علاقة الإيمان بالعلم عند ألبرت أنشتين = The Relationship Faith and Science in Albert Einstein

Author(s):  
نوال بو رحلة
Author(s):  
Gina J. Mariano ◽  
Kirsten Batchelor

Education is what remains after one has forgotten everything he learned in school. This quote by Albert Einstein embodies the essence of the relationship between metacognition and self-directed learning. It is important for students to remember what they learn in school, but many forget the information because they have not been taught metacognitive learning strategies. The learning strategies we teach students supports them in their effort to become good learners. In this chapter, we discuss the relationships between metacognition and knowledge transfer, critical thinking and self-directed learning. It brings together multiple perspectives on metacognition and knowledge transfer and discusses instructor strategies to engage students in metacognitive learning strategies.


Author(s):  
Harry Strawson

AbstractThe modernist period was one of intense engagement with antiquity. It was also a period concerned with radical ideas about time put forward by Henri Bergson and Albert Einstein that questioned traditional understandings of the relationship between past and present. This article considers these two aspects of the modernist period through H.D.’s translations of Euripides: it argues that H.D.’s equivocal position in literary modernism and the imagist movement (as demonstrated by her translations from Hippolytus), her prosodic experimentation with Greek verse forms in her translations from Hecuba and Iphigenia at Aulis and finally her emphasis on temporal themes in her Freud-inspired translation of Ion can be all read in such a way to cast new light on the complex temporalities of the translation of classical texts and the modernist reception of the classics.


Author(s):  
Adam James Bradley

The Theory of Relativity is the name given to two separate theories put forth by Albert Einstein (1879–1955): ‘Special Relativity’ and ‘General Relativity’. When first published in 1905, Einstein’s ‘Theory of Special Relativity’ upended Newtonian Mechanics and was in agreement with James Clerk Maxwell’s equations of electromagnetism. The theory opened up new avenues for particle physics and is thought to have ushered in the nuclear age. Relativity was also used to predict the existence of black holes and other cosmological phenomena. Special Relativity, Einstein’s theory of small particles, includes possibly the world’s most famous physics equation: E=mc², which predicts the relationship between mass and energy where energy is equal to the mass of an object multiplied by the speed of light squared.


Author(s):  
ILONA MIELKE

Autism is diagnosed through a symptom of clusters known as the diagnostic triad. One of these is the rigid adherence to routines, repetitive activities, and narrowly focused interests which represent behavioural and cognitive biases due to a lack of imaginative cognition. The other two clusters include impairment in communication and social interaction because of impairments of imagination. These symptoms gave rise to the assumption that autism impairs imagination. Symptoms consistent with this view are prominent throughout the clinical and research profile of Autism Spectrum Disorders (ASD). However, some individuals diagnosed with autism exhibit excellent gifts in the field of creative imagination such as in arts, music, and poetry. Some of these personages who suffered from autism include Samuel Beckett, Albert Einstein, Andy Warhol, and Ludwig Wittgenstein. This claim purports that autism is not only compatible with creative imagination but in some sense promotes it. This chapter discusses the evidence for the impairment of the imagination in ASD and shows how these problems align with the key psychological models of autism. It evaluates the evidence for elements of preserved imagination by considering autistic visual arts and autistic spectrum poetry. It also highlights the implications of the relationship of autism and imagination.


2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Eduardo Simões

The objective of this article is to demonstrate how the historical debate between materialism and idealism, in the field of Philosophy, extends, in new clothes, to the field of Quantum Physics characterized by realism and anti-realism. For this, we opted for a debate, also historical, between the realism of Albert Einstein, for whom reality exists regardless of the existence of the knowing subject, and Niels Bohr, for whom we do not have access to the ultimate reality of the matter, unless conditioning it to the existence of an observer endowed with rationality, position adopted in the Interpretation of Complementarity (1927) – posture that was expanded in 1935 when Bohr assumed a “relationalist” conception, according to which the quantum state is defined by the relationship between the quantum object and the entire measuring device. This is an extremely important debate, as it further consolidates the results of nascent Quantum Mechanics, guaranteeing Bohr the leadership of the orthodoxy based on the interpretation of complementarity. Here, when dealing with Quantum Theory, we will not make any distinction between the terms Quantum Physics, Quantum Theory or Quantum Mechanics. The entire discussion will be held under the name “Quantum Theory”. Theory that tries to analyze and describe the behavior of physical systems of reduced dimensions, close to the sizes of molecules, atoms and subatomic particles. We hope that the reader will appreciate the genius of these two titans in this field of Physics when they magnificently formulate the arguments that support the object of their defenses.


Author(s):  
Gina J. Mariano ◽  
Kirsten Batchelor

Education is what remains after one has forgotten everything he learned in school. This quote by Albert Einstein embodies the essence of the relationship between metacognition and self-directed learning. It is important for students to remember what they learn in school, but many forget the information because they have not been taught metacognitive learning strategies. The learning strategies we teach students supports them in their effort to become good learners. In this chapter, we discuss the relationships between metacognition and knowledge transfer, critical thinking and self-directed learning. It brings together multiple perspectives on metacognition and knowledge transfer and discusses instructor strategies to engage students in metacognitive learning strategies.


2005 ◽  
Vol 7 (2) ◽  
pp. 205-226 ◽  
Author(s):  
John Forrester

The paper explores the relationship between Sigmund Freud and Albert Einstein, including the parallels in the trajectories of their scientific careers, starting with the annus mirabilis of 1905. Noting how they shared much in common, the paper underlines that it was as ‘great Jewish thinkers’ that they were most often twinned, and proceeds to compare and contrast the development of their self-consciousness of being Jewish. It then traces their relationship in one meeting and in correspondence, both private and public, from 1926 to their deaths, emphasizing Freud's envy of Einstein and Einstein's ambivalent admiration of Freud. The paper ends with a consideration of the significance of the figure of Moses in both of their final years.


2021 ◽  
Vol 21 (2) ◽  
pp. 332-348
Author(s):  
Eduardo Simões

The objective of this article is to demonstrate how the historical debate between materialism and idealism, in the field of Philosophy, extends, in new clothes, to the field of Quantum Physics characterized by realism and anti-realism. For this, we opted for a debate, also historical, between the realism of Albert Einstein, for whom reality exists regardless of the existence of the knowing subject, and Niels Bohr, for whom we do not have access to the ultimate reality of the matter, unless conditioning it to the existence of an observer endowed with rationality, position adopted in the Interpretation of Complementarity (1927) – posture that was expanded in 1935 when Bohr assumed a “relationalist” conception, according to which the quantum state is defined by the relationship between the quantum object and the entire measuring device. This is an extremely important debate, as it further consolidates the results of nascent Quantum Mechanics, guaranteeing Bohr the leadership of the orthodoxy based on the interpretation of complementarity. Here, when dealing with Quantum Theory, we will not make any distinction between the terms Quantum Physics, Quantum Theory or Quantum Mechanics. The entire discussion will be held under the name “Quantum Theory”. Theory that tries to analyze and describe the behavior of physical systems of reduced dimensions, close to the sizes of molecules, atoms and subatomic particles. We hope that the reader will appreciate the genius of these two titans in this field of Physics when they magnificently formulate the arguments that support the object of their defenses.


1967 ◽  
Vol 31 ◽  
pp. 239-251 ◽  
Author(s):  
F. J. Kerr

A review is given of information on the galactic-centre region obtained from recent observations of the 21-cm line from neutral hydrogen, the 18-cm group of OH lines, a hydrogen recombination line at 6 cm wavelength, and the continuum emission from ionized hydrogen.Both inward and outward motions are important in this region, in addition to rotation. Several types of observation indicate the presence of material in features inclined to the galactic plane. The relationship between the H and OH concentrations is not yet clear, but a rough picture of the central region can be proposed.


Paleobiology ◽  
1980 ◽  
Vol 6 (02) ◽  
pp. 146-160 ◽  
Author(s):  
William A. Oliver

The Mesozoic-Cenozoic coral Order Scleractinia has been suggested to have originated or evolved (1) by direct descent from the Paleozoic Order Rugosa or (2) by the development of a skeleton in members of one of the anemone groups that probably have existed throughout Phanerozoic time. In spite of much work on the subject, advocates of the direct descent hypothesis have failed to find convincing evidence of this relationship. Critical points are:(1) Rugosan septal insertion is serial; Scleractinian insertion is cyclic; no intermediate stages have been demonstrated. Apparent intermediates are Scleractinia having bilateral cyclic insertion or teratological Rugosa.(2) There is convincing evidence that the skeletons of many Rugosa were calcitic and none are known to be or to have been aragonitic. In contrast, the skeletons of all living Scleractinia are aragonitic and there is evidence that fossil Scleractinia were aragonitic also. The mineralogic difference is almost certainly due to intrinsic biologic factors.(3) No early Triassic corals of either group are known. This fact is not compelling (by itself) but is important in connection with points 1 and 2, because, given direct descent, both changes took place during this only stage in the history of the two groups in which there are no known corals.


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