Apa sample essay paper
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2018.03.15 14:49 PaperLeafCA essay; online help, support, sample, written papers. Any deadline!
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2015.11.24 18:13 monoleso English Class Help
A place to get help for any type of paper in high school/college level English courses.
2024.05.19 07:03 OGgy_Rizzler IITK Sample Paper
Kisi ne dia hai ye poora paper . Agr ha toh kindly share the relevancy and difficulty. Kl Ayjr deke esa lg rha timw waste ho gya poora isse acha yhi wala de deta.
submitted by OGgy_Rizzler to JEEAdv24dailyupdates [link] [comments]
2024.05.19 06:42 kainike Delusional Filipino actually turned out fine
im a harbinger of bad luck so cant believe things actually went okay-ish considering im not a competitive applicant
₊˚⊹♡.𖥔 ݁ Demographics
₊˚⊹♡.𖥔 ݁Academics
i didnt plan my extracurriculars in high school i sure did a lot and most of them were scattered out HAHA. jack of all trades, master of none moments. i tried to include mostly my media and writing related activities. aside from the ones i listed on my common app, i was immersed in a lot of social justice and political advocacy works + other sports :)
₊˚⊹♡.𖥔 ݁ Interviewss- I got none and I was too busy to go for optional interviews. I really did not display any demonstrated interest.
₊˚⊹♡.𖥔 ݁ D*ecisionss *(ALL REGULAR DECISION, actually I filed my international applications late like 2-3 weeks after the deadlines because I was in a depressive episode last January)
ACCEPTANCES
well that was krazy HAHA. ik many people here showcase ivies and T20s and im not that remarkable with my t40s to t100s but i'd like to think its not that shabby for an unknown international from a third world country. my biggest regret is not applying for NYU, its my dream school but again considering my depressive episode from November to January I wasnt able to file my application on time. its a miracle that universities still accept late applications and im grateful for all that I have and received. If i could turn back time I wish I was a little bit stronger and more stable to have been able to apply for NYU, my common app essay about my favorite author was actually an alumni from NYU :")
but we carry the burdens of choice under the merits of luck; even with merit scholarships, I cant afford any of the international schools I was accepted to. more likely i'll have to attend the top university in my country. but i dont want to give up man i'll still try to appeal for financial aid and if that wont work I'll apply for transfer during my sophomore year to ivies and top LACs that give full financial aid to international transfers. the odds are low but never 0 and no harm in trying !! see you all again next year for my transfer results :]
submitted by kainike to collegeresults [link] [comments]
₊˚⊹♡.𖥔 ݁ Demographics
- Gender: Non-Binary
- Race/Ethnicity: Filipino
- Residence: Philippines (international applicant)
- Hooks (Recruited Athlete, URM, First-Gen, Geographic, Legacy, etc.): N/A
- High School: Religious private school that isnt the most competitive or well-known in the country but pretty alright.
- Income Bracket: 35k (considered middle class in the Philippines, my father is the sole breadwinner working as a lawyer and I have 2 more siblings who are still studying in private schools)
- EFC: 2k to 3k USD (i needed aid from every school)
₊˚⊹♡.𖥔 ݁Academics
- GPA: 3.9 for Freshman/Sophomore/Senior year, 3.6 for Junior year
- of Honors/AP/IB/Dual Enrollment/etc.: NONE, my school offered AP classes but I couldnt afford them
- Senior Year Course Load: Mostly humanities and social science classes, I did not have any science or math classes in my coursework.
- SAT/ACT: Went test optional but I took it once and got a 1230 (LOW AS HELL BYE)
- ENGLISH TEST: Took the Duolingo Test and got 155
i didnt plan my extracurriculars in high school i sure did a lot and most of them were scattered out HAHA. jack of all trades, master of none moments. i tried to include mostly my media and writing related activities. aside from the ones i listed on my common app, i was immersed in a lot of social justice and political advocacy works + other sports :)
- Elections Project - assistant project head of a city wide youth elections project where we conducted mock elections, podcast interviews with politicians, and daily news coverage of the national 2022 elections.
- National Newspaper - writer contributor of a political editorial article to a national newspaper
- School Play on Social Justice - wrote and directed a play that tackled social justice issues in the country, I was the overall head of the class project and the play had runs with audience members from invited schools
- Student Council - was the student body vice president (junior year) and student body president (senior year), I was the main organizer of projects and events such as the annual school carnival, christmas fundraiser, student assistance programs, family day activities, etc.
- School Newspaper - was the news and sports editor of the school newspaper for 3 years, i also competed in journalism competitions as the representative of my school paper
- Dance Varsity - was part of the hiphop dance varsity team of my school for 4 years, we won in many national competitions
- Photography Business - owned a mini-photography business for 2 years at which I was mostly working on freelance photo editing
- International Screenwriting Competition - won 3rd place in two screenwriting competitions during my junior year
- Elderly Volunteer Organization - was part of an organization that conducted monthly outreach programs to the elderly, I served as the treasurer of the organization for 2 years
- Tutor Services - worked as a tutor of an organization that offered free onsite tutor services to elementary children, i tutored language (Eng and Fil) subjects
- Academic Honors 9th-12th Grade
- Leadership Recognition 9th-12th Grade
- Community Service Recognition 9th-12th Grade
- Awards for Journalism Competitions
- Awards for Screenwriting Competitions
- Common App Essay - went with prompt 3, wrote about my favorite author and how my reading habits mirrored my flaws in handling everyday life. 8/10 could have been more fleshed out and i crammed it first week of Jan.
- Supplementals - yeah I just copy and pasted a lot of these from my supplemental essays to other schools. 7/10 to 8/10
- Media Studies Teacher - 10/10
- English and Literature Teacher - 8/10
₊˚⊹♡.𖥔 ݁ Interviewss- I got none and I was too busy to go for optional interviews. I really did not display any demonstrated interest.
₊˚⊹♡.𖥔 ݁ D*ecisionss *(ALL REGULAR DECISION, actually I filed my international applications late like 2-3 weeks after the deadlines because I was in a depressive episode last January)
ACCEPTANCES
- UPD, UST, ADMU, DLSU (Top 4 universities in the Philippines)
- University of Denver - Dean Scholar (29k) + International Diversity Award (11k)
- Brandeis University - Presidential Scholarship (15k)
- Syracuse University - Dean Scholarship (10k)
- Marquette University - Pere Marquette Scholarship (29k)
- Hofstra University - Presidential Scholarship (29k)
- Drexel University
- Rutgers New-Brunswick
- University of Maryland
- University of Massachusetts Amherst
- PennState
- Wake Forest University
- Franklin & Marshall College
- Kenyon College
- Sewanee College
well that was krazy HAHA. ik many people here showcase ivies and T20s and im not that remarkable with my t40s to t100s but i'd like to think its not that shabby for an unknown international from a third world country. my biggest regret is not applying for NYU, its my dream school but again considering my depressive episode from November to January I wasnt able to file my application on time. its a miracle that universities still accept late applications and im grateful for all that I have and received. If i could turn back time I wish I was a little bit stronger and more stable to have been able to apply for NYU, my common app essay about my favorite author was actually an alumni from NYU :")
but we carry the burdens of choice under the merits of luck; even with merit scholarships, I cant afford any of the international schools I was accepted to. more likely i'll have to attend the top university in my country. but i dont want to give up man i'll still try to appeal for financial aid and if that wont work I'll apply for transfer during my sophomore year to ivies and top LACs that give full financial aid to international transfers. the odds are low but never 0 and no harm in trying !! see you all again next year for my transfer results :]
2024.05.19 06:37 Fair-Comparison-3037 Mistake in published paper
Dear Ladies,
I worked on a research paper with my supervisor who is the lead author. It involved a lot of numbers. They had asked me to verify all the sample numbers and I did. I double checked and informed the sample numbers at each stage correctly. The text was still being edited and though the initial no is right, the info that goes with it is wrong. I had informed this back then but the text wasn't changed. I did not notice it after in the paper before submission or during the review process. I understand that is my mistake but my supervisor is putting it all on me. I m confused, bewildered and need advice on how to deal with this situation.
Please help.
submitted by Fair-Comparison-3037 to LadiesofScience [link] [comments]
I worked on a research paper with my supervisor who is the lead author. It involved a lot of numbers. They had asked me to verify all the sample numbers and I did. I double checked and informed the sample numbers at each stage correctly. The text was still being edited and though the initial no is right, the info that goes with it is wrong. I had informed this back then but the text wasn't changed. I did not notice it after in the paper before submission or during the review process. I understand that is my mistake but my supervisor is putting it all on me. I m confused, bewildered and need advice on how to deal with this situation.
Please help.
2024.05.19 05:51 whatthefruits Need help on assessing essay - test is tomorrow and I wanted to see how I would fare
Hi all,
My GRE Test is tomorrow, and while I believe I'm pretty ready with regards to verbal and quant, I don't know how I currently fare with my essays, and wanted to see what someone more experienced with the GRE would rate my essay. Attached below is the prompt, and the essay.
Greatly appreciate the help!
Conditions: Timed. Completed in 29m27s.
Time distribution:
Planning - 5min
Intro - 6min
Body - 4min each
Conclusion - 3.5min
Check - 3min
Prompt:
To understand the most important characteristics of a society, one must study its major cities. Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
Essay:
While we may often state that society is filled with varying cultures and idiosyncrasies, as the number of people we account for increases, these idiosyncrasies get lost in the hubbub of major cities as statistical noise, in favor for a set of united defining traits. It is hence apt to state that the most important characteristics of a society – the fundamental pith of what makes a society unique from other such groups - would be concentrated in major cities. To that end, I believe it is important to study major cities of a society to understand its most important characteristics, especially with their impacts in the fields of cultural shifts, technological development, and economics and manufacturing.
It can be said that major cities are in essence a hodge podge of the cultures of not only those native to such major cities, but also of outlying towns – migratory flows, for a pithier term. As such, it is important to take note of such migratory flows and how these affect the characteristics of a society – especially in the socio-psychological aspect of human interaction. The city of Madison, Wisconsin, for example, often accentuates the rather special mix of modern liberal values with conservative hospitality, and this is conferred to the metropolitan, major city of Chicago. In this respect, the effects of the city of Madison has had a pronounced effect on the characteristics of its surrounding cities, which in turn leads to ripple effects to society as more people migrate from such outlying cities onto more metropolitan areas.
However, we can certainly say that these effects can also be seen in the major cities as well. In fact, the concentration of cultural flows and the incidence of cultural Zeitgeists in major cities are often much more frequent, rapid, and integral to understanding society as a whole. Significant changes in lifestyle in major cities such as Seoul and Tokyo have strong ripple effects to the cultural mindset of young people even in cities outside of Tokyo and Seoul, and are hence significantly more reflective of society as a whole. For a more specific example, dating culture in Tokyo has recently worsened, with increasing ubiquity of egregious cases of compensated dating, and this has had ripple effects on young people dating less in say, Kanagawa Prefecture. In Seoul, an increased focus for feminism has resulted in a greater career thrust in young women throughout Korea. Changes we see in major cities often permeate into outlying cities, and are hence reflective of a society.
Additionally, advancements in science and technology are often developed in major cities, especially with the availability of infrastructure, the pool of talented people migrating to such major cities, and the general culture for science and technology. A local example of this would be California – the posthumous Silicon Valley – and Hsinchu, Taiwan – a semiconductor fabrication hub. These major cities pool talent and infrastructure, allowing for major developments in science and technology ranging from Lithium-ion battery and its applications in advanced consumer goods such as electric cars, to developments in Artificial Intelligence technology, to even the coveted membrane technology used for environmentally friendly separations and hyper-selective energy-conservative manufacturing. As major cities are often major science and technology hubs which significantly drive progress in society, it would be remiss to ignore the forest for the trees, and it would hence be important to redouble our efforts into better study major cities.
Finally, it is also important to recognize that major cities are often economic and manufacturing hubs. Cities like New York and New Jersey – with its long history of a robust financial district and historic manufacturing hubs alike – are often the backbone by which most of America runs. The stock market is an inextricable part of daily life in America – with the rapid corporatization of America, the stock market presents an opportunity for not only social mobility, but also business ventures one would normally not expect. New Jersey – as a major manufacturing hub – has many integral industries that it supports, ranging from the medical devices industry, to semiconductor metrology, and to even large volume manufacturing of general goods such as toilet paper, bamboo chopsticks, and metal and wood polishing. Noting the importance of such hubs and the societal implications of the fluctuations that affect such hubs, it would, once again, be putting the cart before the horse to focus on outlying cities with less of an impact on society as a whole.
In conclusion, while I understand that it is important to also study flows from outlying cities to understand the characteristics of a society as a whole, it is much more prudent to extract this information in its concentrated form, by examining major cities instead with a fine-toothed comb. With that in mind, I believe it is extremely integral that we study a society’s major cities to better understand what a society stands for.
submitted by whatthefruits to GRE [link] [comments]
My GRE Test is tomorrow, and while I believe I'm pretty ready with regards to verbal and quant, I don't know how I currently fare with my essays, and wanted to see what someone more experienced with the GRE would rate my essay. Attached below is the prompt, and the essay.
Greatly appreciate the help!
Conditions: Timed. Completed in 29m27s.
Time distribution:
Planning - 5min
Intro - 6min
Body - 4min each
Conclusion - 3.5min
Check - 3min
Prompt:
To understand the most important characteristics of a society, one must study its major cities. Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
Essay:
While we may often state that society is filled with varying cultures and idiosyncrasies, as the number of people we account for increases, these idiosyncrasies get lost in the hubbub of major cities as statistical noise, in favor for a set of united defining traits. It is hence apt to state that the most important characteristics of a society – the fundamental pith of what makes a society unique from other such groups - would be concentrated in major cities. To that end, I believe it is important to study major cities of a society to understand its most important characteristics, especially with their impacts in the fields of cultural shifts, technological development, and economics and manufacturing.
It can be said that major cities are in essence a hodge podge of the cultures of not only those native to such major cities, but also of outlying towns – migratory flows, for a pithier term. As such, it is important to take note of such migratory flows and how these affect the characteristics of a society – especially in the socio-psychological aspect of human interaction. The city of Madison, Wisconsin, for example, often accentuates the rather special mix of modern liberal values with conservative hospitality, and this is conferred to the metropolitan, major city of Chicago. In this respect, the effects of the city of Madison has had a pronounced effect on the characteristics of its surrounding cities, which in turn leads to ripple effects to society as more people migrate from such outlying cities onto more metropolitan areas.
However, we can certainly say that these effects can also be seen in the major cities as well. In fact, the concentration of cultural flows and the incidence of cultural Zeitgeists in major cities are often much more frequent, rapid, and integral to understanding society as a whole. Significant changes in lifestyle in major cities such as Seoul and Tokyo have strong ripple effects to the cultural mindset of young people even in cities outside of Tokyo and Seoul, and are hence significantly more reflective of society as a whole. For a more specific example, dating culture in Tokyo has recently worsened, with increasing ubiquity of egregious cases of compensated dating, and this has had ripple effects on young people dating less in say, Kanagawa Prefecture. In Seoul, an increased focus for feminism has resulted in a greater career thrust in young women throughout Korea. Changes we see in major cities often permeate into outlying cities, and are hence reflective of a society.
Additionally, advancements in science and technology are often developed in major cities, especially with the availability of infrastructure, the pool of talented people migrating to such major cities, and the general culture for science and technology. A local example of this would be California – the posthumous Silicon Valley – and Hsinchu, Taiwan – a semiconductor fabrication hub. These major cities pool talent and infrastructure, allowing for major developments in science and technology ranging from Lithium-ion battery and its applications in advanced consumer goods such as electric cars, to developments in Artificial Intelligence technology, to even the coveted membrane technology used for environmentally friendly separations and hyper-selective energy-conservative manufacturing. As major cities are often major science and technology hubs which significantly drive progress in society, it would be remiss to ignore the forest for the trees, and it would hence be important to redouble our efforts into better study major cities.
Finally, it is also important to recognize that major cities are often economic and manufacturing hubs. Cities like New York and New Jersey – with its long history of a robust financial district and historic manufacturing hubs alike – are often the backbone by which most of America runs. The stock market is an inextricable part of daily life in America – with the rapid corporatization of America, the stock market presents an opportunity for not only social mobility, but also business ventures one would normally not expect. New Jersey – as a major manufacturing hub – has many integral industries that it supports, ranging from the medical devices industry, to semiconductor metrology, and to even large volume manufacturing of general goods such as toilet paper, bamboo chopsticks, and metal and wood polishing. Noting the importance of such hubs and the societal implications of the fluctuations that affect such hubs, it would, once again, be putting the cart before the horse to focus on outlying cities with less of an impact on society as a whole.
In conclusion, while I understand that it is important to also study flows from outlying cities to understand the characteristics of a society as a whole, it is much more prudent to extract this information in its concentrated form, by examining major cities instead with a fine-toothed comb. With that in mind, I believe it is extremely integral that we study a society’s major cities to better understand what a society stands for.
2024.05.19 05:24 Tutor_dchris HMU for Urgent Help in Essays, Research Papers, Term Papers, Theses, Dissertations, Calculus, Coding, Java, Python, PHP, Math, and Engineering. W/A Call/Text: +1 (915) 282‑4866, Discord: Anwyll065
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2024.05.19 05:14 Sea_You1900 i made an AI to help you write your IB essays
Hey everyone, I just made this new website which I think might be pretty useful for you guys. It's an AI that gives you feedback on your IB essays (e.g. HL Essays, Paper 1 and 2s, IAs, etc) by comparing your writing to past papers. You first select a specific IB subject, provide the essay prompt, and copy-paste your essay, and the AI will provide you feedback as if they were an IB examiner. Some friends and I used it and it seems pretty good honestly so I thought I’d share it with y’all :)
Check it out here: rb-writing.streamlit.app.
submitted by Sea_You1900 to IBO [link] [comments]
Check it out here: rb-writing.streamlit.app.
2024.05.19 05:11 Sea_You1900 i made an AI to help you write your IB essays
Hey everyone, I just made this new website which I think might be pretty useful for you guys. It's an AI that gives you feedback on your IB essays (e.g. HL Essays, Paper 1 and 2s, IAs, etc) by comparing your writing to past papers. You first select a specific IB subject, provide the essay prompt, and copy-paste your essay, and the AI will provide you feedback as if they were an IB examiner. Some friends and I gave it a try, and it seems pretty good honestly so I thought I’d share it with y’all.
Check it out here: rb-writing.streamlit.app
submitted by Sea_You1900 to ibresources [link] [comments]
Check it out here: rb-writing.streamlit.app
2024.05.19 05:09 champagnepapi111 Chance Me: MID GPA UPENN
Demographics: Male, Asian
Intended Major(s): Biology/Chemistry
ACT/SAT/SAT II: 1570 SAT
UW/W GPA and Rank: 3.6GPA (no rank) -> will be ~3.8 after senior year, 3.7 after first sem
Coursework: 8 APS/3 DE/2 Honors, all 5s so far
Awards:
Biotechnology and Research Sequencing at the University of Michigan (501c3 research organization) - Explored Nucleotide Hybridization, and led group research linking it to a real-world disease. Analyzed related Thermodynamics, PCR, Advanced Linux, and mapping genomes. Presented a business plan on Biotechnology and Next Generation Sequencing Technology (showing how genetic variation could lead to disease).
11th and 12th grade, 12hrs/wk, 4wk/yr
Medical Student Shadowing and Cardiac Medicine Exploration at the University of Brown Alpert Medical School - Completed a Medical Interview, a Cardiopulmonary Physical Exam with a patient, reviewed different medical careers, learned about the pathophysiology of the heart, and completed an ethics course on heart transplants.
11th and 12th grade, 10hrs/wk, 4wk/yr
Shadowed Primary Care Physician - Pediatrician has experience for 20+ years and ranked the #1 Care Physician out of 45 in my city. Worked in the Biomedical Lab analyzing samples and results for patients (in real-time). I shadowed the actual checkups as well
11th and 12th grade, 10hrs/wk, 3wk/yr
HOSA (Health Occupations Students of America) Competitor (all 50 states + 11 countries competed) (2yrs) - State Champion (1st out of 40 teams) in my 1st year, Only three teams are sent to ILC from Michigan, Qualified for ILC (International Leadership Conference), and placed Top 3 at ILC. Posted on 10+ nationwide news sites, as well as covered by the media. 260,000 members nationwide.
11th and 12th grade, 10hrs/wk, 30wk/yr
Co-Founder of Biomed Club (Only Student-Made Medical Club @ School) (4yrs) - Led in-school Biomedical-Based Medical Club focused on healthcare careers, connecting with licensed doctors and current medical students to inspire youth and teach them about the experience through the medical process. Expanded membership from 4 to 150 in 4 years by organizing talks for younger classmen about life as a doctor.
9th, 10th, 11th, 12th grade, 8hrs/wk, 35wk/yr
Joined SAT/Tutoring Help - Helps students increase their chances for college applications, as well as earn significant amounts of scholarship money. Was able to empower high school students through hackathons, college seminars, and a Cranbrook HUB Program which helped struggling students increase their SAT scores.
10th, 11th, 12th grade, 6hrs/wk, 10wk/yr
Swim Instructor (paid) - Worked for ~1 year, over 400 hours of work, about 8-10 hours weekly on school weeks, and closer to 15 hours during summer, CPR and Lifeguard Certified. Had several classes, weekly, with kids with disabilities, such as Down Syndrome, Autism, and ADHD.
11th, 12th grade, 8-10hrs/wk, 40wk/yr
Swim Instructor Summer Volunteer connected w/Hospital's Children’s Care Center (most vulnerable kids) - Instructed and taught children who have been impaired with neurological, social, and developmental challenges, as well as kids that have dealt with major trauma at a very young age to swim. Participated in a 3-week long program teaching them the basics of swimming.
11th, 12th grade, 8-10hrs/wk, 4wk/yr
Michigan Ref Certified - Participated in overall 50+ hours of ref-related activities, played soccer for 13 years and competed in competitive/travel soccer for 10 years.
9th, 10th, 11th, 12th grade, 2hrs/wk, 13wk/yr (for reffing)
9th, 10th grade, 8hrs/wk, 50wk/yr (for soccer)
VolunteeTutor Work - Volunteer Monthly at an Indian Cultural Program (10hrs/month), Math Tutor for struggling students (3hrs/week), Volunteer Monthly for Key Club (3hrs/month)
Essays/LORs/Other:
APES (7/10)
STEM Teacher (9/10)
Schools (in state for MSU/UMich):
MSU
UMich (EA)
Rice
JHU
BU
UPenn (ED)
Columbia
Chance Me: MID GPA UPENN
submitted by champagnepapi111 to chanceme [link] [comments]
Intended Major(s): Biology/Chemistry
ACT/SAT/SAT II: 1570 SAT
UW/W GPA and Rank: 3.6GPA (no rank) -> will be ~3.8 after senior year, 3.7 after first sem
Coursework: 8 APS/3 DE/2 Honors, all 5s so far
Awards:
- 1st in Hosa states medical event (out of 50 teams)
- 2nd in Hosa Internationals (2nd/200+ teams who qualified), about 2000 teams overall
- AP Scholar w/ Distinction
- National Merit Finalist
- NHS Award
- School award for 5s on both Econ Tests
- School Honor Roll (shit award lol)
Biotechnology and Research Sequencing at the University of Michigan (501c3 research organization) - Explored Nucleotide Hybridization, and led group research linking it to a real-world disease. Analyzed related Thermodynamics, PCR, Advanced Linux, and mapping genomes. Presented a business plan on Biotechnology and Next Generation Sequencing Technology (showing how genetic variation could lead to disease).
11th and 12th grade, 12hrs/wk, 4wk/yr
Medical Student Shadowing and Cardiac Medicine Exploration at the University of Brown Alpert Medical School - Completed a Medical Interview, a Cardiopulmonary Physical Exam with a patient, reviewed different medical careers, learned about the pathophysiology of the heart, and completed an ethics course on heart transplants.
11th and 12th grade, 10hrs/wk, 4wk/yr
Shadowed Primary Care Physician - Pediatrician has experience for 20+ years and ranked the #1 Care Physician out of 45 in my city. Worked in the Biomedical Lab analyzing samples and results for patients (in real-time). I shadowed the actual checkups as well
11th and 12th grade, 10hrs/wk, 3wk/yr
HOSA (Health Occupations Students of America) Competitor (all 50 states + 11 countries competed) (2yrs) - State Champion (1st out of 40 teams) in my 1st year, Only three teams are sent to ILC from Michigan, Qualified for ILC (International Leadership Conference), and placed Top 3 at ILC. Posted on 10+ nationwide news sites, as well as covered by the media. 260,000 members nationwide.
11th and 12th grade, 10hrs/wk, 30wk/yr
Co-Founder of Biomed Club (Only Student-Made Medical Club @ School) (4yrs) - Led in-school Biomedical-Based Medical Club focused on healthcare careers, connecting with licensed doctors and current medical students to inspire youth and teach them about the experience through the medical process. Expanded membership from 4 to 150 in 4 years by organizing talks for younger classmen about life as a doctor.
9th, 10th, 11th, 12th grade, 8hrs/wk, 35wk/yr
Joined SAT/Tutoring Help - Helps students increase their chances for college applications, as well as earn significant amounts of scholarship money. Was able to empower high school students through hackathons, college seminars, and a Cranbrook HUB Program which helped struggling students increase their SAT scores.
10th, 11th, 12th grade, 6hrs/wk, 10wk/yr
Swim Instructor (paid) - Worked for ~1 year, over 400 hours of work, about 8-10 hours weekly on school weeks, and closer to 15 hours during summer, CPR and Lifeguard Certified. Had several classes, weekly, with kids with disabilities, such as Down Syndrome, Autism, and ADHD.
11th, 12th grade, 8-10hrs/wk, 40wk/yr
Swim Instructor Summer Volunteer connected w/Hospital's Children’s Care Center (most vulnerable kids) - Instructed and taught children who have been impaired with neurological, social, and developmental challenges, as well as kids that have dealt with major trauma at a very young age to swim. Participated in a 3-week long program teaching them the basics of swimming.
11th, 12th grade, 8-10hrs/wk, 4wk/yr
Michigan Ref Certified - Participated in overall 50+ hours of ref-related activities, played soccer for 13 years and competed in competitive/travel soccer for 10 years.
9th, 10th, 11th, 12th grade, 2hrs/wk, 13wk/yr (for reffing)
9th, 10th grade, 8hrs/wk, 50wk/yr (for soccer)
VolunteeTutor Work - Volunteer Monthly at an Indian Cultural Program (10hrs/month), Math Tutor for struggling students (3hrs/week), Volunteer Monthly for Key Club (3hrs/month)
Essays/LORs/Other:
APES (7/10)
STEM Teacher (9/10)
Schools (in state for MSU/UMich):
MSU
UMich (EA)
Rice
JHU
BU
UPenn (ED)
Columbia
Chance Me: MID GPA UPENN
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2024.05.19 04:28 Meta_Gamer_42 A New Way to Educate
Exploration of an Innovative K-12 School Curriculum and Pedagogical Approaches
Before going over the curriculum we must first discuss how to best teach. All of the following methods outlined below are what would I would suggest be use to teach the students trying to use just one or even just two of these would not be enough and would compromise the students learning and education
Teaching Methods
Project-Based Learning (PBL): In PBL, students work on a project over an extended period, which could be a week or a month, to respond to a complex question, problem, or challenge. The projects are usually multi-disciplinary and require students to apply what they've learned in a practical manner. This allows them to see the immediate applicability of their learning.
Inquiry-Based Learning: This is a form of active learning that starts by posing questions, problems, or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. Students are involved in the construction of their learning. They engage with the material, participate in the class, and collaborate with each other.
Gamification: Incorporating elements of game design in education can make learning fun and engaging. This can involve point systems, leaderboards, badges, or other game mechanics.
Experiential Learning: This method involves learning by doing and reflecting on the experience. It can include internships, study abroad programs, field trips, laboratory experiments, or any other hands-on learning experiences.
Flipped Classroom: In a flipped classroom, students review lecture materials at home and do their 'homework' in class, where they can ask for help as they practice new skills and apply new knowledge. This allows teachers to spend class time helping students apply what they've learned and coaching them as they work through challenges.
Cross-Disciplinary Projects: By integrating different disciplines into a single project, you can make the learning experience more holistic and interconnected, much like how the knowledge of different magical disciplines would combine in a fantasy setting.
Competency-Based Learning: In this educational model, students advance upon mastering a skill or a competency. This encourages active utilization of knowledge and immediate feedback, similar to how a magic student might advance only after successfully casting a particular spell.
Now that we have given a basic outline of the teaching styles we can go over the curriculum for K-12 the idea would be to Have an A/B day schedule and some classes would meet less frequently because they don't take much time to cover everything, all of this will be done in order to create well rounded students, people and citizens. They are not only creative in nature, but leaders in their own right as well as capable of doing whatever they desire and succeeding wildly
Core Curriculum Classes:
STEAM (Science, Technology, Engineering, Art, Mathematics): must Ensure these subjects are covered both within the integrated curriculum (like coding in math, cooking in science, history in art, etc.) and as standalone classes to develop depth of knowledge.
Memory Techniques & Knowledge Management Techniques: Using an Integrated code based system with AI tools to help teacher track progress and provide more targeted assistance as well as help students with how to effectively organize and manage knowledge, covering basic note-taking, the PARA/CODE system. Using AI to provide semi interactive sessions that not only explain how memory works but also actively encourage the practice of using the note taking method & memory techniques
Project-Based Learning: Encourage practical application of knowledge through project-based learning. Gamification & Experiential Learning: Use these techniques to make learning more engaging and fun.
Flipped Classroom & Inquiry-Based Learning: Encourage independent learning and critical thinking through these teaching methods.
Elementary School: Coding & Digital Literacy: Introduce basic coding principles using visual coding platforms. Begin teaching about online safety and basic cybersecurity. Financial Literacy: Teach basic concepts like the value of money, saving, and spending. Potential to introduce the use of real currency and creating student based economy Community Service: Arrange class-based community projects and encourage involvement in community service outside of school. Gardening & Cooking: Teach students about plants, nutrition, and basic cooking skills through a school garden. Literacy & Reading: Develop a reading program that exposes students to a variety of genres. Writing can begin with simple sentences. History: Teach history from a holistic and critical perspective, exploring different cultures and perspectives. Basic Medicine & First Aid: Introduce simple health, hygiene, and basic first aid skills. Physical Education: Encourage a love for physical activity through a variety of engaging games. Emotional Regulation & Healthy Relationships with Technology: Incorporate social-emotional learning and healthy technology use. Leadership: Begin fostering leadership qualities through group activities and responsibility sharing. Self-Defense: Introduce basic safety rules and personal boundaries. Spanish: Introduce basic Spanish vocabulary and phrases, along with exposure to the culture of Spanish-speaking countries. Songs, games, and interactive activities can be used to make learning enjoyable.
Middle School: Coding, Digital Literacy & Practical Engineering: Continue coding education and introduce robotics and basic electronics. Financial Literacy: Start teaching about budgeting, banking, and simple concepts of earning. Potential to introduce the use of real currency and creating student based economy Community Service: Encourage students to plan and lead community service projects, either in groups or individually. Gardening & Cooking: Progress in gardening and cooking skills, introducing sustainability issues. Literacy, Reading, & Writing Skills: Increase complexity of reading and writing assignments. History: Provide more in-depth history education using primary sources and interpretations. Basic Medicine & First Aid: Offer a more detailed course on first aid and health. Physical Education: Introduce a range of physical activities, sports, and body awareness topics. Emotional Regulation & Healthy Relationships with Technology: Develop emotional intelligence skills, mindfulness practices, and education about responsible technology use. Leadership: Teach various leadership styles and emphasize group projects requiring delegation and decision-making. Self-Defense: Continue with more practical self-defense techniques. Study of Government: Begin a foundational study of the local and national government. Teach students about the branches of government, their roles, and how laws are made. Spanish: Continue to build on vocabulary and grammar learned in elementary school. Introduce simple written exercises and encourage basic conversation in Spanish.
High School: Coding, Digital Literacy & Practical Engineering: Offer advanced coding and practical engineering classes, including topics like 3D modeling and advanced electronics.Teach more advanced cybersecurity concepts and ethics of digital communication Gardening & Cooking: As elective courses, delve into advanced topics like food science or agricultural technology. Literacy, Reading, & Writing Skills: Offer a variety of literature courses, creative writing classes, and research-based writing. History: Teach history as a dynamic and interpretive subject, encouraging critical thinking. Basic Medicine & First Aid: Include more advanced first aid, mental health awareness, and basic human anatomy and physiology. Physical Education: Offer a range of athletic options, and include education about exercise science and long-term health benefits. Emotional Regulation & Healthy Relationships with Technology: Provide resources for emotional regulation, advanced mindfulness techniques, and in-depth discussions about technology's role in society. Leadership: Delve deeper into conflict resolution, strategic planning, and ethical leadership, often through real-world applications. Financial Literacy: Start teaching about budgeting, banking, and simple concepts of earning. Potential to encourage student to start their own business or get a job and have students buy things from each other Self-Defense/Mixed Martial Arts: For interested students, offer elective classes in mixed martial arts, fostering physical and mental skills. Study of Government: Expand on knowledge from middle school and introduce international government systems. Discuss the concepts of democracy, socialism, and other forms of government. Involve students in mock debates and simulations, like Model United Nations or Mock Parliament. Study of Politics: Begin a course on political science, covering key political ideologies, parties, and political processes. Discuss current events and involve students in debates and discussions to encourage critical thinking. Creating Change: Introduce a course on social activism and creating change. This can involve studying historical movements for change, understanding how to effect change within a legal framework, learning about peaceful protest, and planning and implementing a small-scale change project within the school or community. Spanish: Continue to deepen knowledge of Spanish. Encourage advanced conversation and written exercises. Students could read Spanish literature or news and discuss in class, fostering language skills and cultural understanding.
This kind of curriculum would be nearly the best, being interdisciplinary, hands-on, and centered around the interests and needs of the students. It would aim to not only equip students with the knowledge and skills they need to succeed in the world, but also ignite their passion for learning and encourage them to continue learning throughout their lives.
But before we’re done one last thing must be covered. How to assess a student's growth because science shows that paper tests are not suited for the task. There are many innovative ways to assess student understanding and skills without relying solely on traditional exams. The methods that could be used include Assessment Methods
Portfolios: Students could compile portfolios of their work, which could include code they've written, projects they've completed, or essays they've written. A portfolio allows students to demonstrate their learning process, their progress over time, and their ability to apply what they've learned in different contexts.
Presentations: Students can demonstrate their understanding of a topic by presenting on it. This could involve presenting a project they've completed, explaining a concept to the class, or debating a topic with classmates.
Peer and Self-Assessment: Students can learn a lot from assessing each other's work or their own work. This can help them develop a better understanding of the assessment criteria and improve their ability to critically evaluate work.
Performance Assessment: In subjects like self-defense, physical education, cooking, or gardening, students could be assessed based on their performance. This could involve demonstrating a technique, completing a task, or participating in a game or competition.
Reflective Journals: Students could maintain journals where they reflect on what they've learned, how they've applied it, and what they still want to understand better. This can give teachers insight into a student's thought process and their understanding of the subject.
Project-Based Assessment: Students can be assessed on the projects they complete, whether individually or in groups. This allows students to demonstrate a range of skills, including knowledge of the subject, problem-solving, creativity, and teamwork.
Community Service Assessment: In addition to the other assessments, teachers can assess students' community service involvement, their planning and leadership skills, as well as their reflections on their experiences.
The emphasis of Knowledge Management Techniques and Memory Techniques in core classes as a standalone session every day would ideally give students a break from traditional instruction and allow them to process and manage their learnings. This can be in the form of group discussions, independent reflection time, or guided activities for planning and organizing their work.
submitted by Meta_Gamer_42 to education [link] [comments]
Before going over the curriculum we must first discuss how to best teach. All of the following methods outlined below are what would I would suggest be use to teach the students trying to use just one or even just two of these would not be enough and would compromise the students learning and education
Teaching Methods
Project-Based Learning (PBL): In PBL, students work on a project over an extended period, which could be a week or a month, to respond to a complex question, problem, or challenge. The projects are usually multi-disciplinary and require students to apply what they've learned in a practical manner. This allows them to see the immediate applicability of their learning.
Inquiry-Based Learning: This is a form of active learning that starts by posing questions, problems, or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. Students are involved in the construction of their learning. They engage with the material, participate in the class, and collaborate with each other.
Gamification: Incorporating elements of game design in education can make learning fun and engaging. This can involve point systems, leaderboards, badges, or other game mechanics.
Experiential Learning: This method involves learning by doing and reflecting on the experience. It can include internships, study abroad programs, field trips, laboratory experiments, or any other hands-on learning experiences.
Flipped Classroom: In a flipped classroom, students review lecture materials at home and do their 'homework' in class, where they can ask for help as they practice new skills and apply new knowledge. This allows teachers to spend class time helping students apply what they've learned and coaching them as they work through challenges.
Cross-Disciplinary Projects: By integrating different disciplines into a single project, you can make the learning experience more holistic and interconnected, much like how the knowledge of different magical disciplines would combine in a fantasy setting.
Competency-Based Learning: In this educational model, students advance upon mastering a skill or a competency. This encourages active utilization of knowledge and immediate feedback, similar to how a magic student might advance only after successfully casting a particular spell.
Now that we have given a basic outline of the teaching styles we can go over the curriculum for K-12 the idea would be to Have an A/B day schedule and some classes would meet less frequently because they don't take much time to cover everything, all of this will be done in order to create well rounded students, people and citizens. They are not only creative in nature, but leaders in their own right as well as capable of doing whatever they desire and succeeding wildly
Core Curriculum Classes:
STEAM (Science, Technology, Engineering, Art, Mathematics): must Ensure these subjects are covered both within the integrated curriculum (like coding in math, cooking in science, history in art, etc.) and as standalone classes to develop depth of knowledge.
Memory Techniques & Knowledge Management Techniques: Using an Integrated code based system with AI tools to help teacher track progress and provide more targeted assistance as well as help students with how to effectively organize and manage knowledge, covering basic note-taking, the PARA/CODE system. Using AI to provide semi interactive sessions that not only explain how memory works but also actively encourage the practice of using the note taking method & memory techniques
Project-Based Learning: Encourage practical application of knowledge through project-based learning. Gamification & Experiential Learning: Use these techniques to make learning more engaging and fun.
Flipped Classroom & Inquiry-Based Learning: Encourage independent learning and critical thinking through these teaching methods.
Elementary School: Coding & Digital Literacy: Introduce basic coding principles using visual coding platforms. Begin teaching about online safety and basic cybersecurity. Financial Literacy: Teach basic concepts like the value of money, saving, and spending. Potential to introduce the use of real currency and creating student based economy Community Service: Arrange class-based community projects and encourage involvement in community service outside of school. Gardening & Cooking: Teach students about plants, nutrition, and basic cooking skills through a school garden. Literacy & Reading: Develop a reading program that exposes students to a variety of genres. Writing can begin with simple sentences. History: Teach history from a holistic and critical perspective, exploring different cultures and perspectives. Basic Medicine & First Aid: Introduce simple health, hygiene, and basic first aid skills. Physical Education: Encourage a love for physical activity through a variety of engaging games. Emotional Regulation & Healthy Relationships with Technology: Incorporate social-emotional learning and healthy technology use. Leadership: Begin fostering leadership qualities through group activities and responsibility sharing. Self-Defense: Introduce basic safety rules and personal boundaries. Spanish: Introduce basic Spanish vocabulary and phrases, along with exposure to the culture of Spanish-speaking countries. Songs, games, and interactive activities can be used to make learning enjoyable.
Middle School: Coding, Digital Literacy & Practical Engineering: Continue coding education and introduce robotics and basic electronics. Financial Literacy: Start teaching about budgeting, banking, and simple concepts of earning. Potential to introduce the use of real currency and creating student based economy Community Service: Encourage students to plan and lead community service projects, either in groups or individually. Gardening & Cooking: Progress in gardening and cooking skills, introducing sustainability issues. Literacy, Reading, & Writing Skills: Increase complexity of reading and writing assignments. History: Provide more in-depth history education using primary sources and interpretations. Basic Medicine & First Aid: Offer a more detailed course on first aid and health. Physical Education: Introduce a range of physical activities, sports, and body awareness topics. Emotional Regulation & Healthy Relationships with Technology: Develop emotional intelligence skills, mindfulness practices, and education about responsible technology use. Leadership: Teach various leadership styles and emphasize group projects requiring delegation and decision-making. Self-Defense: Continue with more practical self-defense techniques. Study of Government: Begin a foundational study of the local and national government. Teach students about the branches of government, their roles, and how laws are made. Spanish: Continue to build on vocabulary and grammar learned in elementary school. Introduce simple written exercises and encourage basic conversation in Spanish.
High School: Coding, Digital Literacy & Practical Engineering: Offer advanced coding and practical engineering classes, including topics like 3D modeling and advanced electronics.Teach more advanced cybersecurity concepts and ethics of digital communication Gardening & Cooking: As elective courses, delve into advanced topics like food science or agricultural technology. Literacy, Reading, & Writing Skills: Offer a variety of literature courses, creative writing classes, and research-based writing. History: Teach history as a dynamic and interpretive subject, encouraging critical thinking. Basic Medicine & First Aid: Include more advanced first aid, mental health awareness, and basic human anatomy and physiology. Physical Education: Offer a range of athletic options, and include education about exercise science and long-term health benefits. Emotional Regulation & Healthy Relationships with Technology: Provide resources for emotional regulation, advanced mindfulness techniques, and in-depth discussions about technology's role in society. Leadership: Delve deeper into conflict resolution, strategic planning, and ethical leadership, often through real-world applications. Financial Literacy: Start teaching about budgeting, banking, and simple concepts of earning. Potential to encourage student to start their own business or get a job and have students buy things from each other Self-Defense/Mixed Martial Arts: For interested students, offer elective classes in mixed martial arts, fostering physical and mental skills. Study of Government: Expand on knowledge from middle school and introduce international government systems. Discuss the concepts of democracy, socialism, and other forms of government. Involve students in mock debates and simulations, like Model United Nations or Mock Parliament. Study of Politics: Begin a course on political science, covering key political ideologies, parties, and political processes. Discuss current events and involve students in debates and discussions to encourage critical thinking. Creating Change: Introduce a course on social activism and creating change. This can involve studying historical movements for change, understanding how to effect change within a legal framework, learning about peaceful protest, and planning and implementing a small-scale change project within the school or community. Spanish: Continue to deepen knowledge of Spanish. Encourage advanced conversation and written exercises. Students could read Spanish literature or news and discuss in class, fostering language skills and cultural understanding.
This kind of curriculum would be nearly the best, being interdisciplinary, hands-on, and centered around the interests and needs of the students. It would aim to not only equip students with the knowledge and skills they need to succeed in the world, but also ignite their passion for learning and encourage them to continue learning throughout their lives.
But before we’re done one last thing must be covered. How to assess a student's growth because science shows that paper tests are not suited for the task. There are many innovative ways to assess student understanding and skills without relying solely on traditional exams. The methods that could be used include Assessment Methods
Portfolios: Students could compile portfolios of their work, which could include code they've written, projects they've completed, or essays they've written. A portfolio allows students to demonstrate their learning process, their progress over time, and their ability to apply what they've learned in different contexts.
Presentations: Students can demonstrate their understanding of a topic by presenting on it. This could involve presenting a project they've completed, explaining a concept to the class, or debating a topic with classmates.
Peer and Self-Assessment: Students can learn a lot from assessing each other's work or their own work. This can help them develop a better understanding of the assessment criteria and improve their ability to critically evaluate work.
Performance Assessment: In subjects like self-defense, physical education, cooking, or gardening, students could be assessed based on their performance. This could involve demonstrating a technique, completing a task, or participating in a game or competition.
Reflective Journals: Students could maintain journals where they reflect on what they've learned, how they've applied it, and what they still want to understand better. This can give teachers insight into a student's thought process and their understanding of the subject.
Project-Based Assessment: Students can be assessed on the projects they complete, whether individually or in groups. This allows students to demonstrate a range of skills, including knowledge of the subject, problem-solving, creativity, and teamwork.
Community Service Assessment: In addition to the other assessments, teachers can assess students' community service involvement, their planning and leadership skills, as well as their reflections on their experiences.
The emphasis of Knowledge Management Techniques and Memory Techniques in core classes as a standalone session every day would ideally give students a break from traditional instruction and allow them to process and manage their learnings. This can be in the form of group discussions, independent reflection time, or guided activities for planning and organizing their work.
2024.05.19 04:16 geopolicraticus Scientia sub specie illuminatatis
The View from Oregon – 289
Re: Scientia sub specie illuminatatis
Friday 17 May 2024
Dear Friends,
In the past several newsletters I have discussed the lack of a science of science, and some of the ramifications of this absence. Another consequence of the absence of a science of science is the selective way in which science develops, and this in turn leads to Danilevsky’s philosophy of science, which acknowledges that science can be different in different social milieux. In other words, science is relative to the scientific community that practices science. Kuhn comes to an analogous conclusion, though for Kuhn it is the diachronic relativity of science that emerges from a history of scientific revolutions triggered by model crises and paradigm shifts. Kuhn’s work continues to be debated, are there are significant differences of interpretation that keep alive the controversy as to whether paradigm shifts are rational or irrational. (Why not both by turns?)
Danilevsky presents us with the prospect of the synchronic relativity of science, in which paradigms differ not down through historical time, but across ethnic communities. This strikes at the heart of Enlightenment universalism, but, as I have tried to argue in these newsletters, Enlightenment ideology is not intrinsically scientific, but for a time Enlightenment thinkers made common cause with the sciences as a way both to advance their interests and to fight the common enemy of traditionalism. But scientists themselves have so completely internalized Enlightenment ideology that, even if the Enlightenment can abandon science, scientists cannot abandon the Enlightenment. That science is the same, that it must be the same, for all who practice it, seems to be an unspoken presupposition of science practised sub specie illuminatatis.
I don’t know of any analytical philosophers who have taken up Danilevsky’s argument, even if only to refute it. Nor do I know of any analogous arguments, though my knowledge of contemporary philosophy of science is far from exhaustive. The closest we come to Danilevsky in the mainstream of Anglo-American analytical philosophy of science is the debate over Kuhn’s philosophy of science, which evades some of the most troubling aspects of Danilevsky’s account. But in the absence of a science of science, we cannot definitively exclude Danilevsky’s account, just as we cannot exclude the role of personalities in the development of science (the focus of last week’s newsletter), nor can we exclude the possibility of alternative sciences that explain as much of the world as our familiar sciences, but which are largely disjoint from the familiar sciences. This latter possibility is related as an anecdote in Eugene Wigner’s “The Unreasonable Effectiveness of Mathematics in the Natural Sciences,” which I have quoted many times (though, strangely, apparently not in these newsletters, as I searched back several years just now and didn’t find this quoted, though I could have sworn that I have referenced this so many times my readers may be tired to hearing of it).
Another problem potentially soluble by a science of science: every special science undergoes its own crisis in its turn as it is forced to recognize that it cannot define either the object of its research or the fundamental theoretical terms it employs. There was the crisis in the foundations of mathematics, the crisis in physics, the crisis in psychology, the replication crisis (which falls hardest on social psychology, but which leaves few disciplines unscathed), the crisis in cosmology, and no doubt further crises yet to come. Some of these crises resemble each other, suggesting analogous structural problems within the sciences, while other crises seem to be highly specific to a particular subject matter (as with the crisis in cosmology generated by diverging measures of the Hubble constant). Further research into crises may reveal a deeper commonality, or may reveal each crisis to uniquely supervene on the objects of knowledge distinctive to each science.
The above assumes that a science of science would foreclose upon these troubling scenarios we would prefer not to contemplate. I think we can safely say that we have excluded some unwelcome scenarios for science, and this implies some rudimentary foundations of a science of science, and I think that if the project of a science of science ever came about, i.e., if it ever became a scientific research program on its own—or perhaps a meta-scientific research program—it would gradually foreclose upon the paradoxes of science, excluding them one by one, first taking care of the relatively simple problems, and then moving on to the more difficult ones. We don’t yet even know what the hardest problems are, or what they will be, when we earnestly turn toward formulating a science of science. It is all terra incognita to us.
In the absence of a science of science, however, we do have something to go on, and that is the record of the most successful special sciences, which, through their utility and fruitfulness, have provided a model for the other sciences to follow. And follow they do. A successful scientific discipline spurs imitation in the other special sciences, with the methods and the research program and theoretical structures copied. Science, then, has recourse to analogy. Later sciences are constructed along the lines of earlier successful sciences, and with good reason. The successful sciences have resolved many or most of their problems, and their methods have proved to be a successful way to derive knowledge from the empirical world.
But analogy itself is a theoretical problem. It has no standing as a formal principle of reasoning, and empirically it forces us into the kind of metaphysical speculation that most scientists hate—reflections on the uniformity of nature and such like. If nature is uniform, then a scientific methodology for the investigation of nature can be uniform, and we can know that it is (or will be) as effective in one region of experience as in another region of experience. Proof of this, however, is a metaphysical proof, and not anything scientific in the usual sense.
I should not belabor this idea of the absence of a science of science without acknowledging that it was, of course, the traditional idea that philosophy was the science of science, or, more narrowly, philosophical logic as it was elaborated prior to the mathematization of logic, that was understood to be the science of science, or, as it was also commonly known, the theory of science. Many logical works were called the theory of science, as, for example, Bernard Bolzano’s four volume Theory of Science—Wissenschaftslehre—which was completed in 1837, but the first complete English translation of which did not appear until 2014. In the meantime, between 1837 and 2014, logic, philosophy, and science all underwent rapid growth, and even, we could say, directional growth, that took them in a developmental direction of elaboration that was not anticipated prior to this time.
We can imagine a counterfactual history of logic (and of science) in which logic developed linearly, and did not experience a sudden growth along with a sudden realignment, gradually converging upon the ideal of a theory of science imagined by logicians like Bolzano. While mathematical logic transformed both logic and mathematics both, what was lost in the elaboration of mathematical logic was its connection to this traditional function of logic as the science of science. Moreover, the internal integration of logic was lost, though, it must be observed, other forms of integration appeared as logic was reconstructed analogously to mathematics.
Lately I have been thinking how, with the advent of mathematical logic and analytical philosophy, theory of meaning and theory of reference bifurcated, and with this bifurcation the inverse relationship between the two, explicitly recognized in traditional logic, was lost. Traditional logic asserts that as intension expands, extension narrows, and as extension expands, intension narrows. Intuitively it is easy to see that this is the case: a highly definite meaning applies only to a very few referents, while a generic meaning applies to a great many more referents. But with the development of mathematical logic and analytical philosophy, the theory of meaning and the theory of reference developed in different directions.
What happened? The whole of Western civilization was redirected and realigned by the industrial revolution. Some years ago I wrote about how the industrial revolution essentially hijacked other developments that were already taking place, and which therefore did not have the opportunity to come to a natural fruition because industrial change was so rapid and so catastrophic. I called this the preemption hypothesis (and gave it a further application in Late-Adopter Spacefaring Civilization: The Preemption that Didn’t Happen). We can understand preemption as a more generic historical process in which one historical process that is aggressively expansive overtakes another historical process that is slower and more gradual. An invasive weedy species of cognition expands universally and crowds out endemic species of cognition, driving them to extinction, and leaving us with a philosophical monoculture and its attendant disadvantages.
The kind of industrial civilization we might have gotten had the industrial revolution been an industrial evolution instead of a revolution, unfolding over millennia, as it is likely that the development of agriculture developed, would have been dramatically different. And the industrial revolution spawned revolutions in every adjacent sphere of life and thought. The preemption that was the industrial revolution can also be seen at work in intellectual history, and even in aesthetic and spiritual history. Science and philosophy began to transform early, more or less defining by themselves the advent of modernity when science and philosophy were modern but economics and industry were not. However, with the industrial revolution, science and philosophy were given a new and more violent spur to further growth and realignment.
These redirections and realignments of science, philosophy, and logic are vivid illustrations of the kind of selective development of science that Danilevsky imagined, though he thought of these selective developments in terms of their being embedded in cultural-historical traditions. Western science was embedded in the Western cultural-historical tradition (though Danilevsky called this the Romano-Germanic cultural-historical type), and when this tradition changed due to the industrial revolution, the science (and philosophy and logic) changed along with the tradition. Had the change been given an impetus in a different direction, or had the change not happened at all, science and its adjacent intellectual activities would look rather different today. I will not deny that change would have been much slower, but qualitatively different change might have had unprecedented impacts on history. Obviously, in the present context, what I am thinking of is a tradition like the logic of Bolzano being developed gradually, perhaps over hundreds of years, until it becomes the genuine science of science the want of which we feel at present.
It is ironically reflexive that we cannot exclude the possibility of a counterfactual science, based on a counterfactual logical tradition that grew into a mature theory of science, precisely because we lack this same theory of science. We also cannot prove that our rapid progress in science since the industrial revolution might stagnate for want of a proper theory of science, and due to the cognitive monoculture favored by rapid progress, nor that a counterfactual science, based on a counterfactual logic, might ultimately overtake and outstrip the rapid progress of science after an industrial revolution. It may be the case that, when a civilization experiences a rapid and violent industrial revolution, the accelerated rate of change cripples the other institutions of that civilization, and inevitably leads to both industrial and scientific progress eventually grinding to a halt, because the rate of progress was unsustainable. We could call the two implied scenarios of scientific and industrial development the tortoise scenario and the hare scenario, where slow and steady wins the race.
Best wishes,
Nick
PS—Last Wednesday I hiked up Dog Mountain again (previously in a PS to newsletter 239 I mentioned hiking Dog Mountain on 31 May 2023, almost exactly a year ago). This time I didn’t go all the way to the top, but I went as far as the Dog Mountain Lookout, which is a viewpoint over the Columbia Gorge just short of the top. Spring is one of the best times to do the Dog Mountain walk because of all the wildflowers.
PPS— The new number of Isonomia Quarterly, Volume 2 Issue 2, is now available, which includes a new essay by me, “The Coming Coeval Age” (a PDF version is also available). I plan to also record a video about this for my Today in Philosophy of History series. As with my recent big history paper, “A Complexity Ladder for Big History,” this essay for the Isonomia Quarterly isn’t specifically about philosophy of history, but it does have some interesting implications for history that I will explore and elaborate.
PPPS—I have finished listening to the Meditations of Marcus Aurelius. This is a classic I have skimmed many times but have not previously read through word-for-word. It always feels good to have the experience of the whole of a classic to better understand the references generated by said classic. Often we think of stoics as being distant and even possessed of an inhuman degree of self-control, but I was surprised by the repeated references to sociability in the Meditations. There is a pervasive sense in Marcus Aurelius of going along to get along.
Immediately upon finishing the Meditations of Marcus Aurelius I started listening to How to Think Like a Roman Emperor: The Stoic Philosophy of Marcus Aurelius by Donald J. Robertson. This is not exactly a commentary on the Meditations of Marcus Aurelius, but a kind of exposition, both filling in the backstory to the life of Marcus Aurelius, as well as the life of the author, and showing the relevance of Stoic philosophy in the present. This book is about twice as long as the Meditations themselves.
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Re: Scientia sub specie illuminatatis
Friday 17 May 2024
Dear Friends,
In the past several newsletters I have discussed the lack of a science of science, and some of the ramifications of this absence. Another consequence of the absence of a science of science is the selective way in which science develops, and this in turn leads to Danilevsky’s philosophy of science, which acknowledges that science can be different in different social milieux. In other words, science is relative to the scientific community that practices science. Kuhn comes to an analogous conclusion, though for Kuhn it is the diachronic relativity of science that emerges from a history of scientific revolutions triggered by model crises and paradigm shifts. Kuhn’s work continues to be debated, are there are significant differences of interpretation that keep alive the controversy as to whether paradigm shifts are rational or irrational. (Why not both by turns?)
Danilevsky presents us with the prospect of the synchronic relativity of science, in which paradigms differ not down through historical time, but across ethnic communities. This strikes at the heart of Enlightenment universalism, but, as I have tried to argue in these newsletters, Enlightenment ideology is not intrinsically scientific, but for a time Enlightenment thinkers made common cause with the sciences as a way both to advance their interests and to fight the common enemy of traditionalism. But scientists themselves have so completely internalized Enlightenment ideology that, even if the Enlightenment can abandon science, scientists cannot abandon the Enlightenment. That science is the same, that it must be the same, for all who practice it, seems to be an unspoken presupposition of science practised sub specie illuminatatis.
I don’t know of any analytical philosophers who have taken up Danilevsky’s argument, even if only to refute it. Nor do I know of any analogous arguments, though my knowledge of contemporary philosophy of science is far from exhaustive. The closest we come to Danilevsky in the mainstream of Anglo-American analytical philosophy of science is the debate over Kuhn’s philosophy of science, which evades some of the most troubling aspects of Danilevsky’s account. But in the absence of a science of science, we cannot definitively exclude Danilevsky’s account, just as we cannot exclude the role of personalities in the development of science (the focus of last week’s newsletter), nor can we exclude the possibility of alternative sciences that explain as much of the world as our familiar sciences, but which are largely disjoint from the familiar sciences. This latter possibility is related as an anecdote in Eugene Wigner’s “The Unreasonable Effectiveness of Mathematics in the Natural Sciences,” which I have quoted many times (though, strangely, apparently not in these newsletters, as I searched back several years just now and didn’t find this quoted, though I could have sworn that I have referenced this so many times my readers may be tired to hearing of it).
Another problem potentially soluble by a science of science: every special science undergoes its own crisis in its turn as it is forced to recognize that it cannot define either the object of its research or the fundamental theoretical terms it employs. There was the crisis in the foundations of mathematics, the crisis in physics, the crisis in psychology, the replication crisis (which falls hardest on social psychology, but which leaves few disciplines unscathed), the crisis in cosmology, and no doubt further crises yet to come. Some of these crises resemble each other, suggesting analogous structural problems within the sciences, while other crises seem to be highly specific to a particular subject matter (as with the crisis in cosmology generated by diverging measures of the Hubble constant). Further research into crises may reveal a deeper commonality, or may reveal each crisis to uniquely supervene on the objects of knowledge distinctive to each science.
The above assumes that a science of science would foreclose upon these troubling scenarios we would prefer not to contemplate. I think we can safely say that we have excluded some unwelcome scenarios for science, and this implies some rudimentary foundations of a science of science, and I think that if the project of a science of science ever came about, i.e., if it ever became a scientific research program on its own—or perhaps a meta-scientific research program—it would gradually foreclose upon the paradoxes of science, excluding them one by one, first taking care of the relatively simple problems, and then moving on to the more difficult ones. We don’t yet even know what the hardest problems are, or what they will be, when we earnestly turn toward formulating a science of science. It is all terra incognita to us.
In the absence of a science of science, however, we do have something to go on, and that is the record of the most successful special sciences, which, through their utility and fruitfulness, have provided a model for the other sciences to follow. And follow they do. A successful scientific discipline spurs imitation in the other special sciences, with the methods and the research program and theoretical structures copied. Science, then, has recourse to analogy. Later sciences are constructed along the lines of earlier successful sciences, and with good reason. The successful sciences have resolved many or most of their problems, and their methods have proved to be a successful way to derive knowledge from the empirical world.
But analogy itself is a theoretical problem. It has no standing as a formal principle of reasoning, and empirically it forces us into the kind of metaphysical speculation that most scientists hate—reflections on the uniformity of nature and such like. If nature is uniform, then a scientific methodology for the investigation of nature can be uniform, and we can know that it is (or will be) as effective in one region of experience as in another region of experience. Proof of this, however, is a metaphysical proof, and not anything scientific in the usual sense.
I should not belabor this idea of the absence of a science of science without acknowledging that it was, of course, the traditional idea that philosophy was the science of science, or, more narrowly, philosophical logic as it was elaborated prior to the mathematization of logic, that was understood to be the science of science, or, as it was also commonly known, the theory of science. Many logical works were called the theory of science, as, for example, Bernard Bolzano’s four volume Theory of Science—Wissenschaftslehre—which was completed in 1837, but the first complete English translation of which did not appear until 2014. In the meantime, between 1837 and 2014, logic, philosophy, and science all underwent rapid growth, and even, we could say, directional growth, that took them in a developmental direction of elaboration that was not anticipated prior to this time.
We can imagine a counterfactual history of logic (and of science) in which logic developed linearly, and did not experience a sudden growth along with a sudden realignment, gradually converging upon the ideal of a theory of science imagined by logicians like Bolzano. While mathematical logic transformed both logic and mathematics both, what was lost in the elaboration of mathematical logic was its connection to this traditional function of logic as the science of science. Moreover, the internal integration of logic was lost, though, it must be observed, other forms of integration appeared as logic was reconstructed analogously to mathematics.
Lately I have been thinking how, with the advent of mathematical logic and analytical philosophy, theory of meaning and theory of reference bifurcated, and with this bifurcation the inverse relationship between the two, explicitly recognized in traditional logic, was lost. Traditional logic asserts that as intension expands, extension narrows, and as extension expands, intension narrows. Intuitively it is easy to see that this is the case: a highly definite meaning applies only to a very few referents, while a generic meaning applies to a great many more referents. But with the development of mathematical logic and analytical philosophy, the theory of meaning and the theory of reference developed in different directions.
What happened? The whole of Western civilization was redirected and realigned by the industrial revolution. Some years ago I wrote about how the industrial revolution essentially hijacked other developments that were already taking place, and which therefore did not have the opportunity to come to a natural fruition because industrial change was so rapid and so catastrophic. I called this the preemption hypothesis (and gave it a further application in Late-Adopter Spacefaring Civilization: The Preemption that Didn’t Happen). We can understand preemption as a more generic historical process in which one historical process that is aggressively expansive overtakes another historical process that is slower and more gradual. An invasive weedy species of cognition expands universally and crowds out endemic species of cognition, driving them to extinction, and leaving us with a philosophical monoculture and its attendant disadvantages.
The kind of industrial civilization we might have gotten had the industrial revolution been an industrial evolution instead of a revolution, unfolding over millennia, as it is likely that the development of agriculture developed, would have been dramatically different. And the industrial revolution spawned revolutions in every adjacent sphere of life and thought. The preemption that was the industrial revolution can also be seen at work in intellectual history, and even in aesthetic and spiritual history. Science and philosophy began to transform early, more or less defining by themselves the advent of modernity when science and philosophy were modern but economics and industry were not. However, with the industrial revolution, science and philosophy were given a new and more violent spur to further growth and realignment.
These redirections and realignments of science, philosophy, and logic are vivid illustrations of the kind of selective development of science that Danilevsky imagined, though he thought of these selective developments in terms of their being embedded in cultural-historical traditions. Western science was embedded in the Western cultural-historical tradition (though Danilevsky called this the Romano-Germanic cultural-historical type), and when this tradition changed due to the industrial revolution, the science (and philosophy and logic) changed along with the tradition. Had the change been given an impetus in a different direction, or had the change not happened at all, science and its adjacent intellectual activities would look rather different today. I will not deny that change would have been much slower, but qualitatively different change might have had unprecedented impacts on history. Obviously, in the present context, what I am thinking of is a tradition like the logic of Bolzano being developed gradually, perhaps over hundreds of years, until it becomes the genuine science of science the want of which we feel at present.
It is ironically reflexive that we cannot exclude the possibility of a counterfactual science, based on a counterfactual logical tradition that grew into a mature theory of science, precisely because we lack this same theory of science. We also cannot prove that our rapid progress in science since the industrial revolution might stagnate for want of a proper theory of science, and due to the cognitive monoculture favored by rapid progress, nor that a counterfactual science, based on a counterfactual logic, might ultimately overtake and outstrip the rapid progress of science after an industrial revolution. It may be the case that, when a civilization experiences a rapid and violent industrial revolution, the accelerated rate of change cripples the other institutions of that civilization, and inevitably leads to both industrial and scientific progress eventually grinding to a halt, because the rate of progress was unsustainable. We could call the two implied scenarios of scientific and industrial development the tortoise scenario and the hare scenario, where slow and steady wins the race.
Best wishes,
Nick
PS—Last Wednesday I hiked up Dog Mountain again (previously in a PS to newsletter 239 I mentioned hiking Dog Mountain on 31 May 2023, almost exactly a year ago). This time I didn’t go all the way to the top, but I went as far as the Dog Mountain Lookout, which is a viewpoint over the Columbia Gorge just short of the top. Spring is one of the best times to do the Dog Mountain walk because of all the wildflowers.
PPS— The new number of Isonomia Quarterly, Volume 2 Issue 2, is now available, which includes a new essay by me, “The Coming Coeval Age” (a PDF version is also available). I plan to also record a video about this for my Today in Philosophy of History series. As with my recent big history paper, “A Complexity Ladder for Big History,” this essay for the Isonomia Quarterly isn’t specifically about philosophy of history, but it does have some interesting implications for history that I will explore and elaborate.
PPPS—I have finished listening to the Meditations of Marcus Aurelius. This is a classic I have skimmed many times but have not previously read through word-for-word. It always feels good to have the experience of the whole of a classic to better understand the references generated by said classic. Often we think of stoics as being distant and even possessed of an inhuman degree of self-control, but I was surprised by the repeated references to sociability in the Meditations. There is a pervasive sense in Marcus Aurelius of going along to get along.
Immediately upon finishing the Meditations of Marcus Aurelius I started listening to How to Think Like a Roman Emperor: The Stoic Philosophy of Marcus Aurelius by Donald J. Robertson. This is not exactly a commentary on the Meditations of Marcus Aurelius, but a kind of exposition, both filling in the backstory to the life of Marcus Aurelius, as well as the life of the author, and showing the relevance of Stoic philosophy in the present. This book is about twice as long as the Meditations themselves.
Newsletter link:
https://mailchi.mp/9c0106fe7105/the-view-from-oregon-289
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