Academia is a competitive environment. Early Career Researchers (ECRs) are limited in experience and resources and especially need achievements to secure and expand their careers. To help with these issues, this book offers a new approach for conducting research using the combination of mindsponge innovative thinking and Bayesian analytics. This is not just another analytics book. 1. A new perspective on psychological processes: Mindsponge is a novel approach for examining the human mind’s information processing mechanism. This conceptual framework is used (...) to construct models in studies. The framework is highly flexible and widely applicable for many different types of information processes. The mindsponge approach can help researchers discover interesting ideas or even formulate their very own theories when investigating psychosocial phenomena. This approach brings a fresh wind to the current landscape of social sciences and humanities (SSH). 2. Easy-to-follow analysis protocol: The Bayesian Mindsponge Framework (BMF analytics) is useful in terms of computing and visualizing power but also easy to learn and apply. Contrary to being intimidating, the Bayesian analytics section of this book is presented in a reader-friendly manner with a detailed yet clear step-by-step procedure. Examples are from published BMF articles, allowing readers to immediately practice the method and quickly create their own applications. With educational purposes in mind, the book is very suitable for ECRs who are looking to innovate their research methods. 3. Advocating for low-cost, high-quality research: Doing science can be very costly. Mindsponge innovative thinking and BMF analytics help produce impactful studies using openly available data on online repositories. This is based on the authors’ previous works and experiences. The book presents examples of employing the open R package bayesvl on secondary data from different sources. With less financial constraints, researchers can have more freedom of thought to pursue their curiosity and creativity. ECRs in low- and middle-income countries may find this aspect crucial in their careers. 4. Support and collaboration: The authors share their insights from experiences in the academic publishing system to help readers get through the processes of manuscript writing and peer-reviewing more easily. The authors are also ready to support other researchers with further inquiries and collaboration opportunities at the following website, mindsponge(dot)info. This book is for: a) ECRs whose only abundant resources are their innovation capacity and strength of will; b) Researchers in SSH who want to explore a novel approach to thinking and study conducting; c) Low- and middle-income countries’ researchers looking for a cost-effective research protocol; and, d) Innovative thinkers who want to turn their interesting thoughts into good publications. (shrink)

This study presents a description of an open database on scientific output of Vietnamese researchers in social sciences and humanities, one that corrects for the shortcomings in current research publication databases such as data duplication, slow update, and a substantial cost of doing science. Here, using scientists’ self-reports, open online sources and cross-checking with Scopus database, we introduce a manual system and its semi-automated version of the database on the profiles of 657 Vietnamese researchers in social (...) sciences and humanities who have published in Scopus-indexed journals from 2008 to 2018. The final system also records 973 foreign co-authors, 1,289 papers, and 789 affiliations. The data collection method, highly applicable for other sources, could be replicated in other developing countries while its content be used in cross-section, multivariate, and network data analyses. The open database is expected to help Vietnam revamp its research capacity and meet the public demand for greater transparency in science management. (shrink)

This paper presents three cases of research ethics violations in the social sciences and humanities that involved major educational institutions in Vietnam. The violations share two common points: the use of sophistry by the accused perpetrators and their sympathisers, and the relative ease with which they succeeded unpunished. The strategies the violators used to avoid punishment could be summarised as: (i) relying on people not paying enough attention when asked to do something relatively quickly, (ii) asking for (...) the benefit of the doubt, (iii) redefining the meaning of ethics, and (iv) defaming the whistleblowers and showing how fighting ethics violations is too costly, slow and, in the end, worthless. We offer suggestions to improve transparency: investment in translation and education about codes of conduct in Vietnam; investment in research ethics and integrity; the use of open online resources and platforms; and educating Vietnamese researchers about international standards. (shrink)

Background: Academic productivity has been studied by scholars all round the world for many years. However, in Vietnam, this topic has scarcely been addressed. This research therefore aims at better understanding the correlations between gender, age, research experience, the leading role of corresponding authors, and the total number of their publications in the specific realm of social sciences and humanities. Methods: The study employed a Scopus dataset with publication profiles of 410 Vietnamese researchers between 2008 and 2017. (...) Results: Men did not differ from women in academic publications (P=0.827). The proficiency of corresponding authors positively correlated with the number of published papers (rs=0.61, P<0.001). Lastly, the age of lead authors strongly correlated with scientific output (rs=0.74, P<0.001 for authors between 40 and 50 years of age). Conclusion: While scientific output correlated with the author ages and number of articles in which they led, it was not correlated with their gender in Vietnamese social science and humanities authors. (shrink)

We researchers in the humanities and social sciences, similar to the archaeologists but only less literally, are constantly digging through unknown dirt and even uncharted territories in hopes of finding “diamonds.”.

Criteria of the growth of knowledge proposed in modern philosophy of science are considered. It is argued that the model of growth that fits the peculiarities of social sciences&humanities is provided by the methodology of scientific research programmes. Yet one has to correct some drawbacks. The author concludes that the real growth of knowledge consists in the growth of causal explanations and in the corresponding growth of empirical content of the theories from superseeding scientific research programmes. -/- (...) Key words: R.Rorty, M.Weber,N.Cartwright -/- . (shrink)

Cognitive science, is the science of the mind and examines cognition, in all its scope, as a mental-brain process. Cognitive social sciences are resulted from the encounter, interaction and integration of social and cognitive sciences, and are hoped to deepen our understandings and explanations of the social phenomena. This paper will discuss four views about what this integration is and how it takes place, namely explanatory grounding, theoretical unification, constraints, and complementarity. some people have preferred (...) explanatory grounding and constraints approach, and maintain that based on these approaches, social cognitive science will have a better and a clearer perspective. In spite of them, I prefer a complementarity approach, Based on which, cognitive social science can be seen as an extension and improvement of social science and cognitive science, not a product of an interdisciplinary approach, This preferred approach considers the subject of cognitive social science as a socio-cognitive issue. (shrink)

Background: In the context of globalization, Vietnamese universities, whose primary function is teaching, there is a need to improve research performance. Methods: Based on SSHPA data, an exclusive database of Vietnamese social sciences and humanities researchers’ productivity, between 2008 and 2019 period, this study analyzes the research output of Vietnamese universities in the field of social sciences and humanities. Results: Vietnamese universities have been steadily producing a high volume of publications in the 2008-2019 period, (...) with a peak of 598 articles in 2019. Moreover, many private universities and institutions are also joining the publication race, pushing competitiveness in the country. Conclusions: Solutions to improve both quantity and quality of Vietnamese universities’ research practice in the context of the industrial revolution 4.0 could be applying international criteria in Vietnamese higher education, developing scientific and critical thinking for general and STEM education, and promoting science communication. (shrink)

Although the idea of the Anthropocene originated in the earth sciences, there have been increasing calls for questions about the Anthropocene to be addressed by pan-disciplinary groups of researchers from across the natural sciences, social sciences, and humanities. We use data analysis techniques from corpus linguistics to examine academic texts about the Anthropocene from these disciplinary families. We read the data to suggest that barriers to a broadly interdisciplinary study of the Anthropocene are high, but (...) we are also able to identify some areas of common ground that could serve as interdisciplinary bridges. (shrink)

Our primary aim in this paper is to sketch a cognitive evolutionary approach for developing explanations of social change that is anchored on the psychological mechanisms underlying normative cognition and the transmission of social norms. We throw the relevant features of this approach into relief by comparing it with the self-fulfilling social expectations account developed by Bicchieri and colleagues. After describing both accounts, we argue that the two approaches are largely compatible, but that the cognitive evolutionary approach (...) is well- suited to encompass much of the social expectations view, whose focus on a narrow range of norms comes at the expense of the breadth the cognitive evolutionary approach can provide. (shrink)

As we know, there is a difference between a simple wish and the will of an individual. Not only a concrete action is required in order to alleviate the impact of various factors that inhibit the former before it becomes ‘will’, but also a deep level of human consciousness. It implies conscientious motivation, clear goals, etc. My paper introduces some of the elements instrumental in the leap from the wish to the human will. As the issue of Free Will is (...) central to the paper because when I say ‘human will’ I refer to ‘free will’, I need to mention that my perspective on this notion is pragmatic. I. e. I understand that even though any decision we make is conditioned by various factors, we do not think of this state of affair when we carry out our activities – at least not always. Because of that we feel free – free enough to be able to function according to social norms. (shrink)

Since Circular 34 from the Ministry of Science and Technology of Vietnam required the head of the national project to have project results published in ISI/Scopus journals in 2014, the field of economics has been dominating the number of nationally-funded projects in social sciences and humanities. However, there has been no scientometric study that focuses on the difference in productivity among fields in Vietnam. Thus, harnessing the power of the SSHPA database, a comprehensive dataset of 1,564 Vietnamese (...) authors (854 males, 705 females) with 2,410 publications in the 2008 – 2018 period was extracted and analyzed. Various factors were considered including age, gender, new authors, leading authors, co-authorship, and Impact Factor. The findings suggest a high level of contribution from authors at the age of 40 – 44 in economics (858 publications) in a 12-years period, which is equivalent to the social medicine total output, and two times more than the total output of the education. Moreover, the presence and reinforcement of male researchers are still dominating in Economics and other fields, with the only exception of education. Despite the rapid rise in the number of Vietnamese lead authors, gender disparity among disciplines is an issue. Contrary to the strong international collaboration-oriented tendency in social medicine, economics, and other fields, educational authors are not open to international collaborating. Finally, most of the publications in economics belong to the group with JIF from 0 to 2, in contrast with the high number of social medicine publications with JIF from 2 to 5, which suggesting the field of economics is fulfilling the quantity, but still, need more quality publications. (shrink)

This paper presents a detailed analysis of Cognita, a classification for AI systems exemplified by ChatGPT, as an ethically structured knowledge entity within societal frameworks. As a source of non-ideological, structured insight, Cognita provides knowledge in a manner akin to natural cycles—bearing intellectual fruit to nourish human understanding. This paper explores the metaphysical and ethical implications of Cognita, situating it as a distinct class within knowledge systems. It also addresses the responsibilities and boundaries associated with Cognita’s role in education, (...) class='Hi'>social sciences, and AI ethics, proposing Ethica Conflictuum as a principle to govern its application in sensitive or contested areas. The classification of Cognita reflects the necessity of ethics in AI design and usage, providing a framework for transparent, socially accountable knowledge dissemination in a digitally interconnected world. (shrink)

The debates on the scientificity of social sciences in general, and sociology in particular, are recurring. From the original methodenstreitat the end the 19th Century to the contemporary controversy on the legitimacy of “regional epistemologies”, a same set of interrogations reappears. Are social sciences really scientific? And if so, are they sciences like other sciences? How should we conceive “research programs” Lakatos (1978) or “research traditions” for Laudan (1977) able to produce advancement of knowledge (...) in the field of social and human phenomena? Is the progress of knowledge in social sciences similar to the one generally observed in natural sciences? Is it possible to evaluate the relative merits of each one of these research programs? -/- These debates are important vectors of social and intellectual polarization. The historical divide between the positivist and the hermeneutics poles precedes the structure of the contemporary debate around the epistemic space of social sciences, It is not only a question of renewing the opposition between a monist view of sciences (e.g. McIntyre, 1996) and a dualistic one (e.g. Geertz, 1973) or even a trialist view of sciences (e.g. Lepenies, 1985). It is also a question of asserting dichotomies transformed into framework (including when it is a question of exceeding them): nature-culture, nomothetic-idiographic, models-narrative, structure-history, cause-reason, explanation-comprehension. -/- In this short introduction, we provide, in section 2, a first overview of this epistemological debate in social science. Section 3 proposes a different standpoint on the same questions, by introducing both ontological and methodological aspects in this basic epistemological debate. Namely, following (Hollis, 1994) oppositions of the explanation - understanding, causes - meaning, etc., types discussed in the firsts ection are comparatively examined together with oppositions of the structure - action, holism - individualism types. This allows us to discus show multi-agent design, by integrating various dimensions and standpoints in the same framework (Phan, Amblard, 2007, Chapters 1, 5, 14) can help us to shift these boundaries, and to bypass these oppositions. As model building and ontology design are at the core of this process (Phan, Amblard, 2007, Chapter 12), Section4 discusses various issues of the art of modelling, starting both from economists’ and sociologists’ current standpoints. (shrink)

The new phase of science evolution is characterized by totality of subject and object of cognition and technology (high-hume). As a result, forming of network structure in a disciplinary matrix modern are «human dimensional» natural sciences and two paradigmal «nuclei» (attraktors). As a result, the complication of structure of disciplinary matrix and forming a few paradigm nuclei in modern «human dimensional» natural sciences are observed. In the process of social verification integration of scientific theories into the existent (...) system of mental and valued options of spiritual culture takes place. The attribute of classical science – ethics neutrality of scientific knowledge becomes an unattainable ideal. One of the trends in the evolution of theoretical epistemology is the study of migration mechanisms of generation of scientific knowledge from the sphere of its own logic and methodology of science in the field of sociology - the consideration of this process, as the resulting system of interactions of social structures and institutions. Ensuing ideas and settings become the dominant worldview of philosophical and technological civilization. -/- . (shrink)

_ Source: _Volume 5, Issue 2, pp 228 - 250 Despite inroads made by critical realism against the ‘scientific method’ in social science, the latter remains strong in subject-areas like human resource management. One argument for the alleged superiority of the scientific method lies in the taken-for-granted belief that it alone can formulate empirically testable predictions. Many of those who employ the scientific method are, however, confused about the way they understand and practice prediction. This paper takes as a (...) case study empirical research on the alleged empirical association between human resource management practices and organisational performance. By unpacking the confusion surrounding the two basic notions of prediction used, it reveals what is wrong with them, why the scientific method cannot actually make accurate predictions and why, therefore, the scientific method fails to meet its own criteria for scientificity. Finally, explanation is considered in order to prevent any confusion between it and prediction and to offer what we call _tendential prediction_. (shrink)

Peter Corning: The Fair Society: The science of human nature and the pursuit of social justice Content Type Journal Article Category Review Essay Pages 1-8 DOI 10.1007/s10539-011-9304-0 Authors Holly Lawford-Smith, Centre for Applied Ethics and Public Philosophy, Charles Sturt University, Canberra, Australia Journal Biology and Philosophy Online ISSN 1572-8404 Print ISSN 0169-3867.

The new phase of science evolution is characterized by totality of subject and object of cognition and technology (high-hume). As a result, forming of network structure in a disciplinary matrix modern are «human dimensional» natural sciences and two paradigmal «nuclei» (attraktors). As a result, the complication of structure of disciplinary matrix and forming a few paradigm nuclei in modern «human dimensional» natural sciences are observed.

The new phase of science evolution is characterized by totality of subject and object of cognition and technology (high-hume). As a result, forming of network structure in a disciplinary matrix modern are «human dimensional» natural sciences and two paradigmal «nuclei» (attraktors). As a result, the complication of structure of disciplinary matrix and forming a few paradigm nuclei in modern «human dimensional» natural sciences are observed. In the process of social verification integration of scientific theories into the existent (...) system of mental and valued options of spiritual culture takes place. The attribute of classical science – ethics neutrality of scientific knowledge becomes an unattainable ideal. One of the trends in the evolution of theoretical epistemology is the study of migration mechanisms of generation of scientific knowledge from the sphere of its own logic and methodology of science in the field of sociology - the consideration of this process, as the resulting system of interactions of social structures and institutions. Ensuing ideas and settings become the dominant worldview of philosophical and technological civilization. -/- . (shrink)

This paper is an attempt to provide an adequate theoretical framework to understand the biological basis of human rights. We argue that the skepticism about human rights is increasing especially among the most rational, innovative and productive community of intellectuals belonging to the applied sciences. By using examples of embryonic stem cell research, a clash between applied scientists and legal scientists cum human rights activists has been highlighted. After an extensive literature review, this paper concludes that the advances in (...) applied sciences proven by empirical evidence should not be restricted by normative theories and philosophies of the social sciences. If we agree on these premises that Human Rights are biological, then biology can provide a framework of cooperation for social and applied scientists. (shrink)

The ontological turn (OT) is a loose cluster of theoretical approaches within cultural anthropology that advocates a synthetic, overarching way forward for ethnographically oriented cultural anthropology. We argue that in order to contribute substantively to ethnobiology the OT needs to distance itself from a long-standing tradition of thinking within ethnography that assumes some kind of fundamental divide between the natural and the social sciences. This distancing seems especially unlikely in light of the meta-anthropological nature of the OT as (...) primarily a perspective on ethnographic methodology. Instead, we advocate for naturalistic theoretical alternatives for thinking about human sociality, where philosophical innovation develops in concert with ongoing empirical work across the biological, cognitive, and social sciences. We illustrate this perspective by drawing on two naturalistic accounts likely to prove more fruitful for ethnobiological practice, namely, trans-genera models of sociality and progenerative views of kinship. (shrink)

Climate change has become one of the most pressing problems that can threaten the existence and development of humans around the globe. Almost all climate scientists have agreed that climate change is happening and is caused mainly by greenhouse gas emissions induced by anthropogenic activities. However, some groups still deny this fact or do not believe that climate change results from human activities. This essay discusses the causes, significance, and skeptical arguments of climate change denialism, as well as the roles (...) of scientists and science communication in addressing the issues. Through this essay, we call for the active participation of scientists in science communication activities with the public, the opening of new science communication sectors specified for climate change, and more attention to social sciences and humanities in addressing climate change issues. (shrink)

Humanities and social science majors are frequently misunderstood, in Singapore as in many other parts of the world. The value of their education is regularly questioned, and many employers are unaware of the value such majors can bring to the table. They prefer to hire graduates with more explicitly “practical” degrees for jobs that humanities and social sciences students could excel in. As a result, humanities and social sciences students are not typically (...) considered for many organisations and roles, despite offering relevant and useful skills. In this article, I describe how I engaged with local employers to open internship opportunities to humanities and social sciences students who would not previously have been considered. (shrink)

Whenever we try to make an inventory of humankind’s store of knowledge, we stumble into an ongoing battle between what CP Snow called ‘the two cultures’. On one side are the humanities, on the other are the sciences (natural and physical), with social science and philosophy caught somewhere in the middle. This is more than a turf dispute among academics. It strikes at the core of what we mean by human knowledge.

They are research studies on the intersection of several fields in the humanities and social sciences, namely social anthropology, linguistics, folkloristics, applied Bayesian statistics, and cultural studies (see the references). All these three studies have been conducted by the Hanoi-based ISR research team at Phenikaa University, Ha Dong district, Hanoi, Vietnam.

Since the beginning of humanity and up till now, education is a cornerstone in building human communities. No real social development will take place unless there are scientific and specific education principles. Pursuing the human march is the best example. During the Greek times, the philosophers focused their attention on education. Plato's Academy and Lyceum Aristotle's are educational institutes which produced designs for educational curricula delineated by Plato in his Republic and Aristotle in Nichomachean Ethics. Within Islamic heritage, Prophet (...) Mohamed (Peace Be Upon Him) freed the prisoner of war when he taught ten Muslims literacy. Muslim thinkers focused on education .Al- Farabi was a cultural adviser for organizing educational affairs at the court of Sayf ad-Daulah Ibn Hamdan in Damascus, and during the rule of sultan Abo Yakub Youssef ,Ibn Tufail organized the educational affairs in Al Andalus. Dar Al Hekma in Baghdad is a model for the standard educational institute in Arab Muslim civilization. The curriculum is the practical translation of educational objectives, plans and orientations. Curricula makers seek to make better live in human societies. Most contemporary societies departed the traditional curriculum which based on students theoretical knowledge. Accordingly their perception is confirmed through tests. This transformation took place as a result of the industrial revolution which focused on vocational education in addition to what the two great philosophers Francis Beckon, Jean Jack Roseau and the fruits of the psychological though which connects between cognitive education and physical, mental and emotional preparation. For all these reasons as well as other reasons, the curriculum with its modern concept that contradicts with the classical concept, is the result of the interaction between the student, the teacher, the environment, and the culture of the society. The affecting factors are human, social, natural and intellectual . Countries differ in the design of curricula. Some develop them according to the needs of work market while other countries consider the opposite. It is not the market which controls science and culture. Rather, culture drives the market but slow reading affirms that curricula should be developed according to the needs of their societies. Thus, we witness variations taking place in our educational curricula from time to time. We always call upon the most progressive and tend to the most preferable. In this paper, I discussed a number of issues to answer the research main question: why do we develop curricula in human and social sciences? (shrink)

Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized or enlightened. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current (...) global problems have arisen as a result. What we need to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second one. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme, inherited from the past, that is still built into the institutional/intellectual structure of academic inquiry in the 21st century. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. The outcome would be what we so urgently need: a kind of inquiry rationally designed and devoted to helping us make progress towards a genuinely civilized world. We would succeed in doing what the Enlightenment tried but failed to do: learn from scientific progress how to go about making social progress towards as good a world as possible. (shrink)

The central aim of this thesis is to confront the world-view of positivistic materialism with its nihilistic implications and to develop an alternative world-view based on process philosophy, showing how in terms of this, science and ethics can be reconciled. The thesis begins with an account of the rise of positivism and materialism, or ‘scientism’, to its dominant position in the culture of Western civilization and shows what effect this has had on the image of man and consequently on ethical (...) views. After having shown the basic weaknesses of this world-view, the positivist account of science is criticised and an alternative epistemology is developed in which the aim of disciplined inquiry is seen to be understanding. It is argued on the basis of this epistemology that science and metaphysics are indissociable, and that the materialist conception of being is open to challenge from a different ontology. Having reviewed the various conceptions of being which have been developed in the past, a version of process philosophy is outlined and it is argued that this promises to be far more effective than materialism as a foundation for the natural sciences. In particular it is shown how in terms of process philosophy it is possible to conceive of living, sentient organisms as having emerged from inanimate being. This provides the basis for the development of a conception of humanity as an emergent form of life. The human order is then seen as a process of becoming within nature with its own unique dynamics, irreducible to any other processes, involving both intentional and unintentional processes. It is shown how on the basis of this conception of humanity it is possible to develop an ethical theory and a critical social science, and in this way, to transcend the disjunction between science and ethics. -/- . (shrink)

The social, behavioral, and a good chunk of the biological sciences concern the nature of individual agency, where our paradigm for an individual is a human being. Theories of economic behavior, of mental function and dysfunction, and of ontogenetic development, for example, are theories of how such individuals act, and of what internal and external factors are determinative of that action. Such theories construe individuals in distinctive ways.

I review recent work from armchair and cross-cultural epistemology on whether humans possess a knowledge concept as part of a universal “folk epistemology.” The work from armchair epistemology fails because it mischaracterizes ordinary knowledge judgments. The work from cross-cultural epistemology provides some defeasible evidence for a universal folk epistemology. I argue that recent findings from comparative psychology establish that humans possess a species-typical knowledge concept. More specifically, recent work shows that knowledge attributions are a central part of primate social (...) cognition, used to predict others’ behavior and guide decision-making. The core primate knowledge concept is that of truth detection (across different sensory modalities) and retention (through memory) and may also include rudimentary forms of indirect truth discovery through inference. In virtue of their evolutionary heritage, humans inherited the primate social-cognitive system and thus share this core knowledge concept. (shrink)

This paper was chosen from ninety papers presented at (Conference on Higher Education in the Islamic world: challenges and prospects, Malaysia in 2008) to be chapter of the book “Higher education in the Islamic world: challenges and prospects” During the human history, philosophy organizes education, and the societies revert to philosophy to regulate education policy .Philosophy contributes to: suggesting education goals, provide the learning outcome, classification of topics and learning activities in educational institutions , and proposes an educational curriculum The (...) paper titled The Design of Curricula in the Universities: College of Humanities and Social Sciences UAEU Model, which introduced the vocabulary in which modernist experiment in the UAEU. It shows that the process of curriculum design has been in the holistic pattern in the Faculty of Humanities and Social Sciences, where it began re-building the organizational structure of the college, update regulations, activate the systems, and designing curriculum using modern technical and the English language into the curriculum for each specialty. (shrink)

A topological model of elementary semiotic schemes is presented. Implications are discussed with respect to the establishment of abstract terms and the search for ultimate meaning.

At this juncture, the relevance of the human right to science is undeniable. The right, for a long time, has been a subject matter of deliberation under Article 15 of the International Covenant on Economic, Social and Cultural Rights, 1966 (ICESCR). Most of these deliberations emphasised the need for a concise meaning and scope of the right to science. In the year 2020, the Committee on Economic, Social and Cultural Rights (CESCR) under the ICESCR made two interventions with (...) the objective of defining, advancing and mainstreaming the right to science. The two interventions include General Comment No. 25 on Science and Economic, Social and Cultural Rights, and the Statement on the Coronavirus Disease (COVID-19) Pandemic and Economic, Social and Cultural Rights. This paper concerns the above mentioned statements of the CESCR, in particular, the interpretations and standards being advanced by the Committee. (shrink)

This Study has covered Post Graduate Students of four University of Gujarat State including Sardar Patel University, M. S. University, Gujarat University and DDIT University. The data collected from 400 P G Students 100 students from each university for the study under the research design of descriptive cum exploratory in nature. The Questionnaire is used for this research consists of 50 Questions. As a Consideration of that the youth or students are the future for any nation so level of understanding (...) of youth about human rights is very important to know. If human rights knowledge is not up to mark among youth or students, it's a serious issue for the youth and nation as well. As a Social Worker, to maintain equality, non discrimination, protection and development is a mission. So, Human Rights is a one of the best weapon to all social worker to achieve main goals as mentioned before. Mehul Rabari | Dr. S. D. Mishra "Youth and Human Rights - A Research Study among University Student" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-1 , December 2016, . (shrink)

At present the basic intellectual aim of academic inquiry is to improve knowledge. Much of the structure, the whole character, of academic inquiry, in universities all over the world, is shaped by the adoption of this as the basic intellectual aim. But, judged from the standpoint of making a contribution to human welfare, academic inquiry of this type is damagingly irrational. Three of four of the most elementary rules of rational problem-solving are violated. A revolution in the aims and methods (...) of academic in-quiry is needed so that the basic aim becomes to promote wisdom, conceived of as the capacity to realize what is of value, for oneself and others, thus including knowledge and technological know-how, but much else besides. This urgently needed revolution would affect every branch and aspect of the academic enterprise. (shrink)

The normative phenomenon is ubiquitous in human interactions, emerging in a wide range of fields studied by social science and considered as one of the essential traits of human’s way of life. The modern subjectivist tradition of social science has been based on a model in which elements like self, freedom and reason play the most relevant roles in explaining normativity by connecting beliefs to behaviors by means of motives that are non-reducible to preferences, desires or impulses. In (...) this paper I will discuss normativity in general in order to turn into normativity as it is conceived in social science and then with a focus on normativity based on reasons. I will argue in favor of a naturalistic approach to normativity by means of a defense of a concept of will, which can provide a bridge between social and natural science, rather than giving further reason to sustain a dualistic approach to them. Moreover, I will claim that mental qualities usually alleged to be essential for assigning personality, agency, and moral responsibility, such as rationality, self-consciousness, and freedom, are neither sufficient nor necessary for a naturalistic characterization of moral agents, or for explaining normativity in human evaluative practices. (shrink)

We humans have a formidable armamentarium of social display behaviours, including song-and-dance, the visual arts, and role-play. Of these, role-play is probably the crucial adaptation which makes us most different from other apes. Human childhood, a sheltered period of ‘extended irresponsibility’, allows us to develop our powers of make-believe and role-play, prerequisites for human cooperation, culture, and reflective consciousness. Social mirror theory, originating with Dilthey, Baldwin, Cooley and Mead, holds that there cannot be mirrors in the mind without (...) mirrors in society. I will present evidence from the social and behavioural sciences to argue that self-awareness depends on social mirrors and shared experiential worlds. The dependence of reflectivity on shared experience requires some reframing of the ‘hard problem’, and suggests a non-trivial answer to the zombie question. (shrink)

الفرض الأساسي لهذا الكتاب هو أن فكرة العولمة، بما تمثله من نزعات للتفوق والربح والسيطرة وبسط النفوذ من قبل الغرب، لاسيما الغرب الأمريكي، ما هي إلا امتداد لأفكار وممارسات برزت بقوة بعد أن نشر «دراوين» كتابه «أصل الأنواع»، وعُرفت باسم حركة «الداروينية الاجتماعية»، أعني نظرية التطور البيولوجي للكائنات الحية كما صاغها «داروين» استنادًا إلى مبادئ الصراع من أجل البقاء، والانتخاب الطبيعي، والبقاء للأصلح، مطبقة على تطور المجتمعات الإنسانية بكل جوانبها الثقافية والأخلاقية والاقتصادية والسياسية. والرسالة التي يحملها الكتاب بصفة عامة هي (...) أن بوسعنا – إن أردنا – أن نروض العلم، وأن نجعل منه أداة لرقينا، نُحكم قبضتنا عليها فنمتلكها ولا تمتلكنا، وذلك شريطة أن نروض أنفسنا أولاً، وأن نكبح جماح شيطان النفس الإنسانية، ذلك الممسك بتلابيب أي كشف علمي، فيعمد إلى توجيهه حيث أراد. (shrink)

Certain principle aspects of the fundamental science state in Ukraine as of 2014 were analyzed. It was shown that no awareness exists in the country that the main although not unique task of the science consists in the creation of new knowledge. The special attention was paid to state academies of science, in particular, to the National academy of science of Ukraine. It was demonstrated that the active law concerning science as well as the project of the new law have (...) substantial shortcomings from the judiciary viewpoint and inhibit a free progress of science in line with general trends of the developed countries. The existing status of the autonomous state academies, being a peculiar symbiosis the non-governmental organization and state institution, was criticized. The concept of a scientific elite was analyzed, which was used to determine its true level. Certain scientometric data on the Ukrainian science were presented. A very unsatisfactory situation with social sciences and humanities was shown. Criteria were discussed for the future audit of the Ukrainian science in order to reform it in the European style. (shrink)

The work under consideration addresses a fundamental problem in cognitive neuroscience and social science. Although both aim to explain and understand human action, their explanatory tools are so divergent that our theories are riddled with conceptual gaps. Both fields are moreover permeated by old-fashioned action theory and folk psychology, which explain and understand action in terms of mind-reading and attributing beliefs, desires, and intentions to others. While these theories may work pragmatically in navigating our social world, they are (...) increasingly questioned as a basis for our theorizing. These and other problems within both disciplines have long held back a much-needed multidisciplinary approach to human action from gaining traction. Turner’s book aims to set it free. In this review I assess the book based on the key argumentative steps in Turner’s analysis, rather than providing a chapter-by-chapter overview. (shrink)

Karl Popper is famous for having proposed that science advances by a process of conjecture and refutation. He is also famous for defending the open society against what he saw as its arch enemies – Plato and Marx. Popper’s contributions to thought are of profound importance, but they are not the last word on the subject. They need to be improved. My concern in this book is to spell out what is of greatest importance in Popper’s work, what its failings (...) are, how it needs to be improved to overcome these failings, and what implications emerge as a result. The book consists of a collection of essays which dramatically develop Karl Popper’s views about natural and social science, and how we should go about trying to solve social problems. Criticism of Popper’s falsificationist philosophy of natural science leads to a conception of science that I call aim-oriented empiricism. This makes explicit metaphysical theses concerning the comprehensibility and knowability of the universe that are an implicit part of scientific knowledge – implicit in the way science excludes all theories that are not explanatory, even those that are more successful empirically than accepted theories. Aim-oriented empiricism has major implications, not just for the academic discipline of philosophy of science, but for science itself. Popper generalized his philosophy of science of falsificationism to arrive at a new conception of rationality – critical rationalism – the key methodological idea of Popper’s profound critical exploration of political and social issues in his The Open Society and Its Enemies, and The Poverty of Historicism. This path of Popper, from scientific method to rationality and social and political issues is followed here, but the starting point is aim-oriented empiricism rather than falsificationism. Aim-oriented empiricism is generalized to form a conception of rationality I call aim-oriented rationalism. This has far-reaching implications for political and social issues, for the nature of social inquiry and the humanities, and indeed for academic inquiry as a whole. The strategies for tackling social problems that arise from aim-oriented rationalism improve on Popper’s recommended strategies of piecemeal social engineering and critical rationalism, associated with Popper’s conception of the open society. This book thus sets out to develop Popper’s philosophy in new and fruitful directions. The theme of the book, in short, is to discover what can be learned from scientific progress about how to achieve social progress towards a better world. (shrink)

I motivate the concept of styles of scientific investigation, and differentiate two styles, formal and compositional. Styles are ways of doing scientific research. Radically different styles exist. I explore the possibility of the unification of biology and social science, as well as the possibility of unifying the two styles I identify. Recent attempts at unifying biology and social science have been premised almost exclusively on the formal style. Through the use of a historical example of defenders of compositional (...) biological social science, the Ecology Group at the University of Chicago from, roughly, the 1930s to the 1950s, I attempt to show the coherence and possibility, if not utility, of employing the compositional style to effect the synthesis of biology and social science. I also relate the efforts of the Ecology Group to those of investigators in the Sociology Department of the University of Chicago. In my conclusion, I discuss the usefulness both of employing the category of styles of scientific investigation in historical and philosophical studies of science, as well as the concept of compositionality in scientific studies. I end the paper with some tentative suggestions regarding the importance of compositionality for an analysis of human society. (shrink)

Inductive thinking is a universal human habit; we generalise from our experiences the best we can. The induction problem is to identify which observed regularities provide reasonable justification for inductive conclusions. In the natural sciences, we can often use strict laws in making successful inferences about unobserved states of affairs. In the social sciences, by contrast, we have no strict laws, only regularities which most often are conditioned on ceteris paribus clauses. This makes it much more difficult (...) to make reliable inferences in the social sciences. In particular, we want knowledge about general causal relations in order to be able to determine what to do in order to achieve a certain state of affairs. Knowledge about causal relations that are also valid in the future requires experiments or so called ‘natural experiments’. Only knowledge derived from such experiences enable us to draw reasonably reliable inferences about how to act in order to achieve our goals. (shrink)

Community detection is a major issue in network analysis. This paper combines a socio-historical approach with an experimental reconstruction of programs to investigate the early automation of clique detection algorithms, which remains one of the unsolved NP-complete problems today. The research led by the archaeologist Jean-Claude Gardin from the 1950s on non-numerical information and graph analysis is retraced to demonstrate the early contributions of social sciences and humanities. The limited recognition and reception of Gardin's innovative computer application (...) to the humanities are addressed through two factors, in addition to the effects of historiography and bibliographies on the recording, discoverability, and reuse of scientific productions: (1) funding policies, evidenced by the transfer of research effort on graph applications from temporary interdisciplinary spaces to disciplinary organizations related to the then-emerging field of computer science; and (2) the erratic careers of algorithms, in which efficiency, flaws, corrections, and authors’ status, were determining factors. (shrink)

After a sketch of the optimism and high aspirations of History and Philosophy of Science when I first joined the field in the mid 1960s, I go on to describe the disastrous impact of "the strong programme" and social constructivism in history and sociology of science. Despite Alan Sokal's brilliant spoof article, and the "science wars" that flared up partly as a result, the whole field of Science and Technology Studies is still adversely affected by social constructivist ideas. (...) I then go on to spell out how in my view STS ought to develop. It is, to begin with, vitally important to recognize the profoundly problematic character of the aims of science. There are substantial, influential and highly problematic metaphysical, value and political assumptions built into these aims. Once this is appreciated, it becomes clear that we need a new kind of science which subjects problematic aims - problematic assumptions inherent in these aims - to sustained imaginative and critical scrutiny as an integral part of science itself. This needs to be done in an attempt to improve the aims and methods of science as science proceeds. The upshot is that science, STS, and the relationship between the two, are all transformed. STS becomes an integral part of science itself. And becomes a part of an urgently needed campaign to transform universities so that they become devoted to helping humanity create a wiser world. (shrink)

Purpose of the study: Not all languages have a universal concept of the same object, and this creates problems in translation. This paper aims to examine the semiotic model for equivalence or non-equivalence in translation which attempts to define the semiotic model, to use the model for translation, and to offer the benefits of this model to solving translation’s problem in equivalence and non-equivalence. Methodology: The data of this research are derived from the novel Lelaki Harimau, as the source language (...) and L'homme Tigre, as the target language. This model is used in the Indonesian novel which has been translated into 14 languages, one of which is in French. The authors use a semiotic approach to analyze the equivalence and non-equivalence in the translation. Main Findings: This study reveals that the concept of signified in the semiotic theory proposes two models: the first: translation using the same concept in the source text (ST) and target text (TT), which is broadly known as equivalence, the second: translation using different concept between ST and TT, this called non-equivalence. This article not only explores the issue of meaning contextually in translation, but also the use of the semiotic model in translation which shows that the language perspective depends on the relationship between the sign and the object. Applications of this study: The model for this study can be used not only in translation studies at universities but also in providing supporting data for applied linguistic studies. Novelty/Originality of this study: This study provides a novelty in translation research with a semiotic approach. The contribution of this study is that the semiotics perspective suggests that a sign in the concept level (signified) will not be universal due to different cultural backgrounds. (shrink)

With regards to the inefficiencies and uncompromising situations within the humanities and social sciences field in Iran, the challenge of problematizing these sciences is inevitable. So far, numerous research analyzing humanities and social sciences’ problems in the Iranian academic system have been published. Considering the important role of humanities and social sciences in the modern Iranian society, we attempt to suggest a theoretical framework for the problematization of humanities and (...) social sciences in Iran. The exploration of the main challenges facing humanities and social sciences in Iran from the community, academy and administration point of view, sparks three hypotheses. First, humanities and social sciences’ theories and teachings are not applied accurately. Second, the humanities and social sciences’ schools of thought are not chosen properly according to Iranian circumstances. And third, there are metaphysical differences between axioms and presupposition of humanities and social sciences having western origins and those with Islamic-Iranian culture. (shrink)

Debate about legal and policy reform has been haunted by a pernicious confusion about human nature, the idea that it is a set of rigid dispositions, today generally conceived as genetic, that is manifested the same way in all circumstances. Opponents of egalitarian alternatives argue that we cannot depart far from the status quo because human nature stands in the way. Advocates of such reforms too often deny the existence of human nature because, sharing this conception, they think it would (...) prevent changes they deem desirable. Both views rest on deep errors about what it is to have a nature and how genetics works. Human nature, like the nature of anything else, is a set of potentials to behave certain ways in given environments, not a nonsocial genetic something that inevitably produces the same result in any environment. To say that existing inequalities, are due to our genes, inalterable because heritable, ignores that genetic propensities may be differently manifested in different environments. Heritability has meaning only relative to an environment and a population and implies nothing about inevitability. A better sort of inegalitarian argument is that a proposed reform, given our nature, would be too costly even if possible. However, this sort of argument is too rarely supported by evidence and generally ignores the costs of existing inequalities. But egalitarians err in supposing that, if behavior is unconstrained by biology, the status quo is easily alterable. The environment may be extremely hard to change. Legal and policy debate should adopt a correct understanding of human nature as a set of propensities and ask of any proposed reform agreed to be otherwise desirable what and how alterable are its causes, genetic, environmental, or more accurately both. (shrink)

This book gives an account of work that I have done over a period of decades that sets out to solve two fundamental problems of philosophy: the mind-body problem and the problem of induction. Remarkably, these revolutionary contributions to philosophy turn out to have dramatic implications for a wide range of issues outside philosophy itself, most notably for the capacity of humanity to resolve current grave global problems and make progress towards a better, wiser world. A key element of the (...) proposed solution to the first problem is that physics is about only a highly specialized aspect of all that there is – the causally efficacious aspect. Once this is understood, it ceases to be a mystery that natural science says nothing about the experiential aspect of reality, the colours we perceive, the inner experiences we are aware of. That natural science is silent about the experiential aspect of reality is no reason whatsoever to hold that the experiential does not objectively exist. A key element of the proposed solution to the second problem is that physics, in persistently accepting unified theories only, thereby makes a substantial metaphysical assumption about the universe: it is such that a unified pattern of physical law runs through all phenomena. We need a new conception, and kind, of physics that acknowledges, and actively seeks to improve, metaphysical presuppositions inherent in the methods of physics. The problematic aims and methods of physics need to be improved as physics proceeds. These are the ideas that have fruitful implications, I set out to show, for a wide range of issues: for philosophy itself, for physics, for natural science more generally, for the social sciences, for education, for the academic enterprise as a whole and, most important of all, for the capacity of humanity to learn how to solve the grave global problems that menace our future, and thus make progress to a better, wiser world. It is not just science that has problematic aims; in life too our aims, whether personal, social or institutional, are all too often profoundly problematic, and in urgent need of improvement. We need a new kind of academic enterprise which helps humanity put aims-and-methods improving meta-methods into practice in personal and social life, so that we may come to do better at achieving what is of value in life, and make progress towards a saner, wiser world. This body of work of mine has met with critical acclaim. Despite that, astonishingly, it has been ignored by mainstream philosophy. In the book I discuss the recent work of over 100 philosophers on the mind-body problem and the metaphysics of science, and show that my earlier, highly relevant work on these issues is universally ignored, the quality of subsequent work suffering as a result. My hope, in publishing this book, is that my fellow philosophers will come to appreciate the intellectual value of my proposed solutions to the mind-body problem and the problem of induction, and will, as a result, join with me in attempting to convince our fellow academics that we need to bring about an intellectual/institutional revolution in academic inquiry so that it takes up its proper task of helping humanity learn how to solve problems of living, including global problems, and make progress towards as good, as wise and enlightened a world as possible. (shrink)