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THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School...

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THE ROLE OF MODELS THE ROLE OF MODELS IN THE CONVERGENCE IN THE CONVERGENCE OF SCIENTIFIC OF SCIENTIFIC KNOWLEDGE KNOWLEDGE Linda Weiser Friedman Linda Weiser Friedman Zicklin School of Business, Baruch Zicklin School of Business, Baruch College College and the Graduate Center of CUNY and the Graduate Center of CUNY email: email: [email protected] [email protected] Hershey H. Friedman Hershey H. Friedman Business Program, Department of Business Program, Department of Economics Economics Brooklyn College, CUNY Brooklyn College, CUNY email: [email protected] email: [email protected]
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Page 1: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

THE ROLE OF MODELSTHE ROLE OF MODELSIN THE IN THE

CONVERGENCE OF CONVERGENCE OF SCIENTIFIC SCIENTIFIC

KNOWLEDGEKNOWLEDGE

Linda Weiser Friedman Linda Weiser Friedman Zicklin School of Business, Baruch College Zicklin School of Business, Baruch College

and the Graduate Center of CUNY and the Graduate Center of CUNY

email: [email protected] email: [email protected]

Hershey H. Friedman Hershey H. Friedman Business Program, Department of Business Program, Department of

Economics Economics

Brooklyn College, CUNY Brooklyn College, CUNY

email: [email protected]: [email protected]

Page 2: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

INTRO TO MODELS: The Blind Men and the INTRO TO MODELS: The Blind Men and the ElephantElephant

by John Godfrey Saxe (1816-1887) by John Godfrey Saxe (1816-1887) The following poem was based on a fable told in India many years ago…The following poem was based on a fable told in India many years ago…

It was six men of Indostan It was six men of Indostan

To learning much inclined, To learning much inclined,

Who went to see the Elephant Who went to see the Elephant

(Though all of them were blind), (Though all of them were blind),

That each by observation That each by observation

Might satisfy his mind Might satisfy his mind

The First approached the Elephant, The First approached the Elephant,

And happening to fall And happening to fall

Against his broad and sturdy side, Against his broad and sturdy side,

At once began to bawl: At once began to bawl:

““God bless me! but the Elephant God bless me! but the Elephant

Is very like a wall!” Is very like a wall!”

The Second, feeling of the tusk, The Second, feeling of the tusk,

Cried, “Ho! what have we here Cried, “Ho! what have we here

So very round and smooth and So very round and smooth and sharp? sharp?

To me ’tis mighty clear To me ’tis mighty clear

This wonder of an Elephant This wonder of an Elephant

Is very like a spear!”Is very like a spear!”

The Third approached the animal, The Third approached the animal,

And happening to take And happening to take

The squirming trunk within his hands, The squirming trunk within his hands,

Thus boldly up and spake: Thus boldly up and spake:

““I see,” quoth he, “the Elephant I see,” quoth he, “the Elephant

Is very like a snake!” Is very like a snake!”

The Fourth reached out an eager hand, The Fourth reached out an eager hand,

And felt about the knee. And felt about the knee.

““What most this wondrous beast is like What most this wondrous beast is like

Is mighty plain,” quoth he; Is mighty plain,” quoth he;

“ ‘“ ‘Tis clear enough the Elephant Tis clear enough the Elephant

Is very like a tree!” Is very like a tree!”

The Fifth, The Fifth, who chanced to touch the ear, who chanced to touch the ear,

Said: “E’en the blindest man Said: “E’en the blindest man

Can tell what this resembles most; Can tell what this resembles most;

Deny the fact who can Deny the fact who can

This marvel of an Elephant This marvel of an Elephant

Is very like a fan! Is very like a fan!

The Sixth no sooner had begun The Sixth no sooner had begun

About the beast to grope, About the beast to grope,

Than, seizing on the swinging tail Than, seizing on the swinging tail

That fell within his scope, That fell within his scope,

““I see,” quoth he, “the Elephant I see,” quoth he, “the Elephant

Is very like a rope!”Is very like a rope!”

And so these men of Indostan And so these men of Indostan

Disputed loud and long, Disputed loud and long,

Each in his own opinion Each in his own opinion

Exceeding stiff and strong, Exceeding stiff and strong,

Though each was partly in the right, Though each was partly in the right,

And all were in the wrong! And all were in the wrong!

Page 3: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

A Model of Models?A Model of Models?

Page 4: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

Models in Architecture - blueprintsModels in Architecture - blueprints

House House

Car Car

Page 5: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

Models in Architecture – Models in Architecture – scale modelsscale models

Housing complexHousing complex

Page 6: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

Models in StatisticsModels in Statistics

Regression ModelRegression Model

Page 7: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

Models in Training - Models in Training - Man-machine simulationsMan-machine simulations

Flight simulator Flight simulator

Page 8: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

Models in Psychology – Models in Psychology – Virtual RealityVirtual Reality

VR for Social PhobiaVR for Social Phobia

Page 9: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

Models for the Creation of Models for the Creation of Alternative UniversesAlternative Universes

Science fictionScience fiction

Page 10: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

Models in ArtModels in Art

Garden of Earthly DelightsGarden of Earthly Delights

Page 11: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

Models in ArtModels in Art

Escher’s RelativityEscher’s Relativity

Page 12: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

Models in Math / PhysicsModels in Math / Physics

Einstein’s RelativityEinstein’s Relativity

2mce

Page 13: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

Models in ChemistryModels in Chemistry

molecule scale modelmolecule scale model

Page 14: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

What Do All These Models What Do All These Models Have in Common?Have in Common?

Abstraction [Black Box]Abstraction [Black Box]

Information HidingInformation Hiding

A way of understanding our worldA way of understanding our world

Page 15: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

DefinitionDefinition

A model is a representation of the A model is a representation of the real thing but not the thing itselfreal thing but not the thing itself

• This definition is not very articulate, but This definition is not very articulate, but it has the advantage of being it has the advantage of being generalizable to models in many generalizable to models in many different fieldsdifferent fields

Page 16: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

Fashion Model?Fashion Model? ……a representation a representation

of the real thingof the real thing

but not the thing itself…but not the thing itself…

Page 17: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

A Model of Models?A Model of Models?

First passFirst pass

...

Phys ica l

...

S ta t ic

...

A na ly t ica l

... S ys temS im ula tion

N um erica l

D ynam ic

M athem a tical

M ode ls

Page 18: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

A Model of Models?A Model of Models? Second passSecond pass

Page 19: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

A Model of Models?A Model of Models?

Continuing … Continuing …

concrete

mathematical numerical 2-dimensional 3-dimensional

abstract

Page 20: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

A Model of Models?A Model of Models?

Continuing … Continuing …

abstract

alternate universe

mathematical numerical 2-dim 3-dim 4-dim

mimetic

Page 21: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

A Model of Models?A Model of Models?

Page 22: THE ROLE OF MODELS IN THE CONVERGENCE OF SCIENTIFIC KNOWLEDGE Linda Weiser Friedman Zicklin School of Business, Baruch College and the Graduate Center.

DiscussionDiscussion

The So-What Question…The So-What Question…

Convergence of KnowledgeConvergence of Knowledge

Modeling Across the CurriculumModeling Across the Curriculum


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