scholarly journals Wherein is the concept of disease normative? From weak normativity to value-conscious naturalism

2021 ◽  
Author(s):  
M. Cristina Amoretti ◽  
Elisabetta Lalumera
Keyword(s):  
Weak Sense ◽  
Strong Sense ◽  
Scientific Concept ◽  
Scientific Concepts ◽  
Concept Of Disease ◽  
Position Value ◽  
Normative Judgments

AbstractIn this paper we focus on some new normativist positions and compare them with traditional ones. In so doing, we claim that if normative judgments are involved in determining whether a condition is a disease only in the sense identified by new normativisms, then disease is normative only in a weak sense, which must be distinguished from the strong sense advocated by traditional normativisms. Specifically, we argue that weak and strong normativity are different to the point that one ‘normativist’ label ceases to be appropriate for the whole range of positions. If values and norms are not explicit components of the concept of disease, but only intervene in other explanatory roles, then the concept of disease is no more value-laden than many other scientific concepts, or even any other scientific concept. We call the newly identified position “value-conscious naturalism” about disease, and point to some of its theoretical and practical advantages.

Using the discourse domain hypothesis of interlanguage to teach scientific concepts: Report on a case study in secondary education

2017 ◽  
Vol 55 (4) ◽  
pp. 413-454
Author(s):  
Fernando Naiditch ◽  
Larry Selinker
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Content Area ◽  
Scientific Concept ◽  
Scientific Concepts ◽  
Content Area Teachers ◽  
Linguistic Support ◽  
Rhetorical Function ◽  
Support Teacher ◽  
Domain Transfer

Abstract This paper reports work-to-date on a particular practical context, applying one approach to interlanguage, the discourse domains approach, merged with the rhetorical-grammatical approach, involving both language and content. The context is an MA course for teacher residents placed in urban schools, and their English language learners (ELLs) in math and science classes, providing content area teachers the linguistic support they need to teach the language of their content, and thus the content itself. We were interested in how exactly learners’ interlanguage creation interacts with their understanding of scientific concepts. We primarily look at the rhetorical function “definition,” with discourse level semantic choices, and attendant grammar, with ELL data gathered by the teacher residents. Correct definitions in expected grammatical form point to an understanding of the scientific concept within the discourse domain, providing evidence that the science or mathematics content has been understood by the student. In our data analysis, we concentrated on the semantics and grammar of this rhetorical function, but other functions kept intruding, especially “classification”. Cross-language transfer appears not to be a factor, but cross-domain transfer is. Finally, we discuss how the marriage of this view of interlanguage with safe rule rhetorical/grammatical functions can better support teacher preparation, especially given how challenging teaching ELLs is for content area teachers.

scholarly journals Cataluña y el derecho a decidir

2016 ◽  
pp. 461 ◽  
Author(s):  
Víctor Ferreres Comella
Keyword(s):  
Political Discourse ◽  
Weak Sense ◽  
Strong Sense ◽  
The Right

En el discurso político dominante en Cataluña se ha afianzado la idea de que los ciudadanos son titulares de un «derecho a decidir». Este derecho se puede entender en un sentido fuerte, como el derecho a decidir la separación de Cataluña del resto de España, o en un sentido débil como el derecho de los ciudadanos a ser consultados al respecto. Ahora bien, no existen razones convincentes para postular la existencia de este derecho.The political discourse that prevails in Catalonia has endorsed the idea that citizens have a «right to decide». This right can be understood in a strong sense, as the right to decide Catalonia´s secession from Spain, or in a weak sense, as the right of citizens to be heard with regard to this issue. There are no convincing reasons, however, to support the existence of such a right.

Probability and Scientific Inference

Philosophy ◽  
1959 ◽  
Vol 34 (129) ◽  
pp. 150-154 ◽  
Author(s):  
C. W. K. Mundle
Keyword(s):  
Weak Sense ◽  
Strong Sense ◽  
Psychical Research ◽  
Scientific Inference ◽  
Statistical Science ◽  
Central Argument ◽  
Definition Of ◽  
Objective Concept

This book would be very important indeed if Mr. Spencer Brown had substantiated his claims “that the concept of probability used in statistical science is meaningless in its own terms” (p. 66), and that confirming this is the only significance of experiments in psychical research. The six short (and not very relevant) introductory chapters need not be discussed here. It is in Chapters VII to IX that the author develops his thesis that the concept of randomness is self–contradictory, and the statistician's concept of probability consequently meaningless. I shall examine what I take to be the central argument leading to this conclusion. This is developed from a distinction between “primary chance or randomness” and “secondary chance or randomness” (“chance” and “randomness” are used interchangeably). The former concept is to be applicable only to individual events and is to depend upon their “unexpectedness or unpredictability”; the latter concept, applicable only to a series as such, is denned as “possessing no discernible pattern” (p. 46). The definition of “primary randomness” is amplified, but not clarified, on page 49: “An event is primarily random in so far as... one cannot be sure of its occurrence... The only relevant criterion is that we are able to guess”. (My italics. Notice that the former sentence implies unpredictability in the strong sense, i.e. not predictable with certainty, whereas the latter suggests unpredictability in a weak sense, i.e. not predictable as more or less likely. Spencer Brown oscillates between these different interpretations.) We are then told that primary randomness “admits of analysis in subjective terms”, since the same event may be predictable by one person but unpredictable by another; whereas secondary randomness is “a more objective concept”. (Is the author claiming that people vary less in their ability to discern patterns in a series than in their ability to predict its unobserved members? Or is he, as I suspect, arbitrarily interpreting “primary randomness” in terms of the speaker's ability to predict, and “secondary randomness” in terms of anyone's ability to discern?)

scholarly journals The Effect of Integrating an Educational Robot with Hypermedia on Students’ Acquisition of Scientific Concepts: The Case of Fifth-Grade Students

2021 ◽  
Vol 15 (11) ◽  
pp. 113
Author(s):  
Aseel O. Ajlouni ◽  
Suhair A. Jaradat
Keyword(s):  
Science Teachers ◽  
Private School ◽  
Teaching Method ◽  
Positive Impact ◽  
Fifth Grade ◽  
Scientific Concept ◽  
Control Group ◽  
Scientific Concepts ◽  
Validity And Reliability ◽  
Fifth Grade Students

<p class="0abstract">This study was designed to reveal the effectiveness of integrating educational robots (ERs) with hypermedia in improving the acquisition of scientific concepts among fifth-grade students in Jordan. The present study utilized a pretest-posttest quasi-experimental design with a control group (CG) and an experimental group (EG). The participants of this study consisted of 50 fifth-grade female students attending a private school in the city of Amman during the 2019/2020 academic year. Participants’ ages ranged between (10-11) years old. The school was selected purposively, and classes were randomly assigned to the EG and the CG. In order to accomplish the aims of this study, a scientific concept test (SCT) was developed and its validity and reliability were ensured. The EG was taught a unit on motion and force by robot and hypermedia instruction, while the CG was taught the same unit by traditional instruction. Data was collected through administration of the presently developed SCT at pretest and posttest points. Then, this data was analyzed through covariance analysis. The findings of this analysis revealed that 66% of the variation in the fifth-grade students’ posttest SCT scores can be ascribed to the effect of teaching method. From this study, one can conclude that the integration of ERs with hypermedia has a positive impact on students’ acquisition of scientific concepts. These results may serve to encourage science teachers to integrate ERs with hypermedia when teaching scientific concepts<span>.</span></p>

scholarly journals Typical errors in presenting concepts in textbooks for the first four grades of primary school

2021 ◽  
Vol 70 (1) ◽  
pp. 55-68
Author(s):  
Vesna Petrović ◽  
Slobodanka Antić
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Scientific Concept ◽  
Scientific Concepts ◽  
Simple Description ◽  
Historical Figure ◽  
Scientific Principles ◽  
Logical Nature ◽  
The Individual ◽  
Textbook Design

This paper offers a systematization of typical errors in presenting scientific concepts in textbooks for the first four grades of primary school. The subject of our analysis and systematization were presentations of concepts which deviate from or violate the internal cognitive and logical nature of a scientific concept, thus representing a source of potential difficulties for students in understanding scientific knowledge. Starting from Vygotsky's theory of the development of scientific concepts, as well as the general standards of textbook quality and a review of studies analyzing textbooks in this field, we have made a systematization of typical errors in the presentation of scientific terms. Five typical errors are explained and elucidated: a simple description of a phenomenon or the statement of its function, use or usefulness; a simple establishment of connections between a concept (word) and an object (image); offering ready-made phrases and scientific statements without relating them to a system of concepts; providing only typical examples or providing examples that lack variety, and presenting important and unimportant facts on the same level, without pointing out the differences. Every typical error is explained using examples from textbooks in which scientific concepts relevant to grades 1-4 are introduced (settlement, village, city, plants, relief, historical figure and birds). In the absence of scientific principles in presenting concepts in textbooks, their authors rely on implicit assumptions about concepts as phenomenal or factual kinds of knowledge. Due to the importance of acquiring scientific concepts for the cognitive development of the individual, the practical implications of the findings are that in textbook design but also in teacher education particular attention must be devoted to the area of teaching and learning scientific concepts.

scholarly journals Augmented reality: effect on conceptual change of scientific

2019 ◽  
Vol 8 (4) ◽  
pp. 1537-1544
Author(s):  
Danakorn Nincarean Eh Phon ◽  
Ahmad Firdaus Zainal Abidin ◽  
Mohd Faizal Ab Razak ◽  
Shahreen Kasim ◽  
Ahmad Hoirul Basori ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Conceptual Change ◽  
Scientific Concept ◽  
Scientific Concepts ◽  
User Perception ◽  
School Students ◽  
Before And After ◽  
Post Test ◽  
Reality Effect ◽  
World Environment

In recent years, Augmented Reality (AR) has received increasing emphasis and researchers gradually promote it Over the worlds. With the unique abilities to generate virtual objects over the real-world environment, it can enhance user perception. Although AR recognised for their enormous positive impacts, there are still a ton of matters waiting to be discovered. Research studies on AR toward conceptual change, specifically in scientific concept, are particularly limited. Therefore, this research aims to investigate the effect of integrating AR on conceptual change in scientific concepts. Thirty-four primary school students participated in the study. A pre-test and post-test were used to assess participants’ understanding of the scientific concepts before and after learning through AR. The findings demonstrated that 82% among them had misconceptions about the scientific concepts before learning through AR. However, most of them (around 88%) able to correct their misconceptions and shifted to have a scientific conceptual understanding after learning through AR. These findings indicate that AR was effective to be integrated into education to facilitate conceptual change.

VR 101

1998 ◽  
Author(s):  
Michael Heim
Keyword(s):  
Virtual Reality ◽  
Electronic Mail ◽  
Three Dimensional ◽  
Weak Sense ◽  
Strong Sense ◽  
Strict Sense ◽  
Contemporary Culture ◽  
Cd Rom ◽  
Face To Face ◽  
The Face

Today we call many things “virtual.” Virtual corporations connect teams of workers located across the country. In leisure time, people form clubs based on shared interests in politics or music, without ever meeting face-to-face. Even virtual romances flourish through electronic mail. All sorts of hybrid social realities have sprung up on fax machines and computers, cellular telephones and communication satellites. Yet most of these “virtual realities” are not, in the strict sense of the term, virtual reality. They are pale ghosts of virtual reality, invoking “virtual” to mean anything based on computers. A strong meaning of virtual reality, however, ties together these looser meanings. A certain kind of technology—“VR” for short—has become the model for a pervasive way of seeing things. Contemporary culture increasingly depends on information systems, so that we find virtual reality in the weak sense popping up everywhere, while virtual reality in the strong sense stands behind the scenes as a paradigm or special model for many things. The first step in virtual realism is to become clear about the meaning of virtual reality in the strong sense of the term. We need to be clear about using virtual reality as a model because the loose or weak sense of virtual reality grows increasingly fuzzy as the face value of the term wears down in the marketplace, where virtual reality sells automobiles and soap. Car manufacturers use virtual reality in television commercials: “Climb out of that virtual reality and test drive the real road car that stimulates all five senses!” Newspaper cartoons and entertainment parks pump the popularity of virtual reality. Products on CD-ROM bill their 3-D (three dimensional) graphics as “true virtual reality.” AT&T welcomes you into its “virtual world.” The term now belongs to the universal vocabulary. But movies and seasonal television shows should not stretch VR to a thin vapor. Because virtual reality belongs to an important part of the future, we need to understand it not only as an undercurrent affecting cultural developments but also as a powerful technology in its own right.

Anxiety and Phobias

2013 ◽  
Author(s):  
Gerrit Glas
Keyword(s):  
Clinical Picture ◽  
Scientific Concept ◽  
Clinical Knowledge ◽  
Scientific Theories ◽  
Scientific Concepts ◽  
The Third ◽  
Philosophical Questions ◽  
Philosophical Frameworks

Philosophical issues with respect to anxiety and its pathological variants arise at the border between everyday and clinical understanding of anxiety, between clinical and scientific approaches and between scientific concepts and the philosophical frameworks they refer to. These four ways of understanding can be seen as epistemic levels that point at different aspects and qualities of anxiety. After a brief historical introduction the three interfaces will be discussed. Philosophical questions at the interface between the first two levels (everyday understanding and clinical knowledge) relate to the issue of where to draw the boundary between normal and pathological manifestations of anxiety and of how to balance the medical view with everyday understandings of anxiety. At the interface between clinical and scientific approaches, the question arises whether scientific theories and models are adequate, more particularly, which aspects of the clinical picture can be explained by scientific theories and concepts. The third interface, between scientific concepts and the philosophical frameworks they presuppose, is the origin of debates about what belongs to science and what should be regarded as meta-theoretical or paradigmatic. To what extent does a particular scientific concept stand on its own and to what extent does it borrow from pre-theoretical and/or philosophical views?

The Marionette: Intermedial Presence and B-Boy Culture in South Korea

2017 ◽  
Vol 42 (2) ◽  
pp. 132-145
Author(s):  
SEOKHUN CHOI
Keyword(s):  
South Korea ◽  
Weak Sense ◽  
Strong Sense ◽  
Black Light ◽  
The Media

In this essay, I argue that human performers and technological media can work together as equal partners rather than as rivals competing for the audience's attention. Understanding presence in the ‘strong’ sense of the word – namely the actor's ability to draw the spectators’ undivided attention as opposed to the ‘weak’ sense of simply being present – I substantiate this claim with a model of intermedial presence inThe Marionette, a popular Korean b-boy show that combines live dancing with video and black light. The show's central motif of puppetry puts the live dancers and the media elements in a highly integrated relationship while their distinct ontological identities are maintained. Understanding the show's intermedial dynamics in terms of collaboration and hypermediacy challenges the conventional binary between the live and the mediatized, as well as the assimilationist position that regards the two as fused in intermedial performance.

The Rigors of Citizenship

1997 ◽  
Vol 59 (1) ◽  
pp. 127-140 ◽  
Author(s):  
Bernard Murchland
Keyword(s):  
Social Theory ◽  
Driving Forces ◽  
Modern Society ◽  
Weak Sense ◽  
Strong Sense

The driving forces of modern society—whether economic, technological or nationalistic—do not encourage a very strong sense of citizenship. It is a notion that is either taken for granted, systematically devalued or simply ignored. But we are beginning to realize that this weak sense of citizenship may be at the root of many of our social pathologies. Social theory is increasingly making a noticeable and not insignificant effort to include citizenship theory. The volumes here under review testify to the fruitfulness and indeed energy of this effort. They range widely and do not present a unified picture.

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