Relevant bibliographies by topics / Philosophical development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Philosophical development'

Author: Grafiati
Published: 18 May 2024

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Journal articles on the topic "Philosophical development"

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Blair, George A. "Aristotle’s Philosophical Development." Ancient Philosophy 17, no. 1 (1997): 254–58. http://dx.doi.org/10.5840/ancientphil199717110.

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Tress, Daryl M. "Aristotle’s Philosophical Development." International Philosophical Quarterly 37, no. 2 (1997): 236–39. http://dx.doi.org/10.5840/ipq199737213.

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Prasch, Robert E., and John B. Davis. "Keynes's Philosophical Development." Southern Economic Journal 62, no. 4 (April 1996): 1122. http://dx.doi.org/10.2307/1060974.

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Skidelsky, Lord, John B. Davis, and Piero V. Mini. "Keynes's Philosophical Development." Economic Journal 106, no. 437 (July 1996): 1070. http://dx.doi.org/10.2307/2235379.

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Ibragimovich, Norliev Rustam. "Social And Philosophical Fundamentals Of National Development." American Journal of Applied Sciences 02, no. 07 (July 30, 2020): 45–49. http://dx.doi.org/10.37547/tajas/volume02issue07-08.

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Zagorin, Perez. "Hobbes's Early Philosophical Development." Journal of the History of Ideas 54, no. 3 (July 1993): 505. http://dx.doi.org/10.2307/2710026.

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Preus, Anthony. "Aristotle's Philosophical Development (review)." Journal of the History of Philosophy 35, no. 3 (1997): 460–62. http://dx.doi.org/10.1353/hph.1997.0045.

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Allen, Richard. "Philosophical Inquiry and Psychological Development." International Journal of Philosophical Practice 1, no. 3 (2002): 1–15. http://dx.doi.org/10.5840/ijpp2002136.

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Reasoning can promote psychological development, so even if the role of philosophical counselor is defined strictly in terms of assisting the reasoning of the client, we can expect client-centered philosophical inquiry to yield psychological benefits. The practices of philosophical counseling and psychotherapy permeate one another to some degree while also diverging in characteristic focus. Philosophical counselors are particularly well suited to helping clients think through their situation in the world.
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Andrews, David R. "Book Review: Keynes's Philosophical Development." Review of Radical Political Economics 28, no. 4 (December 1996): 157–60. http://dx.doi.org/10.1177/048661349602800409.

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Ebo, Socrates. "PHILOSOPHICAL PERSPECTIVES ON THEORIES OF DEVELOPMENT FOR AFRICAN ECONOMIES." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 2, no. 2 (2018): 209–18. http://dx.doi.org/10.26520/mcdsare.2018.2.209-218.

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Dissertations / Theses on the topic "Philosophical development"

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Ntibagirirwa, Symphorien. "Philosophical premises for African economic development : SEN’S capability approach." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/25560.

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The focus of this research is the cultural assumptions underpinning Africa’s strategies of economic development, taking the Lagos Plan of Action (LPA) and the New Partnership for Africa’s Development (NEPAD) as case studies. It considers the issue whether the neglect of Africa’s cultural beliefs and values in African plans and policies of economic development may not lead to a development impasse. Accordingly, three major objectives are pursued. The first objective is to attempt a critical assessment of the two strategies of economic development, LPA and NEPAD, against the background of theories of economic development that informed them respectively and their cultural assumptions. Using both a theoretical reflection and an empirical approach, I argue that LPA and NEPAD relied on theories of economic development whose cultural foundations are not African. Consequently, although they were designed in Africa, their respective philosophical bases are not African. The second objective is to investigate the relationship between African cultural values and economic development and the extent to which the neglect of the African value system in African policymaking and planning could lead to a development impasse. Based on a theoretical reflection as well as empirical research, I argue that in both LPA and NEPAD, the beliefs and values that structure the African value system have been neglected to the extent of being ignored. The major implication of this neglect is that there is insufficient room for people’s participation in the process of their economic development. Participation makes possible the democratisation and the inculturation of economic development, and thus translates the universal conception of economic development to its local, cultural feasibility. The third objective is to propose certain philosophical premises that could guide development planning in Africa. I revisit the African value system and retrieve the Bantu concept of the human person as umuntu-w’-ubuntu / umuntu-mu-bantu in order to ground the future economic development of Africa on the African foundation. Using Sen’s capability approach which defines development in terms of the ability of people to lead the life they value and have reason to value, human agency and the expansion of capabilities (or real freedoms people enjoy), I suggest four philosophical premises which link African economic development to what Africans believe and value. The first premise consists of the shift from extroversion to the freedom of people to lead the lives they value and have reason to value. This premise deals with the spirit of extroversion which prevents Africans from appreciating their beliefs and values in the process of economic development. It emphasises the fact that development is not a project, but rather a process by which people create and recreate themselves and the conditions by which they can flourish fully. The second premise is the human agency. It deals with the shift from the conception of development as an autonomous process to the conception of development as an agency-based process. It emphasises that the development conceived of as an agency-based process, has as its starting-point and end-point the people. The third premise deals with the shift from the conception of development as an end product to development as an expansion of capability or the real freedoms people enjoy. This premise emphasises three major things. The first is that the expansion of people’s capability is both the end and the means of development. People’s capabilities are not only the primary end of development, they are also its principal means. The second is that development conceived of as the expansion of people’s capability is the concern of both the people and their structural institutions. The third is that the interaction between people and their structural institutions makes it possible to transcend the various dualities often observed in certain development approaches such as the bottom-up and topdown development. The fourth and last premise is the principle of baking the cake together. This premise follows from the fact that the capability approach leads to development as a participatory and inclusive process. It expresses the traditional practice of collaboration in the African community. It emphasises that the three major actors in the development process, namely, the state, the people and the market which tend to exclude each other, are all agents and must work together inclusively to achieve a sustainable economic development. These are the premises suggested to lead future economic development in Africa. Each of these assumptions has implications which are unpacked in the conclusion.
Thesis (PhD)--University of Pretoria, 2012.
Philosophy
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Morris, Ronald. "Philosophical foundations of moral values in sex education." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63345.

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Abelsohn, Jaron. "A Philosophical Framework for Conditional Cash Transfers." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/217.

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Despite some recent economic progress, there is still widespread poverty and severe inequality in developing countries. According to the World Bank there are over 925 million hungry or undernourished people worldwide. More than 80 percent of people in the world live in countries whose income inequality is rising. Over 2.1 billion people globally live on less than two dollars a day, with over 880 million people facing absolute poverty and living on less than one dollar a day. Three out of four people living on less than $1 a day live in rural areas. These impacts have been magnified by the recent global recession, as rising food prices and a decrease in remittances have pushed between 130 and 155 million people back into poverty. 1 Particularly in lower income countries, the impoverished are faced with poor and insufficiently funded health care systems, restricted access to adequate nutrition and potable water, low agricultural yields, and poor soil quality. Not only are the services in short supply for the poor, but the predicament of the poor often limits their capacity to avail themselves of these services. Parents may opt for keeping their children out of school, either to employ their labor or to avoid the costs of transportation and school fees. Healthcare may also entail costs that parents are reluctant to bear. Thus, people are often in poor health which decreases their productivity and learning capacity. These issues combined, along with inadequate education systems, poor school attendance, and teacher absenteeism, all retard human capital accumulation.
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Moore, Ben. "Meaning with babies : a psychological focus for a philosophical review of referential communication." Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387199.

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Bäcklund, Anna. "Philosophical perspectives on sustainable development with a focus on the urban poor." Thesis, KTH, Urbana och regionala studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-147626.

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The study discusses sustainable development related to the urban poor in informal settlements. It includes also a case study of how the Municipality of Taboão da Serra, a city in the periphery area to SaoPaulo, work for upgrading the favelas. It discusses issues such as which strategies for slum upgrading that are used and which philosophical theories the upgrading projects are related to. The study is based on literature studies and a two and a half month long field study at the municipal office at Taboão da Serra. During the field studies, a number of interviews and informal conversationswere held. Also visits to favelas and participation observations were made. The municipality has many projects aimed at upgrading the favelas. Many measures are about a better infrastructure and physical environment, for example waste management, land regularization andbetter roads. There are also measures both at municipal and national level to promote primary education. The municipality also runs programs to reduce unemployment. The upgrading projects have connectionsto both different kinds of utilitarianism and Rawls theory of justice.
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Owen, Roderic Lewis. "Liberal education and moral development: an integrated model of moral education." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618618.

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Two central questions are raised: at a college level, what should be our educational goals and methods in the realm of moral development? and, what curricular or instructional model is most logically consistent and ethically acceptable with the mission and philosophy of liberal education? The major purpose of this study is to answer these questions and develop one reasonable, clearly defined model of college-level moral education.;As a normative inquiry into the goals of moral education, this philosophical study rests on the assumption that statements of moral value can be rationally understood and taught and is guided by an awareness of the major findings in social scientific research on moral development and education and practical use of the conceptual analysis of educational terminology.;In order to answer the central questions, it is argued that the ideal of liberal education (its inherent logical and ethical criteria as well as a developed set of explicit curricular goals) can help determine legitimate curricular goals and methods that are focused on moral development. An extended definition of liberal education is developed through reference to widely accepted historical statements and examination of contemporary principles and goals.;Five contemporary models of undergraduate moral education are next identified and described in detail: values clarification, wholistic, humanities, normative ethics, and cognitive-developmental. The specific criteria for liberal education are then critically applied, evaluating the respective strengths and weaknesses of each model. It is argued that the normative ethics and cognitive-developmental models are most closely connected with the historical aims and contemporary goals of liberal education.;The study concludes with a detailed analysis of the two selected models. Reasons for their integration are developed, pedagogical methods and resources which emerge from their combination are outlined, and a summary of this approach to selecting and developing an acceptable model of college-level moral education is offered. In closing, it is stated that college students can legitimately be taught to reflect on morality, to be committed to the rational analysis and selection of moral values and lifestyles, and to act in accordance with their convictions.
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De, Rosa P. "Karl Rahner's concept of 'Vorgriff' : An examination of its philosophical background and development." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384017.

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Ndipnchot, Robert E. "Marxist-Leninist revolutionary development in Benin (1975-1985): an evaluation of philosophical adaptation." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1987. http://digitalcommons.auctr.edu/dissertations/3765.

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The capitalist-imperialist system dominates the world and promotes exploitation, inequality and conflicts. This situation is aggravated in poor colonial countries where there is desire for social change and development. The dominated and exploited peoples are forced by necessity of self-determination to challenge the status quo. The solution to the problems of capitalism-imperialism lies in the Marxist-Leninist (socialist) revolution. In 1975, some Beninese revolutionary leaders launched a "revolution" in Benin. The purpose of this research was to determine whether the Beninese revolution is Marxist-Leninist. The methodology of this research is historical materialism; the hypothesis is that the Beninese revolution is Marxist-Leninist. The research concludes that the Beninese revolution is theoretically Marxist-Leninist but not yet socialist in practice. The social revolution in Berlin is striving for socialism through social reorganization and development. But so far, it has only made Benin a mixed economy with private and public property as well as capitalist-imperialist involvement. The Beninese effort has, however, confirmed Marxism-Leninism and further contributed to revolutionary theory by proving that a coup d'etat/military regime can be transformed into a revolutionary vanguard to lead a social revolution. The major limitations of the Beninese revolution are the lack of "will," capital and technological capacities to undertake economic development. These handicaps reduce the effectiveness of the revolution and leave Benin vulnerable to the control of international finance-industrial capital that may jeopardize the country's revolutionary effort. But with commitment to the revolution and immediate action taken to develop capital and technological capacities, the revolution may become socialist. There is, thus, a need for further research on how the revolutionary government of Benin is trying to overcome the handicaps of the revolution.
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Gallant, Reinhold Justin. "Foundation phase teachers' continuous professional development." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1007898.

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This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school in the Northern Areas of Nelson Mandela Bay, South Africa. The school is situated in a developing community that has a low socio-economic status characterised by infrastructural challenges. The school is newly established and started the year 2012 with mostly newly qualified teachers. In this study, the researcher wanted to know how the participants’ perceptions and experiences as teachers impact on their professional development. The review of relevant literature provided a conceptual framework for the study. This study explored the fact that a social constructivist theory is relevant for the professional development of foundation phase teachers. This theory is based on the fact that teachers construct their own knowledge and that more emphasis should be placed on theory within teachers’ practice. A qualitative research approach was suitable for this study. The data for the study was obtained by using photovoice and focus group interviews. The most important theme that emerged from the data collection was that the physical environment of the school and the surrounding area played a major role in how the teachers experienced their development. Other themes that emerged from the study were the need for educational resources, teacher collaboration and leadership. The findings show that more emphasis should be placed on the professional development of Foundation Phase teachers. Schools in poverty stricken areas of South Africa have an impact on how teachers experience their professional development. It has become clear that places of higher education need to consider the contexts in which schools are situated, especially in poverty stricken areas. Foundation Phase teachers are a vital part of education and as such the training of teachers in this phase should develop around whole-person learning within a life-long learning framework.
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FONSECA, JOSE NIVALDO DA. "A PHILOSOPHICAL VIEW OF MEDICAL THOUGHT: AN EVALUATION OF THE INTERACTION BETWEEN PHILOSOPHICAL AND MEDICAL KNOWLEGDE, UNDER THE EXAMINATION OF THE DEVELOPMENT OF MEDICAL ANALOGY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5211@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Nesta tese, à luz do prisma filosófico, empreendemos um olhar que abrangeu o pensamento médico filosófico desde a Antiguidade até a Revolução Terapêutica. Nosso olhar contemplou: na Antiguidade, uma época em que houve uma estreita colaboração entre Filosofia e Medicina, baseada na pesquisa mútua dos aspectos etiológicos, quer da enfermidade da alma, quer daquela do corpo; foi a época do nascimento e apogeu da Analogia Médica; na Idade Média, identificou um estado de hibernação da Analogia Médica no século XII, seguido de um leve despertar no século XIII, a volta a um estado de adormecimento e o despertar definitivo, no século XV; na Renascença, captou a retomada dos textos médicos e a queda do saber galênico tradicional; na Modernidade, finalmente, diagnosticou o início do distanciamento entre os saberes filosófico e médico, com o respectivo definhamento da Analogia Médica. Desde então, nosso olhar aprofundou se nas idas e vindas do saber médico filosófico, especulando as causas e consequências desse distanciamento, e chegou à conclusão de que o legado deixado pelo pensamento médico moderno orientou e orienta a Medicina contemporânea para um sentido de desumanização em relação à pessoa do paciente. Por fim, depois de tanto ver, nossa razão assentiu para a necessidade de uma reforma na Medicina, principalmente em sua paidéia, baseada numa próxima colaboração com a Filosofia a fim de receber subsídios quando à questão central de qualquer procedimento terapêutico: qual é o ser do ser humano?
In this Thesis, using the light of the philosophical prism, we undertake an examination embracing medical philosophical thought beginning in antiquity, continuing up until the Therapeutic Revolution. Our view contemplates: in antiquity, a time during which there was a strict collaboration between Philosophy and Medicine, based upon mutual research of the etiological aspects of disease not only of the soul but also of the body; it was the time of the birth and apogee of the Medical Analogy; during the Middle Ages it was possible to identify that the Medical Analogy had entered a state of hibernation in the twelfth century, followed by a slight awakening in the thirteenth century, returning to a state of sleep, with the final awakening occurring in the fifteenth century; during the Renaissance it captured a return to the medical texts and the fall of traditional Galenic knowledge; finally during the Modern era we have diagnosed the initial phases of a distancing between philosophical and medical knowledge, with a respective weakening of Medical Analogy. Since the Modern era our examination has focused upon the vacillations of medical philosophical knowledge, speculating upon the causes and consequences of this distancing, and our examination found that the legacy left by modern medical thought has oriented and continues to orient Modern Medicine towards a dehumanization in relation to the person of the patient. Finally, we concluded that medical reform is needed, principally, in its Paideia, based upon a closer collaboration with philosophy, with the intent to provide subsidies to help answer the central question of any therapeutic procedure, which is: what is the nature of the being of the human being?
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Books on the topic "Philosophical development"

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Engelmann, Mauro Luiz. Wittgenstein's Philosophical Development. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137316592.

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Davis, John Bryan. Keynes's philosophical development. Cambridge: Cambridge University Press, 2008.

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Russell, Bertrand. My philosophical development. London: Routledge, 1995.

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Keynes's philosophical development. Cambridge: Cambridge University Press, 1994.

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Philosophical ideas towards African development. Dar es Salaam, Tanzania: General Publications Ltd., 2010.

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Ramamurty, A. Vedānta and its philosophical development. New Delhi: D.K. Printworld, 2006.

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Robert, Wians William, ed. Aristotle's philosophical development: Problems and prospects. Lanham, Md: Rowman & Littlefield Publishers, 1996.

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1943-, Spiecker Ben, Straughan Roger, and Vrije Universiteit te Amsterdam, eds. Philosophical issues in moral education and development. Milton Keynes [England]: Open University Press, 1988.

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Man on the threshold: The challenge of inner development. Stroud: Hawthorn Press, 1985.

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Ray, Sukanya. Approaches to human development as shown by Swami Vivekananda. Kolkata: Advaita Ashrama, Publication Department, 2014.

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Book chapters on the topic "Philosophical development"

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Kienzler, Wolfgang. "Wittgenstein's Philosophical Development." In A Companion to Wittgenstein, 21–40. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781118884607.ch1.

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Verhaegh, Sander. "Nagel’s Philosophical Development." In Logic, Epistemology, and the Unity of Science, 43–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81010-8_3.

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Engelmann, Mauro Luiz. "The Philosophical Investigations." In Wittgenstein's Philosophical Development, 221–72. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137316592_6.

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Russell, Bertrand. "Principia Mathematical: Philosophical Aspects." In My Philosophical Development, 61–71. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003308942-7.

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Engelmann, Mauro Luiz. "Introduction." In Wittgenstein's Philosophical Development, 1–5. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137316592_1.

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Engelmann, Mauro Luiz. "Phenomenology, ‘Grammar,’ and the ‘Limits of Sense’." In Wittgenstein's Philosophical Development, 6–64. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137316592_2.

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Engelmann, Mauro Luiz. "Russell’s Causal Theory of Meaning, Rule-Following, the Calculus Conception, and the Invention of the Genetic Method." In Wittgenstein's Philosophical Development, 65–112. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137316592_3.

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Engelmann, Mauro Luiz. "The Big Typescript, the Tractatus, Sraffa, and the Anthropological View." In Wittgenstein's Philosophical Development, 113–70. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137316592_4.

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Engelmann, Mauro Luiz. "The Road to the Philosophical Investigations (Blue Book, Brown Book, German Brown Book, and MS 142)." In Wittgenstein's Philosophical Development, 171–220. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137316592_5.

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Russell, Bertrand. "The Impact of Wittgenstein." In My Philosophical Development, 93–108. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003308942-10.

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Conference papers on the topic "Philosophical development"

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Artemenko, N. A., and T. A. Balakireva. "Philosophical academic journals: challenges of development." In World-class scientific publication – 2018: Editorial Policy, Open Access, Scientific Communications: Proceedings of the 7th International Scientific and Practical Conference. Association of Science Editors and Publishers, 2018. http://dx.doi.org/10.24069/konf-24-27-04-2018.02.

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ČIULDĖ, Edvardas, and Asta STEIKŪNIENĖ. "SOCRATES AND KNOWLEDGE-BASED SOCIETY, OR RURAL TRACE IN THE DIALOGUE CULTURE." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.112.

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Knowledge is the engine of change in every society, and within this structure, training of philosophical perception is essential. This article analyses how modern philosophical education is compatible with the ideal of knowledge society – how teaching material changes when knowledge becomes a commodity. The article searches for parallels between the opposition among the sophists and Socrates and the modern day approach to fostering a culture of dialogue, focusing on knowledge and innovation society.
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Bulguchev, M. K., and M. D. Yusupova. "Economic and philosophical vision of social development." In Proceedings of the 1st International Scientific Conference "Modern Management Trends and the Digital Economy: from Regional Development to Global Economic Growth" (MTDE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/mtde-19.2019.94.

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Bolotova, U. V., N. G. Bondarenko, I. S. Arakelyan, L. V. Kryukova, and T. I. Tolchinskaya. "DYNAMICS OF THE DEVELOPMENT OF PHILOSOPHICAL KNOWLEDGE." In VII International symposium «Humanities and Social Sciences in Europe: Achievements and Perspectives». Prague: Premier Publishing s.r.o., 2021. http://dx.doi.org/10.29013/vii-symposium-pp-7-76-81.

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Dancak, Pavol. "Personalism - The Philosophical Movement for Human Development." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.12.

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Fang, Haofan. "Philosophical Thinking on Cultural Globalization*." In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.114.

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Lin, Meiqing, Weiming Huang, and Yong Zhu. "Philosophical Consideration of Sustainable Development in Research Areas." In 2017 International Seminar on Social Science and Humanities Research (SSHR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sshr-17.2018.25.

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Efrat, Molly. "Philosophical Discourse of Children in the Multi-Dialogical Kindergarten." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.47.

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SAIDOVA, KAMOLA. "SOCIO-PHILOSOPHICAL PROSPECTS FOR THE DEVELOPMENT OF MODERN EDUCATION." In Proceedings of MMIT’23 International Conference 25 May 2023y. Tashkent International University of Education, 2023. http://dx.doi.org/10.61587/mmit.uz.vi.33.

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The article is devoted to the peculiarities of socio-philosophical aspects for the development of modern education, when analyzing their characteristic impact on the life of society, and taking into account students' requests for science and the learning process. It is noted that socio-philosophical perspectives are one of the main factors in the design of the progressive sphere of education. At the same time, all teaching methods should form a single value system in order to meet individual needs and help society in solving many practical problems. Innovative approaches to the use of advanced technologies, which give a socio-philosophical direction in the development of education, are also of significant importance. The author emphasizes that the awareness of socio-philosophical views on education will be of great importance in the activities of teachers in order to anticipate the most important problems in a certain scientific discipline with timely reflexive response. Consequently, the teacher must constantly check, evaluate and update educational strategies, striving to optimize them with the socio-cultural, technological and pedagogical spheres of the modern era.
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Tao, Feng. "Essay: Adorno on the Form of Philosophical Writing." In 5th International Conference on Social Sciences and Economic Development (ICSSED 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200331.056.

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Reports on the topic "Philosophical development"

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Ivanyshyn, Petro. BASIC CONCEPTS OF YEVHEN MALANIUK’S NATIONAL-PHILOSOPHICAL INTERPRETATION: ESEISTIC DISCOURSE. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11070.

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The purpose of the research is to outline the structure of the main methodological ideas within the frames of interpretive thinking in the essay of the famous Vistnyk’s writer, critic and essayist Yevhen Malaniuk. Considering the purpose and tasks of the studio, an interdisciplinary methodological base, related to the author’s “national approach”, has been worked out. The epistemological potential of national philosophy as a philosophy of national existence, national science as a theory of nation, hermeneutics as a theory and practice of interpretation and post-colonialism as interpretation of cultural phenomena from the standpoint of anti- and post-imperial consciousness are used in the work. The scientific novelty is that on the basis of the previous hermeneutic generalization and definition of national-existential methodology, a propaedeutic outlining of the structure of national-philosophical concepts within the frames of the essayistic interpretation of reality in Ye. Malaniuk is proposed. In the methodological sense, the writer’s essayism is structured by such concepts as nation-centrism, idealism, voluntarism, heroism, and can be considered as one of the variants (close by the experiences of D. Dontsov, Yu. Lypa, M. Mukhyn, etc.) of the Vistnyk’s national-philosophical (national-existential, nationalistic or nation-centric) hermeneutics, that is, the way of understanding, which the author by himself outlined as a “national approach”. The support of Ye. Malaniuk as a culture-philosopher and exegete on the eternal nation-centric values and criteria in his essayistic studies makes his reflections not only historically interesting, but also theoretically productive, classically important for the development of modern Ukrainian hermeneutics and humanities in general.
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TOTROVA, Z. H. ON THE ISSUE OF WORLDVIEW AS AN INDICATOR OF PERSONAL DEVELOPMENT. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2077-1770-2021-14-1-2-38-46.

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The anthropological theme is updated during periods of paradigm instability, which is characteristic of the modern period of history. The purpose of the article is to consider the worldview as an indicator of personality development, which involves solving problems of defining concepts: personality, the structure of the worldview and the factors of its formation. Research methods are philosophical and general logical. Research results. Worldview, as the highest stage of human development, is characterized by consistency and theoretical justification. Among the factors that create a personality, the person himself is decisive, making himself the object of critical analysis, becoming a formative subject, which indicates his spiritual (personal) maturity.
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BESTAEVA, E. HISTORICAL AND PHILOSOPHICAL ASPECT OF THE ROLE AND IMPORTANCE OF ETHICS IN THE SYSTEM OF MODERN EDUCATION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-14-18.

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The article examines the issues of ethics in the educational process in the historical and philosophical development. The main attention is focused on the transformations taking place in the field of economics, science and technology, the meaning and significance of education, which is aimed at the formation of a morally oriented personality, is being revised in a new way. The need for ethical knowledge comes to the fore in the modern educational process, which is aimed at the formation of moral values of the younger generation.
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Sergeyev, Mykola. Ukrainian National Idea in the Modern Ukrainian Media Space. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11407.

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M. Sergeyev’s article “Ukrainian National Idea in the Modern Ukrainian Media Space” states that modern Ukrainian philosophical thought tries to get rid of the flaws and stereotypes of its one-sided orientation “to the East” and tries to establish a European orientation in the minds of Ukrainian citizens. The theoretical proof of the new worldview took place throughout the formation of the Ukrainian state from Little Russia to Ukraine and presents its actual struggle for independence. It is an integral concept that reflects the process of forming theories and views of prominent Ukrainian thinkers on the place and role of Ukrainians in the becoming and development of an independent Ukrainian state. As O. Zabuzhko emphasizes, “all Ukrainian philosophical, historical, sociological thought of the past and our centuries (including the diaspora) is permeated with the sacred idea of nationalism”. The author concludes that the logic of the historical development of the Ukrainian national idea reveals only one model of its socio-political future, which implies the need for Ukraine’s integration into the European and world community. This path requires the moral and political readiness of the entire Ukrainian society for its implementation and prevents the emergence of any other - alternative ideas. Solving this problem is complicated by the need to return to Ukraine the temporarily occupied territories of Crimea, Luhansk and Donetsk regions. Of course, this model will lead to significant political and economic tensions in society (the final severance of economic relations with Russia, the closure of non-competitive industries, the outflow of labor to the west). At the same time, the orientation of the Ukrainian national idea to the west will increase competition in all branches of production and will be a condition for further self-improvement of Ukrainian society.
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TOTROVA, Z. H. THE TOPIC OF OBJECTIVITY OF KNOWLEDGE AS A SOCIOCULTURAL PROBLEM. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2077-1770-2021-14-1-3-14-21.

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The actualization of this topic is explained by modern information technologies, which center the question of knowledge, as such, before its practical application. The purpose of the article is to analyze the topic of objectivity of knowledge, as a sociocultural problem, involving consideration of the relationship of various forms of skepticism with the sociocultural context. Research methods are philosophical and general logical. Research results. Pyrrhonian skepticism reflects the personal, socio-political and economic crisis of the Hellenistic era. The complete and consistent development of the views of extreme skeptics in practice turns into an apology for force or chaos. The time of M. Montaigne is characterized by the conjugation of historical optimism with paradigm instability, the struggle of ideas and socio-cultural structures for the right to exist. Hence the appeal to the subject, as to the basis that determines the stability of social and personal existence.
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González-Montaña, Luis Antonio. Semantic-based methods for morphological descriptions: An applied example for Neotropical species of genus Lepidocyrtus Bourlet, 1839 (Collembola: Entomobryidae). Verlag der Österreichischen Akademie der Wissenschaften, November 2021. http://dx.doi.org/10.1553/biosystecol.1.e71620.

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The production of semantic annotations has gained renewed attention due to the development of anatomical ontologies and the documentation of morphological data. Two methods are proposed in this production, differing in their methodological and philosophical approaches: class-based method and instance-based method. The first, the semantic annotations are established as class expressions, while in the second, the annotations incorporate individuals. An empirical evaluation of the above methods was applied in the morphological description of Neotropical species of the genus Lepidocyrtus (Collembola: Entomobryidae: Lepidocyrtinae). The semantic annotations are expressed as RDF triple, which is a language most flexible than the Entity-Quality syntax used commonly in the description of phenotypes. The morphological descriptions were built in Protégé 5.4.0 and stored in an RDF store created with Fuseki Jena. The semantic annotations based on RDF triple increase the interoperability and integration of data from diverse sources, e.g., museum data. However, computational challenges are present, which are related with the development of semi-automatic methods for the generation of RDF triple, interchanging between texts and RDF triple, and the access by non-expert users.
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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3867.

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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.
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Buckland, Leonora, Deborah Gold, Lisa Hehenberger, and Laura Reijnders. Walking the tightrope: How foundations can find a balance between learning and accountability lenses. Esade Cnter for Social Impact, March 2023. http://dx.doi.org/10.56269/lb20230307.

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Over the last two years, the Esade Center for Social Impact, which is part of Esade Business School in Spain, and its partner BBK, a banking foundation in Bilbao, have been at the center of a web of committed European foundation professionals sharing their thoughts, learnings, practices, frustrations, and eureka moments related to impact measurement and management (IMM). This paper is not a practical guide to Impact Measurement and Management (IMM) – we believe that there are other publications which may help with implementation. Rather, it recounts how foundations at different stages of development and with a range of profiles (corporate, family, operating, and grant-making) are going about IMM on a day-to-day basis and grappling with some of the challenges and philosophical issues arising. For the impact geeks, this will no doubt be interesting grist for the mill. For those not so deep into this space, it might provide an overview of where foundations are in Europe and how they are focusing their efforts on IMM. Our aim is that by synthesizing and sharing what we have heard in this safe space we can inform and inspire others.
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Zinenko, Olena. THE SPECIFICITY OF INTERACTION OF JOURNALISTS WITH THE PUBLIC IN COVERAGE OF PUBLIC EVENTS ON SOCIAL TOPICS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11056.

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Consideration of aspects of the functioning of mass media in society requires a comprehensive approach based on universal media theory. The article presents an attempt to consider public events in terms of a functional approach to understanding the media, proposed by media theorist Dennis McQuayl in the theory of mass communication. Public events are analyzed, on the one hand, as a complex object of journalistic reflection and, on the other hand, as a situational media that examines the relationship of agents of the social and media fields in the space of communication interaction. Taking into account philosophical approaches to the interpretation of the concept of event, considering its semantic spectrum, specificity of use and synonyms in the Ukrainian language, a working definition of the concept of public event is given. Based on case-analysis of public events, In accordance with the functions of the media the functions of public events are outlined. This is is promising for the development of study on typology of public events in the context of mass communication theory. The realization of the functions of public events as situational media is illustrated with such vivid examples of cultural events as «Gogolfest» and «Book Forum in Lviv». The author shows that a functional approach to understanding public events in society and their place in the space of mass communication, opens prospects for studying the role of media in reflecting the phenomena of social reality, clarifying the presence and quality of communication between media producers and media consumers.
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