Asymmetrical awnings : a way to increase daylight in buildings without increasing the overheating

Different shapes of asymmetric awnings for east and west windows are investigated mathematically as well as by measurement in a model. A box with 90 cm side and a 30x30 cm window was placed outdoor in overcast weather and the daylight factor was measured at the bottom of the box when the window was unshaded or equipped with different awnings. The average daylight factor in the box decreased from 4.6% for the unshaded window to 1.0% when a full awning was used. With “the best” asymmetrical awning, the average daylight factor was 80% larger than with the full awing. Using Dutch climate, calculation of the energy from direct radiation transmitted through the window during the cooling season showed that this was decreased from 100% as an annual mean for the unshaded window down 22% with a full awing. With “the best” asymmetrical awning, 26% of the energy was transmitted. Calculation of the indoor temperature in a hypothetical row house in Netherlands show that the use of either normal or asymmetrical awnings considerable decrease the indoor temperature during the hot season. Therefore the use of asymmetrical awnings for east or west faced windows considerable can increase the daylight in buildings, with almost no change in overheating, compared to if traditional awnings are used.

Perfectionist Philosophy as a (an Untaken) Way of Life

I am honored to respond to Paul Guyer’s elaboration on the role of examples of perfectionism in Cavell’s and Kant’s philosophies. Guyer’s appeal to Kant’s notion of freedom opens the way for suggestive readings of Cavell’s work on moral perfectionism but also, as I will show, for controversy. There are salient aspects of both Kant’s and Cavell’s philosophy that are crucial to understanding perfectionism and, let me call it, perfectionist education, that I wish to emphasize in response to Guyer. In responding to Guyer’s text, I shall do three things. First, I shall explain why I think it is misleading to speak of Cavell’s view that moral perfectionism is involved in a struggle to make oneself intelligible to oneself and others in terms of necessary and sufficient conditions for moral perfection. Rather, I will suggest that the constant work on oneself that is at the core of Cavell’s moral perfectionism is a constant work for intelligibility. Second, I shall recall a feature of Cavell’s perfectionism that Guyer does not explicitly speak of: the idea that perfectionism is a theme, “outlook or dimension of thought embodied and developed in a set of texts.” Or, as Cavell goes on to say, “there is a place in mind where good books are in conversation. … [W]hat they often talk about … is how they can be, or sound, so much better than the people that compose them.” This involves what I would call a perfectionist conception of the history of philosophy and the kinds of texts we take to belong to such history. Third, I shall sketch out how the struggle for intelligibility and a perfectionist view of engagement with texts and philosophy can lead to a view of philosophy as a form of education in itself. In concluding these three “criticisms,” I reach a position that I think is quite close to Guyer’s, but with a slightly shifted emphasis on what it means to read Kant and Cavell from a perfectionist point of view.

The "reflection protocol" - a way to develop learning and independent thinking?

It is now-a-days more and more common in the academic world to use new forms of “learning-tools”. One of those is the “reflection protocol”, which usually consist of a few pages of freely written text, related to something the students have read. There seems to be a lot of different opinions about the value to use this method. Some teachers and students are enthusiastic and others are rather critical. To write a “reflection protocol” is not in the first place to do a summery, a review, not even to analyze a text. Instead it is about to write down thoughts and questions that comes up as a result of the reading. It is also about doing associations, reflections and to interpret a text and relate this to a theme of some kind. The purpose to use “reflection protocols” is, as we see it, mainly for the student to practice independent thinking from a scientific point of view, but it also gives a possibility to a better understanding of another person’s thinking. This seems to open up for a fruitful dialogue and a way to learn. We will in this paper discuss if that could be the case.