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2016:program:berislav_zarnic [2016/07/24 22:34] (current) berislav |
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| ====== On the evolution of the concept of time ====== | ====== On the evolution of the concept of time ====== | ||
| - | <blockquote> | + | |
| **Berislav Žarnić** | **Berislav Žarnić** | ||
| + | \\ //Faculty of Humanities and Social Sciences//, University of Split | ||
| + | <blockquote> | ||
| + | [{{ :2016:program:einstien_and_piaget.png?300|Einsteina and Piaget in 1928 at the world congress of philosophy and psychology in Davos, Switzerland.}}] | ||
| - | [{{ :2016:program:einstien_and_piaget.png?200|Einsteina nd Piaget in 1928 at the world congress of philosophy and psychology in Davos, Switzerland.}}] | + | In a simplified model time can be understood as a temporal relation of "precedence or simultaneity" on the domain of events. |
| + | A pluralistic theory of time admits existence of at least two temporal relations; monistic theory admits exactly one temporal relation; nihilistic theory denies the existence of temporal relation. | ||
| + | Temporal relation can be understood either as connected or not. | ||
| + | The four interesting types of time theories can be defined using these conditions: | ||
| + | -strong temporal monism: exactly one connected temporal relation; | ||
| + | -weak temporal monism: exactly one not-connected (i.e., with temporal gaps) temporal relation; | ||
| + | -strong temporal pluralism: at least two connected temporal relations; | ||
| + | -weak temporal pluralism: at least two not-connected temporal relations. | ||
| + | In the history of science firstly the theory of temporal monism has been introduced, by I. Newton. | ||
| + | Much later the theory of weak temporal pluralism has been developed by A. Einstein. | ||
| + | The research of J. Piaget has revealed the fact that in the intellectual development of human mind the implicit theory of weak temporal monism comes before the implicit theory of strong temporal monism. | ||
| + | The comparison between the historical development of explicit time theories and the psychological development of implicit theories shows that there is a structural dissimilarity between the two process. | ||
| + | This fact, it will be argued, has important consequences for the philosophy of science education. | ||
| </blockquote> | </blockquote> | ||
| + | <WRAP center round download > | ||
| + | {{:2016:program:concept_evolution.pdf|"On the evolution of the concept of time"---presentation}} | ||
| + | </WRAP> | ||
| + | |||