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.
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Pavlova, O. "MIMESIS AND THE PROBLEM OF SIGNIFICATION MODE: PHILOSOPHICAL AND AESTHETIC ASPECTS." Bulletin of Taras Shevchenko National University of Kyiv. Philosophy, no. 3 (2018): 18–21. http://dx.doi.org/10.17721/2523-4064.2018/3-4/12.
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The purpose of the work is to formulate the problem of mimesis in terms of semiotic approach and to determine its specific mode of signification. The results of the study were obtained through the application of semiotic and hermeneutic approaches, which allow the complex using of aesthetics tools as to reveal the problem of meaningful generation and the organization of signifiers in the logic of mimesis. On the basis of this scientific research, the authors developed and implemented the working curriculum of the academic discipline "Aesthetics" into educational process of Kyiv National University named after Taras Shevchenko, which is included into the Educational Curriculum "Philosophy" for bachelor degree on the specialty 6.020301 "Philosophy". Originality of this is to reveal mimesis mode of signification through the definition of the ratio of the signifier, the signified and the referent. The results obtained suggest that the development of a semiotic approach reveals the possibility of improving aesthetic component of the professional training of philosophers at Kyiv National University named after Taras Shevchenko.
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Lapshin, V. E., and V. V. Shakhanov. "The philosophy of penal law as a metafenomenal basis of the penal system." Institute Bulletin: Crime, Punishment, Correction 13, no. 1 (May 13, 2019): 9–14. http://dx.doi.org/10.46741/2076-4162-2019-13-1-9-14.
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The penal system cannot be characterized as the evidence that does not require explanations and justifications. Like any other open system it is influenced by many external and internal factors. The degree and nature of this influence cannot always be known and explained by means of analytics of a theoretical level. Not all problematic issues can be presented in a practical way. A large heuristic potential lies in the methodological tools of the philosophical level, which according to the authors of the article did not receive wide use in understanding the essence of phenomena and processes reflecting the activities of the penal system. The philosophy of the penitentiary law is the metaphenomenal basis for activities in the penal sphere. The article discusses the traditional problems of the penal system, which can be investigated using philosophical and legal tools. Attention is drawn to the need to form the criminal-legal outlook of the Russian Federal Penal Service staff and an integrated legal thinking that is impossible without mastering the philosophical level of knowledge of law. No science can do without philosophical grounds since their role consists in shaping the interpretative schemes necessary for understanding the essence of knowable phenomena. The purpose of the article is to substantiate the need to introduce into the educational process the discipline “Philosophy of penal law” or to consider questions of the philosophy of penal law in the framework of other disciplines traditionally included in the curricula of higher educational institutions of the Federal Penal Service of Russia. Among the problematic issues that accompany the activities of the penal system, which can be most fully considered in the framework of philosophical and legal approaches, should be called the transition from the punitive function of the penal policy to protective and humanitarian; the necessity of moralizing penal law; dual penal legal policy; penal security; the limits of liberalization of penal policy, etc.
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Haq, Nomanul. "Islamic Theology and Philosophy." American Journal of Islam and Society 9, no. 2 (July 1, 1992): 266–68. http://dx.doi.org/10.35632/ajis.v9i2.2560.
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Michael Marmura, the editor of this volume, has brought to his readersa valuable collection of highly respected authors, from van Ess and Frank toAnawati in part one, and from Makarem, Nasr, and Mahdi to Shehadi in parttwo. Each contributor to this seventeen-essay volume is an authority on his/hertopic. Indeed, what we have here is a collection of essays in which by someof today 's most competent and respected lslamicists inform the readers of theresults of their scholarly research into various aspects of their discipline andthereby producing a resounding tribute worthy of a scholar of the stature ofGeorge Hourani, to whom the volume is dedicated.To be sure, not only is this work written by experts, but it is also meantfor the experts. The essays are thus quite naturally extremely narrow in scopeand perspective and are also self-contained and therefore independent of eachother. As a result, each essay is tightly packed, and reviewing this book wouldmean reviewing each essay separately. Alternatively, and this would be muchmore desirable, the reviewer can present a general account of the problematicsof Islamic theology and philosophy in which each contribution coheres to formsome kind of an overall picture. But, in fairness, this is the task of the editor,not of the reviewer. Thus one wonders why Marmura, given his standing inand familiarity with the field, did not write general introductory articles foreach of the volume's two sections: "Islamic Theology" and "Islamic Philosophy."For example, it is not clear to the reader as to how and in what way van Ess'spowerful analysis of a kalam anecdote is related to Frank's penetrating studyof the kalam doctrine of bodies and atoms. For the reader, unless he/shepossesses the same degree of expertise as the two authors, the only thing incommon between them is that they both talk about the mutakallimun. Similarly,in more general terms, the reader legitimately wonders if there are any broadconcerns, or if there are any shared methodological approaches, which bindall of those different Islamic philosophers whose thought forms the subjectmatter of the book's second part. These questions could have been dealt within an editorial panorama. Indeed, one may argue that a general account ispossible only after the basic data have been collected, and since much of theclassical literature of Islam still lies unstudied, a survey article would bepremature. But a survey need not be definitive - it can always be tentative ...
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Mingers, John. "Prefiguring Floridi’s Theory of Semantic Information." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 11, no. 2 (August 15, 2013): 388–401. http://dx.doi.org/10.31269/triplec.v11i2.436.
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Abstract: Luciano Floridi has been very active in helping to develop both the philosophy of information as a discipline and an actual theory of the nature of semantic information. This paper has three purposes. First, to demonstrate that Floridi’s information theory was largely prefigured by work carried out by Mingers and published some ten years earlier. This is simply a matter of setting the record straight, although the degree of commonality may provide some support for the theory. Second, to point out that there appears to be a degree of equivocation, or even contradiction, within Floridi’s theory concerning the ontological status of information – is it objective, independent of the receiver, or is it subjective, constructed by the receiver from the data they access? The paper argues strongly for an objective interpretation. Third, to point out extensions to Mingers’ theory in terms of the social and pragmatic aspects of language, the processing of information into meaning through embodied cognition, and the relation between information and different forms of knowledge
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Mingers, John. "Prefiguring Floridi’s Theory of Semantic Information." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 11, no. 2 (August 15, 2013): 388–401. http://dx.doi.org/10.31269/vol11iss2pp388-401.
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Abstract: Luciano Floridi has been very active in helping to develop both the philosophy of information as a discipline and an actual theory of the nature of semantic information. This paper has three purposes. First, to demonstrate that Floridi’s information theory was largely prefigured by work carried out by Mingers and published some ten years earlier. This is simply a matter of setting the record straight, although the degree of commonality may provide some support for the theory. Second, to point out that there appears to be a degree of equivocation, or even contradiction, within Floridi’s theory concerning the ontological status of information – is it objective, independent of the receiver, or is it subjective, constructed by the receiver from the data they access? The paper argues strongly for an objective interpretation. Third, to point out extensions to Mingers’ theory in terms of the social and pragmatic aspects of language, the processing of information into meaning through embodied cognition, and the relation between information and different forms of knowledge
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Kryvylova, Olena, and Victoria Zhigir. "TRAINING OF FUTURE DOCTORS OF PHILOSOPHY IN PROFESSIONAL EDUCATION FOR THE IMPLEMENTATION OF THE REQUIREMENTS OF SUSTAINABLE DEVELOPMENT OF SOCIETY." Problems of Modern Teacher Training, no. 2(26) (September 22, 2022): 51–58. http://dx.doi.org/10.31499/2307-4914.2(26).2022.267603.
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The content of the training of future doctors of philosophy in professional education for the implementation of the requirements of sustainable development of society is theoretically substantiated in the article.The research methodology includes analysis of legislative and regulatory documents to determine the specifics of the professional competence of higher education institutions teachers; modeling for the development of the content of the educational program “Professional education in the conditions of sustainable development” for the training of third-level higher education applicants; formulation of conclusions and determination of prospects for further research in this direction.In accordance with the goal, the professional standard of teachers of higher education institutions regarding the ability to update the curriculum of an educational discipline in accordance with the requirements of the internal quality assurance system, which involves understanding new scientific achievements and trends in the development of the subject area, was considered.The content of the training of third-level higher education applicants (the doctor of philosophy degree) specialty 015 Professional education (by specializations) to mastering the functions of professional activity provided by the educational and scientific program, in particular regarding the formation of the ability to project a theoretical model of professional training of a future specialist in conditions of sustainable development (general competence), is highlighted and the ability to carry out professional training of a future specialist in conditions of sustainable development (professional competence).Achieving the expected results is carried out at the expense of the educational discipline “Professional education in conditions of sustainable development”, which is aimed at familiarizing third-level higher education applicants with the problems of professional education in the state educational policy and aimed at the formation of human capital in conditions of sustainable development; understanding of strategic tasks and main directions of professional education reform, training of teachers of the new generation.
Keywords: doctor of philosophy; professional education; professional standard; sustainable development of society; educational and scientific program; specializations; institutions of higher education; competence.
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Hlushko, Tetiana. "Philosophy of business as cross-disciplinary educational component." Filosofiya osvity. Philosophy of Education 28, no. 1 (August 25, 2022): 184–96. http://dx.doi.org/10.31874/2309-1606-2022-28-1-11.
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The article presents structural-functional analysis for the socio-practical potential of such educational component as philosophy of business, as well as research the degree of its impact on evolution of strategic thinking abilities, progress of creative potential, values and attitudes of students. Therefore, in the text of the article is outlined the author’s structure of the analyzed educational component, that is relevant for socio-economic sphere of contemporary Ukraine and, at the same time, one that will motivate younger generation to apply cross-disciplinary knowledge for improving the national business sphere and for making progress in economic culture of Ukrainian society in general. The structure of analyzed educational component must include: studying the philosophy of business problem field in the context of game theory; analysis of business ontological specifics as well as related risks and success criteria; description the philosophical aspects of branding and business-leadership; analysis of such phenomena connection as capital, property and wealth; determining the basics of culture, ethics and social responsibility of business, its role in the structure of social institutions; and also studying of such instruments for strategic thinking evolution as theory of game Go and 36 ancient Chinese stratagems; and, finally, a detection of essential transformations for business-processes in conditions of digitalization and active artificial intelligence development. So we consider that socio-creative manifestations of that educational discipline should be analyzed, first of all, on three main levels: economic, administrative law and culturological. Article proves that in each of these professional educational areas, philosophy of business, as separate educational component, provides specific functional effects, significantly supplementing and improving curricula with additional knowledge and competencies that increases preparation level of modern specialists, creates opportunities for their better understanding of business practical value for national and global economies.
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Phillips, Gervase. "Military Morality Transformed: Weapons and Soldiers on the Nineteenth-Century Battlefield." Journal of Interdisciplinary History 41, no. 4 (March 2011): 565–90. http://dx.doi.org/10.1162/jinh_a_00156.
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The increased lethality of nineteenth-century “arms of precision” caused military formations to disperse in combat, transforming the ordinary soldier from a near automaton, drilled to deliver random fire under close supervision, into a moral agent who exercised a degree of choice about where, when, and how to fire his weapon. The emerging autonomy of the soldier became a central theme in contemporary tactical debates, which struggled to reconcile the desire for discipline with the individual initiative necessary on the battlefield. This tactical conundrum offers revealing insights about human aggression and mass violence. Its dark legacy was the propagation of military values into civilian society, thus paving the way for the political soldiers of the twentieth century.
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Jensen, Hans Siggaard. "Grue-Sørensen imellem filosofi og pædagogik." Studier i Pædagogisk Filosofi 7, no. 1 (January 7, 2019): 115–22. http://dx.doi.org/10.7146/spf.v7i1.111908.
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The philosophical situation at Copenhagen University in the 1960’s was dominated by two positivists. Th elogical positivist Jørgen Jørgensen – who had written the history of the “movement” – and the legal positivistAlf Ross. There were also two “outsiders”: Peter Zinkernagel, who did more analytical philosophy of language in the British style, and K. Grue Sørensen who was working in the traditions of neo-Kantianism. In 1955 Grue-Sørensen was hired as the first professor in education – after a long controversy about the scientific status ofeducation as a discipline – but with a focus on the history of education. He had received a doctoral degree in philosophy in 1950 with a dissertation on refl exivity as a philosophical concept and a thesis about the reflexivity of consciousness. He was also an objectivist in ethics, and had been critical of the prevalent moral relativism and subjectivism found in recent philosophy. Jørgensen and Ross had done important work on moral argumentation with more technical work on the logic of imperatives and norms. Moral objectivism was not only wrong but in a way also “immoral” because it undermined their belief in democracy. Especially Jørgensen also thought that the idea of reflexivity was wrong when applied to consciousness. Neither statements nor consciousness could be reflexive – that is refer to themselves/itself. The reflexivity of consciousness is – according to Jørgensen – simply not an empirical psychological fact. Grue-Sørensen tried to establish the foundation of a theory of education based both on conceptions of consciousness and of the relation between scientific knowledge – facts – and moral values – in a neo-Kantian fashion. For him the interplay between ethics and knowledge was a central part of a theory of education – a belief due to which he never became a professor of philosophy – having tried many times. These debates in philosophy and in education were superseded in the 1970’s by the rise in influence of the German inspiration from Critical Theory and the demise of logical positivism.
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Shestakova, Lydia G., Inna M. Zentsova, Tatiana V. Richter, and Natalia Yu Sugrobova. "Synergetic approach in formation of students’ modern natural science worldview." Perspectives of Science and Education 57, no. 3 (July 1, 2022): 55–73. http://dx.doi.org/10.32744/pse.2022.3.4.
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Introduction. The relevance of the research is accounted for by the fact of emergence of a problem of search for optimal and efficient approaches in respect of the process of formation of students’ holistic and systemic worldview of the modern natural science. A question of using the synergetic approach as a means of comprehension of the world as an integral and evolving set of self-organising processes is raised. Research goal: to develop a model for the formation of modern natural-science worldview based on the synergetic approach and to test its efficiency in the course of study of the discipline “Modern natural science concepts”. Materials and methods. The research participants included 60 second-year students majoring in “Pedagogical education” (bachelor degree course). The mathematical and statistical processing of the empirical data was carried out using Student’s t-test. Results. The realisation of the process of students’ modern natural-science worldview formation was based on the synergetic approach in accordance with the main provisions of the developed model. The mathematical and statistical processing of the research results was made with regard for the level of formation of the modern natural science worldview in the students of experimental and control group, for each substantive component proposed in the model. The comparison of empirically obtained Student’s t-tests with the critical value tcr=2.0 for the given number of examinees, at the level of statistical significance p≤0.05, allows one to conclude that there exist certain statistically significant differences in the average extent of mature formation of modern natural science worldview for all indicators: presence of motivation for studying natural sciences (t=4.62); knowledge of natural science terms (t=6.17), etc. The analysis of the obtained data makes it possible to confirm reliable efficiency of the used model of modern natural science worldview formation. Conclusion. The realisation of the process under consideration in accordance with the main provisions of the developed model makes it possible to enhance the extent of learners’ perception of the modern natural science worldview. The application of the developed model to related disciplines can be explored in further research.
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Wnorowski, Henryk. "The Problem of Choosing Development Paths." Studies in Logic, Grammar and Rhetoric 59, no. 1 (September 1, 2019): 227–36. http://dx.doi.org/10.2478/slgr-2019-0039.
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Abstract We start from the assumption that the main problem, and at the same time the goal, is socio-economic development. We also assume that this pursuit is universal, development is the ambition of entities at all levels of aggregation, development is a desire of each country, as well as of business entities and individuals. From the other side, the governments create conditions for entities at the microeconomic level which generate additional value, that is, contribute to the creation of this development. Peculiar to them they are developmental paths. That’s why, the main hypothesis of this article, as stating that the choice of economic policy financed by excessive public debt does not, in the long run, serve well real socio-economic development. At the beginning of the 21st century, the vast majority of these countries had serious problems with public debt. These problems already had their history and were so serious that some efforts to discipline the forum of this group appeared. It is, in a sense, natural in the sense that integration itself is heading to a high degree of coordination and to the unification of all economic policies. The picture of public finances of the European Union does not look good despite the fact that this group can boast a long history of making efforts to control and monitor the budgets of its member states. Moreover, one can even talk about a certain intensification of this process, especially with respect to the euro area countries, but we still can not say that satisfactory results have been achieved.
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Lavan, Myles. "Epistemic Uncertainty, Subjective Probability, and Ancient History." Journal of Interdisciplinary History 50, no. 1 (May 2019): 91–111. http://dx.doi.org/10.1162/jinh_a_01377.
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The subjective interpretation of probability—increasingly influential in other fields—makes probability a useful tool of historical analysis. It provides a framework that can accommodate the significant epistemic uncertainty involved in estimating historical quantities, especially (but not only) regarding periods for which we have limited data. Conceptualizing uncertainty in terms of probability distributions is a useful discipline because it forces historians to consider the degree of uncertainty as well as to identify a most-likely value. It becomes even more useful when multiple uncertain quantities are combined in a single analysis, a common occurrence in ancient history. Though it may appear a radical departure from current practice, it builds upon a probabilism that is already latent in historical reasoning. Most estimates of quantities in ancient history are implicit expressions of probability distributions, insofar as they represent the value judged to be most likely, given the available evidence. But the traditional point-estimate approach leaves historians’ beliefs about the likelihood of other possible values unclear or unexamined.
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O’Doherty, Kieran C. "Theoretical dialogue and interdisciplinary relevance: Thirty years of Theory & Psychology." Theory & Psychology 30, no. 6 (December 2020): 745–58. http://dx.doi.org/10.1177/0959354320981420.
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The 30th year of publication of Theory & Psychology has coincided with local and global disruption and upheaval. The COVID-19 pandemic has affected everyone, and in so doing has reemphasized (and in some instances reinforced and exacerbated) systemic inequities. The year has also been characterized by a resurgence of the Black Lives Matter movement and antiracism protests, as well as counter protests from the far right. There has been a dramatic upsurge in public disagreement about knowledge claims in what some have been calling a post-truth world. Given this, it is worth reexamining the role of theoretical psychology in the discipline and beyond. The occasion of the 30-year anniversary of Theory & Psychology is used to reaffirm the vibrancy and relevance of theoretical work in psychology. The question is raised to what degree we have an obligation to make our theoretical work intelligible beyond the specific scholarly communities engaged in work similar to our own. Ten articles featured in this anniversary issue are introduced.
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., Sutikno, Yuli Utanto, and Haryono . "Internalization of Local Genius gusjigang as the Embedding of Character Values at SMA Negeri 1 Bae Kudus." International Journal of Research and Review 10, no. 1 (January 10, 2023): 101–11. http://dx.doi.org/10.52403/ijrr.20230112.
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This research was conducted based on the results of interviews and observations of the 1 Bae Kudus State Senior High School, which is a high school that uses the gusjigang philosophy as the inculcation of character values in the school learning system as well as outlined in the achievements of the school's vision and mission. The purpose of this study was to analyze the impact of local genius gusjigang internalization in inculcating character values (discipline, religion and entrepreneurship) for students at SMA Negeri 1 Bae Kudus. This type of research used descriptive qualitative methods with an ethnographic approach to find out more deeply and systematically about the impact of local genius gusjigang internalization in instilling character values (discipline, religion and entrepreneurship) for students at SMA Negeri 1 Bae Kudus. Data collection techniques are carried out by means of observation, interviews, and documentation. The source of this research data is primary data obtained from interviews with the Principal, Deputy Head of Curriculum, Deputy Student Affairs, Teachers and Students of SMA Negeri 1 Bae Kudus. The research data validity technique used the criteria for the degree of trust (credibility) with the triangulation technique. The results of the study can be concluded that the impact of local genius gusjigang internalization in instilling character values (discipline, religion and entrepreneurship) in SMA Negeri 1 Bae Kudus is not limited to transferring knowledge about good values, but making how these character values embedded and united in the totality of one's thoughts and actions. The internalization of local genius gusjigang in instilling character values (discipline, religion and entrepreneurship) at SMA Negeri 1 Bae Kudus shows a positive impact on the character values of discipline and religiosity of students. The "Gus" character value in disciplinary behavior is characterized by significant behavior including: a) discipline in attendance; b) value time; c) guard the oral; d) always neatly dressed; e) competing for more achievements; f) obedience or obedience to teachers and parents and g) friendly and courteous behavior towards teachers/staff, parents and fellow students. The value of the character "Ji" in religious behavior shows the results of symptoms of improvement including: a) a better understanding of faith in Allah SWT; b) accustomed to worship when at home; c) bring a sense of closer to God; d) understanding of the history of the development of Islam in the world; e) emergence of literacy culture; f) aware of the obligation to always learn and seek knowledge and practice it. The character value of "Gang" or entrepreneurship also shown a positive response marked by; a) the emergence of creativity and innovation; b) independent and unyielding behavior is formed; c) growing courage to try; d) have a marketing and communicative soul; e) increasing knowledge and skills; f) be confident and responsible and g) have concern for the preservation of nature. Keywords: Character education, Local genius gusjigang, Education internalization, School education system.
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Safonov, Konstantin V., Konstantin V. Safonov, and Vyacheslav V. Zolotarev. "Application of gamification elements in the training of students – future specialists in the field of information security." Perspectives of Science and Education 49, no. 1 (March 1, 2021): 450–63. http://dx.doi.org/10.32744/pse.2021.1.31.
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Currently, the training of students-future specialists in information security is significantly modified. The necessary skills of such a specialist now include "soft skills", super-professional skills that are responsible for the effectiveness of participation in the work process. Information security itself is becoming an integral part of business modeling. This raises the question of choosing the most effective technologies for developing such skills, expressed in the relevant competencies of an information security specialist. The purpose of the study is to evaluate the use of gamification elements in the process of training students-future information security specialists. The research was conducted at the Siberian State University of Science and Technology, at the Department of Information technology security, as well as in the framework of the project «Development of a package of game cases for the discipline «Information security management»». In total, 182 students of the 3rd-5th year of specialty, 1-2 year of master's degree, as well as students of the 4th year of bachelor's degree in Information security took part in pedagogical and experimental work. The study shows that the time required to complete tasks to master the competence decreases (the time is reduced by up to 30% during the semester), and it is also noted that students who are able to master the competence received results at the beginning of the course. At the same time, the share of passively participating in the course elements in small groups is reduced to no more than 10%, and the number of non-participants in the development is practically reduced to zero. The results of the study selective response of participants in networked collaboration showed that the involvement and study of the material remains at a consistently high level as in previous years, and the time slice at the end of the experiment. For example, the assessment of the project organizers ' communication in the social network Vkontakte for 4 years of the project: 100% of participants are connected directly through at least one project participant; 93.75% are listed as friends of at least one project participant, the share of high-intensity information connections was 21.87%.
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D’Oro, Guiseppina. "Understanding Others: Cultural Anthropology with Collingwood and Quine." Journal of the Philosophy of History 7, no. 3 (2013): 326–45. http://dx.doi.org/10.1163/18722636-12341256.
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Abstract On one meaning of the term “historicism” to be a historicist is to be committed to the claim that the human sciences have a methodology of their own that is distinct in kind and not only in degree from that of the natural sciences. In this sense of the term Collingwood certainly was a historicist, for he defended the view that history is an autonomous discipline with a distinctive method and subject matter against the claim for methodological unity in the sciences. On another interpretation historicism is a relativist way of thinking which denies the possibility of universal and fundamental interpretations of historical or cultural phenomena. In the following I argue that at least in this second sense of “historicism” Collingwood was everything but a historicist. Quine, on the contrary, was nothing but a historicist. The goal of the comparison, however, is not to establish just who, on this definition, was or was not a historicist, but to draw a few conclusions about what a commitment to or rejection of historicism in this sense, tells us about the nature of understanding.
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Lah, Nataša. "Prilog širenju teorijske domene u povijesnom prostoru povijesti umjetnosti." Ars Adriatica, no. 3 (January 1, 2013): 243. http://dx.doi.org/10.15291/ars.472.
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In the European cultural tradition of the second half of the nineteenth century, the framework of the discipline of art history was outlined through a clearly defined set of boundaries of its research into objects, space and time. By identifying itself as a history of European architecture, painting, sculpture and the applied arts, art history excluded the art of the primitive, Oriental, American and Asian, both early and moredeveloped civilizations from the remit of its research and study (Dilly). However, a scholarly paradigm which was postulated like this could not be applied to the study and assessment of numerous twentieth-centuryartistic practices which were based on the exploration of cultures as systems of discourse and ideology. In other words, a shattering shift within the discipline was caused by the epochal change of what a paradigm is: as suggested by T. S. Kuhn, it is understood as thenormative content of the topic under discussion. Such an understanding of a paradigm indirectly influences scholarly processes because it dictates what is to be researched, which questions are to be asked and how they are to be formulated, and how research findings are to be interpreted. Scholarly interest has turned from a chronological study of the development of artistic styles, schools and movements in the history ofEuropean art towards contextual research into the same topics which are set within a spatial and chronological framework of a series of discontinued revolutions in world views. The difficulty of applying a traditional scholarly apparatus to new models was also transferred in the field of aesthetics, which resulted in a complete rejection of the evaluation of art as judgement of taste, as it was specifically perceived in this philosophical (sub) discipline from Baumgarten (1750) onwards. To some degree, aesthetics was replaced by an interdisciplinaryunderstanding of art theory which developed from various autonomous disciplines which are nonetheless mutually interconnected through their research processes, that is, the social sciences and humanities such as history of art, art criticism, sociology of art, psychology of art, semiotics and semiology of art, philosophy of art and aesthetics. In such a context,our interest is directed towards the understanding of a theoretical field which has been defined as the history of art history, since it outlines the journey of a discipline, in Udo Kultermann’s book of the same name which is on the reading list for the course in art theory in Croatian academic art-historical circles. The study of that section of the book which describes the history of art history in the classical period, has demonstrated that the explanations and conclusions contained in it are in contrast to the explanations and conclusions of prominent art theorians, especially those who studied the history of aesthetics and classical philology. We can note the differences on two levels. The first is the methodology of scholarly research, while the second is based on a different perception of the boundaries of the domain of art-historical theory. Kultermann relies on a strict division with regard to content and methodology between art istory,philosophy (aesthetics) and historiography, and so, following from this, it appears that classical art history almost did not even exist. On the other hand, the theory of art takes into consideration the nature of classical historiographic standards, the aim of which was to provide examples of the normative content of philosophy, that is, the testimonies of its credibility and manifestation. Such an approach takes into account thecontent norms of the preserved classical sources about art, and through it, our perception of the position of art in that period focuses on the theoretical insights which are more encompassing than those encountered in the aforementioned section of Kultermann’s book. Based on this, we suggest that the evaluation of material should follow the methodological standards of art theory in such a way that individual artistic eras are understood and interpreted as historical periods which were unifiedthrough invariable paradigms which were always new and which integrated a large number of artistic concepts and ideas but which, nonetheless, possessed a general value in a specific period. According to Bihalji-Merin, we act like this out of gratitude towards an academicdiscipline which creates an orderly knowledge since the “images which lead us, constructed from a mythical tradition, disperse slowly and instead of them, a critical, human system of thought is formed.” Such aprocess focuses primarily on the revision of a number of hitherto unrevised prejudices towards theory.However, this is not done on the ruins of the historical legacy of art history but on its foundations.
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Gabbay, Dov M., and Ruy J. G. B. de Queiroz. "Extending the Curry-Howard interpretation to linear, relevant and other resource logics." Journal of Symbolic Logic 57, no. 4 (December 1992): 1319–65. http://dx.doi.org/10.2307/2275370.
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The so-called Curry-Howard interpretation (Curry [1934], Curry and Feys [1958], Howard [1969], Tait [1965]) is known to provide a rather neat term-functional account of intuitionistic implication. Could one refine the interpretation to obtain an almost as good account of other neighbouring implications, including the so-called ‘resource’ implications (e.g. linear, relevant, etc.)?We answer this question positively by demonstrating that just by working with side conditions on the rule of assertability conditions for the connective representing implication (‘→’) one can characterise those ‘resource’ logics. The idea stems from the realisation that whereas the elimination rule for conditionals (of which implication is a particular case) remains virtually unchanged no matter what kind of conditional one has (i.e. linear, relevant, intuitionistic, classical, etc., all have modus ponens), the corresponding introduction rule carries an element of vagueness which can be explored in the characterisation of several sorts of conditionals. The rule of →-introduction is classified as an ‘improper’ inference rule, to use a terminology from Prawitz [1965]. Now, the so-called improper rules leave room for manoeuvre as to how a particular logic can be obtained just by imposing conditions on the discharge of assumptions that would correspond to the particular logical discipline one is adopting (linear, relevant, ticket entailment, intuitionistic, classical, etc.). The side conditions can be ‘naturally’ imposed, given that a degree of ‘vagueness’ is introduced by the presentation of those improper inference rules, such as the rule of →-introduction:which says: starting from assumption ‘A’, and arriving at ‘B’ via an unspecified number of steps, one can discharge the assumption and conclude that ‘A’ implies ‘B’.
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Munkácsy, Gyöngyi, Péter Herman, and Balázs Győrffy. "Comparison of scientometric achievements at PhD and scientific output ten years later for 4,790 academic researchers." PLOS ONE 17, no. 7 (July 27, 2022): e0271218. http://dx.doi.org/10.1371/journal.pone.0271218.
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Introduction PhD is the highest awarded degree offered by universities in different disciplines. Owners of a PhD can teach at universities, start independent research and receive a higher salary while further building a scientific career. We examined whether the publication output before the PhD degree has a correlation with subsequent research activities. Methods We downloaded publication and citation data from the Hungarian Scientific Bibliography for Hungarian researchers who obtained PhD between the ages of 24 and 45. The researchers were grouped into eleven scientific sections. We examined the number of Q1 publications published in the previous 5 years, the H-index, the total number of citations for the last complete year, and the biological age of the researcher. Each parameter was computed for the year at which the PhD was obtained and ten years later. Pre-PhD publications (and citations for these) were excluded when assessing post-PhD track records. Spearman rank correlation and Kruskal-Wallis test were computed. Results We analyzed all together 4,790 researchers. We obtained a positive correlation between the number of Q1 publications before and after PhD (corr. coeff. = 0.21–0.54, p<0.01 in all sections), between the H-index before and after PhD (corr. coeff. = 0.32–0.56, p<0.01 in all sections), and between the citations received before and after PhD (corr. coeff. = 0.34–0.51, p<0.01 in all sections). All three metrics measured ten years after the PhD were negatively correlated with the age of the researcher at the time of obtaining the PhD (number of publications corr. coeff. = -0.09–0.22, p<0.05; H-index corr. coeff. = -0.09–0.29, p<0.08; number of citations corr. coeff. = -0.14–0.30, p<0.01). Among all disciplines, Philosophy and History and Engineering sciences show the strongest correlation between pre- and post-PhD output. When running multiple regression analysis for all three metrics as dependent variables and the number of articles, the H-index, the number of citations in the year of the PhD, the calendar year of PhD, and the gender of the researcher as independent variables, the number of articles and the H-index in the year of PhD reached the strongest positive correlations while gender had a negative correlation. Conclusions We independently evaluated pre- and post-PhD publication performance. In connection with age, the discipline-specific reference values of scientometric parameters at the time of obtaining the PhD can help to select candidates for postdoctoral grants and positions.
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Kudryavtseva, Natalia F., and Lyudmila V. Panteleeva. "Using chat bots when teaching a foreign language as an important condition for improving the quality of foreign language training of future specialists in the field of informatization of education." Perspectives of Science and Education 58, no. 4 (September 1, 2022): 617–33. http://dx.doi.org/10.32744/pse.2022.4.36.
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The problem and the aim of the study. Training of specialists in informatization of education involves formation of competences in development of software tools and automated systems and development of the foreign language communicative competence. Formation of appropriate qualities in the conditions of higher education is complicated by a number of problems. The authors propose to organize project activities to create dialogue programs (training bots) to improve foreign language training of future specialists. Research methods. The construction of a chat bot takes place during teamwork and foreign language communication. The authors' testing is carried out, which includes checking knowledge of syntax, vocabulary and grammar, skills of professionally oriented communication and digital skills. The experimental study was carried out at Vyatka State University during the study of the discipline "Foreign Language", "Development and Use of Computer Games in Education". 43 first- and second-year students of the training program 44.03.01 Pedagogical education (Master's degree programme) were involved in foreign language communication with the support of automated systems. The average age of the respondents was 25 (90% female and 10% male). When constructing chat bots, the BorisBot resource is used. Fisher's test was used to find out statistically significant differences. Results. The students studied services for creating chat bots, the didactic potential and functionality of the dialogue programs. The students of the experimental group used them to do professionally oriented and foreign language communication tasks. Statistically significant differences were revealed in the changes φCRIT=1.64<φEMP=2.514. Conclusion. The features of the presented version of using chat bots when teaching a foreign language are described: teamwork, using templates and scripts, choosing project topics. The problematic questions are formulated, the answers to which make it possible to determine the directions of work on designing chat bots: discussing the development goal and didactic goal, modeling scenarios of foreign language interaction, etc.
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Struck, Peter T. "Classics: Curriculum & Profession." Daedalus 145, no. 2 (April 2016): 122–26. http://dx.doi.org/10.1162/daed_a_00382.
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The challenges currently facing classicists are not so different from those our profession has faced for the last one hundred and fifty years, and with each challenge, a discipline sometimes imagined by outsiders to be slow to embrace the new has shown itself naturally disposed to experimentation. The discipline's agility derives from the unique degree of variegation in the modes of thinking required to thrive in it: from interpretive, to quantitative, to those relying on knowledge of culture and context. As the value of education is increasingly judged in terms of workforce development, we stand our best chance to thrive by sticking to our strengths, and anchoring our curricular goals and messages to the value of the liberal arts as a whole, as well as the intellectual dexterity that it fosters.
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Boury, Dominique. "Irritability and Sensibility: Key Concepts in Assessing the Medical Doctrines of Haller and Bordeu." Science in Context 21, no. 4 (December 2008): 521–35. http://dx.doi.org/10.1017/s0269889708001944.
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ArgumentThis article addresses the doctrinal controversy over the various characterizations of irritability and sensibility. In the middle of the eighteenth century, this scientific debate involved some encyclopaedist physicians, Albrecht von Haller (1709–1777), Jean-Jacques Ménuret de Chambaud (1733–1815), and Théophile de Bordeu (1722–1776). The doctor from Bern described irritability as an experimental property of the muscle fibers and made it the basis of a neo-mechanism in which organic reactions are related to the degree of irritation of the fibers. The practitioners from Montpellier considered sensibility, a property of living matter, to be a spontaneous activity of the organ and developed around this notion an original conception of the organism as the sum of the specific lives of each part. Beyond conceptual divergences, two ways of thinking whose philosophical presuppositions (conception of living matter, mechanism, and organicism), were in opposition, while their epistemological principles (experience versus observation) and their medical practices (active medicine and expectant medicine) went on to evolve in different directions. The privileged place granted to experimentation and assessment enabled physiology to be articulated as an autonomous scientific discipline; the pre-eminence of observation and attention to the radical specificity of the living being constituted the bases of clinical medicine.
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Katzir, Shaul. "Introduction: Physics, Technology, and Technics during the Interwar Period." Science in Context 31, no. 3 (September 2018): 251–61. http://dx.doi.org/10.1017/s0269889718000273.
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Historians, philosophers, and physicists portray the 1920s and 1930s as a period of major theoretical breakthrough in physics, quantum mechanics, which led to the expansion of physics into the core of the atom and the growth and strengthening of the discipline. These important developments in scientific inquiry into the micro-world and light have turned historical attention away from other significant historical processes and from other equally important causes for the expansion of physics. World War II, on the other hand, is often seen as the watershed moment when physics achieved new levels of social and technical engagement at a truly industrial scale. Historians have shown that military interests and government funding have shaped physics to unprecedented degree, and according to some, to the extent of discontinuity with earlier practices of research (Forman 1987; Kevles 1990; Kaiser 2002). In this vein, Stuart Leslie wrote, “Nothing in the prewar experience fully prepared academic scientists and their institutions for the scale and scope of a wartime mobilization that would transform the university, industry, and the federal government and their mutual interrelationships” (Leslie 1993, 6). While one can never befullyready for novelties, the contributors to this issue show that developments in interwar physics did prepare participants for their cold war interactions with industry and government.
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Rošker, Jana S. "Intercultural dialogues in times of global pandemics: The Confucian ethics of relations and social organization in Sinic societies." Ethics & Bioethics 11, no. 3-4 (December 1, 2021): 206–16. http://dx.doi.org/10.2478/ebce-2021-0011.
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Abstract Since COVID-19 is a global-scale pandemic, it can only be solved on the global level. In this context, intercultural dialogues are of utmost importance. Indeed, different models of traditional ethics might be of assistance in constructing a new, global ethics that could help us confront the present predicament and prepare for other possible global crises that might await us in the future. The explosive, pandemic spread of COVID-19 in 2020 clearly demonstrated that in general, one of the most effective tools for containment of the epidemics is precisely human and interpersonal solidarity, which must also be accompanied by a certain degree of autonomous self-discipline. The present paper follows the presumption that these types of personal and interpersonal attitudes are—inter alia— culturally conditioned and hence influenced by different traditional models of social ethics. In light of the fact that East-Asian or Sinic societies were more successful and effective in the process of containing and eliminating the virus compared to the strategies of the Euro-American regions, I will first question the widespread assumption that this effectiveness is linked to the authoritarian political traditions of the Sinic East and Southeast Asian areas. Then, I will critically introduce the Confucian ethics of relations, which in various ways has influenced the social structures of these regions, and clarify the question of whether and in which way the relics of this ethics had an actual effect on the crisis resolution measurements. The crucial aim of this paper is to contribute to the construction of theoretical groundworks for a new, transculturally grounded global ethics, which is more needed today than ever before.
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Snow, Brenda L., and Virginia Fitzsimons. "Message From Plato: Expanding Our Nursing Horizons." Creative Nursing 21, no. 2 (2015): 119–22. http://dx.doi.org/10.1891/1078-4535.21.2.119.
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Recognizing human enlightenment is a common theme from the ancient discipline of philosophy. The budding philosophy of nursing continues to find meaning and value in advanced education. This article offers a lesson from the philosopher Plato about not knowing what we don’t know. Plato’s allegory of the cave offers a unique insight for nurses hesitant to return to school for advanced degrees. Those who believe that the endeavor offers little in return may find enlightenment in this two-thousand-year-old allegory. Plato’s cave both encourages the reader to consider the unseen benefits of an educational journey and provides hope about the value of the unknown.
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Афанасьевский, Вадим Леонидович. "THEORY OF LAW AND PHILOSOPHY OF LAW AS THEORETICAL DISCOURSES: SPECIFICS AND RELATIONSHIP." Vestnik Samarskogo iuridicheskogo instituta, no. 4(40) (December 14, 2020): 9–17. http://dx.doi.org/10.37523/sui.2020.40.4.001.
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В статье анализируется проблема взаимоотношений философии права и научной теории права. Рассматриваемая проблема стала особенно актуальной в российском образовательном пространстве в связи с введением после длительного перерыва в государственный образовательный стандарт магистратуры по юриспруденции учебной дисциплины «Философия права». Автор статьи в качестве базисного принимает тезис, согласно которому философия права, являясь сферой философской мысли, и теория права как область научного социогуманитарного знания представляют собой разные типы теоретического дискурса. Исходя из этого, в статье выстраивается теоретическая концепция, согласно которой задачей философии права как философского типа мышления является конструирование или экспликация онтологических, эпистемологических, аксиологических, феноменологических оснований для формирования и функционирования научных теоретико-правовых и историко-правовых построений. Для реализации поставленной в статье задачи подробно рассматриваются ключевые характеристики как теории философского типа, так и идеалов, норм и характеристик научного знания. Выявленное различие экстраполируется на взаимоотношение теории права как продукта научного творчества и философии права как конструкции, задающей базовые мировоззренческие смыслы. В качестве примера выработанных философией права и государства оснований научных теорий прогресса, государства, морали и права, автор приводит взгляды мыслителей западноевропейской философской классики: Т. Гоббса, Ж.-Ж. Руссо, И. Канта, Г.В.Ф. Гегеля. Именно их философские концепции предопределили образы теоретико- и историко-правовых учений XVIII, XIX, XX и даже начала XXI в. Таким образом, отношение философии права и теории права выстраивается по «вертикали»: от онтологического основания к возведению теоретико-правовых и историко-правовых научных построений. The article analyzes the problem of the relationship between the philosophy of law and the scientific theory of law. The problem under consideration has become especially urgent in the Russian educational space in connection with the introduction of the Philosophy of Law discipline master's degree in law after a long break. The author of the article takes as the basis the thesis that the philosophy of law, being the sphere of philosophical thought, and the theory of law as a field of scientific socio-humanitarian knowledge are different types of theoretical discourse. Based on this, the article builds a theoretical concept according to which the task of the philosophy of law as a philosophical type of thinking is the construction or explication of ontological, epistemological, axiological, phenomenological grounds for the formation and functioning of concrete scientific theoretical and legal and historical and legal constructions. To implement the task posed in the article, the key characteristics of both a theory of a philosophical type and ideals, norms and characteristics of scientific knowledge are examined in detail. The revealed difference is extrapolated to the relationship between the theory of law as a product of scientific creativity and the philosophy of law as a construction that sets basic philosophical meanings. As an example of the foundations of the scientific theories of progress, state, morality and law developed by the philosophy of law and the state, the author gives the views and thinkers of the West European philosophical classics T. Hobbes, J.-J. Russo, I. Kant, G.V.F. Hegel. It was their philosophical concepts that predetermined the images of theoretical and historical-legal doctrines of the XVIII, XIX, XX and even the beginning of the XXI centuries. Thus, the attitude of the philosophy of law and the theory of law is built along the «vertical»: from the ontological foundation to the construction of theoretical and historical and historical legal scientific constructions.
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Epstein, Charlotte. "The postcolonial perspective: an introduction." International Theory 6, no. 2 (June 20, 2014): 294–311. http://dx.doi.org/10.1017/s1752971914000219.
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In this article I consider what it means to theorise international politics from a postcolonial perspective, understood not as a unified body of thought or a new ‘-ism’ for IR, but as a ‘situated perspective’, where the particular of subjective, embodied experiences are foregrounded rather than erased in the theorising. What the postcolonial has to offer are ex-centred, post-Eurocentric sites for practices of situated critique. This casts a different light upon the makings of international orders and key epistemological schemes with which these have been studied in international relations (IR), such as ‘norms’. In this perspective colonisation appears as a foundational shaper of these orders, to a degree and with effects still under-appraised in the discipline. The postcolonial perspective is thus deeply historical, or rather genealogical, in its dual concerns with, first, the genesis of norms, or the processes by which particular behaviours come to be taken to be ‘normal’. Second, it is centrally concerned with the power relations implicated in the (re)drawing of boundaries between the normal and the strange or the unacceptable. Together, these concerns effectively shift the analysis of the ideational processes underpinning international orders from ‘norms’ to the dynamic and power-laden mechanisms of ‘normalisation’. In addition, I show how theorising international politics from a postcolonial perspective has implications for IR’s conceptions of time, identity, and its relationship to difference, as well as agency.
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Bulvinska, Oksana. "SYSTEM OF EDUCATIONAL SCIENCES: EXPIRIENCE OF EUROPEAN UNIVERSITIES." Continuing Professional Education: Theory and Practice, no. 1 (2020): 68–73. http://dx.doi.org/10.28925/1609-8595.2020.1.10.
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The article is devoted to the system of science of education in the European Universities. For analyzes were provided 16 European Universities from Finland, Belgium, Netherlands, Norway, which are in top 50 in QA World Rankings 2019, and also Humboldt-Universitat zu Berlin and Alma Mater Studiorum – University of Bologna. The main study is the analysis of the study programs about the education in the universities that are listed above. The conclusion, that in most European Universities offered educational programs «Educational studies», which are mainly not for professional, but academic level (especially the Master’s degree). The programs «Educational studies» focused on the study of educational systems and the practical studying in a wide social, cultural, political and economic areas. As usual, this educational program combines the ideas and the study of the educational systems, psychology, sociology, philosophy, history, politics, the management of education, history and culture of education, comparative educational studies, and also the critical analysis of different educational theories and innovative methods. The pedagogical science is one of the educational discipline, which is focused only on the pedagogical problems, which are learning, teaching and development: the educational programs, the measurement and evaluation in education and training, the special pedagogic, which is focused on prevention, research, diagnosis, development and education of children, teenagers or adults with behavioral and emotional problems and their psychosocial consequences. The pedagogical study programs also are focused on development and education of the kids and teenagers in a different social groups (families, schools, groups of friends etc.).
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Weigert, Bonnie J. "Does Prior Training Affect Risk of Injury in University Dance Programs?" Medical Problems of Performing Artists 20, no. 3 (September 1, 2005): 115–18. http://dx.doi.org/10.21091/mppa.2005.3023.
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Dancers in all settings are known to have high injury rates. Identifying risk factors is critical in developing strategies for preventing injury. At the university level, lack of prior training overall or in a specific technique may be cited as a potential risk for injury. As part of a larger study examining injury patterns in university-level modern dancers, the association between prior training in ballet, modern dance, and jazz dance and rates of injury was examined. The subjects were dance majors and minors enrolled in a modern technique class in a university dance program. Subjects completed a questionnaire at the beginning of the school year that asked them to list their years of experience in each discipline before their university training. They then were surveyed at the end of both the first and second semester and asked if they had an injury during the prior semester, the number of days they had to miss or modify class as a result, and the degree to which pain limited their participation at the time of the survey. The overall injury rate was 67% for the first semester and 77% for the second semester. No correlations were found between the presence or duration of prior ballet, modern dance, or jazz dance training and overall injury rates, number of days of class missed or modified, or total pain score. No differences were found when subjects were stratified by technique or academic level. Prior dance training, regardless of type or duration, does not appear to decrease the risk of injury in university-level modern dancers.
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Seiling, Jonathan R. "Canadian Contributions to Anabaptist Studies since the 1960s." Renaissance and Reformation 37, no. 4 (April 30, 2015): 19–48. http://dx.doi.org/10.33137/rr.v37i4.22638.
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Anabaptist studies in Canada have been marked by an exceptional degree of productive, inter-confessional (or non-confessional) engagement, most notably between Mennonites, Baptists, and Lutherans. The institutions making the greatest contributions have been at the University of Waterloo (including, but not exclusively, Conrad Grebel University College), Queen’s University, and Acadia Divinity College. The geographic expansion of Anabaptist studies beyond the traditional Germanic centres into eastern Europe and Italy, and the re-orientation of analysis away from primarily theological or intellectual history toward a greater focus on socio-political factors and networking, have been particular areas in which Canadian scholars have impacted Anabaptist studies. The relationship of Spiritualism (and later Pietism) to Anabaptist traditions and the nature of Biblicism within Anabaptism, including the greater attention to biblical hermeneutics with the “Marpeck renaissance,” have also been studied extensively by Canadians. International debates concerning “normative” Anabaptism and its genetic origins have also been driven by the past generations of Canadian scholars (monogenesis, polygenesis, post-polygenesis).
Les études anabaptistes ont été marquées au Canada par un degré exceptionnel de collaboration productive, interconfessionnelle et non-confessionnelle, en particulier entre les mennonites, les baptistes, et les luthériens. Les institutions qui ont le plus contribué à cette collaboration sont les établissements de Waterloo (y compris, entre autres, le Conrad Grebel University College), la Queen’s University et l’Acadia Divinity College. Les études anabaptistes ont déployé leurs intérêts au-delà des centres germaniques traditionnels vers l’Europe de l’Est et l’Italie. Les chercheurs canadiens en études anabaptistes ont contribué de façon importante aux transformations de leur discipline, qui ont amené cette dernière à s’éloigner de l’histoire théologique et intellectuelle fondamentale pour se concentrer davantage sur les facteurs et les réseaux socio-politiques du mouvement anabaptiste. Les chercheurs canadiens ont aussi approfondi les thèmes de la relation du spiritisme (et plus tard, du piétisme) avec les traditions anabaptistes, et du biblicisme propre à l’anabaptisme, incluant l’intérêt croissant pour l’herméneutique biblique dans le cadre de la Renaissance de Marpeck. Des générations de chercheurs canadiens ont également fait leur marque dans les débats internationaux au sujet de l’anabaptiste « normatif » et de sa généalogie (monogenèse, polygenèse, post-polygenèse).
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CHERNYSH, N., and O. ILCHENKO. "THE HISTORIOGRAPHY OF THE PROBLEM OF LEGAL EDUCATION IN THE HIGHER MILITARY SCHOOL OF UKRAINE IN THE TWENTIETH CENTURY." Pedagogical Sciences, no. 75-76 (December 12, 2020): 107–12. http://dx.doi.org/10.33989/2524-2474.2020.75-76.226393.
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The authors carried out a historiographical review of the development of legal education of officers in higher military education institutions of Ukraine in the twentieth century in terms of modern historical and pedagogical science.The article clarifies the concepts related to the organization of legal education of officers in higher military educationalinstitutions of the USSR and independent Ukraine. It was found that in the period under study laid the foundation for further development of the modern system of domestic military education.The authors analyzed a set of studies on the legal education of officers, the degree of scientific development of the problem of legal education in higher military school in Ukraine and identified areas for its study. The authors found that representatives of various fields of scientific knowledge (history, philosophy, law and pedagogy) studied certain aspects related to the legal education of officers in higher military educational institutions. Such as the systematization of the experience of officer training; pedagogy and psychology of higher military school; problems of development of the modern system of military education in Ukraine, humanitarianization and technological aspects of personalityoriented training of military specialists with higher education; content and structure of the process of legal training of the contingent in military educational institutions; legal regulation of the military education system.The article offers a classification of scientific works related to this issue according to: the moment of their creation (modern works and published in the period under study); origin (Soviet scientific works and published in independent Ukraine and the countries of the former USSR); purpose (those that reveal the peculiarities of maintaining general discipline in the army and are devoted to issues of team training); subject (legal education of officers as an element of professional training and in the context of rulemaking of public authorities and military administration.).It was found that despite the appeal of some scholars to certain aspects of the formation of legal education of military officers in Ukraine, this problem has not been the subject of a separate scientific study.
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Dougherty, M. V. "Plagiarism in the Sacred Sciences." Philosophy and Theology 32, no. 1 (2020): 27–61. http://dx.doi.org/10.5840/philtheol2021622134.
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This article diagnoses the problem of plagiarism in academic books and articles in the disciplines of philosophy and theology. It identifies three impediments to institutional reform. They are: (1) a misplaced desire to preserve personal and institutional reputations; (2) a failure to recognize that attribution in academic writing admits of degrees; and (3) a disproportionate emphasis on the so-called “intention to plagiarize.” A detailed case study provides an illustration of the need for institutional reform in the post-publication processes in the disciplines of philosophy and theology.
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Rehding, Alexander. "The Quest for the Origins of Music in Germany Circa 1900." Journal of the American Musicological Society 53, no. 2 (2000): 345–85. http://dx.doi.org/10.2307/832011.
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Speculation as to the origins of music flourished around 1900, in the climate of the recently institutionalized academic discipline of Musikwissenschaft at German-speaking universities. Even across the methodological divides of the young discipline, virtually all branches of Musikwissenschaft participated in this search, which was fueled by the nineteenth-century "philosophy of origins," a powerful ideology that invested special metaphysical significance in the point of departure. Resonating with such concepts as authenticity, autochthony, stability, and purity, the philosophy of origins encouraged a search particularly for the Germanic origins of music. The article traces how various branches of Musikwissenschaft-psychological, ethnological, theoretical, and historical-contribute to this search by reconstructing these elusive origins of music, and at the same time (to varying degrees) establish a sense of identity. This search for origins was not merely of archaeological interest but became instrumental in defining the meaning of Musik as the object of the wissenschaftlich enterprise in the young discipline-not coincidentally at a time when this object, the tradition of tonal music, was increasingly perceived to be under threat from contemporary composition.
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Ahmed, Dr Nabiha. "DOCTOR OF PHILOSOPHY – A NEW HORIZON TOWARDS ADVANCEMENT IN PHYSICAL THERAPY." Pakistan Journal of Rehabilitation 3, no. 2 (July 5, 2014): 1. http://dx.doi.org/10.36283/pjr.zu.3.2/001.
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Physical therapy is on the rise as it is among the flourishing disciplines of medical science and is an integral part of a Rehabilitation team. It is an independent health care profession that deals in identifying and optimizing quality of life within the spheres of promotion, prevention, treatment and restoration. The need of Physical Therapy education in Pakistan was acknowledged back in 1950’s, when a 2 years diploma was started which over the years advanced into a Bachelor’s degree. Later, this degree was upgraded to 5 years Doctor of Physical Therapy in order to meet the International standard following the “Vision 2020 of American Physical Therapy Association”.
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Jaago, Tiiu. "Oskar Looritsa portree Tartu Ülikoolile esitatud aruannete valguses." Mäetagused 82 (April 2022): 9–34. http://dx.doi.org/10.7592/mt2022.82.jaago.
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Oskar Loorits (1900–1961) is an Estonian folklore researcher, who is primarily known as the researcher of the folk tradition and religion of the Livonians, and as the founder and the first director of the Estonian Folklore Archives, founded in 1927. His connections with the University of Tartu have been discussed to a lesser extent. The article is based on the materials of the University of Tartu, mainly personnel records, stored in the National Archives of Estonia. Loorits was admitted to the University of Tartu in 1919, i.e., the same year the university adopted Estonian as the language of instruction instead of Russian and German. This involved the opening of new chairs, including the Chair of the Baltic Finnic Languages and the Chair of Folkloristics. Loorits specialised in Baltic Finnic languages and graduated with a master’s degree in 1923. Thereafter he started doctoral studies, while also changing his specialisation. In 1926, he presented his research on Livonian folk religion, for which he was awarded a doctoral degree in folkloristics. In 1927, he submitted the papers required for habilitation to the university and received the right to work as a lecturer at the university. From 1927 to 1942, he worked as an associate professor of folkloristics at the University of Tartu. In 1944, he left Estonia for Sweden. The article looks at the activities of Loorits at the University of Tartu in the period 1919–1942. As he received a scholarship from the university for both studies (1921–1923) and research (1923–1927), he had to present a report of his completed work to the university’s Faculty of Philosophy and to the university’s government at the end of each term. As he worked at the university at an hourly rate, he continued reporting until the Soviet power was established in Estonia in the summer of 1940. Besides factual information, his reports contain a remarkable amount of information on his personal development. These reports reflect Loorits’ keen eye for research problems and opportunities and reveal his great work ability and strict self-discipline. He was able to manage large research fields as he saw possibilities for organising them. He was a strict lecturer, although supportive of young researchers when they were successful. Loorits’ reports and the accompanying documents also provide an insight into the everyday life at the university of the 1920s–1930s. One can see that at the beginning of the period, the comparative method was predominant (this research method was represented by the professor of folkloristics Walter Anderson), and then the research methods based on the tradition group and presentation (Loorits) and the poetics of folklore (August Annist) were added. This was a period of significant advancement of research and science. While Loorits was able to see potential research perspectives and apply new research methods, his work was also theoretically innovative and shaped the future folklore research.
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Xiao, Huilin, Yanling Wang, Weifeng Li, and Zhenzhong Ma. "Intellectual structure of research in business ethics." Nankai Business Review International 8, no. 1 (March 6, 2017): 100–120. http://dx.doi.org/10.1108/nbri-10-2016-0035.
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Purpose The study aims to map the intellectual structure of business ethics studies by analyzing 17,246 citations of 225 papers published in Business Ethics Quarterly (BEQ) in the year between 2005 and 2014. Specifically, the purpose of the study is to describe the current state of BEQ, identify the most influential journals and works, identify the key themes of business ethics studies during 2005-2014 and, at the same time, report the changes in themes by making a comparison between two time periods – 2005-2009 and 2010-2014. Design/methodology/approach First, the study presents the information of the authors, institutions and countries that contribute to BEQ with a statistical analysis. Second, the study identifies the most cited journals and works in BEQ during 2005-2014 with a citation analysis. Third, the study identifies the key research themes in business ethics studies with a co-citation analysis. With the help of factor and social network analysis (NA), the study groups the research themes and maps their links. Findings First, the statistical results show that many well-known researchers from famous US institutions publishing in BEQ. Second, the citation analysis results show that quite a few journals become mature gradually in business ethics domain. Besides, most of the influential works are normative and theoretical. Third, the co-citation results indicate that “stakeholder management” and “corporate social responsibility” (CSR) are two main themes in business ethics studies in the past decade. Specifically, “stakeholder management” attracts the most research interests in both two sub-time periods. In addition, compared with the pure studies on CSR during 2005-2009, increasing researchers are keen on the theme of “political CSR under globalization” in the second five years. Meanwhile, other focus like “society, state and business ethics” earns a certain degree of attention in the time window 2005-2009. And “accountability in MNCs” and “political philosophy” are the new concerns in the year between 2010 and 2014. Originality/value The study confirms BEQ’s leadership role in business ethics domain. And, it further proves that business ethics has evolved as an independent discipline. It also helps the researchers to have a concise knowledge of the main contents and key points of business ethics research. Methodologically, co-citation analysis combined with factor and NA provides clear results and visualized figures which can be understood easily by the researchers and practitioners.
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Borges, Luiz Adriano Gonçalves, and Barbara Winiarski Diesel Novaes. "Perspectivas do Uso de Biografias na Formação de Professores de Matemática." Jornal Internacional de Estudos em Educação Matemática 11, no. 1 (June 27, 2018): 95. http://dx.doi.org/10.17921/2176-5634.2018v11n1p95-102.
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O presente trabalho tem por objetivo apresentar alguns elementos metodológicos de utilização de biografias como recurso articulador no ensino de matemática. Argumentamos em torno de um uso ponderativo de biografias ao invés do ornamental, isto é, de uma abordagem histórica que envolve um aprofundamento de conceitos e não somente de temáticas triviais. Apresentaremos uma metodologia que tenha profunda relação com o desenvolvimento histórico das ideias matemáticas e a história da educação matemática. Agindo nesse sentido, objetivamos propor a utilização de biografias de educadores matemático, matemáticos e cientistas como um recurso de aprofundamento em disciplinas dos cursos de licenciatura, mais especificamente no nosso caso, História da Matemática, Filosofia Geral, Tendências em Educação Matemática, Didática Geral e História e Cultura Afro-brasileira. Traçaremos uma breve trajetória da utilização de biografias como metodologia em história, ciências e matemática, procurando perceber como a historicidade do conhecimento científico é importante na elaboração deste tipo de trabalho. Procurando perceber paralelos, vemos que que o desenvolvimento da matemática não é independente do meio-cultural em que está inserido, sendo importante atentar para o contexto histórico da formação das ideias. Utilizamos esse conceitual metodológico no curso de Licenciatura em Matemática da UTFPR campus Toledo, nas disciplinas de História da Matemática, Filosofia Geral e História e Cultura Afro-brasileira (esta optativa), cuja metodologia de trabalho explicaremos neste presente texto. Por fim, ressaltamos o uso potencial da utilização de biografias de educadores matemáticos de renome para serem trabalhados em disciplinas em que prevalecem os saberes para ensinar.Palavras-chave: História da Educação Matemática. História da Ciência. Formação de professores. Biografias.AbstractThis present work aims to present some methodological elements of the use of biographies as an articulating resource in the teaching of Mathematics. We argue about a ponderous use of biographies instead of an ornamental, that is, of a historical approach that involves a deepening of concepts and not only of trivial themes. We will present a methodology that has a deep relation with the historical development of mathematical ideas and the history of mathematical education. Acting in this sense, we aim to propose the use of biographies of mathematical educators, mathematicians and scientists as a deepening resource in disciplines of undergraduate courses, specifically in our case, History of Mathematics, General Philosophy, Trends in Mathematics Education, General Didactics and Afro-Brazilian History and Culture. We will trace a brief trajectory of the use of biographies as methodology in History, Science and Mathematics, trying to understand how the historicity of scientific knowledge is important in the elaboration of this type of work. Looking for parallels, we understand that the development of mathematics is not independent of the cultural environment in which it is inserted, and it is important to look at the historical context of the formation of ideas. We use this methodological concept in the course of Mathematics Degree of the UTFPR campus Toledo, in the disciplines of History of Mathematics, General Philosophy and History and Afro-Brazilian Culture (this optional), whose working methodology will be explained in this text. Finally, we highlight the potential use of the use of biographies of renowned mathematical educators to be worked in disciplines in which the “knowledge to teach” prevails.Keywords: History of Mathematics Education. History of Science. Formation of Professors. Biographies.
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Georgas, James. "The psychology curriculum in Greece." Psychology Teaching Review 7, no. 2 (September 1998): 17–20. http://dx.doi.org/10.53841/bpsptr.1998.7.2.17.
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The establishment of autonomous departments of psychology did not occur until 1987, due to peculiarities related to the dominance of philosophy in the Greek universities. At the present time, there are four departments of psychology in Greece, which offer the degree Ptychion. The psychology degree is generic, without specialization, and is based on a four-year (eight semester) program with approximately 160 credit hours of course work, placement, and a senior thesis. Approximately 70 per cent of the courses are in psychology and the other 30 per cent in other disciplines. Postgraduate programs are offered in areas of applied psychology and in theoretical areas. Graduates are certified as psychologists by the Ministry of Health. Graduates have restricted possibilities for employment and a large percentage of graduates continue for postgraduate study.
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Bryan, Jenny. "Philosophy." Greece and Rome 67, no. 1 (February 28, 2020): 113–18. http://dx.doi.org/10.1017/s0017383519000305.
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G. E. R. Lloyd's economically persuasive study addresses the question of the universalism or relativism of rationality. Drawing careful comparisons, primarily between ancient Greek and Chinese thought, but also more widely, Lloyd introduces a range of disciplinary perspectives and specific points of focus. In doing so, he challenges his reader to think critically about their own assumptions and concepts. In particular, he asks us to consider the degree to which our own broad concepts, especially oppositions such as between rationality and irrationality, are themselves informed by their derivation from ancient Greek thought. His first chapter (‘Aims and Methods’) introduces his central commitments. Rationality and irrationality are not universal across societies in such a way that they can be judged by a single set of criteria. But nor are they just cultural constructs, so that the possibility of mutual intelligibility collapses. The truth lies somewhere in between, in the recognition of the heterogeneity to be identified in what is shared across cultures. Lloyd argues that ancient China is a particularly useful foil for a consideration of these questions, since it provides a perspective from beyond the reach of the Graeco-Roman legacy. His subtle middle road is further supported by his second chapter (‘Rationality Reviewed’), which summarizes some influential accounts of rationality and considers the ‘state of play’ across a variety of disciplines, including palaeontology, child development, and psychology, all of which present evidence of continuities between societies. The next four chapters approach the question of the diversity and commonality of reason from a range of perspectives, including cosmology, metaphysics, language, epistemology, and religion. In the case of cosmology, for example, Lloyd argues that we can identify a difference between the Greeks’ tendency to focus on the thing that is ‘Nature’, and the Chinese interest in natural phenomena and processes, absent a concept of ‘Nature’ itself. He is careful to note the difficulty of generalizing across all Greek or all Chinese thinkers. We can, however, identify a significantly similar belief in the two societies: that understanding the cosmos matters for the sake of the life you live as a result of that knowledge. In the case of the binary ‘Seeming and Being’ (as discussed in Chapter 4), Lloyd argues that the Chinese shared with the Greeks an awareness that appearances can be deceptive. However, their conception of the fundamental binary yin and yang is one of interdependence rather than sharp differentiation, such as we sometimes see in Greek thought between Being and Becoming. Throughout the volume, Lloyd argues for the need to recognize both the similarities and the differences identified as a result of careful comparative study. He ends with a recommendation for his readers to reconsider the universal applicability of certain key Western concepts, without resorting to a claim that it is impossible to recognize or communicate similarities. We must, he suggests, work from a position that demonstrates ‘due recognition both of the commonalities in human cognitive capacities, and of the differences in their deployment’ (96).
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Olszewski, Adam. "Comments on the acceptance and rejection of sentences in theology." Studies in Logic, Grammar and Rhetoric 54, no. 1 (June 1, 2018): 99–113. http://dx.doi.org/10.2478/slgr-2018-0019.
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Abstract This work is interdisciplinary as it lies at the crossroads of three disciplines: philosophy, theology, and logic. The article attempts to discuss the way in which sentences (judgements) are accepted and rejected within theology. First, the role of the argument of authority in theology is discussed. Subsequently, the most important types of theorems with certain degrees of theological certainty were identified. Finally, censorship was presented as a means of rejecting theorems in theology. Finally, censorship was indicated as a model for philosophical-logical research on denial.