Готові списки джерел за темами / Science of myth

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Добірка наукової літератури з теми "Science of myth"

Автор: Grafiati
Опубліковано: 12 квітня 2025

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Статті в журналах з теми "Science of myth"

1

Werner, Savannah, Andrew Sargent, and Val Harris. "The Value of Honor Society Participation: Is There a Relationship Between Honor Society Participation and Belief in Psychological Myths?" Psi Beta Research Journal - Brief Reports 3, no. 1 (October 12, 2023): 9–14. http://dx.doi.org/10.54581/ince6601.

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Psychological myths have become so widespread in both the general public as well as higher education undergraduate communities that it has been damaging to the psychology field (Gaze, 2014; Kowalski & Taylor, 2009; Meinz et al., 2022). Factors such as education, belief in psychology as a science, and their confidence in their myth beliefs (myth confidence) have previously been examined in relation to myth endorsement (Bensley & Lilienfeld, 2015; Richardson & Lacroix, 2021). However, there has been no previous research focusing on the connection between honor society membership and myth belief. The present study examined whether honor society participation could predict to myth belief. To better understand be-lief in psychological misconceptions, this study also measured the participants’ belief in psychology as a science and confidence in myth beliefs. Understanding myth belief predictors may help psychologists mitigate the spread of psychological myths. A total of 972 participants from 2-year colleges across the United States were recruited to take a survey regarding psychological myths. We compared myth belief, belief in psychology as a science, and myth score confidence between two groups: honor society members (N = 129) and non-honor society members (N = 807). Non-honor society members identified significantly fewer myths than honors society members, were less confident when correctly identifying myths than honor society members and had lower belief in psychology as a science than honor society members. These findings suggest that honor society membership may be a predictor of myth detection. This finding is possibly due to honor society eligibility requirements, such as grades and credits taken. Our results may be useful in developing academic interventions to prevent psychological myth belief.
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2

Chernyshova, Tatiana. "Science Fiction and Myth Creation in our Age." Science Fiction Studies 31, Part 3 (November 1, 2004): 345–57. https://doi.org/10.1525/sfs.31.3.345.

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SF functions in contemporary life as a form of myth creation. Myth has a gnoseological function for archaic societies; it creates a whole world-picture by complementing accumulated empirical knowledge with analogies drawn from familiar experience. Thus world-models are structurally similar to myths, combining cognition and fiction. All writing that explains scientific knowledge at the level of popular consciousness also works in this manner; in the figures of sf, it overtly resembles myth creation.
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3

Keas, Michael N. "Evaluating Warfare Myths about Science and Christianity and How These Myths Promote Scientism." Religions 12, no. 2 (February 20, 2021): 132. http://dx.doi.org/10.3390/rel12020132.

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Many people assume that there has been ceaseless conflict between science and Christianity. I argue that the real conflict has been between scientism and religion. Scientism is the view that only the sciences generate knowledge or rational belief. Scientism, as typically articulated, entails the opinion that reliable belief about divinity (theological realism) is impossible. I debunk four historic science–Christianity conflict myths and show how they have promoted scientism. These four science–religion myths function as part of a larger warfare narrative about science and Christianity. This misleading warfare thesis often comes packaged with an alternative anti-theistic “myth” in the anthropological sense—in this case, a worldview-shaping narrative that awakens the imagination to interpret the world in scientistic and non-theistic ways. I call this the scientistic warfare myth and explore its major flaws.
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4

Oleksin, Danylo. "MYTHO-LOGIC IN NON-CLASSICAL HUMANITIES REFLECTIONS ON MYTH: METHODOLOGICAL ASPECT." UKRAINIAN CULTURAL STUDIES, no. 2 (13) (2023): 36–42. http://dx.doi.org/10.17721/ucs.2023.2(13).07.

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Over the past century, a lot of conceptual reflections on myth have been accumulated; however, there has been no attempt to systematically objectify and catalog such investigations. The relevance of research can be divided into two loci: the general and the particular. The general relevance is based on the high level of entwinement of myth and its motifs within contemporary culture; the particular aspect is due to the need to objectify the 20th-century theories of myth and to define their general method (1), and to enrich cultural discourse with new works in the field of myth philosophy (2). The goal of the research is to overview the process of the emergence of myth science within the context of the late 19th-century re-mythologization as an ontological argument for cultural mythological research; to define mytho-logic as a synthetic method of non-classical interpretation of mythological material. Methods: comparative (in the analysis of 20th-century approaches to studying myth and defining the non-classical concept of myth). Objectives: to explore the components of myth science; to define the concept of re-mythologization; to argue for mytho-logic as a non-classical model for interpreting myth. Results: the components of myth science that represent a sum of non-classical approaches to studying "sacred narrative" (ritual, functional, sociological, psychoanalytic, structural, transcendental, and numinous approaches) have been investigated; the concept of re-mythologization as the actualization of myth as the object of scientific, philosophical, and artistic interest has been defined; the mytho-logic as a non-classical model of myth interpretation through its structure and logic has been justified. Conclusions: the study of myth has risen on the cognitive waves of the deep ocean of modern humanities to the heights of a problem-filled space of culture studies. Through this actualization, it has gained an interdisciplinary character and has become a dozens-of-definition concept that roams from realm to realm – just like the concept of "culture" itself. Principles of the mytho-logic can and should be expanded, as myth can be studied through any presented in myth science paths. This paradigm is not self-contained and provides variability and aspectuality in considering myth as a cultural universality, and thus is convenient and justified for use in the context of non-classical philosophy and contemporary cultural studies.
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Kotchoubey, Boris. "Signifying nothing? Myth and science of cruelty." Behavioral and Brain Sciences 29, no. 3 (June 2006): 232–33. http://dx.doi.org/10.1017/s0140525x0631905x.

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Nell proposes another myth about human aggression, following thousands of old myths from Homer to Lorenz. Like all myths, this one might be partially true and partially false. However, the use of emotional and propagandistic effects, rather than evaluation of empirical results, obscures any attempt to describe the truth about cruelty.It is … full of sound and fury, signifying nothing. Macbeth, Act 5, Scene 5
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6

Carrier, Richard. "The Relevance of Ancient Science to the Survival of Secularism." Secular Studies 2, no. 1 (April 3, 2020): 58–76. http://dx.doi.org/10.1163/25892525-bja10003.

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Abstract To oppose Secularism modern Christians depend on myths about the historical development of civilization. Such as the myth of a Christian America, imagining such things as that the United States Constitution was based on Biblical Christian principles. Parallel to this myth is another about science: that the Scientific Revolution, and therefore modern science, was based on Biblical Christian principles and could not have occurred (and therefore cannot continue) without them. Necessary to this are several false claims, most particularly that ancient pagans never did and never could have made any significant scientific progress, and that Christian theology was essential to doing so. These myths are here dispelled with recourse to a survey of the actual facts of the matter.
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7

Stepanova, Elena S. "Linguocognitive Specifics of the Disease Myth." RUDN Journal of Language Studies, Semiotics and Semantics 12, no. 1 (December 15, 2021): 153–64. http://dx.doi.org/10.22363/2313-2299-2021-12-1-153-164.

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The article deals with the question of cancer myth representation in the popular science medical discourse. This study is carried out according to the linguocultural approach to the study of the cancer myth, which is based on the reconsideration of linguocultural phenomena. Myths about diseases are of linguistic and cultural significance and they are passed down from generation to generation. Those of phenomena that are incomprehensible and frightening are considered to cause additional associations. Cancer diseases refer to such linguocultural phenomena. Myths about diseases reflect the results of this or that form of reconsideration or experience of some phenomena by a particular linguocultural society. The work provides the definitions of the notions myth and disease. The methodology of the study is based on the research by foreign and Russian scientists in the field of study of the notions of myth and disease as semiotic systems. The popular science medical survey The Emperor of All Maladies: A Biography of Cancer by Siddhartha Mukherjee served as a research background. It analyses the way the disease myth actualizes in the popular science medical discourse. It shows a mythological plot (or mythological information) to get actualized in a particular situation by means of reference, and the way it contributes to the explication of a particular disease myth. Neither the subject of the message nor the plot of the myth is of importance for the reader, only the influence of the myth on the patients representations of disorder and his emotional state and on the society as a whole makes sense. The study helps conclude that mythological information representing the disease myth is nationally and socially marked, and is characterized by a particular conceptual presentation and is expressed by different linguistic means.
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Barbour, Virginia. "Science and myth." Lancet 359, no. 9315 (April 2002): 1364. http://dx.doi.org/10.1016/s0140-6736(02)08391-5.

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9

Hartama-Heinonen, Ritva. "Kääntämisen ja käännöstieteen myyttinen ulottuvuus." Mikael: Kääntämisen ja tulkkauksen tutkimuksen aikakauslehti 8 (December 1, 2014): 9–22. http://dx.doi.org/10.61200/mikael.129487.

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In this article, translation is approached as a reflection of translational, translatorial, and translation-theoretical myths in their different manifestations with varying truth value. Drawing on insights from the philosophy of science and semiotics, the mythical aspect of translating and translations is first discussed with respect to the role of myths in science and research and to the nature of translation-theoretical knowledge. The author then focuses on the following questions: is translating a case of action that conveys the general or the particular; is “myth” a type of speech even in Translation Studies and a building block in the cosmology of translation; what is the status of dichotomies in translating and translation strategies, in translation studies, and in the work of translation theorists; and finally, what makes a translation-theoretical myth a living myth.
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Czeremski, Maciej. "Between Myth and Brand. Aspects of Myth in Marketing Communication." Studia Religiologica 53, no. 3 (2020): 239–53. http://dx.doi.org/10.4467/20844077sr.20.017.12757.

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The article is aimed at presenting that the features of a myth (known from literature in the field of anthropology, semiotics, and cognitive science) are also present in marketing communication related to shaping the image of brands. However, they are used in a scattershot manner, as specific marketing messages usually use only certain selected features of a myth. The article shows techniques of brand mythologization by combining three features of myths (permanent structure of events, bricolage, counter-intuitiveness) with three possible ways of their application for marketing communication (modeling, export, import).
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Дисертації з теми "Science of myth"

1

H, Mironov Yu. "SCIENCE OR MYTH?" Thesis, Національний авіаційний університет, 2017. http://er.nau.edu.ua/handle/NAU/28078.

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Valiathazhel, James Daniel. "Science for all - myth or reality?: a research project." Thesis, Rhodes University, 2002. http://hdl.handle.net/10962/d1004391.

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Abstract: Transformation at a historically disadvantaged technikon in South Africa : a research project: South Africa is in the seventh year of democracy. During the first term of office, the ANC government proposed radical shift from the system(s) of education that was/were in existence in this country. A change in the education system in South Africa was inevitable. The ANC government have realised the need and proposed plans for a change in the education system in this country. We might be able to overcome the inequalities of the past and have an education system relevant for all South Africans that promote an equal opportunity for success as envisaged by Outcomes Based Education (OBE). This research project, using a qualitative case study methodology, reports on the readiness of Border Technikon in implementing Outcomes Based Education (OBE) as a teaching/lecturing strategy. Since 1998 Border Technikon organised a series of staff training workshops to empower the academic staff in Outcomes Based Education. A preliminary study on the topic was conducted during 1999, in which questionnaires (to 16 academic staff) and semi-structured interviews (with three academic staff) were used to collect data. During 2000, when the second and final round of this study was conducted semistructured interviews were employed with 4 staff members to gather data. Literature review and document analysis was also part of the research. The analysis of data indicated that the very nature of most of the Technikon Programmes demands an OBE approach in teaching/lecturing and hence OBE based teaching/lecturing is largely practised at Border Technikon. However a few areas of concerns were identified. Some of these concerns were: (i) Technikon employed academic staff (from industry, etc...) with no professional qualification in teaching and it was difficult to provide OBE training to such people and (ii) lack of sufficient support from the Technikon Management might be a cause for the poor attendance of academic staff during the training programme. Another aspect emerged from the data analysis was that all academic staff participated in this study expressed the need for further training in OBE and related topics. Abstract: Science for all - myth or reality?: Different educational projects around the world have made Scientific Literacy a world-wide concern. This study through a literature review shows that Scientific Literacy is a term that has many definitions and interpretations. This literature review reveals that, in the present system Science for All is a myth for various reasons. Governments around the world in general, and South Africa in particular, are in the process of introducing different projects such as the Year of Science and Technology (YEAST), science week and science exhibitions for the purpose of popularising science and technology. The Department of Education in Thailand has modified its education system to accommodate Science for All. In this literature review among other issues the status quo in South African science education and the Thailand model were examined. A few recommendations to achieve Science for All are also included in this project. Abstract: Developing and evaluating the use of learning material in science - a constructivist approach towards learning Newton's laws : a research project: The Government of National Unity in 1994 introduced a new educational policy for South Africa. This represented a shift in paradigm from a transmission mode of teaching and learning to a learner-centred education. The shift marks a transformation from a content-based curriculum to an Outcomes Based Education (OBE). Various authors found that different sections in the Physical Science syllabus in South Africa are often misunderstood by students for different reasons. One of the reasons was that students had their own ideas about laws of nature and these (mis)conceptions were resistant to change. From the literature and from the author's personal experience it was found that Bodies in Motion is a topic that is difficult to conceptualise by students of different age groups. The challenge facing educators is how to tackle this issue. In this research project a diagnostic test is developed and used to identify the topics where students have conceptual problems. To address these problem areas further, concept sheets/work sheets where developed and implemented. The different challenges and tasks given in the work sheets/learning material are organised in such a way as to make the students aware of their own ideas about Bodies in Motion in general and the key-concepts in particular and also to make them aware of the ideas of their peers (group members). It was also aimed at offering the learners the scientific alternative to their own beliefs. At the end, it was discovered that, even though the general understanding of the learners has improved in this topic (namely, Bodies in Motion), their original beliefs were largely unaffected. It is the hope of the researcher that the project would be the basis for further research on the development of learning material in science.
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Tombs, George. "Paradise, the Apocalypse and science, the myth of an imminent technolgical Eden." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ43963.pdf.

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Tombs, George 1956. "Paradise, the Apocalypse and science : the myth of an imminent technological Eden." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20181.

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Scientistic authors in the latter half of the 19 th century and the early 20th century, such as Ernest Renan and H. G. Wells, discounted revealed religion. Yet they believed in the secular myth of an imminent technological Eden and they elevated science itself to the dignity of a religion. In so doing, they shaped bold visions of the future, drawing heavily on a millenary store of Western myth and metaphor. In historical terms, the myth of an imminent technological Eden represents a survival and a fusion of the ancient Greek myth of the Golden Age along with three Judeo-Christian myths: Biblical time, Earthly Paradise and the Apocalypse. Since the Enlightenment, the process of secularization has drained the religious content of such myths, although it does not deprive them of any of their deeply emotional force. This explains why the 19th century myth of an imminent technological Eden has considerable staying-power, in spite of the many events since 1945 which seem to discredit it.
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5

Strasen, Christian T. "A Postcard From the Future| Technology, Desire, and Myth in Contemporary Science Fiction." Thesis, Southern Illinois University at Edwardsville, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10013970.

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This thesis argues that modern, post-apocalyptic science fiction functions as a projected analysis of the author’s contemporary world. This insight is used to chart the historical trajectory of the spread of automaticity, the reduction of objects, and the loss of historical memory. The Introduction introduces readers to both the literary and critical histories of science fiction, contextualizing the worlds that George R. Stewart, Ursula K. Le Guin, and Margaret Atwood write in. Chapter One analyzes George R. Stewart’s 1949 novel Earth Abides, using it to demonstrate how the growing trend of automaticity leads toward a reduction of physical objects, and a misunderstanding of politics. Chapter Two uses Ursula K. Le Guin’s 1973 novel The Lathe of Heaven to reveal an acceleration of automaticity and reduction of objects though the manipulation of human desire. This, in turn, leads to a loss of historical memory via Herbert Marcuse’s concept of repressive desublimation. Chapter Three charts the effects that the advent of the virtual has had on automaticity and the manipulation of human desire through an engagement with Margaret Atwood’s 2003 novel Oryx and Crake.

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Davis, Robert Vernon. "The (Un)Settling of America: Science and the Search for the First Americans." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/40268.

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The practice of science in the search for the First Americans is a flawed endeavor. Not only is science constrained by the shifting centers of cultural power external to science, but also by the institutions, elites, and cognitive values internal to science. Substantive disagreement over a cultural past is a reflection of unstabilized power relationships in the present. Although science traditionally is believed to speak truth to governmental power, federal law dictates that American Indian traditions hold an epistemological status equal to the methods of science when determining the cultural affiliation of, and access to, pre-European human remains. Consequently, discovery and examination of the most important First American artifacts occur only as a product of a negotiation between scientists and the very groups that frequently oppose them. This is a case study of the practice of science in its search for the First Americans in this unstable environment. This dissertation deconstructs: (1) the conflicts between the methods of science and the traditional beliefs of modern American Indians; (2) the power struggles for primacy of place internal to the sciences themselves; and (3) the interactions with external authorities such as government agencies, the press, universities, and museums. It is an examination into how the issues have been defined and how differences in cultural myths, scientific theories, research methodologies and public policy remain unsettled in modern America. It is an investigation of the blurred boundaries between science and myth as well as between fact and theory that ultimately weaken the credibility of science as a cultural mechanism for interpreting the natural world. Finally, this dissertation concludes that the absence of a firm American cultural ground upon which to place an epistemological fulcrum has greatly contributed not only to the First American identity search remaining unresolved, but also to the instability of the very science which is conducting the search.
Ph. D.
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Cauthen, Melvin Bruce Jr. "Confederate and Afrikaner nationalism : myth, identity, and gender in comparative perspective." Thesis, London School of Economics and Political Science (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314191.

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This thesis provides a comparison of Confederate and Afrikaner nationalism - the latter during the period of the Boer Republics. Anthony D. Smith's "ethno-symbolic" approach to the study of ethnicity and nationalism - which emphasizes the importance of socio-cultural factors such as myths, symbols, and memories - is utilized to reveal the similarities between the two communities with regard to their respective struggles for political independence. The analysis focuses primarily on the myth of divine election, the dynamics of ethno-cultural identity, and the roles of women in the nationalist project. The first section demonstrates the influence of biblical fundamentalism on the evolution of Southern and Afrikaner identity. Through an increasingly profound identification with the ancient Hebrews of the Old Testament, both communities came to regard themselves as chosen peoples. In each case, the self-conception of "chosenness" electrified the struggle for ethno-political independence; and, it was indeed during wartime that the myth of divine election was most conspicuously manifested. The second part of the thesis explores the ways Confederates and Republican Boers defined themselves against white and black others - Northerners and African bondsmen in the American context, and the British and the indigenous peoples in the South African case. Both Confederates and Boers betrayed marked tendencies towards ethnocentrism and xenophobia and foreigners were held in particularly low esteem by the dominant groups in each society. Yet, Southerners and Afrikaners also often defined themselves against their own ethnic kinsmen. The final section considers the enthusiasm with which Southern and Afrikaans women subscribed to the nationalist project and the varied ways in which they established themselves as the uncompromising champions of radical ethno-political activism. Particular attention is paid to vigorous female support for the war-effort.
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Slodov, Dustin A. "Nostalgia and World of Warcraft myth and individual resistance /." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1212088472.

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Jones, Hywel Tudor. "Revisionism, public ownership and political myth in the British Labour Party, 1951-1963." Thesis, Coventry University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262513.

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Stroman, Walter G. "The essential unity of the American African and the Palestinian Arab: myth or reality?" DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1991. http://digitalcommons.auctr.edu/dissertations/1699.

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The primary research question of this study is: Does a genuine congruence of circumstance and commonality of fundamental interests and goals exist between the American African community and that of the Palestinian Arab that would warrant and legitimate formal overtures for political unity, dialogue, and structured alliances of the two communities? The null hypothesis to be tested herein can be stated: A sufficient degree of homogeneity in the material condition and strategic interests/goals does not exist between the American-African community and the Palestinian Arab community to justify rationally a unified political relationship. The research method employed used both the traditionalist and behavioralist approaches; that is, while establishing a number Of normative propositions supported by instances of non-quantified data (the nature and scheme of the data analysis permitted little purely quantitative relationships) the study's investigation and assessment emphasized the empirical aspects of the phenomenon, developing specific truth claims based upon measurable criteria and an identifiable conceptual framework. The specific research procedure and techniques relied upon the use of case study for the purposes of interpretative extrapolation and the collection and interpretation of secondary data. Information-retrieval, while quite extensive, was not exhaustive. However, the data gathered was sufficient to establish a verifiable conclusion. Among the sources used in compiling the data were: (1) relevant professional literature (books and articles), (2) published interviews and surveys, and (3) the wide range of mass media communications. Content analysis was used to interpret symbolic material (e.g., references to "nationalist" rhetoric and objectives by major actors noted in the study). The study's results agree with the null hypothesis; that is, despite some siimilarities between the two groups, the collective political direction, values, orientation, and long-term objective interests of the two communities, are wholly divergent, rendering any effort at political unification impractical at best.
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Книги з теми "Science of myth"

1

Wall, Alan. Myth, metaphor and science. Chester, UK: Chester Academic Press, 2009.

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Wall, Alan. Myth, metaphor and science. Chester, UK: Chester Academic Press, 2009.

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Wall, Alan. Myth, metaphor and science. Chester, UK: Chester Academic Press, 2009.

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4

Combs, Allan. Synchronicity: Science, myth and thetrickster. Edinburgh: Floris, 1994.

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Strickling, James E. Origins: Today's science, tomorrow's myth. 2nd ed. Norcross, Ga: Peripheral Vision, 1996.

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6

Moshe, Zeidner, and Roberts Richard D, eds. Emotional intelligence: Science and myth. Cambridge, Mass: MIT Press, 2002.

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Colloque "Mythe et Science" (2002 Neuchâtel, Suisse). Mythe & science: Actes du colloque "Mythe et science" du 14 au 16 mars 2002, Neuchâtel, Suisse. Lausanne: Presses polytechniques et universitaires romandes, 2003.

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8

Uchigaki, Narayan. Transparent reality: Science, reality, and myth. Hanover, Mass: Christopher Pub. House, 1998.

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Combs, Allan. Synchronicity: Science, myth, and the trickster. New York: Paragon House, 1990.

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10

Golden, Kenneth L. Science fiction, myth, and Jungian psychology. Lewiston, N.Y: Edwin Mellen Press, 1995.

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Частини книг з теми "Science of myth"

1

Haynes, Roslynn. "Science, Myth and Utopia." In Twentieth-Century Fantasists, 8–22. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22126-4_2.

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Doll, Mary Aswell. "Old Myth/New Science." In The More of Myth, 107–20. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-445-4_13.

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Smith, John Maynard. "Science, Ideology and Myth." In Did Darwin Get It Right?, 39–50. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4684-7862-4_6.

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Fuchs, Hans U., and Federico Corni. "Myth, Imagination, and Science." In Primary Physical Science Education, 1–58. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-43953-7_1.

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Smith, John Maynard. "27. Science and Myth." In The Natural History Reader in Evolution, edited by Niles Eldredge, 222–30. New York Chichester, West Sussex: Columbia University Press, 1987. http://dx.doi.org/10.7312/eldr92092-036.

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Gottschall, Jonathan. "The “Beauty Myth” is no Myth." In Literature, Science, and a New Humanities, 127–55. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230615595_7.

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Kemmerer, Lisa. "Interconnections: Theory, Myth, and Science." In Oppressive Liberation, 35–58. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-15363-1_2.

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Hübner, Kurt. "Rationality in Myth and Science." In In the Embrace of the Swan, 369–82. Berlin, New York: DE GRUYTER, 2010. http://dx.doi.org/10.1515/9783110215915.5.369.

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Walker, Mark. "The Myth of Hitler’s Bomb." In Nazi Science, 243–68. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-6074-0_10.

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Rudolph, Enno, and Johannes Picht. "Myth and Affect." In Pioneers in Arts, Humanities, Science, Engineering, Practice, 203–14. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-31790-4_14.

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Тези доповідей конференцій з теми "Science of myth"

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Cozmuta, Ioana, Remus Osan, and Brian Motil. "In-Space Manufacturing: Facts and Myths." In IAF Microgravity Sciences and Processes Symposium, Held at the 75th International Astronautical Congress (IAC 2024), 417–28. Paris, France: International Astronautical Federation (IAF), 2024. https://doi.org/10.52202/078356-0051.

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Marques, Maria Francisca, Marta Paz, and Tiago Ribeiro. "NEUROMYTHS AND COGNITIVE HEALTH: A STUDY WITH SENIOR CITIZENS." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024, 265–72. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/61.

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Neuroscience has witnessed profound scientific and technological advancements over recent decades, transforming our understanding of the brain and leading to significant improvements in both diagnosing and treating neurological disorders. This field of knowledge is an exciting topic for researchers and health professionals, psychologists, educators, and even the general public. The rapid expansion and the complexities of neurosciences have also led to the emergence and spread of several neuromyths. These myths concern various misconceptions or unfounded beliefs arising from incorrect interpretations of neuroscience research and its application in educational settings or other areas. Healthy ageing and maintaining cognitive health are pivotal aspects of life quality in senior populations. As the importance of lifelong education is recognised worldwide, educational endeavours in the form of senior universities play a crucial role in supporting an active and engaged elderly community. This study investigates the prevalence of neuromyths among senior citizens enrolled at senior universities and analyses which attitudes they adopt to maintain their cognitive health. To achieve that purpose, a questionnaire was developed and administered to 64 senior citizens (n=64) enrolled in two senior universities from urban areas in the northern region of Portugal. The questionnaire covered prevalent neuromyths, such as the belief in using only 10% of the brain and other diet-related and cognitive function misconceptions. The results indicate the prevalence of some neuromyths in Portuguese senior citizens attending senior universities. Nevertheless, participants demonstrated some knowledge regarding practices that contribute to good cognitive health. These findings highlight the need for educational outreach and public engagement initiatives by neuroscientists, educators, or science communicators, which can help to demystify brain science and dispel popular neuromyths. By fostering a better understanding of how the brain actually works, we can ensure that the benefits of neuroscience advancements are more fully realised across society and empower individuals to make informed decisions about their cognitive health and well-being.
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Steel, Robin, Marc Niézette, and Eric Bornschlegl. "Automated Planning of Science Planetary Missions - Reality or Myth?" In SpaceOps 2008 Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2008. http://dx.doi.org/10.2514/6.2008-3558.

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Nodzyńska, Małgorzata. "CHEMICAL VS. NATURAL: COMMON MISCONCEPTIONS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.126.

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In the era of universal and compulsory education, in which attention is paid to the ability to think scientifically, there should be no room for unscientific views. However, unscientific theories often appear in the media, and they find numerous supporters. Therefore, it was decided to investigate which of the common beliefs about the "chemical vs. natural" pair are believed by Poles. And whether belief in unscientific myths depends on gender, age, level of education or its type. Checking these relationships will allow, inter alia, to evaluate the effectiveness of science education in Poland. Within 4 years, the beliefs of 2,473 people were examined. The obtained results show that the universality of education does not prevent misconceptions. There was also no correlation between the correctness of the answers to the questions on age, gender, education level or its type. It seems that the way science is taught should be completely modified in such a way that students can distinguish truth from myth. Keywords: science misconceptions, common beliefs, fake news
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Simpson Nikakis, Karen. "Weaving the Web - From Myth to Modernity." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3251.

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The discovery, development or invention of new objects and phenomena by humankind, requires a new set of words to be coined or adopted to describe it. This is also true of the Information Communication Technology (ICT) world. Words are not neutral, regardless of which dialect or language they occur in. They carry with them associations and connotations based on their previous applications and alliances, and augmented by their shapes, sounds, rhymes and rhythms. The subtext that word choice creates, while often not recognised or acknowledged, is important in considering how communication operates in, and shapes Information Technology (IT) environments. Many words that are now embedded in the ICT lexicon continue to be informed by these earlier meanings, some of which, in the English lexis, are drawn from myths. The vernacular of the ICT lexis reflects its openness to new ideas, the nature of its users, its English language roots and its Western cultural origins. This contributes to a particular communication style. But such lexis can prove problematic for non-English speaking background users and/or those from different cultures. As the ICT vocabulary continues to evolve, these language and cultural underpinnings are coming under challenge, suggesting a language and cultural future very different to the past. This in turn, will create a subtext that affects all users.
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Haider, Ali, Qurratulain Zahid, and Nasir Wasim. "The myth of the technical manager." In 2009 2nd IEEE International Conference on Computer Science and Information Technology. IEEE, 2009. http://dx.doi.org/10.1109/iccsit.2009.5234717.

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Tiwari, Pooja, Vikas Garg, Abhishek Singhal, and Neha Puri. "Mobile Banking a Myth or Misconception." In 2020 10th International Conference on Cloud Computing, Data Science & Engineering (Confluence). IEEE, 2020. http://dx.doi.org/10.1109/confluence47617.2020.9057869.

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Nurgaleev, M. S., and E. N. Petrov. "Parallel import of medicines in Russia: myth or reality?" In Global science. Development and novelty. LJournal, 2020. http://dx.doi.org/10.18411/gdsn-25-02-2020-05.

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Zeng, Gengsheng L. "A Myth of Iterative Image Reconstruction Algorithms." In 2017 IEEE Nuclear Science Symposium and Medical Imaging Conference (NSS/MIC). IEEE, 2017. http://dx.doi.org/10.1109/nssmic.2017.8532832.

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Castelao-Lawless, Teresa. "Epistemology of Science, Science Literacy, and the Demarcation Criterion: The Nature of Science (NOS) and Informing Science (IS) in Context." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2457.

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The result of misunderstanding science by students is their inability as future citizens to impact science public policies. The solution argued last year included creating courses in science studies serving two purposes: destroy students’ stereotypical certainties about science and help them become “historical realists” in regard to scientific practices. But we also speculated that dismissing the myth of scientific objectivity and teaching the historical and sociological underpinnings of science might lead to turning students into epistemological relativists. We now have a solution to the social-constructivist trap stemming from studies of science. This paper inquires into American contexts such as scientific illiteracy, post-modernism in high schools and colleges, and the media, all of which help produce a generalized inability to demarcate science from pseudoscience. Science studies courses guide students into both making epistemological distinctions and understanding the nature of science. Informing methodologies, course format, and bibliography follow.
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Звіти організацій з теми "Science of myth"

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Aanen, Duur K. Science and myth in evolution. Wageningen: Wageningen University & Research, 2020. http://dx.doi.org/10.18174/519183.

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Aanen, Duur K. Science and myth in evolution. Wageningen: Wageningen University & Research, 2020. http://dx.doi.org/10.18174/519183.

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Ingersoll, Richard, and David Perda. The Mathematics and Science Teacher Shortage: Fact and Myth. Consortium for Policy Research in Education, March 2009. http://dx.doi.org/10.12698/cpre.2009.rr62.

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Murray, Chris, Keith Williams, Norrie Millar, Monty Nero, Amy O'Brien, and Damon Herd. A New Palingenesis. University of Dundee, November 2022. http://dx.doi.org/10.20933/100001273.

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Robert Duncan Milne (1844-99), from Cupar, Fife, was a pioneering author of science fiction stories, most of which appeared in San Francisco’s Argonaut magazine in the 1880s and ’90s. SF historian Sam Moskowitz credits Milne with being the first full-time SF writer, and his contribution to the genre is arguably greater than anyone else including Stevenson and Conan Doyle, yet it has all but disappeared into oblivion. Milne was fascinated by science. He drew on the work of Scottish physicists and inventors such as James Clark Maxwell and Alexander Graham Bell into the possibilities of electromagnetic forces and new communications media to overcome distances in space and time. Milne wrote about visual time-travelling long before H.G. Wells. He foresaw virtual ‘tele-presencing’, remote surveillance, mobile phones and worldwide satellite communications – not to mention climate change, scientific terrorism and drone warfare, cryogenics and molecular reengineering. Milne also wrote on alien life forms, artificial immortality, identity theft and personality exchange, lost worlds and the rediscovery of extinct species. ‘A New Palingenesis’, originally published in The Argonaut on July 7th 1883, and adapted in this comic, is a secular version of the resurrection myth. Mary Shelley was the first scientiser of the occult to rework the supernatural idea of reanimating the dead through the mysterious powers of electricity in Frankenstein (1818). In Milne’s story, in which Doctor S- dissolves his terminally ill wife’s body in order to bring her back to life in restored health, is a striking, further modernisation of Frankenstein, to reflect late-nineteenth century interest in electromagnetic science and spiritualism. In particular, it is a retelling of Shelley’s narrative strand about Frankenstein’s aborted attempt to shape a female mate for his creature, but also his misogynistic ambition to bypass the sexual principle in reproducing life altogether. By doing so, Milne interfused Shelley’s updating of the Promethean myth with others. ‘A New Palingenesis’ is also a version of Pygmalion and his male-ordered, wish-fulfilling desire to animate his idealised female sculpture, Galatea from Ovid’s Metamorphoses, perhaps giving a positive twist to Orpheus’s attempt to bring his corpse-bride Eurydice back from the underworld as well? With its basis in spiritualist ideas about the soul as a kind of electrical intelligence, detachable from the body but a material entity nonetheless, Doctor S- treats his wife as an ‘intelligent battery’. He is thus able to preserve her personality after death and renew her body simultaneously because that captured electrical intelligence also carries a DNA-like code for rebuilding the individual organism itself from its chemical constituents. The descriptions of the experiment and the body’s gradual re-materialisation are among Milne’s most visually impressive, anticipating the X-raylike anatomisation and reversal of Griffin’s disappearance process in Wells’s The Invisible Man (1897). In the context of the 1880s, it must have been a compelling scientisation of the paranormal, combining highly technical descriptions of the Doctor’s system of electrically linked glass coffins with ghostly imagery. It is both dramatic and highly visual, even cinematic in its descriptions, and is here brought to life in the form of a comic.
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Hillestad, Torgeir Martin. The Metapsychology of Evil: Main Theoretical Perspectives Causes, Consequences and Critique. University of Stavanger, 2014. http://dx.doi.org/10.31265/usps.224.

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The purpose of this text or dissertation is to throw some basic light on a fundamental problem concerning manhood, namely the question of evil, its main sources, dynamics and importance for human attitudes and behaviour. The perspective behind the analysis itself is that of psychology. Somebody, or many, may feel at bit nervous by the word “evil” itself. It may very well be seen as too connected to religion, myth and even superstition. Yet those who are motivated to lose oneself in the subject retain a deep interest in human destructiveness, malevolence and hate, significant themes pointing at threatening prospects for mankind. The text is organized or divided into four main ordinary chapters, the three first of them organized or divided into continuous and numbered sections. A crucial point or question is of cause how to define evil itself. It can of cause be done both intentional, instrumental and by consequence. Other theorists however have stated that the concept of evil exclusively rests on a myth originated in the Judean-Christian conception of Satan and ultimate evil. This last argument presupposes evil itself as non-existent in the real rational world. It seems however a fact that most people attach certain basic meaning to the concept, mainly that it represents ultimately bad and terrible actions and behaviour directed toward common people for the purpose of bringing upon them ultimate pain and suffer. However, there is no room for essentialism here, meaning that we simply can look “inside” some original matter to get to know what it “really” is. Rather, a phenomenon gets its identity from the constituted meaning operating within a certain human communities and contexts loaded with intentionality and inter-subjective meaning. As mentioned above, the concept of evil can be interpreted both instrumental and intentional, the first being the broadest of them. Here evil stands for behaviour and human deeds having terrifying or fatal consequences for subjects and people or in general, regardless of the intentions behind. The intentional interpretation however, links the concept to certain predispositions, characteristics and even strong motives in subjects, groups and sometimes political systems and nations. I will keep in mind and clear the way for both these perspectives for the discussion in prospect. This essay represents a psychological perspective on evil, but makes it clear that a more or less complete account of such a psychological view also should include a thorough understanding or integration of some basic social and even biological assumptions. However, I consider a social psychological position of significant importance, especially because in my opinion it represents some sort of coordination of knowledge and theoretical perspectives inherent in the subject or problem itself, the main task here being to integrate perspectives of a psychological as well as social and biological kind. Since humans are essential social creatures, the way itself to present knowledge concerning the human condition, must be social of some sort and kind, however not referring to some kind of reductionism where social models of explanation possess or holds monopoly. Social and social psychological perspectives itself represents parts of the whole matter regarding understanding and explanation of human evil. The fact that humans present, or has to represent themselves as humans among other humans, means that basically a social language is required both to explain and describe human manners and ways of being. This then truly represents its own way or, more correctly, level or standard of explanation, which makes social psychology some sort of significant, though not sufficient. More substantial, the vision itself of integrating different ontological and theoretical levels and objects of science for the purpose of manifesting or make real a full-fledged psychological perspective on evil, should be considered or characterized a meta-psychological perspective. The text is partially constructed as a review of existing theories and theorists concerning the matter of evil and logically associated themes such as violence, mass murder, genocide, antisocial behaviour in general, aggression, hate and cruelty. However, the demands of making a theoretical distinction between these themes, although connected, is stressed. Above all, an integral perspective combining different scientific disciplines is aimed at.
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