scholarly journals Alternatives to the State: Or, Why a Non-Western IR Must Be a Revolutionary Science

2020 ◽  
Author(s):  
Erik RİNGMAR
Keyword(s):  
The State ◽  
Revolutionary Science

From Normal Science to Revolutionary One and Vice Versa

2020 ◽  
pp. 148-152
Author(s):  
Alexander Yu. Antonovskiy ◽  
Keyword(s):  
The State ◽  
Normal Science ◽  
Life World ◽  
The World ◽  
Natural Life ◽  
Revolutionary Science

The article poses the question of which science, revolutionary or normal, is more in line with the concept of modernity. We consider the claims to the modernity of both types of sciences and substantiate the conclusion that revolutionary science can be understood as a situational response of scientists to the state of crisis of normal science. The author argues that revolutionary (at some given point in time) science again brings us back to the forgotten question of truth and refer­ence. At first glance, it looks like a turn from technique and calculations, formal­ization and simplification to the world in itself, ontologically unified and inde­pendent of its presentations in certain paradigms. However, revolutionary science in its claim to turn from language to referent turns out to be a reminis­cence of the archaic “Pythagorean attitude” (to “the discovery of true truth, the true being, and design of God” in the sense of M. Weber) and, in turn, does not relieve us of excessive abstractness, loss of connection with reality, and in this sense does not correspond to the concept of modernity. Science is technicized, formalized, quantified, digitalized, and receives an increasingly complex concep­tual description, almost unrelated to natural “life-world” ontologies and realities.

Crisis and the construction of modern theoretical physics

2007 ◽  
Vol 40 (1) ◽  
pp. 25-51 ◽  
Author(s):  
SUMAN SETH
Keyword(s):  
Quantum Mechanics ◽  
World View ◽  
The State ◽  
The Other ◽  
Theoretical Physics ◽  
Secondary Literature ◽  
Physics Community ◽  
Extensive Body ◽  
Collective Construction ◽  
Revolutionary Science

This paper takes up the concept of ‘crisis’ at both historical and historiographical levels. It proceeds through two examples of periods that have been described by historians of physics using a language of crisis. The first examines an incipient German theoretical-physics community around 1900 and the debates that concerned the so-called ‘failure’ of the mechanical world view. It is argued, largely on the basis of what is now an extensive body of secondary literature, that there is little evidence for a widespread crisis in this period. Abandoning the term as both description and explanation, one comes to the far more intriguing suggestion that the conflict over foundations was not evidence of a divisive dissonance but rather of collective construction. What has been termed crisis was, in fact, the practice of theoretical physics in the fin de siècle. The second example is the period either side of the advent of quantum mechanics around 1925. Different subgroups within the theoretical-physics community viewed the state of the field in dramatically different ways. Those, such as members of the Sommerfeld school in Munich, who saw the task of the physicist as lying in the solution of particular problems, neither saw a crisis nor acknowledged its resolution. On the other hand those, such as several researchers associated with Niels Bohr's institute in Copenhagen, who focused on the creation and adaptation of new principles, openly advocated a crisis even before decisive anomalies arose. They then sought to conceptualize the development of quantum mechanics in terms of crises and the revolutions that followed. Thomas Kuhn's language of crisis, revolution and anomaly, it is concluded, arises from his focus on only one set of theoretical physicists. A closer look at intra-communal differences opens a new vista onto what he termed ‘normal’ and ‘revolutionary’ science.

Practical Picture Processing

1974 ◽  
Vol 32 ◽  
pp. 338-339
Author(s):  
T. A. Welton
Keyword(s):  
Radiation Damage ◽  
Coherence Length ◽  
Spatial Information ◽  
State Of The Art ◽  
Coherent Radiation ◽  
The State ◽  
Energy Spread ◽  
Electron Micrograph ◽  
Picture Processing ◽  
Molecular Skeleton

Various authors have emphasized the spatial information resident in an electron micrograph taken with adequately coherent radiation. In view of the completion of at least one such instrument, this opportunity is taken to summarize the state of the art of processing such micrographs. We use the usual symbols for the aberration coefficients, and supplement these with £ and 6 for the transverse coherence length and the fractional energy spread respectively. He also assume a weak, biologically interesting sample, with principal interest lying in the molecular skeleton remaining after obvious hydrogen loss and other radiation damage has occurred.

Pragmatic versus Morphological/Syntactic Criteria for Language Referrals

1980 ◽  
Vol 11 (2) ◽  
pp. 85-94 ◽  
Author(s):  
Jack Damico ◽  
John W. Oller
Keyword(s):  
Grade Level ◽  
The State ◽  
Verb Agreement ◽  
Remedial Programs ◽  
Service Training ◽  
Traditional Approaches ◽  
Communicative Effectiveness

Two methods of identifying language disordered children are examined. Traditional approaches require attention to relatively superficial morphological and surface syntactic criteria, such as, noun-verb agreement, tense marking, pluralization. More recently, however, language testers and others have turned to pragmatic criteria focussing on deeper aspects of meaning and communicative effectiveness, such as, general fluency, topic maintenance, specificity of referring terms. In this study, 54 regular K-5 teachers in two Albuquerque schools serving 1212 children were assigned on a roughly matched basis to one of two groups. Group S received in-service training using traditional surface criteria for referrals, while Group P received similar in-service training with pragmatic criteria. All referrals from both groups were reevaluated by a panel of judges following the state determined procedures for assignment to remedial programs. Teachers who were taught to use pragmatic criteria in identifying language disordered children identified significantly more children and were more often correct in their identification than teachers taught to use syntactic criteria. Both groups identified significantly fewer children as the grade level increased.

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