Since Einstein first described them nearly a century ago, gravitational waves have been the subject of more sustained controversy than perhaps any other phenomenon in physics. These as yet undetected fluctuations in the shape of space-time were first predicted by Einstein's general theory of relativity, but only now, at the dawn of the twenty-first century, are we on the brink of finally observing them. Daniel Kennefick's landmark book takes readers through the theoretical controversies and thorny debates that raged around the subject of gravitational waves after the publication of Einstein's theory. The previously untold story of how we arrived at a settled theory of gravitational waves includes a stellar cast from the front ranks of twentieth-century physics, including Richard Feynman, Hermann Bondi, John Wheeler, Kip Thorne, and Einstein himself, who on two occasions avowed that gravitational waves do not exist, changing his mind both times. The book derives its title from a famously skeptical comment made by Arthur Stanley Eddington in 1922--namely, that "gravitational waves propagate at the speed of thought." Kennefick uses the title metaphorically to contrast the individual brilliance of each of the physicists grappling with gravitational-wave theory against the frustratingly slow progression of the field as a whole. Accessibly written and impeccably researched, this book sheds new light on the trials and conflicts that have led to the extraordinary position in which we find ourselves today--poised to bring the story of gravitational waves full circle by directly confirming their existence for the very first time.
The idea of `economic planning' was a central theme of the radical economic policy debate in the 1930s. Born of the inter-war economic crisis, the call for the reconstruction of the economy according to a `plan' of one kind or another spanned practically the entire spectrum of the politics ofthe day. The fashion for planning is often seen as the seedbed of the Keynesian revolution and the `Butskellite' consensus of thenext decade. Yet `planning' was neither uniformly Keynesian nor, in fact, indicative of political agreement over economic policy. Beneath the shared language ofplanning, the radical economic debate was riven by the same ideological rifts which dominated the more conventional political scene. Dr Ritschel traces the many interpretations of planning, and examines the process of ideological construction and dissemination of the new economic ideas. He finisheswith an explanation of the planners' retreat, late in the decade, from the divisive economics of planning towards the less ambitious but also far less contentious alternative - the `middle way' of Keynesian economics.
This book shows how an understanding of the nature and role of insanity in Hegel's writing provides intriguing new points of access to many of the central themes of his larger philosophic project. Berthold-Bond situates Hegel's theory of madness within the history of psychiatric practice during the great reform period at the turn of the eighteenth century, and shows how Hegel developed a middle path between the stridently opposed camps of "empirical" and "romantic" medicine, and of "somatic" and "psychical" practitioners. A key point of the book is to show that Hegel does not conceive of madness and health as strictly opposing states, but as kindred phenomena sharing many of the same underlying mental structures and strategies, so that the ontologies of insanity and rationality involve a mutually illuminating, mirroring relation. Hegel's theory is tested against the critiques of the institution of psychiatry and the very concept of madness by such influential twentieth-century authors as Michel Foucault and Thomas Szasz, and defended as offering a genuinely reconciling position in the contemporary debate between the "social labeling" and "medical" models of mental illness.
In this landmark contribution to the study of the formation of the modern school, Daniel Tröhler applies one of the most recognized methods of historical research to an analysis of the "language" of the academic discipline of education. Arguing the value of looking at languages rather than arguments--langues rather than paroles--this method of historical research is used to examine the background of different philosophies, theories, or arguments of education, specifically republicanism and Protestantism. Tröhler’s argument is that such analysis is essential to tracing back educational arguments to the ideological core of their concerns, and thus to understanding in international perspective the historical development of education systems and organizations and to evaluating their different theoretical and political approaches and claims. Elegantly written, with the historian’s attention to archival material, this book enables the reader to understand the complex and different social, cultural, religious, and political context factors embedded in the "thought" of schooling and its objects of scrutiny--its notions of the child and teacher. Languages of Education is essential reading for scholars and students across the fields of history and philosophy of education, curriculum studies, and comparative education.
Although some of Nelson Goodman's views have become unfashionable or seem unorthodox, much in his work is of lasting significance. Daniel Cohnitz and Marcus Rossberg assess Goodman's contribution to philosophy, including his acceptance and critique of positivism, his defence of nominalism and phenomenalism, his formulation of a new riddle of induction, his work on notational systems, and his analysis of the arts. They offer an analysis of the unifying features of Goodman's philosophy - his constructivism, conventionalism, and relativism - and discuss his central work, The Structure of Appearance, and its significance in the analytic tradition. They also examine Goodman's views on mereology and semiotics, which underly his philosophy and provide the background to his aesthetics.
This soft-cover workbook is designed to introduce pupils in the junior and senior high grades to the principles of constructing polyhedral shapes. This type of shape is a solid formed by plane faces.
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