Teoría de las maravillas: Evolución, cerebro y la naturaleza radical de la ciencia


Book Description

'Teoría de las Maravillas: Evolución, cerebro y la naturaleza radical de la ciencia' aspira a determinar la mejor manera en la que la ciencia puede satisfacer nuestros sentidos de maravillarnos a través de la exploración del mundo. El empirismo establece que la ciencia tiene éxito porque sigue el método científico: La observación basa su juicio en la Teoría, apoyándola o rechazándola. Se ha dado mucho crédito al inventor de este método, Galileo, pero cuando los filósofos historicistas de la ciencia, como Kuhn y Feyerabend, llaman nuestra atención sobre lo que Galileo investigó y escribió realmente, nos quedamos en shock al descubrir que lo que hizo fue clavar una daga en el corazón del Empirismo. Derogó la distinción entre teoría y observación. Hechos simples, como la caída en vertical de una piedra, descartaron el movimiento terrestre. Y con esto concluir que, si la piedra cae en vertical, sin embargo, tenemos que asumir que la tierra no se mueve. Si se moviera entonces la piedra solo daría la sensación de caer en vertical. Galileo, de esta manera, reemplazó los “hechos” sobre el movimiento de la tierra con “hechos” que incluían este movimiento. Este proceso es típico de las revoluciones científicas. Una buena estrategia para la ciencia es la elaboración de alternos radicales. De esta manera, y sobre su tesis, se reconsidera lo que cuenta como evidencia. A Feyerabend se le llamó irracional por esta sugerencia. Pero, si miramos la practica de la ciencia desde la perspectiva de la evolución y de la neurociencia, esta nos muestra que la sugerencia, de hecho, es bastante racional y que, además, ofrece una explicación sobre el por qué la ciencia funciona mejor como forma radical de conocimiento. También nos conduce a una forma biológica sensitiva de verdad relativa, con borradores preliminares que llevan a interesantes debates con otros investigadores de la filosofía de la ciencia. Este libro será de gran interés para estudiantes universitarios, profesores e investigadores en el ámbito de la historia o de la filosofía de la ciencia, así como a cualquiera con un interés general en la naturaleza de la ciencia.




Without Criteria


Book Description

A Deleuzian reading of Whitehead and a Whiteheadian reading of Deleuze open the possibility of a critical aesthetics of contemporary culture. In Without Criteria, Steven Shaviro proposes and explores a philosophical fantasy: imagine a world in which Alfred North Whitehead takes the place of Martin Heidegger. What if Whitehead, instead of Heidegger, had set the agenda for postmodern thought? Heidegger asks, “Why is there something, rather than nothing?” Whitehead asks, “How is it that there is always something new?” In a world where everything from popular music to DNA is being sampled and recombined, argues Shaviro, Whitehead's question is the truly urgent one. Without Criteria is Shaviro's experiment in rethinking postmodern theory, especially the theory of aesthetics, from a point of view that hearkens back to Whitehead rather than Heidegger. In working through the ideas of Whitehead and Deleuze, Shaviro also appeals to Kant, arguing that certain aspects of Kant's thought pave the way for the philosophical “constructivism” embraced by both Whitehead and Deleuze. Kant, Whitehead, and Deleuze are not commonly grouped together, but the juxtaposition of them in Without Criteria helps to shed light on a variety of issues that are of concern to contemporary art and media practices.




The Hamilton Phenomenon


Book Description

'The Hamilton Phenomenon' brings together a diverse group of scholars including university professors and librarians, educators at community colleges, Ph.D. candidates and independent scholars, in an exploration of the celebrated Broadway hit. When Lin-Manuel Miranda’s musical sensation erupted onto Broadway in 2015, scholars were underprepared for the impact the theatrical experience would have. Miranda’s use of rap, hip-hop, jazz, and Broadway show tunes provides the basis for this whirlwind showcase of America’s past through a reinterpretation of eighteenth-century history. Bound together by their shared interest in 'Hamilton: an American Musical', the authors in this volume diverge from a common touchstone to uncover the unique moment presented by this phenomenon. The two parts of this book feature different emerging themes, ranging from the meaning of the musical on stage, to how the musical is impacting pedagogy and teaching in the 21st century. The first part places Hamilton in the history of theatrical performances of the American Revolution, compares it with other musicals, and fleshes out the significance of postcolonial studies within theatrical performances. Esteemed scholars and educators provide the basis for the second part with insights on the efficacy, benefits, and pitfalls of teaching using Hamilton. Although other scholarly works have debated the historical accuracy of Hamilton, 'The Hamilton Phenomenon' benefits from more distance from the release of the musical, as well as the dissemination of the hit through traveling productions and the summer 2020 release on Disney+. Through critically engaging with Hamilton these authors unfold new insights on early American history, pedagogy, costume, race in theatrical performances, and the role of theatre in crafting interest in history.




The Crisis of American Democracy: Essays on a Failing Institution


Book Description

The essays in “The Crisis of American Democracy: Essays on a Failing Institution” seek to answer central questions about American democracy, such as: if American democracy is failing, what are the causes of this failure? What are the consequences? And what can be done to fix it? These standalone essays present diverse perspectives on some of the impediments to achieving a true democracy in the present-day United States of America, as well as prescriptions for overcoming these obstacles. Leading academics from across North America, contribute their perspectives on this timely debate.




A Comparative History of Literatures in the Iberian Peninsula


Book Description

A Comparative History of Literatures in the Iberian Peninsula is the second comparative history of a new subseries with a regional focus, published by the Coordinating Committee of the International Comparative Literature Association. As its predecessor for East-Central Europe, this two-volume history distances itself from traditional histories built around periods and movements, and explores, from a comparative viewpoint, a space considered to be a powerful symbol of inter-literary relations. Both the geographical pertinence and its symbolic condition are obviously discussed, when not even contested. Written by an international team of researchers who are specialists in the field, this history is the first attempt at applying a comparative approach to the plurilingual and multicultural literatures in the Iberian Peninsula. The aim of comprehensiveness is abandoned in favor of a diverse and extensive array of key issues for a comparative agenda. A Comparative History of Literatures in the Iberian Peninsula undermines the primacy claimed for national and linguistic boundaries, and provides a geo-cultural account of literary inter-systems which cannot otherwise be explained.




A Theory of Wonder: Evolution, Brain and the Radical Nature of Science


Book Description

‘A Theory of Wonder’ aims to determine the best way science can satisfy our sense of wonder by exploring the world. Empiricism tells us that science succeeds because it follows the scientific method: Observation passes judgment on Theory – supporting or rejecting it. Much credit is given to the inventor of the method, Galileo, but when historically-minded philosophers of science like Kuhn and Feyerabend called our attention to what Galileo actually wrote and did, we were shocked to find out that Galileo instead drives a dagger through the heart of empiricism; he strikes down the distinction between theory and observation. Plain facts, like the vertical fall of a stone, ruled out the motion of the Earth. To conclude that the stone really falls vertically, however, we must assume that the Earth does not move. If it does move, then the stone only “seems” to fall vertically. Galileo then replaced the “facts” against the motion of the Earth with “facts” that included such motion. This process is typical during scientific revolutions. A good strategy for science is to elaborate radical alternatives; then, and on their basis, reconsider what counts as evidence. Feyerabend was called irrational for this suggestion; but looking at the practice of science from the perspective of evolution and neuroscience shows that the suggestion is very reasonable instead, and, moreover, explains why science works best as a radical form of knowledge. It also leads to a sensible biological form of relative truth, with preliminary drafts leading to exciting discussions with other researchers in the philosophy of science. This book will be of particular interest to university students, instructors and researchers in history or philosophy of science, as well as those with a general interest in the nature of science.




Fabre's Book of Insects


Book Description

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.




The Changing Faces of Higher Education


Book Description

In a time of rapid change and arising challenges, Millennials are the latest generation to enter high education institutions as junior faculty, administrators, researchers, and scholars. As with each generation they bring new values, perspectives, technological expertise, and expectations. Higher education is facing potentially overwhelming challenges in finances, student debt, relevance, non-traditional hiring, with some institutions facing closure. Academic leaders, often Baby Boomers, attempt to meet these challenges while still tied to traditions from a bygone time. The Changing Faces of Higher Education gives voice to Millennial academics and their perspective of higher education. This thought-provoking volume provides the insights and lessons from Millennials working in higher education across various subfields. The contributing authors speak from divergent institutions including small mid-western private colleges to larger East coast public institutions and many locations in-between. The contributing authors are not limited to faculty but covers a range of professionals working in higher education. While diverse, all the authors focus on the challenges in teaching, mentorship, and leadership, challenges related to diversity, and improving technology and research. The thirteen chapters in this book address ongoing challenges faced by Millennials working in higher education, offers advice and best practices, and addresses the ways that Millennials serve as a bridge between their "Boomer" colleagues and Gen Z who make up the majority of currently enrolled college students. Each chapter presents the experiences of the author(s) and the strategies utilized to navigate the increasingly fast changing landscape of higher education.




Teaching In/Between: Curating Educational Spaces with Autohistoria-Teoría and Conocimiento


Book Description

'Teaching In/Between: Curating educational spaces with autohistoria-teoría and conocimiento' is an iteration of an educator's embodied teaching and theorizing through testimonio work. Sotomayor, through a decolonizing feminist teaching inquiry, documents and analyzes her experiences as a facilitator in higher education while teaching the undergraduate course 'Latina Feminisms, Latinas in the US: Gender, Culture and Society'. This unique book is her interpretation and implementation of the seven recursive stages of Gloria Anzaldúa's conocimiento theory as transformative acts to guide her research design and teaching approach. Sotomayor's distinct bridging of Anzaldúa's theories of autohistoria-teoría and conocimiento offers an expansive perspective to how theorizing and curating our lived experiences can be transformational processes within academia. Sotomayor applies Anzaldúa's theories and her own theorizing to curate educational spaces that decolonize White hegemonic academic canons and empower underrepresented learners who may experience a deep sense of not belonging in academia. She situates herself in the study as curator, and her practice as curator as an agent of self-knowledge production and theorizing to create self-empowering learning environments. Sotomayor's work dwells within the lineage of border and cultural studies with shared voices of Gloria Anzaldúa, AnaLouise Keating, Mariana Ortega, Ami Kantawala, Maxine Greene, and Ruth Behar. Her work is considered a guide for teaching practitioners and researchers who hope to develop ways of knowing within their teaching environments that are inclusive and holistic for learners through a non-linear transformative process. 'Teaching In/Between' can be adapted for classroom use for pre-service teachers and instructors as well as creative interpretations for interdisciplinary works within Chicana/x, Latina/x, Art Education, Visual Arts and History, Women's & Gender Studies, Border and Cultural Studies.




The Forbidden Religion


Book Description

Gnosis means knowledge. But we are not referring to just any knowledge. Gnosis is knowledge which produces a great transformation in those who receive it. Knowledge capable of nothing less than waking up man and helping him to escape from the prison in which he finds himself. That is why Gnosis has been so persecuted throughout the course of history, because it is knowledge considered dangerous for the religious and political authorities who govern mankind from the shadows. Every time this religion, absolutely different from the rest, appears before man, the other religions unite to try to destroy or hide it again. Primordial Gnosis is the original Gnosis, true Gnosis, eternal Gnosis, Gnostic knowledge in its pure form. Due to multiple persecutions, Primordial Gnosis has been fragmented, distorted and hidden.