 Go, as being “frankly scientistic”.
These two conceptions of scientism, in terms of excessive zeal and error, are not only connected; they also pull together to help generate the third feature of the received view of what scientism involves.
Zeal or excessive admiration often emerges because of an inflated conception of the object of the admiration. Similarly, an error about the nature of something will often lead to erroneous estimations of its significance or value. Thus a scientistic person is likely to evince both zeal and error in their ideas about and attitudes towards science – they go too far, promise too much, neglect or forget other things that matter, and so overstate, exaggerate, and distort. The Oxford chemist Peter Atkins is, by his own account, scientistic, but although he is quite right to admire science as a source of knowledge and technology, he is quite wrong to suppose that it is, as he states, the only way of acquiring reliable knowledge about the world. There are other ways too, such as historical enquiry and philosophical reflection, and Atkins ought to either classify those as ‘science’ – thereby sacrificing specificity for scope – or simply acknowledge that the sciences offer a very diverse set of means, but not the only set of means, of acquiring knowledge about the world [see also the article by Massimo Pigliucci on this topic in this issue – Ed]. Perhaps historians and philosophers are doing science, in which case we might adopt the daunting German term Wissenschaft, which means, roughly, ‘systematic rational enquiry’. But few advocates of scientism are likely to be happy with such inclusiveness owing to the third common feature of scientism: derogation.
Scientistic writers are not usually satisfied to rest content by affirming their zealous joy in science. Most of them – well, most of those who write books about it – sooner or later feel the need to derogate the other disciplines and traditions, and specifically those which they take to be either unscientific, or insufficiently scientific. Atkins dislikes religion (“an attack on reason” sustained by “forceful sentimental longing”) and isn’t fond of philosophers. Hawking, of course, pre-emptively announced the death of philosophy – a special sort of derogation – and so presumably regards talking to philosophers as a sort of scholarly spiritualism. Finally, the American mathematician Norman Levitt writes in Prometheus Bedevilled of his dislike of Science Studies scholars – victims of ‘faddishness’ and ‘ideological obsessions’.
Given that the first two features of scientism are excessive zeal for and an erroneous account of science, a degree of hostility towards disciplines and traditions that seem to compete with science, or even to contradict it, is to be expected. Religion, philosophy, and the rest get wrong what science alone gets right, so to accept and acquiesce to them – by tolerating theists and leaving the philosophers alone – is only going to allow ignorance and confusion to persist and proliferate. Atkins and Levitt, for instance, are hostile to philosophy because in their view it challenges the authority of science by peddling postmodernist conceits or introducing capricious conceptual confusions, and so must be counteracted. But, of course, although some philosophers may be guilty of the sorts of things that worry Atkins and Levitt, it is the grossest generalisation to suggest that the whole lot of them are bad – not least because Ladyman is hardly alone in defending robust conceptions of science.
Scientism can therefore usefully be thought about in terms of an excessive admiration for science grounded in an erroneous conception of the history, nature, and methods of science. It goes beyond proper appreciation of what science has, does, and may well do for us, and lapses into hyperbole, and, in so doing, does science itself an injustice. For it is an injustice to rest the prestige of science upon false conceptions of its development and status; an injustice, too, to resort to overheated rhetoric about its merits and magic; and a further injustice, finally, to ignore the picture of science offered by historians and philosophers of science – which presents the scientific project not as the monotonic performance of a fixed methodology isolated from society, but as a complex and dynamic intellectual endeavour, rich with creativity and innovation, alert and responsive to public concerns and curiosities, and deeply implicated in the religious and philosophical debates that give vibrancy to our history.
Whatever science is – and that is a large and on-going debate – it does not need scientism to merit our admiration and appreciation, and, given the urgent need to secure a proper public understanding of science, our society doesn’t need scientism either. If science is a core part of our search for truth, then we ought also to seek the truth about science, and scientistic mythopoeia is a needless distraction from this.
Ian Kidd is a postdoctoral fellow in the Department of Philosophy at Durham University.
What is a Thought Experiment, Anyhow?
Psilocybin and psilocin are the active chemicals. While different species will have different general levels of active chemicals, different mushrooms of the same species will also vary in potency. 

This is why you can have so many anecdotal experiences about this strain vs that strain. When people call it a strain, they are referring to Psilocybe Cubensis. People will say a cube is a cube in reference to the different strains not really being different.

Your experience on mushrooms hinges on much more than just dose too. Your environment plays a huge role. To the point where the same dose can give drastically different experiences. A lot of people naturally look to the mushrooms as being the reason for a different style trip, when in reality it's most likely your environment as it's almost impossible to replicate the same physical and mental environment that you were in the last time you tripped.I always assumed that it came down to bureaucracy.

Events of muggleborns doing magic outside of school would cause problems for the statute.

I imagine the law being forced through after the number of muggleborns increase, along with the muggle population.

Now for the Voldemort taboo, he made it his whole thing, people being too scared to speak his name. 

The unforgivables however may be more complicated. Firstly we see a number of the influential people in government using the unforgivables, so maybe they don't want a flat out ban. Therefore the law would not pass through.mwh52 - nominated as the most influential blog
December 19, 1862 – The Battle of Jackson was fought on December 19, 1862, in Madison County, Tennessee, during the American Civil War. As Forrest continued his advance the next day, Sullivan ordered Col. Adolph Englemann to take a small force northeast of Jackson. At Old Salem Cemetery, acting on the defensive, Englemann’s two infantry regiments repulsed a Confederate mounted attack and then withdrew a mile closer to town. The engagement at Jackson occurred during Confederate Brig. Gen. Nathan Bedford Forrest’s Expedition into West Tennessee, between December 11, 1862, and January 1, 1863. Forrest wished to interrupt the rail supply line to Maj. Gen. Ulysses S. Grant’s army, campaigning down the Mississippi Central Railroad. If he could destroy the Mobile & Ohio Railroad running south from Columbus, Kentucky, through Jackson, Tennessee, Grant would have to curtail or halt his operations. Forrest’s 2,100-man cavalry brigade crossed the Tennessee River from December…
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See more products:Parents must choose one of two options offered by Pottsgrove School District officials by July 30.
Classrooms will look different under coronavirus restrictions when students return to school.
LOWER POTTSGROVE — More than 700 parents got a run-through of Pottsgrove School District's two-pronged reopening plan in a well-paced online presentation Wednesday that lasted for more than two hours.
The 55-page plan gives parents two choices for the coming school year.
Either their children can stay home and be taught on what district officials said is a vastly improved virtual online program, or they can send them to school two days a week as part of the district's "hybrid program."
Under the 55-page plan rolled out by district officials, and available online, students would come to school either Monday and Tuesday, or Thursday and Friday, with Wednesday being an online day for all students.
By dividing the students into two rotating groups, the population in the buildings will be much smaller and make it easier for the district to follow social distancing guidelines, said Superintendent William Shirk.
"As looked at our physical plant, we realized we could not follow the