How to Reconcile the Past and the Present

In Western culture, or in what today is called global civilization despite its diverse traits and contradictory evaluations, the relationship with the past has always been both profound and contradictory and in some cases even conflicting. Actualization of the past has occurred in different periods of time and for a large variety of reasons simultaneously assuming cognitive, contemplative, evocative, emulative, normative forms. In this continuous and multi-faceted process, ideological and political motivations led to the revival and legacy of the past seen, from time to time, as an analogical model, a foundation of identity, a source of ethical and aesthetic inspiration, or a tool for cultural formation and social pedagogy. In this sense, the past has become an absolute cultural value and – ideally – has constituted a powerful paradigm for the conception of new models and new metaphors for the construction of material and immaterial forms of the present.

Modeller i kjemiundervisning - et eksempel på hvordan de kan bidra til læring og feillæring

We discuss the use of analogical models in science education using examples from online learning resources. We have conducted a teaching program for a group of 7th grade pupils and a group of science teacher students, and the main theme of this program is the use of models in chemistry. Specifically, we study the effect of an analogical model that is designed to promote understanding of the properties of molecules, related to a paper chromatography experiment. Our research indicates that analogical models can be a useful tool to convey understanding of abstract concepts and non-visible phenomena, but they hold serious pitfalls that can lead to misunderstandings amongst students if not used in a proper manner. These findings are in line with other studies. Our data indicate that respondents` knowledge about molecular properties may have increased after participating in this teaching program. However, both groups of respondents consistently used wrong properties to explain the paper chromatography experiment. Conversation transcripts and respondents` models indicate that these misconceptions are enhanced by the analogical model they were given to work with during the teaching program. Based on our findings, we give some advice for how to best present analogies in the classroom.

The Analogical Model of Cognitive Principles and Its Significance for the Dialogue between Science and Theology

Analogical models in science enable us to understand unobservable theoretical entities. We need this basic understanding, even in the case of mental phenomena, where multiple cognitive principles are involved. In this article, we suggest an analogical model of cognition that incorporates basic insights from the philosophies of science and theology, which could serve as a point of contact for the dialogue between science and theology. For this purpose, we presuppose six stages of understanding and the existence of six different theoretical cognitive principles that have their own characteristics, which coincide with some Biblical characters, theological reflections and scientific approaches to finding the truth. The choice of the analogical model and the cognitive principles is justified with their ability to organize, structure and make sense of different segments of scientific and theological knowledge, which otherwise seem confused, unrelated and without structure. The analogical model gives us a big picture of their relations and confirms the ability of the observable macroworld and phenomenological experience to assist us in understanding the realities that, at first sight, seem incomprehensible.

Analogical Model Development Methodology For Mathematical Modeling Of Energy Efficiency Control System

This article presents the methods and principles of developing an analogue model for mathematical modeling of energy efficiency management systems.

A Usage-Based Perspective on Spanish Variable Clitic Placement

This study provides a usage-based analysis of Spanish Variable Clitic Placement (VCP). A variationist analysis of VCP in spoken Argentine Spanish indicates that VCP grammar is constrained by lexical (finite verb) and semantic (animacy) factors. Considering the finite effect, the study focuses on usage-based accounts for the gradience attested across finite verb constructions. Grammaticalized meaning and increased frequency tend to account for VCP in general. However, one [tener que + infinitive] construction is found exceptional in that it favors enclisis despite its grammaticalized meaning of obligation and its high frequency of use. Data from a larger corpus indicate that the [tener que + infinitive] construction lacks unithood, signaling great analyzability of its component elements. Through an exemplar analysis, the [haber que ‘must’ + infinitive] construction that categorically takes enclisis and which is strongly linked to [tenerque + infinitive] diachronically, semantically, and structurally emerges as a likely analogical model for VCP with tener que, pushing tener que towards enclisis. This study not only illustrates how usage-based linguistics can capture VCP more generally, but also how this framework provides powerful tools to discover the constraints on VCP in naturalistic use in order to account for individual construction behavior.

Sentence-level constructions: A demonstration in support of Ambridge (2020)

Ambridge reviews and augments an impressive body of research demonstrating both the advantages and the necessity of an exemplar-based model of knowledge of one’s language. He cites three computational models that have been applied successfully to issues of phonology and morphology. Focusing on Ambridge’s discussion of sentence-level constructions, this commentary cites additional research in support of his exemplar hypothesis. It then provides an informal demonstration of how Skousen’s (1989) Analogical Model might be extended to the processing of sentence-level constructions.

THE STUDY OF FOSSILS IN LEIBNIZ'S PROTOGAEA: TOWARDS A RECONCTRUCTION OF THE ROLE OF TECHNOLOGICAL MODELS IN EARLY MODERN PALEONTOLOGY

ABSTRACT The article is a detailed examination of practices originating in technology and art that were used as heuristically fertile models in Leibniz's Protogaea (1749) to explain the processes of fossilization and demonstrate the animal origin of fossils. Particular importance is given to engravings on copper, which, besides being the technique used to execute the plates in the Protogaea, also became an analogical model for the interpretation of fish fossils. These aspects of the Protogaea are contextualised within the broader framework of the interaction between artisanal and theoretical modes of knowledge in the Scientific Revolution and the still little-known historical development of this interaction in the field of paleontology.

Accretion theory of ideation: evaluation regimes for ideation stages

This paper presents an exercise on theory building to characterise design ideation. It starts by examining how early ideas are defined and evaluated in the literature. An essentialist view is identified that explains the creativity of a final design solution by the creative qualities of early ideas attributed by external judges. Criteria for a theory of ideation that does not rely on the primacy of essence are enumerated. Advanced professional practice is examined to understand evaluation of early ideas ‘in the wild’. Accretion is then introduced as an analogical model to imaginatively drive definitions and conjectures about idea formation in the co-evolution of problem and design spaces. Vignettes from ideation episodes are used to illustrate an accretion theory of ideation. An accretion theory supports new ways to think about ideation as a complex formation process where creative solutions emerge from the synthesis of a multitude of fragmentary and partial ideas – or ‘ideasimals’. An accretion theory of ideation helps to explain the creative value of a final design solution without relying on early ideas having a creative essence, because the creativity of a solution is viewed as emergent rather than present in early versions. An accretion lens is used to suggest new ideation metrics to study the qualities of idea fragments and the process of idea formation. Definitions and relevant assessment regimes for different stages of ideation are discussed. The paper concludes with a discussion on entailments of an accretion theory and next steps for this theory building enterprise.

Images and Theories

The paper examines how images, technological-artistic knowledge and theories interacted with each other in early modern geology. Casting techniques provided Leonardo da Vinci (1452–1519) with an analogical model for the study of fossils, which he expounded using only texts and theories, not images. For painter Agostino Scilla, on the other hand, images of fossils and animals (La Vana speculazione disingannata dal senso, Napoli, 1670) were the key-feature of his approach, intentionally limited to the external aspects of the specimen, the very domain of the painter. Theories and microscopic examination of the internal aspects orientated Robert Hooke’s visual comparisons in Micrographia (London, 1665), aimed at demonstrating the organic origin of fossils, while, in the same period, visual comparisons were used to support opposite interpretations of fossils as well, like in the case of Francesco Stelluti.