Academics From The United States

"In spite of some unresolved issues, the close match we have found between mental rotation and their counterparts in the physical world leads inevitably to speculations about the functions and origin of human spatial imagination. It may not be premature to propose that spatial imagination has evolved as a reflection of the physics and geometry of the external world. The rules that govern structures and motions in the physical world may, over evolutionary history, have been incorporated into human perceptual machinery, giving rise to demonstrable correspondences between mental imagery and its physical analogues."

"The system of constraints that governs the projections and transformations of... bodies in space must long ago have become internalized as a powerful, though largely unconscious, part of our perceptual machinery."

"A discourse, a way of speaking, is considered less scientific, or even rendered ‘unscientific’ exactly to the extent that it includes elements either of the language of feeling or of the language of action and values."

"Human communities are ecosystems. Ecosystems are biological, chemical and physical systems. The physics, chemistry and biology of complex self-organizing systems can tell us much that is useful about human communities: about the conditions necessary for the existence of human communities, about the properties human communities 'inherit' because they are special cases of more general kinds of systems, particularly ecosystems."

"Meaning is a much more fundamental notion than truth, indeed more fundamental even than the notion of "reality" itself. The basic argument [of the essay] was that claims about truth or reality are meanings made by people according to patterns that they have learned, and that trying to understand how and why people make the meanings they do is more useful than fighting over the truth of their claims."

"Our visual discrimination is far better than our linguistic system at dealing with complex ratios and continuous variations in space, line, shape, and color."

"The biological organism and the social persona are profoundly different social constructions. The different systems of social practices, including discourse practices, through which these two notions are constituted, have their meanings, and are made use of, are radically incommensurable. The biological notion of a human organism as an identifiable individual unit of analysis depends on the specific scientific practices we use to construct the identity, the boundedness, the integrity, and the continuity across interactions of this unit. The criteria we use to do so: DNA signatures, neural micro-anatomy, organism-environment boundaries, internal physiological interdependence of subsystems, external physical probes of identification at distinct moments of physical time -- all depend on social practices and discourses profoundly different from those in terms of which we define the social person."

"We will document a single instance of a widespread and increasingly dominant political strategy in modern society: the transformation of discourses of expert knowledge into discourses of social policy."

"Each community, each discourse tradition, has its own canons of intertextuality, its own principles and customs regarding which texts are most relevant to the interpretation of any one text"

"All meaning is intertextual. No text is complete or autonomous in itself; it needs to be read, and it is read, in relation to other texts."

"Minds are formed by our social interactions in a community and a culture."

"We need a social theory that sees all social phenomena, including itself, as being partly the product of how people in a community deploy semiotic resources: how we mean, and what we mean, by every meaningful act."

"We are constantly reading and listening to, writing and speaking, this text in the context of and against the background of other texts and other discourses."

"Many people have been taught a social habit, a discourse, for speaking about meaning, which considers only the role of the individual organism, or the individual mind, in the process of making meanings... Mentalistic discourses, by creating a separate realm and locating meanings there, are not useful for understanding the material and social aspects of meaning-making. Mentalistic discourses depend on a common sense view of the separation of mind from body, and individual from society, which has ideological functions in our society. Particular aspects of these discourses deflect attention away from the social, cultural, historical and political dimensions of the meanings we make."

"Instead of talking about meaning making as something that is done by minds, I prefer to talk about it as a social practice in a community. It is a kind of doing that is done in ways that are characteristic of a community, and its occurrence is part of what binds the community together and helps to constitute it as a community."

"When I speak about discourse in general, I will usually mean the social activity of making meanings with language and other symbolic systems in some particular kind of situation or setting."

"The role of discourse in society is active; it not only re-confirms and re-enacts existing social relationships and patterns of behavior, it also renegotiates social relationships and introduces new meanings and new behaviors."

"The language others speak to us, from childhood, shapes the attitudes and beliefs that ground how we use all our powers of action."

"[Teachers] emphasize the human side of science: real activities by real human beings, both today and in specific periods of history. Personal characteristics of scientists, with which students can identify, should be emphasized rather than making scientists seem superhuman or alien."

"Science teachers have a special responsibility to study the nature of science as a discipline, how it works, how it is described by sociologists, historians, and philosophers from different points of view…. Science education cannot just be about learning science: Its foundation must be learning about the nature of science as a human activity."

"It is dangerous to society to have students leave school believing that science is a perfect means to absolute, objective truths, discovered by people of superhuman intelligence. Apart form the danger that scientific “findings” could be used to justify wrong social polices, an impersonal, inhuman view of science alienates many students from the subject. If we are to encourage students of all kinds to take in interest in science, and use it for their own purposes, we need to show it as it really is."

"The mystique of science is an essential tool for technocratic rule. Through it we are all taught that science, as the paradigm of all expert knowledge, has an objective, superior, and special truth that only the superintelligent few can understand. Science education, like it or not, does a great job in foisting these myths on most of us."

"Scientific language that is correct and serious so far as teachers and students are concerned must follow these stylistic norms:"

"Science has often presented itself, intentionally or unintentionally as a "truer" or even the true way of talking about the world. In science classrooms, except for rare occasions, this is the way science is taught and presented. Not as a way of talking about the world, but as the way the world is."

"In terms of language, we do know what a scientific theory or conceptual system must be: it is a thematic pattern of semantic relationships in a subject, one that is reconstructed again and again in nearly the same ways by members of a community."

"Learning science means learning to talk science... Talking science means observing, describing, comparing, classifying, analysing, discussing, hypothesizing, theorizing, questioning, challenging, arguing, designing experiments, following procedures, judging, evaluating, deciding, concluding, generalizing, reporting ... in and through the language of science."

"The basic point-of-view is that science is a social process."

"Ecosocial Dynamics concerns ecosocial systems and networks, i.e. those ecosystems, including all material components, for which semiotic practices are essential to characterizing the dynamics of the material processes which constitute the system through their networks of mutual interdependencies."

"Multimodal presentations have an inherent critical potential to the extent that we learn how to use the images to deconstruct the viewpoint of the text, and the text to subvert the naturalness of the image."

"A genre is maintained by the conventions of a community, and in most cases serves specific functions within the system of practices of particular institutions of that community."

"Science does not speak of the world in the language of words alone, and in many cases it simply cannot do so. The natural language of science is a synergistic integration of words, diagrams, pictures, graphs, maps, equations, tables, charts, and other forms of visual and mathematical expression... [Science thus consists of] the languages of visual representation, the languages of mathematical symbolism, and the languages of experimental operations."

"The medium of printed scientific text is first of all a visual one."

"If you ask most teachers of science what their main goal is, they will probably say: for my students to understand the basic concepts of physics, chemistry, biology, or whatever other field is being studied. The critical words here are ‘understand’ and ‘concept’, and both of these terms assume a fundamentally psychological approach to learning... If we see the goals of science education in terms of what students will be able to do, and how they will be able to make sense of the world, rather than in terms of our speculations about what may be going on in their brains, then we need to see scientific learning as the acquisition of cultural tools and practices, as learning to participate in very specific and often specialized forms of human activity"

"By ignoring and evading rather than altogether abolishing obsolete rules and regulations, eighteenth century Britain moved slowly toward a free market society."

"Technological systems, like all cultural systems, must have some built-in stability."

"What made the West successful was neither capitalism, nor science, nor an historical accident such as a favourable geography. Instead, political and mental diversity combined to create an ever changing panorama of technologically creative societies."

"The distinction between micro- and macro inventions matters because they appeared to be governed by different laws. Micro-inventions generally result from an intentional search for improvements, and are understandable -if not predictable- by economic forces. They are guided, at least to some extent, by the laws of supply and demand and by the intensity of search and the resources committed to them, and thus by signals emitted by the price mechanism. Furthermore, in so far as micro inventions are the by-products of experience through learning by doing or learning by using they are correlated with output or investment. Macroinventions are more difficult to understand, and seem to be governed by individual genius and luck as much as by economic forces. Often they are based on some fortunate event, in which an inventor stumbles on one thing while looking for another, arrives at the right conclusion for the wrong reason, or brings to bear a seemingly unrelated body of knowledge that just happen to hold the clue to the right solution. The timing of these inventions is consequently often hard to explain. Much of the economic literature dealing with the generation of technological progress through market mechanisms and incentive devices thus explain only part of the story. This does not mean that we have to give up the attempt to try to understand macroinventions. We must, however, look for explanations largely outside the trusted and familiar market mechanisms relied upon by economists."

"If England led the rest of the world in the Industrial Revolution, it was despite, not because of her formal education system."

"Economists have traditionally been leery at mentalités as a factor in long-term economic development. In the budding literature on the economic rise of the West, such factors have been ignored or curtly dismissed. In the past, economists’ hostility to religious factors stems from the incompleteness of such theories. Attitudes were a matter of degree, not of absolutes."

"The physical and social environment is important in determining the actions of individuals, although it is not solely responsible for the outcome."

"The distinction between micro- and macroinventions is useful because, as historians of technology emphasize, the word first is hazardous in this literature. . Many technological breakthroughs had a history that began before the event generally regarded as “the invention,” and almost all macroinventions required subsequent improvements to make them operational. Yet in a large number of cases, one or two identifiable events were crucial. Without such breakthroughs technological progress would eventually fizzle out."

"In discussing the distinction between minor inventions, whose cumulative impact is decisive in productivity growth, and major technological breakthroughs, it may be useful to draw an analogy between the history of technology and the modem theory of evolution ( ... ) Some biologists distinguish between micro-mutations, which are small changes in an existing species and which gradually alter its features, and macromutations, which creates new species. The distinction between the two could provide a useful analogy for our purposes. I define micro inventions as the small, incremental steps that improve, adapt an extremeline existing techniques already in use, reducing costs, improving form and function, increasing durability, and reducing energy and raw material requirements. Macroinventions, on the other hand, are those inventions in which a radical new idea, without clear precedent, emerges more or less ab nihilo. In terms of sheer numbers, micro inventions are far more frequent and account for most gains in productivity. Macroinventions, however, are equally crucial in technological history."

"Hooykaas (1972, p. 100) writes that especially commercial and industrial cities were intellectually dynamic, far more so than sleepy university towns. These cities also tended to be more tolerant of different religions and multilingual. Modern research has found that especially cities involved in Atlantic trade were institutionally dynamic."

"As Hooykaas (1972, p. 101) argued, the pervasiveness of religion meant that for any idea to become socially acceptable, it made a huge difference whether it was resisted, tolerated, or sponsored by prevalent religious beliefs."

"Before the Industrial Revolution all techniques in use were supported by very narrow epistemic bases. That is to say, the people who invented them did not have much of a clue as to why and how they worked. The pre-1750 world produced, and produced well. It made many path-breaking inventions. But it was a world of engineering without mechanics, iron-making without metallurgy, farming without soil science, mining without geology, water-power without hydraulics, dye-making without organic chemistry, and medical practice without microbiology and immunology. The main point to keep in mind here is that such a lack of an epistemic base does not necessarily preclude the development of new techniques through trial and error and simple serendipity. But it makes the subsequent wave of micro-inventions that adapt and improve the technique and create the sustained productivity growth much slower and more costly. If one knows why some device works, it becomes easier to manipulate and debug it, to adapt to new uses and changing circumstances. Above all, one knows what will not work and thus reduce the costs of research and experimentation."

"[Mussolini] was not a theoretician but a tactician, whose intellectual eclecticism, a blend of anarchism and Marxism, as well as his emphasis on violence, resembled the ideology of the Russian Socialists-Revolutionaries."

"The precarization of academic labor contributes to the demolition of radical leftism."

"According to a stagist conception of progressive history (which is usually blind to its implicit teleology), the work of figures like Foucault, Derrida and other cutting-edge French theorists is often intuitively affiliated with a form of profound and sophisticated critique that presumably far surpasses anything found in the socialist, Marxist or anarchist traditions. It is certainly true and merits emphasis that the Anglophone reception of French theory, as John McCumber has aptly pointed out, had important political implications as a pole of resistance to the false political neutrality, the safe technicalities of logic and language, or the direct ideological conformism operative in the McCarthy-supported traditions of Anglo-American philosophy. However, the theoretical practices of figures who turned their back on what Cornelius Castoriadis called the tradition of radical critique—meaning anti-capitalist and anti-imperialist resistance—surely contributed to the ideological drift away from transformative politics. According to the spy agency itself, post-Marxist French theory directly contributed to the CIA’s cultural program of coaxing the left toward the right, while discrediting anti-imperialism and anti-capitalism, thereby creating an intellectual environment in which their imperial projects could be pursued unhindered by serious critical scrutiny from the intelligentsia."

"Henry Kissinger, Zbigniew Brzezinski, [historian] Richard Pipes and many other American politicians and publicists are frozen in a mode of thought they developed a long time ago. With unchanging blindness and stubbornness they keep repeating and repeating this theory about the supposed age-old aggressiveness of Russia, without taking into consideration today's reality."

"The Cold War remained a struggle for Western minds as much as a competition in weapons development. All academic institutes and political ‘think tanks’ in the USA were hostile to the Soviet Union. The same was true of most such bodies in western Europe (although a few of them produced work untouched by criticism of Soviet history and politics). The great dividing line was the question what to do about the Kremlin. One wing of opinion wanted a stronger position to be adopted in any agreements with the USSR. Soviet politicians were depicted as slippery ideologues bent on internal repression and territorial expansion. If they wanted to trade with the USA, then they should be constrained to respect human rights as agreed in the Final Act of the Conference on Security and Co-Operation in Europe signed in Helsinki in August 1975. But better still would be the introduction of a cordon sanitaire around the communist states. Eventually, it was predicted, communism would implode in the USSR and elsewhere. Robert Conquest, Richard Pipes and Martin Malia were prominent in making the case. They argued that the communist order was doomed and that there was nothing to be gained by prolonging its death agony. The Soviet Union was the most pernicious existing example of totalitarianism, and the extension of its type of state to China, eastern Europe and other countries was the greatest tragedy of the second half of the twentieth century."