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  Site Overview Of

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OVERVIEW
Forum Workshops

 

Forum Workshops are intended to be miniature think-tanks capable of providing knockout salvos in killing, in its tracks, a stirring article or a stirring point of view. (For information about what a stirring article or stirring point of view is please visit our Science Site Overview and Issues for Debates HomePage site overview.) In rare and special situations, in addition or in lieu of providing knockout salvos, a Forum Workshop may provide the seeds for new theoretical work to be done in the field of the subject at hand acting thus, in a way, as a breeding incubator of fresh new theoretical ideas. All this is further amplified below.

1. All Forum Workshops, with no exception, are in response to a stirring article or stirring point of view, and there can be more than one workshop associated with a particular subject, each operating independently at the same time. All workshops therefore shall have a subject associated with them. Examples of such workshops could be Physics/Special Relativity, Astronomy/Black Holes, Chemistry/Periodic Table, Biology/Dinosaur Extinction, or Philosophy/Metaphysics.

2. As a general rule, a Forum Workshop shall be opened by an educator of a higher learning institution (such as a College or University) who shall preside over the created workshop. Members of the workshop shall be the interested or selected students of his/her class where the subject in question was being taught. The said educator, who could be any interested faculty member, shall organize and develop the opened workshop as he or she may see fit. The selected students of a workshop shall be encouraged individually to give their best shots in destroying the stirring article(s) in question by pointing to the weaknesses of the stirring arguments involved.

3. It is of paramount importance to emphasize that a scientific point of view, within the context and framework to be employed here, is not a belief of some sort --as this is not a theological seminar. Further, it is equally important to be stressed that no theoretical argument can be based on conjectures, speculations, illusions, perceptions, feelings, and the like. A point of view --within the context and framework to be employed here-- is nothing else but a logical result inferred from theories that must mirror the stringency and rigor of logic to be found in Mathematics. Mathematics, itself, need not be employed in delivering an argument to be considered here. What is needed, as stated, is impeccable logic to sustain the respective viewpoints. Common Sense is allowed and encouraged to be a guiding rod as long as it is accompanied by Rational Thinking. As a result of this stringent framework, which all workshops need to obey, a stirring viewpoint can be attacked on only two (2) grounds:

- either that an aberration of logic was found to exist in the derivation of a particular result on which a viewpoint rests its claim;
- or that a result obtained was based on some experimental evidence.

Experimental data, regardless how reliable it may be, cannot be part of any theoretical argument either as a confirmation or a negation of a theoretical result. It goes without saying that a stirring point of view cannot contain in it arguments based on conjectures, speculations, illusions, perceptions, feelings, and the like, and that when such things are discovered to exist they need to be exposed, as such a finding shall be sufficient of knocking out immediately a stirring view argument.

4. Once the presiding educator of a workshop has received the initial individual responses from the member-students of his/her workshop, the educator shall convene a meeting where a preliminary discussion shall commence in evaluating the strengths and weaknesses of each such response. As a result of the stated meeting, the students shall be encouraged to refine their respective answers and submit them for publication in the workshops' Publication Forum. Once, we have received those answers, we shall pass them to the author(s) of the stirring view in question and shall solicit a reply from the respective author(s). After an opportunity for a replay is given, we, with the exception of obvious typo errors, shall publish, unedited and unabridged, all the material received for publication with respect to the topic involved.

5. Should the presiding educator of the workshop see merits in the reply or replays posted with respect to the various points made, the educator shall convoke a second meeting with the workshop's class to discuss the outstanding issues which need to be responded to. Again each member of the workshop shall be encouraged to give his or her best shot at disposing of the outstanding issues. After the responses of the workshop group are in, the presiding educator shall call for the third meeting with the group to analyze the responses received. As a result of that discussion, the students shall again be encouraged to refine their answers before submitting them for publication in the second round of the workshops' Publication Forum. This process can be repeated up to five (5) times, i.e., a workshop can have up to five (5) rounds of publishing.

6. Should, on the contrary, the presiding educator of the workshop see no merits in continuing to debate the stirring point of view, the educator shall close forthwith the respective workshop through a simple email notice. No reason or justification needs to be given for closing the workshop. The presiding educator shall have, at all times, the undisputed power of terminating the workshop that he or she has created.

7. At any time during the life of a workshop or after its expiration, we can, at our own discretion, publish the work of a particular member of the workshop in our general pool of articles corresponding to the subject at hand. The respective student shall receive from us a Merit Citation and his or her name shall be placed permanently in our Merit Citations section.

8. Should a member of a workshop decide to switch sides, i.e., decide to support the stirring point of view, then such a member shall be called a dissenting member of the workshop.

9. At the termination of a workshop, the presiding educator may, at the educator's discretion, summarize the workshop's work by submitting an article for publication in the general pool of articles with respect to the subject and the debating issues at hand.

10. A faculty educator, at his or her initiative, may pick up a different subject of debate and deliberation than the one that was being offered to him or her through the following mechanism and procedure:
     i) Since any issue of debate must commence with a singular or devil advocate's point of view, the educator may submit as an anonymous author, his or her initial stirring article with the respective issue of debate.
     ii) After the educator's anonymous initial stirring article is published, the educator may proceed in the normal fashion with forming his workshop designed to kill the stirring view in question.

11. Finally, in those rare situations that a workshop cannot, after five rounds of debates, take out a stirring point of view article or that the workshop itself is swept away by the persuasion and force of the stirring view arguments ending up endorsing it, this shall be noted in the Reference Folder of the respective subject. The work of such a workshop, in an automatic fashion, shall be referred for further analysis and scrutiny to the general Forum of Debates section.

 

 

 

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