CBM Elements VII

Author(s):  
Patricia A. Young

This chapter continues with CBM Elements and the design factors related to the science of culture. The following design factors are covered in this chapter: Cultural anomalies, Cultural cultures, and Cultural futures. This section, the science of culture, draws from key concepts in the fields of physical science, biological science, earth science, ecology, futures research, and crosscultural studies to explore the scientific nature of humanity and the possibilities of cultural futures. The science of culture seeks to assist human beings in adapting to their environment so that living can be achieved. This scientific way of thinking cuts across the natural, cultural, social, physical, and biological. Science is one of many ways of interpreting human reality (White, 1949).

BioChem ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 49-50
Author(s):  
Buyong Ma

The advances of biological science have fundamentally changed our world and our understanding of human beings [...]


1975 ◽  
Vol 6 (3) ◽  
pp. 215-227 ◽  
Author(s):  
Judith Bograd Gordon

This paper suggests that Disengagement Theory can be used as a theory of the middle-range, but not as a general theory about normal aging. This proposition is supported by an examination of key concepts, postulates and methods used to formulate the theory. By use of phenemological notions, we can see the concept of disengagement forces us to pay attention to the subjective meanings of aging people. It is necessary to disengage from the core statements of the theory and engage in a search for new methods to study the lived experiences of human beings in order to further our understandings of the processes of growing old.


2021 ◽  
Vol 2 (2) ◽  
pp. 63-83
Author(s):  
Rebecca Hite

<p style="text-align: justify;">Research on students’ perceptions of scientists is ongoing, starting with early research by Mead and Metraux in the 1950s and continuing in the present. Continued research interest in this area is likely due to scholarship suggesting adolescents’ impressions of scientists are sourced in-part from media, which influence their interests in science and identity in becoming a scientist. A significant source of images, in which adolescents (or middle school students) view science and scientists, is in their science textbooks. A qualitative content analysis explored images of scientists in three of the major U.S.-based middle grade science textbooks published in the new millennium: sixth grade biology, seventh grade earth science, and eighth grade physical science. The Draw A Scientist Test (DAST) Checklist was employed to assess scientists’ images and the stereotypes therein. From nine textbooks, 435 images of scientists were coded and analyzed by publisher and grade level / area by DAST constructs of appearance, location, careers, and scientific activities. Statistical analyses showed significant variances between grade levels and textbook publishers of scientists. Despite scientists portrayed in active endeavors, traditional tropes of the scowling, older, solitary, white male scientist persist. This study offers insight in leveraging improved images of scientists in textbooks.</p>


2016 ◽  
Vol 6 (4) ◽  
pp. 98
Author(s):  
Imam Khan

The novelist, Joyce Cary, appears to accept human being as free, who is apparently captive, his footing on which his art of novel writing is constructed. It is his one of the inspirations and his source of creation. He projects society as the background of his novels. Protagonists and other characters find themselves at odds with the society. A consistency between free and captive has been very much schematic throughout the novels presenting his point of view. Consequences start moving from intuition to concept. His characters are flat as well as round ones. Moreover, they are free as well as captive. They are peopled with two types of human beings who may be termed as the captive and the free. However, they are real. They are humane. The wholeness of objectivity is very much schematic. The artist in Cary tries to cut deep through the encrustations of facts and life to get at the heart of the truth and reality. However, reality, human reality, appears to be perceptive. Hence, this research paper tries to investigate the purpose of the reality of society in general and reality of human beings in particular. It aims at finding out what reality is for the novelist in question. How the novelist perceives it. In addition, how the different characters of his novels do experience the reality of life?


2018 ◽  
Vol 53 ◽  
pp. 03009
Author(s):  
Kosuke Nakashima

This paper makes the development of the word ’straight’ clear. Dictionaries define ’straight’ as; ‘without a curve or bend’, ‘going direct to the target’, ‘honest’, ‘in continuous succession’ or ‘neat’. As can be seen, ’straight’ has a variety of meanings. Some connections between these meanings can be guessed but others cannot. The mechanism of how ’straight’ has obtained each meaning will be explained logically in this paper. First, the most basic or central meaning of ’straight’ is ‘without a curve or bend’. So ’straight’ modifies the verb ’stand’ like the following: He stood up straight. ’Straight’ has a strong conceptual connection with a standing posture. At the present time, ’straight’ is the normal posture for human beings. This means ’straight’ has a concept for ‘normal’ for human beings like the following: He grew up straight. This sentence does not mean that his posture is straight up. It means that he grew up honest. ’Straight’ gives a normal image to English speakers both physically and metaphysically. Like an example above, this paper explains how ’straight’ has developed its meanings through the human beings’ way of thinking. And some comparisons between English expressions and Japanese ones, which is the author’s mother tongue, are made in this paper as well.


Antiquity ◽  
1972 ◽  
Vol 46 (182) ◽  
pp. 134-139
Author(s):  
J. A. Charles

In recent years the important role that scientific research techniques can play in archaeological investigations has become increasingly recognized. An early major review on the whole subject of both physical and biological science in archaeology by D. Brothwell and E. S. Higgs was revised in 1967 and represents the major work in this field. More recently, much of the effort in physical sciences has also been admirably reviewed by Tite (1970). This present paper also seeks to outline the ways in which physical science has contributed to archaeological discovery, with particular emphasis on recent developments known to the author.


Author(s):  
Artur Aleksiejuk ◽  

Pedagogical issues for ages have inspired teachers to create new theories, searching for ways and means which would allow them to attain the maximum results in the process of obtaining a complete personal maturity by the pupil. The great number of new pedagogical systems demonstrates beyond a doubt the fundamental importance of education. Education is integrally linked to the existence of human beings and co-creates the whole of human reality. A person sees himself and improves himself through interactions with his neighbours and acquaintances. The process of education is the road for the attainment of the fullness of individual life and cannot take place in a vacuum.In the classically accepted methodology of knowledge, the way to the goal, or the method, for the most part must be defined by the actual subject of research. Therefore, if we want to make the Christian model of education the subject of reflection, we must start with the human person who is in need of formulating his thought patterns, vocabulary and his frame of mind in all the aspects of his existence. Before we ask ourselves how and what it means to educate a human being, we must answer the question „What vision of man is connected to the basis of the Christian model of upbringing ?”. The purpose of this article is a short explication of the basic principles of the christocentric-humanistic model of upbringing that could be the point of reference in creating concrete educational strategies.


2015 ◽  
Vol 10 (1) ◽  
pp. 128-144
Author(s):  
Asmuni Mth ◽  
Muntoha Muntoha ◽  
Ahmad Arif Syarif

Study of the products of Islamic law in Indonesia is often partial and focused on mainstream mass organizations. In fact, the existence of small and local organization that influence the dynamics of Islamic law in Indonesia, such as Wahdah Islamiyah. In response to the problems of the people, especially in South Sulawesi, this organization has been often condemned heretic wing, spreaders heresy and other negative charges. In fact, the style and the formulation of laws formulated emphasizes maqashid al-shari'ah, thus seem more flexible, visible, and dynamic. This negative accusations, is more likely due to political pressure, of the substance of the factors defined legal fatwa. Seeing the dynamic thinking of Islamic laws of community organi zation of Wahdah Islamiyah in its way to formulate some Fatwa by interacting with social, economic, political, cultural, localized, national and global reality is to enforce human beings’ welfare without ignoring nash. The interaction with social reality forms a way of thinking of Wahdah Islamiyah which leads to moderation and inclusive characteristics.


Author(s):  
Gisela Giner Rommel

La llamada era o siglo de la biotecnología, y con ella, una nueva realidad genética artificial, va abriéndose camino inexorablemente. La misma supone nuevas formas de dominio de la vida natural y humana sin precedentes. El hombre puede ya alterar nada menos que el curso de la evolución de las especies. Es fácil adivinar entonces por qué la genética traspasa su propio ámbito científico: se encuentra ineludiblemente cargada de dilemas éticos de toda índole, y unida al mundo filosófico y moral por su urgente necesidad de respuestas. La primera gran reflexión que la genética plantea a la ética es de tal calibre, que zozobra los cimientos de la propia tradición filosófica occidental y su concepción de la dignidad humana. Si el hallazgo del genoma humano lleva consigo una propensión de la visión de la realidad humana exclusivamente cientificista y biológica, procediendo a realizar una verdadera «sacralización de la ciencia» ¿Supone ello el derrumbe, la invalidación de la condición ética y libre del hombre? ¿Debemos renunciar a una visión del mismo como un ser digno y reducirlo a un animal más? ¿Debemos, en definitiva, dar carpetazo al humanismo, poniendo en tela de juicio la calidad moral del hombre? ¿Cerrar entonces los espacios de la ética o la filosofía, declarando que todos los aspectos que encierran la condición humana se consumen en una explicación científica? ¿Cómo afrontar otros posibles ataques a dimensiones de la dignidad humana como la libertad, la igualdad, la intimidad? ¿Precisan de disciplinas distintas, como la filosofía y el derecho, en busca de soluciones que exceden del campo científico y a los que éste no puede dar respuestas? Ante los nuevos poderes y responsabilidades que trae consigo el progreso científico, la explicación ética y la científica no deben sino reencontrarse. Apostar por el control ético del rumbo del proceso científico y tecnológico a través del paradigma de la dignidad humana se torna imprescindible. En definitiva, tratar de llevar a cabo el sueño del progreso universal, real, en el que la genética constituya un eslabón, un peldaño más en su consecución efectiva no puede darse sin intervención de la reflexión ética.This is definitely the age of biotechnology and with it comes a new artificial genetic reality. Biotechnology gives us never seen before control over plant, animal and human life. Mankind may now even be able to change the course of evolution in all living creatures, no less. That is why it is easy to understand that the science of genetics transcends its own domain; it is unavoidably confronted with ethical dilemmas of all kind and it is compelled to turn to philosophy and morality because of its need to find answers urgently. The first question raised by genetics is of such a magnitude that it overturns the basis of the Western philosophical tradition and its concept of human dignity. If the decoding of the human genome leads to an exclusively scientific and biological vision of human reality, to what you could call a «sacralisation of science», then what happens to free will, to man as an ethical being? Should we henceforth refuse to consider Man as a creature of Dignity and reduce him to just another animal? Should we, in short, abandon all humanistic idealism and question even the morality of human beings? Should we forget about ethics and philosophy and agree that all the aspects, implicit in the human condition, can find a scientific explanation? But how then should we deal with other attacks that may be made against such dimensions of human dignity as liberty, equality and privacy? Will there be no need for other disciplines, such as philosophy and law, to find solutions to problems which exceed the field of science and for which science has no answers to give?. In the face of all the new powers, potential and responsibilities brought about by scientific progress, ethics and science should not become adversaries. Ethical control over the course of scientific and technological progress based on the paradigm of human dignity is becoming essential. To summarise, it will be impossible to realise the dream of true progress, in which the science of genetics is but one step, without answering ethical questions.


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