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congresos:ms7
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| Próxima revisión | Revisión previa | ||
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congresos:ms7 [2016/05/23 11:56] Joaquín Herrero Pintado creado |
congresos:ms7 [2023/07/28 09:08] (actual) Joaquín Herrero Pintado |
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| Línea 3: | Línea 3: | ||
| #ms7 18 de mayo de 2016 | #ms7 18 de mayo de 2016 | ||
| - | Roman Frigg. How models represent | + | |
| + | ===== Roman Frigg. How models represent ===== | ||
| a. denotacion vs representacion | a. denotacion vs representacion | ||
| - | a territory-representation isnot necesarily a representation of a territory if the territory os nonexistent. | + | a territory-representation isnot necesarily a representation of a territory if the territory is nonexistent. |
| - | a territory-reprsesentatio could be a representation of some national sentiment using a map as a way of charting. | + | a territory-represesentation could be a representation of some national sentiment using a map as a way of charting. |
| b.exemplification | b.exemplification | ||
| - | ejemplo: un pantone. Exemplification of properties. But converse does not hold: not every property instantiated is also exemplified. (un pantone noejemplifica lapropiedad de la rectangularidad sino solo el color). | + | ejemplo: un pantone. |
| - | ¿Which properties are instantiated and which are exemplifies& This is nottoldby theobject itself. | + | |
| + | Exemplification of properties. But converse does not hold: not every property instantiated is also exemplified. (un pantone noejemplifica lapropiedad de la rectangularidad sino solo el color). | ||
| + | |||
| + | ¿Which properties are instantiated and which are exemplifies& This is not told by the object itself. | ||
| Exemplars provide epistemological access to properties. | Exemplars provide epistemological access to properties. | ||
| - | Ejemplo | + | Ejemplo: |
| "Teaches as a boxer" (picture) denotes NT, EXEMPLIFIES aggresivity/brutaliti, so IMPUTES this to MT. | "Teaches as a boxer" (picture) denotes NT, EXEMPLIFIES aggresivity/brutaliti, so IMPUTES this to MT. | ||
| A representation DENOTES, EXEMPLIFIES and IMPUTES. | A representation DENOTES, EXEMPLIFIES and IMPUTES. | ||
| - | El paso de una representacion para que seconvierta enmodelo esuna INTERPRETACION. | + | El paso de una representacion para que se convierta en modelo es una INTERPRETACION. |
| Video Youtube=economia (de guatemala)como un system of pipes. Phillips-Newlyn machine. Is an OBJECT WITH PROPERTIES. Propiedades es todo lo que podemos atribuirle: el material del que está hecho, laépoca, y tambien la ubterpretacion | Video Youtube=economia (de guatemala)como un system of pipes. Phillips-Newlyn machine. Is an OBJECT WITH PROPERTIES. Propiedades es todo lo que podemos atribuirle: el material del que está hecho, laépoca, y tambien la ubterpretacion | ||
| Línea 43: | Línea 49: | ||
| KEYS. No hay estudios sistemáticos sobre est Son idealizaciones, analogias? | KEYS. No hay estudios sistemáticos sobre est Son idealizaciones, analogias? | ||
| - | (How) Do models provide undertanding-why? | + | ===== (How) Do models provide undertanding-why? ===== |
| models employ idealizations. Many idealizations: simplification, distortion, abstraction, omission | models employ idealizations. Many idealizations: simplification, distortion, abstraction, omission | ||
| Línea 73: | Línea 80: | ||
| -informatinal value | -informatinal value | ||
| - | A cathegory theoretic approach to models and simulations in biological systems. | + | ===== A cathegory theoretic approach to models and simulations in biological systems. ===== |
| Aziz Zambak (Laboratory for Computational Ontology) | Aziz Zambak (Laboratory for Computational Ontology) | ||
| Línea 118: | Línea 126: | ||
| Interconnected models: a locus for investigation. Often they are "implicit"but should be explicit how do scientists interconnect models. | Interconnected models: a locus for investigation. Often they are "implicit"but should be explicit how do scientists interconnect models. | ||
| - | Darwinizing culture | + | ===== Darwinizing culture ===== |
| Eva Boon | Eva Boon | ||
| Línea 144: | Línea 153: | ||
| dificult. | dificult. | ||
| - | Modeling and Realism, scientific and perpetual | + | ===== Modeling and Realism, scientific and perpetual ===== |
| Paul Teller | Paul Teller | ||
| Línea 151: | Línea 161: | ||
| Models and Simulations MS7, 19/5/2016 | Models and Simulations MS7, 19/5/2016 | ||
| - | What distinguish data from models? | + | |
| + | ===== What distinguish data from models? ===== | ||
| what counts as data? | what counts as data? | ||
| what counts asmodels? | what counts asmodels? | ||
| Línea 247: | Línea 259: | ||
| The functions of idealization in mechanistic models | The functions of idealization in mechanistic models | ||
| NO | NO | ||
| - | Justifying serious possibilities with unrealistic models | + | |
| + | ===== Justifying serious possibilities with unrealistic models ===== | ||
| UM: rely on contrary to fact assumptions | UM: rely on contrary to fact assumptions | ||
| Línea 278: | Línea 292: | ||
| - | De-idealized models | + | ===== De-idealized models ===== |
| - | (room 2) Topological explanations in social sciences | ||
| + | ---- viernes ---- | ||
| - | (room 2) Computer modelling and simulation as heuristic tool tounderstand the past (EPENEt project) | ||
| - | |||
| - | |||
| - | |||
| - | ---- viernes ---- | ||
| + | ===== Performative representations with computer simulations ===== | ||
| - | Performative representations with computer simulations | ||
| simulaciones del cambio climatico son "performativas", por tanto utilizables por el método científico. | simulaciones del cambio climatico son "performativas", por tanto utilizables por el método científico. | ||
| Línea 360: | Línea 369: | ||
| - | An ontological approach to simulations and computer simulations | + | ===== An ontological approach to simulations and computer simulations ===== |
| Aspects invstigated by philosophy of science | Aspects invstigated by philosophy of science | ||
| Línea 420: | Línea 430: | ||
| are indirect representarions (Weinsberg 2013) | are indirect representarions (Weinsberg 2013) | ||
| - | Topic models as an example of computer modeling in the humanities | + | ===== Topic models as an example of computer modeling in the humanities ===== |
| Widely used in computational literary analysis and history | Widely used in computational literary analysis and history | ||
| Línea 466: | Línea 477: | ||
| Computational modelling in educational research: do we need such an approach? | Computational modelling in educational research: do we need such an approach? | ||
| - | Is possible to conceptualize educational problems? | + | ===== Is possible to conceptualize educational problems? ===== |
| how do students acquire knowledge | how do students acquire knowledge | ||
| how students make progresses | how students make progresses | ||
| Línea 510: | Línea 522: | ||
| Yes if integrated research is of interest | Yes if integrated research is of interest | ||
| - | (a) | ||
| - | |||
| - | |||
| - | (b) | ||
| + | ===== Realist interpretation of the Standard Model ===== | ||
| - | Realist interpretation of the Standard Model | ||
congresos/ms7.1464004560.txt.gz · Última modificación: 2016/05/23 11:56 por Joaquín Herrero Pintado
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