A great mathematician and teacher, and a physicist and philosopher in his own right, bridges the gap between science and the humanities in this exposition of the philosophy of science. He traces the history of science from Aristotle to Einstein to illustrate philosophy's ongoing role in the scientific process. In this volume he explains modern technology's gradual erosion of the rapport between physical theories and philosophical systems, and offers suggestions for restoring the link between these related areas. This book is (...) suitable for undergraduate students and other readers. 1962 ed. Index. 36 figures. (shrink)
There are widely differing views on the philosophical interpretation of Einstein’s Theory of Relativity. On this subject Bertrand Russell says: There has been a tendency, not uncommon in the case of a new scientific theory, for every philosopher to interpret the work of Einstein in accordance with his own metaphysical system, and to suggest that the outcome is an accession of strength to the views which the philosopher in question previously held.
Ethics have taken a center stage in business curriculum development over the past 5 years. Sustainable business practices are an important issue when it comes to adequately educating the next generation of marketing professionals. A variety of approaches in how to achieve such goals have been proposed as ideal methodologies. This paper presents a case study on curriculum development for a study abroad trip in Cambodia for marketing students. Furthermore, this article represents one method to incorporate the role of NGOs (...) in international business into business ethics courses. Results show that values-based curriculum serve as an appropriate learning pedagogy for the advancement of ethics in business educational scenarios. Through the use of values-based format, results demonstrate that when students are presented in constructive ethical situations it induces critical self-reflection necessary for more effective ethics education. Furthermore, with the additional cross-cultural component of the research design, students were also exposed to ethics as a component of culture. The current study extends both the pedagogy and ontological development and application of ethics education, specifically, the values-based curriculum providing a pragmatic approach to ethics teachings, and also presents an empirical study of how to integrate NGOs into international business educational platforms. (shrink)
Introduction: Historical background.--The law of causality and experience (1908)--The importance of Ernst Mach's philosophy of science for our times (1917)--Physical theories of the twentieth century and school philosophy (1929)--Is there a trend today toward idealism in physics? (1934)--The positivistic and the metaphysical conception of physics (1935)--Logical empiricism and the philosophy of the Soviet Union (1935)--Philosophical misinterpretations of the quantum theory (1936)--What "length" means to the physicist (1937)--Determinism and indeterminism in modern physics (1938)--Ernst Mach and the unity of science (1938).
L’opinion professée par beaucoup de philosophes et de physiciens, que la physique moderne a modifié la délimitation entre le sujet qui observe et l’objet physique soumis à l’observation, repose sur un malentendu. Dans la physique moderne, c’est-à-dire dans toutes les expériences montéеэ pour contrôler la théorie de la relativité et celle des quanta, ce qui est de règle n’est pas différent du cas de la physique classique : c’est le déplacement d’une aiguille devant une échelle qui fait l’objet d’observation. Cette (...) observation est la seule interaction effective entre objet et sujet ; rien de nouveau ne s’y est introduit. Ce qui s’est modifié, c’est plutôt la façon de considérer l’interaction entre l’objet observé, un électron par exemple, et l’instrument de mesure. Mais il s’agit là de l’interaction entre deux objets physiques. C’est sur eile que la physique atomique moderne a établi en effet des theories nouvelles. (shrink)