Can the convergence between the human sciences and biomedical sciences?

10.12737/7653 ◽  
2014 ◽  
Vol 3 (4) ◽  
pp. 62-73
Author(s):  
Гудкова ◽  
S. Gudkova ◽  
Джумагалиева ◽  
L. Dzhumagalieva ◽  
Хадарцева ◽  
...  
Keyword(s):  
Chaos Theory ◽  
Quantitative Description ◽  
Natural Sciences ◽  
Self Organization ◽  
Human Sciences ◽  
Transitional Stage ◽  
Biomedical Sciences ◽  
The Third ◽  
New Ideas ◽  
General Scientific

Interdisciplinarity and intersubjectivity between two types of general scientific theories (humanities and natural sciences) is not in doubt. The problem arises more interaction accurate humanities at the level of convergence. Transitional stage in this convergence are the science of living systems (biology, medicine, ecology), which in general research methods and occupy an intermediate position between the humanities and the natural sciences. The basis for this convergence must be new ideas about systems of the third type, which is defined as a philosophy postnonclassic (V.S. Stepin), and in the natural sciences – as chaos theory, self-organization (for quantitative description of the systems of the third type). Discusses general approaches in the humanities from the perspective of the classics, nonclassic, postnonclassic and third paradigm.

STEM Education Problem Through Striking Differences Between Physics and Biology

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Nature Of Science ◽  
Stem Education ◽  
Functional Relationship ◽  
Theoretical Models ◽  
Natural Sciences ◽  
Physical Sciences ◽  
P Values ◽  
The Third ◽  
Differences Of Opinion ◽  
Biological Education

This work argues that fundamental differences of opinion as to the nature of science affect whether the “S” in STEM can really apply to all the natural sciences, which will affect how we structure and implement improvements in STEM education. The first part of the argument deals with often-taught definitions of words like “law” and “theory” that don’t really apply to much of physics. In the second part, we notes that mathematics remains inseparable from education in the physical sciences, but this is not the case in biology. Moreover, an appreciation for the worth of mathematical or theoretical models, even disjoint from experiments, is not generally a part of biological education. The third part is “the tyranny of hypotheses.” One of the “cultural” shocks I’ve had moving into biological fields is constantly hearing people talk about “hypotheses” and seeing a steady stream of bar graphs with asterisks and p-values. In physics, one almost never discusses hypotheses; rather, one test relationships between parameters, either analyzing them within some mechanistic framework, or empirically determining what the underlying functional relationship is.

New South African Review 3: The second phase – tragedy or farce? (John Daniel, Prishani Naidoo, Devan Pillay and Roger Southall, eds)

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Dirk Kotzé
Keyword(s):  
South Africa ◽  
South African ◽  
Social Practice ◽  
New South ◽  
Second Phase ◽  
Human Sciences ◽  
The South ◽  
Negotiated Settlement ◽  
The Third ◽  
Direct Competition

As the title indicates this publication is the third issue in a series of reviews. The first issue was subtitled 2010: Development or decline? (2010) and the second was New paths, old promises? (2011). These publications are edited in the Department of Sociology at Wits University as part of its Strategic Planning and Allocation of Resources Committee (SPARC) Programme. The series is intended to be a revival of the South African Review edited by the South African Research Service and published by Ravan Press in the 1980s and early 1990s. Arguably one of the best known of these series was issue seven edited by Steven Friedman and Doreen Atkinson, The Small Miracle: South Africa's negotiated settlement (1994). The latest publication should also be seen as direct competition for the Human Sciences Research Council's (HSRC) regular publication, State of the Nation. The New South African Review 3 is organised into four parts, namely Party, Power and Class; Ecology, Economy and Labour; Public Policy and Social Practice; and South Africa at Large. The four editors introduce each of the sections, consisting of 16 chapters in total. Thebook's format appears to be that of a yearbook but it is not linked to a specific year. It is therefore not in the same category as for example the South African Institute of Race Relations' annual South Africa Survey. The Review is organised around a theme, albeit very general in its formulation, and in the case of the third issue it is also not applicable to all its chapters. At the same time, though, it is not a yearbook as the choice of chapters and their foci are on the latest developments. 

scholarly journals Review of The Natural and the Human: Science and the Shaping of Modernity 1739-1841 [by Stephen Gaukroger]

2020 ◽  
Author(s):  
Catherine Abou-Nemeh
Keyword(s):  
Human Nature ◽  
Thirteenth Century ◽  
Human Science ◽  
Human Sciences ◽  
Scientific Culture ◽  
The West ◽  
Oxford University ◽  
The Third ◽  
And Behavior ◽  
Oxford University Press

This compelling and erudite book examines the emergence of the human sciences in the eighteenth and early nineteenth centuries and explores the rise of sensibility in studies of human nature and behavior. The Natural and the Human is the third installment of Stephen Gaukroger’s massive project that investigates the ways in which scientific values were consolidated into a dominant program of inquiry and shaped notions of modernity in the West from the thirteenth century onward. (The first two volumes, The Emergence of a Scientific Culture and The Collapse of Mechanism and the Rise of Sensibility, were published by Oxford University Press in 2006 and 2010, respectively.) <br>

The Strange Late Birth of the British Academy

2005 ◽  
Author(s):  
Richard Drayton
Keyword(s):  
Royal Society ◽  
Special Section ◽  
Natural Sciences ◽  
Human Sciences ◽  
Human Knowledge

The British Academy was founded in 1902. In November 1899, the Council of the Royal Society sent a letter to prominent scholars suggesting the formation of some body to represent Britain in disciplines other than the natural sciences. A meeting of the scholars gave its support for a suggestion that the Royal Society might give room to literary and human sciences in a special section, or support the foundation of a separate body. For over a year, the Royal Society deliberated, but concluded in June of 1901 that it could neither include the literary sciences within it, nor initiate the establishing of a British academy. It was thus the scientists who provided both stimulus and constraint for the mobilisation of human knowledge in the British Academy and to welcome all branches of intellectual enterprise within one temple.

Reflection of Chaos and Complexity Theory Properties within Classroom Discipline

2016 ◽  
pp. 151-164
Author(s):  
Fathimath Saeed
Keyword(s):  
Academic Achievement ◽  
Complexity Theory ◽  
Chaos Theory ◽  
Education System ◽  
Management Strategies ◽  
Natural World ◽  
Natural Sciences ◽  
Classroom Discipline ◽  
The World ◽  
Overall Performance

Chaos and complexity theory has been used in the study of the natural sciences for over thirty years. Throughout the years, experts from various fields have used it as a new way to view the world around them, including its applications to the field of education and subsystems within the education system. However very few studies have been conducted on the application of chaos theory to classroom discipline. The field of classroom discipline, like the natural world, can also be observed from this perspective because it exhibits many features of chaotic/complex systems. Classrooms are often described as complex, dynamic and unpredictable environments. This makes it difficult for teachers to understand and manage classroom discipline. This paper explores the complexity of classroom discipline and how the principles of chaos and complexity theory reflect on classroom discipline. This would help inform management strategies and alternatives that would in turn enhance and improve student academic achievement and overall performance.

Dilthey, Wilhelm (1833–1911)

2018 ◽  
Author(s):  
Rudolf A. Makkreel
Keyword(s):  
Lived Experience ◽  
Natural Sciences ◽  
Human Sciences ◽  
Critique Of Pure Reason ◽  
Descriptive Psychology ◽  
Wilhelm Dilthey ◽  
Ordinary Life ◽  
Philosophy Of Life ◽  
Causal Laws ◽  
The Way

Wilhelm Dilthey saw his work as contributing to a ‘Critique of Historical Reason’ which would expand the scope of Kant’s Critique of Pure Reason by examining the epistemological conditions of the human sciences as well as of the natural sciences. Both kinds of science take their departure from ordinary life and experience, but whereas the natural sciences seek to focus on the way things behave independently of human involvement, the human sciences take account of this very involvement. The natural sciences use external observation and measurement to construct an objective domain of nature that is abstracted from the fullness of lived experience. The human sciences (humanities and social sciences), by contrast, help to define what Dilthey calls the historical world. By making use of inner as well as outer experience, the human sciences preserve a more direct link with our original sense of life than do the natural sciences. Whereas the natural sciences seek explanations of nature, connecting the discrete representations of outer experience through hypothetical generalizations and causal laws, the human sciences aim at an understanding that articulates the fundamental structures of historical life given in lived experience. Finding lived experience to be inherently connected and meaningful, Dilthey opposed traditional atomistic and associationist psychologies and developed a descriptive psychology that has been recognized as anticipating phenomenology. Dilthey first thought that this descriptive psychology could provide a neutral foundation for the other human sciences, but in his later hermeneutical writings he rejected the idea of a foundational discipline or method. Thus he ends by claiming that all the human sciences are interpretive and mutually dependent. Hermeneutically conceived, understanding is a process of interpreting the ‘objectifications of life’, the external expressions or manifestations of human thought and action. Interpersonal understanding is attained through these common objectifications and not, as is widely believed, through empathy. Moreover, to fully understand myself I must analyse the expressions of my life in the same way that I analyse the expressions of others. Not every aspect of life can be captured within the respective limits of the natural and the human sciences. Dilthey’s philosophy of life also leaves room for a kind of anthropological reflection whereby we attempt to do justice to the ultimate riddles of life and death. Such reflection receives its fullest expression in worldviews, which are overall perspectives on life encompassing the way we perceive and conceive the world, evaluate it aesthetically and respond to it in action. Dilthey discerned many typical worldviews in art and religion, but in Western philosophy he distinguished three recurrent types: the worldviews of naturalism, the idealism of freedom and objective idealism.

scholarly journals Chaos, Complexity, and Contingency Theories: A Comparative Analysis and Application to the 21st Century Organization

2020 ◽  
Vol 9 (1) ◽  
pp. 44
Author(s):  
Franklin M. Lartey
Keyword(s):  
Complexity Theory ◽  
21St Century ◽  
Chaos Theory ◽  
Self Organization ◽  
Organizational Leaders ◽  
Unexpected Events ◽  
Regulatory Changes ◽  
Starting Point ◽  
Key Concepts ◽  
Organizational Purpose

Organizations in the 21st century deal with constant changes such as globalization, technological evolutions, regulatory changes, competition, and other unexpected events, among others. These challenges can be viewed and addressed through the lenses of contemporary theories. This paper selected three contemporary theories namely chaos, complexity, and contingency theories, and presented their foundations and characteristics by comparing and contrasting their key concepts. These concepts include nonlinearity, feedback, bifurcation, strange attractors, fractals, and self-organization for chaos theory; nonlinearity, dynamism, feedback, self-organization, emergence, and adaptability for complexity theory; and adaptation, equifinality, effectiveness, and congruency for contingency theory. Examples of studies and organizational applications of these theories were provided, and implications for scholars and organizational leaders were discussed. By explaining notions such as how the capacity of a system could be greater than the sum of the capacities of its subunits, this paper can act as a starting point for anyone seeking to understand the three theories or use them for research or organizational purpose.

scholarly journals Natural Sciences and Social Sciences

2020 ◽  
Vol 15 (1) ◽  
pp. 111-119
Author(s):  
C.S.A (Kris) van Koppen
Keyword(s):  
Social Sciences ◽  
Social Economic ◽  
Natural Sciences ◽  
Human Sciences ◽  
The Social ◽  
Nature And Society

Klintman, Mikael. 2017. Human Sciences and Human Interests: Integrating the Social, Economic, and Evolutionary Sciences. London: Routledge.Jetzkowitz, Jens. 2019. Co-evolution of Nature and Society: Foundations for Interdisciplinary Sustainability Studies. London: Palgrave Macmillan.

scholarly journals The Management of Accountability for Innovation in an Organization

2019 ◽  
Vol 10 (5) ◽  
pp. 65
Author(s):  
Abu-Hussain Jamal ◽  
Oleg Tilchin
Keyword(s):  
Innovation Process ◽  
Innovation Activity ◽  
Second Step ◽  
Step Method ◽  
The Third ◽  
Process Characteristics ◽  
Innovative Process ◽  
New Ideas ◽  
Group Members ◽  
Accountability Management

The suggested comprehensive three-step method for management of the employees’ accountability for innovation is aimed at intensification of the innovation activity in an organization. The innovation process is characterized by suitability, feasibility, and applicability of the ideas. It is performed by the phases: finding new ideas, evaluation of ideas, development of ideas including their experimentation and implementation. Change of the innovation process characteristics causes the need of the accountability management. As a result of the management, the accountability characteristics such as a sphere, a level, and a measure of the employees’ accountability for innovation are changed. The method is realized by sequence of the steps: setting accountability, evaluating accountability, and managing accountability. The steps are aligned with the innovative process phases. At the first step, the spheres and the levels of employees’ accountability for generating ideas are set. At the second step, the spheres, levels, and measures of employees’ accountability for development of the ideas are determined. The measure of accountability characterizes accountability of the members of the dynamic and heterogeneous group which is self-formed by employees as a result of the idea assessment. It is set equal to the idea value. The idea value is calculated by summation of assessments of the innovative process characteristics. At the third step, the spheres, levels, and measures of employees’ accountability while development of the ideas are guided. Sharing accountability among the group members is based on their knowledge and skills. The preferable innovation direction and the key idea are revealed.

Coping Better with the Project´s Unknown Unknowns

2020 ◽  
pp. 1419-1440
Author(s):  
Yvonne-Gabriele Schoper ◽  
Fritz Böhle ◽  
Eckhard Heidling
Keyword(s):  
Project Management ◽  
Modern Philosophy ◽  
Practical Wisdom ◽  
Technical Skills ◽  
Natural Sciences ◽  
Know How ◽  
The Third ◽  
Stable Conditions ◽  
Influencing Parameters ◽  
And Mathematics

It is the goal of management to overcome and delete uncertainty. Uncertainty is seen as an obstacle and threat for successful management. However projects are full of uncertainty. Successful project management therefore aims to overcome and ideally delete uncertainty as far as possible. In project management, uncertainty and risk are often used synonymously. Current project management methodology contains only technics how to manage risk in projects. The assessment of risks is based on the precondition of stable conditions and the idea that the influencing parameters are known, assessable and calculable. Since more than 2,000 years it is the aim of the Western cultures to master the nature by natural sciences and mathematics. In the last three centuries of Modern Philosophy the perspective developed that analytical scientific know how (episteme) and technical skills (techne) can master any kind of complexity and risk. The third traditional Aristotelian competence, the practical wisdom (phronesis) however was perceived as not acknowledgeable.

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