This thesis aims to analyze and discuss the historiography of archaeology. It specifically focuses on:
1) Presenting key concepts from the history and philosophy of science relevant to writing disciplinary history.
2) Analyzing different forms of history written about archaeology and how it is used to legitimize the field.
3) Exemplifying the issues through analysis of three classic histories of archaeology.
The thesis argues that historical accounts of archaeology take different forms and purposes, and it is important to consider the theoretical and methodological issues involved in writing disciplinary history. It analyzes works by Glyn Daniel, Ole Klindt-Jensen, and Bruce Trigger, finding tendencies towards internalism and Wh
What (Good) is Historical Epistemology Thomas Sturm ref.docxphilipnelson29183
What (Good) is Historical
Epistemology?
Thomas Sturm reflects on a conference on historical epistemology, held at the
MPIWG in July 2008, which brought together historians and philosophers of science.
• AUG 31, 2008
• Thomas Sturm
•
• DEPT. I
Philosophical epistemology aims to clarify what knowledge is, whether we possess
any of it, and how we can justify our knowledge claims, including scientific ones.
While epistemology is a strong branch of current philosophy, its universalistic
pretensions have often been criticized. In particular, it has been suggested that
knowledge is situated in contexts (biological, social, historical, material) and that
epistemology cannot afford to ignore these contexts. One such challenge, which has
recently attracted many historians of science, has been named “historical
epistemology”. Yet there are several different versions of this approach. The
conference aimed to clarify and evaluate these in talks and discussions with
internationally leading historians of epistemology and philosophers and historians of
science. The conference attracted over 120 guests from Europe, America, and Asia,
who work in disciplines as diverse as philosophy, history of science, physics, geology,
economics, sociology, psychology, art history, and philology.
The guiding task was to clarify what versions of historical epistemology exist and the
pros and cons each of them presents. What kind of historical enterprise is historical
epistemology? What are its basic assumptions, and what are their rationales?
Moreover, in what sense is such a focus on epistemic categories and practices itself a
form of epistemology (or philosophy of science)? As papers and discussions were
based on studies about specific topics that exemplify or test one or another version of
historical epistemology, the conference covered a wide variety of issues. These
included the historicity of epistemological categories and standards (such as the
replication of experiments in the seventeenth and eighteenth centuries, the relation
between perception and judgment, or different models of explanation and causal
inference); the historicity of epistemic objects, that is, the “birth, life, and death” of
real or apparent objects of research (like phlogiston, the electron, memory, or the
economy); and models of scientific development, which were either guided by a neo-
Kantian framework or tried to deal with alleged cases of incommensurability by
means of theories of concepts from recent cognitive science.
https://www.mpiwg-berlin.mpg.de/dept-one
The way the program was organized reflected three versions of historical
epistemology, as they are practiced by researchers at the MPIWG. Each has its own
points of contact to philosophical epistemology and the philosophy of science: (1)
According to Lorraine Daston, historical epistemology raises “the Kantian question
about the preconditions that make thinkin.
Sujay core principles of twenty first century historiography final final finalSujay Rao Mandavilli
This paper extends the concepts delineated in our earlier paper ‘Historiography by Objectives: A new approach for the study of history within the framework of the proposed Twenty-first Century school of Historiography’ and uses them to enunciate the core principles which we believe will form a part of the proposed Twenty-first century school of Historiography. This paper therefore strives to provide the vehicular platform upon which the objectives set forth in the aforesaid paper should be ideally nurtured and furthered. This paper additionally strives to buttress and substantiate our proposals with further arguments. The Twenty-first century school of historiography, it must be stated at the very outset, does not stem from any kind of a rebellious, a contrarian or a recalcitrant approach but intends to ensure that the field is suitably modernized keeping in mind the requirements of the Twenty-first century without jettisoning appreciable or profitable aspects of existing approaches. This paper attempts, at the same time to steer clear of the perils and pitfalls of postmodernism and intellectual nerdism and forge a new trajectory altogether. This approach also seeks to be as commodious and all-encompassing as possible by proactively embracing as many existing approaches as possible except dour and anachronistic ones, and others that have outlived their utility. It also seeks to formulate dialectical approaches in all facets and endeavours. We also argue that this is not only because all existing approaches are inadequate to cater to the rapidly changing requirements of the Twenty-First Century but also because we are already at the thin end of the wedge and existing approaches are inevitably fraught with unsavoury consequences, and will throw up counter-reactions in the longer term. As noted in our earlier papers, dialectical approaches and approaches based on critical analysis and scientific method would be the key to grappling with the sobering realities and the changed requirements of the Twenty-first century and would be the keystone to further progress across varied disciplines. This paper also emphasizes the proactive aspect of historiography, as this is at the core of all efforts to make it a meaningful and a modern discipline. This paper also delineates the social duties and functions of a historian and reinforces his role and duties in ushering in rapid social and cultural change and expediting scientific progress across disciplines. ‘Historiography by Objectives’ and other attendant approaches, first mooted in the aforesaid paper, continue, of course, to be an inalienable part of the overall proposals of this paper.
Sujay Investigative Historiography FINAL FINAL FINAL FINAL FINAL.pdfSujay Rao Mandavilli
This is our fifth paper on twenty-first century historiography. In the first paper, which was published
by us in the year 2015, we had defined and set forth the core objectives of what we called twentyfirst century historiography. In the second paper published by us in 2016, we had postulated the
core principles of twenty-first century historiography. In the third paper published by us in 2018, we
had had introduced the concept of Anthropological Historiography wherein we had sought to
integrate history with pre-history and proto-history much better. In the fourth paper on qualified
historiography published by us in 2022, we had tried to explain how historiography could be dealt
with in the case of the unreliability and uncertainty of narratives. In the present paper, we put
forward a case for investigative historiography which can be developed as a niche area well within
mainstream twenty-first century historiography. The objective of this niche sub-field would be to lay
bare the tools, techniques and the scientific methods that could be employed and put to use in
carrying out historical investigations. Some of these tools and techniques may already exist and may
already be in use, but we put forward new approaches keeping in mind the overall philosophy of
twenty-first century historiography. Of course, the outputs of investigative historiography would
provide crucial inputs into mainstream twenty-first century historiography, and investigative
historiography would be an essential cog in the wheel of historical and scientific research.
Science is a sphere of human activity in which objective knowledge about reality is developed and systematized theoretically. The main functions of science are explanatory and predictive functions. Science is a complex multifaceted integral phenomenon, and the process of development of scientific knowledge is not a unidirectional process, but a nonlinear one, characterized by multidirection. This is a process in which new growth points, diverse opportunities and situations of choice arise.
Science studies not only the surrounding reality, but also itself as a part of this reality. There is a whole complex of disciplines studying science, which includes the history and logic of science, psychology of scientific creativity, sociology of knowledge, etc. However, it is the philosophy of science that studies science as an integral phenomenon, exploring the general laws of scientific and cognitive activity, the structure and dynamics of scientific knowledge, its levels and forms, its socio-cultural determination, means and methods of scientific cognition, ways of its justification and mechanisms of knowledge development.
The philosophy of science began to take shape in the middle of the twentieth century. As a scientific discipline, the philosophy of science differs from the direction in Western and domestic philosophy, which bears the same name and originated a century earlier.
‘Trading Zones’: archaeology and the disunity of science thesis
Benjamin Manktelow, University of Sheffield
b.manktelow@sheffield.ac.uk
A ‘trading zone’, as defined within the philosophy of science, is an ad-hoc academic grouping that exists outside of traditional disciplinary boundaries. Such trading zones are never swallowed by a parent discipline. Members either perform research into the same phenomena, but using different approaches, or they utilise the same approaches, but to investigate different phenomena.
This working paper will take the above as a starting point and present the idea of archaeology as a trading zone, thereby questioning the affects this has on current conceptions of landscape archaeology. Such a viewpoint would open up the possibility of dialogue, and potentially bridge the gap, between the humanities (post-processual) and sciences (processual), which have increasingly become segregated within archaeology, especially in studies of the landscape.
This presentation will be drawn from the first section of ongoing research into a ‘disunity of archaeology’ model.
What (Good) is Historical Epistemology Thomas Sturm ref.docxphilipnelson29183
What (Good) is Historical
Epistemology?
Thomas Sturm reflects on a conference on historical epistemology, held at the
MPIWG in July 2008, which brought together historians and philosophers of science.
• AUG 31, 2008
• Thomas Sturm
•
• DEPT. I
Philosophical epistemology aims to clarify what knowledge is, whether we possess
any of it, and how we can justify our knowledge claims, including scientific ones.
While epistemology is a strong branch of current philosophy, its universalistic
pretensions have often been criticized. In particular, it has been suggested that
knowledge is situated in contexts (biological, social, historical, material) and that
epistemology cannot afford to ignore these contexts. One such challenge, which has
recently attracted many historians of science, has been named “historical
epistemology”. Yet there are several different versions of this approach. The
conference aimed to clarify and evaluate these in talks and discussions with
internationally leading historians of epistemology and philosophers and historians of
science. The conference attracted over 120 guests from Europe, America, and Asia,
who work in disciplines as diverse as philosophy, history of science, physics, geology,
economics, sociology, psychology, art history, and philology.
The guiding task was to clarify what versions of historical epistemology exist and the
pros and cons each of them presents. What kind of historical enterprise is historical
epistemology? What are its basic assumptions, and what are their rationales?
Moreover, in what sense is such a focus on epistemic categories and practices itself a
form of epistemology (or philosophy of science)? As papers and discussions were
based on studies about specific topics that exemplify or test one or another version of
historical epistemology, the conference covered a wide variety of issues. These
included the historicity of epistemological categories and standards (such as the
replication of experiments in the seventeenth and eighteenth centuries, the relation
between perception and judgment, or different models of explanation and causal
inference); the historicity of epistemic objects, that is, the “birth, life, and death” of
real or apparent objects of research (like phlogiston, the electron, memory, or the
economy); and models of scientific development, which were either guided by a neo-
Kantian framework or tried to deal with alleged cases of incommensurability by
means of theories of concepts from recent cognitive science.
https://www.mpiwg-berlin.mpg.de/dept-one
The way the program was organized reflected three versions of historical
epistemology, as they are practiced by researchers at the MPIWG. Each has its own
points of contact to philosophical epistemology and the philosophy of science: (1)
According to Lorraine Daston, historical epistemology raises “the Kantian question
about the preconditions that make thinkin.
Sujay core principles of twenty first century historiography final final finalSujay Rao Mandavilli
This paper extends the concepts delineated in our earlier paper ‘Historiography by Objectives: A new approach for the study of history within the framework of the proposed Twenty-first Century school of Historiography’ and uses them to enunciate the core principles which we believe will form a part of the proposed Twenty-first century school of Historiography. This paper therefore strives to provide the vehicular platform upon which the objectives set forth in the aforesaid paper should be ideally nurtured and furthered. This paper additionally strives to buttress and substantiate our proposals with further arguments. The Twenty-first century school of historiography, it must be stated at the very outset, does not stem from any kind of a rebellious, a contrarian or a recalcitrant approach but intends to ensure that the field is suitably modernized keeping in mind the requirements of the Twenty-first century without jettisoning appreciable or profitable aspects of existing approaches. This paper attempts, at the same time to steer clear of the perils and pitfalls of postmodernism and intellectual nerdism and forge a new trajectory altogether. This approach also seeks to be as commodious and all-encompassing as possible by proactively embracing as many existing approaches as possible except dour and anachronistic ones, and others that have outlived their utility. It also seeks to formulate dialectical approaches in all facets and endeavours. We also argue that this is not only because all existing approaches are inadequate to cater to the rapidly changing requirements of the Twenty-First Century but also because we are already at the thin end of the wedge and existing approaches are inevitably fraught with unsavoury consequences, and will throw up counter-reactions in the longer term. As noted in our earlier papers, dialectical approaches and approaches based on critical analysis and scientific method would be the key to grappling with the sobering realities and the changed requirements of the Twenty-first century and would be the keystone to further progress across varied disciplines. This paper also emphasizes the proactive aspect of historiography, as this is at the core of all efforts to make it a meaningful and a modern discipline. This paper also delineates the social duties and functions of a historian and reinforces his role and duties in ushering in rapid social and cultural change and expediting scientific progress across disciplines. ‘Historiography by Objectives’ and other attendant approaches, first mooted in the aforesaid paper, continue, of course, to be an inalienable part of the overall proposals of this paper.
Sujay Investigative Historiography FINAL FINAL FINAL FINAL FINAL.pdfSujay Rao Mandavilli
This is our fifth paper on twenty-first century historiography. In the first paper, which was published
by us in the year 2015, we had defined and set forth the core objectives of what we called twentyfirst century historiography. In the second paper published by us in 2016, we had postulated the
core principles of twenty-first century historiography. In the third paper published by us in 2018, we
had had introduced the concept of Anthropological Historiography wherein we had sought to
integrate history with pre-history and proto-history much better. In the fourth paper on qualified
historiography published by us in 2022, we had tried to explain how historiography could be dealt
with in the case of the unreliability and uncertainty of narratives. In the present paper, we put
forward a case for investigative historiography which can be developed as a niche area well within
mainstream twenty-first century historiography. The objective of this niche sub-field would be to lay
bare the tools, techniques and the scientific methods that could be employed and put to use in
carrying out historical investigations. Some of these tools and techniques may already exist and may
already be in use, but we put forward new approaches keeping in mind the overall philosophy of
twenty-first century historiography. Of course, the outputs of investigative historiography would
provide crucial inputs into mainstream twenty-first century historiography, and investigative
historiography would be an essential cog in the wheel of historical and scientific research.
Science is a sphere of human activity in which objective knowledge about reality is developed and systematized theoretically. The main functions of science are explanatory and predictive functions. Science is a complex multifaceted integral phenomenon, and the process of development of scientific knowledge is not a unidirectional process, but a nonlinear one, characterized by multidirection. This is a process in which new growth points, diverse opportunities and situations of choice arise.
Science studies not only the surrounding reality, but also itself as a part of this reality. There is a whole complex of disciplines studying science, which includes the history and logic of science, psychology of scientific creativity, sociology of knowledge, etc. However, it is the philosophy of science that studies science as an integral phenomenon, exploring the general laws of scientific and cognitive activity, the structure and dynamics of scientific knowledge, its levels and forms, its socio-cultural determination, means and methods of scientific cognition, ways of its justification and mechanisms of knowledge development.
The philosophy of science began to take shape in the middle of the twentieth century. As a scientific discipline, the philosophy of science differs from the direction in Western and domestic philosophy, which bears the same name and originated a century earlier.
‘Trading Zones’: archaeology and the disunity of science thesis
Benjamin Manktelow, University of Sheffield
b.manktelow@sheffield.ac.uk
A ‘trading zone’, as defined within the philosophy of science, is an ad-hoc academic grouping that exists outside of traditional disciplinary boundaries. Such trading zones are never swallowed by a parent discipline. Members either perform research into the same phenomena, but using different approaches, or they utilise the same approaches, but to investigate different phenomena.
This working paper will take the above as a starting point and present the idea of archaeology as a trading zone, thereby questioning the affects this has on current conceptions of landscape archaeology. Such a viewpoint would open up the possibility of dialogue, and potentially bridge the gap, between the humanities (post-processual) and sciences (processual), which have increasingly become segregated within archaeology, especially in studies of the landscape.
This presentation will be drawn from the first section of ongoing research into a ‘disunity of archaeology’ model.
Development of Social Sciences in Dissertations of Immanuel Wallerstein - Imp...RemigiuszRosicki
This paper presents an analysis of the social science development concept of Immanuel Wallerstein. In general terms we can say that the development of social sciences was based on a process of emancipation of individual subjects of research and validation of research methods.
I. Wallerstein drew attention to the process of emancipation of individual disciplines, therefore
we can talk about the separation of philosophy, followed by social sciences and, negatively evaluated by I. Wallerstein, applied social sciences. With the constitution of individual disciplines
we dealt with the process of polarising methodological positions, which can be roughly described as the concept of two cultures. The text describes the following issues: (1) the directions
of emancipation of scientific disciplines, (2) the processes of emancipation of scientific disciplines, (3) the dynamics of changes in social sciences, (4) the effects of changes occurring in sciences. In addition to the main assumptions of I. Wallerstein on science, the text attempts to confront these assumptions with the achievements of T. S. Kuhn, R. K. Merton and C. W. Mills. The aim of the article is to point out the implications for the “theory of international relations” deriving from the general trends in the development of social sciences. This issue has come down to only selected issues of: microscopisation, idealisation, metaphorical use, deformation, transcendentalisation, fictionalisation and fetishisation of notions in the “theory of international relations”.
Running head YOUR PAPER TITLE 1YOUR PAPER TITLE HERE 2.docxrtodd599
Running head: YOUR PAPER TITLE 1
YOUR PAPER TITLE HERE 2
Your Paper Title
Your Name
Date
Class Name and Section
Dr. Kahlib Fischer
Defining the Problem Comment by Fischer, Kahlib: One paragraph.
May
Biblical guidelines and principles
Constitutional guidelines for federal and state involvement
Can
Political Feasibility Comment by Fischer, Kahlib: One brief paragraph for each of these.
Financial feasibility
Practical feasibility
Should Comment by Fischer, Kahlib (Helms School of Government): Provide a summary of the key ideas of your analysis in support of your position. Must be based on the “May” and “Can” analysis. Offer a recommendation based upon the analysis.
References Comment by Fischer, Kahlib: List your sources in APA format below.
PADM 550
Policy Briefs Instructions
For Modules/Weeks 3–7, you are expected to submit a 1 1/2–2-page paper (not including the title page, abstract, and reference page) in current APA format in which the May-Can-Should model is applied in the context of the policy focus in the assigned module/week. Be certain to emphasize a focused analysis of a particular issue chosen from the broader policy concentration for the assigned module/week. You must include citations from:
1. all of the required reading and presentations from the assigned module/week
2. all relevant sources from Modules/Weeks 1–2 (especially the "Biblical Principles of Government" article), and
3. 3–5 outside sources. NOTE: These sources should be focused on the problem and the piece of legislation, and you may find that you need more than just 3-5 sources to adequately research and discuss these items.
4. Please feel free to use the following link for the purposes of additional research.
Students often struggle with keeping the analysis needed for these policy briefs to just 2 pages of content at most (not counting the title page and references), and it can be hard to see past one's choice of wording to discover that there are indeed many ways to say the same thing with less words. Attached are "before and after" samples of the same policy brief; the first was too long and includes edits of how to shorten it, and the second shows the finished product at 2 pages. Review these before writing your first policy brief.
NOTE: the sample briefs are not perfect in every respect in terms of following the "May-Can-Should" analysis. It is mean to show you how to be more concise in communicating ideas.
Submit the appropriate assignment by 11:59 p.m. (ET) on Sunday of the assigned module/week.
Ecologists have long endeavored to improve ecologi-cal literacy. This goal goes beyond informing stu-
dents about environmental issues: one must excite their
interest in ecological science, regardless of whether or
not they intend to pursue the more advanced technical
and mathematical education that modern ecology
requires (Golley 1998). The challenge is to motivate
people to tackle difficult ecological problem.
The Historical Method in Educational ResearchAJHSSR Journal
Historical research has become increasingly relevant from the perspective of nowadays
education sciences. Many outstanding scholars in the domain often considered that the main path to progress in
the science of education is through carrying out experimental research. Nonetheless, research in education
cannot be reduced to mere empirical observation and investigation based on which innovations are brought
about in education. We cannot afford ignoring, dismissing or placing the critical-reflective capitalization of
acquisitions acquired through the study of past works on a lower level in the field of research. On the contrary,
integrating the results of historical research into the existing, constantly growing scientific knowledge, is a
determinant factor in innovations, developments and improvements in the theory and practice of education.
Through the enhancement of historical research, one of our main goals is to recover ideas and meanings of the
past, which can influence and shape our present and future. Investigating the history of pedagogical thinking is
not just an act of reconstructing the past, but also an opportunity to reveal the valuable dimensions of a tradition
that can inspire and motivate us in all present and future endeavours. Innovative approaches also imply
capitalizing overall past experiences and research to enhance the valuable notions and concepts acquired over
time.
What is History The Science of the Past in Perspectiveijtsrd
Some puzzles in human life are universal and cut across generations. That is why some of the very issues that boggled the minds of many people several centuries ago continue to baffle many people today. Such problems often attract the attention of scholars and generate debates among them. The meaning of the term ‘history’ and the nature of history in general are certainly some of the sensitive problems that have remained highly debatable among historians and allied scholars. In fact, the debate on “what is history †has continued without resolution for several centuries. The term ‘history’ has been defined or explained differently by different people at different times and under different circumstances. Though these definitions or explanations have been accepted and used, the lack of unanimity on the part of historians on a common definition places students and teachers of history in a difficult situation concerning what exactly history is. We believe that in the contemporary setting, any definition or explanation given to history must be situated in a framework that is comprehensive enough to make the nature and philosophy of the discipline clear. Using both primary and secondary documents, and employing the multi disciplinary approach, this paper examines some of the important definitions or explanations that have been given to history with the view to constructing a definition or an explanation that is appropriate for history today. In its survey, the study finds that several definitions have been formulated for history over the centuries. It observes, however, that some of the definitions or explanations are inappropriate and unacceptable today in view of their inability to reveal the true nature of history and clarify the philosophy behind the study of the past. In its evaluation and conclusion, the paper appreciates that history has both art and science dimensions, and is also a practice with an avowed philosophy. Taking all these into consideration, the paper then defines or explains history in a context that is comprehensive enough to depict history as a discipline that is concerned not only with the past, but also, and more especially, with the present and the future for the development of society and the various sciences or disciplines. As a result, the study draws attention to the need to promote the serious study of history in schools. Adjei Adjepong "What is History?: The Science of the Past in Perspective" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30301.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/history/30301/what-is-history-the-science-of-the-past-in-perspective/adjei-adjepong
Debate on Production, Evaluation, Storage and DisseminationScientific Informa...AJHSSR Journal
ABSTRACT:World reality is evolving faster than scientific research capacity is able to systematize its understanding. At
the heart of globalization is technological development. Today we are experiencing a profound technological revolution. In
the last twenty years more technological and scientific knowledge has been accumulated than in the entire history of
mankind. This has a positive side due to the significant advances in terms of increasing productivity that has been achieved,
due to advances in health, information and so many others. Technological progress has not had a corresponding advance in
institutional terms, especially at the civilizational level, which makes it explosive for society.The globalization of
information promotes the integration of research, seeking to contribute at the same time to a significant improvement in the
production, peer review, retrieval, dissemination, interpretation, and usefulness of scientific information. The dissemination
of knowledge is done through events, conferences, and publications. To understand a scientific field, whatever it may be, this
research considered the possibility of analyzing the elements involved, the established relationships, the processes of
production, evaluation, storage and dissemination of knowledge. Based on the quantitative and qualitative results of Web
Science, it is possible to recognize and applaud the researchers who contribute the most / contributed to the development of
different sciences / disciplines / areas of the scientific field, by analyzing their citations.The research proposes a global
hybrid conceptual model of production, peer review, storage and dissemination of scientific knowledge, based on scientific
publications (books, articles, conferences), on specialized journals, their evaluation models and the main units of measures
used, as well as indexing, for the dissemination of scientific knowledge. Hierarchical models are proposed to separate the
initiates from those who contribute the most (the highly cited) to the development of knowledge, the respective scientific
field and its characteristics of universality. It contemplates the theoretical and practical discussion of the global conceptual
model, the units of measurement and their meaning, in their different approaches.
KEYWORDS: Information. Knowledge, Production, Citation, Indexing, Peer Review and Knowledge Dissemination.
To what extent is Shylock the villain of the play? - GCSE English .... Shylock - Victim or Villain? - GCSE English - Marked by Teachers.com. Shylock- Villain or Victim? - GCSE English - Marked by Teachers.com.
Essay On Swami Vivekananda In English | Swami Vivekananda Essay In .... Paragraph on Swami Vivekananda [100, 150, 200, 250 Words]. Short Essay on Swami Vivekananda. Essay on Swami Vivekanand | Swami Vivekananda : Essay, Biography .... Short Biography of Swami Vivekananda | PDF | Swami Vivekananda .... Swami Vivekananda Essay | Essay on Swami Vivekananda in English for .... Essay on Swami Vivekananda | Swami Vivekananda Essay for Students and .... Essay on Swami Vivekananda for Students in 1000 Words. 412 words essay on swami vivekananda. Easy Essay On Swami Vivekananda || Paragraph On Swami Vivekananda .... Essay on Swami Vivekananda in English - YouTube. Essay on swami vivekananda in english || vivekananda essay in english .... Swami Vivekananda On India - VivekaVani. Swami Vivekananda Essay & Biography : 10 Interesting Facts And Famous .... Interesting Essay on Swami Vivekananda in English for Kids - FREE PDF .... Essay on Swami Vivekananda-700+Words - Education and Career.
Development of Social Sciences in Dissertations of Immanuel Wallerstein - Imp...RemigiuszRosicki
This paper presents an analysis of the social science development concept of Immanuel Wallerstein. In general terms we can say that the development of social sciences was based on a process of emancipation of individual subjects of research and validation of research methods.
I. Wallerstein drew attention to the process of emancipation of individual disciplines, therefore
we can talk about the separation of philosophy, followed by social sciences and, negatively evaluated by I. Wallerstein, applied social sciences. With the constitution of individual disciplines
we dealt with the process of polarising methodological positions, which can be roughly described as the concept of two cultures. The text describes the following issues: (1) the directions
of emancipation of scientific disciplines, (2) the processes of emancipation of scientific disciplines, (3) the dynamics of changes in social sciences, (4) the effects of changes occurring in sciences. In addition to the main assumptions of I. Wallerstein on science, the text attempts to confront these assumptions with the achievements of T. S. Kuhn, R. K. Merton and C. W. Mills. The aim of the article is to point out the implications for the “theory of international relations” deriving from the general trends in the development of social sciences. This issue has come down to only selected issues of: microscopisation, idealisation, metaphorical use, deformation, transcendentalisation, fictionalisation and fetishisation of notions in the “theory of international relations”.
Running head YOUR PAPER TITLE 1YOUR PAPER TITLE HERE 2.docxrtodd599
Running head: YOUR PAPER TITLE 1
YOUR PAPER TITLE HERE 2
Your Paper Title
Your Name
Date
Class Name and Section
Dr. Kahlib Fischer
Defining the Problem Comment by Fischer, Kahlib: One paragraph.
May
Biblical guidelines and principles
Constitutional guidelines for federal and state involvement
Can
Political Feasibility Comment by Fischer, Kahlib: One brief paragraph for each of these.
Financial feasibility
Practical feasibility
Should Comment by Fischer, Kahlib (Helms School of Government): Provide a summary of the key ideas of your analysis in support of your position. Must be based on the “May” and “Can” analysis. Offer a recommendation based upon the analysis.
References Comment by Fischer, Kahlib: List your sources in APA format below.
PADM 550
Policy Briefs Instructions
For Modules/Weeks 3–7, you are expected to submit a 1 1/2–2-page paper (not including the title page, abstract, and reference page) in current APA format in which the May-Can-Should model is applied in the context of the policy focus in the assigned module/week. Be certain to emphasize a focused analysis of a particular issue chosen from the broader policy concentration for the assigned module/week. You must include citations from:
1. all of the required reading and presentations from the assigned module/week
2. all relevant sources from Modules/Weeks 1–2 (especially the "Biblical Principles of Government" article), and
3. 3–5 outside sources. NOTE: These sources should be focused on the problem and the piece of legislation, and you may find that you need more than just 3-5 sources to adequately research and discuss these items.
4. Please feel free to use the following link for the purposes of additional research.
Students often struggle with keeping the analysis needed for these policy briefs to just 2 pages of content at most (not counting the title page and references), and it can be hard to see past one's choice of wording to discover that there are indeed many ways to say the same thing with less words. Attached are "before and after" samples of the same policy brief; the first was too long and includes edits of how to shorten it, and the second shows the finished product at 2 pages. Review these before writing your first policy brief.
NOTE: the sample briefs are not perfect in every respect in terms of following the "May-Can-Should" analysis. It is mean to show you how to be more concise in communicating ideas.
Submit the appropriate assignment by 11:59 p.m. (ET) on Sunday of the assigned module/week.
Ecologists have long endeavored to improve ecologi-cal literacy. This goal goes beyond informing stu-
dents about environmental issues: one must excite their
interest in ecological science, regardless of whether or
not they intend to pursue the more advanced technical
and mathematical education that modern ecology
requires (Golley 1998). The challenge is to motivate
people to tackle difficult ecological problem.
The Historical Method in Educational ResearchAJHSSR Journal
Historical research has become increasingly relevant from the perspective of nowadays
education sciences. Many outstanding scholars in the domain often considered that the main path to progress in
the science of education is through carrying out experimental research. Nonetheless, research in education
cannot be reduced to mere empirical observation and investigation based on which innovations are brought
about in education. We cannot afford ignoring, dismissing or placing the critical-reflective capitalization of
acquisitions acquired through the study of past works on a lower level in the field of research. On the contrary,
integrating the results of historical research into the existing, constantly growing scientific knowledge, is a
determinant factor in innovations, developments and improvements in the theory and practice of education.
Through the enhancement of historical research, one of our main goals is to recover ideas and meanings of the
past, which can influence and shape our present and future. Investigating the history of pedagogical thinking is
not just an act of reconstructing the past, but also an opportunity to reveal the valuable dimensions of a tradition
that can inspire and motivate us in all present and future endeavours. Innovative approaches also imply
capitalizing overall past experiences and research to enhance the valuable notions and concepts acquired over
time.
What is History The Science of the Past in Perspectiveijtsrd
Some puzzles in human life are universal and cut across generations. That is why some of the very issues that boggled the minds of many people several centuries ago continue to baffle many people today. Such problems often attract the attention of scholars and generate debates among them. The meaning of the term ‘history’ and the nature of history in general are certainly some of the sensitive problems that have remained highly debatable among historians and allied scholars. In fact, the debate on “what is history †has continued without resolution for several centuries. The term ‘history’ has been defined or explained differently by different people at different times and under different circumstances. Though these definitions or explanations have been accepted and used, the lack of unanimity on the part of historians on a common definition places students and teachers of history in a difficult situation concerning what exactly history is. We believe that in the contemporary setting, any definition or explanation given to history must be situated in a framework that is comprehensive enough to make the nature and philosophy of the discipline clear. Using both primary and secondary documents, and employing the multi disciplinary approach, this paper examines some of the important definitions or explanations that have been given to history with the view to constructing a definition or an explanation that is appropriate for history today. In its survey, the study finds that several definitions have been formulated for history over the centuries. It observes, however, that some of the definitions or explanations are inappropriate and unacceptable today in view of their inability to reveal the true nature of history and clarify the philosophy behind the study of the past. In its evaluation and conclusion, the paper appreciates that history has both art and science dimensions, and is also a practice with an avowed philosophy. Taking all these into consideration, the paper then defines or explains history in a context that is comprehensive enough to depict history as a discipline that is concerned not only with the past, but also, and more especially, with the present and the future for the development of society and the various sciences or disciplines. As a result, the study draws attention to the need to promote the serious study of history in schools. Adjei Adjepong "What is History?: The Science of the Past in Perspective" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30301.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/history/30301/what-is-history-the-science-of-the-past-in-perspective/adjei-adjepong
Debate on Production, Evaluation, Storage and DisseminationScientific Informa...AJHSSR Journal
ABSTRACT:World reality is evolving faster than scientific research capacity is able to systematize its understanding. At
the heart of globalization is technological development. Today we are experiencing a profound technological revolution. In
the last twenty years more technological and scientific knowledge has been accumulated than in the entire history of
mankind. This has a positive side due to the significant advances in terms of increasing productivity that has been achieved,
due to advances in health, information and so many others. Technological progress has not had a corresponding advance in
institutional terms, especially at the civilizational level, which makes it explosive for society.The globalization of
information promotes the integration of research, seeking to contribute at the same time to a significant improvement in the
production, peer review, retrieval, dissemination, interpretation, and usefulness of scientific information. The dissemination
of knowledge is done through events, conferences, and publications. To understand a scientific field, whatever it may be, this
research considered the possibility of analyzing the elements involved, the established relationships, the processes of
production, evaluation, storage and dissemination of knowledge. Based on the quantitative and qualitative results of Web
Science, it is possible to recognize and applaud the researchers who contribute the most / contributed to the development of
different sciences / disciplines / areas of the scientific field, by analyzing their citations.The research proposes a global
hybrid conceptual model of production, peer review, storage and dissemination of scientific knowledge, based on scientific
publications (books, articles, conferences), on specialized journals, their evaluation models and the main units of measures
used, as well as indexing, for the dissemination of scientific knowledge. Hierarchical models are proposed to separate the
initiates from those who contribute the most (the highly cited) to the development of knowledge, the respective scientific
field and its characteristics of universality. It contemplates the theoretical and practical discussion of the global conceptual
model, the units of measurement and their meaning, in their different approaches.
KEYWORDS: Information. Knowledge, Production, Citation, Indexing, Peer Review and Knowledge Dissemination.
To what extent is Shylock the villain of the play? - GCSE English .... Shylock - Victim or Villain? - GCSE English - Marked by Teachers.com. Shylock- Villain or Victim? - GCSE English - Marked by Teachers.com.
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. 201
English summary
”Black on black; a guidebook for the blind… ”
Andy Partridge 1998
THE MAIN OBJECTIVE OF THIS THESIS is to contribute to the understanding of a central
part of our archaeological practice – the ubiquitous historical accounts of our own
scientific work. More specifically, the purposes of the thesis can be summarised as
follows:
• To present and discuss a set of key concepts related to the historiography of science,
especially those relevant to disciplinary history. The concepts are mainly drawn
from the field of science studies.
• To analyse different forms in which the history of archaeology is practised, discuss
varying arguments for its utility, and to show how some central historiographical
problems have been debated in this field. Concepts such as Whig history, internal-
ism, externalism and the legitimisation of interests are focused.
• To exemplify and illustrate the problems discussed through an analysis of three
classic histories of archaeology.
The first point is dealt with mainly in the second chapter of the thesis. The point of
departure here is the deplorable fact that a great deal of history of archaeology is being
written without taking theoretical and methodological issues into consideration. Histori-
cal accounts of archaeology are largely being produced as if there were no problems
related to this kind of study. Hence a main purpose is to present a set of central concepts
drawn from the historiography of science, where such problems have long been debated.
First of all, a general distinction is made between the history of science and disciplinary
history. The former kind of history is produced by professional historians of science; the
second is both produced by and primarily addressed to members of the author’s own
discipline. Disciplinary history frequently serves to legitimate the interests of the
scientific community in which it is conducted. Some examples of this are offered.
A discussion of some central concepts in historical studies of science follows. Two
classic concepts related to accounts of the development of scientific knowledge −
internalism and externalism − are focused. Internalism is defined as the practice of ex-
plaining scientific results by reference to the internal logic of the discipline itself, while
externalism is defined as explanations of the speed and direction of the development of
a science in terms of various external factors, such as social conditions and religious
beliefs. The crucial point made here is that these two forms of explanation are not
fundamentally antagonistic. This is because the externalist approach does not really take
the content of scientific results into account. Hence the two concepts are complementary
rather than competing ways of explaining scientific growth.
2. English summary
202
From the 1980s onwards the concept of contextualism has been widely used in the
historiography of science. Contextualism may be understood as a way of breaking up
the established dichotomy between internalism and externalism by considering a larger
number of factors in each sphere.
An even more radical way of dealing with the problem of internal and external
explanations is to be found in the constructivist approach. Constructivism is defined
here as the practice, codified by a principle set out by David Bloor in 1976, of
explaining the formation of knowledge without engaging in the assessment of its truth
or validity. The symmetry principle, according to which analysts should maintain a
neutral stance towards the knowledge claims investigated, is pivotal in the argument of
the present thesis. It is emphasised that this principle does not imply that analysts must
not form their own opinion of the wellfoundedness of a scientific finding, only that such
opinions should not serve as the basis of historical explanations. That is the difference
between methodological and philosophical relativism. Obviously, this also means that
the internalism-externalism issue is a red herring. The reason for this is that there is no
need to retain the epistemological barriers between “science” and “non-science” once
“truth” is no longer in focus.
Another fundamental question discussed in the same chapter concerns the
possibility of assessing knowledge claims made by historical actors without tingeing
them with the colours of modern science. A classic concept in this connection is that of
Whig history, a term coined by the British historian Herbert Butterfield in 1931. Whig
history is defined as the tendency to look for ideas in the past that can be translated, re-
produced in the present and evaluated in terms of the present, or in terms of what came
later. In its most extreme form, Whig reasoning produces a kind of circular, self-
explanatory history, in which ideas, theories and concepts from our own time are used
to explain the past, which, in turn, is used to account for the present shape of things. For
a long time, historians of science have considered Whig history an unmitigated evil.
Over the last two or three decades, however, a subtler view of the problem has emerged.
The most common argument today is that we need some kind of foothold in contemp-
orary science to be able to communicate findings to an audience in the present, but that
this does not justify a one-dimensional, backward projection.
Chapter two ends with a discussion of whether there is a difference between writing
history as history and writing history as a part of “doing science”. Here some of the
arguments of the philosopher Thomas Nickles are presented. Nickles contends that
Whig re-interpretations of previous work in the light of one’s own work may be
invaluable, in that this helps one to relate the work of others to one’s own problems.
Accordingly, he insists that it is hard to see how scientists could do good research
without being Whiggish. In this sense, the Whig approach is a fundamental part of
scientific work, a practice whose primary goal is to solve problems in the present.
Concerning the history of science, on the other hand, history written from the outside,
Nickles is more forbearing. He accepts the use of Whig reasoning in this context too,
but within strict limits only. Contemporary scientific findings, he suggests, may be used
as temporary keys to understanding past science, but they should not be used to evaluate
knowledge claims made by historical actors.
The distinction drawn by Nickles is significant for the position argued later in the
thesis.
3. The history if archaeology – as history and as archaeology
203
The second object of the thesis is dealt with in its third chapter. In this chapter,
attention is directed to a handful of arguments commonly used to justify studies in the
history of archaeology. Various motives for emphasising the importance of the history
of archaeology serve as important rhetorical tools. These motives can be regarded as
typical features of a budding, not too self-confident archaeological sub-discipline, their
functions being to defend the space that historical accounts of the discipline occupies in
archaeology. The arguments discussed include some quite pragmatic ones, from the
view that the history of archaeology can be used to rediscover forgotten methods, as
well as the subtler claim that these studies can help us understand better the different
theoretical schools of today. The central point here is that these motives must be
analysed in order to clarify whether they are primarily historical or archaeological.
The third chapter also includes a discussion of the extent to which different
concepts of historiography, as well as general currents of thought, may be reflected in
discussions on the historiography of archaeology. It is noted that the discussions in this
field in some cases lag far behind developments in neighbouring disciplines. Not until
the late 1970s, for instance, did an externalist trend emerge in the history of
archaeology. A few years later, however – concurrently with developments in neigh-
bouring fields, that is – statements emphasising the need for a contextual history of
archaeology were made. This is described as a product of the post-processual ideas
emerging at the time. In this part of the thesis, the use of concepts such as internalism,
externalism, and Whig historiography in the history of archaeology are also discussed.
A central point in the thesis is that historical accounts of archaeology are diverse.
This means that one needs to discuss the foundations of different types of
archaeological history. For this purpose, work in the area is divided into two separate
genres, “the history of archaeology in the form of archaeology” and “the history of
archaeology in the form of history”. These concepts are descriptive in character.
The concept of history of archaeology in the form of history refers to studies
explicitly intended to contribute to the history of archaeology, such as general surveys
and biographies. A fundamental point argued here is that this kind of work contains
implicit but strong claims to truth in the sense that the genre communicates a picture of
the history of archaeology intended to demonstrate “what really happened”.
The concept of history of archaeology in the form of archaeology refers to texts
which, though not intended as contributions to history, nevertheless contain information
that may be perceived as historically relevant. The genre is exemplified by introductory
historical overviews found in academic texts, as well as by cases in which historical
accounts are used to support new theories and research programmes. Different ways in
which history of this kind is used to legitimate archaeological views are considered.
In the fourth chapter, three representatives of the history of archaeology in the form
of history are analysed. The objects in focus are all classic works of the genre – Glyn
Daniel’s A Hundred and Fifty Years of Archaeology (1975), Ole Klindt-Jensen’s A
History of Scandinavian Archaeology (1975) and Bruce G Trigger’s A History of
Archaeological Thought (1989). After a brief historical survey of the genre, and an
examination of some reviews of the texts discussed, the works are analysed with respect
to the general perspective taken, as well as to how the origin of the field is defined in
them: when is the history of archaeology assumed to begin, and when does it end? It is
quite clear that these authors, like many of their reviewers, find it especially hard to deal
4. English summary
204
with the history of contemporary, or more recent, archaeology. A typical argument put
forward is that one has to await the recognition of the true significance of a result before
its origin can be properly evaluated. The symmetry postulate, implying that judgements
of the “correctness” of the claims investigated ought not be part of historical
explanations, is invoked to reject that position. Examples of internalist and Whiggish
tendencies in the books are offered. Chief examples are their treatment of Thomsen’s
work on the Three-Age System, as well as brief accounts in which past archaeologists
are described as having been “far ahead of their time”. In many ways, it is contended,
the descriptions of Thomsen´s work provided in the three works resemble myths, as
defined by Roland Barthes (1970).
A comparison of the ways in which Trigger and Daniel adopt externalist appro-
aches in explaining the birth of scientific archaeology follows. It is pointed out that
Daniel’s externalism is a disciplinary one, focusing on the developments in geology and
biology, while Trigger’s is an instance of scientific externalism, focusing attention on
the Enlightenment and the rise of a wealthy middleclass.
Once again, the fundamental consonance of internalism and externalism is pointed
out.
In the concluding chapter the position taken by Nickles is used to emphasise that
there is no reason why present archaeological findings should not be used as a basis for
evaluating past knowledge claims. There is a normative element in all science making,
and hence in doing archaeology, too. History is one of many resources drawn on when
archaeological claims are made, and various motives for studying the history of
archaeology must be accepted as valid, as their role as rhetorical tools and as historical
illustrations in archaeological practice is important
This, however, is just one side of the matter. Claiming, for instance, that Glyn
Daniel’s A Hundred and Fifty Years of Archaeology, with its strong claims to historical
truth, represents good history, is problematic. Though this type of narration may
function as an integral part of good archaeology that by no means makes it good history.
The crucial point, epitomised by the symmetry principle, is that efforts to determine
what findings and theories of the past coincide with those accepted today work at cross-
purposes with the aim of creating a better understanding of past archaeology as a
knowledge-producing activity. If our aim is to explain how and why knowledge claims
have been accepted or rejected in the past, and what kind of interests they served to
legitimate, then we must suspend judgement on whether or not the claims make sense
from a modern point of view.
*