The Conceptual Change of Conscience PDF Download

Author: Ville Erkkilä
Publisher: Mohr Siebeck
ISBN: 3161566912
Category : Law
Languages : en
Pages : 328

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Book Description
How did the drastic experiences of the turbulent twentieth century affect the works of a legal historian? What kind of an impact did they have on the ideas of justice and rule of law prominent in legal historiography? Ville Erkkila analyses the way in which the concepts of 'Rechtsgewissen' and 'Rechtsbewusstsein' evolved over time in the works of the prestigious legal historian Franz Wieacker. With the help of previously unavailable sources such as private correspondence, the author reveals how Franz Wieacker's personal experiences intertwined in his legal historiography with the tradition of legal science as well as the social and political destinies of twentieth century Germany.

Author: Eric Margolis
Publisher: MIT Press
ISBN: 0262028638
Category : Philosophy
Languages : en
Pages : 741

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Book Description
The study of concepts has advanced dramatically in recent years, with exciting new findings and theoretical developments. Core concepts have been investigated in greater depth and new lines of inquiry have blossomed, with researchers from an ever broader range of disciplines making important contributions. In this volume, leading philosophers and cognitive scientists offer original essays that present the state-of-the-art in the study of concepts. These essays, all commissioned for this book, do not merely present the usual surveys and overviews; rather, they offer the latest work on concepts by a diverse group of theorists as well as discussions of the ideas that should guide research over the next decade.

Author: Elizabeth Irvine
Publisher: Springer Science & Business Media
ISBN: 9400751737
Category : Philosophy
Languages : en
Pages : 187

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Book Description
The source of endless speculation and public curiosity, our scientific quest for the origins of human consciousness has expanded along with the technical capabilities of science itself and remains one of the key topics able to fire public as much as academic interest. Yet many problematic issues, identified in this important new book, remain unresolved. Focusing on a series of methodological difficulties swirling around consciousness research, the contributors to this volume suggest that ‘consciousness’ is, in fact, not a wholly viable scientific concept. Supporting this ‘eliminativist‘ stance are assessments of the current theories and methods of consciousness science in their own terms, as well as applications of good scientific practice criteria from the philosophy of science. For example, the work identifies the central problem of the misuse of qualitative difference and dissociation paradigms, often deployed to identify measures of consciousness. It also examines the difficulties that attend the wide range of experimental protocols used to operationalise consciousness—and the implications this has on the findings of integrative approaches across behavioural and neurophysiological research. The work also explores the significant mismatch between the common intuitions about the content of consciousness, that motivate much of the current science, and the actual properties of the neural processes underlying sensory and cognitive phenomena. Even as it makes the negative eliminativist case, the strong empirical grounding in this volume also allows positive characterisations to be made about the products of the current science of consciousness, facilitating a re-identification of target phenomena and valid research questions for the mind sciences.​

Author: Nancy J Nersessian
Publisher: MIT Press
ISBN: 0262293455
Category : Medical
Languages : en
Pages : 267

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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.

Author: Margarita Limón
Publisher: Springer Science & Business Media
ISBN: 0306476371
Category : Psychology
Languages : en
Pages : 419

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Book Description
This book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual change. Unique in its complete treatment of the questions that should be considered to further current understanding of knowledge construction and change, this book is useful for psychologists, cognitive scientists, educational researchers, curriculum developers, teachers and educators at all levels and in all disciplines.

Author: David J. Chalmers
Publisher: Oxford Paperbacks
ISBN: 9780195117899
Category : Medical
Languages : en
Pages : 436

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Book Description
Writing in a rigorous, thought-provoking style, the author takes us on a far-reaching tour through the philosophical ramifications of consciousness, offering provocative insights into the relationship between mind and brain.

Author: Jason Holt
Publisher: Broadview Press
ISBN: 9781551113517
Category : Philosophy
Languages : en
Pages : 160

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Book Description
Ever since its discovery nearly thirty years ago, the phenomenon of blindsight—vision without visual consciousness—has been the source of great controversy in the philosophy of mind, psychology, and the neurosciences. Despite the fact that blindsight is widely acknowledged to be a critical test-case for theories of mind, Blindsight and the Nature of Consciousness is the first extended treatment of the phenomenon from a philosophical perspective. Holt argues, against much received wisdom, for a thorough-going materialism—the view not only that mental states are brain states, but (much more controversially) that mental properties are physical as well. Designed not only for philosophers and scientists, Blindsight and the Nature of Consciousness has something to say to anyone interested in the mystery of the human mind and in how philosophers and scientists are working toward solving that mystery.

Author: Renate Bartsch
Publisher: John Benjamins Publishing
ISBN: 9789027251596
Category : Philosophy
Languages : en
Pages : 288

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Book Description
This study of the workings of neural networks in perception and understanding of situations and simple sentences shows that, and how, distributed conceptual constituents are bound together in episodes within an interactive/dynamic architecture of sensorial and pre-motor maps, and maps of conceptual indicators (semantic memory) and individuating indicators (historical, episodic memory). Activation circuits between these maps make sensorial and pre-motor fields in the brain function as episodic maps creating representations, which are expressions in consciousness. It is argued that all consciousness is episodic, consisting of situational or linguistic representations, and that the mind is the whole of all conscious manifestations of the brain. Thought occurs only in the form of linguistic or image representations. The book also discusses the role of consciousness in the relationship between causal and denotational semantics, and its role for the possibility of representations and rules. Four recent controversies in consciousness research are discussed and decided along this model of consciousness: • Is consciousness an internal or external monitoring device of brain states? • Do all conscious states involve thought and judgement? • Are there different kinds of consciousness? • Do we have a one-on-one correspondence between certain brain states and conscious states. The book discusses also the role of consciousness in the relationship between causal and denotational semantics, and its role for the possibility of representations and rules. (Series A)

Author: Lisa D. Bendixen
Publisher: Cambridge University Press
ISBN: 0521883555
Category : Education
Languages : en
Pages : 617

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Book Description
This book presents theoretical and empirical work pertaining to personal epistemology in the classroom and consider its broader educational implications.

Author: Anat Zohar
Publisher: Springer Science & Business Media
ISBN: 9400721323
Category : Science
Languages : en
Pages : 281

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Book Description
Why is metacognition gaining recognition, both in education generally and in science learning in particular? What does metacognition contribute to the theory and practice of science learning? Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology. Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognition is not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking. The book testifies to a growing recognition of the potential value of metacognition to science learning. It will motivate science educators in different educational contexts to incorporate this topic into their ongoing research and practice.