Increasingly, legal scholars are bringing the theories and vocabularies of other disciplines to bear upon legal issues, including First Amendment theory. While legal interdisciplinarity has many advantages, it also raises questions when scholars attempt to “reduce” legal theory to the conceptual frameworks of other disciplines. This article examines two such attempts, one by a feminist legal scholar, the other by an advocate of the economic analysis of law. The article critiques these approaches and explores some possible limits of interdisciplinary First Amendment scholarship.

Higher Superstition: The Academic Left and Its Quarrels with Science

Imperial paradigms: First Amendment theory, legal interdisciplinarity and reductionism

The New Atheism movement has generally been understood as a reaction to fundamentalism, but LeDrew argues that it is just as importantly a reaction to two other features of late modern culture: multiculturalism or cultural relativism (in the realm of social policy) and ‘postmodernism’ or epistemic relativism (in the intellectual sphere), which are both perceived as challenges to scientific authority. This chapter focuses on the atheist reaction to relativism specifically in its relation to the social sciences, which it sees as shaped by the influence of postmodernism and thus an illegitimate source of knowledge. The rejection of social science in the atheist movement is a response to the fear that the historical and comparative methods of the social sciences are capable of relativizing not only the social world but the production of scientific knowledge by demonstrating their historically contingent and socially constructed nature. The chapter explores two strategies the atheist movement has adopted: undermining the social sciences as a whole by advancing evolutionary psychology as an alternative and superior form of social science and a sacralization of science.

Scientism and Utopia: New Atheism as a Fundamentalist Reaction to Relativism

The Higher Education stage is an important stage in student numbers, as it has essential and vital consequences for it to meet students' needs, desires, aspirations and numbers at the same time to meet the needs of society and the requirements of its development plans and is by virtue of its functions and location at the top of the educational ladder set by the state philosophy, as it plays a balanced educational and social role as it prepares its students and prepares them to integrate into the scientific life according to their professional preparations and capabilities.This study states if the higher education system of Iraq differs from the higher education in the United Kingdom. Also, illustrates the relationship between curricula and programs of the higher education systems which both countries follow. Based on differences and similarities and how the two systems of higher education have developed. The researcher anticipated that comparative study between western and eastern countries Asia and Europe, two different cultures will certainly enhance the teaching process in Iraq, especially after the thread of wars and political affairs. The purpose of this study was to gain insight comparison on  a higher education institutions in Iraq and U.K that have flourished as key providers of higher education in U.K, how these institutions facilitate access to higher education in Iraq and U.K, and to what extent  higher education institutions contribute to the achievement of national higher education goal. Concerning the best methods of teaching programs as well as curricula. The researcher also examined the extent to which the new trends framework, which supports the notion of education as a tool for economic development, is appropriate for understanding how higher education is unfolding in Iraqi universities. Although the principles are evident within the Iraqi higher education system framework alone is insufficient in providing a full understanding of how p higher education is unfolding. The findings of the study suggest that  system of  higher education  curricula and programs will  serve to challenge the status  by making higher education accessible to members of the society who have been previously marginalized and underserved by the public higher education system. Local private higher education institutions in Iraq have emerged in response to excess demand for higher education that the government was unable disclaimer. This paper further provides recommendations as well as suggested criteria for development. Hence the importance of research by revealing all elements of a good curriculum in terms of its content, objectives, method of teaching, accompanying educational activities and educational methods used to implement the curriculum and evaluating those components and updating them according to what is required by modern society. The research problem lies in evaluating the curriculum of teaching methods in Higher Education in Iraq and its appropriateness for the time period in terms of objectives, content, educational aids and accompanying activities and how to teach it. The study aimed to evaluate the curriculum of teaching methods for higher education students in Iraq with a comparison with the higher education method in Iraq Britain.
The researcher used the descriptive method to suit the nature of solving the research problem. The research community was deliberately chosen from the teaching methods master and PhD programs at Higher Education in Iraq and the United Kingdom with a descriptive comparison of results with methods of teaching curriculum methods in Britain through the descriptive research approach.
It has been found that there is an association between the content of the curriculum of teaching methods and other sciences in Higher Education and that the curriculum increases the culture of students in a subject and develops their hobbies and raises them scientific thinking, and provides them with opportunities for self-education, as a result of the curriculum containing ideas, facts, concepts, principles, basic applications, exercises and questions raises scientific thinking about them in the subject, and topics of the content of the curriculum of teaching methods method help in doing new and innovative things that provide them with an opportunity to learn to write reports, scientific research, teaching and training plans, and follow the steps of scientific thinking to address the problems, the same correlation that emerged from the process of comparing the content of teaching methods at Higher Education in Britain.

Methods of teaching programs and curricula: a comparative study of higher education in iraq and u.k

To introduce this special issue, the guest editors present an overview of the articles within the context of an introduction to science and technology studies (STS). STS scholarship addresses social, historical, and philosophical issues concerning the practices of science and technology, and the articles illustrate the emergence of STS ideas in the fields of educational technology and science education. The editors discuss different approaches within STS and situate the entire field within post-Enlightenment modernity. The representation of scientific and technological knowledge is a central concern in STS, and the editors critically examine efforts to fix the meaning of such knowledge.

Higher Superstition: The Academic Left and Its Quarrels with Science

Citations

Imperial paradigms: First Amendment theory, legal interdisciplinarity and reductionism

Scientism and Utopia: New Atheism as a Fundamentalist Reaction to Relativism

Methods of teaching programs and curricula: a comparative study of higher education in iraq and u.k

Science and Technology Studies and Education: An Introduction to the Special Issue

“An Undifferentiated Mass of Gray Goo?” Nanotechnology and Society:

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