The epistemic attitudes of scientists, such as epistemic tolerance and authoritarianism, play important roles in the discourse about rivaling theories. Epistemic tolerance stands for the mental attitude of an epistemic agent, e.g., a scientist, who is open to opposing views, while epistemic authoritarianism represents the tendency to uncritically accept views of authorities. Another relevant epistemic factor when it comes to the epistemic decisions of scientists is the skepticism towards the scientific method. However, the question is whether these epistemic attitudes are (...) influenced by their sociopolitical counterparts, such as the researcher’s degree of conservatism. To empirically investigate the interplay between epistemic and sociopolitical attitudes of scientists, we conducted a survey with researchers across different disciplines. We propose scales for measuring epistemic tolerance and epistemic authoritarianism, as well as a scale for detecting the participants' readiness to question the scientific method. Furthermore, we investigate the relationship between epistemic tolerance and epistemic authoritarianism on the one hand, and career stage and sociopolitical views on the other hand. Interestingly, our study found only small correlations between the participants' degree of conservatism and their epistemic attitudes. This suggests that political views, against common argumentation, actually do not play an important role in one’s scientific decisions. Moreover, social scientists scored higher on the epistemic tolerance and lower on the epistemic authoritarianism scale than natural scientists. Finally, the results indicate that natural scientists question the scientific method less than social scientists. (shrink)
The present study specifically focuses on science teachers’ views about scientific inquiry and their use of scientific inquiry in their lesson plans, which were prepared at a professional development workshop designed for better utilization of science centers. As an impact evaluation research, qualitative data was collected from 41 purposively selected volunteer science teachers. The project team provided the participants with intense instruction in inquiry, and fostered them to learn nature of science and nature of scientific inquiry explicitly. The participants designed (...) lesson plans that integrate school science curricula with exhibits at SCs before and after the workshop. An open-ended questionnaire about the views about scientific inquiry was administered before and after the workshop, and teachers’ post-lesson plans were analyzed to detect the presence of scientific inquiry aspects. The majority of teachers exhibited improved views about scientific inquiry based on the VASI instrument. Also, lesson plan analyses indicated that teachers, who showed more improvement in VASI, included more scientific inquiry elements in their post-lesson plans. It was observed that science teachers’ lesson plans are limited in terms of teaching science in line with real scientific inquiries in SCs to make students learn about the nature of scientific inquiry while learning science. Only two groups embedded SI properly in the SC-oriented lesson plans, and teachers rather used inquiry-based methods of teaching and process skills. Accordingly, further studies are suggested to develop a specific pedagogical content knowledge framework for teaching with/in SCs. (shrink)
Webrova vznemirljiva teza iz dela Protestanska etika in duh kapitalizma, ki sprva izgleda tako neverjetno, je bila od svoje prve objave deležna številnih kritik, spodbijajo pa jo vse do danes. Ena izmed številnih kritik, pa ostaja še posebej nepopustljiva: če je duh samoodpovedovanja primeren za kapitalistično podjetništvo, pa ekonomije ne poganjajo samo podjetniki; ekonomija potrebuje tudi potrošnike, ki so pripravljeni kupiti več od tega, kar predstavlja njihove dejanske potrebe. Po Benjaminu je kapitalizem religija brez dogme ali teologije in ni nič (...) drugega kot čisti kult. Kot takšen sestoji v nenehnem slavljenju vernika, ki svojo vero udejanja skozi porabo in potrošnjo. V nadaljevanju bi rad izpostavil tezo, da nam vzporejanje dveh momentov krize – krize Druge svetovne vojne in krize 2008 –, omogoča na novo osvetliti Webrovo slavno tezo o asketski naravi kapitalizma, ter podal novo razlago tega, zakaj investicijski kapitalizem in potrošniški kapitalizem sploh nista protislovna, temveč konec koncev popolnoma sovpadata. Med drugo svetovno vojno sta namreč vladi Združenih držav Amerike in Kanade izdali niz propagandnih plakatov, katerih cilj je bil zmanjšati porabo in preusmeriti finančne sile gospodinjstev v prid skupnega vojnega napora. Mnogi od teh plakatov, ki so jih naredili nekateri najbolj zviti oglaševalci tistega časa, so črpali iz najgloblje zakoreninjenih načel puritanizma Nove Anglije: dolžnosti samoomejevanja. Sporočilo je bilo v naslednjem: vaši prihranki bodo odrešljivi ob koncu vojne, to pa le malce premesti Calvinovo perspektivo varčevanja, ki omogočajo odrešitev v času ob koncu sveta. Danes bi bilo dobro, če bi premislili eshatološke implikacije teh prerokov, ki predpisujejo najboljše obnašanje ob dogodku konca krize. (shrink)
Mrs. Dall, in her article A Seventh-Century English Edition of Virgil , shows that Virgil glosses taken from marginalia in the same MS. of the poems often preserve something of their original coherence in the two kindred glossaries, Affatim and the Second Amplonian, in spite of all the reshuffling of these two collections. Thus a small group of Virgil items appears in Affatim on p. 491 of Goetz's apograph : Carecta, Crateras, etc. The second last of this ‘Virgil cluster’ is (...) Cada: vasa vinaria. It appears also in Ampl. II. Ca[t]da: vas vinaria, and in Ampl. I. Cada: vasa vinaria, and is apparently taken , ultimately or immediately, from a marginal annotation on Aen. 1, 195 ‘uina bonus quae deinde cadis onerarat Acestes’ for in the Virgil Glossary printed by Goetz in C.G.L. IV. 427–470 we find Cadis: vasis vinariis. (shrink)