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Considered by some to be his most important text, this series of lectures given by Johann Gottlieb Fichte (1762–1814) at his home in Berlin in 1804 is widely regarded as the most perspicuous presentation of his fundamental philosophy. Now available in English, this translation provides in striking and original language Fichte's exploration of the transcendental foundations of experience and knowing in ways that go beyond Kant and Reinhold and charts a promising, novel pathway for German Idealism. Through a close examination of this work one can see that Fichte's thought is much more than a way station between Kant and Hegel, thus making the case for Fichte's independent philosophical importance. The text is divided into two parts: a doctrine of truth or reason, and a doctrine of appearance. A central feature of the text is its performative dimension. Philosophy, for Fichte, is something we enact rather than any discursively expressible object of awareness; a philosophical truth is not expressible as a set of propositions but is a spontaneous inwardly occurring realization. Therefore, he always regards the expression of philosophy in words as strategic, aiming to ignite philosophy's essentially inward process and to arouse the event of philosophical insight. The new translation contains a German-English glossary and an extensive introduction and notes by the translator.
This classic MUP text discusses the historical development of science, technology and medicine in Western Europe and North America from the Renaissance to the present. Combining theoretical discussion and empirical illustration, it redefines the geography of science, technology and medicine.
This broad collection of accessible essays helps readers develop a fuller appreciation of the nature of science and scientific knowledge in general. The focus throughout is on the relationships in science between fact and theory, about the nature of scientific theory, and about the kinds of claims on truth that science makes. Arranges essays according to three essential aspects of scientific practice: Method, theory, and discovery. For scientists looking to broaden their general knowledge of basic scientific theory.
This book makes Moore's wisdom available to students in a lively, richly illustrated account of the history and workings of life. Employing rhetoric strategies including case histories, hypotheses and deductions, and chronological narrative, it provides both a cultural history of biology and an introduction to the procedures and values of science.
From one of the world’s leading neuroscientists: a succinct, illuminating, wholly engaging investigation of how biology, neuroscience, psychology, and artificial intelligence have given us the tools to unlock the mysteries of human consciousness “One thrilling insight after another ... Damasio has succeeded brilliantly in narrowing the gap between body and mind.” —The New York Times Book Review In recent decades, many philosophers and cognitive scientists have declared the problem of consciousness unsolvable, but Antonio Damasio is convinced that recent findings across multiple scientific disciplines have given us a way to understand consciousness and its significance for human life. In the forty-eight brief chapters of Feeling & Knowing, and in writing that remains faithful to our intuitive sense of what feeling and experiencing are about, Damasio helps us understand why being conscious is not the same as sensing, why nervous systems are essential for the development of feelings, and why feeling opens the way to consciousness writ large. He combines the latest discoveries in various sciences with philosophy and discusses his original research, which has transformed our understanding of the brain and human behavior. Here is an indispensable guide to understand­ing how we experience the world within and around us and find our place in the universe.
In recent history, the arts and sciences have often been considered opposing fields of study, but a growing trend in drawing research is beginning to bridge this divide. Gemma Anderson’s Drawing as a Way of Knowing in Art and Science introduces tested ways in which drawing as a research practice can enhance morphological insight, specifically within the natural sciences, mathematics and art. Inspired and informed by collaboration with contemporary scientists and Goethe’s studies of morphology, as well as the work of artist Paul Klee, this book presents drawing as a means of developing and disseminating knowledge, and of understanding and engaging with the diversity of natural and theoretical forms, such as animal, vegetable, mineral and four dimensional shapes. Anderson shows that drawing can offer a means of scientific discovery and can be integral to the creation of new knowledge in science as well as in the arts.
Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to scienceâ€"whether using knowledge or creating itâ€"necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societiesâ€"and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.
One of the pathways by which the scientific community confirms the validity of a new scientific discovery is by repeating the research that produced it. When a scientific effort fails to independently confirm the computations or results of a previous study, some fear that it may be a symptom of a lack of rigor in science, while others argue that such an observed inconsistency can be an important precursor to new discovery. Concerns about reproducibility and replicability have been expressed in both scientific and popular media. As these concerns came to light, Congress requested that the National Academies of Sciences, Engineering, and Medicine conduct a study to assess the extent of issues related to reproducibility and replicability and to offer recommendations for improving rigor and transparency in scientific research. Reproducibility and Replicability in Science defines reproducibility and replicability and examines the factors that may lead to non-reproducibility and non-replicability in research. Unlike the typical expectation of reproducibility between two computations, expectations about replicability are more nuanced, and in some cases a lack of replicability can aid the process of scientific discovery. This report provides recommendations to researchers, academic institutions, journals, and funders on steps they can take to improve reproducibility and replicability in science.
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
'Grayling brings satisfying order to daunting subjects' Steven Pinker _________________________ In very recent times humanity has learnt a vast amount about the universe, the past, and itself. But through our remarkable successes in acquiring knowledge we have learned how much we have yet to learn: the science we have, for example, addresses just 5 per cent of the universe; pre-history is still being revealed, with thousands of historical sites yet to be explored; and the new neurosciences of mind and brain are just beginning. What do we know, and how do we know it? What do we now know that we don't know? And what have we learnt about the obstacles to knowing more? In a time of deepening battles over what knowledge and truth mean, these questions matter more than ever. Bestselling polymath and philosopher A. C. Grayling seeks to answer them in three crucial areas at the frontiers of knowledge: science, history and psychology. A remarkable history of science, life on earth, and the human mind itself, this is a compelling and fascinating tour de force, written with verve, clarity and remarkable breadth of knowledge. _________________________ 'Remarkable, readable and authoritative. How he has mastered so much, so thoroughly, is nothing short of amazing' Lawrence M. Krauss, author of A Universe from Nothing 'This book hums with the excitement of the great human project of discovery' Adam Zeman, author of Aphantasia