Forms and Concepts


Book Description

Forms and Concepts is the first comprehensive study of the central role of concepts and concept acquisition in the Platonic tradition. It sets up a stimulating dialogue between Plato’s innatist approach and Aristotle’s much more empirical response. The primary aim is to analyze and assess the strategies with which Platonists responded to Aristotle’s (and Alexander of Aphrodisias’) rival theory. The monograph culminates in a careful reconstruction of the elaborate attempt undertaken by the Neoplatonist Proclus (6th century AD) to devise a systematic Platonic theory of concept acquisition.




Forms and Concepts for Lightweight Structures


Book Description

Covering a wide range of structural concepts and presenting both relevant theories and their applications to actual structures, this book brings together for the first time lightweight structures concepts for many different applications and the relevant scientific literature, thus providing unique insights into a fascinating field of human endeavour. Evolved from a series of graduate courses taught by the authors at the University of Tokyo, the Institute of Space and Astronautical Science, the University of Cambridge and the California Institute of Technology, this textbook provides both theoretical and practical insights and presents a range of examples which also provide a history of key lightweight structures since the Apollo age. This essential guide will inspire the imagination of engineers and provide an analytical foundation for all readers.




Creating Scientific Concepts


Book Description

An account that analyzes the dynamic reasoning processes implicated in a fundamental problem of creativity in science: how does genuine novelty emerge from existing representations? How do novel scientific concepts arise? In Creating Scientific Concepts, Nancy Nersessian seeks to answer this central but virtually unasked question in the problem of conceptual change. She argues that the popular image of novel concepts and profound insight bursting forth in a blinding flash of inspiration is mistaken. Instead, novel concepts are shown to arise out of the interplay of three factors: an attempt to solve specific problems; the use of conceptual, analytical, and material resources provided by the cognitive-social-cultural context of the problem; and dynamic processes of reasoning that extend ordinary cognition. Focusing on the third factor, Nersessian draws on cognitive science research and historical accounts of scientific practices to show how scientific and ordinary cognition lie on a continuum, and how problem-solving practices in one illuminate practices in the other. Her investigations of scientific practices show conceptual change as deriving from the use of analogies, imagistic representations, and thought experiments, integrated with experimental investigations and mathematical analyses. She presents a view of constructed models as hybrid objects, serving as intermediaries between targets and analogical sources in bootstrapping processes. Extending these results, she argues that these complex cognitive operations and structures are not mere aids to discovery, but that together they constitute a powerful form of reasoning—model-based reasoning—that generates novelty. This new approach to mental modeling and analogy, together with Nersessian's cognitive-historical approach, make Creating Scientific Concepts equally valuable to cognitive science and philosophy of science.




The Forms and Functions of Tort Law


Book Description

The perfect accompaniment to any torts casebook, The Forms and Functions of Tort Law covers all the major cases and issues in the standard torts course, sharing Professor Abraham's scholarly insights developed over 25 years of teaching. This analytical text addresses the cases and analyzes their implications, presenting the law of torts within a curricular context and covering the materials that law students are likely to encounter in a variety of courses. The straightforward, readable text in this paperback addresses both rules and policy and presents topics in a way that helps students grapple with the issues more effectively. Organized in the traditional manner, topics covered include intentional torts, negligence, cause-in-fact, proximate cause, defenses, strict liability, nuisance, products liability, damages, tort reform, invasion of privacy, defamation, misrepresentation, and the economic interference torts. Each chapter stands on its own, making the book ideal for use as a classroom text as well as for self-directed reading by students.




Communal Forms


Book Description

Drawing on a wide range of social theory, as well as empirical inputs from studies of work, neighbourhoods, events, meeting places and online self-help groups, this book suggests that communal forms are constructed on the basis of communicative, material, biographic-cultural, practice-based, and situational layers. The concept of community has long provided an important point of departure for the discipline of sociology, with the conflicting conceptions of community before and into modernity embodied in Ferdinand Tönnies' Gemeinschaft and Gesellschaft and in Emile Dürkheim's Mechanical and Organic Solidarity, providing the focus for debate. Other contributors have maintained an interest in communities as communions, interactional competencies, symbolic identification, tribal connection, and more recently communication. Drawing on such theoretical contributions, as well as empirical inputs, the authors develop a more nuanced concept of community, based on the notion that it is constructed from several different layers. This concept is then presented as a sociological toolbox with which to fuel approaches to examining societal challenges and change. Providing a fresh approach to a core sociological question that also has a wider societal relevance, Communal Forms will be of interest to scholars and students concerned with social issues, and for those with a more general interest in community, society and its development over time.




Heidegger on Concepts, Freedom and Normativity


Book Description

This book offers a fundamentally new account of the arguments and concepts which define Heidegger's early philosophy, and locates them in relation to both contemporary analytic philosophy and the history of philosophy. Drawing on recent work in the philosophy of mind and on Heidegger's lectures on Plato and Kant, Sacha Golob argues against existing treatments of Heidegger on intentionality and suggests that Heidegger endorses a unique position with respect to conceptual and representational content; he also examines the implications of this for Heidegger's views on truth, realism and 'being'. He goes on to explore Heidegger's work on the underlying issue of normativity, and focuses on his theory of freedom, arguing that it is freedom that links the existential concerns of Being and Time to concepts such as reason, perfection and obligation. His book offers a distinctive new perspective for students of Heidegger and the history of twentieth-century philosophy.




A Framework for K-12 Science Education


Book Description

Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.




Finite Element Concepts


Book Description

This text presents a highly original treatment of the fundamentals of FEM, developed using computer algebra, based on undergraduate-level engineering mathematics and the mechanics of solids. The book is divided into two distinct parts of nine chapters and seven appendices. The first chapter reviews the energy concepts in structural mechanics with bar problems, which is continued in the next chapter for truss analysis using Mathematica programs. The Courant and Clough triangular elements for scalar potentials and linear elasticity are covered in chapters three and four, followed by four-node elements. Chapters five and six describe Taig’s isoparametric interpolants and Iron’s patch test. Rayleigh vector modes, which satisfy point-wise equilibrium, are elaborated on in chapter seven along with successful patch tests in the physical (x,y) Cartesian frame. Chapter eight explains point-wise incompressibility and employs (Moore-Penrose) inversion of rectangular matrices. The final chapter analyzes patch-tests in all directions and introduces five-node elements for linear stresses. Curved boundaries and higher order stresses are addressed in closed algebraic form. Appendices give a short introduction to Mathematica, followed by truss analysis using symbolic codes that could be used in all FEM problems to assemble element matrices and solve for all unknowns. All Mathematica codes for theoretical formulations and graphics are included with extensive numerical examples.




Living with Concepts


Book Description

In this anthology, philosophers and anthropologists examine a concept too often taken for granted: that of the concept itself. Concepts are often thought of as mere tools of analysis, or as straightforwardly equivalent to signs or symbols. But the contributors in this volume challenge these conventional frameworks, turning instead to the ways concepts are intrinsically embedded in our forms of life and how they constitute the very substrate of our conscious existence. Attending to our ordinary lives with concepts requires not an ascent from the rough ground of reality into the skies of theory, but rather acceptance of the fact that thinking is congenital to living with and through concepts. The volume offers a critical and timely intervention into both contemporary philosophy and anthropological theory by unsettling the distinction between thought and reality that continues to be too often assumed. showing how the supposed need to grasp reality may be replaced by an acknowledgement that we are in its grip. Contributors: Jocelyn Benoist, Andrew Brandel, Michael Cordey, Veena Das, Rasmus Dyring and Thomas Schwarz Wentzer, Michael D. Jackson, Michael Lambek, Sandra Laugier, Marco Motta, Michael J. Puett, and Lotte Buch Segal.




Madness as Methodology


Book Description

Madness as Methodology begins with the following quotation from Deleuze and Guattari, ‘Madness need not be all breakdown. It may also be breakthrough.’ This quotation firmly expresses the book’s intention to provide readers with radical and innovative approaches to methodology and research in the arts, humanities and education practices. It conceptualises madness, not as a condition of an individual or particular being, but rather as a process that does things differently in terms of creativity and world making. Through a posthuman theorising as practice, the book emphasises forms of becoming and differentiation that sees all bodies, human and nonhuman, as acting in constant, fluid, relational play. The book offers a means of breaking through and challenging the constraints and limitations of Positivist approaches to established research practice. Therefore, experimentation, concept making as event and a going off the rails are offered as necessary means of inquiry into worlds that are considered to be always not yet known. Rather than using a linear chapter structure, the book is constructed around Deleuze and Guattari’s use of an assemblage of plateaus, providing the reader with a freedom of movement via multiple entry and exit points to the text. These plateaus are processually interconnected providing a focal emphasis upon topics apposite to this madness as methodology. Therefore, as well as offering a challenge to the constraining rigours of conventional research practices, these plateaus engage with topics to do with posthuman thinking, relationality, affect theory, collaboration, subjectivity, friendship, performance and the use of writing as a method of inquiry.