Mathematical Models of Spacetime in Contemporary Physics and Essential Issues of the Ontology of Spacetime
ABSTRACT: The general theory of relativity and field theory of matter generate an interesting ontology of space-time and, generally, of nature. It is a monistic, anti-atomistic and geometrized ontology — in which the substance is the metric field — to which all physical events are reducible. Such ontology refers to the Cartesian definition of corporeality and to Plato's ontology of nature presented in the Timaeus. This ontology provides a solution to the dispute between Clark and Leibniz on the issue of the ontological independence of space-time from distribution of events. However, mathematical models of space-time in physics do not solve the problem of the difference between time and space dimensions (invariance of equations with regard to the inversion of time arrow). Recent research on space-time singularities and asymmetrical in time quantum theory of gravitation will perhaps allow for the solution of this problem based on the structure of space-time and not merely on thermodynamics.
Since the General Theory of Relativity is a fundamental model of spacetime, most often used as a starting point for a physicists' research, I will begin my analysis with an attempt to formulate the consequences of the GTR for spacetime ontology and, generally, ontology of nature. The preliminary remark, however, has epistemological character. The formulation of the GTR resulted in definite fall of a dogmatic thesis of distinguished value of the 3-dimensional Euclidean geometry, as the only geometrical structure, adequate for a description of nature. This thesis was formulated explicitly by Kant, who considered this structure to be apriori form of inspection, and as such it was to validate the science. Kant's epistemology was created mainly to validate science, whose best developed part was embodied in the classical mechanics. However, the attitude of the authors of the field theory of matter towards Kant's epistemology was not negative at all, which can be proved by the words of Weyl, who, although confessed that in himself a philosopher had been dominated by a mathematician, began his work Space, Time, Matter with philosophical considerations devoted to the question of time and space, considerations comparable to those of Kant.
The formulation of the General Theory of Relativity was of major importance for the spacetime ontology, mainly because it ended the famous debate between Clarke and Leibniz concerning the ontological status of spacetime. In this debate Clarke defended the Newton's position in which he emphasized ontological independence of time and space with regard to physical events.
In this paper, I offer a reconstruction of Aristotle’s argument from Physics Book 2, chapter 8, 199a9. Aristotle in this chapter tries to make an analogy between nature and action to establish that both, nature and action, have an end.
In his work Four-Dimensionalism: An Ontology of Persistence and Time (2001 as cited in Koslicki, 2003; 107), Sider offers an “argument from vagueness,” which is concerned with the question: “Under what conditions do objects come into and go out of existence,” or “Which arrangements of matter are suitable for objects to come into (and go out of) existence?” (Koslicki, 2003; 112). In his answer which allegedly proves universalism, Sider believes this can be extended to spatiotemporal dimension and hence Four-Dimensionalism. The structure of the essay is as follows: first I will consider the possible solutions to the question posed above. Second, I will reiterate Sider’s argument and how it attempts to answers the question. Thirdly, I will consider the position known as the “intermediate” position, using Koslicki’s criticism to Sider to demonstrate my point. Finally, I will attempt to critique the areas that Koslicki grants Sider in a defense of the nihilistic position. Thus in this essay, I will attempt to evaluate the argument from vagueness for the four-dimensionalist metaphysics of material objects and following Koslicki, argue that the non-temporalized argument does not fare as well as Sider claims. Hence, the dependent temporalized argument fares similarly.
Sonfield, Adam. "Sex Education Remains Active Battleground." Contraceptive Technology Update 1 Mar. 2012. Academic OneFile. Web. 4 Apr. 2012.
In today’s society we feel the need to be graded in order to learn. The topic of the grading system has sparked three essays, by three different authors, about the pros and cons of the grading system. First, Jerry Farber, professor at University of California at San Diego, wrote A Young Person’s Guide to the Grading System (333). Next is Steven Vogel, professor at Denison University, who wrote Grades and Money (337). The last two authors in this compilation are Stephen Goode and Timothy W. Maier. They both are journalists for Insight on the News. While each of these authors have their own point of view on the grading system, all three essays talk about how being graded affects learning.
Quantum Mechanics This chapter compares the theory of general relativity and quantum mechanics. It shows that relativity mainly concerns that microscopic world, while quantum mechanics deals with the microscopic world.
An underlying theme present throughout the series is the possibility that our existence is not the only one. According to current theories in physics, it is entirely possible that our universe is just one of many universes f...
Sex education in the United States has been an bi-polar opinionated topic within the education system. It's use and curriculum are affected by many forces such as politics, public health concerns, and religious affiliation to name just a few. There has though been clearly documented need for publics support for sex education programs in schools. What is often unknown, is Sex education was been introduced into the education systems as early as 1912. At this time the National Education Association requested for teachers to be trained in sexuality education. In the 1940s the United States Health Services supported Sex education programs in the school systems saying there was an urgent need for awareness. Though it wasn’t till 1955 that the American Medical Association in union with National Education Association published five pamphlets which were to be used for sex education in schools. Although even with the support of teachers and public health officials the use and implementation of sex education programs in school were heavily debated by many.
Sex education in public schools is the first of the four topics I will be discussing. This topic was a no brainer for me to choose, due to the fact that I grew up in the public and private school systems, and am able to connect my personal experiences with the opinions I hold today. Although sex education was not very prominent throughout my educational experience, I believe all students would greatly benefit from the knowledge one can acquire through a diverse sexual education experience. My first experience with sex education came in sixth grade (I’m 22), and unfortunately is the only experience I’ve had, while in the public school system. Although I cannot recall this event in its entirety, I can still remember the minor details.
It is interesting to note that the ongoing controversy concerning the so-called conflict between Wilhelm Gottfried Leibniz and Isaac Newton is one that does not bare much merit. Whether one came up with the concepts of calculus are insignificant since the outcome was that future generations benefited. However, the logic of their clash does bear merit.
Sir Isaac Newton came up with many theories of time and space. Euclid said that there can be a concept of a straight line but Newton said nothing could ever travel in a straight line, see illustration below.
National Abstinence Education Association. “Comprehensive Sex Education Is Inappropriate And Harmful.” Do Abstinence Programs Work?. Christina Fisanick. Michigan. Greenhaven Press, 2010. 33-42. Print.
The concept of sex education is argued many different ways; however, a conclusion can be reached that abstinence only sex education does not work, and something needs to be changed about the school systems in which that is the only option offered. Most kids do not understand the changes happening in their bodies, and certain urges and sensations that they may be feeling. In addition, they need to be able to differentiate a safe versus unsafe sexual relationship and how to practice safe sex. Most parents of elementary school-aged children are apprehensive to the idea of giving their children sex education because they believe it will encourage their children to be sexually active at a young age; however, sex education throughout
Nineteen-fifty five marked the debut of sex education programs in schools in the United States. Along the years, many have argued whether or not sex education should be taught in schools. Many believe that the education of sex encourages students to engage in sexual activities which lead to a higher number of pregnancies and sexual transmitted diseases (STD’s). As the number of unplanned pregnancies and sexually transmitted diseases climbs higher and higher every day in our country, one can only think that sexual education is a necessity in our school systems. Teens as young as fourteen years old have admitted to already engaging in sexual activities. No teen should be engaging in such acts at that age. Many schools give parents the choice to have their child opt out of the lesson or class. Few states are required to teach sex education to students in secondary schools unless they were withdrawn from the class by their parents.
The long debated issue of teaching abstinence or contraception awareness is an inevitable topic that has and will continue to linger in school board meeting rooms for years and years to come. Parents are not talking to their children about sex because some deem it as awkward or uncalled for, leaving it to the schools to teach the little education they have. “This take on sex education is known among educators as the "abstinence-only approach," in which totally refraining fr...
For years, the question “Should schools teach sex education?” has been asked in American households; and many families have agreed that they would rather not have the schools teach sex education to their children. In each region of the country, there are families that feel the money should not fund sex education, especially funds put into public education, because that is “a duty for the parents.” A question remains, however, why people do not discuss sex with their children, and does this lack of communication between child and parent affect the child’s future. This lack of communication has been proven through studies to be harmful to the lifestyles and well-being of members of society. The importance of family involvement and communication in sex education should be emphasized to reduce the future risks of sexually transmitted infections, prolonged psychological trauma, or confusion in the United States. Studies have shown that sexual education between parents and children does show progress in decreasing premature sexual activity and STI rates.