Online research in philosophy

Introduction to complexity and complex systems -- Introduction to large linear systems -- Introduction to biochemical oscillators and nonlinear biochemical systems -- Modularity, redundancy, degeneracy, pleiotropy and robustness in complex biological systems -- The evolution of biological complexity; invertebrate immune systems -- Irreducible and specified complexity in living systems -- The complex adaptive and innate human immune systems -- Complexity in quasispecies : microRNAs -- Introduction to complexity in economic systems -- Complexity in quasispecies : micrornas -- Dealing with complexity.

Much of the political and public debate about faith-based schooling is conducted at the level of generalised assertion and counterassertion, with little reference to educational scholarship or research. There is a tendency in these debates to draw upon historical images of faith schooling (idealised and critical); to use ideological advocacy (both for and against) and to deploy strong claims about the effects of faith-based schooling upon personal and intellectual autonomy and the wider consequences of such schooling for social harmony, race relations and the common good of society. This paper will attempt to review some of these controversies in the light of recent educational and research studies. Particular attention will be given to research investigations of Catholic schooling systems in various cultural and political contexts, studies which are largely unknown outside the Catholic community. In addition to reviewing educational studies of faith-based schooling, the paper will offer critical appraisal of the main arguments in the debate and it will also outline a possible research agenda for future inquiry in this sector of educational studies.

This paper argues that much of the growing body of research (on special educational needs) that claims to address inclusion for disabled students is not new, but rather a re-articulation of old ideas which fail to do sufficient justice to the demands of the 'new times,. The paper concludes with an outline of a research agenda that is more comprehensive in scope and more finely tuned into the politics of 'identity'.

Within today's emerging global society, educational systemic change is a dynamic, complex process that must seek to engage active participation of all stakeholders. This article examines alternative models of this process, providing different perspectives of the recursive and comprehensive nature of change when viewed from the vantage points of those stakeholders within the process. An envisioned school or educational system that addresses preparation of a citizenry dedicated to democratic principles and issues of social justice must consciously examine the relationships, that form and reform interconnecting and unifying diverse subsystems within the school's constructed meaning and purpose.

This paper explores the meaning and possibility of a theory of knowledge vis-a-vis the non linear complex systems. The thesis hereafter defended is that knowledge of complex systems has to do more with possibilities than with factual reality. Therefore, knowledge is characterized by incompletness, incomputability and randomness, and so computer acquires a relevant role in the study of complex systems. Towards the end, the place and the very complexity of human beings as a complex problem is considered.

All complex systems are complex, but some are more complex than others are. Biological systems are generally more complex than physical systems. How do biologists tackle complex systems? In this talk, we will consider two biological systems, the genome and the brain. Scientists know much about them, but much more remains unknown. Ignorance breeds philosophical speculation. Reductionism makes a strong showing here, as it does in other frontier sciences where large gaps remain in our understanding. I will show that reductionism and its claims have no bases in actual scientific research and results. The Human Genome Project will serve as a case in point..

The complex and dynamic nature of systems pose a particular challenge to researchers and require the use of a research methodology designed to deal with such systems. The properties of fit, relevance, understandability, generality, control, workability, generalizability, and modifiability make Glaserian grounded theory and grounded action particularly well suited for studying systems. These methods are innovative, systemic, and sophisticated enough to reveal the underlying complexities of systems and plan actions that address their complex, dynamic nature while remaining grounded in what is occurring within the systems as they change over time.

Complex systems are dynamic and may show high levels of variability in both space and time. It is often difficult to decide on what constitutes a given complex system, i.e., where system boundaries should be set, and what amounts to substantial change within the system. We discuss two central themes: the nature of system definitions and their ability to cope with change, and the importance of system definitions for the mental metamodels that we use to describe and order ideas about system change. Systems can only be considered as single study units if they retain their identity. Previous system definitions have largely ignored the need for both spatial and temporal continuity as essential attributes of identity. After considering the philosophical issues surrounding identity and system definitions, we examine their application to modeling studies. We outline a set of five alternative metamodels that capture a range of the basic dynamics of complex systems. Although Holling’s adaptive cycle is a compelling and widely applicable metamodel that fits many complex systems, there are systems that do not necessarily follow the adaptive cycle. We propose that more careful consideration of system definitions and alternative metamodels for complex systems will lead to greater conceptual clarity in the field and, ultimately, to more rigorous research.

In twentieth century Europe and the USA, industrial relations, labour, and workers’ rights issues have been handled through collective bargaining and industrial agreements between firms and unions, with varying degrees of government intervention from country to country. This industrial relations landscape is currently undergoing fundamental change with the emergence of transnational industrial relations systems that complement existing national industrial relations systems. Despite the significance of this ongoing change, existing research has only started to explore the implications of this change for how workers’ rights are governed around the globe. This paper addresses this gap by outlining an agenda for future research into the transnational governance of workers’ rights. Fulfilling such a research agenda would be both challenging, as it requires combining the so far divergent industrial relations and business ethics research streams, and rewarding, as it provides ample scope for promising future research.