Results for 'Vasco D���Agnese'

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  1.  35
    Undergoing, Mystery, and Half-Knowledge: John Dewey’s Disquieting Side.Vasco D’Agnese - 2016 - Studies in Philosophy and Education 35 (2):195-214.
    In this article I argue that Dewey, throughout his work, conducted a systematic dismantling of the concept of rationality as mastery and control. Such a dismantling entails, at the same time, the dismantling of the auto-grounded subject, namely, the subject that grounds itself in the power to master experience. The Deweyan challenge to Western ontology goes straight to the core of the subject’s question. Dewey not only systematically challenged the understanding of thinking as a process consciously managed by the subject (...)
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  2.  11
    The Essential Uncertainty of Thinking: Education and Subject in John Dewey.Vasco D'agnese - 2017 - Journal of Philosophy of Education 51 (1):73-88.
    In this paper, I analyse the Deweyan account of thinking and subject and discuss the educational consequences that follow from such an account. I argue that despite the grouping of thinking and reflective thought that has largely appeared in the interpretation of Deweyan work, Dewey discloses an inescapable uncertainty at the core of human thinking. This move is even more challenging given Dewey's firm faith in the power of intelligent action, and in education as the means by which human beings (...)
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  3.  10
    The Essential Uncertainty of Thinking: Education and Subject in John Dewey.Vasco D'agnese - 2016 - Journal of Philosophy of Education 50 (4).
    In this paper, I analyse the Deweyan account of thinking and subject and discuss the educational consequences that follow from such an account. I argue that despite the grouping of thinking and reflective thought that has largely appeared in the interpretation of Deweyan work, Dewey discloses an inescapable uncertainty at the core of human thinking. This move is even more challenging given Dewey's firm faith in the power of intelligent action, and in education as the means by which human beings (...)
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  4.  25
    The Eclipse of Imagination Within Educational ‘Official’ Framework and Why It Should Be Returned to Educational Discourse: A Deweyan Perspective.Vasco D’Agnese - 2017 - Studies in Philosophy and Education 36 (4):443-462.
    In recent decades, the shift towards the “learnification” of educational discourse has de facto reframed educational purposes and schooling practice, thus reframing what students should know, strive for, and, in a sense, be. In this paper, given the efforts to disrupt the dominance of learning discourse, I seek to engage regarding a specific concern, namely, the progressive removal of imagination within educational official framework. Indeed, imagination has virtually disappeared from the documents, publications, web pages and recommendations of major educational agencies (...)
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  5.  16
    The Inner Violence of Reason: Re‐Reading Heidegger Via Education.Vasco D'Agnese - 2015 - Journal of Philosophy of Education 49 (3):435-455.
    Since Plato, Western thought has framed knowing as a method within ‘some realm of what is’ and a predetermined ‘sphere of objects’. The roots and the consequences of this stance towards reason and truth were noted by Heidegger, who equates the history of Western thought with the history of metaphysics. Since Plato, truth has relied on definition, hierarchy and mastery. Discourse on the truth begins to be discourse on the limits of things and, thus, on who is able to set (...)
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  6.  11
    ‘Not-Being-at-Home’: Subject, Freedom and Transcending in Heideggerian Educational Philosophy.Vasco D’Agnese - 2018 - Studies in Philosophy and Education 37 (3):287-300.
    In my paper, by drawing on the writings Heidegger developed in the late 1920s, I wish to display what we may refer to as the thorough educational nature of Heideggerian reflection. It is my argument that the analysis of Dasein we find in the early Heidegger displays an extraordinary deep and dense reflection on selfhood and subjectivity, a reflection that is rooted in subject’s freedom and transcending. By paying attention to the interplay between these two features, I argue that in (...)
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  7.  7
    Art and Education in Dewey: Accomplishing Unity, Bringing Newness to the Fore.Vasco D'Agnese - 2016 - Education and Culture 32 (2):80-98.
    The aim of this paper is to discuss the role of art in Deweyan thought, making a case for the relationship among art, experience, and education. I will do so by drawing on both Deweyan works—primarily Art as Experience1 and chapter nine of Experience and Nature2—and scholarly literature devoted to the issue.3 Based on such precedents, I wish to argue that art plays a central function in Deweyan thought. Dewey conceived of art as the basis on which to deepen, enlarge, (...)
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  8.  2
    Action, Freedom, and Education: Refugees and a “New Beginning”.Vasco D'Agnese - 2020 - Educational Theory 70 (4):421-444.
  9.  6
    ‘And They Lived Happily Ever After’: The Fairy Tale of Radical Constructivism and von Glasersfeld's Ethical Disengagement.Vasco D'Agnese - 2015 - Ethics and Education 10 (2):131-151.
    Is von Glasersfeld's constructivism actually radical? In this article, I respond to this question by analyzing von Glasersfeld's main works. I argue that the essential theoretical move of radical constructivism – namely the assertion that reality is the construction of a human mind that only responds to the subjective perception of ‘what fits’ – results in a conservative vision of reality, knowledge, and education. To the extent that the friction with, and the challenge of, reality is eliminated, knowledge remains only (...)
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  10.  8
    Courage, Uncertainty and Imagination in Deweyan Work: Challenging the Neo‐Liberal Educational Agenda.Vasco D'agnese - 2018 - Journal of Philosophy of Education 52 (2):316-329.
  11.  6
    Dewey and Possibility: Challenging Neoliberalism in Education.Vasco D'Agnese - 2019 - Educational Theory 69 (6):693-717.
  12.  7
    Dwelling in the Not-Yet. Education as Embodied Paradox.Vasco D’Agnese - 2018 - Educational Philosophy and Theory 50 (14):1500-1501.
  13.  6
    Education as a Leap and as Transcendence: Rereading Dewey and Heidegger Via Art.Vasco D'Agnese - 2017 - Journal of Aesthetic Education 51 (4):60-76.
    In this paper, I compare aspects of Heidegger’s and Dewey’s thoughts and argue that such a comparison is educationally promising. I make this argument primarily by comparing their understandings of art, which show striking similarities. Both Dewey and Heidegger, indeed, framed art as a favorite noetic experience; both conceived of art as something that not only completes thinking but that is even necessary for thinking to happen. Both philosophers conceived of art as a means of enlarging experience, thereby overcoming the (...)
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  14.  8
    Facing Paradox Everyday: A Heideggerian Approach to the Ethics of Teaching.Vasco D’Agnese - 2016 - Ethics and Education 11 (2):159-174.
    In this paper, I wish to offer insight into the role of paradox in teaching. I will do so by analyzing teachers’ everyday work, taking a qualitative approach and constructing a small-scale empirical study. Philosophically, my attempt is framed by Heidegger’s thought. Drawing from research data, I argue the following: paradoxes and dilemmas are the very basis of teaching, and a teacher cannot see paradoxes and dilemmas if she/he has already made an choice of disengagement from the profession. Stated otherwise, (...)
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  15.  9
    Intentionality and Thinking as ‘Hearing’. A Response to Biesta’s Agenda.Vasco D’Agnese - 2016 - Educational Philosophy and Theory 48 (3).
    In his 2012 article Philosophy of Education for the Public Good: Five Challenges and an Agenda, Gert Biesta identifies five substantial issues about the future of education and the work required to address these issues. This article employs a Heideggerian reading of education to evaluate ‘Biesta’s truth’. I argue that Biesta’s point of view underestimates knowledge’s predominance and relativism; frames intentionality in pre-Heideggerian terms, which—although not a problem in itself because an individual is free to choose a particular perspective on (...)
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  16.  4
    Narrowing Down Education.Vasco D’Agnese - 2016 - European Journal of Pragmatism and American Philosophy 8 (1).
  17.  20
    Openness, Newness and Radical Possibility in Deweyan Work: A Response to Jasinski.Vasco D’Agnese - 2018 - Ethics and Education 13 (2):234-250.
    In his article Potentialism and the experience of the new, Jasinski argues for the use of a potentialist approach in education by relating it to a line of thought that starts with Dewey and is fulfilled by Agamben and Lewis. Although the reading that Jasinski offers on potentialism is interesting, his understanding of Dewey is problematic. In this paper, I argue that much of what Jasinski claims as worthy of pursuit in education is already contained in the Deweyan questions of (...)
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  18.  14
    Buridano, Marsilio di Inghen e la conoscenza intellettuale del singolare.Giovanna D’Aniello & Agnese Alemanno - 2003 - Quaestio 3 (1):520-526.
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  19.  3
    L'optique de Claude Ptolémée Dans la Version Latine d'Après l'Arabe de l'Émire Eugène de SicileAlbert Lejeune.Vasco Ronchi - 1958 - Isis 49 (1):92-93.
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  20.  24
    Research Ethics Review at University Eduardo Mondlane /Maputo Central Hospital, Mozambique : A Descriptive Analysis of the Start-Up of a New Research Ethics Committee.Jahit Sacarlal, Vasco Muchanga, Carlos Mabutana, Matilde Mabui, Arlete Mariamo, Assa Júlio Cuamba, Leida Artur Fumo, Jacinta Silveira, Elizabeth Heitman & Troy D. Moon - 2018 - BMC Medical Ethics 19 (1):37.
    Mozambique has seen remarkable growth in biomedical research over the last decade. To meet a growing need, the National Committee for Bioethics in Health of Mozambique encouraged the development of ethical review processes at institutions that regularly conduct medical and social science research. In 2012, the Faculty of Medicine of University Eduardo Mondlane and the Maputo Central Hospital established a joint Institutional Committee on Bioethics for Health. This study examines the experience of the first 4 years of the CIBS FM (...)
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  21.  11
    Notes & Correspondence.I. Bernard Cohen, Roger Hahn, Lloyd Espenschied, Marshall Clagett, Bertha W. Rubinstein, George Sarton, Vasco Ronch, Bruno Boni, Chester G. Moore, Jane D. Oppenheimer, Vasco Ronchi & Roberto Almagia - 1955 - Isis 46 (3):278-283.
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  22.  7
    Ipotesi ricostruttiva dei sistemi di accesso della Basilica Onoriana di Sant’Agnese fuori le mura.Luisa Covello - 2018 - Augustinianum 58 (2):511-531.
    The present paper aims at reviewing the complex of “Santa Agnese fuori le mura”, the most important architectural ensemble along the Via Nomentana, and one of the most renowned sanctuaries of the suburban landscape of Rome. This paper focuses, in particular, on today’s church, built right over the martyr’s burial by Pope Onorius between 628 and 635 A.D., and attempts to reconstruct its original appearance, taking into account both the status quaestionis and literary sources. Finally, research findings have been translated (...)
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  23.  23
    Philosophical Analysis and Education. Edited and with an Introduction by Reginald D. Archambault.Reginald D. Archambault - 1965 - New York: Humanities Press.
  24.  5
    “Knowledge Value Alliances”: An Alternative to the R&D Project Focus in Evaluation.Barry Bozeman & Juan D. Rogers - 2001 - Science, Technology, and Human Values 26 (1):23-55.
    The question of what the relevant entities or units of analysis for studying the dynamics of R&D are is central not only for adequate characterizations of the system of scientific and technological knowledge production but also for determining the correct focus for evaluation of R&D activities. Typically, R&D performance evaluations have focused not only on the wrong thing but have looked in the wrong place. Most evaluations have been project or program based. Often this focus is misleading. This article presents (...)
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  25. What is a Law of Nature?D. M. Armstrong - 1983 - Cambridge University Press.
    This is a study of a crucial and controversial topic in metaphysics and the philosophy of science: the status of the laws of nature. D. M. Armstrong works out clearly and in comprehensive detail a largely original view that laws are relations between properties or universals. The theory is continuous with the views on universals and more generally with the scientific realism that Professor Armstrong has advanced in earlier publications. He begins here by mounting an attack on the orthodox and (...)
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  26. D. Timothy Goering: System der Käseplatte. Aufstieg und Fall der Dialektischen Theologie.D. Timothy Goering - 2017 - Journal for the History of Modern Theology/Zeitschrift für Neuere Theologiegeschichte 24 (1):1-50.
    The group of Dialectical Theology included some of the most well-known theologians of the 20th century – Karl Barth, Rudolf Bultmann, Friedrich Gogarten, Eduard Thurneysen, Georg Merz und Emil Brunner. In the summer of 1922 they founded the journal Zwischen den Zeiten, which launched Dialectical Theology as the most influential avant-garde movement in Protestantism during the Weimar Republic. Due to internal strife and theological disagreements, the group began to lose strength in the early 1930s and eventually split up and ceased (...)
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  27. Truth and Truthmakers.D. M. Armstrong - 2004 - Cambridge University Press.
    Truths are determined not by what we believe, but by the way the world is. Or so realists about truth believe. Philosophers call such theories correspondence theories of truth. Truthmaking theory, which now has many adherents among contemporary philosophers, is the most recent development of a realist theory of truth, and in this book D. M. Armstrong offers the first full-length study of this theory. He examines its applications to different sorts of truth, including contingent truths, modal truths, truths about (...)
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  28. A Materialist Theory of the Mind.D. M. Armstrong - 1968 - Routledge.
    Breaking new ground in the debate about the relation of mind and body, David Armstrong's classic text - first published in 1968 - remains the most compelling and comprehensive statement of the view that the mind is material or physical. In the preface to this new edition, the author reflects on the book's impact and considers it in the light of subsequent developments. He also provides a bibliography of all the key writings to have appeared in the materialist debate.
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  29. Universals: An Opinionated Introduction.D. M. Armstrong - 1989 - Westview Press.
    In this short text, a distinguished philosopher turns his attention to one of the oldest and most fundamental philosophical problems of all: How it is that we are able to sort and classify different things as being of the same natural class? Professor Armstrong carefully sets out six major theories—ancient, modern, and contemporary—and assesses the strengths and weaknesses of each. Recognizing that there are no final victories or defeats in metaphysics, Armstrong nonetheless defends a traditional account of universals as the (...)
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  30. Abortion and Moral Risk1: D. Moller.D. Moller - 2011 - Philosophy 86 (3):425-443.
    It is natural for those with permissive attitudes toward abortion to suppose that, if they have examined all of the arguments they know against abortion and have concluded that they fail, their moral deliberations are at an end. Surprisingly, this is not the case, as I argue. This is because the mere risk that one of those arguments succeeds can generate a moral reason that counts against the act. If this is so, then liberals may be mistaken about the morality (...)
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  31.  93
    Correction to John D. Norton “How to Build an Infinite Lottery Machine”.John D. Norton & Alexander R. Pruss - 2018 - European Journal for Philosophy of Science 8 (1):143-144.
    An infinite lottery machine is used as a foil for testing the reach of inductive inference, since inferences concerning it require novel extensions of probability. Its use is defensible if there is some sense in which the lottery is physically possible, even if exotic physics is needed. I argue that exotic physics is needed and describe several proposals that fail and at least one that succeeds well enough.
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  32. Universals and Scientific Realism: A Theory of Universals.D. M. Armstrong - 1978 - Cambridge University Press.
    v. 1. Nominalism and realism.--v. 2. A theory of universals.
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  33. Belief, Truth and Knowledge.D. M. Armstrong - 1973 - Cambridge University Press.
    A wide-ranging study of the central concepts in epistemology - belief, truth and knowledge. Professor Armstrong offers a dispositional account of general beliefs and of knowledge of general propositions. Belief about particular matters of fact are described as structures in the mind of the believer which represent or 'map' reality, while general beliefs are dispositions to extend the 'map' or introduce casual relations between portions of the map according to general rules. 'Knowledge' denotes the reliability of such beliefs as representations (...)
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  34. A Combinatorial Theory of Possibility.D. M. Armstrong - 1989 - Cambridge University Press.
    David Armstrong's book is a contribution to the philosophical discussion about possible worlds. Taking Wittgenstein's Tractatus as his point of departure, Professor Armstrong argues that nonactual possibilities and possible worlds are recombinations of actually existing elements, and as such are useful fictions. There is an extended criticism of the alternative-possible-worlds approach championed by the American philosopher David Lewis. This major work will be read with interest by a wide range of philosophers.
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  35.  78
    Effective Choice and Boundedness Principles in Computable Analysis.Vasco Brattka & Guido Gherardi - 2011 - Bulletin of Symbolic Logic 17 (1):73-117.
    In this paper we study a new approach to classify mathematical theorems according to their computational content. Basically, we are asking the question which theorems can be continuously or computably transferred into each other? For this purpose theorems are considered via their realizers which are operations with certain input and output data. The technical tool to express continuous or computable relations between such operations is Weihrauch reducibility and the partially ordered degree structure induced by it. We have identified certain choice (...)
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  36. D'une Science À l'Autre des Concepts Nomades.D. Andler & Isabelle Stengers - 1987
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  37. The Impartial Spectator: Adam Smith's Moral Philosophy.D. D. Raphael - 2007 - Oxford University Press.
    D. D. Raphael examines the moral philosophy of Adam Smith (1723-90), best known for his famous work on economics, The Wealth of Nations, and shows that his thought still has much to offer philosophers today. Raphael gives particular attention to Smith's original theory of conscience, with its emphasis on the role of 'sympathy' (shared feelings).
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  38.  14
    Weihrauch Degrees, Omniscience Principles and Weak Computability.Vasco Brattka & Guido Gherardi - 2011 - Journal of Symbolic Logic 76 (1):143 - 176.
    In this paper we study a reducibility that has been introduced by Klaus Weihrauch or, more precisely, a natural extension for multi-valued functions on represented spaces. We call the corresponding equivalence classes Weihrauch degrees and we show that the corresponding partial order induces a lower semi-lattice. It turns out that parallelization is a closure operator for this semi-lattice and that the parallelized Weihrauch degrees even form a lattice into which the Medvedev lattice and the Turing degrees can be embedded. The (...)
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  39.  15
    Closed Choice and a Uniform Low Basis Theorem.Vasco Brattka, Matthew de Brecht & Arno Pauly - 2012 - Annals of Pure and Applied Logic 163 (8):986-1008.
  40.  11
    The Bolzano–Weierstrass Theorem is the Jump of Weak Kőnig’s Lemma.Vasco Brattka, Guido Gherardi & Alberto Marcone - 2012 - Annals of Pure and Applied Logic 163 (6):623-655.
  41.  21
    Effective Borel Measurability and Reducibility of Functions.Vasco Brattka - 2005 - Mathematical Logic Quarterly 51 (1):19-44.
    The investigation of computational properties of discontinuous functions is an important concern in computable analysis. One method to deal with this subject is to consider effective variants of Borel measurable functions. We introduce such a notion of Borel computability for single-valued as well as for multi-valued functions by a direct effectivization of the classical definition. On Baire space the finite levels of the resulting hierarchy of functions can be characterized using a notion of reducibility for functions and corresponding complete functions. (...)
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  42.  19
    Higher Proneness to Multisensory Illusions is Driven by Reduced Temporal Sensitivity in People with High Schizotypal Traits.Francesca Ferri, Agnese Venskus, Francesca Fotia, Jason Cooke & Vincenzo Romei - 2018 - Consciousness and Cognition 65:263-270.
  43.  7
    Completion of Choice.Vasco Brattka & Guido Gherardi - 2021 - Annals of Pure and Applied Logic 172 (3):102914.
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  44. Empirical Consequences of Symmetries.D. Wallace & Hilary Greaves - 2014 - British Journal for the Philosophy of Science 65 (1):59-89.
    It is widely recognized that ‘global’ symmetries, such as the boost invariance of classical mechanics and special relativity, can give rise to direct empirical counterparts such as the Galileo-ship phenomenon. However, conventional wisdom holds that ‘local’ symmetries, such as the diffeomorphism invariance of general relativity and the gauge invariance of classical electromagnetism, have no such direct empirical counterparts. We argue against this conventional wisdom. We develop a framework for analysing the relationship between Galileo-ship empirical phenomena on the one hand, and (...)
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  45.  7
    Effect of Training Focused on Executive Functions in Preschoolers Exhibiting ADHD Symptoms.Anna M. Re, Agnese Capodieci & Cesare Cornoldi - 2015 - Frontiers in Psychology 6.
  46.  62
    Evidentiality.A. I͡U Aĭkhenvalʹd - 2004 - Oxford University Press.
    In some languages every statement must contain a specification of the type of evidence on which it is based: for example, whether the speaker saw it, or heard it, or inferred it from indirect evidence, or learnt it from someone else. This grammatical reference to information source is called 'evidentiality', and is one of the least described grammatical categories. Evidentiality systems differ in how complex they are: some distinguish just two terms (eyewitness and noneyewitness, or reported and everything else), while (...)
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  47.  88
    Dispositions: A Debate.D. M. Armstrong - 1996 - Routledge.
    Dispositions are essential to our understanding of the world. IDispositions: A Debate is an extended dialogue between three distinguished philosophers - D.M. Armstrong, C.B. Martin and U.T. Place - on the many problems associated with dispositions, which reveals their own distinctive accounts of the nature of dispositions. These are then linked to other issues such as the nature of mind, matter, universals, existence, laws of nature and causation.
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  48.  4
    D. E. Hughes Self-Induction and the Skin-Effect.D. W. Jordan - 1982 - Centaurus 26 (2):123-153.
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  49.  6
    Extensional Reactivation of a Deep Transpressional Architecture: Insights From Sandbox Analogue Modeling Applied to the Val D’Agri Basin.Paolo D’Adda, Roberto Longoni, Corrado Magistroni, Marco Meda, Fabrizio Righetti, Cristian Cavozzi, Yago Nestola & Fabrizio Storti - 2017 - Interpretation: SEG 5 (1):SD55-SD66.
    The structural framework of the Val d’Agri region results from the superposition of different deformation events over time. In this area, the largest European onshore oil field was discovered in the 1980s, and since then, much geologic and geophysical data have been collected. However, the structural complexity and the poor quality of subsurface data have prevented a full understanding of fault evolution and kinematics so far. In this study, scaled sandbox analogue models have been used to better understand the role (...)
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  50.  36
    $\Mathfrak{D}$ -Differentiation in Hilbert Space and the Structure of Quantum Mechanics.D. J. Hurley & M. A. Vandyck - 2009 - Foundations of Physics 39 (5):433-473.
    An appropriate kind of curved Hilbert space is developed in such a manner that it admits operators of $\mathcal{C}$ - and $\mathfrak{D}$ -differentiation, which are the analogues of the familiar covariant and D-differentiation available in a manifold. These tools are then employed to shed light on the space-time structure of Quantum Mechanics, from the points of view of the Feynman ‘path integral’ and of canonical quantisation. (The latter contains, as a special case, quantisation in arbitrary curvilinear coordinates when space is (...)
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