Answering Questions Requesting Scientific Explanations for Communication

2000 ◽  
Vol 10 (4) ◽  
pp. 379-404 ◽  
Author(s):  
Charles Pavitt
2012 ◽  
pp. 83-118
Author(s):  
Caroline Sturdy Colls

Public impression of the Holocaust is unquestionably centred on knowledge about, and the image of, Auschwitz-Birkenau – the gas chambers, the crematoria, the systematic and industrialized killing of victims. Conversely, knowledge of the former extermination camp at Treblinka, which stands in stark contrast in terms of the visible evidence that survives pertaining to it, is less embedded in general public consciousness. As this paper argues, the contrasting level of knowledge about Auschwitz- Birkenau and Treblinka is centred upon the belief that physical evidence of the camps only survives when it is visible and above-ground. The perception of Treblinka as having been “destroyed” by the Nazis, and the belief that the bodies of all of the victims were cremated without trace, has resulted in a lack of investigation aimed at answering questions about the extent and nature of the camp, and the locations of mass graves and cremation pits. This paper discusses the evidence that demonstrates that traces of the camp do survive. It outlines how archival research and non-invasive archaeological survey has been used to re-evaluate the physical evidence pertaining to Treblinka in a way that respects Jewish Halacha Law. As well as facilitating spatial and temporal analysis of the former extermination camp, this survey has also revealed information about the cultural memory.


Author(s):  
Lita Amalia ◽  
Alda Dwiyana Putri ◽  
Alfajri Mairizki Nurfansyah

The purpose of this paper is to describe the Problem Posing learning model with Task and Forced Strategy. As for the background of this writing is because of difficulties in understanding the material and also lack of enthusiasm of students in learning the material so that the impact on student learning outcomes is still low. The low student learning outcomes are, of course, many factors, one of which is the problem of applying a learning model that is still teacher-centered, so students tend to be passive. For this reason, the teacher can use the Problem Posing learning model that is modified by the task and force strategy (Task and Forced). Problem Posing learning model is a learning model that requires students to develop their systematic reasoning skills in making questions and answering questions. While the task and force strategy (Task and Forced) is a learning strategy that has little effect on students to complete the task until it is completed and on time to avoid the punishment given by the teacher as a consequence. So that students will be motivated in listening, understanding the material delivered and doing assignments on time. By combining this model and strategy can be a solution so that the learning process becomes quality.


Circulation ◽  
1995 ◽  
Vol 92 (3) ◽  
pp. 637-645 ◽  
Author(s):  
Arnold M. Katz ◽  
Phyllis B. Katz

Author(s):  
Jennifer McKitrick

Some dispositions have causal bases or grounding properties. However, ungrounded dispositions do not have causal bases. Ungrounded dispositions are also known as powers, baseless dispositions, and bare dispositions. Ungrounded dispositions are not supplanted by mechanistic explanations, for even mechanistic explanations ultimately reference dispositions. While some argue that citing dispositions does not really explain anything, dispositions can in fact figure in adequate explanations. Furthermore, scientific explanations reference dispositions with no known grounds. This lends some support for the view that ungrounded dispositions are metaphysically possible. Philosophical arguments based on multiple realizability or the demand for truth-makers fail to show that ungrounded dispositions are impossible.


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