Einsteinian Physics Research Articles

History of a Shiver: The Sublime Impudence of Modernism by Jed Rasula

<i>History of a Shiver: The Sublime Impudence of Modernism</i> by Jed Rasula

Public and teacher response to Einsteinian physics in schools

Einsteinian physics represents a distinct paradigm shift compared to Newtonian physics. There is worldwide interest in introducing Einsteinian physics concepts early in school curriculum and trials have demonstrated that this is feasible. However introducing Einsteinian concepts from an early age requires more than suitable curriculum and teaching resources—it also requires teacher training and public support. This paper describes a pilot study used in an attempt to gauge public and teacher support. This entailed giving teachers, who included the entire staff of a primary school, and self-selected family groups an in-depth understanding of proposed curriculum content through public outreach and professional development workshops. We assessed their attitudes through questionnaires. Comments and opinions from the public were also collected from online resources. Results show overwhelming support from both teachers and the public. We assessed attitudes of children as well as adults and obtained opinions regarding the appropriate age at which to begin to introduce Einsteinian concepts.

Can a short intervention focused on gravitational waves and quantum physics improve students’ understanding and attitude?

The decline in students’ interest in science and technology is a major concern in the western world. One approach to reversing this decline is to introduce modern physics concepts much earlier in the school curriculum. We have used the context of the recent discoveries of gravitational waves to test the benefits of one-day interventions, in which students are introduced to the ongoing nature of scientific discovery, as well as the fundamental concepts of quantum physics and gravitation, which underpin these discoveries. Our innovative approach combines role-playing, model demonstrations, single photon interference and gravitational wave detection, plus simple experiments designed to emphasize the quantum interpretation of interference. We compare understanding and attitudes through pre and post testing on four age groups (school years 7, 8, 9 and 10), and compare results with those of longer interventions with Year 9. Results indicate that neither prior knowledge nor age are significant factors in student understanding of the core concepts of Einsteinian physics. However we find that the short interventions are insufficient to enable students to comprehend more derived concepts.

Reflection and Outlook on Special Relativity Education from the Perspective of Einstein: Focusing on Research Papers Published in Korea

The purpose of this paper is to examine what are the most important ideas of special relativity (SR) education from Einstein’s perspective, to reflect on the previous studies of special relativity education up to the present through Einstein’s ideas, and to give prospects for its future direction. We analyzed Einstein’s book, The Evolution of Physics, focusing on three questions: Why should we teach SR? What kinds of the content knowledge of SR should we teach? How should we teach SR? Based on this analysis, we formulated three criteria for SR education: (1) intrinsic value, (2) integral knowledge, and (3) hermeneutic/communicative approach. In addition, research papers on SR education published in South Korea were analyzed based on these criteria. As a result, we have found that many studies are very different from Einstein’s perspective on SR education. And we discussed that, despite the researchers’ intentions, their studies are likely to lead other research on SR and educational practices toward the opposite of Einstein’s emphasis (i.e., instrumental purpose, fragmentary content knowledge, and partial/functional approach). Finally, we suggest Einsteinian Physics Education as a new way to improve not only SR education but also physics education in general from Einstein’s perspective.

Relative Plausibility and its Critics

Within legal scholarship there is a tendency to use (perhaps overuse) “paradigm shift” in ways far removed from the process famously described by Thomas Kuhn. Within the field of evidence, however, a phenomenon very similar to a paradigm shift, in the Kuhnian sense, is occurring. Although not on the scale of the transformation from Newtonian to Einsteinian physics or other tectonic shifts in science, the best understanding of juridical proof is shifting from probabilism to explanationism. For literally hundreds of years, proof at trial was assumed to be probabilistic. This assumption was given sustained scholarly attention and support beginning with the 1968 publication of John Kaplan’s path-breaking article that generated a rich literature explaining virtually all aspects of juridical proof as probabilistic, from the basic nature of relevancy through the processing of information to the final decision about the facts. Although probabilism quickly became the dominant paradigm, some analytical difficulties were detected quite early (“anomalies” or “irritants” in the words of Kuhn), beginning with L. Jonathan Cohen’s demonstration of certain proof paradoxes. These were extended by Ronald Allen, who also demonstrated the incompatibility of Bayesian reasoning with trials and proposed an analytical alternative. Again a complex literature ensued with the defenders of the dominant paradigm attempting to explain away the anomalies or to shield the probabilistic paradigm from their potentially corrosive effects (in what in fact on a very small scale is precisely what Kuhn explained and predicted with respect to paradigm shifts in science). Over the last two decades, these anomalies have become too irritating to ignore, and the strengths of the competing paradigm involving explanatory inferences (referred to as the relative plausibility theory) have become too persuasive to dismiss. Thus the paradigm shift that the field is now experiencing. We provide here a summary of the relative plausibility theory and its improvement on the probabilistic paradigm. As Kuhn noted, not everybody gets on board when paradigms shift; there are holdouts, dissenters, and objectors. Three major efforts to demonstrate the inadequacies of relative plausibility have recently been published. We analyze them here to demonstrate that their objections are either misplaced or unavailing, leaving relative plausibility as the best explanation of juridical proof. It is interesting to note that two of the three critiques that we discuss actually agree with the inadequacies of the probabilistic paradigm (they provide alternatives). The third concedes that explanationism may provide a better overall account of juridical proof but tries to resuscitate a probabilistic interpretation of burdens of proof in light of one particular analytical difficulty (i.e., the conjunction problem, which arises from the fact that proof burdens apply to the individual elements of crimes, civil claims, and defenses). In analyzing the alternative positions proposed by our critics, we demonstrate that their accounts each fail to provide a better explanation than relative plausibility.

Teaching Einsteinian physics at schools: part 3, review of research outcomes

This paper reviews research results obtained from Einsteinian physics programs run by different instructors with Years 6, 9, 10 and 11 students using the models and analogies described in parts 1 and 2. The research aimed to determine whether it is possible to teach Einsteinian physics and to measure the changes in student attitudes to physics engendered by introducing the modern concepts that underpin technology today. Results showed that students easily coped with the concepts of Einsteinian physics, and considered that they were not too young for the material presented. Importantly, in all groups, girls improved their attitude to physics considerably more than the boys, generally achieving near parity with the boys.

Teaching Einsteinian physics at schools: part 2, models and analogies for quantum physics

The Einstein-First project approaches the teaching of Einsteinian physics through the use of physical models and analogies. This paper presents an approach to the teaching of quantum physics which begins by emphasising the particle-nature of light through the use of toy projectiles to represent photons. This allows key concepts including the spacing between photons, and photon momentum to be introduced. This in-turn allows an intuitive understanding of the uncertainty principle. We present optical interference in the context of individual photons, using actual videos showing the development of images one at a time. This enables simple laser interference experiments to be interpreted through the statistical arrival of photons. The wave aspects of quantum phenomenon are interpreted in terms of the wavelike nature of the arrival probabilities.

Teaching Einsteinian physics at schools: part 1, models and analogies for relativity

The Einstein-First project aims to change the paradigm of school science teaching through the introduction of modern Einsteinian concepts of space and time, gravity and quanta at an early age. These concepts are rarely taught to school students despite their central importance to modern science and technology. The key to implementing the Einstein-First curriculum is the development of appropriate models and analogies. This paper is the first part of a three-paper series. It presents the conceptual foundation of our approach, based on simple physical models and analogies, followed by a detailed description of the models and analogies used to teach concepts of general and special relativity. Two accompanying papers address the teaching of quantum physics (Part 2) and research outcomes (Part 3).

Forget Time

Is there a notion of time compatible with the physical world? Because this is certainly not the case with Newtonian time, the answer requires a wider conception of time. I propose such a conception under the form of a synthesis of the “primary” notions of dating and chronology, duration, and causality. Although these notions (that I precisely define) are often confused with “time” itself, I insist on their conceptual and operational differences. These notions appear perfectly relevant and operational in the Newtonian world; moreover, they show intimate relations that justify a (Newtonian) universal time as their synthesis. I suggest enlarging this characterization of “time” beyond the Newtonian context. The incompatibility of such a synthesis with realistic observations or measurements (described in the context of relativistic Einsteinian physics) leads us to conclude the impossibility of reconciling a notion of time with the physical world.

In search of relativistic time

This paper explores the status of some notions which are usually associated to time, like datations, chronology, durations, causality, cosmic time and time functions in the Einsteinian relativistic theories. It shows how, even if some of these notions do exist in the theory or for some particular solution of it, they appear usually in mutual conflict: they cannot be synthesized coherently, and this is interpreted as the impossibility to construct a common entity which could be called time. This contrasts with the case in Newtonian physics where such a synthesis precisely constitutes Newtonian time. After an illustration by comparing the status of time in Einsteinian physics with that of the vertical direction in Newtonian physics, I will conclude that there is no pertinent notion of time in Einsteinian theories.

An Exploratory Study to Investigate the Impact of an Enrichment Program on Aspects of Einsteinian Physics on Year 6 Students

Concepts related to Einsteinian physics are usually not taught until students are in university, denying younger children access to this powerful way of understanding space, time and gravity. Considerable research has shown, however, that complex and abstract scientific ideas can be presented in age appropriate ways that result in measurable learning. The purpose of the research presented in this paper was to explore the impact of an enrichment program on aspects of Einsteinian physics on year 6 (10 and 11 years old) children’s understanding of and attitudes towards this topic. The research design was an exploratory case study of one class of 26 students who participated in six in-class lessons as well as an excursion to a science centre, the Gravity Discovery Centre, and a scripted play about relevant key scientists. Mixed methods of data collection included a pre/post-instruction questionnaire, classroom observations and an interview with the physics professor who conducted the program. The results indicated a statistically significant improvement in children’s conceptual understanding on the pre/post-questionnaire with a small effect size. Analysis of individual items on the questionnaire indicated variable results with regard to particular concepts. For example, after the enrichment program, students were better able to understand curved space, but little improvement was observed in their understanding of gravity on the Moon. The majority of students reported being interested and engaged in the program of activities and did not feel that they were too young to learn concepts related to Einstein’s physics.

The Physics of Family Medicine as Basis for Training of Family Physicians in West Africa

The biopsychosocial model is a philosophy of clinical care and a practical clinical guide. Philosophically, it is a way of understanding how suffering, disease, and illness are affected by multiple levels of organization, from the social to the subatomic particle using the General System Theory. The aim of this paper was to bring to the attention of doctors the thinking that underpins the unique training of family physicians as specialist in West Africa. A review of relevant literature was done using internet search engines on the subject. Qualitative analysis methods included collation, theme identification and triangulation. Result revealed a major hindrance in the advancement of Family practice in West Africa as a discipline is the insistence on describing it in the terminology of traditional biomedical medicine. The traditional biomedical medicine, the doctor fits the patient's illness into a precise class linking the symptoms and signs with organic pathology and identifying single external causes. He explains the patient's illness in terms of his own worldview during the consultative process by taking a domineering stance on the assumption that he, the doctor has sufficient knowledge and skills about the positive health outcome of the individual patient. On the other hand, Family Medicine interprets symptoms in terms of its own method and objectives. Interpretation of the patient (patient-centered method) rather than the symptoms (disease-centered method) is the crux of clinical competence in family practice. This method is consistent with Einsteinian physics rather than Newtonian physics which are the basis of traditional biomedical medicine. In conclusion, the value of the biosychosocial model is not the discovery of a new scientific law, but the application of medical knowledge to the needs of each patient for which the family physician is adequately trained. This forms the basic science background for the training of family physician in West Africa as envisaged by the founding fathers in the 1980s.. Keywords: Biopsychosocial model, Dualism, Reductionism, Clinical practice, Training, family medicine. The Nigerian Medical Practitioner Vol. 51 (6) 2007: pp. 119-122

Speaking Truth to Power: How Al Jazeera is Challenging and Improving Egyptian Journalism

Changes in communication technology that occur during the alignment of particular historical forces can result in changes to organizational forms and institutions that favor certain configurations of power over others. Constitutive choices about the social and political uses of a communication technology, the legal and regulatory framework adopted, and additional factors influence the path of development taken, the institutions created, and the alignment of interests. Changes in the modes of communication in the Middle East favored the popularization of Al Jazeera because it adapted to a dispersed audience and fed the 24-hour news cycle with information that stood out because of its newness, opposition to the status quo, and transgression of traditional boundaries. Not only was it posed to take advantage of the emerging information environment in the last decade of the twentieth century, it reinforced the changes taking place and helped usher in a new era of competition and professionalism. Based on ethnographic research in Egypt, this paper focuses on how Al Jazeera influenced change in the Egyptian journalistic field. The principles of Einsteinian physics help explain how the satellite news media, but especially Al Jazeera, are distorting the logic of journalism as it has traditionally been practiced, and causing the political field to adapt to a new media logic of visibility and accountability. Although much has been written about the station from Qatar, little has been said about the mechanisms of change or the processes that link the channel to the major political changes envisioned for the region. This paper positions Al Jazeera in the field of Arab and Egyptian journalism, using empirical evidence to show how the imperative of competition and emphasis on professionalism have caused incremental changes in the Egyptian journalistic field, with significant implications for state power and control over the public.

Bemerkungen zum Begriff der Zeit in der relativistischen Kosmologie

Einstein's special and general theory of relativity abolished the Newtonian concept of absolute Moreover, Einsteinian physics revealed the mutual interdependence of space, time, and matter. Applying general relativity to cosmology leads again to the existence of a preferred time coordinate among the homogeneous and isotropic cosmological models. Einstein referred to this time coordinate as almost absolute time. What is the exact relation between absolute time in relativistic cosmology and absolute time in Newtonian physics? To answer this question firstly we investigate which features are characteristic of Newtonian absolute Secondly we show how the preferred time in relativistic cosmology is related to the cosmological principle. After that we compare the two concepts of Finally, we consider the concept of time in particular cosmological models like the static Einstein universe, the relation between cosmic time and the evolution of the universe and different possibilities to introduce the time coordinate in oscillating cosmological models.

Einstein at a distance

This paper examines the challenges and rewards that can arise when the teaching of Einsteinian physics has to be accomplished by means of distance education. The discussion is mainly based on experiences gathered over the past 35 years at the UK Open University, where special and general relativity, relativistic cosmology and other aspects of Einsteinian physics, have been taught at a variety of levels, and using a range of techniques, to students studying at a distance.

Merleau-Ponty on Scientific Revolutions

Re-reading Thomas Kuhn's important 1962 work On Scientific Revolutions,1 one is struck with how his postmodern view of scientific change as mere paradigm shift was dependent upon his conception of a rather narrow modernist view, one that claims that there is only one rational world. It is the works of the great European philosopher Maurice Merleau-Ponty that offers explanations that come between these two extremes, either one rational world or none at all, that comes between positions that are now prevalent in both Anglo-American and Continental philosophy. In this essay I will first provide a brief summary of the modernist view of science and scientific change, next I will offer a brief characterization of Kuhn's position, and finally I will present MerleauPonty's theory as coming between these positions and offering solutions that neither extreme can provide. Modernism and Scientific Change Bertrand Russell, at least during certain periods of his scholarly career, is often considered to be a prime example of a Twentieth-Century modernist. His modernism is associated with logical positivism and can be characterized as follows. All knowledge must rest upon acquaintance. We are acquainted with or are immediately aware of specific sense data and even of some universals. The world is composed of individual things that stand in relationship to one another and that display various properties-- these relationships and properties are called facts. Propositions are composed of terms that refer to these facts, that is, to objects, their properties and their relationships to one another.2 Logical positivism generally relied upon some form of sense data that individuals were thought to be immediately aware of, that represent an objective reality, and that are available to all perceivers. Universals, though thought to be reducible to sense particulars, were also thought to be immediately comprehensible (SC 144). Sensation therefore provides data about what is actually the case, and the universal principles of language and logic, since they abstractly mirror the structure of reality, provide the framework for what can possibly be the case. Taking a longer historical view, modernism has its more distant roots in Descartes, often cited as its progenitor, for he develops the principles of analytic geometry that were thought to match the very structures of one rational reality. More distant yet, certain fundamental themes of modernism can be traced back to the Athenian birth of philosophy, to the Platonic idea that nature is rational, forms a taxonomy of classes that fit neatly into precise species and genera, and that even represents the rational mind of God. Assuming this sort of view (at least in general, if not in all its specifics), scientific change was understood as more recent and more accurate theories incorporating earlier and less accurate ones. Since there was only one rational reality, change was thought to be cumulative, with each new theory adding to and advancing earlier ones and enhancing prediction and control over nature because of their greater accuracy (SC 134). Kuhn's Postmodernism In his influential On the Structure of Scientific Revolutions Thomas Kuhn argues that scientific change does not occur by the accumulation of knowledge of one rational world. He specifically argues that Newtonian physics cannot be regarded as a special case of the newer Einsteinian physics, that the former cannot be derived from the latter without significantly changing and narrowing the principles and predictability of the former.3 There is therefore no continuity of science. What we really have are paradigm shifts. At a particular point in history certain models or interpretive systems are used to frame and solve problems. When unsolved problems accumulate, these frameworks outlive their usefulness. New frameworks are called for, constructed, and often dramatically replace those left behind. …

Epistemological barriers to radical behaviorism

The historian and philosopher of science Gaston Bachelard proposed the concept of epistemological barriers to describe the intellectual challenges encountered by scientists in their work. In order to embrace novel ways of approaching a problem in science, scientists must overcome barriers or obstacles posed by their prior views. For example, Einsteinian physics presents scientists with claims that space is curved and that time and space are on the same continuum. We utilize Bachelard's concept of epistemological barriers to describe the differences between the intellectual journeys students pursuing advanced studies face when attempting to accept cognitive psychology or radical behaviorism. We contend that the folk psychological beliefs that students typically hold when entering these studies pose less challenge to cognitive psychology than to radical behaviorism. We also suggest that these barriers may also partly be involved in the problematic exegesis that has plagued radical behaviorism. In close, we offer some suggestions for dealing with these epistemological barriers.

Unthinking Thinking: Jorge Luis Borges, Mathematics, and the New Physics (review)

Reviewed by: Unthinking Thinking: Jorge Luis Borges, Mathematics, and the New Physics John Mitchell Floyd Merrell . Unthinking Thinking: Jorge Luis Borges, Mathematics, and the New Physics. West Lafayette: Purdue UP, 1991. 300 pp. $29.50. In his Preface Merrell comments on the book's title and its relation to both Borges and science: " 'unthinking thinking' reveals the present inquiry's underlying strain. The title, I believe, is appropriately ambiguous. It implies either the project of unthinking traditional Western thought, or, paradoxically, thinking without there being any accompanying process of thought (an inevitably abortive attempt by sheer intellection to approach a mystical insight). Both interpretations are germane [End Page 502] to the nature of Borges's work. . . ." Merrell's approach is a deductive one, a methodology that he traces to Borges's own writing and to certain scientific traditions beginning with the Greek geometers. The writings of Borges mark a point for the folding of disciplines and texts, a referent for "intertextuality" between science and the humanities. And, for Merrell, they provide as well a "springboard" to a multiplicity of issues surrounding the postmodern. One of the great strengths of the book is Merrell's careful placement of both Borges and the "new physics" within a larger historical context which we might designate as the history of science and the history of ideas. Thus, Chapter One examines the age-old debate between nominalism and realism and the extent to which Borges participates in this controversy in his metaphysical writings, for example, "The Zahir" and "The Aleph." Chapter Two on paradox and Three on models of infinity and the problematics of totalization open up the postmodern conflicts full throttle. Merrell works both with Borges's delight in shattering "ideological truths" and with the scientific modalities of chaos theory, taxonomy, and systems theory. Chapter Three is particularly useful in its expositions on mathematics, the end of certainty, and the infinite. Merrell follows these initial metaphysical chapters with an Interlude which summarizes the emergence of the "new physics" and which also draws effective parallels between the fiction-making processes of scientists and writers. The brief history of science (handled in a self-reflexive postmodern manner) Interlude makes smooth the way for the following chapter on the "universe of Einsteinian physics and quantum mechanics." Chapter Four, "The Universe as Library," maps the relation between Einstein's "thought experiments" which resulted in his conceptualization of a space-time continuum, and Borges's own meditations on the universe in "The Library of Babel." Space merges with Time (and Timelessness) in Chapter Five in which Merrell links "The Aleph" with the new physics phenomena of black holes and singularities. Chapter Six extends beyond Space and Time into the mysteries of quantum mechanics where "reality" dissolves difference and Chance, represented by Borges in "The Lottery of Babylon" and by "broken symmetries" in subnuclear particles, disrupts the Newtonian universe. Merrell's project reaches its conclusion in the final chapter on Language. It is here within the bounds of Derrida's "text" that science and art, thought experiment and writing blend together in a "totality of intertextuality." This gives us the multiple realities, the thousand plateaus of the postmodern modality and, as Merrell demonstrates, it also creates in Borges's work the "profound conflict" between this postmodern recognition and the nostalgia for a Modernist (or premodernist?) grounding. Of course, this conflict is one of the keys in making Borges's Quixotic struggles a map for our postmodern labyrinths. John Mitchell Purdue University Copyright © 1992 Purdue Research Foundation

Henry James and the Evolution of Consciousness: A Study of "The Ambassadors ", and: Searching for the Figure in the Carpet in the Tales of Henry James: Reflections of an Ordinary Reader , and: Henry James: Selected Letters (review)

Reviewed by: Henry James and the Evolution of Consciousness: A Study of "The Ambassadors", and: Searching for the Figure in the Carpet in the Tales of Henry James: Reflections of an Ordinary Reader, and: Henry James: Selected Letters Rosalie Hewitt Courtney Johnson, Jr. Henry James and the Evolution of Consciousness: A Study of "The Ambassadors." East Lansing: Michigan State UP, 1987. 187 pp. $15.00. Benjamin Newman . Searching for the Figure in the Carpet in the Tales of Henry James: Reflections of an Ordinary Reader. New York: Peter Lang, 1987. 194 pp. $39.00. Henry James . Henry James: Selected Letters. Ed. Leon Edel. Cambridge: Belknap, 1987. 475 pp. $29.95. Announced as a "literary breakthrough" in the Preface by Lyall H. Powers, this study of The Ambassadors by Courtney Johnson, Jr. focuses on the scientific basis for the shift from "ordinary" consciousness in Lambert Strether to a higher, "extraordinary" consciousness. To make his case, Johnson tries to demonstrate throughout the book that Strether does indeed move from one type of consciousness, the consciousness of everyday living, to another, more spiritual, "transcendental" consciousness. Johnson's scientific validation rests, first, on Henry James's late essay, "Is There Life After Death?," and on William James's studies of consciousness; second, on a paradigm shift represented by Einstein's critique of Newtonian physics; and third, on transcendental meditation as described in the Bhagavad-Gita and in contemporary studies by David Orme-Johnson. There is no doubt that Courtney Johnson raises some provocative questions in this book about the scientific bases for shifts in consciousness and the relation of this science to the literary representation of consciousness. And certainly Johnson offers some thought-provoking readings of important scenes in The Ambassadors, particularly the Gloriani garden scene and the several "interview" scenes that follow between Strether and Madame de Vionnet. What disturbs me about Johnson's argument, however, is that the scientific aspect of the argument rests primarily on parallels and analogies, seldom on a direct confrontation between James's text and the various texts Johnson uses for scientific support. So, for instance, Henry James's characterization of Strether's consciousness parallels William James's view as presented in certain passages of Varieties of Religious Experience and A Will to Believe, yet there is no accounting made of the seemingly disparate use of terminology. Johnson wants to use the terms "higher," "transcendental," and "extra-ordinary" for Strether's movement to a different state of mind; however, in passages quoted from William James, the term "subliminal" is pervasive. Are we just to accept, as Johnson apparently does, the synonymy of "transcendental" and "subliminal"? Or, what in James's description of Strether's evolving consciousness permits the two terms to be appropriate, synonymous descriptors? Although Johnson goes on in the next chapter to illustrate how the image of "light" is used, particularly in the Gloriani episode, to signal illuminating consciousness, Johnson doesn't really tie that analysis to William James or to any other scientific perspective Henry James might have known. Instead, [End Page 617] in this chapter, Johnson brings in the paradigm shift from Newton to Einstein. And here no direct correspondence is offered, only an analogy: as light is the only constant in Einsteinian physics with time and space constantly changing, so, too, does the "light" of Strether's awareness become a constant in his changing environment. We are also, apparently, to equate developing "awareness" with the "extra-ordinary," "transcendental" consciousness of Johnson's argument. Johnson is most persuasive when he introduces the Bhagavad-Gita and the contemporary twentieth-century studies of transcendental meditation into his argument. Here, too, parallels between the Gita and the novel are drawn without much close textual analysis. It also would have been immensely helpful had Johnson searched out the knowledge Henry James might have possibly had of this ancient text or of literary uses of it. Walt Whitman comes to mind immediately. The most satisfying textual analysis is that of the six meetings Strether has with Madame de Vionnet. Johnson parallels these "sessions" to the stages of the model of transcendence that come out of recent studies of consciousness. In my view, however, whether Strether's evolution is "transcendental...

Culture as Polyphony. An Essay of the Nature of Paradigms

Culture as Polyphony. An Essay of the Nature of Paradigms