Our Holy System\u27: Consilience and the Unity of Knowledge in the Mexican Counter-Enlightenment, 1680-1815

Throughout the eighteenth century, drastic changes were occurring in the intellectual climate of New Spain. Commonly referred to collectively as the “new philosophy” or the “new science,” these new methods of thought impacted the sphere of the religious and intellectual thinkers of the Spanish empire on both sides of the Atlantic. To many thinkers and writers, these changes were not only direct challenges to established certainties, but represented calls for radical methodologies that would lead to materialism, atheism, and the ultimate ruin of Catholic society. This presentation assesses the reactionary position of many Mexican intellectuals to an “enlightenment epistemology,” particularly in response to ilustrado publications during the mid-eighteenth century. Often labeled antiilustrados (anti-enlightened) or traditionalista/casticista (traditionalist), these reactionary thinkers have been portrayed as dogmatic, irrational, and one-dimensional figures. Emphasizing the theme of consilience, or the unity of knowledge, this research demonstrates why these traditionalistas argued against a “Catholic Enlightenment” of eighteenth-century Spanish Empire, what their specific objections were, and how these objections were rationalized and seen as legitimate arguments at the time. It demonstrates how criollo, Mexican religious intellectuals contested for epistemological hegemony in the mid-eighteenth century, proposing alternative, and at times, mutually exclusive, systems for understanding and the pursuit of truth. George A. Klaeren is a doctoral student in the department of history at the University of Kansas. He visits the University of New Mexico as a Richard E. Greenleaf Visiting Library Scholar in Spring 2015. His thesis, “Encountering the Enlightenment: New Science, Religion, and Catholic Epistemologies across the Iberian Atlantic, 1680-1815,” examines the way that traditional modes of thinking intersected with the new philosophies of the enlightenment in the Spanish empire. He is particularly interested at the history of the dialogue between religion, science, and magic and is currently working on the history of the philosophy of science in eighteenth-century Spain.https://digitalrepository.unm.edu/greenleaf_scholars/1014/thumbnail.jp

Between the training of exercise instructors and the education of sports teacher

Die Dissertation "Die doppeltqualifizierenden Bildungsgänge Sport in der gymnasialen Oberstufe und in der Kollegschule/ im Berufskolleg in Nordrhein-Westfalen von 1976-2010" beschreibt drei doppeltqualifizierende Bildungsgänge Sport in den Jahren 1976 bis 2010 im Lande Nordrhein-Westfalen: der integrierte doppeltqualifizierende Bildungsgang "Freizeitsportleiter (VZ)/ AHR an Kollegschulen" bzw. "AHR/ (Freizeitsportleiterin/ Freizeitsportleiter) (Biologie/Sport)" an Berufskollegs, der additive doppeltqualifizierende Bildungsgang "Fachsportleiter/ AHR" an Gymnasien und der doppeltqualifizierende integrative Bildungsgang "Übungsleiter Breitensport/ AHR" bzw. "ÜL-C/ AHr an Gymnasien und Gesamschulen.Abstract The present dissertation “Between the training of exercise instructors and the education of sports teacher” describes three dual-qualification sports courses between 1976 and 2010 in the state of NW: the integrated “Leisure sporting director (full time)/AHR” course at secondary schools (1976-1986) or “AHR/(leisure sporting director) (sport, biology)” at vocational colleges (1996 to present), the additive “Specialist sporting director/AHR” course at grammar schools (1976-1986) and the integrative “Trainer for popular sports/AHR” course (1986-2006) or “Trainer-C/ AHR” course at secondary schools with preparatory college level and grammar schools (2007-present). The courses’ prototypical academic models are conceptually researched and documented for general and vocational learning in upper secondary education. The paper identifies developments and modifications from the definitive beginnings in 1976 to 2010, and describes course continuity and change in the context of legitimacy in educational administration (NW Ministry for Education and Culture) and sports-policy management (NW State Sports Confederation). The dual-qualification integrated “Leisure sporting director/AHR” course offered at secondary schools between 1976 and 1986 is distinguished by successful integration of general and career-based education, combining study-oriented and vocational learning. The main subject (“teaching methods in sports education”), extracurricular internships, work experience and demonstration lessons emphasise the vocational component of the course, and successfully facilitate the role change “from student to teacher” intended in the qualification process. As part of their training, leisure sporting directors acquire sports and career-based skills (professional and methodological competence), as well as personal skills such as initiative, social skills and conflict resolution. The introduction of vocational colleges in 1999 change the structure of the dual-qualification “AHR (leisure sporting director) (sport, biology)” course; abolition of the didactic planning criterion regarding the interdisciplinary nature of core subjects in career-based general learning is a qualitative loss. Although the classes in the dual-qualification “Specialist sporting director/AHR” course offered at grammar schools between 1976 and 1986 with 6 hours a week in the major subject of sport and 3 additional hours a week for the double qualification seek to combine theory with practice and achieve interdisciplinary learning between the subjects, content-related adjustments are limited to the six-hour major subject of sport and the three-hour additional course. Basic courses and majors cannot be specifically interlinked due to the framework layout and the status of the major subject (sport) in upper secondary education. The vocational internships as places of learning for the role change seem false, and the additional three-hour class also proves to be very time-consuming for students of the dual-qualification “Specialist sporting director/AHR” course. Apart from resulting in a certificate of secondary school completion and tertiary entrance (AHR), the dual-qualification integrative “Trainer for popular sports/AHR” course or “Trainer-C/AHR” course” at comprehensive schools and grammar schools also seeks to provide a vocational qualification enabling students to engage in extracurricular activities as well as have the opportunity to choose a university course. To accentuate the career-based component, the stipulated AHR-focused sports-major content is coupled with mandatory training content set by the NW State Sports Confederation and other educational training elements such as extracurricular internships, work experience and demonstration lessons in the major subject of sport. The dual-qualification “Trainer-C/AHR” course pools many new practical sports experiences, and seeks to build on reflection and judgement skills, and develop basic attitudes and behaviours for academic/scientific work. However, the major subject of sports engineering means there are not enough opportunities to address content in a more advanced context. It is not possible to further problematise the course’s intended role change “from student to teacher” due to the low number of allotted hours. Research conducted from 1976 to 2010 shows that all dual-qualification sports courses undergo “metamorphoses” in their structural developments from their early days to the present. Two significant factors determine the content and structure of the respective courses: - Changes resulting from new decisions made by the NW Ministry for Education and Culture in relation to educational administration, and - The influences of sports-policy management by the NW State Sports Confederation Decisions made by the Kultusministerkonferenz (KMK) between 1990 and 1999, decrees enacted by the NW Ministry for Education and Culture, ordinances and administrative regulations issued by the district government and new curriculums in subsequent years have a significant impact on the content and organisational structure of the dual-qualification “AHR/(Leisure sporting director) (sport, biology) course. The “Ordinance on training and assessments in vocational college courses (APO-BK)” is enacted in 1999, and is followed in 2006 by the “Curriculums for trialling vocational college courses”, which lead to a vocational qualification under state law and a certificate of secondary school completion and tertiary entrance (AHR). The new specialised sport syllabus for vocational colleges in the state of NW from 2006 onwards also changes the course’s profile. Making matters more difficult is the content intensification and restriction on subject matter resulting from general Abitur (German school-leaving certificate) regulations in 2007. Trends arising in the 1980s, which see fewer and fewer trained sports teachers with university degrees obtain employment in the public sector, instead being forced into alternative fields, lead to a change in thinking in educational administration, and a gradual withdrawal from the pilot project for specialist sporting directors. Introduction of the New Sports Directives in 1980/81, with their mandatory restrictive organisational models 6:0 or 4:2, no longer permits a wide range of specialised sports in the course, resulting in a loss of individuality. The lack of recognition in the licensing structures of the Deutscher Sportbund (DSB) and Landessportbund (LSB) sports organisation proves to be problematic., and there are ongoing complaints about licences being denied by professional and sports associations at the LSB for specialist sporting directors. The dual-qualification “Specialist sporting director/AHR” course is abolished in 1986. The profile of the dual-qualification “Trainer for popular sports/AHR” course from 1986, known as the “Trainer-C/AHR” course in 2007, also undergoes structural changes as a result of administrative regulations. While the development phases of 1986-1998 still involve integrative didactic course profile planning and content co-ordination between school, ministers of education and culture, and the LSB, essential elements of the “Trainer-C/AHR” course are relinquished by virtue of the new regulations and sports curriculums for upper secondary education in 1999, the reduction of the major subject (sport) to 5 hours a week, and the subsequent introduction of the mandatory combination of mathematics and sport for the Abitur (German school-leaving certificate). During the 1990s, the LSB, as a partner of the major subject (sport), also releases a series of new, modified mandatory approaches to trainer qualifications and amended framework conditions, which entail establishing new didactic sports course profiles in the interests of the dual qualification. The LSB’s training approach to dual qualifications changes, and it gradually abandons its responsibility for the dual-qualification “Trainer-C/AHR” course

Encountering the Enlightenment: Science, Religion, and Catholic Epistemologies Across the Spanish Atlantic, 1687-1813

During the eighteenth century, a wave of thought inundated the Spanish empire, introducing new knowledge in the natural sciences, religion, and philosophy, and importantly, questioning the very modes of perceiving and ascertaining this knowledge. This period of epistemic rupture in Spain and her colonies, commonly referred to as the Enlightenment, not only presented new ways of knowing, but inspired impassioned debates among leading intellectuals about the epistemology and philosophy that continued throughout the century. The previous scholarly literature has largely dismissed Spain’s intellectual activity in the eighteenth-century, arguing that its predominantly conservative and Catholic culture stifled innovation and relegated it to a peripheral and derivative position in the broader European Enlightenment. Only recently have scholars given serious attention to the conception of a widespread “Catholic Enlightenment.” This dissertation places the intellectual and religious activity of the eighteenth-century Spanish empire within this Catholic Enlightenment, specifically examining the ways in which religious intellectuals mediated and contested Enlightenment thought. It particularly highlights the works of Counter-Enlightenment thinkers who engaged eighteenth-century philosophy but ultimately rejected it. This dissertation examines the leading theological, philosophical, and scientific writings of religious intellectuals, university professors, natural philosophers, and physicians in eighteenth-century Spain, New Spain, and Peru, additionally considering personal letters, Inquisitorial evidence, and writing from the popular press of the period. In so doing, it assesses the way in which such writings contended for an epistemology which would satisfy both the new philosophies and sciences as well as the Catholic faith; showing how eighteenth-century Spaniards defined the relationship between these fields and how they conceived of the disciplines of knowledge. Ultimately, this dissertation argues that the work of Catholic Enlightenment and Counter-Enlightenment individuals in Spain was less radical than the philosophies adopted by French or British counterparts. The Spanish Enlightenment experience was the result of a deliberate, thoughtful, and careful negotiation between ancients and moderns and an attempt to conciliate new methods of knowledge into the existing Scholastic framework which had been held in the Spanish empire for centuries, rather than accepting a complete epistemological rupture. It demonstrates the role of conservative intellectuals in contesting epistemological hegemony in the mid-eighteenth century by proposing alternative, and at times, mutually exclusive, systems for understanding and pursuing truth. It similarly shows how these epistemological debates impacted the way that Spaniards conceived of the relationship between science and religion. This, in turn, impacts the way in which historians understand both the way that Spain related to the European community, especially France, during the eighteenth century, as well as the way that various religious groups encountered the Enlightenment movement

Schreibe dein Programm!

Schreibe Dein Programm! ist eine Einführung in die Entwicklung von Programmen und die dazugehörigen Grundlagen. Im Zentrum stehen Konstruktionsanleitungen, welche die systematische Konstruktion von Programmen fördern, sowie Techniken zur Abstraktion, welche die Umsetzung der Konstruktionsanleitungen ermöglichen. In der Betonung systematischer Konstruktion unterscheidet sich dieses Buch drastisch von den meisten anderen Einführungen in die Programmierung. Die vermittelten Grundlagen und Techniken sind unabhängig von einer bestimmten Programmiersprache. Zur Illustration und zum Training der Programmierung dienen speziell für die Anfängerausbildung entwickelte Sprachebenen. Diese erleichtern den Einstieg und erlauben, die Konzepte der Programmierung zu präsentieren, ohne Zeit mit der Konstruktvielfalt anderer Programmiersprachen zu verlieren. Entsprechend vermittelt dieses Buch fortgeschrittene Techniken. Schreibe Dein Programm! ist aus der Praxis der Informatik-Grundausbildung an den Universitäten Tübingen, Freiburg und Kiel entstanden: Über mehrere Vorlesungszyklen wurden Stoffauswahl und Präsentation stetig verbessert. Gegenüber dem Vorgängerbuch Vom Problem zum Programm wurde ein Großteil des Materials neu entwickelt. Das Buch enthält viele Beispiele und Übungsaufgaben. Alle nötigen mathematischen Grundlagen werden vermittelt

Software-Spezifikation durch halbformale, anschauliche Modelle

Der Beitrag erörtert die Frage, welche Ansätze zur Spezifikation grundsätzlich in Frage kommen, und begründet, warum in der industriellen Praxis das Prinzip der halbformalen Spezifikation auf der Basis anschaulicher Modelle vorteilhaft ist. Die Beispiele und die am Schluss wiedergegebenen Erfahrungen stammen aus unserer Arbeit mit dem Spezifikationssystem SPADES, das auf dem Prinzip der halbformalen Beschreibung beruht

Some Elements Of A Modula-2 Development Environment

We present some language-specific tools for the development of Modula-2 program systems. Specifically, we elaborate on an extended Modula-2 syntax checker, a makefile generation utility, a Modula-2 structure analyser and a cross reference utility. INTRODUCTION Development of large program systems usually cannot be done without the aid of some tools; medium-sized projects can also take advantage of such tools. The UNIX system is famous for its rich collection of programming tools; we therefore restrict the following discussion to program development under UNIX. Some of the tools are languageindependent, such as make that takes care of the necessary actions to rebuild a target after a set of changes or rcs that helps in configuration and revision management. Other tools can be adapted to a variety of languages by some configuration files, such as emacs, a most powerful editor (?) or vgrind that helps to produce program listings. While it is clear that one should rely on language-indep..

Reading the book of nature: natural theology in early modern Spain, 1436-1825

This dissertation is an analysis of the development of natural theology in early modern Spain. It examines the definitions and uses of natural theology that occurred within Spanish Catholicism, 1436-1825. This dissertation makes three main arguments: firstly, that the modern parameters of natural theology are ahistorical and insufficient to understanding the term’s history; secondly, that the development of natural theology in early modern Spain was contextually determined and distinct from other forms; and thirdly, that understanding these historical contexts and the formation of natural theology reveals new ways of understanding the relationship between theology, philosophy, and the natural sciences. The parameters of natural theology in early modern Spain were constantly redefined, influenced by ideas about human nature, the intelligibility of the natural world, the noetic effects of sin and the capabilities of human reason, the credibility of experimentalism and observation in the natural sciences, and the authority granted to the Church and to Scripture. As these notions were reshaped in Spain, new and alternative ideas about the scope and legitimacy of natural theology arose. As a result, natural theologies varied in purpose; for example, natural theology was used alternatively throughout the period for evangelization, apologetics, catechesis, and devotion or worship. This dissertation explores the historical causes for these variations. It challenges scholars of historical theology to recognize a wider definition and use of natural theology. It reconceptualizes the historiography of early modern intellectual history by showing how natural theology was directly related to philosophical and scientific endeavors in the Spanish mentality. Finally, it suggests new ways of developing the “new natural theology” in contemporary discussions. The dissertation incorporates original and archival research of dozens of works from the early modern Iberian world, and consists of an introduction, five chapters, and a conclusion.</p