This paper evaluates Evelyn Fox Keller's "Reflections on Gender and Science" in terms of Sigmund Freud's concept of Weltanschauung as presented in his "New Introductory Lectures on Psycho-Analysis".
Abstract This paper explains that Sigmund Freud defined his concept of Weltanschauung as an intellectual construction which gives a unified solution of all the problems of our existence in which no question is left open and in which everything has its place. The author points out that, as a scientist and a feminist, Evelyn Fox Keller, known for her work in history, sociology and the philosophy of the inter-relationship of science and gender, is neither too easy on the male-dominated scientific establishment nor is she calling for a "feminist science" of a different order from the current and classical prevailing form. This paper relates that Keller is calling not for a different science but for a science that recognizes the value of differences in approach and cognition, a gender-free science, a truly scientific Weltanschauung.
From the Paper "For example, Keller acknowledges that more and more women have been going into scientific careers, but until recently, most have been in the soft sciences, not the hard sciences such as physics, mathematics, chemistry, and biology. She notes that even these characterizations as "hard" and "soft" revel a sexist, masculine bias in the way people think about science--an attitude that is hardly objective and scientific. She even mentions that her five-year-old son stated that "science is for men." What better proof of the pervasiveness of the genderization of science than when your own child says that to his mother, who is a mathematical biophysicist who has done groundbreaking research in some of the "hardest" areas of quantitative scientific research?"
Tags: construct, men, inter-relationship, differences, research
Abstract This paper attempts to answer the writer's question, "what is my philosophy?" The paper explains that as individuals our thought process and quest for truth is determined by our history and trying to summarize one's philosophy is a feat, but the path and journey to seeking this knowledge shapes the philosophical development of any individual. The writer believes that a theoretical examination of the history of philosophy and the major thinkers and theories is insufficient, and in order to truly define one's philosophy one has to demand to know the manner in which actions/history is to be studied.
Outline:
Introduction
The Being of Me: What Do I Believe In?
What If God Was One of Us? Does God Exist?
Into the New Age: Who or What Shapes my Formal Philosophical Thinking?
The Implications of Science: Is Science a Source of Destruction?
Practicing Philosophy
From the Paper "In such a diverse world, with the many angles that exist, it is very hard to pick a side and to stay on that side. Most often than not, individuals prefer to find forces that can explain their actions. Is it logical to think that as humans, we are alone by ourselves, and life exists without meaning [existential atheists] or a meaning that we cannot understand [existential theists]? I personally refuse to believe this and reject the notion that the individual defines everything and the search for logic and rationality is not futile. If I subjected myself to the existentialist viewpoint, I would not have a reason to explore the world, to seek answers to acquire knowledge, or to pursue happiness."
Abstract This paper argues that the currently fashionable post-modernist, relativist fetishes of the new age have found inviting targets in both religion and in science. According to the paper, the reason for this is that both religion and science are areas of human inquiry which deign to argue that there are irrefragable and objective truths which can be discerned through human divination. The paper goes on to discuss how this does not sit well with post-modernists who have long ago eschewed the notion that transcendent "truths" actually exist.
Abstract This paper examines the responsibility of educators to provide gifted students with special attention. However, the author also states that all students should be provided the opportunity to be educated in a community where their talents and potential can be recognized and nurtured. The paper provides research-based considerations which support an educational philosophy that fosters the innate curiosity of not only gifted middle-school science students but all students. The author contends that these considerations on the part of the teacher will help enable and inspire students to organize content knowledge, make observations, evaluate evidence, think critically, solve problems, apply knowledge within multiple contexts, work as team members and clearly communicate ideas.
Outline:
Abstract
Introduction
What Is Science?
How Scientists Do Science No Child Left Behind And Gifted Students
Preparing Students For A World Of Change
Case Studies
Case #1 - Albert Einstein
The Pestalozzi Method Of Instruction - Its Impact On Einstein
Case #2 - Charles Darwin
Darwin's Mentor
Findings From The Case Studies Of Einstein And Darwin
The Gifted Student: Reconsidered
Science And Learning
Science Learning And Teachers
Conclusions/Implications
Bibliography
From the Paper "As future doctors, geneticists, geologists, meteorologists, ecologists, and astronomers, young science students have the potential to improve their lives and gain personal satisfaction from a clear understanding of natural phenomena and its magnificence. Even those students who do not pursue scientific professions are in a position to make a great global difference by applying their scientific knowledge to voting practices and decisions as consumers. Therefore, science instructors should be responsible for ensuring that students gain a sufficient understanding of science necessary to make responsible decisions as voters and consumers and ultimately support innovative and analytical thought related to discovery. With this, it is the responsibility of teachers to recognize and address the talent that exists in their classrooms and to ensure that instruction fosters in students a desire to continue to learn and contribute to the world of science."
Abstract This paper tracks Comte's progress from the theoretical basis of his positive philosophy to the final practical outcome of social reformation. The initial step on his road of human evolution toward a complete social harmony (including unparalleled acceptance of a new genius of poetry and fine art) begins with the development of a strict ordering of the fundamental sciences.
Abstract This paper explains that certain scientific theories have caused many to question the validity of their faith, and many others to question the validity of science. Usually, the conflicts originate from formalized interpretations of Christianity rather than upon the fundamental basis of faith. The writer argues that science can neither prove nor disprove the existence of a divine being, but it can establish dates and sequences of history that contrast accepted notions. The paper discusses how science has sometimes been viewed as the ally of religion and at other times its direct enemy.
From the Paper "In classical times the pursuit of science and philosophy was seen as the ideal means to acquiring knowledge about the world and human existence. Aristotle, Socrates and Plato did not see science through the lens of one seeking to verify their faith, but instead, viewed science and logic as avenues by which some valuable information could be derived. Specific methods were devised as tools to investigate the legitimacy of claims regarding the natural world: "Aristotle produced as system of thought that would guide men from the limited observations of personal experience to more general truths about nature." (Burke, 16). Essentially, the ancient Greeks developed the first form of what has come to be known as the "scientific method." At this time, and particularly to these early philosophers, science and reasoning were perceived as essential services to civilization, mankind, and the human soul. Plato believed that the only true means to realizing happiness and righteousness within one's spirit was through logical investigation into the world and its existence. It was far removed from these philosophers' minds that science could ever be deemed as something incongruous with divinity. After all, the Greek philosophers lived in a pagan society, in which some gods were believed in and worshiped and some were not; it was all dependent upon an individual's preferences. Religion had yet to occupy its authoritative position in western society, and accordingly, it had yet to adopt iron clad rules and edicts defining the nature of the world."
Abstract This paper discusses the link between science and technology, as advances in science make technology and advances in technology possible. It further discusses Marx's idea that science and technology are always closely linked with progress and development, especially over the last 200 years. Science has made many things possible. Science has been able to identify, recognize, understand and explain many things and processes in our world and the universe. Medical science and technology are now able to treat and cure many diseases that were fatal in the past. Technology has been able to revolutionize communications, transport and manufacturing.
Abstract This paper discusses how it has been acknowledged widely among scholars that later Greek philosophy and Christian theology share a close relationship and how Neo-Platonism, as represented by Plotinus and its pioneer Philo, developed along with Christian theology in almost the same political, economic and cultural context. The paper contends that the greatest difference in philosophy and Christian theology is that philosophy seeks to 'explain' God while Christian theology seeks to 'know' God and to align with the power, love, and will of God and that it ultimately seeks to have spiritual union with God.
Outline:
Introduction
The Philosophical System of Plato, Philos, & Augustine
The Trinity in Philosophy and Christian Theology
The Superiority of Christian Theology
Summary and Conclusion
From the Paper "A proposal of the early Pythagorean School was that the number three or the three realities, the One, Nous, and the Soul, all arise from the One. Augustine articulated the doctrine of the Trinity, or the Father, Son and Holy Spirit in a theology that had no basis in Greek philosophy Certainly there are references in the scriptures that refer to some type of triadic formulation of God, Son, and Holy Spirit, however these references, aside from the instruction of Baptism given by Jesus stating to "baptize them in the name of the Father, the Son, and the Holy Spirit" do not specifically tie the three into a Trinity and as stated in the work of Tobin (2000)"The Christian concept of the triune godhead did not come 'pre-packaged' in the teachings of Jesus, Paul, or the Bible." (Tobin, 2000) "
Abstract This essay discusses Alfred North Whitehead's view of math and science in philosophy. His basic theme is that concrete entities are not enduring substances but events that are connected to each other by their space-time relations and qualitative and mathematical patterns. In Whitehead's view, time is differentiated from space by the acts of inheriting patterns from the past.
Abstract In this essay the writer discusses the differences in the views between John Ladd and Kathryn Montgomery vis-a-vis whether or not medicine can properly be called a science. This paper reviews John Ladd's position in relation to the contrary position adopted by Kathryn Montgomery in respective book chapters penned by the two of them. The writer points out that Ladd is firmly of the view that it is because diagnosticians are expected to follow a certain protocol and a certain algorithm when performing their duties; in that regard, it follows the scientific approach utilized by researchers in the field of natural science.
From the Paper "Few professions are as demanding as medicine and a legitimate case can be made that none are more important. As should become apparent, there is a schism within the academic community as it pertains to the question of whether or not medicine should be properly defined as a science. Be that as it may, this writer finds Kathryn Montgomery's argument against the idea that medicine is a (practical) science to be more compelling than the argument Ladd presents, not least of all for her clever analogy to medical diagnosis as a sort of narrative-creation process."
Abstract Humanism is a set of presuppositions that assigns to human beings a special position in the scheme of things. Not just a school of thought or a collection of specific beliefs or doctrines, humanism is rather a general perspective from which the world is viewed. That perspective received a gradual yet persistent articulation during different historical periods and continues to furnish a central leitmotif of Western civilization. It resists the tendency to treat humanity scientifically as part of the natural order on par with other living organisms. This is the position put forth in the paper to support the author's stance on advocating animal rights. Humanists attribute crucial importance to education, conceiving of it as an all-around development of personality and individual talents, marrying science to poetry and culture to democracy. The paper shows that such philosophies as egoism, utilitarianism, and ethical relativism all seem to lend a hand in supporting this ethical topic.
From the Paper "Utilitarianism draws together more exactly to the nurturing of the human consciousness. It concentrates on "utility in the largest sense, grounded on the permanent interests of man as a progressive being?" (Mill, 92). Progression, of course, is seen as a slow development towards being more and more socially enlightened, more attuned to the greater good. Gandhi writes: ?The greatness of a nation and its moral progress can be judged by the way its animals are treated.? (Dyer & Dyer). Utilitarianism suggests the greatest happiness for all. If one assumes that animals are indeed consciences then they might be included in this over-arching all, and certainly that would defend their rights."
Abstract This paper discusses the Islamic response to Hellenic philosophy, with special attention to the work of al-Kindi and his circle. The paper also considers al-Ghazali and ibn Rushd (Averroes), as well as comments on Islamic science.
From the Paper "When Arab Muslims initially spread out across the vast territories that had formerly been ruled by the declining Byzantine and Sassanian empires, they found..."
Abstract This paper discusses the contributions of the Greeks to Western philosophy, in how they broke from their mythopoeic past and how Socrates and Plato advanced the rationalism initiated by the cosmologists. The paper examines the works of early Greek philosophers and their contribution to the thoughts of Socrates and Plato.
From the Paper "The word Philosophy has been derived from the Greek word Philosophia meaning "the love of wisdom" or ?the pursuit of knowledge for its own sake.? In ancient times, philosophy comprised of all areas of speculative thought and included arts, science and religion. Western philosophy thus began in Ancient Greece as speculation about the nature of the physical world and the philosophical thoughts developed by the Greeks during the height of the Greek civilization between 600 and 200 BC have formed the basis of all subsequent developments in Western philosophy. In this paper we will discuss the contributions of the Greeks to Western philosophy, how they broke from their mythopoeic past, and how Socrates and Plato advanced the rationalism initiated by the cosmologists."
Tags: philosophia ancient arts, science and religion physical world 600 200 bc mythopoeic socrates plato rationalism
Abstract This paper is a portion of an on-going process to create an integrated statement of the client's philosophy of teaching. According to the paper, the client states that s/he has a student-centered, experiential teaching philosophy, if s/he has one at all. Research has shown that although a teaching philosophy is a useful guide, it should not create restrictions on the teacher and student working relationship. The paper concludes that for this reason, a teaching philosophy should not be discarded; rather, it should be treated as the useful guideline that it is for aiding children along their educational path.
From the Paper "According to Petress (2003) that to some people, the term "philosophy" the author believes that most students know more than they think they do. [. . .] Too often, students tend to misconstrue what knowledge is and to judge themselves unnecessarily harshly; students thus sometimes form destructive self-fulfilling prophesies for themselves [. . .] (p. 3) Clifford, Friesen, and Jardine (2003) expand upon this thought by stating that not only should students be taught to think critically, but also "that they have voices that can shape what their society comes to accept as knowledge" (p. 28). This feeling of being empowered in defining their own educational future can only lead to student success."
Abstract This essay investigates the significance of philosophy within the history of psychology. It argues that philosophy and psychology, for most of their histories, handled the very same subjects. Accordingly, the very same divisions within the field of philosophy can be seen within the field of psychology. The conclusion of the paper is that overall psychology and philosophy must be very similar and important with reference to one another.
From the Paper "The history of psychology goes hand in hand with the history of philosophy. In fact, if a timeline of the most famous psychologists through the history of civilization were constructed, it would be nearly indistinguishable from a chronological timeline detailing the most famous philosophers. Plato, Aristotle, Augustine, Descartes, Kant, and Heidegger all contributed to the fundamentals of psychology, while at the same time they unfolded complex and lasting philosophical theories. It has often been argued that, "By the end of the Greek era the critical themes and issues of psychology as well as the methodological approaches were well identified and structured." (Brennan, 32). It is reasonable to wonder precisely why this should be so; certainly, it is not at all apparent that the two fields of psychology and philosophy -- so seemingly distinct today -- should be related in such an intimate manner."
