[W]hen a body has experienced any changes, and when after a certain number of transformations it returns to precisely its original state, that is, to that state considered in respect to density, to temperature, to mode of aggregation-let us suppose, I say, that this body is found to contain the same quantity of heat that it contained at first, or else that the quantities of heat absorbed or set free in these different transformations are exactly compensated. This fact has never been called in question. It was first admitted without reflection, and verified afterwards in many cases by experiments with the calorimeter. To deny it would be to overthrow the whole theory of heat to which it serves as a basis. For the rest, we may say in passing, the main principles on which the theory of heat rests require the most careful examination. Many experimental facts appear almost inexplicable in the present state of this theory.
Nicolas Léonard Sadi Carnot
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David Galin, among other researchers, has pointed out that teachers have three main tasks: first, to train both hemispheres - not only the verbal, symbolic, logical left hemisphere, which has always been trained in the traditional education, but also the relational, holistic right hemisphere, which is largely neglected in today's schools; second, to train students to use the cognitive style suited to the tasks at hand; and third, to train students to be able to bring both styles - both hemispheres - to bear on a problem in an integrated manner.
When teachers can pair the complementary modes or fit one mode to the appropriate task, teaching and learning will become a much more precise process. Ultimately, the goal will be to develop both halves of the brain. Both modes are necessary for full human functioning and both are necessary for creative work of all kinds, whether writing or painting, developing a new theory in physics, or dealing with environmental problems.
Betty Edwards
Poor Joshua! Victim of repeated attacks by an irresponsible, bullying, cowardly, and intemperate father, and abandoned by respondents who placed him in a dangerous predicament and who knew or learned what was going on, and yet did essentially nothing except, as the Court revealingly observes, ante, at 193, "dutifully recorded these incidents in [their] files." It is a sad commentary upon American life, and constitutional principles - so full of late of patriotic fervor and proud proclamations about "liberty and justice for all" - that this child, Joshua DeShaney, now is assigned to live out the remainder of his life profoundly retarded. Joshua and his mother, as petitioners here, deserve - but now are denied by this Court - the opportunity to have the facts of their case considered in the light of the constitutional protection that 42 U.S.C. 1983 is meant to provide."
Harry Blackmun
From what can "ought" be derived. The most compelling answer is this: ethics must be somehow based on an appreciation of human nature - on a sense of what a human being is or might be, and on what a human being might want to have or want to be. If that is naturalism, then naturalism is no fallacy. No one could seriously deny that ethics is responsive to such facts about human nature. We may just disagree about where to look for the most compelling facts about human nature -n novels, in religious texts, in psychological experiments, in biological or anthropological investigations. The fallacy is not naturalism but, rather, any simple-minded attempt to rush from facts to values. In other words, the fallacy is greedy reductionism of values to facts, rather than reductionism considered more circumspectly, as the attempt to unify our world-view so that out ethical principles don't clash irrationally with the way the world is.
Daniel Dennett