapter reviews some effects of the internet's emergence as a principal means of professional scientific communication, and of public communication of science and technology. It notes several paradoxes that characterise these developments, for example the contradictory trends towards easier collaboration across continents, and towards greater fragmentation. It notes the very significant disturbances caused by electronic publishing in the all‐important field of scientific journals. It suggests that these and other developments have made more completely porous than before the boundaries between professional and public communication, facilitating public access to previously private spaces, and thus 'turning science communication inside‐out'. At home in the internet Already, a decade ago, it could be claimed that 'it is now difficult for scientists to remember how they worked without the internet' (Rowland 1998). Scientists are socialised into a world in which communication via the internet is 'natural'. -
Scientific Revolution
Scientific Revolution Learning Objective Students will be able to: * define the Scientific Revolution * identify the historical roots of modern science. (a historical root is the start of something) The Birth of Modern Science Building Background: In the 1500s, Europe was undergoing dramatic changes. The Renaissance was well under way. During the Renaissance, great advances were made in: art writing education The stage was set for another revolution in thinking. For interactive Europe map go to: http://www.yourchildlearns.com/mappuzzle/europe-puzzle.html During the 1500s and 1600s, a handful of brilliant individuals laid the foundations for science as we know it today. Some historians consider the development of modern science the most important event in the intellectual history of humankind. Between 1500 and 1700, modern science emerged as a new way of gaining knowledge about the world. Galileo tested his ideas about gravity by dropping two balls of different sizes and weights from the top of the Leaning Tower of Pisa. Before this time, Europeans relied on two main sources for their understanding of nature: • The Bible and religious teachings. • The work of classical thinkers, especially the philosopher Aristotle. The Scientific Revolution Pair / Share Ques-on What two things did Europeans rely on to help them understand nature? 1. Europeans relied on the Bible. 2. The works of Classical thinkers, particularly Aristotle. Roots of the Scientific Revolution During the Renaissance, many thinkers began to question the conclusions of earlier thinkers. For example, Renaissance scholars rediscovered the cultures of ancient - Greece and Rome. Muslim, Christian, and Jewish scholars in the Muslim Arab world translated many classical works. -
Kenneth Burke at the Edges of Language by Debra Hawhee
English Faculty Works English Winter 2012 Reviewed Work: Moving Bodies: Kenneth Burke at the Edges of Language by Debra Hawhee Steven J. Mailloux Loyola Marymount University, [email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/engl_fac Part of the English Language and Literature Commons Recommended Citation Mailloux, Steven. "Reviewed Work: Moving Bodies: Kenneth Burke at the Edges of Language by Debra Hawhee." Rhetorica: A Journal of the History of Rhetoric, vol. 30, no. 1, 2012, pp. 94–97. This Article is brought to you for free and open access by the English at Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in English Faculty Works by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. Reviews Debra Hawhee, Moving Bodies: Kenneth Burke at the Edges of Language, Columbia: University of South Carolina Press, 2009. 215 pp. ISBN 978-1-57003-809-9 “There are only bodies and languages.” Alain Badiou’s proposition at the beginning of Logics of Worlds neatly sums up the rhetorical theory of Kenneth Burke as elaborated by Debra Hawhee in Moving Bodies. Hawhee’s book is an excellent study of Burke’s career-long preoccupation with hu- mans as “bodies that learn language.” Hawhee selectively tracks this pre- occupation from Burke’s earliest fiction through his engagements with bod- ily mysticism, drug research, endocrinology, constitutional medicine, and gesture-speech evolution to his final recapitulations organized around the opposition between nonsymbolic motion and symbolic action.