Skip to main contentdfsdf

  • May 20, 08

    The actual text of Francis Bacon's theory of idols

  • May 20, 08

    Feminist epistemology conceives of knowers as situated in particular relations to what is known and to other knowers. What is known, and the way that it is known, thereby reflects the situation or perspective of the knower. Here we are concerned with claims to know, temporarily bracketing the question of which claims are true or warranted.

  • May 20, 08

    [The universe] cannot be read until we have learnt the language and become familiar with the characters in which it is written. It is written in mathematical language, and the letters are triangles, circles and other geometrical figures, without which means it is humanly impossible to comprehend a single word.
    Opere Il Saggiatore p. 171.

    • [The universe] cannot be read until we have learnt the language and become familiar with the characters in which it is written. It is written in mathematical language, and the letters are triangles, circles and other geometrical figures, without which means it is humanly impossible to comprehend a single word.
       Opere Il Saggiatore p. 171.
    • To excite in us tastes, odors, and sounds I believe that nothing is required in external bodies except shapes, numbers, and slow or rapid movements. ... if ears, tongues, and noses were removed, shapes and numbers and motions would remain, but not odors or tastes or sounds.
  • May 20, 08

    This long-awaited sequel to Richard Hofstadter and Wilson Smith's classic anthology American Higher Education: A Documentary History presents one hundred and seventy-two key edited documents that record the transformation of higher education over the past sixty years.The volume includes such seminal documents as Vannevar Bush's 1945 report to President Franklin D. Roosevelt, Science, the Endless Frontier; the U.S. Supreme Court decisions in Brown v. Board of Education and Sweezy v. New Hampshire; and Adrienne Rich's challenging essay "Taking Women Students Seriously." The wide variety of readings underscores responses of higher education to a memorable, often tumultuous, half century. Colleges and universities faced a transformation of their educational goals, institutional structures and curricula, and admission policies; the ethnic and economic composition of student bodies; an expanding social and gender membership in the professoriate; their growing allegiance to and dependence on federal and foundation financial aids; and even the definitions and defenses of academic freedom. Wilson Smith and Thomas Bender have assembled an essential reference for policymakers, administrators, and all those interested in the history and sociology of higher education.

  • May 20, 08

    Periodic "crises" in our academic culture remind us that the organization of our intellectual life is a product of history--neither fixed by the logic of social development nor inherent in the nature of knowledge itself. At a time of much unease in academia and among the general public about the relation of intellect to public life, Thomas Bender explores both the nineteenth-century origins and the twentieth-century configurations of academic intellect in the United States. Intellect and Public Life pays special attention to the changing relationship of academic to urban culture. Examining the historical tensions faced by intellectuals who aspired to be at once academics and citizens, Bender traces the growing commitment of intellectuals to professional expertise and autonomy. He finds, as well, a historical pattern of academic withdrawal from the public discussion of matters of general concern. Yet the volume concludes on a hopeful note. With the demise of the classical republican notion of the public, Bender contends, there has emerged a more pluralistic notion of the public that--combined with the revival of interest in pragmatic theories of truth--may offer the possibility of a richer collaboration of democracy and intellect. "[An] excellent collection of essays."--Peter Scott, Times Higher Education Supplement "Bender's positive, generous, civil voice injects a soothing dose of optimism into current academic debates, and his invocation of 'public culture' delivers a needed antidote to the spurious concept that shares the same initial consonants."--Mary Ryan, American Quarterly "[A] sparkling and insightful volume."-- Canadian Review of American Studies

  • Sep 24, 08

    Theaetetus remembers having heard that knowledge is true judgment accompanied by Logos (account), adding that only that which has Logos can be known. Since Theaetetus remembers no more, Socrates decides to help by offering a relevant theory that he once heard.

    According to the Dream Theory (201d-206b), the world is composed of complexes and their elements. Complexes have Logos, while elements have none, but can only be named. It is not even possible to say of an element that “it is” or “it is not,” because adding Being or non-Being to it would be tantamount to making it a complex. Elements cannot be accounted for or known, but are perceptible. Complexes, on the contrary, can be known because one can have a true belief about them and give an account of them, which is “essentially a complex of names” (202b).

    After Theaetetus concedes that this is the theory he has in mind, he and Socrates proceed to examine it. In order to pinpoint the first problematic feature of the theory, Socrates uses the example of letters and syllables: the Logos of the syllable “so” – the first syllable of Socrates’ name – is “s and o”; but one cannot give a similar Logos of the syllable’s elements, namely of “s” and “o,” since they are mere noises. In that case, Socrates wonders, how can a complex of unknowable elements be itself knowable? For if the complex is simply the sum of its elements, then the knowledge of it is predicated on knowledge of its elements, which is impossible; if, on the other hand, the complex is a “single form” produced out of the collocation of its elements, it will still be an indefinable simple. The only reasonable thing to say then is that the elements are much more clearly known than the complexes.

    Now, turning to the fourth definition of knowledge as true judgment accompanied by Logos, Socrates wishes to examine the meaning of the term Logos, and comes up with three possible definitions. First, giving an account of something is “making one’s thought apparent vocally by means of words and verbal expressions”

  • Sep 24, 08

    Man, Protagoras says, is the measure of all things, of the existence of things that are, and of the non-existence of things that are not:—You have read him?

  • Sep 24, 08

    (1) It is easy to obtain confirmations, or verifications, for nearly every theory-if we look for confirmations.

    (2) Confirmations should count only if they are the result of risky predictions;that is to say, if, unenlightened by the theory in question, we should have expected an event which was incompatible with the theory-an event which would have refuted the theory.
    (3) Every "good" scientific theory is a prohibition: it forbids certain things to happen. The more a theory forbids, the better it is.

    (4) A theory which is not refutable by any conceivable event is nonscientific. Irrefutability is not a virtue of theory (as people often think) but a vice.

    (5) Every genuine testof a theory is an attempt to falsify it, or to refute it. Testability is falsifiability; but there are degrees of testability; some theories are more testable, more exposed to refutation, than others; they take, as it were, greater risks.

    (6) Confirming evidence should not count except when it is the result of agenuine test of the theory; and this means that it can be presented as a serious but unsuccessful attempt to falsify the theory. (I now speak in such cases of"corroborating evidence.")

    (7) Some genuinely testable theories, when found to be false, are still upheld by their admirers-for example by introducing ad hoc some auxiliary assumption, or by re-interpreting theory ad hoc in such a way that it escapes refutation. Such a procedure is always possible, but it rescues the theory from refutation only at the price of destroying, or at least lowering, its scientific status. (I later described such a rescuing operation as a "conventionalist twist" or a "conventionaliststratagem. ")

    One can sum up all this by saying that the criterion of the scientific status of a theory is its falsifiability, or refutability, or testability.

    • 3) Every "good" scientific theory is a prohibition: it forbids certain things to happen. The more a theory forbids, the better it is.    

        (4) A theory which is not refutable by any conceivable event is nonscientific. Irrefutability is not a virtue of theory (as people often think) but a vice.

    • (2) The actual procedure of science is to operate with conjectures: to jump to conclusions-often after one single observation (as noticed for example by Hume and Born).
  • Sep 24, 08

    Brief description of the philosopher's theory of refutation

    • Every genuine scientific theory then, in Popper's view, is  prohibitive, in the sense that it forbids, by implication, particular events or occurrences. As such it can be tested and falsified, but never logically verified.
  • Sep 28, 08

    In order to measure the present position of a particle, the obvious way is to shine light on the particle. Some of the waves of light will be scattered by the particle and this will indicate its position. However, one will not be able to determine the position of the particle more accurately than the distance between the wave crests of light, so one needs to use light of a short wavelength in order to measure the position of the particle precisel. Now, by Planck’s quantum hypothesis, one cannot use an arbitrarily small
    amount of light; one has to use at least one quantum. This quantum will disturb the particle and change its velocity in a way that cannot be predicted. Moreover, the more accurately one measures the position, the shorter the wavelength of the light that one needs and hence the higher the energy of a single quantum. So the velocity of the particle will be disturbed by a greater amount. In other words the more accurately you try to measure the position of the particle, the less accurately you can measure its speed, and vice versa. Heisenberg showed that the uncertainty in the position of the particle times the uncertainty in its velocity times the mass of the particle can never be smaller than a certain quantity, which is nothing but Planck’s constant. Moreover, this limit doesn’t depend on the way in which one tries to measure the position or velocity of the particle, or on the type of particle. Heisenberg’s uncertainty principle is a fundamental inescapable property of the world.

  • Sep 28, 08

    After going through this circus, one may ask…is there anything out there that is real?

    Niels Bohr says no. There is nothing actually "out there" at the quantum level. Somehow, reality emerges only in relation to the result of "measurements".
    This view embraced by the majority of physicists, is called "Copenhagen Interpretation". Copenhagen Interpretation of quantum mechanics implies that quantum mechanics is as good as it gets. There is nothing really "out there", which means that detecting an electron at a certain position "creates" the position of this electron.

  • Nov 16, 05

    Question: How do theories that are generally considered interesting differ from theories that are generally considered non-interesting?

    Answer: Interesting theories deny certain assumptions of their audience, while non-interesting theories affirm certain assumptions of their audience.

    • A theorist is considered great, not because his theories are true, but because they are interesting.
    • A theorist is considered great, not because his theories are true, but because they are interesting.

    53 more annotations...

    • Latent function is an essential tool for understanding society and for generating interesting theories - Dr. Sorin Adam Matei on 2009-01-20
    • Attention, the statements made in this piece about the level of "interest" to be bestowed to various theories is independent of the validity of verifiability of those same theories. - Dr. Sorin Adam Matei on 2009-01-20
    • Very astute comment about the power of qualitative vs quantitative statements to attract attention - Dr. Sorin Adam Matei on 2009-01-20
    • Now, this is interesting in and by itself. - Dr. Sorin Adam Matei on 2009-01-20
    • Isn't this funny! - Dr. Sorin Adam Matei on 2009-01-20
    • It is not just random statements that make interesting theoretical assertions, but only counterfactual, counterintuitive assertions. - Dr. Sorin Adam Matei on 2009-01-20
    • Bottom line, interesting or non-interesting is relevant only in relationship to a specific audience... - Dr. Sorin Adam Matei on 2009-01-20
    • QER - Dr. Sorin Adam Matei on 2009-01-20
1 - 18 of 18
20 items/page
List Comments (0)