The chromosome theory of inheritance was established during the three first decades of the 20th century. During the early stage of its substantiating, there were lots of puzzles and little evidence that could validate...The chromosome theory of inheritance was established during the three first decades of the 20th century. During the early stage of its substantiating, there were lots of puzzles and little evidence that could validate it. The cytological processes were obscure and several scientists maintained serious doubts concerning the existence of a connection between Mendel＇s principles and the behaviour of chromosomes during cell division. It was vital to associate an external, observable characteristic of the organism to a specific chromosome, and this was achieved when sex was connected to special chromosomes. At that time, however, some important scholars refused to accept or delayed acceptance of the conception that the hereditary factors （later called genes） were physical entities located along the chromosomes. Such was the case of Thomas Morgan （1866-1945） and William Bateson （186 I- 1926）. Their attitudes could be explained by considering the doubtful ground of the hypothesis at that time. It is more difficult, however, to understand the attitude of Edmund Beecher Wilson （1856-1939）. Being an expert in cytology he was acquainted with all the difficulties concerning the chromosome hypothesis. Nonetheless, from 1905 onward, he attributed little weight to the problems and dedicated a notable effort to obtaining evidence that could have grounded it. This paper analyses Wilson＇s attitude focusing on his studies from 1900 to 1915 and the scientific context of this period. This study led to the conclusion that Wilson＇s attitude could be explained in methodological terms by the adoption of an instrumentalist attitude, while Bateson and Morgan adopted a realistic perspective.展开更多
Over the past decades, there were questions often asked： What is education？ What is it purpose in the world whether it helps an individual or not to understand himself and connect his views with existing beliefs and...Over the past decades, there were questions often asked： What is education？ What is it purpose in the world whether it helps an individual or not to understand himself and connect his views with existing beliefs and critical thinking about education to deal with daily practical challenges enable in a new way. The founder of instrumentalism philosophical school, John Dewey remarks that knowledge is practical instrument that purpose must be to solve all problems that a person encounters during his/her lifetime. According to instrumentalism theoretical concepts, theories are instruments by means of that relationship with surrounding world is established （communication becomes possibleS. Representatives of traditional epistemology make distinct difference between ＂world＂ and ＂mind＂. In accordance with Dewey＇s genetic epistemology mind, constitutes the result of living being-environment relationship as the universe is defined by our mind and the development of a human＇s knowledge is adaptive response to the environment.展开更多
Over the past decades, there were questions often asked： What is education？ What is it purpose in the world whether it helps an individual or not to understand himself and connect his views with existing beliefs and...Over the past decades, there were questions often asked： What is education？ What is it purpose in the world whether it helps an individual or not to understand himself and connect his views with existing beliefs and critical thinking about education to deal with daily practical challenges enable in a new way. The founder of instrumentalism philosophical school, ]ohn Dewey remarks that knowledge is practical instrument that purpose must be to solve all problems that a person encounters during his/her lifetime. According to instrumentalism theoretical concepts, theories are instruments by means of that relationship with surrounding world is established （communication becomes possible）. Representatives of traditional epistemology make distinct difference between ＂world＂ and ＂mind＂. In accordance with Dewey＇s genetic epistemology mind, constitutes the result of living being-environment relationship as the universe is defined by our mind and the development of a human＇s knowledge is adaptive response to the environment.展开更多
This paper was carried out by the group of professors--Maia Creus, Tamara Diaz, and Ines Martins from the Design Analysis and Prospective Department, with the collaboration of the Catalan Institute for Women, Generali...This paper was carried out by the group of professors--Maia Creus, Tamara Diaz, and Ines Martins from the Design Analysis and Prospective Department, with the collaboration of the Catalan Institute for Women, Generalitat de Catalunya. Maia Creus and Ines Martins are parts of the research group TADD （Theory, Analysis, Design, and Development） recognized by Ramon Llull University. The research, based on feminist and performance studies, focuses on artistic groups currently working in Catalonia and whose practices produce tools and technology sharing, highlight the social and educational potential of ICTs （information and communication technologies） free access when used, consciously and critically, from feminist perspectives assumed. The research project was developed as a dual methodological process. This research group has developed a critical review of the three conceptual axes--women, art, and technology--around which revolves the present study and, in parallel, has conducted field work directly with groups of selected artists, in order to meet them within their areas of production and to know more about their working methods, theoretical discourse, goals, frustrations, and desires. This deployment in parallel was used to develop a group of key concepts that revolve around ＂free culture＂ and ＂culture of access＂ that in contrast with the practices and theories of the investigated groups are necessary to intercept and reinterpret. Through various forms of visibility, this paper intends to investigate, promote, and share these tools, technologies, and pedagogies developed by these groups which, by its own dynamics of collective work, as well as the processes of public participation, emphasize forms of interculturality and interdisciplinary.展开更多
The subject of this research is the policing activities in France during 2004-2005 towards its Muslim population and related public discourses. It will compare the statistics of judiciary police and administrative pol...The subject of this research is the policing activities in France during 2004-2005 towards its Muslim population and related public discourses. It will compare the statistics of judiciary police and administrative police provided by the French authority in order to study the relation between surveillance activities and criminality of the given population. It will point out that the preventative measures taken by the administrative police specifically towards the Muslim population are disproportionately high in comparison to the actual occurences of terrorist actions committed by the group. Using the notion of securitization as an analytical tool, the paper will explain that the cohabitation with the Muslim population had been represented as an existential threat in France justifying severe measures disproportionate to the objective threat. It concludes that the acute vigilance surrounding the Muslims derives significantly from the raised ＂securityness＂ the French authority itself attributed to its Muslim population. The argument presented in this study adds an important perspective to the study of immigration. It shows how an escalation of securitization leads to heightened tension between the immigrants and the host society, actualizing the perceived threat by its own acts.展开更多
文摘The chromosome theory of inheritance was established during the three first decades of the 20th century. During the early stage of its substantiating, there were lots of puzzles and little evidence that could validate it. The cytological processes were obscure and several scientists maintained serious doubts concerning the existence of a connection between Mendel＇s principles and the behaviour of chromosomes during cell division. It was vital to associate an external, observable characteristic of the organism to a specific chromosome, and this was achieved when sex was connected to special chromosomes. At that time, however, some important scholars refused to accept or delayed acceptance of the conception that the hereditary factors （later called genes） were physical entities located along the chromosomes. Such was the case of Thomas Morgan （1866-1945） and William Bateson （186 I- 1926）. Their attitudes could be explained by considering the doubtful ground of the hypothesis at that time. It is more difficult, however, to understand the attitude of Edmund Beecher Wilson （1856-1939）. Being an expert in cytology he was acquainted with all the difficulties concerning the chromosome hypothesis. Nonetheless, from 1905 onward, he attributed little weight to the problems and dedicated a notable effort to obtaining evidence that could have grounded it. This paper analyses Wilson＇s attitude focusing on his studies from 1900 to 1915 and the scientific context of this period. This study led to the conclusion that Wilson＇s attitude could be explained in methodological terms by the adoption of an instrumentalist attitude, while Bateson and Morgan adopted a realistic perspective.
文摘Over the past decades, there were questions often asked： What is education？ What is it purpose in the world whether it helps an individual or not to understand himself and connect his views with existing beliefs and critical thinking about education to deal with daily practical challenges enable in a new way. The founder of instrumentalism philosophical school, John Dewey remarks that knowledge is practical instrument that purpose must be to solve all problems that a person encounters during his/her lifetime. According to instrumentalism theoretical concepts, theories are instruments by means of that relationship with surrounding world is established （communication becomes possibleS. Representatives of traditional epistemology make distinct difference between ＂world＂ and ＂mind＂. In accordance with Dewey＇s genetic epistemology mind, constitutes the result of living being-environment relationship as the universe is defined by our mind and the development of a human＇s knowledge is adaptive response to the environment.
文摘Over the past decades, there were questions often asked： What is education？ What is it purpose in the world whether it helps an individual or not to understand himself and connect his views with existing beliefs and critical thinking about education to deal with daily practical challenges enable in a new way. The founder of instrumentalism philosophical school, ]ohn Dewey remarks that knowledge is practical instrument that purpose must be to solve all problems that a person encounters during his/her lifetime. According to instrumentalism theoretical concepts, theories are instruments by means of that relationship with surrounding world is established （communication becomes possible）. Representatives of traditional epistemology make distinct difference between ＂world＂ and ＂mind＂. In accordance with Dewey＇s genetic epistemology mind, constitutes the result of living being-environment relationship as the universe is defined by our mind and the development of a human＇s knowledge is adaptive response to the environment.
文摘This paper was carried out by the group of professors--Maia Creus, Tamara Diaz, and Ines Martins from the Design Analysis and Prospective Department, with the collaboration of the Catalan Institute for Women, Generalitat de Catalunya. Maia Creus and Ines Martins are parts of the research group TADD （Theory, Analysis, Design, and Development） recognized by Ramon Llull University. The research, based on feminist and performance studies, focuses on artistic groups currently working in Catalonia and whose practices produce tools and technology sharing, highlight the social and educational potential of ICTs （information and communication technologies） free access when used, consciously and critically, from feminist perspectives assumed. The research project was developed as a dual methodological process. This research group has developed a critical review of the three conceptual axes--women, art, and technology--around which revolves the present study and, in parallel, has conducted field work directly with groups of selected artists, in order to meet them within their areas of production and to know more about their working methods, theoretical discourse, goals, frustrations, and desires. This deployment in parallel was used to develop a group of key concepts that revolve around ＂free culture＂ and ＂culture of access＂ that in contrast with the practices and theories of the investigated groups are necessary to intercept and reinterpret. Through various forms of visibility, this paper intends to investigate, promote, and share these tools, technologies, and pedagogies developed by these groups which, by its own dynamics of collective work, as well as the processes of public participation, emphasize forms of interculturality and interdisciplinary.
文摘The subject of this research is the policing activities in France during 2004-2005 towards its Muslim population and related public discourses. It will compare the statistics of judiciary police and administrative police provided by the French authority in order to study the relation between surveillance activities and criminality of the given population. It will point out that the preventative measures taken by the administrative police specifically towards the Muslim population are disproportionately high in comparison to the actual occurences of terrorist actions committed by the group. Using the notion of securitization as an analytical tool, the paper will explain that the cohabitation with the Muslim population had been represented as an existential threat in France justifying severe measures disproportionate to the objective threat. It concludes that the acute vigilance surrounding the Muslims derives significantly from the raised ＂securityness＂ the French authority itself attributed to its Muslim population. The argument presented in this study adds an important perspective to the study of immigration. It shows how an escalation of securitization leads to heightened tension between the immigrants and the host society, actualizing the perceived threat by its own acts.
