9,105 research outputs found

    From Models to Simulations

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    This book analyses the impact computerization has had on contemporary science and explains the origins, technical nature and epistemological consequences of the current decisive interplay between technology and science: an intertwining of formalism, computation, data acquisition, data and visualization and how these factors have led to the spread of simulation models since the 1950s. Using historical, comparative and interpretative case studies from a range of disciplines, with a particular emphasis on the case of plant studies, the author shows how and why computers, data treatment devices and programming languages have occasioned a gradual but irresistible and massive shift from mathematical models to computer simulations

    Towards Autopoietic Computing

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    A key challenge in modern computing is to develop systems that address complex, dynamic problems in a scalable and efficient way, because the increasing complexity of software makes designing and maintaining efficient and flexible systems increasingly difficult. Biological systems are thought to possess robust, scalable processing paradigms that can automatically manage complex, dynamic problem spaces, possessing several properties that may be useful in computer systems. The biological properties of self-organisation, self-replication, self-management, and scalability are addressed in an interesting way by autopoiesis, a descriptive theory of the cell founded on the concept of a system's circular organisation to define its boundary with its environment. In this paper, therefore, we review the main concepts of autopoiesis and then discuss how they could be related to fundamental concepts and theories of computation. The paper is conceptual in nature and the emphasis is on the review of other people's work in this area as part of a longer-term strategy to develop a formal theory of autopoietic computing.Comment: 10 Pages, 3 figure

    Integration and implementation sciences: building a new specialization

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    Developing a new specialization—Integration and Implementation Sciences—may be an effective way to draw together and significantly strengthen the theory and methods necessary to tackle complex societal issues and problems. This paper presents an argument for such a specialization, beginning with a brief review of calls for new research approaches that combine disciplines and interact more closely with policy and practice. It posits that the core elements of Integration and Implementation Sciences already exist, but that the field is currently characterized by fragmentation and marginalization. The paper then outlines three sets of characteristics that will delineate Integration and Implementation Sciences. First is that the specialization will aim to find better ways to deal with the defining elements of many current societal issues and problems: namely complexity, uncertainty, change, and imperfection. Second is that there will be three theoretical and methodological pillars for doing this: 1) systems thinking and complexity science, 2) participatory methods, and 3) knowledge management, exchange, and implementation. Third, operationally, Integration and Implementation Sciences will be grounded in practical application, and generally involve large-scale collaboration. The paper concludes by examining where Integration and Implementation Sciences would sit in universities, and outlines a program for further development of the field. An appendix provides examples of Integration and Implementation Sciences in action

    Mapping Identity Prejudice: Locations of Epistemic Injustice in Philosophy for/with Children

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    This article aims to map the locations of identity prejudice that occurs in the context of a Community of Inquiry. My claim is that epistemic injustice, which usually originates from seemingly ‘minor’ cases of identity prejudice, can potentially leak into the actual practice of P4wC. Drawing from Fricker, the various forms of epistemic injustice are made explicit when epistemic practices are framed within concrete social circumstances where power, privilege and authority intersect, which is observable in school settings. In connection, despite the pedagogical improvements P4wC offers, some forms of identity prejudice prevalent in traditional classrooms may persist, affecting children who are identified with negatively stereotyped social groups. It is, therefore, important to pay attention to the reality of epistemic injustice and the possible locations where it may potentially surface in the COI. Drawing from my P4wC experience, I show that identity prejudice stems from the intersections of the roles and positionalities of the participants in a philosophical dialogue. These intersections point towards the epistemic relationships of the P4wC teacher, the students, and the P4wC program itself. I conclude that identity prejudice arises circumstantially and/or substantively in P4wC scholarship and practice

    Cooperative Intuitionism

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    According to pluralistic intuitionist theories, some of our moral beliefs are non-inferentially justified, and these beliefs come in both an a priori and an a posteriori variety. In this paper I present new support for this pluralistic form of intuitionism by examining the deeply social nature of moral inquiry. This is something that intuitionists have tended to neglect. It does play an important role in an intuitionist theory offered by Bengson, Cuneo, and Shafer-Landau (forth), but whilst they invoke the social nature of moral inquiry in order to argue that ordinary moral intuitions are trustworthy, my argument focuses on what I will call the ‘frontiers’ of moral inquiry. I will show that inclusive and cooperative dialogue is necessary at moral inquiry’s frontiers, and that intuitionists can expect such dialogue to result in both a priori and a posteriori moral beliefs

    “Cultures as Toolboxes”: An Introduction to the Special Issue Focused on STEM

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    The Journal of Multicultural Affairs welcomes Dr. Anita Bright as a guest editor to lead a special issue on Science, Engineering, Technology, and Mathematics (STEM). Dr. Bright centers this special issue around one particularly simple, yet complex question, Is the teaching of science, technology, engineering, and mathematics multicultural

    Contested modelling

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    We suggest that the role and function of expert computational modelling in real-world decision-making needs scrutiny and practices need to change. We discuss some empirical and theory-based improvements to the coupling of the modelling process and the real world, including social and behavioural processes, which we have expressed as a set of questions that we believe need to be answered by all projects engaged in such modelling.  These are based on a systems analysis of four research initiatives, covering different scales and timeframes, and addressing the complexity of intervention in a sustainability context. Our proposed improvements require new approaches for analysing the relationship between a project’s models and its publics.  They reflect what we believe is a necessary and beneficial dialogue between the realms of expert scientific modelling and systems thinking.  This paper is an attempt to start that process, itself reflecting a robust dialogue between two practitioners sat within differing traditions, puzzling how to integrate perspectives and achieve wider participation in researching this problem space.&nbsp

    Limfjordens havnelandskaber:Regionale strategier for havneomdannelsesprojekter i LimfjordsomrÄdet

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