The most important intellectual development in the academy in the 21st century has been the forging of new relationships between the sciences and the humanities and the realization that interdisciplinary scholarship holds the promise of the unification of all knowledge. This groundbreaking book shows how this can be fulfilled. Through a wide-ranging analysis of arguments concerning the complementarity of arts and sciences advanced by Schelling and Goethe and those about the cognitive value of literature articulated by contemporary philosophers, the book shows that literary fiction can contribute to the scientific understanding of human nature. With a careful and original examination of autobiographical material and literary texts, it demonstrates that European novelists such as Leopold von Sacher-Masoch, Italo Svevo, and Elias Canetti conducted ambitious and innovative literary explorations of the human mind and human behavior using Darwinian theory as their scientific framework, and, in doing so, they anticipated the theoretical developments and empirical findings of cognitive, social, and evolutionary psychology by almost 100 years. The work of these novelists was largely misunderstood by literary scholars, but this book’s re-discovery and illustration of what these writers attempted to accomplish and how they did it show one important path leading to the future unification of all knowledge about the human condition.

The most important intellectual development in the academy in the 21st century has been the forging of new relationships between the sciences and the humanities and the realization that interdisciplinary scholarship holds the promise of the unification of all knowledge. This groundbreaking book shows how this can be fulfilled. Through a wide-ranging analysis of arguments concerning the complementarity of arts and sciences advanced by Schelling and Goethe and those about the cognitive value of literature articulated by contemporary philosophers, the book shows that literary fiction can contribute to the scientific understanding of human nature. With a careful and original examination of autobiographical material and literary texts, it demonstrates that European novelists such as Leopold von Sacher-Masoch, Italo Svevo, and Elias Canetti conducted ambitious and innovative literary explorations of the human mind and human behavior using Darwinian theory as their scientific framework, and, in doing so, they anticipated the theoretical developments and empirical findings of cognitive, social, and evolutionary psychology by almost 100 years. The work of these novelists was largely misunderstood by literary scholars, but this books re-discovery and illustration of what these writers attempted to accomplish and how they did it show one important path leading to the future unification of all knowledge about the human condition.

This volume tells the story of research on the cognitive processes of writing--from the perspectives of the early pioneers, the contemporary contributors, and visions of the future for the field. It includes the very latest in findings from neuroscience and experimental cognitive psychology, and provides the most comprehensive current overview on this topic.

In August 2005, over 500 researchers from the field of science education met at the 5th European Science Education Research Association conference. Two of the main topics at this conference were: the decrease in the number of students interested in school science and concern about the worldwide outcomes of studies on students’ scientific literacy. This volume includes edited versions of 37 outstanding papers presented, including the lectures of the keynote speakers.

In this 1974 book a practising scientist and gifted expositor sets forth an exciting point of view on the nature of science and how it works. Professor Ziman argues that the true goal of all scientific research is to contribute to the consensus of universally accepted knowledge. He explores the philosophical, psychological and sociological consequences of the principle, and explains how, in practice, the consensus is established and how the work of the individual scientist becomes a part of it. The intellectual form of scientific knowledge is determined by the need for the scientist to communicate his findings and to make them acceptable to others. Professor Ziman's essay, being written in plain English, and requiring only the slenderest knowledge of science, can (and should) be read by any educated person; as he says 'all genuine scientific procedures of thought and argument are essentially the same as those of everyday life'.

This survey provides an introduction to computational approaches to the discovery of communicable scientific knowledge and details recent advances. It is partly inspired by the contributions of the International Symposium on Computational Discovery of Communicable Knowledge, held in Stanford, CA, USA in March 2001, a number of additional invited contributions provide coverage of recent research in computational discovery.

The book presents key perspectives on teaching and learning science in India. It offers adaptive expertise to teachers and educators through a pedagogic content knowledge (PCK) approach. Using cases and episodes from Indian science classrooms to contextualise ideas and practices, the volume discusses the nature of science, and aspects of assessments and evaluations for both process skills and conceptual understanding of the subject. It examines the significance of science education at school level and focuses on meaningful learning and development of scientific and technological aptitude. The chapters deal with topics from physics, chemistry and biology at the middle- and secondary-school levels, and are designed to equip student-teachers with theoretical and practical knowledge abilities about science, science learning and the abilities to teach these topics along with teaching. The book draws extensively from research on science education and teacher education and shifts away from knowledge transmission to the active process of constructivist teaching-learning practices. The authors use illustrative examples to highlight flexible planning for inclusive classrooms. Based on studies on cognitive and developmental psychology, pedagogical content knowledge of science, socio-cultural approaches to learning science, and the history and philosophy of science, the book promotes an understanding of science characterized by empirical criteria, logical arguments and sceptical reviews. With its accessible style, examples, exercises and additional references, it will be useful for students and teachers of science, science educators, BEd and MEd programmes for education, secondary and higher secondary school teachers, curriculum designers and developers of science. It will interest research institutes, non-governmental organisations, professionals and public and private sector bodies involved in science outreach, science education and teaching and learning practices.

Originally presented as the author's thesis (doctoral)--University of Hohenheim, 2008.

`A valuable resource for academics and practitioners in management and corporate strategy, as well as those involved in mangement training and development' - European Foundation for Management Development 'The editors' overall assessment is that there has been insufficient dialogue between the two camps of action research and theorizing.... As a contribution to mapping this divided house, the text is an apt illustration of these problems. The editor's overview is of interest...' - Stephen Gibb, University of Strathclyde, MCB University Press The debates surrounding concepts of `organizational learning' and the `learning organization' receive a welcome synthezis in this book. Inte