Relevant bibliographies by topics / Philosophical assumptions

Academic literature on the topic 'Philosophical assumptions'

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Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Philosophical assumptions"

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Marica, Mircea Adrian. "Philosophical Assumptions of Psychotherapeutic Paradigms." Procedia - Social and Behavioral Sciences 180 (May 2015): 383–88. http://dx.doi.org/10.1016/j.sbspro.2015.02.133.

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Dalton, Thomas C. "Challenging philosophical assumptions about mind." Trends in Cognitive Sciences 9, no. 8 (August 2005): 365–66. http://dx.doi.org/10.1016/j.tics.2005.05.005.

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Amir, Lydia B. "Three Questionable Assumptions of Philosophical Counseling." International Journal of Philosophical Practice 2, no. 1 (2004): 58–81. http://dx.doi.org/10.5840/ijpp2004214.

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Philosophical practice or counseling has been described as a cluster of meth­ods for treating everyday problems and predicaments through philosophical means. Not­withstanding the variety of methods, philosophical counselors seem to share the following tenets: 1. The counselee is autonomous; 2. Philosophical counseling differs from psychological counseling and 3. Philosophical counseling is effective in solving predicaments. A critical examination shows these to be problematic at both theoretical and practical levels. As I believe that philosophical practice is a valuable contribution both to philosophy and to psychology, though not devoid of potential dangers and misuses, I suggest that philosoph­ical counselors reconsider the theoretical and empirical validity of their tenets. Using my experience as a philosophical counselor, I attempt in this paper to contribute to this task while introducing the reader to what are, in my opinion, the main problems in the field.
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Painter-Morland, Mollie. "Philosophical assumptions undermining responsible management education." Journal of Management Development 34, no. 1 (February 9, 2015): 61–75. http://dx.doi.org/10.1108/jmd-06-2014-0060.

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Purpose – The purpose of this paper is to perform a philosophical interrogation of some assumptions that underpin management education. It offers an analysis of how these assumptions may influence the promotion the responsible management agenda within business schools. Design/methodology/approach – This paper is a theoretical exploration based on a literature review and philosophical analysis. Findings – The ontological and epistemological assumptions that underpin management education pose barriers to responsible management education. A combination of ontological and epistemological assumptions privilege an instrumental approach based on simplistic utilitarian premises. These assumptions make it difficult to engage with the long term, relational and complex nature of the ethics and sustainability concerns that are central to responsible management education. Practical implications – Understanding the assumptions that underpin management education may assist in challenging the current paradigm and rethinking our approaches to responsible management. Originality/value – The paper pursues the tacit assumptions that may underpin empirical findings around the blockages experienced when schools pursue responsible management education. It takes the research into the current state of business school education further by exploring what informs and sustains its current functioning.
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Tobia, Kevin Patrick. "Philosophical Method and Intuitions as Assumptions." Metaphilosophy 46, no. 4-5 (October 2015): 575–94. http://dx.doi.org/10.1111/meta.12157.

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Gregory, Frank H. "Mingers on the classification of philosophical assumptions." Journal of the Operational Research Society 54, no. 12 (December 2003): 1301–2. http://dx.doi.org/10.1057/palgrave.jors.2601642.

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Mingers, J. "Classifying philosophical assumptions: a reply to Ormerod." Journal of the Operational Research Society 56, no. 4 (April 2005): 465–67. http://dx.doi.org/10.1057/palgrave.jors.2601890.

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Garrick, John. "Doubting the philosophical assumptions of interpretive research." International Journal of Qualitative Studies in Education 12, no. 2 (April 1999): 147–56. http://dx.doi.org/10.1080/095183999236222.

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Samper, José Luis. "Apuntes sobre los supuestos de la práctica filosófica." haser, no. 5 (2014): 15–31. http://dx.doi.org/10.12795/haser/2014.i5.01.

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Dowds, Barbara Noel, and Barbara B. Marcel. "Students' Philosophical Assumptions and Psychology in the Classroom." Journal of Nursing Education 37, no. 5 (May 1998): 219–21. http://dx.doi.org/10.3928/0148-4834-19980501-09.

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Dissertations / Theses on the topic "Philosophical assumptions"

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Jenkins, Maricarmen Marshall. "Philosophical assumptions in legal philosophy, a critique of contemporary philosophy of law." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0027/NQ50993.pdf.

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Jenkins, Maricarmen Marshall. "Philosophical assumptions in legal philosophy : a critique of contemporary philosophy of law /." *McMaster only, 1998.

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Donaghy, Josephine. "Researchers' assumptions and mathematical models : a philosophical study of metabolic systems biology." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16001.

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This thesis examines the philosophical implications of the assumptions made by researchers involved in the development of mathematical models of metabolism. It does this through an analysis of several detailed historical case studies of models between the 1960’s and the present day, thus also contributing to the growing literature on the historiography of biochemical systems biology. The chapters focus on four main topics: the relationship between models and theory, temporal decomposition as a simplifying strategy for building models of complex metabolic systems, interactions between modellers and experimental biochemists, and the role of biochemical data. Four categories of assumptions are shown to play a significant role in these different aspects of model development; ontological assumptions, idealising assumptions, assumptions about data, and researchers’ commitments. Building on this analysis, the thesis brings to light the importance of researcher’s ontological and idealising assumptions about the temporal organisation, alongside the spatial organisation, of metabolic systems. It also offers an account of different forms of interactions between research groups – hostile interactions, closed collaboration, and open collaboration – on the basis of differences in the characteristics of researcher’s commitments. Throughout the case studies, biological data play a powerful role in model development by virtue of the contents of available data sets, as well as researchers’ perceptions of those data, which are in turn influenced by their ontological assumptions. The historical trajectories explored illustrate how the relationships between different facets of model building, and their associated philosophical abstractions, are often best understood as transient features within a highly dynamic research process, whose role depends on the specific stage of modelling in which they are enacted. This thesis provides an expanded perspective on the different types and roles of assumptions in the development of mathematical models of metabolism, which is firmly grounded in a historical analysis of scientific practice.
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Ryan, Richard F. "The father of all| Friction, splitting, and the philosophical assumptions of depth psychology." Thesis, Pacifica Graduate Institute, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666848.

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The central topic of this research is an examination of the philosophical assumptions of depth psychology as they relate to splitting in depth psychology. The intention of the researcher was to examine this topic from multiple perspectives. The researcher utilized a qualitative methodology, dialogical hermeneutics, to compare the influences and assumptions of the differing schools of depth psychology.

Depth psychology is the study of mental functioning that includes and values unconscious mental processes. Over the past 100 years, numerous splits, dissensions, and modifications have occurred. Splits have occurred between individuals and between factions within institutes, resulting in an ever-increasing plurality of depth psychological training schools. Such infighting has resulted in an erosion of prestige, which has left the discipline in danger of dissolution.

The primary questions of this research were these: What are the fundamental philosophical assumptions underlying depth psychology in general and do these philosophical assumptions contribute to splitting within the field of depth psychology?

One of the most basic assumptions of depth psychology held that nature is dualistic and that human beings are divided within and amongst themselves, which led to a belief in the reality of opposites, an ever-present ontological struggle between polar forces. This assumption was consistently maintained in Jung's psychological system and present but inconsistently held by Freud. Jung believed that there was a fundamental unity in nature that was divided. Freud did not. Jung believed that the problem of the opposites could be transcended, leading to a higher level of integration and assimilation. Freud did not. Freud's influences flowed from objective, deterministic, and rational, materialistic assumptions, whereas Jung's epistemology was more influenced by the idealistic and romantic traditions, which emphasized a subjective, irrational, and teleological approach to knowledge. Freud understood splitting as simply conflictual, whereas Jung saw splitting as conflictual but also purposive, leading towards wholeness. Their positions reflected a philosophical split in the culture that has persisted since classical times, between objective and subjective approaches to understanding reality. Their respective personalities pulled them toward opposing sides of this classic ontological divide.

The researcher concluded that knowledge inevitably and necessarily develops through conflict, best approached with awareness and tempered with tolerance.

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Campbell, Carol L. (Carol Louise). "A Philosophical Study of the Holistic Paradigm with Heuristic Implications for Written Language." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278004/.

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The problem of this study was to investigate the philosophical assumptions underlying the holistic paradigm. These underlying philosophical assumptions include beliefs about the nature of being (ontology), goals (axiology), and knowledge (epistemology). The interdependence of these assumptions, as well as how they translate into different research processes, is noted in this study.
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Clark, Timothy Robin. "Exploring the social construction of philosophical assumptions : the methodological journeys of doctoral researchers in the social sciences." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/73245/.

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Existing information regarding methodological journeys is predominantly restricted to autobiographical accounts, which may limit understanding, particularly in relation to the development, and significance, of methodological consciousness. This thesis explores the methodological journeys of doctoral social sciences researchers in the UK, in the early stages of their research career. It investigates how they speak of their perceptions of their individual journeys, and the potential relationships between their life histories and educational experiences and the epistemological, ontological and methodological assumptions they hold. The research design consisted of life history interviews with 9 researchers. In addition, 6 of the researchers were then involved in collective biography discussions. Information from these interviews was developed into a series of narrative accounts, which illustrate the complexity of the individual journeys. The analysis of the narrative information also included attempts to approach the information through both an interpretivist and post-structuralist lens, and privileged the value of embracing multiple perspectives. The accounts of the researchers indicated that through their journeys, their philosophical assumptions may be understood as a socially constructed product of their life histories and academic experiences. The journeys were characterised as a series of social experiences which challenged and reinforced individual assumptions. The presentation of these journeys was seen as connected to social context and the nature of the assumptions held by the individual. Experiences of post graduate research training were presented as having the potential to unlock the methodological consciousness required to re-frame these experiences, improve understanding and resolve methodological conflict. This research presents an original contribution to knowledge through its approach to the exploration and illustration of methodological journeys. It has implications for post graduate programmes in the social sciences and makes a case for the need for these to embrace methodological diversity and introduce paradigmatic understandings through teaching and supervision. In addition it asserts that individual researchers may benefit from directly engaging in aspects of reflexivity and contextualisation of their assumptions.
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Houghton, Gaye. "Adult literacy discourses, their philosophical origins and their impact : case studies of the values and assumptions of practitioners." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/735/.

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This research identifies the assumptions underpinning Different discourses about literacy and investigates their impact on the professional values of adult literacy Practitioners. Four key discourses are identified, ‘Literacy as skills’, ‘literacy as an experiential process’, ‘literacy as a social practice’, and ‘literacy as a critical transformation process’. The research explores the philosophical roots of these different discourses, and also those of the different learning theories which act as a framework for the teaching and learning of literacy. Informed by a postmodern perspective, based on Lyotard’s (1984) concepts of ‘meta-narratives’, ‘little narratives’, ‘language games’, and ‘the differend’, the research ‘brings life’ to the literacy discourses by using the ‘professional narratives’ of adult literacy practitioners as data. These are presented as a number of individual case studies. The findings clearly indicate that the ‘literacy-as-skills’ discourse, imposed by policy-makers and now embedded in the power structures of educational institutions, is not supported by this particular group of research participants, who are strongly orientated towards the ‘literacy as a social practice’ and the ‘literacy as an experiential process’ approaches.
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Monroy, Rodríguez Alexander. "Los presupuestos de la tesis de la respuesta correcta de Ronald Dworkin." Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/671380.

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Aquesta tesi tracta de la problemàtica plantejada per la tesi de la resposta correcta de Ronald Dworkin a partir de l’examen de com va ser construïda. També vol identificar i aclarir els supòsits que edifiquen la possibilitat de la tesi de la resposta correcta en el dret. L’examen dels elements que constitueixen la resposta correcta es divideix en nou grups generals que n’estableixen la ruta; (i) Descriu el context constitucional de la història estatunidenca a partir de tres fites significatives: la independència, el procés de formació de la Constitució de 1787 i el control constitucional; (ii) estableix un recorregut bàsic a través de la tradició jurídica nord-americana, incloent-hi les fites importants de la Cort Suprema dels Estats Units, per analitzar la visió de Dworkin respecte del precedent; (iii) exposa la tesi de l’única resposta correcta a partir de l’obra de l’autor; (iv) presenta la teoria jurídica de Dworkin a partir de les seves postures crítiques respecte del positivisme jurídic; (v) identifica la teoria dels drets dworkiniana a partir d’una fonamentació liberal igualitària; (vi) en reconstrueix la teoria dels principis a partir de la seva fonamentació filosòfica i l’adjudicació judicial; (vii) presenta la teoria de la interpretació de Dworkin a partir d’una perspectiva holística que també pretén ser creativa i constructivista; (viii) reconstrueix la teoria de la veritat objectiva de Dworkin a partir de les crítiques a l’escepticisme; (ix) Finalment, esclareix la procedència de les aportacions filosòfiques que contribueixen a formalitzar i estructurar la tesi de la resposta correcta en dret.
El trabajo pretende una aproximación y clarificación a la problemática de la tesis de la respuesta correcta a partir de examinar cómo fue construida esa postura, así como identificar y aclarar los presupuestos que edifican la posibilidad de la tesis de la respuesta correcta en el derecho a partir de Ronald Dworkin. El examen de los elementos que constituyen la tesis de la respuesta correcta se abordará por medio de varias acometidas que expresaremos a continuación en nueve grupos generales, los cuales precisarán la ruta de esta investigación. Primero, se describe el contexto constitucional de la historia estadounidense a partir de tres hitos significativos como son: la independencia, el proceso de formación de la Constitución de 1787 y el control constitucional. Segundo, se hará un recorrido básico a través de la tradición jurídica norteamericana, luego se referenciará los hitos importantes de la Corte Suprema de los Estados Unidos, para posteriormente analizar la visión de Dworkin respecto del precedente. Tercero, se clarificará la tesis de la única respuesta correcta a partir de la obra Dworkiniana. Cuarto, se presentará la teoría jurídica de Dworkin, a partir de sus posturas críticas respecto del positivismo jurídico. Quinto, se identificará la teoría de los derechos Dworkiniana a partir de una fundamentación liberal igualitaria. Sexto, se reconstruirá la teoría de los principios de nuestro autor a partir de su fundamentación filosófica y la adjudicación judicial. Séptimo, se presentará la teoría de la interpretación de Dworkin a partir de una perspectiva holística que también pretende ser creativa y constructivista. Octavo, se hará un recorrido a través de la óptica de la verdad objetiva de Dworkin a partir de las críticas al escepticismo. Finalmente, se trabajará la clarificación de la procedencia de los aportes filosóficos que contribuyen a formalizar y estructurar la tesis de la respuesta correcta en el derecho.
This work approaches and clarify the problem of the right answer from examining how that position was set, as well as identifying the underlying the assumptions of Ronald Dworkin’s thesis. The examination of the elements that constitute the –one-right-answer– in law will be divided into nine general groups. First, the constitutional context of American history is described from three significant milestones such as: independence, the process of formation of the Constitution of 1787 and constitutional control. Second, a basic journey through the North American legal tradition will be made, the important milestones of the United States Supreme Court will be referenced, and Dworkin’s vision regarding the precedent will be analysed. Third, the thesis of the –one-right-answer– will be clarified. Fourth, Dworkin’s legal theory will be presented, based on his critical positions regarding legal positivism. Fifth, the Dworkinian theory of rights will be identified from an egalitarian liberal foundation. Sixth, his theory of principles will be reconstructed, based on its philosophical foundation and judicial adjudication. Seventh, Dworkin’s theory of interpretation will be presented from a holistic perspective that, also, claims to be creative and constructivist. Eighth, there will be a journey through the optics of Dworkin’s objective truth from the criticisms of Skepticism. Finally, the thesis will cope with the clarification of the origin of the philosophical contributions that helped to frame and structure the thesis of the right answer in law.
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Jimenez, Bree, and Pamela J. Mims. "Assuming Competence: Philosophical Basis for Research in Access to the General Curriculum." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/186.

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Using best-practices and supports that apply the least dangerous assumption (LDA) is a powerful tool for increasing overall student quality of life and keeping alive a vision of high achievement for all students. This presentation will focus on research and evidence based strategies to promote the LDA for students with significant disabilities regarding accessing personally relevant academic instruction with meaningful student centered outcomes. OBJECTIVES: By the end of this session, participants will be able to: a) identify four criteria to promote Least Dangerous Assumption b) discuss ways to successfully implement the four criteria in their classroom to meet the needs of a wide range of diverse students with significant disabilities c) identify resources that incorporate these four criteria and are applicable to students from diverse backgrounds
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Campos, Filho José Carlos Pires de. "Os pressupostos filosóficos do estado ético-jurídico na obra A cidade de Deus de Santo Agostinho." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/5925.

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Made available in DSpace on 2016-04-26T20:21:08Z (GMT). No. of bitstreams: 1 Jose Carlos Pires de Campos Filho.pdf: 1230163 bytes, checksum: 7aecdf4937e6fc88ebc0a96eb18906df (MD5) Previous issue date: 2012-08-24
The objective of this dissertation is to expose the philosophical assumptions of the theory of the philosopher St. Augustine on the nature of the ethical and legal State The thought here is understood as a defense of the just State and of the conception of natural law against accusations that Christianity causes injury to the political community. The Augustinian conception of a just and happy society allows, instead, enhancing the civic virtues as a means to achieve the common good and peace. The Augustinian ontology allows the truth to be the reference of virtues and vices, as precepts of action capable of forming the unity of a civilization. The "City of God" is the allegory of a just society that is present in this world through the ages in coexistence with the earthly state
O objetivo desta dissertação é expor os pressupostos filosóficos centrais da teoria do filósofo Santo Agostinho sobre a natureza do Estado ético-jurídico. O pensamento é aqui compreendido como uma defesa do Estado justo e da concepção de lei natural contra as acusações de que o Cristianismo causa prejuízo à comunidade política. A concepção agostiniana de sociedade justa e feliz permite, ao contrário, aprimorar as virtudes cívicas como meio para alcançar o bem comum e a paz. A ontologia agostiniana permite que a verdade seja a referência das virtudes e dos vícios, como preceitos do agir capazes de formar a unidade de uma civilização. A Cidade de Deus é a alegoria de sociedade justa presente no mundo através dos tempos em convivência com o Estado terreno
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Books on the topic "Philosophical assumptions"

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Alvey, Jim. Philosophical and value assumptions underlying Jevon's political economy. North Ryde, N.S.W: School of Economic and Financial Studies, Macquarie University, 1987.

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Kunin, Edward F. An inquiry into human nature and other basic assumptions. San Francisco: Mellen Research University Press, 1991.

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Petti, Matthew August. Alpha to Omega: Journey to the end of time : awaken to the inherited assumptions that shape our destiny. Brigantine, New Jersey: Two Sense Publications, 2012.

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Three theological mistakes: How to correct enlightenment assumptions about God, miracles, and free will. Eugene, Oregon: Cascade Books, 2015.

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Frost, Mervyn. Towards a normative theory of international relations: A critical analysis of the philosophical and methodological assumptions in the discipline with proposals towards a substantive normative theory. Cambridge: Cambridge University Press, 1986.

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Towards a normative theory of international relations: A critical analysis of the philosophical and methodological assumptions in the discipline with proposals towards a substantive normative theory. Cambridge [Cambridgeshire]: Cambridge University Press, 1986.

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The assumption of agency theory. London: Routledge, 2011.

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Walsh, Anthony. Criminological Theory: Assessing Philosophical Assumptions. Taylor & Francis Group, 2014.

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Walsh, Anthony. Criminological Theory: Assessing Philosophical Assumptions. Taylor & Francis Group, 2014.

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Walsh, Anthony. Criminological Theory: Assessing Philosophical Assumptions. Taylor & Francis Group, 2014.

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Book chapters on the topic "Philosophical assumptions"

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Tolman, Charles W. "Philosophical assumptions." In Psychology, Society, and Subjectivity, 23–36. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315003443-4.

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Gerasimova, Irina. "Normative Reasonings and Default Assumptions." In Philosophical Logic and Logical Philosophy, 203–12. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-015-8678-8_13.

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Sudduth, Michael. "The Problem of Auxiliary Assumptions." In A Philosophical Critique of Empirical Arguments for Postmortem Survival, 214–45. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137440945_9.

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Dror, Yehezkel. "Some Fundamental Philosophical, Psychological and Intellectual Assumptions of Futures Studies." In Novartis Foundation Symposia, 145–65. Chichester, UK: John Wiley & Sons, Ltd., 2008. http://dx.doi.org/10.1002/9780470720189.ch10.

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Hoff, Paul. "Emil Kraepelin and Philosophy: The Implicit Philosophical Assumptions of Kraepelinian Psychiatry." In Phenomenology, Language & Schizophrenia, 115–25. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9329-0_8.

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Cordeschi, Roberto. "Philosophical assumptions in Artificial Intelligence: a tentative criticism of a criticism." In Informatik-Fachberichte, 359–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/978-3-642-74688-8_44.

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Pietrzykowski, Tomasz. "On Juridical Humanism: The Anthropocentrism of the Legal Approach to Personhood and Its Philosophical Assumptions." In Personhood Beyond Humanism, 25–43. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78881-4_3.

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Schliesser, Eric. "“Every System of Scientific Theory Involves Philosophical Assumptions” (Talcott Parsons). The Surprising Weberian Roots to Milton Friedman’s Methodology." In Explanation, Prediction, and Confirmation, 533–43. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1180-8_37.

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Butz, Karel. "Philosophical Assumptions." In Achieving Musical Success in the String Classroom, 1–22. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190602888.003.0001.

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The pedagogical ideas of Mimi Zweig, Paul Rolland, and Shinichi Suzuki are provided and explained how they can be applied into a string classroom setting. The chapter discusses the purpose of learning a string instrument, why string education matters, creating an “end goal” for orchestra students, establishing a “healthy foundation” for music learning, developing musicianship, facilitating musical success, treating students as artists, and defining classroom goals. The author’s personal mantras, based on his general philosophy of teaching and playing, provide a personal example of how guiding teaching principles apply to everyday string teaching, and enrich the learning experience for both teachers and students.
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"Philosophical Assumptions." In Psychology, Society and Subjectivity, 33–46. Routledge, 2013. http://dx.doi.org/10.4324/9780203420942-11.

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Conference papers on the topic "Philosophical assumptions"

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Sheffield, Jim, and Edward Lau. "Surfacing the Philosophical Assumptions of KM Frameworks." In Proceedings of the 40th Annual Hawaii International Conference on System Sciences. IEEE, 2007. http://dx.doi.org/10.1109/hicss.2007.509.

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AbuRaya, Rania, and Yasser A. Gomaa. "Philosophical Assumptions, Methodological Choices and Research Design: E-Learners Versus Non E- Learners." In 2020 Sixth International Conference on e-Learning (econf). IEEE, 2020. http://dx.doi.org/10.1109/econf51404.2020.9385478.

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Fosco Bertola, Mauro. "»Ein Laut so klagevoll«. Lohengrin zwischen Richard Wagner und Salvatore Sciarrino." In Jahrestagung der Gesellschaft für Musikforschung 2019. Paderborn und Detmold. Musikwissenschaftliches Seminar der Universität Paderborn und der Hochschule für Musik Detmold, 2020. http://dx.doi.org/10.25366/2020.49.

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The article reflects the presence of the dream motif in Richard Wagner’s romantic opera Lohengrin (1850) and in Salvatore Sciarrino’s own operatic version of the Lohengrin legend from 1983. By reading both works against the grain of Elsa’s dream the article highlights a) the philosophical premises of Wagner’s dream-theoretical reflections and their sociopolitical implications in Lohengrin, and b) how Sciarrino in his opera directly engages with both aspects, undoing at the dramaturgical as well as at the musical level, the metaphysical assumptions and the societal vision sustaining Wagner’s work.
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Horva´th, Imre, and Jozˇe Duhovnik. "Towards a Better Understanding of the Methodological Characteristics of Engineering Design Research." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85715.

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The goal of this paper is to interpret the methodological characteristics of design research. Design science is in a specific epistemic relationship with natural, formal, human, social, and applied sciences. Although design science explores and generates knowledge on its own, these sciences are the major sources of design knowledge. Therefore, design research shares many characteristics with the source sciences, but it also has its own features. First, the platform of reasoning of the study is clarified. Afterwards, the various underpinning philosophical assumptions, and the nature of research conducted in the source sciences and in design science are analyzed. It has been found that the distinguishing characteristics of design research are that it is view-dependent, largely purpose-driven, usually done with a compound focus, normatively instrumental, and strongly influenced by participatory approaches.
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Балиев, Ислам Виситович. "INFLUENCE OF POSITIVEISM ON RUSSIAN PHILOSOPHY." In Образование. Культура. Общество: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Февраль 2021). Crossref, 2021. http://dx.doi.org/10.37539/ecs295.2021.85.89.006.

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В статье реконструировано влияние на русскую философскую мысль одного из ведущих направлений в философии Западной Европы. Показано, как позитивизм, возникший в форме реакции на засилье метафизики в философии, стремился очистить знание от догматики, теологических и метафизических допущений, и создать образ стройной и непротиворечивой науки. Кроме того, подчеркивается определенная критичность в восприятии русскими мыслителями позитивистского способа философствования. The article reconstructs the influence of one of the leading trends in the philosophy of Western Europe on Russian philosophical thought. It is shown how positivism, which arose in the form of a reaction to the dominance of metaphysics in philosophy, sought to clear knowledge of dogmatics, theological and metaphysical assumptions, and create an image of a harmonious and consistent science. In addition, a certain criticality in the perception of the positivist way of philosophizing by Russian thinkers is emphasized
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Connors, Teresa Marie. "The Aesthetics Of Causality: A Descriptive Account Into Ecological Performativity." In The 22nd International Conference on Auditory Display. Arlington, Virginia: The International Community for Auditory Display, 2016. http://dx.doi.org/10.21785/icad2016.017.

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In this paper, I offer a perspective into a creative research practice I have come to term as Ecological Performativity. This practice has evolved from a number of non-linear audiovisual installations that are intrinsically linked to geographical and everyday phenomena. The project is situated in ecological discourse that seeks to explore conditions and methods of co-creative processes derived from an intensive data-gathering procedure and immersion within the respective environments. Through research the techniques explored include computer vision, data sonification, live convolution and improvisation as a means to engage the agency of material and thus construct non-linear audiovisual installations. To contextualize this research, I have recently reoriented my practice within recent critical, theoretical, and philosophical discourses emerging in the humanities, sciences and social sciences generally referred to as ‘the nonhuman turn’. These trends currently provide a reassessment of the assumptions that have defined our understanding of the geo-conjunctures that make up life on earth and, as such, challenge the long-standing narrative of human exceptionalism. It is out of this reorientation that the practice of Ecological Performativity has evolved.
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DOBKO, Taras. "SOCIAL PROGRESS AND INTEGRAL HUMAN DEVELOPMENT: ON HAPPINESS, WELFARE AND DIGNITY." In Happiness And Contemporary Society : Conference Proceedings Volume. SPOLOM, 2021. http://dx.doi.org/10.31108/7.2021.18.

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This article examines philosophical assumptions of whether and how happiness could become a goal of political action and standard for assessing government’s performance. It is argued that solidarity and care for the common good require the political economy of citizenship balanced with affirmation of the dignity of the human person in the form of basic human rights. The rule of law and fair procedures should be complemented with the concern for character development into citizenship and mature civic commitment. This unfolds both in faith-based and secular attempts to imagine and measure human development in terms beyond GDP index and economic statistics. To succeed these attempts must be based on an adequate anthropology, draw their strength from a sound moral source and inspire mature ethical agency. Catholic social thought conceives of integral human development as a way of envisaging social arrangements that foster flourishing of the whole person and each person. It is based on the vision of the human being as an image of God and draws its energy from the idea of “good society” in which respect for the dignity of the human person and care for the common good of all people are central to political and social life. KEY WORDS: Integral human development, common good, dignity, good society, human rights, social progress
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Torris-Steele, Geraldine. "I Do Better, Feel Less Stress and Am Happier” – A Humanist and Affective Perspective on Student Engagement in an Online Class." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4964.

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Aim/Purpose: Fostering student engagement is one of the great challenges of teaching, especially in online learning environments. An educators’ assumptions and beliefs about what student engagement is and how it manifests will shape the strategies they design to engage students in learning. However, there is no agreement on the definition of concept of student engagement and it re-mains a vague construct. Background: Adopting the principles of user-centered design, the author maintains that to design learning experiences which better support student engagement it is important to gain insights into how students perceive and operationalize the concept of engagement in learning. The recent challenges of teaching effectively online prompted the author to reflect more deeply on the concept of engagement and how it might be achieved. Methodology: In the tradition of reflective teaching, the author undertook an informal, qualitative inquiry in her classroom, administering a brief questionnaire to students in her online class. When the themes which emerged were integrated with other literature and findings from the author’s earlier classroom inquiry, some insights were gained into how students ‘operationalize’ the concept of engagement, and weight was added to the authors’ premise of the value of humanistic approaches to university teaching, the need for greater emphasis on student-teacher connection and the necessity of considering the affective domain alongside the cognitive domain in learning in higher education. The insights were brought together and visualized in a conceptual model of student engagement. Contribution: The conceptual model presented in the present paper reflects the author’s present ‘mental model’ of student engagement in classes online and, when the opportunity arrives, in face-to-face classes as well. This mental model shapes the authors’ course design, learning activities and the delivery of the course. Although the elements of the model are not ‘new’, the model synthesizes several related concepts necessary to a humanist approach to under-standing student engagement. It is hoped that the model and discussion presented will be stimulus for further rich discussion around the nature of student engagement. Findings: Interestingly, the affective rather than the cognitive domain framed students’ perspectives on what engagement ‘looks like to them’ and on what teachers should do to engage them. Recommendations for Practitioners: By sharing the process through which the author arrived at this understanding of student engagement, the author has also sought to highlight three key points: the importance of including the ‘student perspectives and expectations’ against which educators can examine their own assumptions as part of the process reflective teaching practices; the usefulness of integrating theoretical and philosophical frameworks in our understandings of student engagement and how it might be nurtured, and finally the necessity of affording greater influence to humanism and the affective domain in higher education. The findings emphasize the necessity of considering the affective dimension of engagement as an essential condition for cognitive engagement and as inextricable from the cognitive dimension of engagement. Recommendations for Researchers: The emphasis in research engagement learning and teaching is on how we (the educators) can do this better, how we can better engage students. While the student perspective is often formulated from data obtained through surveys and focus groups, researchers in learning engagement are working with their own understandings (albeit supported by empirical research). It is crucial for deeper insight to also understand the students’ conceptualization of the phenomena being researched. Bringing the principles of design thinking to bear on educational research will likely provide greater depth of insight. Impact on Society: Empirical, formal, and structured research is undeniably essential to advancing human endeavor in any field, including learning and teaching. It is however important to recognize informal research in the form of classroom inquiry as part of teachers’ reflexive practice is also legitimate and useful to advancing understanding of complex phenomenon such as student engagement in learning through multiple perspectives and experiences. Future Research: Further research on the nature of student engagement in different contexts and against different theoretical frameworks is warranted as is empirical investigation of the premise of the value of humanism and the affective do-main in defining and measuring student engagement in higher education.
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Eroğlu, Feyzullah, and Esvet Mert. "A Research on the Relationship between Preferred Music Type and Entrepreneurship Tendency." In International Conference on Eurasian Economies. Eurasian Economists Association, 2017. http://dx.doi.org/10.36880/c08.01858.

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Cultural systems are grouped into high culture, folk culture and popular culture. High cultural, scientific, philosophical, aesthetic information, etc. Folk culture is based on folklore information from the past day. Popular culture represents the degraded and dissolved state of traditional cultures, various subculture areas, which have failed after modernization efforts. The aim of the study is to reveal the influence of young musical genres on the entrepreneurial tendencies. The first method used in the research is the questionnaire survey for senior students studying in the university business and economics. According to the survey data, questionnaires were distributed out of a total of 350 students, only to the evaluation of the survey of 311 eligible. The most important findings of the research can be summarized as follows. While 6,1% of the "youth of higher education" who participated in the survey preferred "high culture product" music; 10,6% were "folk culture products" music; and 83,3% preferred "popular culture product" music. The "entrepreneurship tendencies", which are the main aim of the subjects of "education for young people" receiving basic courses in economics and business administration, were found to be 131,5 (Min 36, Max.180). According to the research findings, in the direction of the basic assumption of the study, "entrepreneurial tendencies" of students who prefer music, which is a high cultural product, are higher than others. The sort of "entrepreneurial tendencies" is followed by popular genres and popular music genres.
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