1. What is strong evaluation? A reading and reconstruction of Taylor’s central concept

2018 ◽  
Vol 11 (1-2) ◽  
pp. 63-89
Author(s):  
Mohammed El-Msaoui

Many debates between Islamists and secularists have taken place in the Arab political sphere with the aim of building bridges of communication between the two actors who contributed to the transformations that have taken place in the Arab world. Despite the multiple dialogues between Islamists and secularists, conflict and tension have prevailed on both sides, with conflict taking on all forms of material and moral violence. One of the most significant indicators of the crisis in communication is the emergence of violence. That being so, this study broaches the problem using Habermas’s basic idea, which focuses on violence as a disease of human discourse and communication. According to Habermas, violence is the result of distorted discourse between fundamentalists and others; it is a distorted discourse because it does not recognize the other as it is. The study employs the Habermas communicative action theory as a central concept. Accordingly, Habermas’s theory of communication is invoked to understand the causes of the escalation of violence in the Arab political sphere.


2018 ◽  
Author(s):  
Joseph DeWilde ◽  
Esha Rangnekar ◽  
Jeffrey Ting ◽  
Joseph Franek ◽  
Frank S. Bates ◽  
...  

A biannual chemistry demonstration-based show named “Energy and U” was created to extend the general outreach themes of STEM fields and a college education with a specific goal: to teach the First Law of Thermodynamics to elementary school students. Energy is a central concept in chemical education, most STEM disciplines, and it is the concept at the foundation of many of the greatest challenges faced by society today. The effectiveness of the program was analyzed using a clicker survey system. This study provides one of the first examples of incorporating real-time feedback into large- scale chemistry-based outreach events for elementary school students in order to quantify and better understand the broader impact and learning outcomes.


Author(s):  
Ralph Wedgwood

Rationality is a central concept for epistemology, ethics, and the study of practical reason. But what sort of concept is it? It is argued here that—contrary to objections that have recently been raised—rationality is a normative concept. In general, normative concepts cannot be explained in terms of the concepts expressed by ‘reasons’ or ‘ought’. Instead, normative concepts are best understood in terms of values. Thus, for a mental state or a process of reasoning to be rational is for it to be in a certain way good. Specifically, rationality is a virtue, while irrationality is a vice. What rationality requires of you at a time is whatever is necessary for your thinking at that time to be as rational as possible; this makes ‘rationally required’ equivalent to a kind of ‘ought’. Moreover, rationality is an “internalist” normative concept: what it is rational for you to think at a time depends purely on what is in your mind at that time. Nonetheless, rationality has an external goal—namely, getting things right in your thinking, or thinking correctly. The connection between rationality and correctness is probabilistic: if your thinking is irrational, that is bad news about your thinking’s degree of correctness; and the more irrational your thinking is, the worse the news is about your thinking’s degree of correctness. This account of the concept of rationality indicates how we should set about giving a substantive theory of what it is for beliefs and choices to be rational.


2004 ◽  
Vol 5 (2) ◽  
pp. 313-336 ◽  
Author(s):  
Ellen Valle

The article deals with correspondence in natural history in the eighteenth century between England and North America. The corpus discussed consists of correspondence between John Bartram and Peter Collinson, and between Alexander Garden and John Ellis. The approach used in the study is qualitative and rhetorical; the main point considered is how the letters construct scientific centre and periphery in the eighteenth-century Atlantic world. A central concept is the “colonial exchange”, whereby “raw materials” from the colonies — in this case plant and animal specimens, along with proposed identifications and names — are exchanged for “finished products”, in this case codified scientific knowledge contained in publications.


1984 ◽  
Vol 9 (3) ◽  
pp. 14-18 ◽  
Author(s):  
Sharon L EVERS

2018 ◽  
Vol 35 (4) ◽  
pp. 9-12
Author(s):  
Emily McGinn ◽  
Meagan Duever

Purpose This paper aims to detail the use of ESRs ArcMap in the undergraduate history classroom, as an example of pedagogical inquiry and as a method for integrating digital humanities (DH) tools and methods directly into humanities research and pedagogy. Design/methodology/approach This class is an example of pedagogical inquiry and a method for integrating DH tools and methods directly into humanities research and pedagogy. Findings With this approach, students see the immediate application of DH to traditional humanities objects of study and aid these in the pursuit of innovative research questions and methods. Originality/value The use of DH in traditional humanities classrooms as a central concept with experts from the libraries integrated into course design and project planning is unique and is a model that could be implemented at other institutions.


2000 ◽  
Vol 24 (4) ◽  
pp. 727-754 ◽  
Author(s):  
Christopher Chase-Dunn ◽  
E. Susan Manning ◽  
Thomas D. Hall

The world-systems perspective was invented for modeling and interpreting the expansion and deepening of the capitalist regional system as it emerged in Europe and incorporated the whole globe over the past 500 years (Wallerstein 1974; Chase-Dunn 1998; Arrighi 1994). The idea of a core/periphery hierarchy composed of “advanced” economically developed and powerful states dominating and exploiting “less developed” peripheral regions has been a central concept in the world-systems perspective. In the last decade the world-systems approach has been extended to the analysis of earlier and smaller intersocietal systems. Andre Gunder Frank and Barry Gills (1994) have argued that the contemporary global political economy is simply a continuation of a 5,000-year-old world system that emerged with the first states in Mesopotamia. Christopher Chase-Dunn and Thomas Hall (1997) have modified the basic world-systems concepts to make them useful for a comparative study of very different kinds of systems. They include very small intergroup networks composed of sedentary foragers, as well as larger systems containing chiefdoms, early states, agrarian empires, and the contemporary global system in their scope of comparison.


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