Veeraswamy, JD; Gogineni, Babu As part of the Adopt a Dalit Village Project the following awareness programs were organized to help bring the Dalits of Ravulapally out of a life of superstition and to point them to a life of scientific temper. This was done through various activities, all of which were aimed to provide an overall boost to the human development of the community, by involving them in their own growth, in such a manner as to build capacity and (...) capability within the community. (shrink)

From the author: This dissertation undertakes a critical examination of one central problem in Hegelian philosophy: viz., whether the final realization of “absolute knowledge” is logically consistent with significant epistemic progress in the system’s continuing development. Serious consideration of the concept of systematic completeness, as interpreted on Hegel’s terms, uncovers the existence of a profound paradox. On the one hand, if the Truth is the Whole, then the truth of any finite part or aspect of that Whole depends upon its (...) place within the system as a totality. In order to grasp the part and comprehend it correctly, one must already have a systematically ordered knowledge of the universe in its entirety. Yet the methodological open-endedness of dialectical thinking precludes the acceptance of any particular theoretical formulation as final or complete in itself. Hegel interprets the history of philosophy as a progression of successive formulations of the Truth, each of which improves on its predecessors by reconciling their internal contradictions, but no one of which is adequate in itself. Hence, no theoretical world view, including Hegel’s own, can rest content within its limits, for the inevitable advance of thought must in the end throw it down. (shrink)

As an important corollary of this interpretation of absolute knowledge, the dissertation concludes with the suggestion that Hegelian philosophy need not be regarded merely as an interesting curiosity in the history of ideas, but rather that it can serve as a vital and potentially rewarding source of fresh theoretical insights. ;Instead, the concrete completeness of speculative philosophy can only consist in the activity of a dynamical, ceaselessly self-examining and self-regulating intellectual community. In one sense, of course, no finite system can (...) ever be complete, insofar as it will inevitably be guilty of errors and misconceptions. Yet at the same time, the infinite System is perfect and complete, insofar as it contains within itself the means whereby its own unavoidable flaws will be discovered, corrected, and "forgiven"--i.e. aufgehoben into vanishing moments of a universal totality. ;In opposition to most traditional interpretations of Hegel, the position is maintained that Hegel himself deliberately faced this problem, and that a true understanding of his proposed solution requires a radical Aufhebung of the concept of cognition as such. Relying primarily on the penultimate chapters of the Phenomenology of Spirit, the dissertation argues that absolute knowledge can neither be a finalized system of fully explicit content, nor an endless movement toward such an ideal state. ;This dissertation undertakes a critical examination of one central problem in Hegelian philosophy: viz., whether the final realization of "absolute knowledge" is logically consistent with significant epistemic progress in the system's continuing development. Serious consideration of the concept of systematic completeness, as interpreted on Hegel's terms, uncovers the existence of a profound paradox. On the one hand, if the Truth is the Whole, then the truth of any finite part or aspect of that Whole depends upon its place within the system as a totality. In order to grasp the part and comprehend it correctly, one must already have a systematically ordered knowledge of the universe in its entirety. Yet the methodological open-endedness of dialectical thinking precludes the acceptance of any particular theoretical formulation as final or complete in itself. Hegel interprets the history of philosophy as a progression of successive formulations of the Truth, each of which improves on its predecessors by reconciling their internal contradictions, but no one of which is adequate in itself. Hence, no theoretical world view, including Hegel's own, can rest content within its limits, for the inevitable advance of thought must in the end throw it down. (shrink)

This project evaluates the impact of the National Science Foundation's policy to promote education in the responsible conduct of research. To determine whether this policy resulted in meaningful RCR educational experiences, our study examined the instructional plans developed by individual universities in response to the mandate. Using a sample of 108 U.S. institutions classified as Carnegie “very high research activity”, we analyzed all publicly available NSF RCR training plans in light of the consensus best practices in RCR education that were (...) known at the time the policy was implemented. We found that fewer than half of universities developed plans that incorporated at least some of the best practices. More specifically, only 31% of universities had content and requirements that differed by career stage, only 1% of universities had content and requirements that differed by discipline; and only 18% of universities required some face-to-face engagement from all classes of trainees. Indeed, some schools simply provided hand-outs to their undergraduate students. Most universities had plans that could be satisfied with online programs such as the Collaborative Institutional Training Initiative's RCR modules. The NSF policy requires universities to develop RCR training plans, but provides no guidelines or requirements for the format, scope, content, duration, or frequency of the training, and does not hold universities accountable for their training plans. Our study shows that this vaguely worded policy, and lack of accountability, has not produced meaningful educational experiences for most of the undergraduate students, graduate students, and post-doctoral trainees funded by the NSF. (shrink)

Heidegger presents the inauthenticity of everyday Dasein by focusing on the impersonal third-person use of the German "Das Man," paralleled in the English "they" or "one." Idle talk epitomizes the inauthentic possibilities of language. This essay traces the prevalence of inauthentic discourse through other grammatical structures, showing that inauthenticity indeed permeates all linguistic structures. However, the vocative dimension of all discourse is then presented, initially through an examination of the call of conscience, as a way in which we might be (...) called by others not into inauthenticity but authenticity. (shrink)

Explores the metaphysical, epistemological, and hermeneutical theories of Schelling’s final system concerning the nature and meaning of religious mythology.

Is evidential pluralism possible when we move to the social sciences, and if so, to what degree? What are the analytical benefits? The answer put forward in this article is that there is a tradeoff between how serious social science methodologies take the study of mechanisms and the analytical benefits that flow from evidential pluralism. In the social sciences, there are a range of different approaches to studying mechanisms, differentiated by the degree to which the ‘process’ is unpacked theoretically, and (...) whether the approach takes seriously the particular nature of social phenomena and the epistemological consequences that flow from this, as in realist approaches to the study of mechanisms, or whether more neopositivist-based foundational assumptions are adopted. Depending on which approach to study mechanisms is used, evidential pluralism is either: easy but superficial, very productive but challenging, or almost impossible because of the fundamental differences between the types of claims being made and the forms of evidence used. (shrink)

The neural representation of a repeated stimulus is the standard against which a deviant stimulus is measured in the brain, giving rise to the well-known mismatch response. It has been suggested that individuals with dyslexia have poor implicit memory for recently repeated stimuli, such as the train of standards in an oddball paradigm. Here, we examined how the neural representation of a standard emerges over repetitions, asking whether there is less sensitivity to repetition and/or less accrual of “standardness” over successive (...) repetitions in dyslexia. We recorded magnetoencephalography as adults with and without dyslexia were passively exposed to speech syllables in a roving-oddball design. We performed time-resolved multivariate decoding of the MEG sensor data to identify the neural signature of standard vs. deviant trials, independent of stimulus differences. This “multivariate mismatch” was equally robust and had a similar time course in the two groups. In both groups, standards generated by as few as two repetitions were distinct from deviants, indicating normal sensitivity to repetition in dyslexia. However, only in the control group did standards become increasingly different from deviants with repetition. These results suggest that many of the mechanisms that give rise to neural adaptation as well as mismatch responses are intact in dyslexia, with the possible exception of a putatively predictive mechanism that successively integrates recent sensory information into feedforward processing. (shrink)