Apparatūs

Such work is important not only because it fills out the first part of the mammalian physiological story, but also because the functional apparatūs come into service seriatim during intra-uterine life, so that it is possible, for instance, to separate the earlier, […]

For Whitehead, human organs of perception are similarly physical apparatūs, and like those of quantum physicists, part of the external world that has to be taken account of on the same principles as the objects under observation.

Singular nouns are paired with plural: ‘a uocabulis non a uerbo’ (3. 12. 3), ‘ingenio … atque doctrinis’ (13. 5. 3), ‘tabemque et morbos’ (19. 5. 3).⁵⁶ […] 56. Wasse 402–3 (Lat. tr. 433), cf. Müller 28, 34. Joseph Wasse, the ‘uir doctus’ of our apparatūs at 6. 3. 55, 19. 12. 3, is identified by Oudendorp on Apul. 8. 6. 1 ‘defuncto [immo definito] iuuene’ and by Saxius i. 311, who also states that ‘A.’, the annotator of the Latin version, was Burman, not (as Hertz on 17. 10. 7, 19. 1. 1) Abresch.

Very little serious work has been done on textual criticism of the O.T. despite the fact that every scholar feels competent to dip into synthetic apparatūs to help solve difficult passages.

As mentioned previously, the systems posited by DST are an expression of the epistemic and conceptual constraints of the positor and do not purport to describe or explain the metaphysical contours of the world as it really is, in itself. Explanations are always explanations for someone. The world “as it is in itself” does not need anything explained; only that which is epistemically constrained does. DST provides a framework through which particular kinds of epistemic interrogators with specific types of epistemic constraints (such as humans with their unique sensory and conceptual apparatūs) can be explanatorily satisfied.

In general, scientific research is ruled by a strong mandate for objectivity, freedom from value judgement and validity, while teaching has a moreover subjective, normative and situated character. However, assessment in school uses quantitative test apparatūs without satisfying its scientific requirements.