The Departmen
t’s colloquium series typically meets on Thursdays in the Seminar Room at
Gateway Bldg\, 106 Somerset Street\, 5th Floor.

\n\n

\n

\n

\n\n

\n

\n

\n

#### Alex Franklin – How Do Levels Emerge?

\n

\n

Levels terminology is employed throughout scientific discours
e\, and is crucial to the formulation of various debates in the philosophy
of science. In this talk\, I argue that all levels are\, to some degree\,
autonomous. Building on this\, I claim that higher levels may be understo
od as both emergent from and reducible to lower levels. I cash out this ac
count of levels with a case study. Nerve signals are on a higher level tha
n the individual ionic motions across the neuronal membrane\; this is (at
least in part) because the nerve signals are autonomous from such motions.
In order to understand the instantiation of these levels we ought to iden
tify the mechanisms at the lower level which give rise to such autonomy. I
n this case we can do so: the gated ion channels and pumps underwrite the
autonomy of the higher level.

\n

\n

\n

\n

\n

\n

#### Ken Aizawa – New Directions in Compositional Explanation: Two Cas
es Studies

\n

\n

The most familiar ap
proach to scientific compositional explanations is that adopted by the so-
called “New Mechanists”. This approach focuses on compositional explanatio
ns of processes of wholes in terms of processes of their parts. In additio
n\, the approach focuses on the use of so-called “interlevel interventions
” as the means by which compositional relations are investigated. By contr
ast\, on the approach I adopt\, we see that there are compositional explan
ations of individuals in terms of their parts and properties of individual
s in terms of the properties of their parts. In addition\, I draw attentio
n to the use of abductive methods in investigations of compositional relat
ions. I illustrate my approach by use of Robert Hooke’s microscopic invest
igations of the cork and the development of the theory of the action poten
tial.

\n

\n

\n

\n

\n

\n\n\n

\n

\n
X-TAGS;LANGUAGE=en-US:conference\,epistemology\,metaphysics\,science
END:VEVENT
BEGIN:VEVENT
UID:ai1ec-7442@www.noahgreenstein.com/wordpress
DTSTAMP:20210413T141106Z
CATEGORIES;LANGUAGE=en-US:Rutgers
CONTACT:https://philevents.org/event/show/79994
DESCRIPTION:The workshop is funded by the National Science Foundation (SES-
1921688) and is aimed at bringing together academics who study the notion
of mathematical explanation from philosophical and from educational/psycho
logical perspectives. The idea is to bring together philosophers of mathem
atics\, epistemologists\, psychologists\, and mathematics educators\, to d
iscuss how developments in their own fields could meaningfully contribute
to the work on mathematical explanation where their fields intersect. In p
articular\, we want to explore the ways in which mathematical explanation
engenders understanding\, by focusing on (1) the relationship between diff
erent types of philosophical accounts of mathematical explanation\, (2) ed
ucational approaches to the characterization of effective explanations in
the mathematics classroom\, and (3) work at the intersection of these two
perspectives.\nAll speakers:\n Mark Colyvan \nUniversity of Sydney\n Matth
ew Inglis \nLoughborough University\n Marc Lange \nUniversity of North Car
olina\, Chapel Hill\nTania Lombrozo\nPrinceton University\n Alexander Renk
l \nUniversity of Freiburg\nKeith Weber\nRutgers University – New Brunswic
k\nOrit Zaslavsky\nNew York University
DTSTART;VALUE=DATE:20200406
DTEND;VALUE=DATE:20200408
GEO:+40.501487;-74.447058
LOCATION:Graduate School of Education\, Rutgers @ 10 Seminary Pl\, New Brun
swick\, NJ 08901\, USA
SEQUENCE:0
SUMMARY:Understanding Mathematical Explanation: Uniting Philosophical and E
ducational Perspectives
URL:http://www.noahgreenstein.com/wordpress/event/understanding-mathematica
l-explanation-uniting-philosophical-and-educational-perspectives/
X-COST-TYPE:free
X-ALT-DESC;FMTTYPE=text/html:\\n\\n\\n

\\n\\n

The workshop
is funded by the National Science Foundation (SES-1921688) and is aimed at
bringing together academics who study the notion of mathematical explanat
ion from philosophical and from educational/psychological perspectives. Th
e idea is to bring together philosophers of mathematics\, epistemologists\
, psychologists\, and mathematics educators\, to discuss how developments
in their own fields could meaningfully contribute to the work on mathemati
cal explanation where their fields intersect. In particular\, we want to e
xplore the ways in which mathematical explanation engenders understanding\
, by focusing on (1) the relationship between different types of philosoph
ical accounts of mathematical explanation\, (2) educational approaches to
the characterization of effective explanations in the mathematics classroo
m\, and (3) work at the intersection of these two perspectives.

\n

### A
ll speakers:

\n

Mark Colyvan

\nUniversity of Sydney

\n

Matthew Inglis

\nLou
ghborough University

\n

Marc Lange

\nUniversity of North Carolina\, Chapel Hill

\n

Tania Lombrozo

\nPrinceton University

\n

Alexander Renkl

\nUniversity of Freiburg

\n

Keith Weber

\nRutgers University – N
ew Brunswick

\n

Orit Zaslavsky

\nNew York University

\n
X-TAGS;LANGUAGE=en-US:conference\,education\,mathematics
END:VEVENT
END:VCALENDAR