Science Theory Of Culture And Other Essays - Internet Archive
The Collective Imagination explores the social foundations of the human imagination. In a lucid and wide-ranging discussion, Peter Murphy looks at the collective expression of the imagination in our economies, universities, cities, and political systems, providing a tour-de-force account of the power of the imagination to unite opposites and find similarities among things that we ordinarily think of as different. It is not only individuals who possess the power to imagine; societies do as well. A compelling journey through various peak moments of creation, this book examines the cities and nations, institutions and individuals who ply the paraphernalia of paradoxes and dialogues, wry dramaturgy and witty expression that set the act of creation in motion. Whilst exploring the manner in which, through the media of pattern, figure, and shape, and the miracles of metaphor, things come into being, Murphy recognises that creative periods never last: creative forms invariably tire; inventive centres inevitably fade. The Collective Imagination explores the contemporary dilemmas and historic pathos caused by this-as cities and societies, periods and generations slip behind in the race for economic and social discovery. Left bewildered and bothered, and struggling to catch up, they substitute empty bombast, faded glory, chronic dullness or stolid glumness for initiative, irony, and inventiveness. A comprehensive audit of the creativity claims of the post-modern age - that finds them badly wanting and looks to the future - The Collective Imagination will appeal to sociologists and philosophers concerned with cultural theory, cultural and media studies and aesthetics.
Science Theory Of Culture And Other Essays ..
Although there are differences in how mathematics and computational thinking are applied in science and in engineering, mathematics often brings these two fields together by enabling engineers to apply the mathematical form of scientific theories and by enabling scientists to use powerful information technologies designed by engineers. Both kinds of professionals can thereby accomplish investigations and analyses and build complex models, which might otherwise be out of the question.
Second, a focus on practices (in the plural) avoids the mistaken impression that there is one distinctive approach common to all science—a single “scientific method”—or that uncertainty is a universal attribute of science. In reality, practicing scientists employ a broad spectrum of methods, and although science involves many areas of uncertainty as knowledge is developed, there are now many aspects of scientific knowledge that are so well established as to be unquestioned foundations of the culture and its technologies. It is only through engagement in the practices that students can recognize how such knowledge comes about and why some parts of scientific theory are more firmly established than others.
The Relevance of Algorithms – Culture Digitally
Like Comte, Tylor held that the progress of culture was a slow replacement of this magical thinking with the power of reason. He produced a narrative of human evolution that begins with a global supernaturalism in the savage stage. Supernaturalism coexists with the development of language, laws, and institutions in the barbaric stage. In advanced civilizations, like Tylor’s own, reason and scientific thinking predominate. This is not a rational utopia, by any means. Magical thinking persists in the present; the primitive tendency to imagine objects as having a life of their own exists even within the most civilized gentleman, who might think in a moment of frustration that a broken watch was inhabited by an evil spirit. Tylor did not imagine modern culture in idealist terms, but, ever the Victorian, he did view it as fundamentally better than that of primitive culture.
The scientific method is the process by which science is carried out
OnceI realized that I was pursuing a poetics, I started to understand why some scholarsresisted my conclusions. For many, a film writer’s central taskis to interpret and evaluate individual works—as art, as politics, as expressionof social identity or modern culture. Judicious criticism of one stripe or anotheris taken as the heart of film studies. So anything that smacks of generalizationdoes violence to the integrity of the film at hand. For other scholars, tracinggeneral principles of form and style within a tradition isn’t theoreticalenough if the conclusions don’t lead to generalizations about culture asa whole. Middle-level theorizing isn’t considered interesting. In addition,an emphasis on aesthetics is suspect. At once over-theorized and under-Theorized,a poetics of cinema still lies outside many academics’ agendas.
Peter Melville Logan, “On Culture: Edward B
Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations. For engineering, they should ask questions to define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution. As they progress across the grades, their questions should become more relevant, focused, and sophisticated. Facilitating such evolution will require a classroom culture that respects and values good questions, that offers students opportunities to refine their questions and questioning strategies, and that incorporates the teaching of effective questioning strategies across all grade levels. As a result, students will become increasingly proficient at posing questions that request relevant empirical evidence; that seek to refine a model, an explanation, or an engineering problem; or that challenge the premise of an argument or the suitability of a design.