Principles Of Natural Sciences Research Articles

Kant’s Transcendentalism as Metaphysics of Possible Experience and its Realistic Interpretation in Analytical Philosophy

In the “Critique of Pure Reason” and subsequent “Prolegomena to Any Future Metaphysics...”, “Metaphysical Principles of Natural Science”, “Opus Postumum” Kant develops one of the modes of his transcendentalism, the metaphysics of possible experience, whose task is to study the transcendental conditions for the possibility of our (cognition), which, according to Kant, has a priori character. P. Strawson calls this mode of metaphysics ‘ descriptive metaphysics ’ and connects it with the analyzing the ‘conceptual structure’ of our thinking about the world. The contemporary realistic trend (primarily within the framework of the analytical philosophical tradition) in the interpretation of Kant’s transcendental philosophy is associated with the modern theory of “two aspects” (80s of the 20th century), which replaced the classical theory of “two objects/worlds” (compare also with the opposition “ theory of appearance vs. theory of appearances ”). Within the framework of this theory, the Kantian ‘appearance’ receives an objectified status, it is not our mental representation, but corresponds (as its signs) to really existing things, or Kantian ‘objects of experience’. The article traces the formation of the historical and conceptual background of the ‘ metaphysics of experience ’ (H. Paton's original expression). Historically, the metaphysics of experience inherits the neo-Kantian approach to interpreting Kant's transcendentalism as a ‘theory of experience’ (H. Cohen, E. Cassirer), then it develops in logical positivism/empiricism (H. Reichenbach, R. Carnap; further in post-posivivism: the theory of I. Lakatos and T. Kuhn), analytical philosophy of science (W. Sellars, G. Buchdal, H. Putnam), and at present the metaphysics of experience is developing in a number of contemporary works of an analytical orientation (P. Strawson, K. Ameriks, L. Allais and etc.).

Metaphysical Principles of the Science of Nature and Phenomenology in Emmanuel Kant

This article, which shows the relationship between the metaphysical principles of natural science and phenomenology, shows precisely how Immanuel Kant, through these principles, contributed to the establishment of the phenomenology of perception. Thus, this article which first shows how Immanuel Kant was able to interpret and understand nature from its metaphysical principles, shows precisely and finally how the phenomenology of perception only became possible through the understanding of its principles. This is why the article then shows how these metaphysical principles of natural science are set up as the condition of possibility of the phenomenology of perception in Husserl and Merleau-Ponty.

К проблеме смыслового строения сознания

In the article, the authors consider the methodological origins and foundations of psychological science. They point out the impossibility of a mechanical transfer of the paradigm and explanatory principles of natural science to the field of psychology, in which such an approach inevitably leads to a methodological dead end. A person becomes part of a deterministic relationship, losing their most important trait — their freedom. Lev Vygotsky proposed an approach that offers a path beyond this outdated methodology. In the cultural-historical approach, the central concept of psychology is the category of personality, while consciousness serves as the subject of study. However, Vygotsky interpretats consciousness in a significantly different way than it had been in psychology before him. He writes about the systemic and semantic structure of consciousness and it is this aspect that is primary for Vygotsky. The authors consider the works of Lev Vygotsky’s closest disciples and associates in this context. In these works, the problem of consciousness and the relationship between sense and meaning is solved in a manner different from traditional psychology. A meaning is always a generalization. Consciousness operates these generalizations. In this article, the authors discuss the problems of theoretical and empirical generalization in the works of Vasily Davydov. The authors conclude that the solution to the problem of generalization, as proposed by Davydov, leads away from the scientific tradition initiated by the works of Lev Vygotsky and his followers.

Theoretical and methodological principles of natural sciences and mathematical education (STEM-education)

The article presents the results of theoretical and practical analysis of the problem of STEM education in Ukraine. The authors assume that the definition of theoretical and methodological principles of this problem will help create conditions for the effective completion of educational and upbringing tasks in educational institutions. The article reveals the main conceptual principles of the order of the Cabinet of Ministers of Ukraine 05.082020 № 960-r «On approval of the Conception of natural sciences and mathematical education development (STEM-education)». Implementation of this Conception is envisaged by 2027. This Conception is aimed at the development of STEM-education, its large-scale implementation at all levels of education, establishing partnerships with employers and research institutions and their involvement in the development of natural sciences and mathematical education.
 The article also reveals the main theoretical and methodological principles of STEM-education such as: methodological principles, resource principles, organizational conditions and human resources, which ensures the success of the implementation of innovative learning in the education system. Creating an educational STEM-environment in an educational institution is one of the main tasks of the current stage of development of STEM-education. The educational STEM-environment of an educational institution is a set of intellectual and material conditions for the implementation of research results, technologies, engineering and integrated knowledge that ensure the self-development of a free and active personality and the realization of creative potential of students.
 STEM-education is implemented under the conditions of integration of all types of education on the basis of online platforms, media products, STEM-centers or laboratories, virtual STEM-centers, using non-standard methods, such as: STEM-excursions, interactive quests, contests or competitions in areas such as Internet of Things and robotics, STEM -festivals of makers and inventors, scientific picnics, hackathons, etc.
 The authors assume that the use of the above innovative and interactive methods and forms of work, organically combined with the peculiarities of educational activities, will effectively meet requirements of the Conception of natural sciences and mathematical education development (STEM-education), will allow students to form skills of research and engineering, invention and entrepreneurship, will provide support to students in their professional self-determination.

Man the Interpreter - From Natural Science to Hermeneutics in Swedish Archaeology

The epistemological principles of natural science dominate the archaeological discourse. Methods and theories developed exclusively for natural science are used in archaeology without further ado. Archaeological institutions employ experts on scientific methods. University departments, scholarship foundations and other institutions spend large amounts of money on projects and education with an explicit connection to natural science. The significance and outcome of such projects are hardly ever questioned. In this article the background of the present situation is analysed. It is also argued that archaeologists should pay more attention to life. It is in the ontology of life that we as archaeologists seek a significant meaning in history, not in explanations of present conditions constructed with methods developed for natural science. It is stated that archaeologists should tum to the first science —philosophy —if our mission, which is to explore the ontological aspects of life, shall become explicit in the discourse of archaeology.

Sociology as a project of modernity

Sociology is an unusual science. Many authors call its current state “paradoxical”, other authors speak about the crisis of this science. The article presents sociology as a project of the modern era. This interpretation can explain many of the contradictions and eclectic results of its development.Sociology as a project initiated by O. Comte was to combine social philosophy and empiricism. The latter was represented by socio-economic statistics and surveys, which were carried out in accordance with common sense by representatives of the state and other people. The project was aimed to create from these elements, different in nature, an integral science, built on the principles of natural sciences,i.e. representing a single hierarchy — from the most general ideas to concrete calculations.This project failed. The article discusses the reasons for this situation and different results of the project.The results of the sociological project can be conditionally divided into five groups: 1) “small” particular laws that say little about society as a whole; 2) specific methods of empirical research that yield accurate results in the fields of politics, marketing, human resource management, etc.; 3) the results achieved by deterministic theories; 4) sociological antinomies; 5)“negative results, which are also results” and lead to the comprehension of the fact, that there are some areas of social reality, to which scientific methods are radically inapplicable. Despite the fact that the goal of the project turned out to be unattainable, these results must be treated with reverence, because they are the work of outstanding scientists who called themselves sociologists, and some of them are really able to improve people’s lives. Today sociology is losing its monopoly on the production of useful knowledge about society, and its structure is beginning to be something like an exhibition of ideas in social philosophy and achievements in empirical studies of society.

The Tantalus’ Torments of Transcendentalism

Kant’s manuscripts of 1796–1803, which the Academic German edition of his works combined in 21–22 volumes of under the invented by H. Vaihinger name ‘Opus postumum’, still attract the attention of researchers. Was there really a significant theoretical “gap” in the system of Kant's “critical”, transcendental philosophy, which built by 1790, needed to be filled, namely, to undertake a conceptual "transition" from the already constructed a priori metaphysics of corporeal nature (metaphysical principles of natural science) to experimental mathematical physics, to the entire scientific empirical investigation of nature? In the last years of his life Kant tried to solve a problem that was really decisive for the fate of transcendentalism, which he had already realized in ‘Critique of Pure Reason’ and concretized in ‘Metaphysical Foundations of Natural Science’, however he found himself in a hopeless situation, which doomed him to the “Tantalus’ torments”. The problem that he was constantly thinking about necessarily arises in the system of transcendental philosophy, but has no solution in it. ‘Opus postumum’ is an important piece of evidence on the insurmountable difficulties faced by the attempt to “save” philosophy as a perfect and complete system of absolutely reliable, "apodictic" science, based on the idea of universal and necessary conditions for the experience possibility.

TEACHERS SKILLS AND THEIR DEVELOPMENT FOR PROVISION OF QUALITY EDUCATION IN STEM EDUCATION PROGRAM

State higher education institutions constitute a new type of schools, in which the education process takes place in an integrated - school / university environment implementing Science, Technology, Engineering and Mathematics (STEM) education program and students are motivated and purposefully prepared for studies and career in the field of science and engineering. Teachers’ professional training is an important component for the successful implementation of education programs and for provision of the achievement of the objectives with the greatest likelihood of success. Teachers and students are constantly interacting and only highly qualified teachers, who have certain skills, can form and develop them in their students. Within the framework of the work there has been analysed teachers’ understanding of the aggregate of scientific principles of natural science and engineering and teachers’ collaboration and feedback provision skills and their impact on students, as well as there has been revealed the necessity to improve teachers' professional skills.

A Review of Theory of Immanuel Kant: Distinguish of the Realm of Religion and Science

As we know, Kant was deeply affected by the development of natural science, especially Newtonian science. However, as a philosopher, he has sought to explain the principles of natural science and for this purpose founded a very complex philosophical system. In his Philosophical system, Reason in two distinct areas of act and thought has a Different Sentences. He believes that in the realm of theoretical knowledge, wisdom has limited for religious faith to be opened. Kant sought to break with the cognitive and human knowledge in both theory and practice and belong to the field of science to Theoretical dimension and religion to practice Dimension Declare that science and religion should never be assumed that conflicting according to Kant, the religion founded on ethics. Hence the moral and ethical law takes us towards religion. Therefore, Kant Distinguish science dimension and religion dimension and eliminate Conflict between the two realms. In this paper, we will Try to investigate Kant's theory about Religion and Science dimensions, theoretically review The Distinguish between the two dimensions. DOI: 10.5901/mjss.2015.v6n6s4p558

Steps to a science of biosemiotics

In this essay, I argue that we ultimately need to re-ground biosemiotic theory on natural science principles and abandon the analogy with human level semiotics, except as this provides clues for guiding analysis. But, to overcome the implicit dualism still firmly entrenched in the biological sciences requires a third approach that is neither phenomenologically motivated nor based on a code analogy. This approach must preserve the centrality of the concept of interpretation (that is ubiquitous in the phenomenological domain) and yet base it in biophysics and mathematical information theory. To accomplish this, we must undertake a thorough re-examination of information theory to determine how it can be extended to deal with issues of real reference and functional significance. I argue below that this requires showing how the concept of entropy (as it is differently defined in thermodynamics and in the information sciences) can be used to explain the relationship between information, meaning and work. Additionally, I argue that this also requires a radical expansion of dynamical systems theories to explain the physics of intrinsically end-directed processes. Together, these developments are necessary to account for the capacity to interpret immediate physical conditions as representing other displaced or as yet unrealised possible conditions. This is a necessary first step to making biosemiotics compatible with the information theoretic perspective that is currently dominant in physics, chemistry and molecular biology.

기초 과학 원리 이해를 위한 기능성 게임의 활용

In this paper, we have described a survey of applications and results of serious games for science education in elementary and middle school students. We constructed the educational contents and curriculum for learning natural science principles through game contents by analyzing science course of elementary and middle schools. Based on this curriculum, we developed science educational serious games `Science Heroes` to help teaching-learning difficulty caused by abstract science concepts or spatial-temporal limitation. In our research, we carried out a serious game evaluation test for our game contents by current teachers about applicability to the real education field and supplementary points.

The Concepts of Safety Level and Safety Margin: Framework for Fire Safety Design of Novel Buildings

This article discusses how the concepts of safety level and safety margin have been approached in recognized peer-reviewed journals within the field of fire safety science. The aim is to explore the scientific efforts that have been made to advocate principles for dimensioning fire safety arrangements in buildings. We restrict our discussion to novel buildings in the sense of lack of similar constructions with relevant long term experience. Due to increasing complexity in buildings, infrastructures, technical systems and society in general, we argue that traditional fire safety science based on natural science principles alone is severely limited. We argue that fire safety and safety margins are emergent properties of socio-technical systems that need to be managed rather than verified. The search for objectivity and mechanistic decision criteria is futile and diverts attention from the main purpose of engineering: to guide decisions during the whole design process and thus enable safe operation. An adapted framework for fire safety engineering is proposed, built around traditional fire safety engineering principles, and founded on constructivist systems theory. The focus is observable quantities and how these quantities can be managed during design and operation of a building project. The framework eases the involvement of stakeholders who are required to consider the safety aspects of the building design. The end goal of fire safety design in our framework is the development of a fire safety control structure that must be enforced to keep systems in a safe state, in which safety margins are deemed sufficient.

Avicenna and Aquinas’s De Principiis Naturae, cc. 1–3

1 Aristotle, Metaphysics 5.1.1012b34-1013a16: “We call a principle . . . (3) that from which, as an immanent part, a thing first arises, e.g. as the keel of a ship and the foundation of a house, while in animals some suppose the heart, others the brain, others some other part, to be of this nature. (4) That from which, not as an immanent part, a thing first arises, and from which the movement or the change naturally first proceeds, as a child comes from the father and the mother, and a fight from abusive language. . . . (6) That from which a thing can first be known; for this also is called the principle of the thing, e.g., the suppositions are the origins of demonstrations.” 577 The Thomist 76 (2012): 577-610 AVICENNA AND AQUINAS’S DE PRINCIPIIS NATURAE, CC. 1-3 R. E. HOUSER Centre for Thomistic Studies Houston, Texas T HE SHORT TREATISE De principiis naturae ad fratrem Sylvestrem (De principiis naturae), addressed to an otherwise unknown brother Dominican, was composed by Br. Thomas of Aquino, O.P., early in his writing career (1252-56). In the oldest catalogue of his works, its companion piece, De ente et essentia, is also addressed to his “brothers and associates” (ad fratres et socios). Both works were written for his confreres at Paris, in response to the kind of request Thomas honored throughout his life. Here, for the first time in his career, he set out systematically the “principles of nature”: matter, form, privation, agent, and end. In the Aristotelian tradition, such “principles” are conceived in two ways: as ontological principles found in real physical things and as cognitional principles which must be understood from the outset when pursuing any demonstrative science.1 Later in his commentary on the Physics, Thomas said that in book 1 Aristotle had presented the real “principles of natural things,” while in book 2 he had laid out “the principles of natural R. E. HOUSER 578 2 Aquinas, II Physic., lect. 1: “Postquam philosophus in primo libro determinavit de principiis rerum naturalium, hic determinat de principiis scientiae naturalis.” 3 Avicenna, Liber primus naturalium: Tractatus primus de causis et principiis naturalium, ed. S. Van Riet (Leiden: Brill, 1992). science.”2 The difference between the two is one of emphasis, but that emphasis will prove helpful in understanding De principiis naturae, where Thomas focuses on them as principles of natural science. As Thomas conceived it, his task in De principiis naturae was to offer a concise presentation of the principles of nature, and therefore of natural science, in order to help his confreres understand them. In order to do so, four options lay before him: he could offer his own views, without reference to particular philosophers, or he could turn to the texts of one of the three authors who represented for him the grand Aristotelian tradition of physical science: Aristotle himself or the two most important Muslim Aristotelians, Avicenna and Averroës. His way of writing philosophy within a tradition led him to eschew the first option, since he took truth where he found it and was happy to give credit to pagan and Muslim philosophers. The difficulties of Aristotle’s text (which were exacerbated in Michael Scot’s Latin translation, taken from the Arabic translation) led him to the Muslim philosophers. At the present time, the predominant interpretation of De principiis naturae is that Thomas’s primary source was Averroës, but this view is implausible. Averroës had composed a very detailed, line-by-line commentary on each of Aristotle’s books, but what Thomas’s confreres needed was a brief introduction, bringing together the main points they must learn. This was unavailable from Averroës, but could be offered by way of a suitable condensation of the Latin translation of Avicenna’s Physics of the Healing, Book 1, known to Thomas as the Liber primus naturalium: Tractatus primus de causis et principiis naturalium.3 In what follows I will offer a detailed comparison of Avicenna’s presentation of the principles of nature in that text with Thomas’s presentation in De principiis naturae. What emerges from this Quellenforschung is that Aquinas’s presentation of...

Tümevarım Meselesi -İbn Sînâ Merkezli Yeni Bir Okuma-

The purpose of philosophy is to achieve happiness. Logic is just like a key leading man towards this joy in philosophy. Logic helps us to reach knowledge on a standart of rationality and coherence by following path of individual to universal and known through unknown. An exact correspondence between thoughts and words occur only with correct principles of reasoning. Therefore, logic plays a great role in philosophy. The scientific method ‘induction’ in new age philosophy was brought to agenda by Bacon but later it was refuted by many philosophers like Hume and Popper. Before Bacon, philosopher was Ibni Sina who developed the as a method of scientific researches. In this paper, Ibn Sina’s view of induction is discussed. I begin with a brief look at Aristotelian induction and its critique. I present Ibn Sina’s view of induction with a support of experimentation (tacruba). I analysed how induction and experimentation would be conditional as opposed to absolute principles of natural sciences. To sum up, Ibn-i Sina developed a method of induction and experimentation as a means for scientific inquiry. He thought that natural scientist could use experimentation to discover “conditional” principles. The study concludes with some brief comments about refutation of induction by some thinkers in history of science and philosophy.

Principles of Natural Sciences and Those of Traditional Medicine---Yin-Yang and Wu-hsing (Five Evolutional Phases)

Principles of Natural Sciences and Those of Traditional Medicine---Yin-Yang and Wu-hsing (Five Evolutional Phases)

Natural Purposes and the Reflecting Power of Judgment: The Problem of the Organism in Kant’s Critical Philosophy

Kant’s conception of organisms as natural purposes is profoundly amphibious, reflecting the form of teleological judgment in its movement between the terrains of empirical cognition and reason. By comparing teleological and aesthetic judgments as species of the reflecting power of judgment, and comparing reflecting and determining powers of judgment, all judgments, in their synthetic acts, are shown to involve reflection, subjectivity, and wit. The suggestion in the third Critique that a basis for the activity of judgment might be found in the purposiveness of nature for our intellect is confounded by natural purposes, which defy our understanding and the principles of natural science. The Critique of the Power of Judgment thus offers an opening of judgment to further interrogation, rather than a closure of the critical system.

Microbial hazards in food

Next to bacteria microbial hazards in food comprise mycotoxin-producing moulds, protozoae, viruses and prions. Epidemiological aspects are mentioned which are essential for the pathogenesis of foodborne diseases caused by these agents. Compared with chemical and physical hazards the occurrence or emergence of microbiological hazards depends on a variety of factors and influences during food production and processing that well structured hygiene and food safety management concepts respectively are essential. In particular this paper refers to the minimal infective dose for man, the factors influencing growth of bacteria in food and to predictive microbiology. The application of the hazard analysis critical control point (HACCP) concept for microbial hazards is mentioned with particular emphasis on the importance of monitoring. Due to the particular significance of the faeco-oral transmission route for many bacterial foodborne diseases basic hygiene measures assume a decisive importance in food safety management. The HACCP system is based upon such measures and should only be viewed as part of an efficient total hygiene concept in food companies. The example of drinking milk pasteurization illustrates that the introduction of the HACCP system does not constitute a fundamentally new development and that it should rather be viewed as a renaissance of old principles of natural science and hygiene.

A pragmatic primer ... lessons from natural science for the profession of dentistry.

Artificially supplementing our community water supplies with optimal amounts of fluoride to gain the benefits of a significant reduction in dental caries is a lesson we have learned from natural science, a lesson from nature we have appropriated for culture- and a very pragmatic lesson. Today, we have discovered through science additional principles of nature that can be instructive and that can be appropriated for the profession of dentistry's benefit. This paper reviews five principles of natural science and derives lessons for the profession from these principles. The principles include natural selection, environmental change, form follows function, symbiosis, and entropy. Lessons derived from these principles of natural science are, respectively: survival and thriving of the profession are dependent upon the environment; the status quo will not be maintained-the profession must acknowledge, encourage, and celebrate change; the form the profession assumes must be consistent with its function of serving society; the profession must acknowledge the interdependence and reciprocity existing in its relationship with society; and the profession must continuously, energetically, and creatively reconstruct and renew itself. The challenge before us is to transform dentistry into a profession that continuously anticipates environmental changes by energetically creating new forms or structures that will result in more effective fulfillment of our function: gaining the benefits of oral health for society.

Depression and ReasonA Progress of Sentiments: Reflections on Hume's Treatise.Annette C. BaierA Treatise of Human Nature.L. A. Selby-Bigge

Previous articleNext article No AccessReview EssaysDepression and Reason Annette C. Baier A Progress of Sentiments: Reflections on Hume's Treatise. Annette C. Baier A Treatise of Human Nature. L. A. Selby-Bigge Pall S. ArdalPall S. Ardal Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Ethics Volume 103, Number 3Apr., 1993 Article DOIhttps://doi.org/10.1086/293525 Views: 4Total views on this site Copyright 1993 The University of ChicagoPDF download Crossref reports no articles citing this article.

Alternatives to natural science foundations for nursing

The underlying philosophical assumptions associated with the current vogue for humanistic and holistic approaches to nursing have not been subjected to systematic scrutiny, laying nursing open to the charge of being anti-scientific and even irrational. This paper outlines some of these assumptions and their origins, and proceeds to a brief survey of their impact on nursing theory, education and practice. It concludes with a call for the elucidation and consolidation of nursing practice which reflects phenomenological and humanistic alternatives to the natural science principles which have characterized traditional medical practice. In this connection I have used the term ‘positivism’ to refer to a general orientation according to which the world can only be known through observable entities, and regularities may be demonstrated and general laws verified through their measurement and quantification.