New Concept
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A New Concept of Development
First published in 1983, François Perroux’s A New Concept of Development analyses the major paradox of our era: the desire for progress and the mistrust of its consequences. The authors argues that the approach to the question of development may be the key to understanding both the present and what the future brings, representing a pattern which will seek to shape man’s potential to his designs. By analysing the ideas and theories propounded by the economic approach the author’s aim is to clarify both the meaning and direction of research in development. A scientific, oriented economy and efficient strategies should and must be the two components of one and the same momentum, required to go beyond the perilous paradox of our era.
Logos and Alogon
This book is a philosophical study of mathematics, pursued by considering and relating two aspects of mathematical thinking and practice, especially in modern mathematics, which, having emerged around 1800, consolidated around 1900 and extends to our own time, while also tracing both aspects to earlier periods, beginning with the ancient Greek mathematics. The first aspect is conceptual, which characterizes mathematics as the invention of and working with concepts, rather than only by its logical nature. The second, Pythagorean, aspect is grounded, first, in the interplay of geometry and algebra in modern mathematics, and secondly, in the epistemologically most radical form of modern mathematics, designated in this study as radical Pythagorean mathematics. This form of mathematics is defined by the role of that which beyond the limits of thought in mathematical thinking, or in ancient Greek terms, used in the book’s title, an alogon in the logos of mathematics. The outcome of this investigation is a new philosophical and historical understanding of the nature of modern mathematics and mathematics in general. The book is addressed to mathematicians, mathematical physicists, and philosophers and historians of mathematics, and graduate students in these fields.
On Learning
This is a philosophical work that develops a general theory of ontological objects and object-relations. It does this by examining concepts as acquired dispositions, and then focuses on perhaps the most important of these: the concept of learning. This concept is important because everything that we know and do in the world is predicated on a prior act of learning. A concept can have many meanings and can be used in a number of different ways, and this creates difficulty when considering the nature of objects and the relationships between them. To enable this, David Scott answers a series of questions about concepts in general and the concept of learning in particular. Some of these questions are: What is learning? What different meanings can be given to the notion of learning? How does the concept of learning relate to other concepts, such as innatism, development and progression? The book offers a counter-argument to empiricist conceptions of learning, to the propagation of simple messages about learning, knowledge, curriculum and assessment, and to the denial that values are central to understanding how we live. It argues that values permeate everything: our descriptions of the world, the attempts we make at creating better futures and our relations with other people.