The Tanner Lectures on Human Values

Pierce, Christine

doi:10.5840/idstudies199020213

Cited by 4 publications

(4 citation statements)

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“…In 1978 Karl Popper gave a lecture on his philosophy of ‘Three Worlds’ (Popper, 1978). He presented the following descriptions: World 1 : ‘physical bodies’ both living and non‐living, matter and energy.…”

Section: Popper's Three Worldsmentioning

confidence: 99%

“…In this paper the aim is to bring together three significant theoretical approaches to shed light on new ways of capturing how the physical (mechanistic and biological) world works. These are relational biology, Popper's ontology of three worlds (Popper, 1978, 1979) and relational holon science (Kineman, 2011), together providing a theoretical foundation for systems science and engineering. Our thesis is that these new ways of assimilating knowledge and experience could be influential in helping us to tackle our global ‘grand challenges’.…”

Section: Introductionmentioning

confidence: 99%

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Relational holon science and Popper's 3 worlds in engineering practice

Blockley

Smith²,

Godfrey

et al. 2022

Syst Res Behav Sci

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The purpose of this paper is to outline, briefly, Rosen's relational theory of biology engendered relational holon science and Popper's metaphysical ontology of ‘three worlds’ as the shared physical and non‐physical. We consider both theories, explore their similarities and to begin to interpret and integrate them into new ways of thinking about the processes of creating engineered systems We propose a model that consists of holons set in a holarchy that is based on a modern interpretation of Aristotle's four causes. Relational holon science is mathematically sound through the causal closure of a holon and formal consistency in category theory. The schema relates the material reality of Popper's world1 and the formal knowledge of world3 through the subjective/experiential world2. The overall aim is to help to improve engineering practice within a theoretical foundation for practical common‐sense schema such as Plan, Do Check and Act (PDCA) and Observe, Orient, Decide and Act (OODA) and a different worldview of our natural world.

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Section: Popper's Three Worldsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Relational holon science and Popper's 3 worlds in engineering practice

Blockley

Smith²,

Godfrey

et al. 2022

Syst Res Behav Sci

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“…Ultimately, trust is considered as a two-way exchange between students and the HEI. According to Baier [21], 'Trust is a notoriously vulnerable good, easily wounded and not at all easily healed'. This highlights the precariousness of success or failure based on the concept of trust within a HE context, demonstrating the need for careful consideration in relation to the WP demographic, especially if social mobility is to succeed.…”

Section: Academic Trustmentioning

confidence: 99%

An investigation into barriers to student engagement in Higher Education: Evidence supporting 'the psychosocial and academic trust alienation theory’

Jones¹

2021

Adv Educ Res Eval

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The purpose of this research was to examine the new concept of, ‘psychosocial and academic trust alienation theory’; the potential influence of self-concept, self-esteem and trust as barriers to student engagement. The study was conducted in a Higher Education University campus located within a 16-19 year old Further Education Institution.A constructivist epistemology, underpinned by symbolic interaction theory utilising a mixed methods approach formed the research design. The sample population were students enrolled at the participating institution and employed teaching staff. Quantitative surveys were completed by 39 students, supported by two qualitative staff focus groups and one qualitative student case study to examine an outlier result. Findings suggest 87% of the student participant sample aligned with the ‘psychosocial and academic trust alienation theory’. Barriers to student engagement were; specific classroom and assessment activities, relationships with teaching staff and peers, staff absences and staff turnover, all having a significant impact on students’ psychosocial and academic trust. The contribution of this research to the field of Higher Education is three-fold; firstly, findings support the ‘psychosocial and academic trust alienation theory’, secondly it provides insights into the psychological barriers to engagement for the Widening Participation student demographic, thirdly it proposes practical strategies for supporting Widening Participation students in Higher Education. Recommendations for practice include i) counselling, coaching and mentoring support from teaching staff, ii) initiatives to reduce staff turnover and sickness, iii) social pedagogical teaching approaches, iv) teacher training, and, v) peer based learning opportunities to cultivate communities of practice. These strategies could strengthen Widening Participation student’s psychosocial and academic trust, thus reducing barriers to student engagement in Higher Education, contributing to increased social mobility success rates in the United Kingdom and beyond.

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“…The enormity of contributions from an Arab-Muslim world that encompassed a good share of southern Europe for over a millennium-without which the Enlightenment and the Renaissance would be inexplicable (Haskins 1927;Said 1978;Brotton 2002;Bulliet 2004)-is completely absent from the EU's symbolic discourse on European civilization. More worryingly still is the assumption, every time more politically profitable across EU Member States, that Arab-Muslim culture is incompatible with European values (e.g., Lewis 1990Lewis , 1993. Latin America, which for three centuries was considered Europe's extreme and not its alterity (Dussel 1993;Mignolo 2000, 53) and whose culture carries a bulk of undeniably European baggage seems to have been covered again with the veil of exoticism that it possessed when it was first detected by the caravels of Columbus.…”

Section: Europes That Were and Could Bementioning

confidence: 99%

Lies, Damned Lies & Maps: The EU's Cartopolitical Invention of Europe

Lacy

Houtum

2015

Journal of Contemporary European Studies

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Ever since the 15th century, empires have invented Europe as a meaningful political space to legitimize territorial ambitions and establish hierarchies between Europeans and professedly lesser geocultural entities. Maps have played a crucial role in naturalizing the geopolitical arbitrariness-what we term cartopolitics-that has underlain such Europeanization. In this article, we draw on historical maps to expose the cartopolitical cleansing done by the EUtoday's grand Europeanizing power-and free Europe from its hegemonic cartopolitical inscription. Heavy on symbolism yet light on mathematical accuracy, old maps of Europe readily earn our mistrust. Meanwhile, EU cartography, foreseeing that strident symbolism could antagonize its members' national iconography and hamper enlargement, offers a plain technicality divested of political allegory that demands indifference. However, the seemingly unobjectionable Europe portrayed by EU maps relies on decorative strategies analogous to those of ancient maps and should arouse similar suspicion. Ironically, for all their subtlety to cultivate an affiliation with Brussels, EU maps inadvertently prop up Eurosceptical discourses chewing at the EU's external appeal and internal cohesion. Our conviction is that dislocating Europe's borders to show Europes that were and could be may inspire refreshing imaginations about the meaning and boundaries of Europe and the EU.

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The Tanner Lectures on Human Values

Cited by 4 publications

References 0 publications

Relational holon science and Popper's 3 worlds in engineering practice

Relational holon science and Popper's 3 worlds in engineering practice

An investigation into barriers to student engagement in Higher Education: Evidence supporting 'the psychosocial and academic trust alienation theory’

Lies, Damned Lies & Maps: The EU's Cartopolitical Invention of Europe

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