The paper describes the author's experience in using the history of science in teaching physics to science teachers. lt was found that history becomes more useful to teachers when explicitly combined with 'investigative' experimentation, which, in turn. can benefit from various uses of the history of science.

Discussing theories at length, including their origin, development, and replacement by other theories, can help students in understanding of both objective and subjective aspects of the scientific process. Presenting theories in the form of- models helps in this undertaking, and the history of science provides a number of suitable models. The paper describes specific examples that have been used in in-service courses for science teachers.

This essay offers an examination of Agamben's statement that there is an important ambiguity in Aristotle's Metaphysics Theta as to whether actuality or potentiality is primary. I argue that this ambiguity is significant because it exposes the ontological dimension of Agamben's paradox of sovereignty.

This paper is the first part of a three-part project ‘How the principle of energy conservation evolved between 1842 and 1870: the view of a participant’. This paper aims at showing how the new ideas of Mayer and Joule were received, what constituted the new theory in the period under study, and how it was supported experimentally. A connection was found between the new theory and thermodynamics which benefited both of them. Some considerations are offered about the desirability of taking (...) a historical approach to teaching energy and its conservation. (shrink)

Difficulties in learning Ohm’s Law suggest a need to refocus it from the law for a part of the circuit to the law for the whole circuit. Such a revision may improve understanding of Ohm’s Law and its practical applications. This suggestion comes from analysis of the history of the law’s discovery and its teaching. The historical materials this paper provides can also help teacher to improve students’ insights into the nature of science.

I subordinated the discussion of historical and philosophical issues of science to learning scientific concepts, superimposing them so as to make them inseparable. The topics of units are the same as in regular science courses, such as "electrical conductors and nonconductors," and the goal is the same: to formulate the laws of phenomena. The difference is in the ways the unit is taught. I have found that understanding of a concept improves if it is "rediscovered" with active participation on the (...) part of the learner. Students work in small groups. The instructor shows them a historical experiment, and they begin repeating and modifying it. Periodically, students discuss their results. After they formulate their final conclusion, the instructor informs them how close 'their' law came to the historical one. Students get a lesson about various interpretations of experimental results (including the erroneous ones) and a difficulty of making the best general conclusion. The second area concerns the type of experiment used. I emphasize investigative experiments which require students to imitate scientists rather than use artificial or contrived experiments. In particular, I emphasize qualitative experiments - popular in the 18th century where students study a certain phenomenon to find a qualitative empirical law to describe it. The third area deals with the strategy of experimenting. The recommended strategy is distilled from scientific treatises of the past. Some parts of it, especially Preliminary Part, are not familiar to science teachers. Students learn, in particular, that variables appear not from guessing but from initial unplanned experiments. (shrink)

The author argues for a greater involvement of professional historians of science into teaching science to improve the historical component of science. Yet, however much some teachers like history they find no room in the curriculum for a history of science course. The solution is in make the history of science a useful tool for teaching physics. The author shares his experience of using historical experiments carried out by students in a lab setting. Playing scientists not only improved understanding of (...) physical concepts but also enhances students' self-confidence, creativity, and self-reliance. (shrink)

The developments along the Mekong River, including in Cambodia, have boomed. There were 755 dams. Of these, 537 have been completed, and 152 have been planned or proposed. Of these, 52 were under construction, and 14 have been canceled or suspended. Of these dams, 392 were hydropower, 337 were irrigation, and 26 were other types (CGIAR, 2015). Even though some officials saw economic development as a result of the hydropower dam, the negative impacts of hydropower dams were seen by many (...) local experts and NGOs. The negative impacts include reduced fishing stocks and exacerbated socio-economic issues (Asia and the Pacific Policy Society, 2022). Experts have conducted some research on ecosystems and livelihoods, but there has been a lack of studies conducted by local communities to investigate their cross-border impacts as a result of the hydropower dam, despite the fact that local communities have been facing issues as a result of the Mekong Development. The community research protocol was developed to improve local communities' understanding of their local contexts and their confidence in negotiating with decision-makers and policymakers to address and respond to their needs and the findings of studies on local planning for sustainable community development. The paper aims to guide community leaders and staff in conducting community research on transboundary impacts on fisheries resources, ecosystems, and the livelihoods of local communities using their knowledge. (shrink)

Motivational internalism postulates a necessary connection between moral judgments and motivation. In arguing for and against internalism, metaethicists traditionally appeal to intuitions about cases, but crucial cases often yield conflicting intuitions. One way to try to make progress, possibly uncovering theoretical bias and revealing whether people have conceptions of moral judgments required for noncognitivist accounts of moral disagreement, is to investigate non-philosophers' willingness to attribute moral judgments. A pioneering study by Shaun Nichols seemed to undermine internalism, as a large majority (...) of subjects were willing to attribute moral understanding to an agent lacking moral motivation. However, our attempts to replicate this study yielded quite different results, and we identified a number of problems with Nichols' experimental paradigm. The results from a series of surveys designed to rule out these problems show that people are more willing to attribute moral understanding than mor.. (shrink)

In this paper I provide an exposition and critique of Johnson and Noorman’s (2014) three conceptualizations of the agential roles artificial systems can play. I argue that two of these conceptions are unproblematic: that of causally efficacious agency and “acting for” or surrogate agency. Their third conception, that of “autonomous agency,” however, is one I have reservations about. The authors point out that there are two ways in which the term “autonomy” can be used: there is, firstly, the engineering sense (...) of the term, which simply refers to the ability of some system to act independently of substantive human control. Secondly, there is the moral sense of the term, which has traditionally grounded many notions of human mor-al responsibility. I argue that the continued usage of “autonomy” in discussions of artificial agency complicates matters unnecessarily. This occurs in two ways: firstly, the condition of autonomy, even in its engineering sense, fails to accurately describe the way “autonomous” systems are developed in practice. Secondly, the continued usage of autonomy in the moral sense introduces unnecessary meta-physical baggage form the free will debate into discussions about moral agency. In order to understand the debate surrounding autonomy, we would therefore first need to settle many seemingly intractable metaphysical questions regarding the existence of free will in human beings. (shrink)

At the most general level, "manipulation" refers one of many ways of influencing behavior, along with (but to be distinguished from) other such ways, such as coercion and rational persuasion. Like these other ways of influencing behavior, manipulation is of crucial importance in various ethical contexts. First, there are important questions concerning the moral status of manipulation itself; manipulation seems to be mor- ally problematic in ways in which (say) rational persuasion does not. Why is this so? Furthermore, the notion (...) of manipulation has played an increasingly central role in debates about free will and moral responsibility. Despite its significance in these (and other) contexts, however, the notion of manipulation itself remains deeply vexed. I would say notoriously vexed, but in fact direct philosophical treatments of the notion of manipulation are few and far between, and those that do exist are nota- ble for the sometimes widely divergent conclusions they reach concerning what it is. I begin by addressing (though certainly not resolving) the conceptual issue of how to distinguish manipulation from other ways of influencing behavior. Along the way, I also briefly address the (intimately related) question of the moral status of manipulation: what, if anything, makes it morally problematic? Then I discuss the controversial ways in which the notion of manipulation has been employed in contemporary debates about free will and moral responsibility. (shrink)

According to Grice's “Modified Occam's Razor”, in case of uncertainty between the implicature account and the polysemy account of word uses it is parsimonious to opt for the former. However, it is widely agreed that uses can be partially conventionalised by repetition. This fact, I argue, raises a serious problem for MOR as a methodological principle, but also for the substantial notion of implicature in lexical pragmatics. In order to overcome these problems, I propose to reinterpret implicatures in terms of (...) implicature-like effects delivered by non-inferential processes. (shrink)

‘Transcendence’ has been a key subject of Western philosophy of religion and history of ideas. The meaning of transcendence, however, has changed over time. The article looks at some perspectives o ered by the nineteenth and the twentieth century Anglo‐American and con‐ tinental European philosophers of religion and presents their views in relation to the concept of transcendence formulated by the Bengali Hindu traditionalist Bhaktisiddhanta Sarasvati (1874–1937). The questions raised are what transcendence in the philosophy of religion is, how one (...) can speak of it, and what its goal is. The paper points to parallels and di erences in epistemology, ontology and practice. One di erence is that the nineteenth and the twentieth century Western philosophy of religion tended to assume an ontological di erence between self and transcendence inherited om personalities such as Søren Kierkegaard, but also to explore the concept of transcendence beyond the idea of a metaphysical God. Bhaktisiddhanta, whose foundational thought mirrors medieval Hindu philosophy of religion and the theistic schools of Vedānta, suggests that transcendence has a metaphysical and personal dimension that is to some degree ontologically similar to and directly knowable by the self. Bhaktisid‐ dhanta’s approach to transcendence di ers om Kierkegaard’s and other Western philosophers’ and revolves around the idea of God as a transcendent person that can be directly known mor‐ phologically and ontologically through devotion. The article is a contribution to the history of ideas and the philosophy of religion in Eurasia and beyond. (shrink)

Introduction: Prinz’s SentimentalismMany ethicists claim that one cannot derive an ought from an is. In others words, they think that one cannot derive a statement that has prescriptive force from purely descriptive statements. This thesis plays a crucial role in many theoretical and practical ethical arguments. Since, according to many, David Hume advocated a view along these lines, this thesis has been called ‘Hume’s Law’. In this paper, I adopt this widespread terminology, whether or not Hume did indeed take this (...) position. There are some notable exceptions among philosophers, such as John SearleSee John R. Searle, “How to Derive “Ought” from “Is”,” Philosophical Review, Vol. 73, No. 1, (1964), pp. 43–58. and Arthur Prior,See Arthur N. Prior, “The Autonomy of Ethics,” Australasian Journal of Philosophy, Vol. 38, No. 3, (1960), pp. 199–206. but most philosophers have embraced Hume’s Law. Recently, however, Hume’s Law has come under attack. In his book The Emotional Construction of Mor. (shrink)

Tailoring the design of robot bodies for control purposes is implicitly performed by engineers, however, a methodology or set of tools is largely absent and optimization of morphology (shape, material properties of robot bodies, etc.) is lag- ging behind the development of controllers. This has become even more prominent with the advent of compliant, deformable or "soft" bodies. These carry substantial potential regarding their exploitation for control – sometimes referred to as "mor- phological computation" in the sense of offloading computation (...) needed for control to the body. Here, we will argue in favor of a dynamical systems rather than com- putational perspective on the problem. Then, we will look at the pros and cons of simple vs. complex bodies, critically reviewing the attractive notion of “soft” bodies automatically taking over control tasks. We will address another key dimension of the design space – whether model-based control should be used and to what extent it is feasible to develop faithful models for different morphologies. ----- This paper was also published in the 2014 AISB proceedings http://aisb50.org/representation-of-reality-humans-animals-and-machines/ - http://doc.gold.ac.uk/aisb50/. (shrink)