The essay introduces a non-Diodorean, non-Kantian temporal modal semantics based on part-whole, rather than class, theory. Formalizing Edmund Husserl’s theory of inner time consciousness, §3 uses his protention and retention concepts to define a relation of self-awareness on intentional events. §4 introduces a syntax and two-valued semantics for modal first-order predicate object-languages, defines semantic assignments for variables and predicates, and truth for formulae in terms of the axiomatic version of Edmund Husserl’s dependence ontology (viz. the Calculus [CU] of Urelements) (...) introduced by The Ontology of Intentionality I & II. It then uses the §3 results to define the modalities of truth, and §5 extends the semantics to identity claims. §6 defines and contrasts synthetic a priori truths to analytic a priori truths, and §7 compares Brentano School noetic semantic and Leibnizian possible-world semantic perspectives on modality. The essay argues that the modal logics it defines semantically are two-valued, first-order versions of the type of language which Husserl viewed as the language of any ontology of experience (i.e. of any science), and conceived as the logic of intentionality. (shrink)

A term and its contradictory exhaust the universe of discourse, but when examined for their relation to each other, I believe they are seen to exhaust that universe in a more particular respect than may have come into notice. They seem to exhaust or annul one of the leading notions of mathematical logic. This notion is the one concerning the whereabouts of the null class.

The first of 3 objectives in this study was to address the major problem with Null Hypothesis Significance Testing (NHST) and 2 common misconceptions related to NHST that cause confusion for students and researchers. The misconcep- tions are (a) a smaller p indicates a stronger relationship and (b) statistical signifi- cance indicates practical importance. The second objective was to determine how this problem and the misconceptions were treated in 12 recent textbooks used in edu- cation research methods and statistics (...) classes. The third objective was to examine how the textbooks’ presentations relate to current best practices and how much help they provide for students. The results show that almost all of the textbooks fail to acknowledge that there is controversy surrounding NHST. Most of the textbooks dealt, at least minimally, with the alleged misconceptions of interest, but they pro- vided relatively little help for students. (shrink)

Recent work in the physics literature demonstrates that, in particular classes of rotating spacetimes, physical light rays in general do not traverse null geodesics. Having presented this result, we discuss its philosophical significance, both for the clock hypothesis, and for the operational meaning of the metric field.

Recent work in the physics literature demonstrates that, in particular classes of rotating spacetimes, physical light rays in general do not traverse null geodesics. Having presented this result, we discuss its philosophical significance, both for the clock hypothesis (and, in particular, a recent purported proof thereof for light clocks), and for the operational meaning of the metric field. 1Introduction 2Fletcher's Theorem 2.1Maudlin on the clock hypothesis in special relativity 2.2Fletcher’s result in special relativity 2.3Fletcher’s theorem in general relativity 3Electromagnetism (...) and the Geometrical-Optical Limit 3.1Maxwell’s equations in curved spacetime 3.2The geometrical-optical limit 3.3Rotating spacetimes 3.4Aren’t Gödel spacetimes unphysical? 4The Clock Hypothesis and Chronogeometry 4.1Natural and mathematical observations 4.2Clock registry discord 4.3Chronogeometry 5Conclusion. (shrink)

The purpose of this text is to draw attention to eight forgotten heroes: William C. Bagley, Charles DeGarmo, David Felmley, William Torrey Harris, Isaac L. Kandel, Charles McMurry, William C. Ruediger, and Edward Austin Sheldon. They have been marginalized from our profession, and drawing upon their legacy is the best hope for restoring the profession of teaching today. This work also includes a chapter at the end of the book entitled "John Dewey's Forgotten Essays." The audience for this book includes: (...) 1) classroom teachers, 2) school administrators, 3) teacher educators, 4) deans and other university administrators, 5) college and university presidents, 6) legislators, 7) historians of education, 8) curriculum specialists, 9) specialists in teacher training, and 10) the general public. (shrink)

The Hamiltonian for the Einstein equations is constructed on a outgoing null cone with the help of the usual null tetrad. The resulting null surface constraints are shown to be second class in the terminology of Dirac. These second class constraints are eliminated by use of the “starring” procedure of Bergmann and Komar.

Let X be a Polish space and a separable compact subset of the first Baire class on X. For every sequence dense in , the descriptive set-theoretic properties of the set are analyzed. It is shown that if is not first countable, then is -complete. This can also happen even if is a pre-metric compactum of degree at most two, in the sense of S. Todorčević. However, if is of degree exactly two, then is always Borel. A deep result (...) of G. Debs implies that contains a Borel cofinal set and this gives a tree-representation of . We show that classical ordinal assignments of Baire-1 functions are actually -ranks on . We also provide an example of a Ramsey-null subset A of for which there does not exist a Borel set BA such that the difference BA is Ramsey-null. (shrink)

We improve results of Marczewski, Frankiewicz, Brown, and others comparing the σ-ideals of measure zero, meager, Marczewski measure zero, and completely Ramsey null sets; in particular, we remove CH from the hypothesis of many of Brown's constructions of sets lying in some of these ideals but not in others. We improve upon work of Marczewski by constructing, without CH, a nonmeasurable Marczewski measure zero set lacking the property of Baire. We extend our analysis of σ-ideals to include the completely (...) Ramsey null sets relative to a Ramsey ultrafilter and obtain all 32 possible examples of sets in some ideals and not others, some under the assumption of MA, but most in ZFC alone. We also improve upon the known constructions of a Marczewski measure zero set which is not Ramsey by using a set theoretic hypothesis which is weaker than those used by other authors. We give several consistency proofs: one concerning the relative sizes of the covering numbers for the meager sets and the completely Ramsey null sets; another concerning the size of non(CRU 0); and a third concerning the size of add(CRU 0). We also study those classes of perfect sets which are bases for the class of always first category sets. (shrink)

This is the first of three essays which use Edmund Husserl's dependence ontology to formulate a non-Diodorean and non-Kantian temporal semantics for two-valued, first-order predicate modal languages suitable for expressing ontologies of experience (like physics and cognitive science). This essay's primary desideratum is to formulate an adequate dependence-ontological account of order. To do so it uses primitive (proper) part and (weak) foundation relations to formulate seven axioms and 28 definitions as a basis for Husserl's dependence ontological theory of relating moments. (...) The essay distinguishes between dependence v. independence, pieces v. moments, mediate v. immediate pieces and moments, maximal v. non-maximal pieces, founded v. unfounded qualities, integrative v. disintegrative dependence, and defines the concepts of the completion of an object, the adumbrational equivalence relation of objects, moments of unity which unify objects, and relating moments which relate objects. The eight theorems [CUT90]-[CUT97] show that relating moments of unity provide an adequate account of order in terms of primitive (proper) part and (weak) foundation relations. (shrink)

This updated third edition of Curriculum: From Theory to Practice provides an introduction to curriculum theory and how it relates to classroom practice. Wesley Null builds upon recent developments while continuing to provide a unique organization of the curriculum field composed of five traditions: systematic, existential, radical, pragmatic, and deliberative.

This article draws upon the history of teacher education to provide an introduction to 4 competing pedagogical philosophies. These 4 philosophies battled for control over curriculum for teachers during the period from 1890 to 1930. I begin by defining curriculum for teachers to include the liberal, the professional, and the experiential dimensions. Then, I identify 4 interest groups that sought to gain power over curriculum for teachers. I categorize these interest groups as the traditionalists, the integrationists, the technicians, and the (...) romantics. Then, I explain how leading individuals from each interest group answered questions regarding human nature, the purpose of schooling, and curriculum for teachers. Finally, I argue that education schools should revitalize the integrationist tradition within pedagogical philosophy. This view has been forgotten for nearly 50 years, and the profession of teaching has suffered because of it. (shrink)

This is the second in a sequence of three essays which axiomatize and apply Edmund Husserl's dependence ontology of parts and wholes as a non-Diodorean, non-Kantian temporal semantics for first-order predicate modal languages. The Ontology of Intentionality I introduced enough of Husserl's dependence-ontology of parts and wholes to formulate his account of order as effected by relating moments of unity, and The Ontology of Intentionality II extends that axiomatic dependence-ontology far enough to enable its semantic application. Formalizing the compatibility [Vereinbarkeit] (...) relation implicated in Husserl's notorious doctrine of impossible meanings, the essay introduces a compatibility restriction on relations to formulate Husserl's distinction between singular [einheitliche] and plural [mehrheitliche] objects, using plural relating moments to define first-order versions of Husserl's notions of relation complexes (i.e. Sachverhalte), abstracta of n-ary relation complexes, categorial relations, abstract eide as unifications of categorial relations, semantic domains as completions of abstract eide, and material regions as semantic domains which are compatibility upper bounds of categorial relations. These concepts will enable the formal dependence-ontological noetic semantics for two-valued, first-order modal languages introduced in the sequel Two-Valued Logics of Intentionality, the third essay in the sequence. (shrink)

This chapter examines some of the philosophical literature on idealizations in science and the epistemic challenges idealizations potentially pose for astrophysical methodology, particularly its use of computer simulations. We begin by surveying philosophical literature on idealization connected to (1) kinds of idealizations deployed in science, (2) the aims of idealization in science, and (3) various strategies for de-idealization. Using collisional ring galaxy simulations as a case study, we examine how these three themes play out in the context of astrophysical computer (...) simulations. Ultimately, we argue that deploying deidealization strategies is central to bolstering epistemic confidence in simulations in astrophysics. We conclude with some remarks on the role of idealization in the context of astrophysical computer simulations more generally. (shrink)