Cosmic Teleology and the Crisis of the Sciences Essay example -- Philo

Cosmic Teleology and the Crisis of the Sciences ABSTRACT: This paper analyzes recent work from within the physical sciences which argue for the emergence of a new paradigm capable of unifying the sciences and demonstrating the ultimate meaningfulness of the universe. I argue that while there is powerful evidence for cosmic teleology, the works in question do not represent a new paradigm and neither unify science nor adequately accommodate the evidence in question, but rather attempt to "put new wine in old skins." As Aristotle demonstrated, only teleological argumentation offers a complete scientific explanation, and authentic teleology is effectively ruled out by the hegemonic scientific paradigm which gives first place to mathematical formalism-something which makes possible rigorous description but not authentic explanation. This does not mean returning to Aristotelian science, but rather exploring the "road not taken" when Aristotelian science entered a crisis at the end of the medieval period: generalizing the concept of tele ology so that it can accommodate both the physical (especially astronomical) evidence which created problems for Aristotelian science long before Galileo and Kepler, and account teleologically for such phenomena as chaos and disintegration. The work of scientists like Gal-Or, Bohm, and Prigogine provides important resources for moving in this direction, but a more explicit option for teleology is necessary if the evidence is to be accommodated and the internal contradictions of the existing paradigm to be resolved. There has been considerable discussion in recent years regarding the emergence of a new scientific paradigm centered on holism and self-organization. This discussion has been motivated... ...ohn and Sylla, Edith. 1978 "The Science of Motion," in David Lindberg, editor, Science in the Middle Ages. Chicago: University of Chicago Press. Pedersen, Olaf. 1978. "Astronomy," in David Lindberg, editor, Science in the Middle Ages. Chicago: University of Chicago Press. Pines, David (ed.). 1987. Emerging Syntheses in Science, New York: Addison Wesley. Prigogine, Ilya. 1977. Self-Organization in Non-Equilibrium Systems, with Nicolis, G. New York: Wiley. ________. 1979. From Being to Becoming: Time and Complexity in the Physical Sciences. New York: Freeman. ________. 1984. Order Out of Chaos, with Stengers, I. New York: Basic. ________. 1988. "An Alternative to Quantum Theory," with Tomio Petrosky, in Physica 147A: 461-486. Spinoza, Baruch. 1677/1955. Ethics. New York: Dover Tipler, Frank. 1994. The Physics of Immortality, New York: Doubleday

People With Disabilities

The nature, causality, assessment, prevention, accommodation, and my personal reflection of the hearing loss will be discussed in my paper. I. Nature of the Exceptionally: According to Gallaudet University, approximately 1 of every 1,000 infants is born deaf while 6 of every 1,000 are born with some degree of hearing loss. Permanent hearing loss at birth annually affects 24,000 infants in the USA. In other words, 6 infants per 1,000 will have a hearing loss in a least one ear that will affect communication, cognition, and educational development. Twenty to thirty percent of hearing loss in children occurs during infancy and early childhood. Some will suffer hearing loss in one ear or possibly both. There are different types of hearing loss. A conductive hearing loss occurs in the middle ear. This is where three small bones involved in hearing are located. A hearing loss that occurs in this part of the ear is usually temporary. A chronic or recurrent ear infections may cause a hearing loss in the middle ear. There are cases where there is a malformation in this area that can be improved or corrected through surgery. There are occasions when a problem in the middle ear can not be corrected. A sensori-neural hearing loss occurs in the middle ear and indicates that there is nerve damage. This type of loss is not reversible. In summary, there are different natures of hearing loss some that can be corrected or others that are irreversible. II. Etiology/Causality: Parents sometimes ask Why did this happen to my child In some cases, the cause of a childs hearing loss may be easy to trace. There may be a family history of deafness, a congenital condition, an illness, an accident, a prescribed edication, etc. that may obviously be cause of the hearing loss. In many cases, there may be no obvious reason for the hearing loss. Parents must come to understand that they may likely never know the cause of this hearing loss. In my case, Meningitis was the cause of my hearing loss. When I was one year old, I was not responding to my parents calls. They took me to the hospital to get tested and found that I had Meningitis. III. Assessment Many birthing facilities in our country have currently adopted the Universal Testing of all infants for hearing loss. The two most frequently used measures for testing infants are the ABR (Auditory Brainstem Response) and Otoacoustic Emissions (OAEs). Both measures can be made on an infant while he or she is sleeping and requires no response from the child. The ABR monitors brain activity. It looks specifically, however, the activity that happens in response to sound. OAEs are a quick, non-invasive probe measure that determines cochlear, or inner ear, function. The importance of early childhood development is critical for a child with a hearing loss. Early diagnosis and intervention of hearing loss can mean the difference etween toddlers entering school with severe language and concept delays versus children with age appropriate language and concept development. Early hearing screening paves the way for children to be able to begin life on an equal footing with their hearing peers. Recent research at Gallaudet University indicates that children whose hearing losses are identified in the first 6 months of life, and who receive intervention services, developed language within the normal range. IV. Prevention/Remediation/Accommodation: The law mandates that public schools are responsible for providing an appropriate education ithin the childs neighborhood school. School districts are required to educate students the least restrictive environment with the related services necessary to allow for their success. Some counties/states will have what is called cluster programs. This is when classes for the deaf or hard of hearing are located in specific schools. Students can be in an environment with a teacher of the deaf and hard of hearing and deaf and hard of hearing peers but also be in a regular school setting. Another options for family is a school for the deaf. Most schools for the deaf now offer different communication options rom which a family can choose. Schools must take language and communication needs, opportunities for direct communications with peers and professional personnel in the childs language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the childs language and communication mode into consideration. This does not mean that the peer will also have a hearing loss but should be able to communicate in the deaf or hard of hearing childs mode of communication. Many parents choose to have their children in a setting where other deaf and hard of earing students are also in attendance thereby allowing for friendships with other deaf and hard of hearing students to develop naturally. Teacher may need to adjust their classroom to meet the students needs. The teacher must focus on reducing background noises as much as possible. To reduce background noises the classroom can have carpeting, area rugs, or drapes. If the classroom do not have drapes, tennis balls can be attached to the bottom of chair legs to stop chairs from scraping on the floor. Noise absorbing material such as a corkboard can be added to the classroom as well. The teacher should consider background noise when choosing the childs seating placement. The school should adjust their teaching strategies to accommodate their students needs. When teaching in the classroom, the teacher needs to remember that a hearing aide do not correct hearing in the same way that eyeglasses correct vision. When speaking to the class, the teacher needs to be in a distance where the child will be able to understand speech and speak at a normal tone. They need to remember that the deaf or hard or hearing child may have fluctuating hearing oss as a result of colds or ear infections changing what we can hear from day to day. There are communication options that teachers can use in the classroom. American Sign Language (ASL) is a manual language that is distinct from spoken English. Extensively used within and among deaf community. English is, however, taught as a second language. Closed Captioning is way of communication used on the television set. Words appear on the bottom of the screen to communicate to a deaf or hard of hearing student. Another form of communication is an interpreter. Interpreters are used for deaf and hard of hearing students to communicate in ASL what the teacher is discussing. Total Communication is the philosophy of using every to communicate with deaf and hard of hearing students. The child is exposed to a formal sign-language system, finger spelling, natural gestures, speech reading, body language, oral speech, and use of amplification. The idea is to communicate and teach vocabulary and language in any manner that works in the classroom. V. Personal Reflections: When I wrote this paper, I have never given my culture background any thought. Deaf culture is part of my ife. I have basically been raised in more of a hearing culture setting then a deaf culture setting. I went to school with my hearing peers but yet had many deaf friends. I went through the nature, causality, assessment, and the accommodation discussed in this paper. I have experienced this first hand and am lucky to have this support. Deaf and hard of hearing has their advantages. We have a right to sit up front at a concert or event. We can also shut people out by just switching off our hearing aides. Being part of the Deaf community is a great experience and I would not change that for the world.

Personal Narrative My Love Story - 1034 Words

My love story is full of sweet, bitter, sour, and salty feeling, but, in my mind, memories of the day that my husband left me alone in Viet Nam still engraved in my mind. The fear of losing someone I have treasured created a storm in my chest. Struggling with many obstacles, misunderstanding in communication, a storm in my husband’s chest appeared too. Or to go back: My husband immigrated to the United States with his family 7 years ago. It was the hard time for him when he faced many obstacles in America without helps from family or friends. Working from early morning and coming back home late at night, he did worked hard but his wage was low. His stint working in a small pharmacy store persuade him to get a bachelor degree. At the same†¦show more content†¦When I ready went to work at 7 a.m, the phone rang, he said cheerfully and he didn’t know that I was in a bad mood. â€Å"Hi honey, what are you doing? I had a good news for you† â€Å"Ready to go to work,† I answered. â€Å"Do you miss me?† I was silent for a moment, I answered in a perfunctory way â€Å"Um† â€Å"What happened to you?† He started to ask me with caring attitude â€Å"nothing† â€Å"really?† â€Å"um† I repeated â€Å"It was still ok last night, what happened to you?† he continued asking me with a bigger voice Annoyance came to me. I screamed on the phone â€Å"nothing. Stop asking me!† My voice became bigger as I want to do something bad with him. I started saying something unreasonably with him â€Å"what did you do? You don’t know how much I worried for you when you didn’t call me in the early morning. Everything you can do for me is just calling. How can you take care for me even though you cannot make a call at the right time. I wish I had not loved you†. I realized that I was immediately unreasonable when I stop saying that. He was silent and I hear a strange voice on the phone. I realized he said while he was crying like a baby â€Å"I got an interview for a better job and I did it†. He hangs the phone and what I heard at that time is â€Å"Tut tut...† I dropped my handbag and I tasted something salty on my lip. The tears covered my face. I felt guilty with what I just did. I calmed down and called him back but he didn’t pick up my phone I knewShow MoreRelatedWriters Have Tools For Their Craft1547 Words   |  7 Pagesidentifying the target audience, theme, language, and narrative structure. Each of these features are woven into the narrative with a specific purpose and are expected to work collectively to produce a story that not only expresses the tale but also makes a connection. 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