scholarly journals REMARKS ON ATLANTIS RESEARCH WITH REGARD TO V. BRUSOV’S LIFE AND CREATIVITY

2019 ◽  
pp. 196-214
Author(s):  
ALEXANDER VORONIN
Keyword(s):  
Scientific Issue

The goal of the paper is to trace the origin of V. Brusov’s interest in Atlantis research. The idea of the Lost Paradise, or Atlantis, is inherent in the poet’s early stuff. The paper’s author analyzes V. Brusov’s works devoted to Atlantis, including those unpublished, and concludes that to resolve «the non-scientific» issue referring to Atlantis V. Brusov had been the first who intended to involve the interdisciplinary sciences that were applied only in the mid-XX century.

scholarly journals Epistemic Obligations of the Laity

Episteme ◽  
2021 ◽  
pp. 1-15
Author(s):  
Boyd Millar
Keyword(s):  
Expert Consensus ◽  
Standard Assumption ◽  
Scientific Issue ◽  
Negative Impacts ◽  
Epistemic Obligation ◽  
Doxastic Attitudes ◽  
Epistemic Obligations

Abstract Very often when the vast majority of experts agree on some scientific issue, laypeople nonetheless regularly consume articles, videos, lectures, etc., the principal claims of which are inconsistent with the expert consensus. Moreover, it is standardly assumed that it is entirely appropriate, and perhaps even obligatory, for laypeople to consume such anti-consensus material. I maintain that this standard assumption gets things backwards. Each of us is particularly vulnerable to false claims when we are not experts on some topic – such falsehoods have systematic negative impacts on our doxastic attitudes that we can neither prevent nor correct. So, when there is clear expert consensus on a given scientific issue, while it is permissible for experts to consume anti-consensus material, laypeople have an epistemic obligation to avoid such material. This argument has important consequences for philosophical discussions of our epistemic obligations to perform or omit belief-influencing actions. Such discussions typically abstract away from the important differences between experts and laypeople. Accordingly, we should reject this typical practice as problematic, and insist instead that laypeople and experts have fundamentally different epistemic obligations.

scholarly journals Non-g Factors Predict Educational and Occupational Criteria: More than g

2018 ◽  
Vol 6 (3) ◽  
pp. 43 ◽  
Author(s):  
Thomas Coyle
Keyword(s):  
Standardized Tests ◽  
Future Research ◽  
Special Issue ◽  
Opposite Pattern ◽  
College Majors ◽  
Verbal Abilities ◽  
Scientific Issue ◽  
Armed Services ◽  
Integration Effort ◽  
G Factors

In a prior issue of the Journal of Intelligence, I argued that the most important scientific issue in intelligence research was to identify specific abilities with validity beyond g (i.e., variance common to mental tests) (Coyle, T.R. Predictive validity of non-g residuals of tests: More than g. Journal of Intelligence 2014, 2, 21–25.). In this Special Issue, I review my research on specific abilities related to non-g factors. The non-g factors include specific math and verbal abilities based on standardized tests (SAT, ACT, PSAT, Armed Services Vocational Aptitude Battery). I focus on two non-g factors: (a) non-g residuals, obtained after removing g from tests, and (b) ability tilt, defined as within-subject differences between math and verbal scores, yielding math tilt (math > verbal) and verbal tilt (verbal > math). In general, math residuals and tilt positively predict STEM criteria (college majors, jobs, GPAs) and negatively predict humanities criteria, whereas verbal residuals and tilt show the opposite pattern. The paper concludes with suggestions for future research, with a focus on theories of non-g factors (e.g., investment theories, Spearman’s Law of Diminishing Returns, Cognitive Differentiation-Integration Effort Model) and a magnification model of non-g factors.

Promoting RRI and active citizenship in an inquiry-based controversial socio-scientific issue: the case of cholesterol regulation with statins

2018 ◽  
Vol 53 (5) ◽  
pp. 548-560 ◽  
Author(s):  
Andreas Ch. Hadjichambis ◽  
Yiannis Georgiou ◽  
Demetra Paraskeva Hadjichambi ◽  
Eleni A. Kyza ◽  
Andria Agesilaou ◽  
...  
Keyword(s):  
Active Citizenship ◽  
Scientific Issue ◽  
Cholesterol Regulation

scholarly journals Raising Awareness About Birth Control

2020 ◽  
Vol 5 (1) ◽  
pp. 24-28
Author(s):  
Haley Gabel ◽  
Claire Snowden
Keyword(s):  
High School Students ◽  
Birth Control ◽  
Teenage Pregnancy ◽  
Catholic School ◽  
Control Methods ◽  
Crucial Issue ◽  
School Students ◽  
Scientific Issue ◽  
Raising Awareness ◽  
Average Person

The socio-scientific issue that we studied was methods of birth control and how they may be influenced by political, ethical and religious controversies. In our study we uncovered how much knowledge an average person has about such a common and crucial issue. We concluded, based on our mini study, that 74% of high school students attending Catholic school in 2012 did not receive any education about methods of birth control. In addition, 85% of the general public that we surveyed are supporters of birth control. We feel that young people need more education about birth control. We would like to spread awareness about primary types of birth control methods. We wrote letters to six popular teenage and young adult magazines. We also created a video featuring an interview with our health education teacher, which we posted to YouTubeTM with her permission. Educating youth can help change the rates of teenage pregnancy and avoid any unnecessary controversy about emergency methods such as abortion.

The development and implementation of a heuristic for teaching reflective scientific skepticism within a socio-scientific issue instructional framework

2018 ◽  
Author(s):  
◽  
Andrew T. Kinslow
Keyword(s):  
Student Development ◽  
Scientific Literacy ◽  
Scientific Reasoning ◽  
Vaccine Safety ◽  
University Of Missouri ◽  
School Class ◽  
Academic Fields ◽  
Scientific Issue ◽  
High School Class ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Science ideas are frequently miscommunicated or distorted. In our digital age, a social media post may provoke an emotional response triggering a cascade of replies that spread misinformation about a socio-scientific issue such as a disease outbreak, genetically modified foods, or vaccine safety. Other times, as in the case of climate change denial, science ideas may be deliberately distorted in order to manipulate public opinion toward a special interest group's agenda. Citizens need functional scientific literacy that includes reflective scientific skepticism in order to navigate these hurdles. This multiple manuscript dissertation draws from a comprehensive review of the literature from diverse academic fields and proposes a heuristic for fostering the development of reflective scientific skepticism. The heuristic informed the curriculum development and instruction for a high school class studying contemporary socio-scientific issues. Using a multiple methods approach, I explored student development of reflective scientific skepticism in the context of the generation and communication of science knowledge within this class. Students showed gains in both socio-scientific reasoning, generally, and in reflective scientific skepticism, specifically. Findings informed further revision of the heuristic. Implications for instruction and research are discussed.

Conflict Resolution

1994 ◽  
Vol 15 (1) ◽  
pp. 16-22
Author(s):  
Morton Deutsch ◽  
Ellen Brickman
Keyword(s):  
Conflict Resolution ◽  
Social Change ◽  
Social Disorder ◽  
Social Scientists ◽  
Potential Conflict ◽  
Reasonable Degree ◽  
Scientific Issue ◽  
The People ◽  
Positive Functions ◽  
Better Than

An Orientation to Conflict Conflict is like sex: it is an important and pervasive aspect of life. It should be enjoyed and should occur with a reasonable degree of frequency, and after a conflict is over the people involved should feel better than they did before. Some psychiatrists and social scientists have given conflict a bad reputation by linking it with psychopathology, social disorder, and war. Conflict can be dysfunctional, but it also can be productive. It has many positive functions, including preventing stagnation and stimulating interest and curiosity. It is the medium through which problems can be aired and solutions developed. It is the root of personal and social change. The practical and scientific issue is not how to eliminate or prevent conflict but rather how to have lively controversy rather than deadly quarrels. A conflict exists whenever incompatible activities occur. The incompatible actions may originate in one person, group, or nation (intrapersonal, intragroup, or intranational) or they may reflect incompatible actions of two or more persons, groups, or nations (interpersonal, intergroup, or international). An action that is incompatible with another action prevents, obstructs, interferes, injures, or in some way makes the latter less likely or effective. A potential conflict exists when the parties involved perceive themselves to have incompatible values, interests, goals, needs, or beliefs.

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