Готові списки джерел за темами / Scientific myth

Добірка наукової літератури з теми "Scientific myth"

Автор: Grafiati

Опубліковано: 1 червня 2024

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Статті в журналах з теми "Scientific myth":

Cunningham, Paul F. "Guest Editorial: Mythical Identities, Scientific Realities, and Search for Transpersonal Meaning." Journal of Scientific Exploration 36, no. 4 (February 11, 2023): 527–39. http://dx.doi.org/10.31275/20222739.

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Myths weave in and out of historical context, even as dreams do relative to daily life, functioning in the modern world much as they did in earlier times, operating at both the personal and cultural levels. This essay discusses three special difficulties in appreciating the power of myth and understanding its reasons for being: (a) the nearly universal tendency to situate myth as the opposite of fact and truth, (b) the problem of identifying prevailing myths in culture and private life, and (c) the challenge of acknowledging myth as more than a personal intellectual construct or a cultural construction. Transpersonal theory offers a way forward in addressing these difficulties by placing personal and cultural myths and their relationship to historic–scientific fact in a greater context that endows them with greater meaning and reason for being than ordinarily appreciated by orthodox, mainstream Western psychology. Let us explore this premise detail.

Allchin, Douglas. "Scientific myth-conceptions." Science Education 87, no. 3 (March 20, 2003): 329–51. http://dx.doi.org/10.1002/sce.10055.

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Glass, Jonathan. "Scientific truth or myth." Bulletin of the Royal College of Surgeons of England 105, no. 2 (March 2023): 42. http://dx.doi.org/10.1308/rcsbull.2023.15.

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Tanzharikova, A., D. Satemirova, and B. Kelgembayeva. "ARTISTIC FUNCTION OF MYTH IS IN KAZAKH PROSE." BULLETIN Series of Philological Sciences 72, no. 2 (June 30, 2020): 368–73. http://dx.doi.org/10.51889/2020-2.1728-7804.57.

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The use of the myth in modern Kazakh prose in different senses is of interest to the reader. This allows us to determine how the authors' attitudes towards different literary trends are conveyed in the choice of basic myths to reflect the ideas presented in the myth. Using myths, the author enters into a dialogue with several traditions, and secondly, reinterprets a well-known mythological plot, creates his own image, as a result of which the narrative becomes a myth. The protagonist's mythological worldview is characterized by a special perception of time and space. This scientific article analyzes the features of the use of folk myths in Kazakh prose and identifies their artistic function.The prerequisites for renewed interest in myth in Kazakh prose at the end of the 20th century are being clarified. The relationship of mythological traditions and new literary trends in Kazakh prose is considered. The artistic function of myth is determined in the image of real life through mythological models and images.

Ismailova, Gulbarchyn. "SOME PROBLEMS OF KYRGYZ TERMINOLOGY AND WAYS OF INTERPRETATION." Alatoo Academic Studies 2021, no. 4 (December 30, 2021): 129–35. http://dx.doi.org/10.17015/aas.2021.214.15.

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The scientific article analyzes the genetic relationship between myth and fiction. The myth has always, to one degree or another, claimed the universality of the explanation of the world. Myth and verbal art, myth and artistic creation are genetic, for myth represents the fundamental principle of the spiritual culture of mankind. In ancient times, mythology was the main and main form of world perception and therefore possessed universalism and ideological syncretism. Due to the specifics of its genesis, the myth was not only a form of social consciousness, but also a kind of narrative model, the original form of literary literature, a treasure of poetic fantasy. There were conclusions that both classicists and romantics turned to the ancient myth, and writers - realists of different periods of the development of this method - also turned. The attitude of representatives of various systems to the myth was manifested in the depth of immersion in the myth, in the change in the plot structure, the figurative system of myths.

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.

Shamos, Morris H., and Ruth Howes. "The Myth of Scientific Literacy." Physics Today 49, no. 3 (March 1996): 89–90. http://dx.doi.org/10.1063/1.2807544.

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Glickman, Scott, Pradeep Tyagi, and Laurence Stewart. "Re: Scientific truth or myth." Bulletin of the Royal College of Surgeons of England 105, no. 4 (June 2023): 157. http://dx.doi.org/10.1308/rcsbull.2023.59.

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Ritchie, James D. "Re: Scientific truth or myth." Bulletin of the Royal College of Surgeons of England 105, no. 4 (June 2023): 156. http://dx.doi.org/10.1308/rcsbull.2023.58.

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Humbert, David. "The Return of Adam: Freud's Myth of the Fall." Religious Studies 29, no. 3 (September 1993): 287–96. http://dx.doi.org/10.1017/s0034412500022344.

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Despite its loss of intellectual respectability in the nineteenth century, the myth of the fall still haunts modern religion and thought like an unquiet ghost. Discredited in its role as an historical account of human origins, it has retained its vitality as a ‘psychological’ myth, an inexhaustible metaphor for the brokeness and fragmentation of the human spirit. The myth of the fall surfaces in the twentieth century in the form of the psychoanalysis of Sigmund Freud, who would not normally spring to mind as someone sympathetic to the myth. Freud is perhaps the most famous ‘demythologizer’ of religion. He traced all religion and myth, including the myth of original sin, back to non-spiritual psychological processes. But although he clearly wished to deconstruct all traditional myth, myth plays an indisputable role in his own psychological theories. Some of his psychological constructs, such as the ‘Oedipus complex’ and the concept of ‘narcissism’, are inspired by Greek myths. Others, like the theory of the death instinct, are founded on scientific speculations which clearly resemble myths. The myth of the primal horde in particular draws its rhetorical power from its similarity to the Biblical account of the fall. Both the Biblical account of the fall and the psychohistorical ‘myth’ of the primal horde attribute the conflicts and imperfections of the human condition in part to an inherited guilt, an inherited guilt which stems from a decisive and fateful historical event in the past.

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Дисертації з теми "Scientific myth":

Públio, Marcelo Abilio. ""Viens, prends place, nous partons pour l'espace..." : enjeux et politiques de diffusion des savoirs historiques, scientifiques et spatiaux auprès des jeunes publics à la télévision : le cas des dessins animés produits et diffusés en France entre 1975 et 1997." Electronic Thesis or Diss., Amiens, 2021. http://www.theses.fr/2021AMIE0016.

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Cette thèse propose une analyse de la production et de la diffusion des séries de dessins animés en France entre 1975 et 1997 à travers le prisme des représentations de l'histoire, des sciences et de la conquête spatiale. Les bornes chronologiques de notre étude partent de l'éclatement de l'ORTF jusqu'à l'année de la consolidation de l'utilisation de l'ordinateur comme outil de production effectif dans l'animation. Pour l'analyse des séries, nous mettons en parallèle les contextes sociaux, politiques, économiques et technoscientifiques de l'époque. Les enjeux et les politiques sont multiples. D'abord, le contexte de guerre froide et de conquête spatiale mène à une politique mondiale de valorisation des sciences et des techniques. Puis, en France, les changements politiques issus de l'arrivée de la gauche au pouvoir conduisent à des modifications à la fois techniques et économiques qui influencent l'évolution de la télévision française. La culture française de la mise en valeur des connaissances à la télévision à travers les missions d'informer, d'éduquer et de distraire est centrale dans ce contexte. Finalement, les partenariats avec les Japonais (diffusion de séries japonaises sur les chaînes françaises et les contrats de coproduction et de sous-traitance) influencent l'esthétique et les récits des productions françaises. Pour une question de coûts de production, l'esthétique du dessin animé sur celluloïd s'impose. Tout cela influence la façon dont les séries d'animation télévisées françaises sont réalisées et la façon dont elles mettent en scène les mythes scientifiques. La télévision étant un des vecteurs de diffusion grand public, les récits d'anticipation sont des moyens privilégiés pour présenter un futur lié aux technosciences. De surcroît, quand ils sont alliés à la technique du dessin animé, ces récits attirent davantage l'attention du jeune public. Dans le cadre de cette recherche, nous nous concentrons en particulier sur les séries réalisées par la maison de production Procidis – Il était une fois... l'Homme (1978), Il était une fois… l'Espace (1981), Il était une fois... la Vie (1986), Il était une fois... les Amériques (1991), Il était une fois... les Découvreurs (1994) et Il était une fois... les Explorateurs (1996) – ; et celles réalisées par la maison de production DIC – Ulysse 31 (1981) et Les Mystérieuses cités d'or (1982). Le discours technophile de ces séries a un objectif promotionnel qui tend à préparer les esprits des enfants et adolescents à un nouveau rapport aux sciences et techniques, et potentiellement aux nouveaux marchés qui leur sont liés
The study of the production and distribution of cartoon series in France between 1975 and 1997 is the issue of this PhD. The chronological limits of our study start from the break-up of the ORTF until the year of the consolidation of the use of the computer as an effective production tool in animation. For the analysis of the series, we put in parallel the social, political, economic and technoscientific contexts of the time. The issues and policies arising from this context are very diverse. First, the context of the cold war and the conquest of space lead to a global policy of promoting sciences and technologies. Then, in France, the political changes resulting from the election of François Mitterand lead to technical and economic changes which influence the evolution of French television. The French culture of promoting knowledge on television through the missions of informing, educating and entertaining cannot be ignored. Finally, partnerships with the Japanese (broadcasting of Japanese series on French channels and co-production and subcontracting contracts) have a great influence on the aesthetics and narratives of French productions. To lay down the production costs, the aesthetics of celluloid cartoon is essential. All of these issues influence the way French television animated series are made and the way they portray scientific myths. We are therefore trying to understand the influences of social, political, economic and technological contexts on the stories and aesthetics in the series "made in France". Furthermore, TV is one of the vectors of sciences dissemination to the general public ; Sci-Fi stories are a privileged way of presenting this technoscientific future. In addition, these stories mixed with the cartoon techniques attract more attention from young audiences. As part of this research, we are focusing in particular on the series produced by the Procidis studios - Il était une fois... l'Homme (1978), Il était une fois… l'Espace (1981), Il était une fois... la Vie (1986), Il était une fois... les Amériques (1991), Il était une fois... les Découvreurs (1994) et Il était une fois... les Explorateurs (1996) ; and those produced by the DIC studios - Ulysse 31 (1981) and Les Mystérieuses cités d’or (1982). Their tech-savvy speeches apparently have a promotional objective that tends to prepare minds for new markets related to sciences and technologies

Pagliarini, Cassiano Rezende. "Uma análise da história e filosofia da ciência presente em livros didáticos de física para o ensino médio." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/76/76131/tde-20092007-164233/.

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Pesquisas atuais na área de ensino de ciências têm enfatizado a importância de uma formação científica humanística que seja ampla e geral, mais significativa para estudantes em todos os seus níveis de ensino. Assim, considerando o âmbito das pesquisas sobre as potencialidades do uso da história da ciência no ensino e a importância de se ensinar sobre a natureza da ciência (NdC), torna-se relevante pesquisar a presença desses conteúdos nos livros didáticos, dada sua grande influência no ensino, já que assume um papel crucial na educação, e também o fato de o livro didático não ser totalmente desprovido de conteúdos desse tipo. Sendo assim, este trabalho analisa como a história da ciência é apresentada por alguns dos mais populares livros didáticos de física para o ensino médio no Brasil, bem como as concepções sobre a natureza da ciência envolvidas nestas narrativas históricas. Geralmente, a história da ciência encontrada nos livros didáticos é distorcida e simplificada, o que se chama de pseudo-história, reforçando alguns conhecidos mitos científicos e transmitindo falsas concepções acerca da natureza da ciência a estudantes e professores. Nesta análise, dois importantes norteadores educacionais brasileiros são considerados, os PCN e o PNLEM, dada sua estreita relação com a HFC e também a influência destes programas no conteúdo dos livros didáticos.
Contemporary standards in science education have emphasized the importance of a humanistic education, more meaningful for students in all its levels of instruction. In this context, great attention has been given to the use of history and philosophy of science (HPS) in science education. Current research on the potentialities of the use of science history and the importance of teaching aspects of the nature of science (NOS), have shown that it is essential to search how those contents appear in textbooks, since they assume a crucial role in education and are not totally absent of such contents. Thus, this work analyzes how history of science is presented in some of the most popular physics textbooks for secundary education in Brazil, as well as conceptions of the nature of science involved in these historical narratives. Often the history of science found in textbooks is distorted and oversimplified, known as pseudohistory, ratifying some popular scientific myths and transmitting false conceptions concerning the nature of science to students and teachers. The analysis considered two important Brazilian educational programs, the National Curricular Parameters and the National Program for Textbooks.

Pires, Jo?o Maria. "Tramas da (ir)racionalidade contempor?nea para a composi??o do mito-tecno-l?gico." Universidade Federal do Rio Grande do Norte, 2004. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14105.

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Made available in DSpace on 2014-12-17T14:35:45Z (GMT). No. of bitstreams: 1 JoaoMP.pdf: 572426 bytes, checksum: 3eb2abb81c860d59d686cd34cb63726a (MD5) Previous issue date: 2004-08-06
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The plot myth-techno-logic, contemporary, was developed starting from the dualism myth-reason. In this study, we deepened the alluded dualism taking as reference the historical contexts of the Renaissance and of the Enlightenment, emphasizing the discussion of the economical rationalization as conductive thread of the western development, in which we identified the game of the rational and of the irrational, for assure the superiority of the reason. In the context of that game, we analyzed the implications of the modernization, for the education, in function of the instrumental rationality, responsible for the environment of adaptation of the technological instruments to the scenery of the contemporary modernization. The new context is constituted by points of union and of ruptures among the technique, the science and the myth. Through our analysis, we noticed that the basic needs for the contemporary society were linked to the changes in the production means, for which the machine determine the rhythm of the work and the quality of the product. However, the changes in the productive processes promoted the appearance of the commercial marks that, as we see it, they represented the synthesis of the perfect harmony of the myth, of the technique, of the science and of the technology, in the conduction of the economical rationalization to the contemporary modernization. Thus, the contemporary modernization it arrives us for the economical rationalization, developed with the support of the technician-scientific knowledge and communicated by the articulations of the myth-techno-logical
A trama mito-tecno-l?gica, contempor?nea, foi desenvolvida a partir da dicotomia mito-raz?o. Neste estudo, aprofundamos a referida dicotomia tomando como refer?ncia os contextos hist?ricos do Renascimento e do Iluminismo, ressaltando a discuss?o da racionaliza??o econ?mica como fio condutor do desenvolvimento ocidental, no qual identificamos o jogo do racional e do irracional, para assegurar a superioridade da raz?o. No contexto desse jogo, analisamos as implica??es da moderniza??o, para a educa??o, em fun??o da racionalidade instrumental, respons?vel pelo ambiente de adequa??o dos instrumentos tecnol?gicos ao cen?rio da moderniza??o contempor?nea. O novo contexto ? constitu?do por pontos de intersec??o e ruptura entre a t?cnica, a ci?ncia e o mito. Atrav?s da nossa an?lise, percebemos que as necessidades b?sicas para o conjunto da contemporaneidade encontravam-se vinculadas ?s mudan?as nas formas de produ??o, para o qual a m?quina passou a determinar o ritmo do trabalho e a qualidade do produto. Por sua vez, as mudan?as nos processos produtivos promoveram o surgimento das marcas comerciais que, no nosso modo de ver, representaram a s?ntese da perfeita harmonia do mito, da t?cnica, da ci?ncia e da tecnologia, na condu??o da racionaliza??o econ?mica at? ? moderniza??o contempor?nea. Desse modo, a moderniza??o contempor?nea nos chega pela racionaliza??o econ?mica, desenvolvida com o respaldo dos conhecimentos t?cnico-cient?ficos, e comunicada pelas articula??es do mito-tecno-l?gico

Книги з теми "Scientific myth":

Tattersall, Ian. Race?: Debunking a scientific myth. College Station: Texas A&M University Press, 2011.

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Shamos, Morris H. The myth of scientific literacy. New Brunswick, N.J: Rutgers University Press, 1995.

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Nicol, Bill. McBride: Behind the myth. Crows Nest, NSW: ABC Enterprises for the Australian Broadcasting Corp., 1989.

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Bauer, Henry H. Scientific literacy and the myth of the scientific method. Urbana: University of Illinois Press, 1992.

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Formaini, Robert. The myth of scientific public policy. [Bowling Green, OH]: Social Philosophy & Policy Center, 1990.

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Rai, Subas. Third eye: Myth or a scientific reality? Allahabad: Pandey Pub. House, 1995.

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Eliot, Alexander. The global myths: Exploring primitive, pagan, sacred, and scientific mythologies. New York: Continuum, 1993.

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Eliot, Alexander. The global myths: Exploring primitive, pagan, sacred, and scientific mythologies. New York, N.Y: Truman Talley Bppks/Meridian, 1994.

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Boorstin, Daniel J. The indivisible world: Libraries and the myth of cultural exchange. Washington: Library of Congress, 1985.

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Wrege, Charles D. FrederickW. Taylor, the father of scientific management: Myth and reality. Homewood, Ill: Business One Irwin, 1991.

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Частини книг з теми "Scientific myth":

De Weaver, Mark A. "Scientific Development: Master Plan or Myth?" In Animal Spirits with Chinese Characteristics, 157–72. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137110121_9.

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Carroll, Michael. "The Psychoanalytic Study of Myth Since Freud Pursuing the Dream." In Changing the Scientific Study of Religion: Beyond Freud?, 163–78. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2540-1_7.

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Crapanzano, Francesco. "Koyré and Galileo: The Myth of the Leaning Tower’s Scientific Experiment." In Hypotheses and Perspectives in the History and Philosophy of Science, 63–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61712-1_4.

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Schütte, Reinhard. "Reference Models for Standard Software—Scientific Myth Instead of Practical Reality?" In The Art of Structuring, 125–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06234-7_12.

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McGlone, Emma Rose, and Ahmed R. Ahmed. "Metabolic Surgery, Reality or Myth: Scientific Side of Obesity Pathophysiology and Management." In Global Bariatric Surgery, 403–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93545-4_36.

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Horyna, Břetislav. "Prométheus například. Moc mýtu, distance a přihlížení podle Hanse Blumenberga." In Filosofie jako životní cesta, 130–45. Brno: Masaryk University Press, 2019. http://dx.doi.org/10.5817/cz.muni.p210-9458-2019-8.

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The Study Prometheus, for example loosely follows up the central theme of Hans Blumenberg’s theory of myth and mythology, the character of Prometheus and Promethean conceptions in scientific as well as imaginative literature (poetry and drama). The aim is not an elaborate reflection of all the variations on Promethean themes that were summarized in Blumenberg’s epochal book Work on Myth (1979). The author rather selects some themes from the works on the myth about Prometheus in Classical Greek literature (Hesiod, Aeschylus) and, at the turn of modernism, in German movement Sturm und Drang (Goethe). Most attention is paid to a fictional figure known as actio per distans (action at distance, with keeping a distance) and its variations from the distance between people and gods through the distance between people to the distance of an ageing poet from spirit of the age (Zeitgeist), to which he no longer belongs.

Bory, Paolo. "Us and Them: Martyrs, Prophets and Mythic Narratives of Refused Knowledge." In Manufacturing Refused Knowledge in the Age of Epistemic Pluralism, 85–107. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-7188-6_4.

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AbstractOn the basis of the literature on myths and narrative tropes in science and religion, this chapter enquires into RKC mythical narratives to highlight the relevance of certain key figures, events and objects that constitute the main characters around which these communities weave their common goals, visions and sense of belonging. Exploring the construction of, and the tropes surrounding, these mythical narratives—both scientific and religious—this analysis also emphasises the way such narratives stimulate everyday discussions, practices and even ritual forms within RKCs. In addition to martyrdom stories, a special focus on the myth surrounding the story of Ryke Geerd Hamer and the foundation of German New Medicine also serves to highlight an archetypal path in which the narrative tropes of mythic science and religious prophets converge. The chapter concludes by highlighting how compound martyrdom, mythical science and religious prophet stories, together with the ritual, social and cultural practices that they trigger, consolidate the demarcation between social worlds, contributing to the distinctions between an ‘us’–members of refused knowledge communities–and a ‘them’, i.e. the rest of society.

Miedema, Frank. "Images of Science: A Reality Check." In Open Science: the Very Idea, 15–65. Dordrecht: Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2115-6_2.

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AbstractIt will be argued that the dominant form of current academic science is based on ideas and concepts about science and research that date back to philosophy and sociology that was developed since the 1930s. It will be discussed how this philosophy and sociology of science has informed the ideas, myths and ideology about science held by the scientific community and still determines the popular view of science. It is even more amazing when we realize that these ideas are philosophically and sociologically untenable and since the 1970s were declared obsolete by major scholars in these same disciplines. To demonstrate this, I delve deep to discuss the distinct stages that scholars in philosophy, sociology and history of science since 1945 to 2000 have gone through to leave the analytical-positivistic philosophy behind. I will be focusing on developments of their thinking about major topics such as: how scientific knowledge is produced, the scientific method; the status of scientific knowledge and the development of our ideas about ‘truth’ and the relation of our claims to reality. It will appear that the positivistic ideas about science producing absolute truth, about ‘the unique scientific method’, its formal logical approach and its timeless foundation as a guarantee for our value-free, objective knowledge were not untenable. This is to show how thoroughly the myth has been demystified in philosophy and sociology of science. You think after these fifty pages I am kicking a dead horse? Not at all! This scientific demystification has unfortunately still not reached active scientists. In fact, the popular image of science and research is still largely based on a that Legend. This is not without consequence as will be shown in Chap. 10.1007/978-94-024-2115-6_3. These images of science have shaped and in fact distorted the organisational structures of academia and the interaction between its institutes and disciplines. It also affects the relationship of science with its stakeholders in society, its funders, the many publics private and public, and policy makers in government. In short, it determines to a large degree the growth of knowledge with major effects on society.

Keller, Vera. "Lost in the Woods: Francis Bacon’s Errant Pathways in Knowledge." In Errors, False Opinions and Defective Knowledge in Early Modern Europe, 67–86. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0266-4.06.

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Recovering Bacon’s valorization of error can shed light on his epistemology as a whole, and even on that of research more generally. Bacon is often known popularly as having established a scientific method to direct inquiry efficiently towards reliable knowledge and useful ends. In the period, however, experimentation already entailed husbanding resources and serving the useful ends of household management. By contrast, Bacon extended the length and sophistication of investigation in ways that deferred immediate use and that advised investigators to pursue bizarre and often resource-intensive approaches. Bacon supported what we would now call curiosity-driven research by encouraging investigators to wander in the pathways of error. Notably, however, he discussed error not in his interpretation of the myth of Daedalus, whose labyrinth commonly symbolized error, but rather in his reading of the myth of Proteus in which the investigator provokes matter (Proteus) into a state of error so that matter and its investigator might struggle together. For Bacon, rather than something to be escaped by following the clue of Ariadne, error was a state in which the human had to be immersed. In this way, Bacons reading of the myth of Proteus did gender experimentation, as Carolyn Merchant has argued, but not in the ways that Merchant claimed. By rejecting the useful and efficient forms of experimentation practiced by women within the household, Bacon made experimentation into a gendered, ongoing struggle through the valorization of error.

Reiff-Cox, Rebecca. "Exchanging the Myth of a Step-by-Step Scientific Method for a More Authentic Description of Inquiry in Practice." In Science: Philosophy, History and Education, 127–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57239-6_6.

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Тези доповідей конференцій з теми "Scientific myth":

Ursu, Valentina. "Myth – component of ethnic culture." In Ethnology Symposium "Ethnic traditions and processes", Edition II. Institute of Cultural Heritage, Republic of Moldova, 2021. http://dx.doi.org/10.52603/9789975333788.15.

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This article presents the definition of myth as one of the important components of ethnic culture. Some ancient mythical systems are analyzed: Egyptian, Mesopotamian, Indian, Greek, Roman. It is found that in later historical epochs, with the systematization and recognition of the value of scientific knowledge, the merit of the myth of exemplifying reality becomes more and more plausible, remaining as a value at the level of aesthetic exercise. All world and national religions, as institutional exponents of some myths to the detriment of others, have had a confrontation with mythological phenomena. It is emphasized that through the existence of myths, the human being has managed to evolve. With the help of myths, man maintains his origin. Through the presence of myths the human being is organized in society. It is mentioned that myth is not only the first form of culture, but also man’s change of the spiritual life, which is preserved even when the myth loses its absolute importance. Myth is the oldest system of values. Thus, culture evolves from myth to knowledge, from imagination to law.

Stavitskiy, Andrey. "Myth In Digital Epoch: Preliminary Research Results." In International Scientific and Practical Conference «MAN. SOCIETY. COMMUNICATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.02.103.

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Iakovleva, Elena. "The Specifics Of Media Personalities' Myth Design." In International Scientific and Practical Conference «MAN. SOCIETY. COMMUNICATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.02.82.

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Safronova, Victoria, and Evgeniya Klyukina. "The Ideal Language Student ‒ Myth or Reality." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.020.

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The image of the ideal student, existing in the era of new technologies, ubiquitous Twitter and Facebook, messengers and commercials, undoubtedly attracts the attention of researchers both at home and abroad. This is a cumulative image of cognitive abilities, business qualities, psycho-physiological peculiarities, appearance and interpersonal skills. This study aims to identify the main characteristics of the image of the ideal language student as perceived by the teachers of foreign languages from three leading universities: Lomonosov Moscow State University (MSU), Plekhanov Russian Economics University and The Presidential Academy of National Economy and Public Administration. The relevance of the study is determined by insufficient research of the problem and qualitative changes which have been occurring over the 21st century in education in general and tertiary education in particular. The article attempts to describe and analyse the results of an anonymous survey pertaining to the image of ideal language students as perceived by the practicing instructors of foreign languages. The total number of respondents was 79, including 42 instructors from Plekhanov University, 22 from the Presidential Academy and 15 from MSU. The analysis of the responses showed that the ideal student as perceived by the teachers is the one who possesses good critical thinking skills, is motivated and disciplined with a serious attitude to study. The obtained results do not allow drawing conclusions about specific features of the ideal student depending on the length of pedagogical experience. Each age group included all possible sets of characteristics. It is noteworthy that teachers from MSU valued both social qualities (team work, sociability) and personality traits (diligence, decency); the instructors from the Presidential Academy ranked first adequate reaction to critique and willingness to listen and hear; while their counterparts from Plekhanov University emphasized the importance of good presentation skills, speaking and communication competency alongside the interest in the subject. The statement “There are no ideal students” also came from among the practitioners of Plekhanov University.

Khrapova, Victoria A., Liudmila V. Shcheglova, Alexandr L. Strizoe, Maria A. Latysheva, and Anastasia Y. Marchenko. "Myth In The Forming Information Society." In International Scientific Conference «PERISHABLE AND ETERNAL: Mythologies and Social Technologies of Digital Civilization-2021». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.12.03.11.

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BEJKO, Erindi. "Left bastions: A myth or a voting behavior?" In The 5th Virtual International Conference on Advanced Research in Scientific Areas. Publishing Society, 2016. http://dx.doi.org/10.18638/arsa.2016.5.1.846.

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Yordanova, Greta, Gergana Gurgurova, Iliyan Kostov, and Mirela Georgieva. "Software Orthodontics -Myth or Reality? Technological Management of Clinical Practice." In 2023 International Scientific Conference on Computer Science (COMSCI). IEEE, 2023. http://dx.doi.org/10.1109/comsci59259.2023.10315886.

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Smith, Spencer, Malavika Srinivasan, and Sumanth Shankar. "Debunking the Myth That Upfront Requirements Are Infeasible for Scientific Computing Software." In 2019 IEEE/ACM 14th International Workshop on Software Engineering for Science (SE4Science). IEEE, 2019. http://dx.doi.org/10.1109/se4science.2019.00011.

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Lazanyuk, I., and S. Revinova. "Digital economy in the BRICS countries: myth or reality?" In Proceedings of the International Scientific and Practical Conference on Digital Economy (ISCDE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iscde-19.2019.97.

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Manea, Irina-Maria. "MYTH RECEPTION IN RECENT HISTORY: OLD NORSE NARRATIVES IN MUSIC." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b31/s10.046.

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Звіти організацій з теми "Scientific myth":

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.

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.

Krushelnytska, Sofiia. UKRAINE’S IMAGE IN THE FRENCH MEDIA DURING THE EVENTS OF 2004. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11065.

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The article examines the formation of the image of Ukraine by the French media during the Orange Revolution. The main factors influencing the tone of publications and difficulties in creating a positive external image of Ukraine in the French media are identified. The article is aimed at the analysis of scientific research on the influence of the French media on the formation of the image of Ukraine and its role in international socio-political processes. The study analyzes the materials of French journalists in the media, written during the events in 2004. The main factors influencing the formation of positive features of the Ukrainian state are identified. The main changes in perceptions of Ukraine in the French media are systematized. The influence of the media on the formation of the image and security of the state is determined. The main peaks of interest in Ukraine from foreign mass media are analyzed. Stereotypes and myths in the image of Ukraine that should be destroyed have been identified. The article also analyzes the role of the Orange Revolution in forming a positive image of Ukraine for foreign recipients. It is also investigated what factors influence the information space of the state and its role in image formation. Examples of Russian influence on the French media in order to undermine Ukraine’s image at the international level are given. Articles, radio and TV materials are offered as an example of interest and attention to the events of 2004. At the same time, the need to control the information that enters the information space outside Ukraine has been demonstrated. However, the positive effects of the image on the support of Ukraine by foreign partners have been identified.