scholarly journals Theory of Relativity – Biggest Mistake of the 20th Century?

Author(s):  
Witold Nawrot
2019 ◽  
Vol 28 ◽  
pp. 183-202
Author(s):  
Anita Srebnik

Theo van Doesburg, Vladimir Tatlin and the constructivist journey to the fourth dimension The magazine De Stijl is considered a constructivist magazine with Theo van Doesburg at its centre, especially among writers. This article tries to find an answer to the question: which characteristics in van Doesburg’s poetry make him a literary constructivist, taking into account the premises of the original constructivism as it emerged in pre-revolutionary Russia at the beginning of the 20th century. This is done by analysing his poem entitled X-Beelden 1920 which could come close to constructivism. First, there follows a brief outline of some essential features of a constructivist work of art, explained by presenting an example from architecture, which at the time was considered the most important art also for literary constructivists. This idea was inspired by the non-Euclidean geometry and the theory of relativity. The new concept of time and space developed at the beginning of the 20th century was adopted by many artists, among them van Doesburg. Although he often reflected upon it in his programmatic essays, not enough evidence was found to prove the thesis that his poem X-Beelden 1920 could be constructivist and that the fourth dimension would find its way into his literary practice.


Author(s):  
Danie F.M. Strauss

In the German literature the history of ‘ideas’ is often mentioned. Its aim is to account for the historical background of the choice and use of certain terms. In this instance such an ‘idea-historical’ approach is connected to the truly intrinsic scientific status and intention of the well-known theory of Einstein (from the years 1905 and 1916). The emphasis within the natural sciences switched since the early modern era from thing-concepts to relation-concepts, whilst the forthcoming developments eventually revealed the influence of the historicistic spiritual climate of the 19th and the early 20th century. It was also investigated in which way Einstein‘s theory of relativity explored the positive element in the shift from thing-concepts to relation-concepts even though the generally known designation of his theory (consciously or subconsciously) reflected something of the historicistic Zeitgeist [spirit of the time] at beginning of the 20th century. Nonetheless it would turn out that he was not convinced of the intrinsic antinomic nature of historicism, precisely because he realised that constancy underlies change and for that reason it cannot be emphasised at the cost of constancy. At the same time the special and general parts of his theory embody an insight into the distinct nature of the kinematic and physical aspects of reality and of the foundational role of the kinematic in respect of the physical aspect. Both these aspects underly the relation-concepts employed by Einstein, particularly as they are embodied in his emphasis on energy-constancy, where the term energy reflects the unique meaning of the physical aspect and constancy that of the kinematic aspect. The argumentation of the entire article is focused on the insight that constancy forms the basis of dynamics and change and that Einstein consequently did not develop a theory of relativity, but rather a theory of constancy. It follows that his theory at once demonstrates that the historicistic Zeitgeist of his time is intrinsically antinomic in its emphasis on change at the cost of constancy. This, moreover, is true in spite of the fact that the spirit of his time probably played a role in the designation of his theory, namely as a theory of relativity.


2021 ◽  
pp. 17-45
Author(s):  
Jenann Ismael

Isaac Newton’s theory of motion was superseded by Albert Einstein’s theories of relativity. By the early 20th century, it was clear that there was something wrong with Newton’s theory. Newton’s theory together with Maxwell’s newly proposed equations of electromagnetism predicted that the speed of light should depend on the motion of the observer, but experiments found that the velocity of light is independent of the motion of the observer. Einstein proposed the special theory of relativity in 1905 which merged space and time into a four-dimensional structure known as spacetime. Ten years later he proposed the general theory which extended the special theory to include gravity. With Einstein’s theories, an ancient philosophical debate between Heraclitus and Parmenides on change as the fundamental character of time was revived.


Author(s):  
Sampsa Korpela

In this article, the God’s relationship to time is viewed from the perspective of modern physics. The purpose is to examine new perspectives by introducing a theory of time that has been unexplored in contemporary theology. The paper begins with an analysis of the two competing views of God’s relationship to time: timelessness and temporality. They are reviewed from the perspective of the special theory of relativity. In contemporary theology, God’s timelessness is usually combined with the block universe theory, which is based on the concept of unchanging spacetime. God’s temporality is usually associated with presentism, which denies the concept of spacetime. This division reflects a central conflict in physics: the mainstream interpretation of the special theory of relativity treats time as unchanging spacetime, while quantum physics treats time as dynamic and flowing. To resolve this conflict between the ontologies of the special theory of relativity and quantum physics, the implicate order theory is introduced. The implicate order theory was developed by David Bohm (1917–1992), one of the most visionary physicists of the 20th century. After introducing the theory, it is applied to the context of God’s relationship to time. This produces interesting new opportunities for theological research.   


2016 ◽  
Vol 224 (4) ◽  
pp. 240-246 ◽  
Author(s):  
Mélanie Bédard ◽  
Line Laplante ◽  
Julien Mercier

Abstract. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.


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