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Author: C.K. Raju
Publisher: Springer Science & Business Media
ISBN: 9401583765
Category : Science
Languages : en
Pages : 262
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Book Description
Is time, even locally, like the real line? Multiple structures of time, implicit in physics, create a consistency problem. A tilt in the arrow of time is suggested as the most conservative hypothesis which provides approximate consistency within physics and with topology of mundane time. Mathematically, the assumed constancy of the velocity of light (needed to measure time) implies functional differential equations of motion, that have both retarded and advanced deviating arguments with the hypothesis of a tilt. The novel features of such equations lead to a nontrivial structure of time and quantum-mechanical behaviour. The entire argument is embedded in a pedagogical exposition which amplifies, corrects, and questions the conventionally accepted approach. The exposition includes historical details and explains, for instance, why the entropy law is inadequate for time asymmetry, and why notions such as time asymmetry (hence causality) may be conceptually inadequate. The first three parts of the book are especially suited as supplementary reading material for undergraduate and graduate students and teachers of physics. The new ideas are addressed to researchers in physics and philosophy of science concerned with relativity and the interpretation of quantum mechanics.
Author: C.K. Raju
Publisher: Springer Science & Business Media
ISBN: 9401583765
Category : Science
Languages : en
Pages : 262
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Book Description
Is time, even locally, like the real line? Multiple structures of time, implicit in physics, create a consistency problem. A tilt in the arrow of time is suggested as the most conservative hypothesis which provides approximate consistency within physics and with topology of mundane time. Mathematically, the assumed constancy of the velocity of light (needed to measure time) implies functional differential equations of motion, that have both retarded and advanced deviating arguments with the hypothesis of a tilt. The novel features of such equations lead to a nontrivial structure of time and quantum-mechanical behaviour. The entire argument is embedded in a pedagogical exposition which amplifies, corrects, and questions the conventionally accepted approach. The exposition includes historical details and explains, for instance, why the entropy law is inadequate for time asymmetry, and why notions such as time asymmetry (hence causality) may be conceptually inadequate. The first three parts of the book are especially suited as supplementary reading material for undergraduate and graduate students and teachers of physics. The new ideas are addressed to researchers in physics and philosophy of science concerned with relativity and the interpretation of quantum mechanics.
Author: Murzban Jal
Publisher: Taylor & Francis
ISBN: 1000028933
Category : Education
Languages : en
Pages : 263
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Book Description
This book proposes a New Enlightenment – a new way of looking at the non-Western world. Breaking new ground, the essays chart a course beyond Eurocentric discourses (which completely ignore the contributions of Asia, Africa and Latin-America) and forms of nativism (which are usually ethnocentric discourses). The volume: Focuses on the historical aspects of knowledge-production and its colonization; Examines the genre of multilinear histories that displaces hegemonic Eurocentric discourses; Enlarges the scope of multilinear historicism whereby Asia, Europe, Africa and the Americas are drawn in a new humanistic knowledge system; Studies how colonization is resisted in both the non-Western and Western world. Lucid and engaging, this book will be of great interest to scholars and researchers of social theory, education, politics and public policy.
Author: Robert B. Griffiths
Publisher: Cambridge University Press
ISBN: 9780521539296
Category : Science
Languages : en
Pages : 412
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Book Description
Quantum mechanics is one of the most fundamental yet difficult subjects in physics. Nonrelativistic quantum theory is presented here in a clear and systematic fashion, integrating Born's probabilistic interpretation with Schrödinger dynamics. Basic quantum principles are illustrated with simple examples requiring no mathematics beyond linear algebra and elementary probability theory. The quantum measurement process is consistently analyzed using fundamental quantum principles without referring to measurement. These same principles are used to resolve several of the paradoxes that have long perplexed physicists, including the double slit and Schrödinger's cat. The consistent histories formalism used here was first introduced by the author, and extended by M. Gell-Mann, J. Hartle and R. Omnès. Essential for researchers yet accessible to advanced undergraduate students in physics, chemistry, mathematics, and computer science, this book is supplementary to standard textbooks. It will also be of interest to physicists and philosophers working on the foundations of quantum mechanics.
Author: T. Borne
Publisher: Springer Science & Business Media
ISBN: 0306471310
Category : Science
Languages : en
Pages : 343
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Book Description
"This book, which presents a new view of quantum field theory, may serve as a research monograph and an alternative textbook examining topics which are not usually treated in conventional works." "Audience: This volume will appeal to researchers concerned with the foundation of the theory of matter and forces including gravitation. It will also be interesting to those working with quantum field theoretic methods in various disciplines, such as particle physics, nuclear physics, condensed mater physics, and relativity."--Jacket.
Author: Claude Alvares
Publisher: Penerbit USM
ISBN: 9838617539
Category : Education
Languages : en
Pages : 399
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Book Description
This book of essays is a sequel to the ‘International Conference on Decolonising Our Universities’ held in Penang, Malaysia from June 27 to 29, 2011. The Conference was jointly organised by the Universiti Sains Malaysia and Citizens International in cooperation with the Higher Education Leadership Academy of the Malaysian Ministry of Higher Education. At the Conference, speaker after speaker pointed out that education in Asia and Africa is too Westcentric. It blindly apes European universities, European curricula and European paradigms. The papers in this volume examine possible ways of overcoming this problem of intellectual enslavement in Asian and African citadels of learning. It must be pointed out at the very outset that this book is not meant to be a tirade against the West. Its aim is not to ask Asian and African universities to shut out Europe and North America or to be insular or to wear blinds. Its aim is positive – to make Asian and African tertiary education truly global and at the same time socially relevant. This cannot be done unless the intellectual monopoly of the West is broken and European knowledge is made to make way for the review, teaching and expansion of the vast knowledge of other societies and cultures. European knowledge may supplement, but never replace, other valid knowledge systems and traditions. The book is divided into eight parts. Part I creates the setting, provides an overview of the state of our universities, reflects on decolonisation of our intellectual heritage and explains how colonial education was used to assault our cultures. Part II contains a wish-list of the decolonised university. There are essays on the philosophical basis of an African university and about how the sacred and the secular can be integrated and how the community can be brought back into the university. Part III critically examines the promise and performance of UNESCO in decolonisation of Asian and African institutions of higher learning. Part IV discusses eurocentrism in social sciences, in mathematics and in science curricula. Part V highlights the state of social sciences and the law today and provides an alternative discourse in social theory, history, psychotherapy, psychology, law and language education. Part VI discusses regional decolonising initiatives in the Philippines, Taiwan, Turkey and Iran. Part VII provides insights into some experiments in transforming academic pedagogy. Finally, Part VIII contains some personal journeys in decolonisation of the self. This book of essays is meant to coincide with Malaysia’s Independence Day on August 31, 1957. The hope is that the timing will underline the point that the stains of cultural and intellectual imperialism do not end with the attainment of political freedom. Freedom is a state of the mind and, regrettably, throughout Asia and Africa, the enslavement of the mind has continued long after the coloniser has gone back home. This humiliating state of affairs must end, not only to give meaning to political independence but also to improve the quality of our education by giving to our students a better panorama of world knowledge and thereby to increase their choices. Decolonisation of our universities is not an exercise in flag-waving nationalism. Its aim is ameliorative. Diversity and pluralism of knowledge systems are vital for meeting many of the moral, social and economic challenges of the times and for avoiding the frightening economic, educational and cultural consequences of Europe’s near-total intellectual and educational monopoly over Asia, Africa and Latin America. For example, Western models of development have proved to be a nightmare and have not served Asia and Africa well. Economic theories from the West have brought the whole world to the brink of an environmental catastrophe. Asian universities should offer a critique of the ethnocentrism of Western scholarship by pointing out that a middle class Western lifestyle and what that entails in terms of the nuclear family, the consumer society, living in suburbia and extensive private space may neither be workable nor desirable on a fragile planet. The humiliating story of intellectual enslavement in each field and in each region is best told in the words of the authors. What must be noted is the ways in which this subservience manifests itself. Our university courses reflect the false belief that Western knowledge is the sum total of all human knowledge. The books prescribed and the icons and godfathers of knowledge are overwhelmingly from the North Atlantic countries. Titles written by scholars and thinkers from Asia and Africa are rarely included in the book list. This may indicate a pervasive inferiority complex or ignorance of the contribution of the East to world civilisation. Any evaluation of right and wrong, of justice and fairness, of poverty and development, and of what is wholesome and worthy of celebration tends to be based on Western perceptions. Eastern ideas and institutions are viewed through Western prisms and invariably regarded as primitive and in need of change. Despite decades of political independence, the framework assumptions of our law, politics, economics, education, history, science, art and culture remain dictated by our former colonial masters. Our concept of the good life and our views on human rights have very tenuous links to our indigenous traditions. Our cultural values, domestic relations, music, food and dressing – indeed our whole Weltanschauung is constructed on a Western edifice of knowledge. Our concept of beauty has been socially constructed by Hollywood media. In our professions, most of the icons we look up to are Western. In our universities, the syllabi we draft, the books we prescribe, the theories we blindly ape, the new abodes of the sacred we worship have very little connection with our own intellectual and moral heritage. It is fashionable in Asian universities to import expatriate lecturers, external examiners and guest speakers exclusively from North Atlantic countries. Asian scholars are generally not regarded as fit for such recognition. The underlying assumption is that Asians and Africans matter little and in all aspects of existence we need civilisational guidance from the overlords of humankind in Europe and America. How did we fall into such depths of enslavement and reverse racism? An essay in the volume points out that the colonisers conquered our mind by dismissing and deriding our cultures, alienating us from our roots and putting us in awe of the culture of the masters. They used the colonial education system for the production of a competent but submissive class. They replaced local languages with the English language extinguishing along with local languages, the cultural and moral nuances and perspectives that surround a language. The colonisers falsified and obliterated historical records of intellectual achievements by Asian and African scholars and inventors. They borrowed extensively from the East but shamelessly failed to acknowledge that debt. In many cases they Latinised Eastern names to make them sound European. The world does not know that during the European Dark Ages, scintillating educational developments were taking place in Asia and Africa. While Europe slept, China, India, Persia and Egypt practised science, invented algebra, furthered mathematics, metallurgy, law and logic. They conducted complex medical operations, invented rockets, wrote treatises in philosophy, sociology and astronomy. A more recent form of Western hegemony is the yearly university ranking lists. Western education, Western science and Western achievements are subjected to evaluation on criteria that are rigged in their favour. A host of Western consultants and experts unabashedly glorify American and European achievements and certify and celebrate the unique quality of their education system. A recent claim was made that American society symbolised ‘the end of history’ implying thereby that no further human progress was necessary anywhere else. The book’s ultimate aim is to discover what needs to be done to liberate our minds and our souls; to end this academic colonialism; to restore our dignity and independence. We must shed the slavish mentality of blindly aping Western paradigms. We must stop sucking up to the Western academic system. We need to send Columbus packing back home. Not only the Columbus outside but also the Columbus within. We need to rediscover the suppressed knowledge of our civilisations and to reconnect with our rich heritage. We must embark on a voyage of discovery of our ancestors’ intellectual wanderings and rediscover the wonders and heritage of China, India, Persia, Mesopotamia, Egypt and other Eastern and African civilisations. We must combat the many fabrications and plagiarisms of Western ‘innovators’ and we must give credit where credit is due to those in Asia and Africa who pioneered the ideas. It must be clarified that it is not part of our agenda to ask European and American universities to include the treasures of the East in their syllabi. Whether their world-views should be enriched by the insights and reflections of the East, or whether they should remain insular and wear blinds, is their own problem. Further, it is not our aim to shut out the West but to end blind and exclusive reliance on it. We need to root our education in our own soil; to tap our own intellectual resources first and to make our education relevant to our societal conditions. No amount of imported academics or theories can do this, only us. We are aware that our endeavour will be mocked by many in the West. We will also be opposed by many elites in the East who believe that ‘West is best’ and whose capitulation to Europe perpetuates Western intellectual hegemony. Such opposition to the basic thesis of this book will only serve to confirm the phenomenon of ‘legitimation and false consciousness’ whereby the oppressed are so brainwashed that they cooperate with their oppressors. ‘It is the final triumph of a system of domination when the dominated start singing its virtues.’ In preparing this volume, we received invaluable help from many individuals and institutions. Universiti Sains Malaysia and Citizens International provided the funds for publication. Ayesha Bilimoria helped with the editing of the bulk of the pieces. Jenessey Dias performed brisk transcription of the presentations from the DVDs. Shafeeq, Sameera and Noor Aini Masri gave secretarial assistance. Professor Dato’ Dr. Md Salleh Yaapar and his team from the USM Press did everything else with great courtesy, speed and professionalism. Citizens International’s S.M. Mohamed Idris and Uma Ramaswamy assisted with the printing. To all of them we owe a debt of gratitude. We hope that this book will highlight what is on any measure a shameful condition and that it will inspire at least some Asian educators to think afresh, to chart new directions, to search for the best in their indigenous traditions, yet to keep the windows of their mind open to the world.
Author: C. K. Raju
Publisher: Pearson Education India
ISBN: 9788131708712
Category : Calculus
Languages : en
Pages : 536
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Book Description
The Volume Examines, In Depth, The Implications Of Indian History And Philosophy For Contemporary Mathematics And Science. The Conclusions Challenge Current Formal Mathematics And Its Basis In The Western Dogma That Deduction Is Infallible (Or That It Is Less Fallible Than Induction). The Development Of The Calculus In India, Over A Thousand Years, Is Exhaustively Documented In This Volume, Along With Novel Insights, And Is Related To The Key Sources Of Wealth-Monsoon-Dependent Agriculture And Navigation Required For Overseas Trade - And The Corresponding Requirement Of Timekeeping. Refecting The Usual Double Standard Of Evidence Used To Construct Eurocentric History, A Single, New Standard Of Evidence For Transmissions Is Proposed. Using This, It Is Pointed Out That Jesuits In Cochin, Following The Toledo Model Of Translation, Had Long-Term Opportunity To Transmit Indian Calculus Texts To Europe. The European Navigational Problem Of Determining Latitude, Longitude, And Loxodromes, And The 1582 Gregorian Calendar-Reform, Provided Ample Motivation. The Mathematics In These Earlier Indian Texts Suddenly Starts Appearing In European Works From The Mid-16Th Century Onwards, Providing Compelling Circumstantial Evidence. While The Calculus In India Had Valid Pramana, This Differed From Western Notions Of Proof, And The Indian (Algorismus) Notion Of Number Differed From The European (Abacus) Notion. Hence, Like Their Earlier Difficulties With The Algorismus, Europeans Had Difficulties In Understanding The Calculus, Which, Like Computer Technology, Enhanced The Ability To Calculate, Albeit In A Way Regarded As Epistemologically Insecure. Present-Day Difficulties In Learning Mathematics Are Related, Via Phylogeny Is Ontogeny , To These Historical Difficulties In Assimilating Imported Mathematics. An Appendix Takes Up Further Contemporary Implications Of The New Philosophy Of Mathematics For The Extension Of The Calculus, Which Is Needed To Handle The Infinities Arising In The Study Of Shock Waves And The Renormalization Problem Of Quantum Field Theory.
Author: Alexander Leonidovich Kuzemsky
Publisher: World Scientific
ISBN: 9811267022
Category : Science
Languages : en
Pages : 484
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Book Description
The book focuses on the study of the temporal behavior of complex many-particle systems. The phenomenon of time and its role in the temporal evolution of complex systems is a remaining mystery. The book presents the necessity of the interdisciplinary point of view regarding on the phenomenon of time.The aim of the present study is to summarize and formulate in a concise but clear form the trends and approaches to the concept of time from a broad interdisciplinary perspective exposing tersely the complementary approaches and theories of time in the context of thermodynamics, statistical physics, cosmology, theory of information, biology and biophysics, including the problem of time and aging. Various approaches to the problem show that time is an extraordinarily interdisciplinary and multifaceted underlying notion which plays an extremely important role in various natural complex processes.
Author: V. Kulish
Publisher: Springer Science & Business Media
ISBN: 030648062X
Category : Science
Languages : en
Pages : 394
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Book Description
The book consists of two Volumes. The first (the preceding volume) is devoted to the general nonlinear theory of the hierarchical dynamic oscillative–wave systems. This theory has been called the theory of hi- archical oscillations and waves. Here two aspects of the proposed theory are discussed. The first aspects concern the fundamental nature and the basic c- cepts and ideas of a new hierarchical approach to studying hierarchical dynamic systems. A new hierarchical paradigm is proposed as a - sis of a new point of view of such types of systems. In turn, a set of hierarchical principles is formulated as the fundamental basis of this paradigm. Therein the self-resemblance (holographic) principle plays a key role here. An adequate mathematic description (factorization) of the proposed paradigm is carried out. The concepts of structural and dynamic (functional) operators are put into the basis of this descr- tion. Electrodynamics is chosen as a convenient basis for an obvious demonstration of some key points of the proposed new theory. The second aspect has a purely mathematical nature. It is related to the form of factorization (i.e., mathematical description) of hier- chical types of dynamic models, and discussion of the methods of their mathematical analysis. A set of the hierarchical asymptotic analytical– numerical methods is given as an evidence of the practical effectiveness of the proposed version of hierarchical theory.
Author: Jean de Climont
Publisher: Editions d Assailly
ISBN: 2902425171
Category : Science
Languages : en
Pages : 2426
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Book Description
This Worldwide List of Alternative Theories and Critics (only avalailable in english language) includes scientists involved in scientific fields. The 2023 issue of this directory includes the scientists found in the Internet. The scientists of the directory are only those involved in physics (natural philosophy). The list includes 9700 names of scientists (doctors or diplome engineers for more than 70%). Their position is shortly presented together with their proposed alternative theory when applicable. There are nearly 3500 authors of such theories, all amazingly very different from one another. The main categories of theories are presented in an other book of Jean de Climont THE ALTERNATIVE THEORIES
Author: C. K. Raju
Publisher: C. K. Raju
ISBN: 8190916106
Category : History
Languages : en
Pages : 161
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Book Description
