A Realist Theory of Science
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Hume's Objects After Deleuze
Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School March 2021 Hume's Objects After Deleuze Michael P. Harter Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Continental Philosophy Commons Recommended Citation Harter, Michael P., "Hume's Objects After Deleuze" (2021). LSU Master's Theses. 5305. https://digitalcommons.lsu.edu/gradschool_theses/5305 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. HUME’S OBJECTS AFTER DELEUZE A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts in The Department of Philosophy and Religious Studies by Michael Patrick Harter B.A., California State University, Fresno, 2018 May 2021 ACKNOWLEDGEMENTS Human beings are wholly dependent creatures. In our becoming, we are affected by an incredible number of beings who aid and foster our growth. It would be impossible to devise a list of all such individuals. However, those who played imperative roles in the creation of this work deserve their due recognition. First, I would like to thank my partner, Leena, and our pets Merleau and the late Kiki. Throughout the ebbs and flows of my academic career, you have remained sources of love, joy, encouragement, and calm. -
Critical Realist Approaches to Global Learning: a Focus on Education for Sustainability’
Khazem, D. (2018) ‘Critical realist approaches to global learning: A focus on education for sustainability’. International Journal of Development Education and Global Learning, 10 (2): 125–134. DOI https://doi.org/10.18546/IJDEGL.10.2.02 Critical realist approaches to global learning: A focus on education for sustainability Dima Khazem* – UCL Institute of Education, UK Abstract Critical realism offers a useful epistemology and ontology for conceptualizing theoretical and methodological considerations in global learning and may help to bridge the quantitative/qualitative divide that plagues social science. This article elaborates critical realist principles, concepts and methodologies to explain how they can be employed within global learning, with examples from education for sustainability. Keywords: ontological realism; epistemological relativism; judgemental rationality; education for sustainability; climate change Introduction At the ‘Research, evidence and policy learning for global education’ conference held in May 2017 in London, Professor Annette Scheunpflug, ‘a key figure in Europe in promoting the concept of global learning’ (Bourn, 2015: 72), spoke about the dilemmas of showing evidence and efficacy in recent educational policy discourse, and how the qualitative/quantitative divide that plagues social science affects research into global learning. As a member of the conference audience at the time, I suggested that critical realism, a meta-theory that I employ in my research, may offer a way forward for theoretical and methodological innovation within the field of global learning. Furthermore, critical realism, with its claim of methodological specificity, may help to mitigate the quantitative/qualitative dualism and bolster research evidence in global learning for policy consideration. This article proposes critical realist approaches to global learning and examines relevant theoretical and methodological issues with a specific focus on education for sustainability. -
1 PERSPECTIVE a Philosophical Memoir: Notes on Bhaskar, Realism
PERSPECTIVE A Philosophical Memoir: Notes on Bhaskar, Realism and Cultural Theory1 John Roberts University of Wolverhampton, UK I first read Roy Bhaskar in Radical Philosophy in 1980, when ‘Scientific Explanation and Human Emancipation’ appeared.2 But when Bhaskar’s work cropped up in Art & Language’s writing in the early 1980s I resolved to read his A Realist Theory of Science (1975) and The Possibility of Naturalism (1979).3 I remember buying both from the excellent philosophy section of the old Compendium Books store in Camden Town. Art & Language were (probably) the first artists and art-theorists to recognise the critical importance of Bhaskar’s writing for a non-reductive account of realism in relation to art and cultural theory, given their general familiarity with debates in the philosophy of science and Anglo-American philosophy of language. W.V.O. Quine and Nelson Goodman, for instance, were part of the group’s daily conversational practices as artists during this period.4 Indeed, given their familiarity with the issues of intention, intension, the causal theory of representation (of- relations) the critique of empiricism and their general grounding in analytic philosophy and Boolean formal logic, the group were certainly well placed to develop Bhaskar’s own ground-breaking critique of empiricism in the philosophy of science, and push it in a productive cultural direction. Bhaskar became a crucial mediating figure between the ‘post-metaphysical’ interrogative mechanics of the analytic tradition and the genealogical-materialist -
Contra O Ceticismo: Lukcs E Bhaskar
CONTRA O CETICISMO EPISTEMOLÓGICO: A CONTRIBUIÇÃO DE LUKÁCS E BHASKAR Sandra Soares Della Fonte Profa. da UFES Doutoranda UFSC/CAPES Em nome da luta contra o positivismo, uma nova onda cética, sob uma capa pós- moderna, interpõe-se nas ciências humanas e na filosofia nos últimos anos e se traduz pela máxima de que a realidade é interna às convenções e aos esquemas culturais dos diversos grupos sociais1. São vários os argumentos dos partidários desse ceticismo epistemológico. Em um extremo, Baudrillard2 assevera que há uma ilusão radical na crença de que a realidade existe, de que há um referente para o conhecimento. Para ele, como não há real e não há vontade, o que resta é uma saída estetizante: “O que conta é a singularidade poética da análise. Só isso pode justificar escrever, e não a miserável objectividade crítica das idéias”3. Rorty4 não chega a negar a existência da realidade, mas nega a possibilidade de a ela ter acesso fora do âmbito de descrições particular. O autor afirma que a noção de um espelho da natureza desanuviado, de um ser humano que conhece o fato, é uma imagem de Deus. Joyce5 destaca que “o que está em questão não é a existência do real, mas – dado que o real só pode ser apreendido através de nossas categorias culturais – que versão do real deve predominar”. Ao reagir à epistemologia realista, ele acrescenta que o próprio referente é um produto discursivo da história. Já Braun6 explicita um dos desdobramentos mais diretos dessa discussão para a historiografia: “Assim, a ‘realidade’ passada não existe; no 1 Cf. -
Curriculum Snapshots: Picture Technology in Your Classroom!
DOCUMENT RESUME ED 441 397 IR 020 293 AUTHOR Tate, Lori S., Ed. TITLE Curriculum Snapshots: Picture Technology in Your Classroom! INSTITUTION SouthEast and Islands Regional Technology in Education Consortium, Greensboro, NC.; AEL, Inc., Charleston, WV. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 2000-00-00 NOTE 108p. CONTRACT R302A980001 AVAILABLE FROM AEL, P.O. Box 1348, Charleston, WV 25325-1248. Tel: 304-347-0400; Tel: 800-624-9120 (Toll Free); Fax: 304-347-0487; e-mail: [email protected]. For full text: http://www.ael.org. PUB TYPE Guides Non-Classroom (055) Reports Descriptive (141) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Class Activities; *Computer Assisted Instruction; *Computer Uses in Education; Educational Resources; Educational Technology; Elementary Secondary Education; Instructional Materials; Learning Activities; Teaching Methods IDENTIFIERS *Technology Integration ABSTRACT This bookie*: provides crlimpses inLo ti c: classrooms of real teachers at various stages of. technology integration. The "Snapshots" offered in this document illustrate appropriate and creative uses of technology at many grade levels and within different subject areas. The Curriculum Snapshots are organized by grade level (K-2, 3-5, 6-8, 9-12). Each Snapshot indicates the focus of the activities (topic), grade, and source (contributing teacher), and includes a photo of the teacher or of students working on the topic. Following the activity suggestions presented for each topic, are useful software and hardware and supplementary content-related resources such as Web sites and videos. Sections at the end of the booklet describe both general software types and specific software and video programs, and list software publishers and producers.(AEF) Reproductions supplied by EDRS are the best that can be made from the original document. -
The Causal Relation
THE CAUSAL RELATION: Salmon’s Attempt to Solve Hume’s Problem Kyle Staub University of Colorado at Boulder Department of Philosophy Undergraduate Honors Thesis April 3rd, 2014 Advisor: Jason Potter, Department of Philosophy Committee: Wes Morriston, Department of Philosophy Jason Potter, Department of Philosophy Greg Johnson, Department of Religious Studies ABSTRACT This work presents a historically accurate and robust account of David Hume’s problem of causation, providing sufficient detail about the aspects of his account which are most relevant to the discussion of causation in general. This interpretation of Hume’s problem focuses on the unjustified idea of the causal relation in which the cause necessitates the effect. Secondly, I present the development of Wesley Salmon’s process theory, from his 1984 work Scientific Explanation and the Causal Structure of the World, to his acceptance of Phil Dowe’s conserved quantity theory. I examine both accounts in detail, and present my own objection to Salmon’s central criterion of the process theory, the Mark Transmission principle. From there, I import Salmon’s version of the conserved quantity theory into the Humean framework and challenge his assertion that he has solved Hume’s problem of causation. The conserved quantity theory fails to solve Hume’s problem, in that it is essentially a process-based regularity theory, which relies on observed changes across interactions, without proposing any causal force to the interaction itself. Without any causal force inherent in the interaction which necessitates the effect, given the cause, the conserved quantity theory explicitly aligns itself with the Humean interpretation of the causal relation, lacking the psychological components. -
Social Integration at a Public Park Basketball Court
UNIVERSITY OF CALIFORNIA Los Angeles Who’s Got Next? Social Integration at a Public Park Basketball Court A dissertation submitted in partial satisfaction of the requirements of the degree of Doctor of Philosophy in Sociology by Michael Francis DeLand 2014 ABSTRACT OF THE DISSERTATION Who’s Got Next? Social Integration at a Public Park Basketball Court by Michael Francis DeLand Doctor of Philosophy in Sociology University of California, Los Angeles, 2014 Professor Jack Katz, Chair This dissertation examines the ongoing formation of a public park as a particular type of public place. Based on four years of in-depth participant observation and historical and archival research I show how a pickup basketball scene has come to thrive at Ocean View Park (OVP) in Santa Monica California. I treat pickup basketball as a case of public place integration which pulls men out of diverse biographical trajectories into regular, intense, and emotional interactions with one another. Many of the men who regularly play at Ocean View Park hold the park in common, if very little else in their lives. Empirical chapters examine the contingencies of the park’s historical formation and the basketball scene’s contemporary continuation. Through comparative historical research I show how Ocean View Park was created as a “hidden gem” within its local urban ecology. Then I show that the intimate character of the park affords a loose network of men the opportunity to sustain regular and informal basketball games. Without the structure of formal organization men arrive at OVP explicitly to build and populate a vibrant gaming context with a diverse array of ii others. -
Psephology with Dr
Psephology with Dr. Michael Lewis-Beck Ologies Podcast November 2, 2018 Oh heyyyy, it's that neighborhood lady who wears pantyhose with sandals and hosts a polling place in her garage with a bowl of leftover Halloween candy, Alie Ward! Welcome to this special episode, it's a mini, and it's a bonus, but it's also the first one I've ever done via telephone. Usually, I drag myself to a town and I make an ologist meet me in a library, or a shady hotel, and we record face to face, but time was of the essence here. He had a landline, raring to chat, we went for it. I did not know this ology was an ology until the day before we did this interview. Okay, we're gonna get to it. As always, thank you, Patrons for the for fielding my post, “hey, should I record a really quick voting episode this week?” with your resounding yeses. I love you, thank you for supporting the show. OlogiesMerch has shirts and hats if you need ‘em. And thank you everyone for leaving reviews and ratings, including San Rey [phonetic] who called this podcast, “Sherlock Holmes dressed in street wear.” I will take that. Also, you're assuming that I'm wearing pants... Quick plug also, I have a brand new show on Netflix that dropped today! It's called Brainchild, it's produced by Pharrell Williams and the folks at Atomic Entertainment. I’m in every episode popping up to explain science while also wearing a metallic suit and a beehive. -
Critical Realism, Cultural Studies and Althusser on Ideology
Critical Realism, Cultural Studies and Althusser on Ideology (Preliminary remarks) (paper prepared for the IACR-conference "Debating Realism(s)", Roskilde University, Denmark, 17-19 August 2001) Hans Puehretmayer Introduction In my paper I first want to give a short outline of Althusser’s theory of ideology. I will suggest to divide his contributions to a conception of the ideological into four parts: i theoretical ideologies as conditions of science, and science as continually produced and continually threatened epistemological break with theoretical ideologies ii ideology as lived relation of individuals and groups to their conditions of existence iii relatively autonomous Ideological State Apparatuses securing the reproduction of a social formation iv ideology (in general) as constitutive mechanism for (each) subjectivity I did not choose Althusser by chance, I chose Althusser because he was one of the most influential authors both for Roy Bhaskar’s Critical Realism and for Cultural Studies (especially in the 1970s and 80s) (cf. Bhaskar 1989; Bhaskar 1997; Grossberg 1993; Barker 2000). Roughly one could say that Bhaskar has supplemented Althusser’s theory of epistemology (which he has adopted) with a new theory of ontology1 (which possibly is present implicitly in Althusser’s texts); while Cultural Studies - though critically - adopted the conceptions of ideology as lived relation of individuals to their conditions of existence and the conception of ideological apparatuses; in the 1990s they increasingly included the question of the constition of subjectivities, esp. in their research about racism, anti-racist resistance (f.e. Phil Cohen, Paul Gilroy, Les Back) and institutionalized sexist practices and discourses (McDowell 1997). -
Proefschrift Mario 12/11/02 10:45 Page 153
proefschrift mario 12/11/02 10:45 Page 153 5From Selva to Sierra The reaction has two ways to crush guerrillas: (1) to win the masses, (2) to liquidate the leadership, because as long as it remains, it will return....1 Partido Comunista del Perú-Sendero Luminoso 5.1 The Comandos Especiales In September 1991, DECAS militiamen were once again in the district of Tambo. In the twenty-four and a half months since they first came to the district during Operation Halcón, civil defence organisation in most of Tambo’s rural communities had yet again disintegrated. Back in August 1989, Tambo’s rural communities appar- ently exhibited a common determination to oppose Shining Path. In spite of this, however, strong guerrilla presence in the district persisted, chipping away at, and so demoralising, the peoples’ will to resist Shining Path. The periodic armed incursions; the frequent levies from rural villages of provisions and recruits (including children) to replenish rebel ranks; the chilling execution of “enemies” and “traitors” immedi- ately following a “people’s trial” (juicio popular)—all these served as constant, vio- lent reminders to the peasants of the terrifying hold that Shining Path had on their daily lives. By mid-1991, most of the villages that had previously reorganised them- selves with the help of the DECAS during Operation Halcón had once again deacti- vated their self-defence committees. It had become apparent to them that their comités de autodefensa not only attracted cruel reprisals from the rebels, but also were quite incapable of realistically deterring rebel attacks, particularly given their pitiful weaponry and lack of support from the army at the time. -
Literature Review the Benefits of Wild Caught Ornamental Aquatic Organisms
LITERATURE REVIEW THE BENEFITS OF WILD CAUGHT ORNAMENTAL AQUATIC ORGANISMS 1 Submitted to the ORNAMENTAL AQUATIC TRADE ASSOCIATION October 2015 by Ian Watson and Dr David Roberts Durrell Institute of Conservation and Ecology [email protected] School of Anthropology and Conservation http://www.kent.ac.uk/sac/index.html University of Kent Canterbury Kent CT2 7NR United Kingdom Disclaimer: the views expressed in this report are those of the authors and do not necessarily represent the views of DICE, UoK or OATA. 2 Table of Contents Acronyms Used In This Report ................................................................................................................ 8 Executive Summary ............................................................................................................................... 10 Background to the Project .................................................................................................................... 13 Approach and Methodology ................................................................................................................. 13 Approach ........................................................................................................................................... 13 Literature Review Annex A ............................................................................................................ 13 Industry statistics Annex B .................................................................................................................... 15 Legislation -
Riverside Police Department Riverside PD Policy Manual
Riverside Police Department Riverside PD Policy Manual CHIEF’S PREFACE The Riverside Police Department Policy Manual is the result of countless hours of research, consultation and review of modern police procedures, evolving law and emerging best practices. It is a living document; additions, changes and deletions will inevitably be required, almost from the date of its publication. Nonetheless, issuing this manual is necessary to provide guidelines for our personnel and to give insight to the communities we serve into how we do our jobs and what they can expect from us. Each of us has an obligation to become familiar with the manual, to abide by its policies and to ensure that our comportment reflects the Department’s Core Values and Mission Statement and the Law Enforcement Code of Ethics, all of which are incorporated into the Policy Manual. The manual is not, however, a substitute for critical thinking and good judgment. No written guidance document can anticipate the entire range of human behaviors that police employees might encounter, nor can every contingency be predicted. We are all expected to follow policy. Occasionally, given the complex and nuanced nature of police work, we may need clarification from a supervisor as to how to interpret the manual in a specific situation. Always, we are expected to use our best professional judgment and our basic human decency to guide our actions. When we act thusly, we will have honored the many RPD heroes who have preceded us. Be safe and do good. Larry V. Gonzalez Chief of Police Copyright Lexipol, LLC 2020/03/17, All Rights Reserved.