Proof, Rigour & Informality
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Social Justice in an Open World – the Role Of
E c o n o m i c & Social Affairs The International Forum for Social Development Social Justice in an Open World The Role of the United Nations Sales No. E.06.IV.2 ISBN 92-1-130249-5 05-62917—January 2006—2,000 United Nations ST/ESA/305 DEPARTMENT OF ECONOMIC AND SOCIAL AFFAIRS Division for Social Policy and Development The International Forum for Social Development Social Justice in an Open World The Role of the United Nations asdf United Nations New York, 2006 DESA The Department of Economic and Social Affairs of the United Nations Secretariat is a vital interface between global policies in the economic, social and environmental spheres and national action. The Department works in three main interlinked areas: (i) it compiles, generates and analyses a wide range of economic, social and environ- mental data and information on which States Members of the United Nations draw to review common problems and to take stock of policy options; (ii) it facilitates the negotiations of Member States in many intergovernmental bodies on joint course of action to address ongoing or emerging global challenges; and (iii) it advises inter- ested Governments on the ways and means of translating policy frameworks devel- oped in United Nations conferences and summits into programmes at the country level and, through technical assistance, helps build national capacities. Note The views expressed in this publication do not necessarily reflect those of the United Nations. The designations employed and the presentation of the mate- rial do not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations concerning the legal status of any country or territory or of its authorities, or concerning the delimitations of its frontiers. -
Diagrammatics in Categorification and Compositionality
Diagrammatics in Categorification and Compositionality by Dmitry Vagner Department of Mathematics Duke University Date: Approved: Ezra Miller, Supervisor Lenhard Ng Sayan Mukherjee Paul Bendich Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Mathematics in the Graduate School of Duke University 2019 ABSTRACT Diagrammatics in Categorification and Compositionality by Dmitry Vagner Department of Mathematics Duke University Date: Approved: Ezra Miller, Supervisor Lenhard Ng Sayan Mukherjee Paul Bendich An abstract of a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Mathematics in the Graduate School of Duke University 2019 Copyright c 2019 by Dmitry Vagner All rights reserved Abstract In the present work, I explore the theme of diagrammatics and their capacity to shed insight on two trends|categorification and compositionality|in and around contemporary category theory. The work begins with an introduction of these meta- phenomena in the context of elementary sets and maps. Towards generalizing their study to more complicated domains, we provide a self-contained treatment|from a pedagogically novel perspective that introduces almost all concepts via diagrammatic language|of the categorical machinery with which we may express the broader no- tions found in the sequel. The work then branches into two seemingly unrelated disciplines: dynamical systems and knot theory. In particular, the former research defines what it means to compose dynamical systems in a manner analogous to how one composes simple maps. The latter work concerns the categorification of the slN link invariant. In particular, we use a virtual filtration to give a more diagrammatic reconstruction of Khovanov-Rozansky homology via a smooth TQFT. -
The Cambridge School Richard Bourke
The Cambridge School Richard Bourke 1. What are the origins of the Cambridge School? The existence of a “Cambridge School” was first identified by J. G. A. Pocock in the early 1970s, but the description was intended to refer to an approach to the history of ideas that began to achieve prominence in the 1960s. The practitioners whom Pocock had in mind as exemplary members of this School included himself, Quentin Skinner and John Dunn. Over time, it became clear that these three figures had distinct concerns in the fields of intellectual history and political theory. Pocock himself has tended to focus his research on the history of historiography, Skinner on the history of philosophy, and Dunn on political theory understood as a branch of historical inquiry. However, in the 1960s they shared much common ground. By the end of the decade, they had all contributed to methodological debates in the history of ideas. At the same time, each of them had made significant contributions to the study of the history of political thought itself: Pocock, the eldest of the three, had produced a major account of the ideology of ancient constitutionalism in seventeenth-century English political debate; Dunn had produced his classic treatment of the political thought of John Locke; and Skinner had published original studies of the political philosophy of Thomas Hobbes. What distinguished these works was their use of properly historical forms of investigation to explore the writings of past thinkers. This meant eschewing a range of historical fallacies: most importantly, anachronism, prolepsis, and teleology. It also entailed treating ideas as arguments rather than as disembodied entities. -
Empirical Rigour, Reflexivity, and Archiving in the Social Sciences and Humanities in African Studies Marie-Aude Fouéré, Ophélie Rillon, Marie-Emmanuelle Pommerolle
Why Sources ? Empirical Rigour, Reflexivity, and Archiving in the Social Sciences and Humanities in African Studies Marie-Aude Fouéré, Ophélie Rillon, Marie-Emmanuelle Pommerolle To cite this version: Marie-Aude Fouéré, Ophélie Rillon, Marie-Emmanuelle Pommerolle. Why Sources ? Empirical Rigour, Reflexivity, and Archiving in the Social Sciences and Humanities in African Studies. Sources. Material & Fieldwork in African Studies, IFRA Nairobi, 2020, pp.23-42. halshs-02863918v2 HAL Id: halshs-02863918 https://halshs.archives-ouvertes.fr/halshs-02863918v2 Submitted on 7 Jul 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Distributed under a Creative Commons Attribution - ShareAlike| 4.0 International License SOURCES Materials & Fieldwork in African Studies Varia no. 1 | 2020 Introduction: Why Sources ? Empirical Rigour, Reflexivity, and Archiving in the Social Sciences and Humanities in African Studies Marie-Aude Fouéré, Ophélie Rillon, et Marie-Emmanuelle Pommerolle URL: https://www.sources-journal.org/81 HAL Id: halshs-02863918 Cite this article: Fouéré, Marie-Aude, Ophélie Rillon, & Marie-Emmanuelle Pommerolle. 2020. “Why Sources ? Empirical Rigour, Reflexivity, and Archiving in the Social Sciences and Humanities in African Studies” Sources. Materials & Fieldwork in African Studies no. 1: 23-42. -
Comparison of Constitutionalism in France and the United States, A
A COMPARISON OF CONSTITUTIONALISM IN FRANCE AND THE UNITED STATES Martin A. Rogoff I. INTRODUCTION ....................................... 22 If. AMERICAN CONSTITUTIONALISM ..................... 30 A. American constitutionalism defined and described ......................................... 31 B. The Constitution as a "canonical" text ............ 33 C. The Constitution as "codification" of formative American ideals .................................. 34 D. The Constitution and national solidarity .......... 36 E. The Constitution as a voluntary social compact ... 40 F. The Constitution as an operative document ....... 42 G. The federal judiciary:guardians of the Constitution ...................................... 43 H. The legal profession and the Constitution ......... 44 I. Legal education in the United States .............. 45 III. THE CONsTrrTION IN FRANCE ...................... 46 A. French constitutional thought ..................... 46 B. The Constitution as a "contested" document ...... 60 C. The Constitution and fundamental values ......... 64 D. The Constitution and nationalsolidarity .......... 68 E. The Constitution in practice ...................... 72 1. The Conseil constitutionnel ................... 73 2. The Conseil d'ttat ........................... 75 3. The Cour de Cassation ....................... 77 F. The French judiciary ............................. 78 G. The French bar................................... 81 H. Legal education in France ........................ 81 IV. CONCLUSION ........................................ -
Inventing 'Humanity': Early- Modern Perspectives
[Intellectual History Archive 5, 2018] Kontler, Inventing ‘humanity’ INVENTING ‘HUMANITY’: EARLY- MODERN PERSPECTIVES László Kontler1 Central European University I. Introduction This essay addresses a crucial chapter in the development of the modern concept of humanity (mankind , humanité, Menschheit) in European culture. 2 It is not an empirical study based on primary research, rather an attempt to sketch an analytical framework for approaching and understanding a broad array of specific historical topics and phenomena within the parameters of an encompassing theme. The methodological assumption at its heart is trivial: our concept of ‘humanity’ is not an intrinsic one, but a contextually defined cultural product shaped by processes of philosophical, historical, social-anthropological and political self-reflection, and of encounter with ‘others’ in modern times, which all raised important and disturbing questions about the differentiae specifica of the human kind. In tackling some of these questions and significant answers to them during the sixteenth to the nineteenth centuries, I focus on early-modern versions of three important intellectual frameworks that determined the consideration of the diversity versus unity, and diversity within unity, of mankind. These are, first, the temporalization of human difference: the notion that such difference is largely a matter of patterns in the development of human faculties and relations both among men and between them and their environment across (virtual) time. Second, the historicization of nature: the study of nature on the basis of the collection and ordering of data about phenomena as they actually exist in space as well as in time. Third, the naturalization of man: the study of humans without the ascription of a special status to them, with the approach of the naturalists, as coequal from the methodological point of view with any other product of the Creation. -
Philosophia Scientiæ, 18-3 | 2014, « Logic and Philosophy of Science in Nancy (I) » [Online], Online Since 01 October 2014, Connection on 05 November 2020
Philosophia Scientiæ Travaux d'histoire et de philosophie des sciences 18-3 | 2014 Logic and Philosophy of Science in Nancy (I) Selected Contributed Papers from the 14th International Congress of Logic, Methodology and Philosophy of Science Pierre Édouard Bour, Gerhard Heinzmann, Wilfrid Hodges and Peter Schroeder-Heister (dir.) Electronic version URL: http://journals.openedition.org/philosophiascientiae/957 DOI: 10.4000/philosophiascientiae.957 ISSN: 1775-4283 Publisher Éditions Kimé Printed version Date of publication: 1 October 2014 ISBN: 978-2-84174-689-7 ISSN: 1281-2463 Electronic reference Pierre Édouard Bour, Gerhard Heinzmann, Wilfrid Hodges and Peter Schroeder-Heister (dir.), Philosophia Scientiæ, 18-3 | 2014, « Logic and Philosophy of Science in Nancy (I) » [Online], Online since 01 October 2014, connection on 05 November 2020. URL : http://journals.openedition.org/ philosophiascientiae/957 ; DOI : https://doi.org/10.4000/philosophiascientiae.957 This text was automatically generated on 5 November 2020. Tous droits réservés 1 This issue collects a selection of contributed papers presented at the 14th International Congress of Logic, Methodology and Philosophy of Science in Nancy, July 2011. These papers were originally presented within three of the main sections of the Congress. They deal with logic, philosophy of mathematics and cognitive science, and philosophy of technology. A second volume of contributed papers, dedicated to general philosophy of science, and other topics in the philosophy of particular sciences, will appear in the next issue of Philosophia Scientiæ (19-1), 2015. Philosophia Scientiæ, 18-3 | 2014 2 TABLE OF CONTENTS Logic and Philosophy of Science in Nancy (I) Preface Pierre Edouard Bour, Gerhard Heinzmann, Wilfrid Hodges and Peter Schroeder-Heister Copies of Classical Logic in Intuitionistic Logic Jaime Gaspar A Critical Remark on the BHK Interpretation of Implication Wagner de Campos Sanz and Thomas Piecha Gödel’s Incompleteness Phenomenon—Computationally Saeed Salehi Meinong and Husserl on Existence. -
Intellectual Property and the Academic Community
NAPAG NATIONAL ACADEMIES POLICY ADVISORY GROUP Intellectual Property & the Academic Community THE BRITISH ACADEMY THE CONFERENCE OF MEDICAL ROYAL COLLEGES THE BRITISH ACADEMY OF ENGINEERING THE ROYAL SOCIETY INTELLECTUAL PROPERTY AND THE ACADEMIC COMMUNITY MARCH 1995 ISBN 0 85403 496 X © NAPAG Copies of this report may be obtained from: The Royal Society 6 Carlton House Terrace London SW1Y 5AG £19.90 FOREWORD In 1983 in her foreword to Intellectual Property Rights and Innovation – the Nicholson report – the Prime Minister Margaret Thatcher stated: ‘individuals generating new ideas, whether in universities, companies, Government research establishments, or even in schools, should take very seriously indeed the protec- tion of those ideas’. This philosophy has been promoted vigorously since that report and there is now a greater awareness of the value of ideas. However, which ideas should be protected and when? Who should exploit them and how? Who should profit? These questions have become increasingly difficult to answer. There is inevitably a potential conflict between the openness of scientific research and the competitiveness of the commercial world. The fundamental problem is how to operate the patent system in a way that encourages both research and its exploitation. The National Academies Policy Advisory Group was formed in 1992 and in Spring 1993 it was agreed that the spectrum of issues thrown up by intellectual property required the mul- tifaceted approach that NAPAG could offer. Thus, a working party comprising scientific, tech- nological, medical, ethical, commercial and legal expertise began work in June 1993. The working party consulted widely and I would like to thank all those who contributed to its deliberations. -
Post-Marxism: an Intellectual History
Post-Marxism Post-Marxism is now a well-established theoretical position concerned with rescuing aspects of Marxist thought from the collapse of Marxism as a global cultural and political force. Marxism has come to be regarded by some as a discredited system of thought, carrying with it a burden of authoritarianism and totalitarian- ism which is at odds with the current commitment to cultural pluralism and libertarianism. This book traces the crystallisation of post-Marxism as a specific theoretical position in its own right and considers the role played in its development by poststructuralism, postmodernism and second-wave feminism. It examines the history of dissenting tendencies within the Marxist tradition, stretching from Rosa Luxemburg through the Frankfurt School to more recent theorists such as Barry Hindess, Paul Hirst, Rudolf Bahro, Ernesto Laclau and Chantal Mouffe, and considers what the future prospects of post-Marxism are likely to be. A comprehensive account of the development of post-Marxist thought, Post- Marxism: An Intellectual History is an invaluable resource for students and scholars of Politics, Philosophy, Literature, Sociology and Gender Studies. Stuart Sim is Professor of English Studies at the University of Sunderland. He has published extensively on cultural theory and continental philosophy. 1 Routledge studies in social and political thought 2 3 1 Hayek and After 15 Wittgenstein and the Idea of a 4 Hayekian liberalism as a research Critical Social Theory 5 programme A Critique of Giddens, Habermas 6 Jeremy Shearmur and Bhaskar 7 2 Conflicts in Social Science Nigel Pleasants 8 Edited by Anton van Harskamp 16 Marxism and Human Nature 9 3 Political Thought of André Gorz Sean Sayers 0 Adrian Little 17 Goffman and Social 11 4 Corruption, Capitalism and Organization 12 Democracy Studies in a sociological legacy 13 John Girling Edited by Greg Smith 5 Freedom and Culture in 18 Situating Hayek 14 Western Society Phenomenology and the neo-liberal 15 Hans Blokland project 16 6 Freedom in Economics Mark J. -
Intellectual Rigour Challenges All Students
Professional Practice Note 7 Informed by identifying and understanding the zone for INTELLECTUAL proximal development4 for individual students, teachers are able to tailor and differentiate their teaching specifically to the needs of their students. This practice enables all students to RIGOUR be stretched and challenged in their learning. In a study undertaken by the Assessment Research Centre, CHALLENGES ALL the authors found that, within the cohort, students at the lowest levels of proficiency were improving rapidly, while STUDENTS students with higher levels of proficiently failed to demonstrate significant improvement in higher order skills.5 “As students master information and skills, the result of each learning experience is not only the content they Intellectual rigour applies to all students, including those that learn, but the increased ability they acquire to approach are performing at or above the expected levels – every future learning tasks and to create programs of study for student should have an expectation to achieve strong gain: themselves.”1 at least a year’s growth in a school year. Joyce, Weil and Calhoun, 2015 Students live in an information age in which technology enables information to be at their fingertips. Educational consultant Alan November talks about student belief that “if it OVERVIEW is on the Internet, it is true”. Intellectual rigour in sourcing, evaluating and using information is critical for students. Teachers often face the challenge of effectively engaging and catering for students of all abilities. We know that in any given November contends that students need to develop the ability year level, there can be a five to six year difference between to: the most advanced and the least advanced 10 per cent of research, publish and communicate using internet and students. -
BACKGROUND PAPER Scientific Research Integrity
BACKGROUND PAPER Scientific Research Integrity Marie-Andrée Jacob, Senior Lecturer and AHRC Fellow, School of Law, Keele University Forward Look 7-8 May 2013 Note The author was commissioned by the Nuffield Council on Bioethics to write this paper in order to inform the Council’s discussions about possible future work on this topic. The paper is intended to provide an overview of key clinical, ethical, social, legal and policy issues, but is not intended to offer any conclusions or recommendations regarding future policy and practice. Any views expressed in the paper are the author’s own and not those of the Nuffield Council on Bioethics. Nuffield Council on Bioethics Forward Look 7-8 May 2013 Scientific Research Integrity Background Paper Marie-Andrée Jacob, Senior Lecturer and AHRC Fellow, School of Law, Keele University1 Summary 1. This paper outlines definitions of, and different scholarly and professional approaches to, ‘scientific research integrity’ (SRI). It introduces a number of debates and areas of contention in this field. Introduction 2. In 2011 the House of Commons Science and Technology Committee published its report on the operation and effectiveness of the peer review of scientific findings prior to publication. It concluded that current approaches to research integrity are ‘unsatisfactory. 2 More than anything perhaps the Committee’s Report showed how the inner workings of science have taken on a public relevance. In 2012 the UK Research Integrity Concordat discussed a proposal requiring all Higher Education Institutions receiving university funding to comply with the terms of forthcoming research integrity standards. 3. Just as the Nuffield Council of Bioethics is holding its ‘Forward Look’ meeting, the 3rd World Conference on Research Integrity (WCRI) is also taking place in Montreal, Canada (5-9 May 2013). -
MA in Cultural and Intellectual History 1300–1650
MA in Cultural and Intellectual History 1300–1650 warburg.sas.ac.uk About the degree The Warburg Institute MA in Cultural and Intellectual History aims to equip students for interdisciplinary research in the late medieval and early modern period, with a particular emphasis on the reception of the classical tradition. Students will become part of an international community of scholars, working in a world-famous library. They will broaden their range of knowledge to include the historically informed interpretation of images and texts, art history, philosophy, history of science, literature and the impact of religion on society. During this twelve-month, full-time course, students will improve their knowledge of Latin, French and Italian and will acquire the library and archival skills essential for research on primary texts. Although it is a qualification in its own right, the MA is also designed to provide training for further research at doctoral level. It is taught through classes and supervision by members of the academic staff of the Institute and by outside teachers. The teaching staff are leading academics in their field who have published widely. Research strengths include: changes in philosophical trends between the Middle Ages and the Enlightenment; early modern material culture; and forms of religious non-conformism in sixteenth- and seventeenth- century Europe. For further details on the research interests of teaching staff see the module table in this leaflet or visit warburg.sas.ac.uk/about/people/teaching-staff “I came to study at the Warburg with a modicum of trepidation, due to the overwhelming reputation that precedes and surrounds the Institute.