I MUSEI DELLA SCIENZA

This article departs from the author's anxiety about Islamic epistemology vis a vis the Islamization of science in the worldview of interdisciplinary Islamic epistemology, Syed Muhammad Naqueb al-Attas regarding the Islamization paradigm of science with a concept with an approach based on the paradigm of Islamic epistemology. In this case, the problem of Islamization is fundamental epistemologically. However, al-Attas does not want to contradict one another, in fact, it further strengthens the Islamization of science under Islamic epistemology’s spirit or values. The epistemology of Islamic thought of Syed Muhammad Naqueb al-Attas regarding the concept of epistemology vis a vis the Islamization of science is not only built on revelation and religious belief. However, it is built on a cultural tradition strengthened by philosophical speculation related to secular life that focuses on humans as rational beings. As a result, science and ethical and moral values, governed by human reason, are constantly changing. Syed Muhammad Naquib Al-Attas’ Interdisciplinary Islamic Studies is a conception of the need for the Islamization of science related to reality and truth is understood by the unification method where there is a unity between inductive and deductive, empirical, and rational principles. The approach and theory used in this paper explore the historical roots of the epistemological paradigm of Syed Muhammad Naquib Al-Attas by combining esoteric and ecstical elements as well as the combination of secularism and religion. However, it must be an interdisciplinary scientific discipline in Islamic studies.

بررسی منشأ و شرایط شکل گیری آگات های خور و بیابانک (استان اصفهان)

IAN G. WARKENTIN,∗ DAVID BICKFORD,† NAVJOT S. SODHI,†‡ AND COREY J. A. BRADSHAW§∗∗ ∗Environmental Science—Biology, Memorial University of Newfoundland, Corner Brook, Newfoundland and Labrador A2H 6P9, Canada, email iwarkent@swgc.mun.ca †Department of Biological Sciences, National University of Singapore, 14 Science Drive 4, Singapore 117543, Republic of Singapore ‡Department of Organismic and Evolutionary Biology, Harvard University, 26 Oxford Street, Cambridge, MA 02138, U.S.A. §Research Institute for Climate Change and Sustainability, School of Earth and Environmental Sciences, University of Adelaide, South Australia 5005, Australia ∗∗South Australian Research and Development Institute, P.O. Box 120, Henley Beach, South Australia 5022, Australia

Introduction In the east and northeast of Sanandaj in the Qorveh-Bijar-Takab axis, there are series of basaltic composition volcanoes with Quaternary age. The study area is part of the Sanandaj-Sirjan zone and is located between 47°52' and 47°57' E longitudes and 35°26 and '35°30' N latitudes. Due to the location of the volcanic cone on Pliocene clastic sediments and Quaternary travertine, the age of these volcanoes is considered to be Quaternary. The cones mostly consist of low scoria, ash, volcanic bombs, lapilli deposits and basaltic lava (Moein Vaziri and Aminsobhani, 1985). Petrological and geochemical studies have been carried out to evaluate Quaternary magmatism in the area and to determine the nature of the lithological characteristics, such as the evaluation of source rocks and magma type, degree of partial melting and the tectonic setting of Ghezel Ghaleh rocks (Moein Vaziri, 1997). Simplified geological map of the study area is characterized by ER-Mapper software. Materials and methods In the course of field studies in the region, 40 samples were taken, 30 thin sections were prepared and polished. XRD analyses were performed on some whole rock samples. All major, minor and trace elements were assessed by ICP-MS at Lab Weft Laboratory in Australia. Results Based on the classification of structural zones, the area is located in the Sanandaj-Sirjan zone, hundred kilometers away from the main Zagros thrust along the NW-SE direction. After early Cimmerian orogeny, andesitic volcanic activity took place (Moein Vaziri and Aminsobhani, 1985). A major secondary mineral in these rocks is iddingsite, formed by hydration and oxidation of the olivine (Shelley, 1993). According to SiO2 against Na2O + K2O (TAS) diagram (Irvine and Baragar , 1971) and cationic R1 and R2 diagram (De La Roche et el., 1980), volcanic rocks of the area indicate alkaline series. Discussion To obtain more information on the tectonic setting of these rocks, the Zr/Y-Zr diagram by Pierce (Pearce and Norry, 1979) as well as Nb/Y versus Ti/Y diagram of Pierce (Pearce and Cann, 1973), show that alkali basalt rocks in the study area are fitted in the field of within plate basalts. To determine the genesis of rocks from melting curve of Aldanmaz and Colleagues (Aldanmaz et al., 2006) based on changes in REE (La on Sm/Yb), the samples show approximately 1 to 5% partial melting of garnet lherzolites. The spider diagrams indicate that the studied rocks are enriched in LREE and LILE, depleted in HFSE with no Eu anomaly, Cs, Sr, and Pb positive anomalies which are the characteristics of alkaline magmas and high concentrations of incompatible elements and alkaline elements in the lava, implying the melting of the lower part of the mantle source. Light rare earth elements, are incompatible with the primary crystallized phases such as olivine, clinopyroxene and plagioclase, consequently focused increasingly during phase crystallization and fractionation in the remaining fluid (Hirschman, 1998). Conclusions Based on microscopic and geochemical data, these rocks are alkali basalt, basanite and tephrite. The rocks contain olivine, pyroxene, feldspar, and minerals such as iddingsite, opaque and secondary minerals, calcite with porphyritic texture and microlitic and glassy matrix, vesicular and some glomeroporphyritic, vitrophyric and amygdaloidal textures. Most minerals have undulose extinction which indicates mantle deformation. Geochemical data for the rocks indicate high-K alkaline characteristic of the primary magma. The spider diagrams indicate that the studied rocks are enriched in LREE and LILE, depleted in HFSE with no negative Eu anomaly, positive anomalies of Cs, Sr, Pb which are characteristics of alkaline magmas. These rocks are produced by partial melting of garnet-lherzolite rich under lithospheric mantle. Based on tectonomagmatic diagrams, they are within plate basalts and by magmatic series graphs are alkali basalts. Microscopic evidence such as disequilibrium textures in the minerals (zoned state, solution and twinning) shows a magmatic contamination in mixing volcanic mass. References Aldanmaz, E., Koprubasi, N.O., Gurer, F., Kaymakci, N. and Gournaud, A., 2006. geochemical constraints on the Cenozoic, OIB-type alkaline volcanic rocks of NW Turkey: implications for mantle sources and melting processes. Lithos, 86 (1–2) pp. 50–76. De La Roche, H., Leterrier, J., Grand claude, P. and Marchel, M., 1980. A classification of volcanic and plutonic rocks using R1-R2 diagrams and major elements, it’s relationships with current nomenclature. Chemical Geology, 29(1-4): 183–210. Hirschman, M., 1998. Origin of the transgressive granophyres in the layered series of the Skaergaard intrusion, East Greenland. In: D.J. Geist and C.M. White (Editors.). Journal of Volcanology and Geothermal Research, 52(1-3): 185–207. Irvine, T.N. and Baragar, W.R.A., 1971. A guide to chemical classification of the common volcanic rocks. Canadian Journal of Earth Sciences, 5(8): 448– 523. Moein Vaziri, H., 1997. The history of magmatism in Iran. Tehran University Press, Tehran, 440 pp. (in Persian) Moein Vaziri, H. and Aminsobhani, A., 1985. Study of young volcanic region being involved in –Qorveh- Takab. Tehran University Press, Tehran, 350 pp. (in Persian) Pearce, J.A. and Cann, J.R., 1973. Tectonic setting of basaltic volcanic rocks determind using traceelements analysis. Earth and Planetary Science Letters, 19(2): 290– 300. Pearce, J.A. and Norry, M.J., 1979. Petrogenetic implications of Ti, Zr, Y and Nb variation in volcanic rocks. Contributions to Mineralogy and Petrology, 69(1): 33– 47. Shelley, D. (Translated by Mohamadzadeh, F.), 1993. Igneous and metamorphic rocks under the microscope, classification, textures, microstructures and mineral preferred-orientations. Chapman and Hall, Unwin, London, 445 pp.

Continuing Humanity’s Dialogue with Nature and Itself

Chairmen:Prof. Y.T. Xiong, Wuhan University, China;Prof. G.X. You, Wuhan University, China;Prof. Z.B. You, Wuhan University of Technology, China;Members:Prof. H. Davis, Boya Century Publishing Ltd., Hong Kong;Prof. K. Georgiou, University of Waterloo, Canada;Prof. W.L. Xiao, Wuhan University of Science and Technology, China;Prof. H.W. Hua, Wuhan University of Technology, China;Prof. J.X. Zhang, Wuhan University of Technology, China;Prof. J.Y. Zhong, Huazhong University of Science and Technology, China;Prof. J.D. Wang, Wuhan University of Science and Technology, China;Prof. T. Cui, Guizhou Institute of Technology, China;Prof. W.L. Su, China University of Geosciences, China;Prof. H.F. Liu, Jiangsu University, China;Prof. H.Y. Zhu, Chongqing University, China;Prof. X.J. Gao, Hefei University of Technology, China;Prof. X.P. Han, Jiangsu University of Science and Technology, China;Prof. H. Chen, Shanghai University of Engineering Science, China;Dr. J. Hu, Ohio State University, USA;Dr. W. Zhong, New York State University at Stony Brook, USA;Dr. C.W. Yang, Wuhan University of Science and Technology, China;Dr. W.M. Luo, Wuhan University of Science and Technology, China;Dr. G.W. Yang, Shanghai University, China;Dr. H.T. Zhang, South China University of Technology, China;Mr. Q. Yun, Chi Shun Chemical Co., Ltd., China.Organizing Committee:Prof. Z.B. You, Wuhan University of Technology, China;Prof. S. Hu, Wuhan University of Technology, China;Prof. D.G. Yang, Wuhan University, China;Prof. T. Liu, Wuhan University of Science and Technology, China;Dr. C.W. Yang, Wuhan University of Science and Technology, China;Dr. S.F. Zhao, Wuhan University of Science and Technology, China;Dr. W.M. Luo, Wuhan University of Science and Technology, China;Dr. G.L. Liu, Wuhan University of Technology, China;Dr. X. Xiao, Wuhan University of Technology, China;Ms. Y.F. Ma, Hubei New Wen Sheng Conference Co., Ltd., China;Mr. Z.P. Ma, Hubei New Wen Sheng Conference Co., Ltd., China;Mr. B.T. Zhou, Hubei New Wen Sheng Conference Co., Ltd., China;Mr. H.T. Ke, Hubei New Wen Sheng Conference Co., Ltd., China;Mr. X.L. Jiang, Hubei New Wen Sheng Conference Co., Ltd., China;Mr. Y.J. Shi, Hubei New Wen Sheng Conference Co., Ltd., China;Ms. W.H. Qin, Hubei New Wen Sheng Conference Co., Ltd., China;Ms. D.W. Liu, Hubei New Wen Sheng Conference Co., Ltd., China.

Historical forms of domination and power, encompassed but not limited to social categories and hierarchies of difference, get built into seemingly non-human objects and the infrastructures that link them, thus sanitizing digital media technologies as human-free. Rather than questioning the epistemological and ontological underpinnings of the human, fantasies about the revolutionary nature of new media and technology developments as posthuman carry forward and re-universalize the historical specificity of the category “human” whose bounds they claim to surpass. To begin to theorize some of the ways in which the notion of a revolutionary network of humans and things is both racial and racializing, the first part of this article develops a reading of Sylvia Wynter’s theorization of modern “man” as fundamentally constructed through racial-scientific notions of the biological and economic. We then think Wynter’s notion of homo-oeconomicus alongside Rifkin’s postulation that in fact the infrastructure revolution marks a paradigm shift away from capitalism. Through an analysis of several contemporary platforms (including Alfred and Amazon Mechanical Turk), we address the global-racial erasures and disappearances undergirding techno-utopic fantasies of a post-labor society. At the same time, as we argue, it is insufficient to merely point out the way in which human racialized and gendered labor underwrites techno-utopic fantasies. Instead, we move to a consideration of the epistemological and material shifts as well as legacies tied to prior post-Enlightenment revolutionary thought, such as that of Franz Fanon, to reconceptualize who or what can count as human. In conversation with feminist science studies scholarship on the posthuman, we grapple with what it means to think the subject of labor, and the human as subject, outside of the biological-economic imperatives of prior imaginaries.

A number of challenges are currently impacting the quality of Earth science education in Australia. These include the introduction of a new Australian Curriculum that requires students learn about abstract Earth science concepts; the inadequacy of teachers' professional knowledge to address pedagogically these demands; the limitations of teacher education to alleviate pre-service teachers' perceived pedagogical inadequacy in teaching Earth science; and issues of students' durably held alternative conceptions about Earth science phenomena and perceived disengagement with the subject. These challenges call for research that investigates the efficacy of innovative conceptual change pedagogies that promote students' engagement with Earth science and enhance their conceptual understanding. In response to this need, this study investigated the value of using student-generated stopmotion animation, or 'slowmation', as a conceptual change instructional approach. This study employed a mixed-methods intervention research design, generating both quantitative and qualitative data, in order to investigate three research questions: (1) Does the process of constructing a slowmation have a significant effect on students' conceptual change? (2) How does the process of constructing a slowmation influence students' conceptual change; and (3) Is students' interest, generated by the construction of a slowmation, a significant predictor of conceptual change? Four classes of Year 9 students participated in this study. Two classes were treated as an intervention group and participated in the construction of a slowmation (N=52), while two comparison classes experienced 'teaching as usual' (N=43). All students in the intervention and comparison conditions completed a two-tiered multiple-choice test (i.e., the GeoQuiz), developed and validated by the researcher, which tested students' alternative Earth science conceptions before and after their participation in the study. A Likert-style survey that gauged students' interest in learning science, the Student Interest in Learning Science (SILS) Survey, was also administered to all students before and after the project. Selected students from the intervention condition were audio recorded to capture their discussions during the construction process, and the same students were interviewed about their learning experience upon completion of the project. In answer to the first research question, a significant improvement was found in the GeoQuiz scores of students who constructed a slowmation, which indicates that conceptual change occurred. At the same time, a significant improvement was also found for students in the comparison classes. This suggests that creating a slowmation was no more effective in bringing about conceptual change than teaching as usual. In response to the second research question, analysis of the qualitative data in this study found that the construction process afforded 'teachable moments' as students recursively checked the accuracy of their representations with their teacher. The construction process also stimulated students' enjoyment, which they perceived to enhance their learning. Despite these affordances, however, significant pedagogical considerations arose from the use of slowmation as an instructional strategy in a junior secondary school context. These issues appeared to inhibit opportunities for conceptual change to occur. Finally, in answer to the third research question, it was found that students' interest in learning about science, and geology, was significantly greater if they participated in the construction of a slowmation, compared to teaching as usual. Interest was also found to be a significant predictor of students' conceptual change. The findings from this study have important implications for understanding the value of using slowmation construction as a conceptual change strategy in a junior secondary science context. As such, they informed the development of a pedagogical framework, the Learning with Slowmation framework, for constructing slowmations in a junior secondary science context. This framework, as well as the significance and implications of the broader findings for improving teaching practice in Earth science education, are presented.

The concept of gravitational waves is first introduced, describing the causes of gravitational waves. Typical science missions of ground and space gravitational wave detections are summarized, elaborating their major differences. Then the key technologies for space science gravitational wave detection are investigated, and its future development trends are analyzed. Finally, it is pointed out that the implementation of the gravitational wave detection task will also play an active role in the fields of inertial navigation, earth science, high-precision satellite platform construction and other applications, and it is of great significance to improve the technical level of space science and deep space exploration in China.

Despite the interdisciplinary bent of legal scholars, the academy has yet to identify an empirical methodology that is uniquely its own. We propose that one standard social science technique - content analysis - could form the basis for an empirical methodology that is uniquely legal. It holds the potential for bringing social science rigor to our empirical understanding of caselaw, and therefore for creating what is distinctively a legal form of empiricism. To explore this potential, we collected all 122 examples we could find that use content analysis to study judicial opinions, and coded them for pertinent features. Legal scholars began to code and count cases decades ago, but use of this method did not accelerate until about 15 years ago. Most applications are home-grown, with no effort to draw on established social science techniques. To provide methodological guidance, we survey the questions that legal scholars have tried to answer through content analysis, and use that experience to generalize about the strengths and weaknesses of the technique compared with conventional interpretive legal methods. The epistemological roots of content analysis lie in legal realism. Any question that a lawyer might ask about what courts say or do can be studied more objectively using one of the four distinct components of content analysis: 1) replicable selection of cases; 2) objective coding of cases; 3) counting case contents for descriptive purposes; or 4) statistical analysis of case coding. Each of these components contributes something of unique epistemological value to legal research, yet at each of these four stages, some legal scholars have objected to the technique. The most effective response is to recognize that content analysis does not occupy the same epistemological ground as conventional legal scholarship. Instead, each method renders different kinds of insights that complement each other, so that, together, the two approaches to understanding caselaw are more powerful that either alone. Content analysis is best used when each decision should receive equal weight, that is, when it is appropriate to regard the content of opinions as generic data. Scholars have found that it is especially useful in studies that question or debunk conventional legal wisdom. Content analysis also holds promise in the study of the connections between judicial opinions and other parts of the social, political, or economic landscape. The strongest application is when the subject of study is simply the behavior of judges in writing opinions or deciding cases. Then, content analysis combines the analytical skills of the lawyer with the power of science that comes from articulated and replicable methods. However, analyzing the cause-and-effect relationship between the outcome of cases and the legally relevant factors presented by judges to justify their decisions raises a serious circularity problem. Therefore, content analysis is not an especially good tool for helping lawyers to predict the outcome of cases based on real-world facts. This article also provides guidance on the best practices for using this research method. We identify techniques that meet standards of social science rigor and account for the practical needs of legal researchers. These techniques include methods for case sampling, coder training, reliability testing, and statistical analysis. It is not necessary to practice this method profitably only at its highest level. Instead, we show that valuable uses can be made even by those who are largely innumerate.

The field of Scientometrics is concerned with the analysis of science and scientific research. As science advances, scientists around the world continue to produce large numbers of research articles, which provide the technological basis for worldwide collection, sharing, and dissemination of scientific discoveries. Research ideas are generally developed based on high quality citations. Understanding how research ideas emerge, evolve, or disappear as a topic, what is a good measure of quality of published works, what are the most promising areas of research, how authors connect and influence each other, who are the experts in a field, what works are similar, and who funds a particular research topic are some of the major foci of the rapidly emerging field of Scientometrics. Digital libraries and other databases that store research articles have become a medium for answering such questions. Citation analysis is used to mine large publication graphs in order to extract patterns in the data (e.g., citations per article) that can help measure the quality of a journal. Scientometrics, on the other hand, is used to mine graphs that link together multiple types of entities: authors, publications, conference venues, journals, institutions, etc., in order to assess the quality of science and answer complex questions such as those listed above. Tools such as maps of science that are built from digital libraries, allow different categories of users to satisfy various needs, e.g., help researchers to easily access research results, identify relevant funding opportunities, and find collaborators. Moreover, the recent developments in data mining, machine learning, natural language processing, and information retrieval makes it possible to transform the way we analyze research publications, funded proposals, patents, etc., on a web-wide scale. The workshop aims at bringing together researchers with diverse interdisciplinary backgrounds interested in mining large digital libraries and other relevant databases. The topics of interest include, but are not limited to:

The dissertation aims to achieve two goals. First, it attempts to establish a new theoretical framework—the collaborative scientific conceptual change model, which explicitly attends to social factor and epistemic practices of science, to understand conceptual change. Second, it report the findings of a classroom study to investigate how to apply this theoretical framework to examine the trajectories of collaborative scientific conceptual change in a CSCL environment and provide pedagogical implications. Two simulations were designed to help students make connections between the macroscopic substances and the aperceptual microscopic entities and underlying processes. The reported study was focused on analyzing the aggregated data from all participants and the video and audio data from twenty focal groups’ collaborative activities and the process of their conceptual development in two classroom settings. Mixed quantitative and qualitative analyses were applied to analyze the video/audio data. The results found that, overall participants showed significant improvements from pretest to posttest on system understanding. Group and teacher effect as well as group variability were detected in both students’ posttest performance and their collaborative activities, and variability emerged in group interaction. Multiple data analyses found that attributes of collaborative discourse and epistemic practices made a difference in student learning. Generating warranted claims in discourse as well as the predicting, coordinating theory-evidence, and modifying knowledge in epistemic practices had an impact on student’s conceptual understanding. However, modifying knowledge was found negatively related to students’ learning effect. The case studies show how groups differed in using the computer tools as a medium to conduct collaborative discourse and epistemic practices. Only with certain combination of discourse features and epistemic practices can the group interaction lead to successful convergent understanding. The results of the study imply that the collaborative scientific conceptual change model is an effective framework to study conceptual change and the simulation environment may mediate the development of successful collaborative interactions (including collaborative discourse and epistemic practices) that lead to collaborative scientific conceptual change.

The Hypertext 2015 Doctorial Consortium session is held the first day of the 26th ACM Conference on Hypertext and Social Media. It offers Ph.D. students an opportunity to present their ongoing research towards obtaining a Ph.D. degree in the disciplines related to the conference, mostly in Computer and Information Sciences but not limited to them. The themes of the submissions are strongly connected to the research tracks of this year's conference: Digital Connectivity, Data Connectivity and Digital Humanities. The Digital Connectivity track targets developing insights into the mechanisms of information generation and dissemination, characterization of evolutionary processes on online social networks, and studies of models and systems that support these processes. The second track, Data Connectivity, deals with the methods, techniques and technologies that can be used to make data available on the Web, with a special focus on how heterogeneous data sources can be connected to each other. Finally, the track of Digital Humanities seeks to attract work from an interdisciplinary perspective, on the intersection between computer science on one hand, and the humanities and social sciences on the other. During the DC session, students receive constructive feedback from their peers and from a panel of mentors to support them in envisioning added-value contributions to the state-of-the-art research in Hypertext and Social Media. The consortium session is open to all doctorial students by application. Each submission was reviewed by three senior researchers in the topics the students made their submissions. The DC session is aimed in particular at students who have defined a dissertation topic but are still more than one year from graduating at the time of application in order to obtain benefits from feedback. This year, the committee has accepted three contributions to be presented during the Doctorial Consortium session: Automated Methods for Identity Resolution in Heterogeneous Social Platforms by Paridhi Jahin. In this work, connected to the digital and data connectivity tracks of the conference, the author proposes novel methods to search and link user identities scattered across heterogeneous social networks. The methods consider carefully users' privacy, so they are designed to access only public and historic data. The evaluation is proposed on large datasets over multiple platforms to prove their significance in identity resolution of an online user. Language Innovation and Change in On-line Social Networks by Daniel Kershaw. As a fundamental aspect for human communication, this research focuses on forecasting online language change through the use of predictive and descriptive methodologies. This work is framed within structuration theory which helps the researcher in structuring the analysis of the dynamics of language (re)production - i.e. by the agent (user), the social structure and their interplay. A Framework to Provide Customized Reuse of Open Corpus Content for Adaptive Systems by Mostafa Bayomi. This work deals with issues of reusability of contents on adaptive systems. Adaptive systems tailor content specific to user's needs, but they face two big problems: (a) they use a closed corpus content that has been prepared for them a priori, and (b) the content is tightly coupled with other parts of the system, which hinders its reusability. This work presents a proposal that leverages the semantic web by extending an existing content provision system, Slice-pedia.

The environmental survey with the digital technology acquisition of Terrestrial Laser Scanner (= TLS) nowadays represents a rapid and precise application in many fields of science and technology. The Terrestrial Laser Scanner technology integrated with differential GPS can be used in the geomorphological, geophysic s , engineering and archeological applications. This kind of technology, joined with the classical methods of the archaeological area survey, allows us to study the site of interest with reduced approximation. The TLS survey methods, in fact, let us not only a fast acquisition of data but also the possibility to take advantage of the points cloud for a lot of the final purposes, such as the three-dimensional reconstruction of the scenario and the creation of a rendering of a particular detail.

In life, everyone will always be faced with the situation to understand everything that exists and is found in his life, whether it is text or context. Therefore a variety of theories and methods were born to understand them. Hermenutics is one of the many theories and methods to uncover meaning, so it can be said that hermeneutics has the main responsibility in uncovering and displaying the meaning behind the symbols that become the object. Wilhelm Dilthey is a philosopher who is famous for his philosophy of life, which states that life is a series of human experiences that became the history of his life which is widely and comprehensively understood. In his hermeneutic project, Dilthey provides a new definition of experience (erlebnis), meaning (ausdruck) and understanding (verstehen). He himself relies on art as a hermeneutic object. With the historical method, Dilthey tries to provide a new understanding in interpreting a series of human experiences whether it be in the form of text, biography and so on. Dilthey is a philosopher who was very inspired by the previous philosopher, Schleirmacher. But Dilthey added history in his epistemology. Dilthey considers that text is a symbol, not a word meaning. So to understand a symbol, the interpreter must go to history, in other words must be part of history itself. Wilhem Dilthey's thought in his hermeneutics was to formulate a unique methodology in Geisteswissenschaften (human science) considering he believed that the Naturensensaftan (nature science) method was not appropriate for human science. Sometimes Geistenwissenscaften also uses Naturwissenschaften objects, but the context of the relationship is different. Dilthey sees that verstehen (understanding) is a method for human science where it is clearly a method for nature science. With human expression using a purely intellectual process. Whereas with verstehen, humans use cooperation in all their mind abilities in the activity of understanding and understanding.