[Late Latin {LL} conceptus, past participle of concipere,
to conceive; from Latin com + capere, to take.]
Related words:
conception
formation of a viable zygote (egg and sperm cells after
fertilization)
the ability to form or understand abstraction, or mental
constructs
a beginning or start (archaic)
conceive
to form or hold an idea
to become pregnant with child
devise
to apprehend in the mind, mentally understand
originate in a specific manner, way, shape or form
American Heritage College
Dictionary, (2002), p. 296.
Repetitive expression
The frequent reference to a particular, or related concepts,
may indicate the themes, or thematic coherence of an author's, artists, or musician's
expression.
Related ideas
• repetitions
In the definitions above there is a clear repetition of the
relation in Latin of a mental product and the birth of a child. The relation
is indistinguishable when the word conception, for example, is taken
out of context.
• reflections
Conceptualize, or conceptualization is the process by which symbolic representations, ideas, or messages are created and given meaning by an imaginative and a deliberative process of thinking.
“...this powerful cosmic force. The
radiations that pour upon the Earth cause the biosphere to take on properties
unknown to lifeless planetary surfaces, and thus transform the face of the
Earth.”
Vladimir Ivanovich Vernadsky, Biosfera, 1926.
“The totality of life, known as the biosphere to scientists
and creation to theologians, is a membrane of organisms wrapped around the
earth so thin...yet so internally complex that most species comprising it
remain undiscovered.”
Information is used to bring to light, expose,
or explain a significant concept, usually done
in a written piece of work called an essay.
Concepts when put together in a general way can be thought of as a theme.
Essay -- a focused
piece of written expression, shorter than a story.
Every beginning writer should form
an essay that is composed of three or four parts:
Every formal essay should have a thesis that encompasses
what the writing is about.
The Body
Here is where you inform readers about recent evidence,
the historic development of the ideas and concepts you are interested
in and the themes that support your thesis.
Definitions: What is it, who is it
and how did it happen? Background detail needed.
Dates: i.e. 1926 to 1960: were the critical 34 years
in the development of biosphere, ecosystem, & genetics that lead
to a new conception of the human place in nature.
Data: Explain related concepts of nature, radiation,
ecology and biological thought.
Argument, what
is the importance of what you are writing?
How does your research and writing
show that previous information is either supported by, slightly revised
or totally altered due to new evidence?
If this is more of a descriptive paper,
the section is really a more, in depth "explication or exposition
of what you are writing about. That means what are you saying? What
have people said on this subject before you and how would you describe
the places where you:
converge with,
diverge from
other authors?
What are the distinguishing features
of your discoveries?
Conclusion, Summarize the who, what, when, where,
or how of the piece. Refer to the main themes and how these concepts support
or qualify your thesis.
Concept is defined as a construction
of the mind as opposed to perception from percept, which is the object of perception
or the mental impression of the appearances, or some facets of the thing perceived
by our senses.
precept: Latin praeceptum, [neuter past participle of praecipere] ‘warn, instruct,’ from prae ‘before’ + capere ‘take.'
perception: Latin perceptio(n-), from the verb percipere ‘seize, understand’
Capere or "cept" is in each of the words: accept, concept, precept, perception and suggests that taking meant to in speakers and their descendents a sensory as well as a manual grasping of things.
"Prehendere" to lay hold as a synonymous root word of "Capere" to grasp:
Apprehend, ORIGIN late Middle English (originally in the sense [grasp, get hold of (physically or mentally)] ): from French appréhender or Latin apprehendere, from ad- ‘toward’ + prehendere ‘lay hold of.’
Comprehend, ORIGIN Middle English : from Old French comprehender, or Latin comprehendere, from com- ‘together’ + prehendere ‘grasp.'
Reprehend, ORIGIN Middle English : from Latin reprehendere ‘seize, check, rebuke,’ from re- (expressing intensive force) + prehendere ‘seize.’
This dialectic sent the medieval thinkers into unending debate between what actually existed: A) the class of things or B) the specific thing a concept (word or phrase) represented.
Existence vs. Essence ---
argued by Sarte and Camus that one concept,
our experience of existence preceded the other the idea of our
being aware of our essence, or essential differences. Plato argued in an opposite way that essences are all that persist because we fool ourselves in believing false impressions of reality.
Promote inquiry into the psychological and cognitive
science of thought.
The skills required
An ability to read
retain key ideas as related to your existing knowledge.
Recognize patterns of ideas
peculiar to different disciplines.
Some knowledge of the relevant
aspects of history.
Ability to solve problems
Ability to formulate and carry out research into
the origins of words.
Ability to formulate critical summaries of practical
solutions
Ability to work in a small editorial team
Ability to communicate effectively
Ability to manage time and resources
Writing papers
is a means of assessing how well you understand, use and link concepts to
one another.
Outlines assist some writers in limiting what they will discuss in relation to a thesis or thematic concept; others employ concept maps or an arranging of concepts with respect to their logical relationship in a diagram.
Verbal presentations are a means to demonstrate how well one may "think on their feet," or express in continuous, rhythmic and precise means the content of their thoughtful concepts.
A dialogue is necessary for people to learn from one another. Concepts that cannot be transmitted, or articulated to others are by definition (inarticulate) "autisticconcepts."
Apprehend, ORIGIN late Middle English (originally in the sense [grasp, get hold of (physically or mentally)] ): from French appréhender or Latin apprehendere, from ad- ‘toward’ + prehendere ‘lay hold of.’
