Academic literature on the topic 'Degree Discipline: Philosophy'
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Journal articles on the topic "Degree Discipline: Philosophy"
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Kanišauskas, Saulius. "TRANSDISCIPLININIS PROJEKTAS: PROVERŽIS Į MOKSLŲ IR PRAKTIKOS SINTEZĘ?" Problemos 80 (January 1, 2011): 107–15. http://dx.doi.org/10.15388/problemos.2011.0.1304.
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Antrojoje XX amžiaus pusėje prasidėjo mokslo sričių (disciplinų, dalykų) integracijos procesai, apibūdinami multi-, poli-, pliurali-, inter-, tarp-, trans- discipliniškumo terminais. Parodoma, kad tarptautinis terminas „disciplina“ turi kur kas platesnę prasmę nei lietuviškas terminas „dalykas“, suprantamas kaip mokslo šaka ar sritis. Teigiama, kad svarbiausiu kriterijumi, leidžiančiu apibūdinti disciplinų sąveikų tipus, turi būti „disciplininio grynumo“ pažeidimo laipsnis, o transdisciplininis projektas, skirtingai nei kiti disciplinų integracijos tipai, „disciplininio grynumo“ reikalavimą atmeta iš principo. Parodoma, kad transdisciplininis projektas pirmiausia siejamas su siekiu akademinį mokslą orientuoti į pragmatinį socialinių reikmių tenkinimą, į jį įtraukiant neakademinius veiksnius. Atkreipiamas dėmesys į tai, kad stiprioji transdisciplininio diskurso versija, kuri pabrėžia poreikį gilintis į fundamentalius pasaulėvaizdžio klausimus ir siekia suvienyti visus mokslus, susiduria su rimtomis ontologinėmis bei epistemologinėmis problemomis. Išsakomas nuogąstavimas, kad dėl jų transdisciplininis projektas gali likti apologetinio pobūdžio ar tik euristikos šaltiniu.Pagrindiniai žodžiai: mokslas, dalykai, disciplinos, transdisciplininis diskursas, transgresija.Transdisciplinary Project: Breakthrough in Synthesizing Science and PracticeSaulius Kanišauskas SummaryThe second half of the 20th century witnessed discontent with rigid distinction between science specializations, thus science integration processes which can be described in terms of multi-, poli-, pliurali-, inter-, trans- disciplinary started to evolve. The article attempts to show that the international term “discipline” has a significantly broader meaning than the Lithuanian term “subject”, which is perceived as a branch or field of science. It is maintained that the vulnerability degree of “disciplinary purity” should be the most important criterion which allows defining relation types of disciplines. However, conversely to other types of disciplinary integration, the transdisciplinary project rejects the requirement of “disciplinary purity” in principle. Moreover, the transdisciplinary project is first associated with striving to direct the academic science that it could satisfy the pragmatic social needs through introduction of non-academic factors. Also, the article points out that the “strong version” of the transdiciplinary project which focuses on the need to delve into fundamental questions of worldview and which attempts to consolidate all sciences faces serious ontological and epistemological problems. As a result, there is considerable danger that due to not solved epistemological problems, the transdisciplinary project is at risk to remain of apologetic character and a source of heuristics.Keywords: science, subjects, discipline, transdisciplinary discourse, transgression.
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Simon, Josep. "Writing the Discipline." Historical Studies in the Natural Sciences 46, no. 3 (June 1, 2016): 392–427. http://dx.doi.org/10.1525/hsns.2016.46.3.392.
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The historiography of physics has reached a great degree of maturity and sophistication, providing many avenues to consider the making of science from a historical perspective. However, the big picture of the making of physics is characterized by a predominant narrative focused on a conception of disciplinary formation through leadership transfers in research among France, Germany, and Britain. This focus has provided the history of physics with a periodization, a geography, and a fundamental goal commonly considered to be conceptual and theoretical unification. In this paper, I suggest the interest of reassessing this picture by analyzing the temporal, national, and epistemological viewpoint from which it is written. I use for this purpose an exemplary case study: Adolphe Ganot’s physics textbooks in France and their translation by Edmund Atkinson in England. In this context, I suggest future avenues for the study of the making of physics as a discipline, which consider the canonical role of textbooks in disciplinary formation beyond the Kuhnian paradigm.
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Woźniczka, Maciej. "Filozofia jest możliwa tylko w klimacie rozstrzygnięć metafilozoficznych." Człowiek i Społeczeństwo 53 (June 27, 2022): 119–35. http://dx.doi.org/10.14746/cis.2022.53.7.
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The main idea of the text is the issue of philosophy referring to the metaphilosophy that is connected with it. The problem of separating metaphilosophy as a separate philosophical discipline was analysed. Attention was paid to the relations occurring between metaphilosophies of their own philosophies and the metaphilosophy as a separate discipline. Various interpretations of metaphilosophy research issues based on different theoretical perspectives were presented. The issue of treating metaphilosophies as a place of reference for the philosophical thought was raised, and issue of their rationality. In conclusion, a project of an exclusive form of second degree philosophy was presented.
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Todoriko, L. D., O. V. Pidverbetska, O. Ya Pidverbetskyi, N. I. Zorii, and Ya I. Toderika. "Presentation and implementation of the results of the own scientific research — a practical approach." Tuberculosis, Lung Diseases, HIV Infection, no. 4 (December 15, 2021): 21–26. http://dx.doi.org/10.30978/tb2021-4-21.
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During postgraduate studies, future PhDs must master a wide range of teaching and research skills that meet global and European academic standards. In particular, candidates for the degree of Doctor of Philosophy must acquire theoretical knowledge that is sufficient to produce new ideas, solve complex problems in the field of professional and/or research and innovation, acquire universal research skills, including oral and written presentation of their own scientific results, application of modern information technologies in scientific activity, organization and carrying out of educational employments, management of scientific projects and/or introduction of offers concerning financing of scientific researches, registration of the intellectual property rights.
Objective — to summarize information about the relevance of the discipline «Presentation and implementation of the results of the own scientific research» and highlight practical approaches to its teaching.
Materials and methods. Analysis and generalization of information on current documents governing the educational process for applicants for the degree of «Doctor of Philosophy» in medical specialties, and literature sources on the presentation and implementation of dissertation research.
Results and discussion. The discipline «Presentation and implementation of the results of the own scientific research» is an important component of the preparation of graduates of the degree of Doctor of Philosophy in the field of knowledge 22 «Health». As part of the study of this discipline, students learn the concept of innovation process and innovation of the scientist, get acquainted with the basics of protection of the results of their own research and modern aspects of patent information search technologies, gain skills in presenting the results of the own research using various forms of new information technologies and implementation in the practice of health care and educational process of the results of the own research.
Conclusions. Assimilation of theoretical material and practice of the practical part of the program of the discipline «Presentation and implementation of results of the own scientific research» provides acquisition by postgraduate students of corresponding integral, general and special competences and formation of integrative final program results of training necessary for further professional activity of the future doctor of philosophy.
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Upadhyay, Hriseekesh. "Harvesting a Philosophy of Personal Development through a Popular Business Classic Who Moved My Cheese?" Harvest 1, no. 1 (April 7, 2022): 37–44. http://dx.doi.org/10.3126/harvest.v1i1.44336.
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Philosophy of Management is a relatively new term compared to the tradition of Philosophy itself. If Management as a university discipline is barely a century old, Philosophy of Management has a history of only a few decades. As Management broadly concerns conducting the affairs of a corporation or a business enterprise effectively, writers on management hesitate to adorn the title Philosophy to the issues they deal in their discourse. Management Department in universities and colleges invariably project their fields as a science with tools, techniques and methods of their own. Increasingly University dons in Management and successful executives of top business corporations began sounding about Philosophy of Management. A century after the first MBAs graduated from the US universities, Philosophy of Management has emerged as an academic discipline of its own. Personal Development of corporate executives, frontline business personnel and lowly staff members of business houses has been an important sub-field of Philosophy of Management. Dr. Spencer Johnson’s Who Moved My Cheese? (1998) has been a popular business classic that is a unique source of constructing a philosophy of personal development. This paper explores the concept of change as a critical element in the life of individuals and business organizations for successfully navigating the constantly changing world which can expand the basis of Philosophy of Management. Ability to perceive change that occurs in a small degree, to anticipate changes in the world of things, to prepare oneself for the changes that arrive and not to fear to confront changes and to understand that changes can bring better options are some of the philosophical lessons in the parable of Johnson’s book.
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Korotkova, Yuliia. "IMPROVEMENT OF ACADEMIC SPEECH OF APPLICANTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY." Law Journal of Donbass 77, no. 4 (2021): 179–84. http://dx.doi.org/10.32366/2523-4269-2021-77-4-179-184.
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The article is devoted to the elucidation of ways to improve the academic speech of applicants for the degree of "Doctor of Philosophy". The concept of "academic speech" is understood as the activity of the researcher to create specialized professional scientific texts and present orally or in writing the results of research at scientific events of various levels. It is noted that the improvement of academic speech in the conditions of postgraduate / adjunct studies can be significantly contributed by the discipline "Fundamentals of Academic Speech", which aims to deepen knowledge of modern Ukrainian literary language, to develop a sense of scientific language, the language taste, to master the scientific style of speech and writing, language means of the scientific text, to develop the steady abilities and skills of the correct and communicatively justified use of language means in academic speech, to form the speech behavior in oral scientific discussion. The most common mistakes that occur in scientific texts are identified. They include: lexical (tracings from the Russian language, tautology, pleonasms, incorrect use of paronyms), grammatical (incorrect formation of singular forms of nouns, adjectives, numerals, pronouns, incorrect use of prepositions, incorrect formation of participles, incorrect use of pronouns), syntactic (oversaturation of the scientific text with the verb forms on "-ся", non-normative use of prepositions as a part of syntactic constructions); stylistic, punctuation, spelling mistakes. A number of exercises, methods and forms of organization of the educational process which can contribute to the improvement of academic speech of future scientists are proposed. They include exercises on editing and translating scientific texts, role-playing and business games, discussions, debates, brainstorming, project method, preparation of own scientific texts, speeches with an oral scientific report in compliance with the requirements for public speaking.
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Mohr, Barbara, and Annette Vogt. "German Women Paleobotanists From the 1920S to the 1970S—Or Why Did This Story Start So Late?" Earth Sciences History 20, no. 1 (January 1, 2001): 14–43. http://dx.doi.org/10.17704/eshi.20.1.q7643x2308728m56.
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This study documents women paleobotanists and their achievements from the late 1920s to the early 1970s in Germany. More than forty women were involved in paleobotanical research and related fields during this period. After they had finished their degrees, about two thirds of them left the field for private, political, and/or economic reasons. Several of them, however, had a successful career or were even leaders in their field. Compared with other disciplines and neighbouring countries, the unusually late entry of women students into this discipline from the 1930s on is explained by the close affiliation of the discipline with Paleozoic geology and mining in Germany before 1945. It is significant that of the thirteen women who finished a degree in the field before 1945, about two thirds studied Quaternary pollen analysis and vegetation history. Only a minority was involved in pre-Quaternary paleobotany. After World War II, the number of women scientists increased noticeably only when Tertiary palynology/paleobotany became more important sub-disciplines of paleobotany, a pattern which was similar in both parts of the newly divided country. During the period between 1945 and 1955, the number of women students in West Germany was significantly higher than in the East. This is partly explained by the policies of the East German communist party, which put restrictions on women students from a middle-class background. Between 1955 and 1973 the number of women students in East Germany exceeded those in the West. This was due to the East German party policy of activating the female working force, especially in fields which had been traditionally occupied by men, such as geology, mining, and engineering.
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SCHMIDT, LEIGH ERIC. "PORTENTS OF A DISCIPLINE: THE STUDY OF RELIGION BEFORE RELIGIOUS STUDIES." Modern Intellectual History 11, no. 1 (March 5, 2014): 211–20. http://dx.doi.org/10.1017/s1479244313000395.
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Academic disciplines, including departments of history, emerged slowly and unevenly in the second half of the nineteenth century. Professional societies, including the American Historical Association (AHA) at its founding in 1884, were generally tiny organizations, a few would-be specialists collecting together to stake a claim on a distinct scholarly identity. Fields of study were necessarily fluid—interdisciplinary because they remained, to a large degree, predisciplinary. As fields went, the study of religion appeared especially amorphous; it was spread out across philology, history, classics, folklore, anthropology, archaeology, psychology, sociology, and oriental studies. Adding to the complexity more than simplifying it was the persisting claim that the study of religion belonged specifically (if not exclusively) to theology and hence to seminaries and divinity schools. Elizabeth A. Clark'sFounding the Fathersilluminates the importance of Protestant theological institutions in shaping the study of religion in nineteenth-century America, suggesting, in particular, how well-trained church historians pointed the way toward disciplinary consolidation and specialization. Marjorie Wheeler-Barclay'sScience of Religion, by contrast, explores the leading British intellectuals responsible for extending the study of religion across a broad swath of the new human sciences. Together these two books offer an excellent opportunity to reflect on what religion looked like as a learned object of inquiry before religious studies fully crystallized as an academic discipline in the middle third of the twentieth century. Clark opens the introduction to her book with an epigraph from Hayden White: “The question is, What is involved in the transformation of a field of studies into a discipline?” (1). What indeed?
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Dziurosz-Serafinowicz, Dominika. "Kłamstwo z perspektywy etycznej." Societas/Communitas 31, no. 1 (September 9, 2022): 303–18. http://dx.doi.org/10.55226/uw.s-c.2021.1.303.
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In this paper we show the many faces of lying. We present a number of philosophical definitions of this speech phenomenon (from, inter alios, Aristotle, the pragmatists, and contemporary Polish ethicians), along with certain religious perspectives. Guidelines concerning the proper use of words recommended by the Polish Academy of Sciences are also presented. The aim of this paper is to show that irrespective of the discipline (philosophy, World Religions, linguistics), telling lies is viewed as something morally wrong. This is accompanied by a degree of logical reflection on lying, in particular with the proposal that lying be analysed neither in terms of syntax nor semantics, but on an ethical level.
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Erisman, Fred. "Margery Brown’s Air-Age Utopia for American Women." Utopian Studies 32, no. 3 (November 1, 2021): 513–27. http://dx.doi.org/10.5325/utopianstudies.32.3.0513.
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Abstract Among the women pilots prominent during the American between-the-wars years, Margery Brown (1892–1961) set no records and made no thrilling flights. During the “Golden Age of American Aviation” (1925–40), however, she published eight articles that established her as an articulate voice advocating aviation as a benefit to America’s women. She postulated a technologically based utopia in which the transformative power of aviation would bring about a new freedom for those women who chose to embrace it. Flight would allow women to demonstrate their ability to master a new and sophisticated technology. They would gain moral discipline and would shed the cultural limitations that had for so long held them back. They would abolish gender discrimination in the air, achieving a transcendent degree of liberation and a new freedom, all gained through the agency of flight.
Dissertations / Theses on the topic "Degree Discipline: Philosophy"
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Gomes, Danilo Olimpio. "Rigor sem órgãos : em meio a relações discursivas, (r)ex(s)istências possíveis /." Rio Claro, 2020. http://hdl.handle.net/11449/192603.
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Orientador: Roger MiarkaResumo: Esta pesquisa, como uma espécie de barco, devém composição que se lança num mar em busca de uma dobra. Uma prega na linha do fora na qual seja possível inventar um dentro habitável e dar passagem a afetos disso que é conhecido por rigor. Um rigor que se relaciona à disciplina de Análise Real, a qual é contemplada numa grande maioria de cursos de licenciatura em Matemática em nosso país. Tal rigor mostra-se discursivamente atrelado a muitas práticas que ocorrem na formação de professores de Matemática, as quais influenciam sobremaneira a forma como licenciandos lidam com a própria graduação e com suas práticas profissionais. Em nossa composição, adotamos uma estética de escrita-fluxo, em que narrativas ficcionais foram compostas tendo como inspiração e suporte vivências experienciadas pelo próprio autor e por toda uma multidão de sujeitos e obras que o circundam e o atravessam, no intuito de construir uma Tese sem Órgãos, ou seja, uma composição desprovida de uma organização prévia. Para tal, estabelecemos alianças teóricas mais estreitas com o pensamento arqueológico de Michel Foucault e com o conceito de Corpo sem Órgãos, de Gilles Deleuze e Félix Guattari, bem como consonâncias junto a constelações teóricas que orbitam cada um desses pensadores. Desta maneira, nas linhas rizomáticas compostas a partir de acoplamentos, desacoplamentos e interrupções de fluxo causadas nas e pelas narrativas construídas, foi possível operar nas fissuras e pensar o conceito de Rigor sem Órgãos,... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This research, as a kind of boat, becomes composition that is launched in a sea in search for a fold. A crease in the line of the outside in which it is possible to invent a habitable inside and and give passage to affections of that which is known as rigor. A rigor that is related to the discipline of Real Analysis, which is included in a large majority of undergraduate courses in Mathematics in our country. Such rigor is shown to be discursively linked to many practices that occur in the formation of mathematics teachers, which greatly influence the way they deal with their own graduation and their professional practices. In our composition, we adopted a flow-writing aesthetic, in which fictional narratives were composed having as inspiration and support experiences experienced by the author himself and by a whole multitude of subjects and works that surround and cross him, in order to build a Thesis without Organs, that is, a composition without prior organization. To this goal, we established closer theoretical alliances with the archaeological thought by Michel Foucault and with the concept of Body without Organs, by Gilles Deleuze and Félix Guattari, as well as consonances with theoretical constellations that orbit each of these thinkers. In this way, in the rhizomatic lines composed from couplings, decouplings and interruptions of flow caused in and by the constructed narratives, it was possible to operate in the cracks and think about the concept of Rigor without Orga... (Complete abstract click electronic access below)
Doutor
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Lock, Rob. "Mapping the aliran of the academic discipline of entrepreneurship a discursive representation : a dissertation submitted to Auckland University of Technology in fulfilment of the requirements for the degree of Master of Philosophy, 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/738.
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In this study, I consider the status of the academic discipline of entrepreneurship as represented in refereed journal articles and citations in the Web of Science database within a broad philosophical framework, developed for this investigative purpose. This dissertation firstly explores an understanding of knowledge as offered by French social theorist, Michael Foucault, identifying two forms of knowledge. Using Foucault’s distinctions, I develop models that position savoir and connaissance knowledge, which I define as practical applications of understanding and academic orientations of explaining, in relation to disciplines and discourses. The strategic apparatus of the episteme is included in my models as a discipline-based method of determining the acceptability of knowledge into the discipline, incorporating the varied roles of gate-keepers, intellectuals and other participants into the models. The roles of epistemology and ontology are discussed and included in the models. Further, drawing on the works of German philosopher, Martin Heidegger, I introduce the concept of an ontological test as a possible means to consider whether an academic discipline clearly understands its ‘meaning of being’ or, alternatively, could be considered to have passed Foucault’s point of epistemologization and be termed a ‘dubious discipline’. Academic thinking on entrepreneurship has come under an array of criticism from within the discipline, including criticism as to a perceived lack of objectivity. The models developed in this dissertation are applied to the discipline of entrepreneurship in order to better understand the development of the discipline of entrepreneurship and the reasons for this criticism. Using the episteme of the Web of Science database, I apply citation analysis to identify those articles and texts which are considered within the entrepreneurship discipline to have the highest gravitas. These high gravitas articles are used to create an archaeological representation or aliran that illustrates the development of the discipline over time and the ontological development of sub-aliran. This aliran is a phenomenological representation of the discipline based upon the episteme to depict the episteme ‘as it is’. This representation is hermeneutically interpreted to discern the development of various sub-aliran, and identify the possible influence of gate keepers with high gravitas in such development. Based upon my survey of high gravitas articles from the aliran, I found there was a general exclusion of practitioner both as an audience for and as a source of savoir knowledge. Admittedly this finding could well be attributed to the nature of the episteme selected for the research. The exception to this general finding was in the Venture Capital sub-aliran. Further findings indicated an apparent feature of the aliran was a higher than expected level of demarcation between the organization and the firm. This demarcation had several features including an increasing trend towards learning by the organization as applied to entrepreneurship. Firms were not perceived to engage in learning but did engage in new ventures and undertook innovation. These functions were not indicated within the aliran to be part of the functions of the organization. Innovation was also not shown to be an activity conducted by individuals but was a preserve of the firm. These findings are consistent with the political structure of the Academy of Management’s Entrepreneurship Division and indicate the influence this body likely has on the discipline. In some instances, as might be expected, there was an overt level of construction of some sub-aliran by those with high gravitas in the discipline. This was most apparent in endeavours to add ‘corporate’ nominations to entrepreneurship, innovation and venturing. In the case of corporate entrepreneurship, such overt construction was perceived to be less than successful. However, the changing orientation offered by such construction is seen to offer a new direction to entrepreneurship which may be realized in the fledgling Strategic Entrepreneurship sub-aliran. Some sub-aliran observed was considered to be more introverted due to restraints imposed by the political structuring of the discipline. While the discipline of entrepreneurship may not to be able to pass Heidegger’s ontological test and could be considered a dubious discipline (doubtless like so many others), this finding should not be deemed to be unduly negative. As with Gadamer’s rehabilitation of prejudice, the term dubious could be rehabilitated to be positive and encourage moves towards greater objectivity, or at least greater rigour, within the discipline of entrepreneurship.
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Wilson, William Robert. "New Zealand's experiment with prudential regulation : can disclosure discipline moderate excessive risk taking in New Zealand deposit taking institutions? : a thesis presented in partial fulfillment of the requirements for the degree Doctor of Philosophy at Massey University, Albany." 2009. http://hdl.handle.net/10179/1222.
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The New Zealand economy in the period up to 2006 provides an opportunity to assess an alternative disclosure based approach to the prudential regulation of deposittakers, in a market free of many of the distortions which arise from traditional regulatory schemes. The overall objective of this research has been to assess the effectiveness of the prudential regulation of New Zealand financial institutions and judge if the country is well served by it. Analysis of New Zealand’s registered bank sector suggests public disclosure adds value to New Zealand’s financial system. However, the significant relationship found between disclosure risk indicators and bank risk premiums was not as a result of market discipline, rather it is argued self-discipline was the mechanism, demonstrating bank management and directors are discharging their duties in a prudent manner. A feature of the New Zealand disclosure regime for banks is the significant responsibilities placed on bank directors; directors are then held accountable for their actions. Findings in the management of banks were in contrast to non-bank deposittakers, where disclosure was judged to be ineffective, and of no practical use due to its poor quality. The management of non-bank deposit-takers appeared to receive very little oversight from depositors, their trustees or official agencies. As a result, many appear to have managed their institution in their own interests, with little consideration given to other stakeholders. Failures which occurred in NBDTs from 2006 resulted from deficiencies in the prudential regulation of these deposit-takers, demonstrating the severity of asymmetric information and moral hazard problems which can arise if prudential regulation is not correctly designed and management interests are not aligned with other stakeholders. The New Zealand disclosure regime will never guarantee a bank will not fail, nor should it try to do so, but it should assist the functioning of a sound and efficient financial system. To this end, it is recommended that the Reserve Bank, in re-designing the regulatory framework for NBDTs, hold the management and directors of NBDTs similarly accountable, while also incorporating regular disclosure and minimum prudential standards. Governments have an important role to play in ensuring the financial system is efficient.
Books on the topic "Degree Discipline: Philosophy"
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E, Walker George, ed. Envisioning the future of doctoral education: Preparing stewards of the discipline Carnegie essays on the doctorate. San Francisco: Jossey-Bass, A Wiley Imprint, 2006.
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Szollosi-Janze, Margit. "Doktorgrad entzogen!": Aberkennungen akademischer Titel an der Universität Köln 1933 bis 1945. Nümbrecht: Kirsch, 2005.
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Gerholm, Lena. Doktorshatten: En studie av forskarutbildningen inom sex discipliner vid Stockholms universitet. Stockholm: Carlsson, 1992.
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Disciplines and Doctorates (Higher Education Dynamics). Springer, 2006.
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Atkinson, Paul. Survival and Success in Graduate School: Disciplines, Disciples and the Doctorate. Routledge, 1999.
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Lokshyna, Olena, Oksana Glushko, Alina Dzhurylo, Svitlana Kravchenko, Nina Nikolska, Marija Tymenko, and Oksana Shparyk. The state and trends in the development of school education in the EU, USA and China: a textbook. Institute of Pedagogy of NAES of Ukraine, 2021. http://dx.doi.org/10.32405/978-617-8124-19-9-2021-143.
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The publication contains materials of the training course “and trends in the development of school education in the EU, USA and China” for educational use in the process of training of applicants for the degree of “Doctor of Philosophy” in the specialties 011 “Educational, Pedagogical Sciences”, 013 “Primary Education”, 014 “Secondary education” (by subject specializations). The mastering of the course involves the formation of holistic comparative and pedagogical competence of a researcher - a qualified specialist who has a high level of readiness for professional activity in the field of comparative education studies. In the manual the purpose and objectives of the course are defined, a description of the study discipline done (Appendix A), thematic information, dictionary of foreign terms and concepts are provided (Appendix B).
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Chrastil, Rachel. How to Be Childless. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190918620.001.0001.
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Childless uncovers the voices and experiences of childless women from the past 500 years and puts them in conversation with research from a broad range of disciplines, from psychology to philosophy to sociology. It addresses two main questions: What are the pathways to childlessness, and how do childless individuals flourish? Eschewing two dominant narratives—that the childless are either barren and alone or that they are carefree and selfish—it views childless individuals as complicated human beings with nuanced life stories. The pathways to childlessness, so often labeled simply “choice” and “circumstance,” are far more complex and interweaving. Childless examines issues including regret, old age, attitudes toward childlessness, the household, and legacy. Every year, over 80,000 American women with an advanced degree reach age 45 without having given birth. Thousands more debate whether or not to have children. The childless might think that they’re living in a unique situation with little to guide them. But, in reality, they can turn to the vast human experience with childlessness for inspiration, warnings, and guidance.
Book chapters on the topic "Degree Discipline: Philosophy"
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Miedema, Frank. "Images of Science: A Reality Check." In Open Science: the Very Idea, 15–65. Dordrecht: Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2115-6_2.
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AbstractIt will be argued that the dominant form of current academic science is based on ideas and concepts about science and research that date back to philosophy and sociology that was developed since the 1930s. It will be discussed how this philosophy and sociology of science has informed the ideas, myths and ideology about science held by the scientific community and still determines the popular view of science. It is even more amazing when we realize that these ideas are philosophically and sociologically untenable and since the 1970s were declared obsolete by major scholars in these same disciplines. To demonstrate this, I delve deep to discuss the distinct stages that scholars in philosophy, sociology and history of science since 1945 to 2000 have gone through to leave the analytical-positivistic philosophy behind. I will be focusing on developments of their thinking about major topics such as: how scientific knowledge is produced, the scientific method; the status of scientific knowledge and the development of our ideas about ‘truth’ and the relation of our claims to reality. It will appear that the positivistic ideas about science producing absolute truth, about ‘the unique scientific method’, its formal logical approach and its timeless foundation as a guarantee for our value-free, objective knowledge were not untenable. This is to show how thoroughly the myth has been demystified in philosophy and sociology of science. You think after these fifty pages I am kicking a dead horse? Not at all! This scientific demystification has unfortunately still not reached active scientists. In fact, the popular image of science and research is still largely based on a that Legend. This is not without consequence as will be shown in Chap. 10.1007/978-94-024-2115-6_3. These images of science have shaped and in fact distorted the organisational structures of academia and the interaction between its institutes and disciplines. It also affects the relationship of science with its stakeholders in society, its funders, the many publics private and public, and policy makers in government. In short, it determines to a large degree the growth of knowledge with major effects on society.
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Haugan, Gørill, and Jessie Dezutter. "Meaning-in-Life: A Vital Salutogenic Resource for Health." In Health Promotion in Health Care – Vital Theories and Research, 85–101. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63135-2_8.
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AbstractBased on evidence and theory, we state that facilitating and supporting people’s meaning-making processes are health promoting. Hence, meaning-in-life is a salutogenic concept.Authors from various disciplines such as nursing, medicine, psychology, philosophy, religion, and arts argue that the human search for meaning is a primary force in life and one of the most fundamental challenges an individual faces. Research demonstrates that meaning is of great importance for mental as well as physical well-being and crucial for health and quality of life. Studies have shown significant correlations between meaning-in-life and physical health measured by lower mortality for all causes of death; meaning is correlated with less cardiovascular disease, less hypertension, better immune function, less depression, and better coping and recovery from illness. Studies have shown that cancer patients who experience a high degree of meaning have a greater ability to tolerate bodily ailments than those who do not find meaning-in-life. Those who, despite pain and fatigue, experience meaning report better quality-of-life than those with low meaning. Hence, if the individual finds meaning despite illness, ailments, and imminent death, well-being, health, and quality-of-life will increase in the current situation. However, when affected by illness and reduced functionality, finding meaning-in-life might prove more difficult. A will to search for meaning is required, as well as health professionals who help patients and their families not only to cope with illness and suffering but also to find meaning amid these experiences. Accordingly, meaning-in-life is considered a vital salutogenic resource and concept.The psychiatrist Viktor Emil Frankl’s theory of “Will to Meaning” forms the basis for modern health science research on meaning; Frankl’s premise was that man has enough to live by, but too little to live for. According to Frankl, logotherapy ventures into the spiritual dimension of human life. The Greek word “logos” means not only meaning but also spirit. However, Frankl highlighted that in a logotherapeutic context, spirituality is not primarily about religiosity—although religiosity can be a part of it—but refers to a specific human dimension that makes us human. Frankl based his theory on three concepts: meaning, freedom to choose and suffering, stating that the latter has no point. People should not look for an inherent meaning in the negative events happening to them, or in their suffering, because the meaning is not there. The meaning is in the attitude people choose while suffering from illness, crises, etc.
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Grundmann, Thomas. "Progress and Historical Reflection in Philosophy." In Philosophy and the Historical Perspective, edited by Marcel van Ackeren and Lee Klein, 51–68. British Academy, 2018. http://dx.doi.org/10.5871/bacad/9780197266298.003.0004.
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What is the epistemic significance of reflecting on a discipline’s past for making progress in that discipline? The author assumes that the answer to this question negatively correlates with that discipline’s degree of progress over time. If and only if a science is progressive, then what people have thought and argued in the past in that discipline ceases to be up to date. This chapter distinguishes different dimensions of disciplinary progress and subsequently argue that veritic progress, that is, collective convergence to truth, is the most important dimension for disciplines with scientific ambitions. It then argues that, on the one hand, veritic progress in philosophy is more significant than many current philosophers believe, but that, on the other hand, it also has severe limitations. The author offers an explanation of these limitations that suggests that the history of philosophy should play some role, though only a minor one, in systematic philosophy.
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Musendekwa, Menard, and Ester Rutoro. "Contextualising Theology." In Examining a New Paradigm of Heritage With Philosophy, Economy, and Education, 71–84. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3636-0.ch006.
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While theology is an international discipline, there is a need to contextualize theology so that it can address the local expectations. This theme is critical for contemporary theological curriculum. Reformed Church University is providing an Honours Degree in Theology. Towards improving the curriculum, there is a need for contextualisation as an ongoing exercise as the context continues to change from time to time. Theology should therefore aim at addressing contemporary issues and increase the program viability. The author explores all the potential areas that need to be considered to achieve a heritage-based curriculum. While theology sometimes can be regarded as an exclusive discipline, there is potential for improvement when it incorporates national heritage.
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Koh, David, and Wee Hoe Gan. "Occupational health." In Oxford Textbook of Global Public Health, edited by Roger Detels, Quarraisha Abdool Karim, Fran Baum, Liming Li, and Alastair H. Leyland, 457–72. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198816805.003.0055.
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Occupational health is the ‘promotion and maintenance of the highest degree of physical, mental, and social well-being of workers in all occupations’. Work-related ill-health and injuries cause considerable mortality and morbidity to workers worldwide, and are a major cause of disability, lost productivity, and sickness absence. In the occupational setting, workers may suffer from occupational diseases (those directly caused by workplace hazards); ‘work-related diseases’ (those that are multifactorial in origin with occupational exposures contributing to part of the aetiology); and non-occupational diseases that affect the general population. Primary, secondary, and tertiary preventive measures can be used to reduce the burden of disease at the workplace. Prevention of occupational ill-health requires an understanding of the work processes, the range and extent of exposures to hazards, and the steps that may be available to reduce exposure. It also requires recognition of vulnerable occupational groups such as workers in developing nations, migrant workers, child labour, women workers, and impaired workers. The standard hierarchy of control strategies for reducing exposure to workplace hazards includes elimination, substitution, isolation, engineering measures, administrative procedures, and personal protective equipment. The workplace can be a suitable venue for health promotion activities although this should not be at the expense of elimination and control of exposure to occupational hazards. As occupational health practice has evolved to consideration of health issues beyond the ‘factory gate’, the discipline now has much in common with environmental health and encompasses the philosophy and principles of good public health practice.
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Baker, Tawrin. "Images of the Eye from Vesalius to Fabricius ab Aquapendente." In Reassessing Epistemic Images in the Early Modern World. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2022. http://dx.doi.org/10.5117/9789463723350_ch10.
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Illustrations of the eye were rare in printed medical and anatomical works prior to Vesalius’s 1543 Fabrica. Subsequent epistemic images of the eye, seen in figures such as Juan Valverde, Felix Platter, Johannes Kepler, and Fabricius ab Aquapendente, had a complex relationship with the evolving, and increasingly intertwined, disciplines of anatomy, natural philosophy, and optics. Images of the eye reflected, and to some degree helped to generate, new practices of reading, approaches to creating knowledge, and the formation of communities. This analysis challenges a widely-held distinction in early modern historiography between the role of pictures in the anatomical/medical sciences and that of diagrams in the mathematical sciences.
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Adair-Toteff, Christopher. "Aron’s legacy." In Raymond Aron's Philosophy of Political Responsibility, 168–75. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474447089.003.0009.
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When Raymond Aron died suddenly in October of 1983, there was an outpouring of grief and praise. Aron was highly regarded by philosophers, sociologists, political thinkers, and many others in a variety of disciplines. Newspapers and journals were filled with his obituaries and most of the authors lauded Aron for his work. Even allowing for some hyperbole, it was understood that the world had lost a great thinker. Since then, Aron’s reputation has suffered to some degree; however, there have been a number of scholars who have written about him and their estimation of Aron is understandably high. Finally, there have been a few additions to the literature on Aron, and those indicate a further resurgence of interest in his thinking. Aron was one of the leading sociologists and political philosophers of the twentieth century; his legacy deserves to live on and his writings deserve to be read.
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Swazo, Norman K. "Philosophical Pluralism in the Service of Humane Governance." In The Paideia Archive: Twentieth World Congress of Philosophy, 115–19. Philosophy Documentation Center, 1998. http://dx.doi.org/10.5840/wcp20-paideia19985124.
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In recent times, the American Philosophical Association has been exposed in a serious way to the issue of pluralism in philosophy curriculums in the departments of philosophy of American universities and colleges. This conversation brings to the fore the fact that what is at issue in the prospect of pluralizing American philosophy departments is not merely the matter of deciding the discipline's boundaries of intellectual formation relative to the current generation of students, but the unforeseeen consequences of pluralism which challenge both 'the American canon' and the profession's self-understanding vis-à-vis a 'Western' intellectual heritage that distinguishes the 'essential' from the 'marginal' by privileging essential figures, problems, and time-honored methodological commitments. Yet, to the degree that there is a quest for relation of differences, this need not presuppose the universality of philosophical discourse, comparative philosophy moving inevitably within a logic of opposition rather than a logic of mutuality. Our thinking is surely problematic if at this World Congress we find an occasion for a confrontation between 'the West' and 'the margin,' the latter construed negatively as a 'mute, growing and menacing pressure.'
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Varela, Miguel Escobar, Andrea Nanetti, and Michael Stanley-Baker. "Digital Humanities in Singapore." In Digital Humanities and Scholarly Research Trends in the Asia-Pacific, 91–117. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7195-7.ch005.
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In Singapore, digital humanities (DH) is inclusive of the larger spectrum of the humanities, including not only its traditional disciplines (e.g., languages and literature, philosophy, law, geography, history, art history, musicology) but also anthropology, heritage studies, museum studies, performing arts, and visual arts. Multilingual, interdisciplinary, and audiovisual projects are particularly prominent. A community is growing around an emergent concept of DH, and it is developing results mainly in society-driven research projects. Although the DH label is relatively new, and DH dialogue across Singapore institutions is at its early stages, Singapore-based researchers have carried out digital research for decades. An increasing number of projects are home-grown, but several projects have also migrated to Singapore recently due to the high degree of mobility at Singaporean institutions. Current trends suggest that the next stage of DH history in Singapore will include the development of more formal institutions and more participation in global DH conversations.
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Bow, Charles Bradford. "Teaching Moral Economy, 1799−1809." In Dugald Stewart's Empire of the Mind, 95–125. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192865380.003.0004.
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Abstract This chapter examines Stewart’s new course of lectures on political economy, which was the first of its kind in Britain. Stewart taught political economy as a moral pursuit. His notion of a developmental moral economy provided a bridge between the classical Rockinghamite moral economy and the extractive Pittite political economy that gave way to Utilitarianism in the early nineteenth century. His lectures on the moral economy of public education sought to safeguard the welfare of labourers by guiding future statesmen to mitigate social problems concerning immorality, crime, poverty, and idleness. This initiative to democratize liberal education extended to the moral economy of the British imperial world. Stewart measured a moral economy by the degree to which the labouring ranks of society were incorporated in government policies that encouraged the intellectual and moral progress of humankind. In doing so, he became an intellectual disciple of William Jones’s view of orientalism. Stewart sought to reform the governance of public morals as a philosopher, an armchair imperialist, and an amateur orientalist.
Conference papers on the topic "Degree Discipline: Philosophy"
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Fortuna, Fabio, Gino Bella, Mirko Barbuto, Riccardo Conti, Raffaello Cozzolino, Silvia Di Francesco, Alfredo Donno, et al. "Virtual Academic Teaching for Next Generation Engineers." In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20446.
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Recent advances in web technology have transformed the World-Wide-Web from delivering static text to providing an easily accessible multimedia channel for dynamic, interactive communication. By using such technologies, academic teaching may evolve toward the next-generation way to transfer knowledge. At present time, there are two approaches that can be found: the Massive Open Online Courses (MOOC) approach that delivers video interactive classes to the vast audience with an open-access philosophy and Restrict-Access Courses (RAC) that deliver classes and, more important, standard degrees to limited audience [1]. While the two approaches are comparable when dealing with most academic disciplines, teaching engineering has some peculiarities that let the restricted–access course a more viable solution. First of all, engineering schools must prepare the student for the profession. In most countries, after the degree there is a professional practice period, thus a closer relation between teacher and students allows bringing the professional knowledge embedded in the academy. Being also a scientific discipline, engineering takes advantage from a close contact between teaching and research, especially for cutting-edge technologies. Finally, student projects are one of the most important steps of the educational path of the young engineers. Good student projects need one to one supervision, an adequate environment in particular for lab practice, and campuses that only restricted-access academies may provide.