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Physics and Metaphysics
Author: Alexander Mitjashin
Date Of Publication: Oct 2011
Isbn13: 978-1-4438-3297-7
Isbn: 1-4438-3297-9
The central thought of this book is that definite predictions of classical physics can be explained by mathematics of special relativity. The probabilistic nature of quantum mechanics is determined by peculiar mathematics which can only describe the quantum phenomena – this mathematics gives statistical explanations to these phenomena and no other explanations could in principle be given to them; as well, the phenomena of classical physics which are to be described definitely (but not in principle probabilistically) can be described this way only because, in its turn, it is determined by peculiar mathematics and – as it is argued in the book – this simple mathematics can be straightforwardly inferred from the special relativity theory. It is shown that these important results correspond to the approach accepted in modern physics due, in particular, to Bell’s inequalities and their tests. However, the author concentrates on the philosophical consequences that should be inferred from these physical results. Naturally, metaphysical views which can be congenial to this kind of physical picture of the world must agree with the concept of non-homogeneity. Such metaphysics was firstly exposed by the author in his work devoted to the non-linearity of natural language: The World and Language: The Ontology for Natural Language (Lanham: University Press of America, 2006). But one does not need to be familiar with this book in order to read Physics and Metaphysics; nor is it necessary for the reader to have any mathematical skill or serious knowledge in physics. This book will be of benefit to those interested in the fields of physics, quantum mechanics and mathematics.
Alexander Mitjashin graduated, taught and received his PhD in Philosophy from St. Petersburg University, Russia. He is the author of Liberalism and Skepticism (Newcastle: Cambridge Scholars Publishing, 2007).
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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