Writing strategic documents is a major practice of many actors striving to see their educational ideas realised in the curriculum. In these documents, arguments are systematically developed to create the legitimacy of a new educational goal and competence to make claims about it. Through a qualitative analysis of the writing strategies used in these texts, I show how two of the main actors in the Czech educational discourse have developed a proof that a new educational goal is needed. I draw (...) on the connection of the relational approach in the sociology of education with Lyotard’s analytical semantics of instances in the event. The comparison of the writing strategies in the two documents reveals differences in the formation of a particular pattern of justification. In one case the texts function as a herald of pure reality, and in the other case as a messenger of other witnesses. This reveals different regimens of proof, although both of them were written as prescriptive directives – normative models of the educational world. (shrink)

This book traces the history and techniques of underground photography, from the first pictures taken in the catacombs beneath Paris to the pyramids of Egypt, from American caves to Cornish tin mines. The opening chapters are concerned with the earliest experiments to record images without the aid of the sun in the 1860s. Innovative photographers have since used techniques ranging from limelight, Bengal fire, arc lights, and even magnesium mixed with gunpowder to specially designed electronic flashguns and powder burners. Ten (...) years in the writing, this is the only book of its kind and is based on primary sources of information throughout. Howes’ extensive use of quotations retains the immediacy of the challenges both amateur and professional photographers have had to overcome. The book is illustrated with 160 engravings, line drawings, and photographs, many of which have never been published before. Fully referenced and indexed, it can be used to identify and trace photographers and rare photographs worldwide. (shrink)

Systematic reviews, which were developed to improve policy-making and clinical decision-making, answer an empirical question based on a minimally biased appraisal of all the relevant empirical studies. A model is presented here for writing systematic reviews of argument-based literature: literature that uses arguments to address conceptual questions, such as whether abortion is morally permissible or whether research participants should be legally entitled to compensation for sustaining research-related injury. Such reviews aim to improve ethically relevant decisions in healthcare, research or policy. (...) They are better tools than informal reviews or samples of literature with respect to the identification of the reasons relevant to a conceptual question, and they enable the setting of agendas for conceptual and empirical research necessary for sound policy-making. This model comprises prescriptions for writing the systematic review's review question and eligibility criteria, the identification of the relevant literature, the type of data to extract on reasons and publications, and the derivation and presentation of results. This paper explains how to adapt the model to the review question, literature reviewed and intended readers, who may be decision-makers or academics. Obstacles to the model's application are described and addressed, and limitations of the model are identified. (shrink)

Senses and Sensation: Critical and Primary Sources offers a comprehensive collection of key writings essential to anyone wishing to gain a critical understanding of sensory studies. Drawing upon historical and contemporary texts from a wide range of sources, this set is inspired by the sensory turn in the humanities, social sciences and fine arts which has challenged the monopoly that psychology formerly held over the study of senses and sensation. It also builds upon the revolution in psychology and the neurosciences (...) which has led to an increased emphasis on the interaction and integration of the senses, in place of the one-sense-at-a-time approach. The four volumes include 99 essays from the humanities, social sciences, fine arts, biology, psychology and the neurosciences. Ordered by discipline, the volumes cover geography and anthropology, history and sociology, biology, psychology and neuroscience, and art and design. Each volume is separately introduced and the essays structured into coherent sections on specific themes. This work is a major scholarly resource for those working and studying in the multidisciplinary field of sensory studies. (shrink)

In this paper, I invoke various matterings of felt in order to generate a practice of writing that engenders bodily difference that is affective, moving, and wooly. In attending to ‘how to write as felt,’ as a touching encounter, I consider how human and nonhuman matter composes. This co-mingling that felt performs enacts what Alaimo calls transcorporeality. Connecting felt with theories of touch and transcorporeality becomes a way to open up and re-configure different bodily imaginaries, both human and nonhuman, (...) that are radically immanent and intensive; as an assemblage of forces and flows that open bodies to helices and trans connections :27–58, 2017b). My contribution to this collection on ‘humanity in a posthuman age’ is experimental and performative. Felt is activated not as a metaphor but rather poses questions about what writing does at the interstices between research and creation. (shrink)

This article is the first of three on the relationship between the Sayings Gospel Q and the ancient concept of 'psychostasia,' which is the ancient notion that a divine or supernatural figure weighed people's souls when judging them. The ultimate goal of all three articles is to enhance our understanding of Q 6:37-38, as well as of the Q document as a whole. In the current article, attention is focused on intertexts from the Old Testament, and the occurrences therein of (...) the word 'measure' and the concept of 'psychostasia'. The implications of these results for our interpretation of Q 6:37-38 are briefly noted. A second (future) article will focus on intertexts in apocryphal and pseudepigraphical writings from Second Temple Judaism dealing with 'psychostasia'. A third study will ultimately spell out in more comprehensive detail the implications of the foregoing intertextual investigations on both our understanding of Q 6:37-38 and our understanding of the Sayings Gospel Q as a whole. (shrink)

This is an essay written for students regarding how to write a philosophy paper.

Conducting phenomenological research for dissertations can be an involved and challenging process, and writing it up is often the most challenging part. How to Write a Phenomenological Dissertation gives students practical, applied advice on how to structure and develop each chapter of the dissertation specifically for phenomenological research. Phenomenology is about personal experience and personal experience varies from researcher to researcher. However, this variation is a big source of confusion for new researchers in the social, behavioral, or health sciences. (...) This brief text is written in a simple, step-by-step fashion to account for this flexibility and variation while also providing structure necessary for a successful dissertation. Broken up into chapters that follow each chapter of the dissertation, this text logically addresses the various parts of phenomenological research, starting with ensuring phenomenology is the right method for your research, writing the literature review, going through methods and results sections to analysis and discussion. The author, using experience gleaned from supervising phenomenological dissertations for many years, gives time-tested advice on how structure the dissertation to fit into more common frameworks, using checklists and tables throughout. Each chapter includes a list of helpful resources for students to use alongside this book with specific information on methods and research. Unique to this text is a chapter on creating your own phenomenological method which allows students to expand their viewpoints and experiment in future studies after the dissertation. (shrink)

This is a guide to writing philosophy papers aimed at introductory students prepared by the philosophy faculty at Rochester Community and Technical College. It includes sections on reading philosophy and writing philosophy, as well as an explanation of common grading criteria for essays in philosophy.

This paper raises the question of how a history of the philosophy of eighteenth-century Britain should be written. First, it describes the usual answer to this question, which divides the period into what happened before Hume, then Hume, then responses to Hume. It notes that this answer does not correspond well with how the period saw itself. It then considers how ‘philosophy’ is defined in Britain in the eighteenth century, taking into account dictionary definitions, book titles, and university syllabi. Obvious (...) differences between eighteenth-century and twenty-first-century philosophy are explored, including the idea that ‘natural philosophy’ is as much part of philosophy as moral philosophy, metaphysics, and logic, and the difficulty of making a distinction between philosophy and what we now call psychology. In the final section of the paper some difficulties are raised regarding the hypothesis that ‘enlightenment’ might provide an organizing concept for a more historically sensitive account of eighteenth-century British philosophy. (shrink)

As a companion to How to Read a Paragraph, this volume in the Thinker’s Guide Library helps students develop clear, effective and meaningful written communication skills using critical thinking tools. If you want your students to develop well reasoned papers, and improve their overall reasoning abilities, this guide is a must.

Teaching writing to doctoral students or academics at a technical university is a challenging task. Because they need to publish their research findings in English to pursue academic careers, they are usually highly motivated and expect a lot of the class. Their language competences, however, very often lack enough proficiency and may contribute to manuscript rejection. The paper focuses on language issues based on the rules of controlled natural languages and guidelines of Plain English. It shows how employing these issues (...) improves grammatical quality and readability of science-oriented written texts. The paper describes four principles: removing nominalisation and using the so-called strong verbs to make the message simpler and more direct; combining nouns in strings to express complex ideas economically; applying grammatical consistency for coordinate elements in sentences to make them less chaotic; and reducing wordiness to obtain a more precise and comprehensible piece of writing. Sample phrases and sentences from authentic student writing as well as their improved versions are provided to each of the guidelines so that a reader has a deeper insight into how the principles work in a specialist context. Because problems with, for example, research papers, grant proposals or reports are common to various disciplines and at various levels, the Author of the paper draws conclusions that these principles should be implemented not only in a technical but also legal, medical and business writing course offered by English teachers to both young researchers and experienced scientists. (shrink)

Writing a book on populism is a risky task, not only because populism is an ambiguous concept but because the phenomenon itself is impossible to abstract from its environment. Populism is not a typ...

Some years ago I mentioned to Wayne Proudfoot what a pleasure it was to teach Religious Experience, if only to show a group of students how to develop an argument over the course of an entire book. Proudfoot shook his head and remarked that one reviewer praised the book as a helpful collection of essays. In the remarks that follow, I want to argue three points: 1) that Religious Experience is a remarkably tight argument, from beginning to end; 2) that (...) the argument vindicates a methodological pluralism that was previously undervalued in the philosophical study of religion; and 3) that Religious Experience established a paradigm for the philosophical study of religion that remains the norm.Other than scholars of... (shrink)

This book offers great advice to writers, such as: • how much research is necessary? • when should you start writing? • should you structure your work chronologically or thematically? • how do you write a compelling narrative?

The research question addressed in this paper is: How do the activities of writing mediate knowledge of writing, disciplinary knowledge, and professional knowledge as intertwined sites of learning? To conceptualise the role that writing can take in these complex processes, we apply an analytical framework comprising two core concepts; mediation and learning trajectories. We draw on an empirical study from the context of initial teacher education in Norway. From our analysis, we identify three qualities of writing as important. First, the (...) writing process should in- clude responding to and sharing drafts. Other important qualities include high teacher expectations and continuous reflection. From the perspective adopted here, learning is understood to be distributed and situated. In particular, in situated cultural contexts, collaborative writing can become a significant mediational tool for learning. Initial teacher education seeks to prepare the student teacher for a highly complex professional competency, developing both professionally and in individual subjects. To do so, students must transform social structures and the tools embedded in practices into psychological tools. We contend that writing is one significant tool in moving through complex trajectories of learning towards becoming professional teachers. (shrink)

Classical aesthetics cherishes the image of a self‐contained author who expresses himself by creating a work of art. This definition is markedly challenged by authors who create their work in co‐operation with a congenial partner. Twin authors are a rare phenomenon but they show that it is possible to split up a literary project and to write novels in tandem. In 1997 I approached some joint authors, questioning them on their common experience, on the distribution of their work load (...) and the harmonisation of the style and content of their novels, as well as the individual steps of production. The material I accumulated was complemented by investigations on late writers such as the brothers Goncourt and the double author Ellery Queen.The project made it evident that twin authors display a number of common features which are characteristic of their trade. All authors asked reported that writing in tandem required a pervasive internal harmony and mutual calculability. A close personal relationship appears to be vital, in the sense that the partners complement each other in their skills and views. When they assemble the material for their plots, most twin authors draw on journalistic research rather than on inspiration and empathy. Their novels normally appeal to a down‐to‐earth taste and avoid digressions into poetry or copious descriptions of feelings and moods. (shrink)

Classical aesthetics cherishes the image of a self‐contained author who expresses himself by creating a work of art. This definition is markedly challenged by authors who create their work in co‐operation with a congenial partner. Twin authors are a rare phenomenon but they show that it is possible to split up a literary project and to write novels in tandem. In 1997 I approached some joint authors, questioning them on their common experience, on the distribution of their work load (...) and the harmonisation of the style and content of their novels, as well as the individual steps of production. The material I accumulated was complemented by investigations on late writers such as the brothers Goncourt and the double author Ellery Queen. The project made it evident that twin authors display a number of common features which are characteristic of their trade. All authors asked reported that writing in tandem required a pervasive internal harmony and mutual calculability. A close personal relationship appears to be vital, in the sense that the partners complement each other in their skills and views. When they assemble the material for their plots, most twin authors draw on journalistic research rather than on inspiration and empathy. Their novels normally appeal to a down‐to‐earth taste and avoid digressions into poetry or copious descriptions of feelings and moods. (shrink)

This article contributes to our understanding of the rise and nature of French anti-slavery thought through a close analysis of ‘Observations sur les Négres esclaves’, an essay written by Jean-Baptiste-Christophe Fusée-Aublet and published in his Histoire des plantes de la Guiane françoise. A botanist, Fusée-Aublet worked in the Isle de France and French Guiana during the 1750s and 1760s in service to the Compagnie des Indes. A close comparison of a surviving draft and the published essay shows how he drew (...) on his observations of colonial slavery, east and west; how he responded to contemporary intellectual currents and publications critical of slavery; and how he modified his draft for publication to satisfy the expectations of a metropolitan audience. Reflecting the influence of Rousseau, both versions combined a withering critique of French empire with a spirited, quasi-ethnographic defence of the moral character and culture of Africans. After detailing his travels and the evolution of his antipathy to slavery, the article details how Fusée-Aublet combined sentimental and economic arguments to craft an essay whose themes engaged with larger debates over luxury and political economy, citizenship and patriotism. (shrink)

This paper shares results from a pedagogical experiment that assigns undergraduates to “cheat” on a final class essay by requiring their use of text-generating AI software. For this assignment, students harvested content from an installation of GPT-2, then wove that content into their final essay. At the end, students offered a “revealed” version of the essay as well as their own reflections on the experiment. In this assignment, students were specifically asked to confront the oncoming availability of AI as a (...) writing tool. What are the ethics of using AI this way? What counts as plagiarism? What are the conditions, if any, we should place on AI assistance for student writing? And how might working with AI change the way we think about writing, authenticity, and creativity? While students (and sometimes GPT-2) offered thoughtful reflections on these initial questions, actually composing with GPT-2 opened their perspectives more broadly on the ethics and practice of writing with AI. In this paper, I share how students experienced those issues, connect their insights to broader conversations in the humanities about writing and communication, and explain their relevance for the ethical use and evaluation of language models. (shrink)

Mathematicians judge proofs to possess, or lack, a variety of different qualities, including, for example, explanatory power, depth, purity, beauty and fit. Philosophers of mathematical practice have begun to investigate the nature of such qualities. However, mathematicians frequently draw attention to another desirable proof quality: being motivated. Intuitively, motivated proofs contain no "puzzling" steps, but they have received little further analysis. In this paper, I begin a philosophical investigation into motivated proofs. I suggest that a proof is motivated if and (...) only if mathematicians can identify (i) the tasks each step is intended to perform; and (ii) where each step could have reasonably come from. I argue that motivated proofs promote understanding, convey new mathematical resources and stimulate new discoveries. They thus have significant epistemic benefits and directly contribute to the efficient dissemination and advancement of mathematical knowledge. Given their benefits, I also discuss the more practical matter of how we can produce motivated proofs. Finally I consider the relationship between motivated proofs and proofs which are explanatory, beautiful and fitting. (shrink)

In this paper, I propose that Derrida’s writing on the impossibility of justice has the potential for fruitful dialogue with Ruth Chang’s contemporary account of practical rationality. For Derrida, making a just decision must always come with a moment of undecidability, a “leap” into the unknown with an experience of doubt and anxiety that continues to “haunt” the decision-maker. By contrast, in her work on rationality, Chang proposes that hard decisions are difficult to make because the alternatives are “on a (...) par,” such that there are no rational differences between the alternatives that would contribute to choosing one over the other. Hard decisions are made by expressing one’s own rational agency, generating will-based reasons to commit to or “drift” into one of the alternatives. Derrida writes of anxiety, doubt, and impossibility, yet Chang writes of commitment, agency, and rationality. Despite these differences, there are important comparisons and connections between the two accounts that are worth exploring. I suggest that the moment of the decision which Derrida describes as heterogeneous to knowledge can be understood as a moment of parity in which there is a lack of given reasons, as explained by Chang. Chang’s account of rational agency provides an interpretation of how decision-making is possible despite the undecidability as described by Derrida. This notion of commitment and agency as explained by Chang is not incompatible with Derrida’s insistence that the responsible decision is haunted by anxiety and doubt. Instead, I suggest that Derrida’s writing highlights uncertainty as central to understanding the nature of hard choices and how to navigate the demands of justice. (shrink)

Roland Barthes remains one of the most influential cultural theorists of the postwar period and Image-Music-Text is his most widely taught work. Ed White provides students with a clear guide to this essential but difficult text. As students are increasingly expected to write across a range of media, Barthes' work can be understood as an early mapping of what we now call interdisciplinary or multidisciplinary study. The book's detailed section-by-section readings makes Barthes' most important writings accessible to undergraduate readers. (...) This book is a perfect companion for teaching and learning Barthes ideas in cultural studies and literary theory. (shrink)

Geared to preparing students to make the transition from solving problems to proving theorems, this text teachs them the techniques needed to read and write proofs. The book begins with the basic concepts of logic and set theory, to familiarize students with the language of mathematics and how it is interpreted. These concepts are used as the basis for a step-by-step breakdown of the most important techniques used in constructing proofs. To help students construct their own proofs, this new (...) edition contains over 200 new exercises, selected solutions, and an introduction to Proof Designer software. No background beyond standard high school mathematics is assumed. Previous Edition Hb (1994) 0-521-44116-1 Previous Edition Pb (1994) 0-521-44663-5. (shrink)

Published in 2021 as part of Sage Publications’ Qualitative Research Methods Series, Katarzyna Peoples’ How to Write a Phenomenological Dissertation: A Step-by-Step Guide provides budding phenomenologists a practical framework with which to engage a phenomenological research design and craft a quality doctoral dissertation. Peoples offers a point of entry for a novice looking to understand the purpose and machinations of phenomenological research, believing that phenomenological philosophy and research design can be grasped if it is presented in a straightforward manner. (...) Peoples’ book does not overreach, and is both accessible and engaging; it will be helpful for any doctoral student looking to write a phenomenological dissertation. (shrink)

This survey article discusses the pragmatist tradition in twentieth century philosophy of science. Pragmatism, originating with Charles Peirce's writings on the pragmatic maxim in the 1870s, is a background both for scientific realism and, via the views of William James and John Dewey, for the relativist and/or constructivist forms of neopragmatism that have often been seen as challenging the very ideas of scientific rationality and objectivity. The paper shows how the issue of realism arises in pragmatist philosophy of science and (...) how some pragmatists, classical and modern, have attempted to deal with it. Various dimensions of the realism dispute are thus discussed, especially realism as contrasted to instrumentalism and realism as contrasted to relativism/constructivism. It is argued that the pragmatist tradition cannot avoid these tensions but is largely constituted by them. (shrink)