Philosophy is the study of the most general and fundamental problems of human life. The main areas of study in philosophy includes metaphysics, epistemology, logic, ethics and aesthetics etc. there are other several branches of philosophy which characterize different branches of knowledge. Philosophy being a very abstract branch of study, has not much scope of using equipment on a large scale to supplement the normal lecture schedules. However, in some papers/areas there are comparatively better scope to make the lectures more (...) concrete and interesting through proper use of various teaching aids and modes. We include logic, philosophy of science, applied philosophy, applied ethics, social and political philosophy, philosophy of mind, philosophy of cognitive science and history of philosophy etc., we can use various modern aids. In this article my attempt is to draw out an outlines of aids and modes for effective philosophy teaching. (shrink)

Research in second language learning has identified the absence of metacognition among learners as one of the major problems contributing to students’ inability to comprehend listening texts. Moreover, the shift to remote teaching due to COVID-19 has made it more crucial for teachers and learners to adapt to new modes of teaching and learning. This accentuates the need for effective listening strategy instruction. This study conducted at a university in Oman, is unique in two ways: first, it (...) seeks out teachers’ perceptions of metacognitive strategy instruction in remote teaching; and second, the intervention in the form of explicit metacognitive strategy instruction is offered online. This paper presents the findings of the study, which focused on the following: teachers’ perception of students’ listening difficulties; teachers’ perceptions of metacognitive strategies and their explicit instruction; the role of metacognitive strategy awareness and instruction in improving student participation and skills in listening; challenges encountered in teaching listening during remote teaching; and overcoming challenges of teaching metacognitive strategies in remote teaching. This mixed-method study collected data through questionnaires and interviews with 10 faculty members and 75 students. The findings show that teachers face several challenges, such as time limitations, shortened semesters, unfamiliar coursebook contexts, and assessment practices. For strategy instruction, teachers utilized collaborative lesson planning and resources and virtual flipped classrooms, among others. We conclude that metacognitive strategy instruction can provide better scaffolding during listening instruction and recommends further exploration of students’ use of metacognitive strategies in other academic contexts. (shrink)

Modes of teaching and learning have had to rapidly shift amid the COVID-19 pandemic. As an emergency response, students from Philippine public schools were provided learning modules based on a minimized list of essential learning competencies in Biology. Using a cross-sectional survey method, we investigated students’ perceptions of the Biology self-learning modules (BSLM) that were designed in print and digitized formats according to a constructivist learning approach. Senior high school STEM students from grades 11 (n = 117) and (...) 12 (n = 104) participated in a survey using a 3-point Likert-scale questionnaire uploaded online through Google Forms. The survey results indicate that majority of the students perceived the modules positively, suggesting that aspects of the modules that were salient to students corresponded to essential elements of constructivist pedagogies. However, during interviews, students reported several difficulties in learning with BSLM as it was constrained by, to name a few, the use of unfamiliar words, lack of access to supporting resources, slow internet connection, and time constraints. To address these problems, teachers reported that they gave deadline extensions, complemented modules with other channels of support, and used online and offline platforms for reaching out to students to answer their queries and plan out their schedule for the week. The findings across the data sources point to the complex demands of emergency distance education that teachers, as curriculum designers and enactors, need to bear in mind in order to craft productive pedagogies, constructivist or otherwise, during this unprecedented time. (shrink)

This paper examines the particular relevance of feminist critiques of epistemic authority in contexts of institutionalized violence. Reading feminist criticism of “experts” together with theorists of institutionalized violence, Stone-Mediatore argues that typical expert modes of thinking are incapable of rigorous knowledge of institutionalized violence because such knowledge requires a distinctive kind of thinking-within-discomfort for which conventionally trained experts are ill-suited. The author demonstrates the limitations of “expert” modes of thinking with reference to writings on the Iraq war by (...) Michael Ignatieff and Fouad Ajami. Finally, the author turns to a newly active group of epistemic agents—anti-war relatives of soldiers--to examine the role that undervalued epistemic traits can play in knowledge of war and other forms of structural violence. (shrink)

A growing body of research suggests that students achieve learning outcomes at higher rates when instructors use active-learning methods rather than standard modes of instruction. To investigate how one such method might be used to teach philosophy, we observed two classes that employed Reacting to the Past, an educational role-immersion game. We chose to investigate Reacting because role-immersion games are considered a particularly effective active-learning strategy. Professors who have used Reacting to teach history, interdisciplinary humanities, and political theory agree (...) that it engages students and teaches general skills like collaboration and communication. We investigated whether it can be effective for teaching philosophical content and skills like analyzing, evaluating, crafting, and communicating arguments in addition to bringing the more general benefits of active learning to philosophy classrooms. Overall, we find Reacting to be a useful tool for achieving these ends. While we do not argue that Reacting is uniquely useful for teaching philosophy, we conclude that it is worthy of consideration by philosophers interested in creative active-learning strategies, especially given that it offers a prepackaged set of flexible, user-friendly tools for motivating and engaging students. (shrink)

The COVID-19 outbreak spurred unplanned closures and transitions to online classes. Physical environments that once fostered social interaction and community were rendered inactive. We conducted interviews and administered surveys to examine undergraduate STEM students’ feelings of belonging and engagement while in physical isolation, and identified online teaching modes associated with these feelings. Surveys from a racially diverse group of 43 undergraduate students at a Hispanic Serving Institution (HSI) revealed that interactive synchronous instruction was positively associated with feelings of (...) interest and belonging, particularly for students of color, while noninteractive instruction reduced social belonging, but was related to more cognitive engagement. Small group and one-on-one interviews with 23 of these students suggest that students derived feelings of connectedness from their instructors, peers, and prior experiences and relied on their sense of competency to motivate themselves in the course and feel a sense of belonging. Two embedded cases of students in physics classrooms are compared to highlight the range of student feelings of connectedness and competency during the lockdown. Findings reaffirm that social interaction tends to support belonging and engagement, particularly for under-represented (Black or African American and Hispanic) racial groups in STEM. STEM instructors who aim to support feelings of belonging and engagement in virtual learning environments should consider increasing opportunities for student–student and student–teacher interactions, as well as taking a flexible approach that validates and integrates student voice into instruction. Future research is needed to further explore the themes of relatedness and competency that emerged as aspects of course belonging. (shrink)

(Runner-up, Royal Institute of Philosophy 2020 Philosophy Essay Prize) Technological developments have led to the digitization of certain sectors of the economy, and this has many authors looking ahead to the prospects of a post-work society. While it is valuable to theorize about this possibility, it is also important to take note of the present state of work. For better or worse, it is what we are currently stuck with, and as the COVID-19 pandemic has ensured, much of that work (...) is now taking place online. Though a ‘return to normalcy’ is on the horizon, part of that normalcy involves online work, which is itself a significant change in the lives of many workers. Here I develop an account of work on which work is teleologically structured. This gives the result that working is something we can fail at doing, even when we try, and we can also be unsure of whether we’ve succeeded or failed. The shift of certain work from in-person to online modes generates a persistent uncertainty for workers in affected professions. Because our ability to work is something we typically value, this uncertainty has significant negative consequences for a worker’s self-conception. Indeed, it is analogous to disorders of agency and generates a kind of alienation. (shrink)

In the paper, the current state and trends of the use of AR technologies in the transport industry and in future specialists' vocational training processes have been reviewed and analyzed. The essence and content of the AR technologies relevant to the transport industry have been clarified. The main directions of the AR introduction for the various spheres of the transport industry including design and tuning, mechanical and automotive engineering, marketing and advertising, maintenance and operation, diagnostics and repair of cars have (...) been determined. The AR mobile apps market and the features of the mobile apps with AR have been outlined. The pedagogical terms of effective organizing the students' cognitive activity for transport industry via AR technologies have been determined and researched, namely: to provide each student with the position of an active actor of study and cognitive activity, to switch the study information in a mode of the project activity, the educational content professionalization and to teach students to use the modern ICT purposefully, to manage students' cognitive process by means of ICT. The methodology of using mobile apps with AR in students' vocational preparation process for the transport industry has been presented. It covers the system of educational tasks, updated content of lectures, practical and laboratory classes for specialized disciplines. (shrink)

Architecture and human-built structures are embedded with speciesist practices of domination over the environment, where humans are considered special and superior to other species. This (hu)man exceptionalism has driven architecture and the built environment to be conceived in opposition to ‘nature’, dominating natural terrains and consequently displacing or instrumentalizing the many other species that are given little to no ethical consideration. This way of intervening in the world is leading to the existential questions that must be posed given our global (...) climate crisis. A reframing of human intervention as ‘built environment’ placed in opposition to the ‘natural environment’ of supposedly passive nature, is urgently needed. The motivation for this paper is rooted in a deep concern for the role of humans in the climate crisis and a realization that architecture as a discipline is complicit in elevating the human category above all other beings in nature. There are biases embedded in the practices and teaching of architecture that need to be interrogated and reflected upon, starting with the role models and ideals that we unwittingly operate within. To contextualize the idea of human exceptionalism in architecture, we will explore deep-seeded ideals in architecture linked to the concept of Rectitude as a form of ‘rightness’ -or correct- mode of intervening in the world, conceptualized by Western men as a human-centric practice distinct from nature-made. Supported by Ecofeminist thought, the aim is to open alternative models for world-building and housing humans on earth living in its sixth extinction. (shrink)

This study is intended to determine the efficacy of the teachers and students involving social, cognitive, and teaching presences to the Senior High School students of Saint Joseph College. This study utilized the descriptive survey design. Calderon (2006), defined descriptive research as a purposive process of gathering, analyzing, classifying, and tabulating data about prevailing conditions, practices, processes, trends, and cause-effect relationships and then making an adequate and accurate interpretation of such data with or without or sometimes minimal aid of (...) statistical methods. The following major findings are: the status of the implementation of the online educational community is at a well-implemented level as rated by the students and the teachers. There is no significant difference between the rating of the teachers and the students on the status of the implementation of the online educational community. It can be concluded that the implementation of the online educational community could not be indicative of the performance of the students. Since there is no significant relationship between the implementation of utilizing online education, online learning can still continue as a learning modality whether there is an ongoing pandemic or not because there might be other factors that affect the performance of the students. The mode of the teaching-learning process could not affect the performance of the students. (shrink)

The study examines the modes of representation and communication of information through illustrative teaching aids in the 19th century. It focuses primarily on the didactic wall paintings and the tradition of lectures with slides and notes, how could the experience of these types of collectively observed images influence impressions and expectations of early film audiences. Didactic images are here analyzed primarily in terms of their compositional features, but in an effort to explain how processuality penetrated into the didactic (...) image of the 19th century also with regard to the aspect of time. As a result, the study calls for a reassessment of the importance of the didactic wall painting in the formation of modern visuality and observational practices of the late 19th century. (shrink)

Various esoteric traditions apply different modes of expression for the same metaphysical truths. We may name the two most known esoteric languages as ecstatic and scholastic. Early Daoist use of reverse symbolism as for metaphysical truths and its critical way of viewing formalist understanding of traditional teachings, common virtues and popular beliefs show that it applies an ecstatic language, which, being called shaṭḥ in Sufi terminology, has a detailed literature and technical description in Sufism. This article tries, after a (...) short survey of the concept of shaṭḥ in Sufism, to consider some early Daoist teachings such as wuwei, disparagement of moralism, and disparagement of rationality from an Eastern Sufi point of view regarding shaṭḥ to achieve a clearer insight into the gnostic aspects of the tradition, and to avoid certain possible misunderstanding of the teachings. (shrink)

A scientific perspective is a particular way of regarding something, using a scientific method. Scientific methodology is defined as a mode of research in which a problem is identified, relevant data gathered, a hypothesis formulated, and then empirically tested. Viewed from such a perspective, Guru Nanak's life was a continuous process of scientific experimentation and statement. Guru Nanak's life and writings are abundant in several such examples wherein his scientific approach to resolving several real-life situations with logic and rationality is (...) evident. (shrink)

Science is defined as systematized knowledge of any kind that reflects a precise application of facts or principles. Viewed in this light Guru Nanak's life was a continuous process of scientific experimentation and enunciation. In this article, an attempt is made to bring out the scientific temper and the application of the methodology of science in guru Nanak's life. Scientific methodology is defined as a mode of research in which a problem is identified, relevant data gathered, a hypothesis formulated and (...) then empirically tested. The hypothesis that God alone Is, is an ancient tenet, tested and verified many times in mankind's history. However, it was given to Guru Nanak to prove this truth in the modern context. (shrink)

Midwest Studies In Philosophy, Volume 44, Issue 1, Page 239-259, December 2019: -/- When people speak or write of “embodied” in one form or another, as in embodied mind, embodied cognition, embodied language, embodied self, and so on, they implicitly look past if not outright deny the realities of evolution. Animate life evolves on the basis of different morphologies. Animals with differing morphologies establish not merely different niches but different modes of living, which in the most fundamental sense means (...) establishing distinctive repertoires of movement—different ways of doing everyday things. Certain movements within one species’ repertoire may nevertheless coincide with certain movements within the repertoire of other species, as, for instance, the movement known as presenting, which occurs in multiple primate species in two different contexts: as a sexual invitation and as an aggression deterrent. That certain movements can have the same significance across species does not diminish the distinctiveness of any repertoire but attests to the evolutionary heritage of a species, namely its anchorage in morphology, that is, in bodily templates and possible variations of the same, all of which templates and possible variations translate into distinctive movement possibilities and definitive repertoires of movement. (shrink)

Aristotle defines motion as such: ‘The fulfillment of what exists potentially, in so far as it exist potentially, is motion.’ (Phy., Γ, 1, 201a10-11) He defines it again in the same chapter: ‘It is the fulfillment of what is potential when it is already fully real and operates not as itself but as movable, that is motion. What I mean by ‘as’ is this: Bronze is potentially a statue. But it is not the fulfillment of bronze as bronze which is (...) motion.’ (Phy., Γ, 1) 2) Motion: not a real thing Aristotle believes that ‘there is no such thing as motion over and above the things’ that is supposed to mean that motion cannot be something else than his categories: ‘It is always with respect to substance or to quality or to quantity or to place that what changes changes. But it is impossible to find anything common to these which is neither ‘this’ not quantum nor quale nor any of the other predicates. Hence neither will motion and change have reference to something over and above the things mentioned, for there is nothing over and above them.’ (Phy., Γ, 1, 200b32-201a3) In fact, it is what is moved that is a reality for Aristotle and not the motion itself: ‘Motion is known because of that which is moved, locomotion because of that which is carried. What is carried is a real thing, the movement is not.’ (Phy., Δ, 11) 3) Three items in each motion Aristotle distinguishes three items in each motion (Phy., E, 4): a) ‘That which’ moves; (Note: It is this item that makes a motion a unitary motion. (Phy., Δ, 11)) e.g. a man or gold b) ‘That in which’ the movement occurs; e.g. a place or an affection c) ‘That during which’ the movement takes place; e.g. time Based on the second item, Aristotle distinguishes three kinds of motion: quantitative, qualitative and local which are in respect of the three categories of quantity, quality and place. (Phy., E, 1) However, Aristotle speaks of four things in respect of which change takes place adding substance to the three mentioned categories. (Phy., Γ, 1, 200b32-35) It seems it is based on the differentiation of that in which motion takes place in these four types that Aristotle distinguishes four kinds of motion. (Phy., Γ, 1, 201a11-15): a) Alteration: the motion of what is alterable qua alterable b) Increase and decrease: the motion of what can be increased and what can be decreased c) Coming to be and passing away: the motion of what come to be and pass away d) Locomotion: the motion of what can be carried away Alteration happens in qualities, increase and decrease in quantities, coming to be and passing away in substances and locomotion in place. 4) Problem of motion as an element Discussing why Pythagoreans put motion in their column of indefinites, Aristotle somehow hints to the problem of understanding motion due to its non-elemental character: ‘The reason why they put motion into these genera is that it is thought to be something indefinite and the principles in the second column are indefinite because they are privative: none of them is either ‘this’ or ‘such’ or comes under any of the other modes of predication. The reason in turn why motion is thought to be indefinite is that it cannot be classed simply as a potentiality or as an actuality- a thing that is merely capable of having a certain size is not undergoing change, nor yet a thing that is actually of a certain size, and motion is thought to be a sort of actuality, but incomplete. The reason for this view being that the potential whose actuality it is is incomplete. This is why it is hard to grasp what motion is. It is necessary to class it with privation or with potentiality or with sheer actuality, yet none of these seems possible. There remains then the suggested mode of definition, namely that it is a sort of actuality, or actuality of the kind described, hard to grasp, but not incapable of existing.’ (Phy., Γ, 2, 201b24-) It becomes a real difficulty when it is asked whether the motion is in the mover or in the movable: ‘The solution of the difficulty that is raised about the motion-whether it is in the movable- is plain. It is the fulfillment of this potentiality, and by the action of that which has the power of causing motion; and the actuality of that which has the power of causing motion is not other than the actuality of the movable, for it must be the fulfillment of both. A thing is capable of causing motion because it can do this, it is a mover because it actually does it. But it is on the movable that it is capable of acting. Hence there is a single actuality of both alike, just as one to two and two to one are the same interval, and the steep ascent and the steep descent are one- for these are one and the same, although they can be described in different ways. So it is with the mover and the moved.’ (Phy., Γ, 3) This is not, however, the solution: ‘This view has a dialectical difficulty. Perhaps it is necessary that the actuality of the agent and that of the patient should not be the same. The one is ‘agency’ and the other ‘patiency’; and the outcome and the completion of the one is an ‘action’, that of the other a ‘passion.’ Since then they are both motions, we may ask: in what are they, if they are different? Either (a) both are in what is acted on and moved, or (b) the agency is in the agent and the patiency in the patient. … Now in alternative (b), the motion will be in the mover, for the same statement will hold of ‘mover’ and ‘moved.’ Hence either every mover will be moved, or, through having motion, it will not be moved. If on the other hand (a) both are in what is moved and acted on- both the agency and the patiency (e.g. both teaching and learning, though they are two, in the learner), then, first, the actuality of each will not be present in each, and, a second absurdity, a thing will have two motions at the same time. How will there be two alterations of quality in one subject towards one definite quality? The thing is impossible: the actualization will be one.’ (Phy., Γ, 3) This leads Aristotle to another problem, the problem of one identical actualization for two different things: ‘But (someone will say) it is contrary to reason to suppose that there should be one identical actualization of two things which are different in kind. Yet there will be, if teaching and learning are the same, and agency and patiency. To teach will be the same as to learn, and to act the same as to be acted on- the teacher will necessarily be learning everything that he teaches, and the agent will be acted on. One may reply: (1) It is not absurd that the actualization of one thing should be in another. Teaching is the activity of a person who can teach, yet the operation is performed on some patient- it is not cut adrift from a subject, but is of A on B. (2) There is nothing to prevent two things having one and the same actualization, provided the actualizations are not described in the same way, but are related as what can act on what is acting. (3) Nor is it necessary that the teacher should learn, even if to act and to be acted on are one and the same, provided they are not the same in definition (as ‘raiment’ and ‘dress’), but are the same merely in the sense in which the road from Athens to Thebes are the same, as has been explained above.’ (Phy., Γ, 3) And he continues: ‘For it is not things which are in a way the same that have all their attributes the same, but only such as have the same definition. But indeed it by no means follows from the fact that teaching is the same as learning, that to learn is the same as to teach, any more than it follows from the fact there is one distance between two things which are at a distance from each other, that the two vectors AB and BA, are one and the same. To generalize, teaching is not the same as learning, or agency and patiency, in the full sense, though they belong to the same subject, the motion; for the ‘actualization’ of X in Y’ and the ‘actualization of Y through the actualization of X’ differ in definition.’ (Phy., Γ, 3) . (shrink)

Various changes and advances have taken place in the ways of teaching and learning. With the encountered global pandemic crisis, flexible learning has been practiced particularly in state universities and colleges. This study sought to determine the level of procedural fluency in College Algebra as well as the difficulties and interventions applied by tertiary students of Cotabato State University (CSU) in the flexible learning set-up. The period covered by the study was during the first semester of the school year (...) 2021-2022. The respondents were a sample of 30 first-year mathematics major students of CSU. It used mixed methods; the quantitative approach was utilized to know the students’ knowledge of procedures in solving mathematical problems while the qualitative approach was utilized to explore the difficulties of the students in learning mathematics as well as the coping strategies that can serve as basis for mathematics intervention program. The findings revealed that most of the respondents have a low level of procedural fluency in College Algebra, particularly emerging in the understanding the problem, devising a strategy, and solving steps while inept in the problem-solving checking process. On the part of new normal learning, difficulties were experienced such as poor knowledge of the prerequisite skills and unstable internet connection. As part of their interventions, facing the encountered problems, practicing repeatedly, and watching online video tutorials were applied. Based on the findings of the study, it is concluded that the first-year students have low level of procedural fluency in College Algebra problem-solving particularly in the Polya’s principles of understanding the problem, devising a plan, carrying out the plan, and checking the answer. Because of the learning challenges encountered by the students, it is recommended to develop step-by-step video tutorials that can address their problem-solving difficulties and supplement their learning in the flexible mode of delivery. (shrink)

The Philippine educational system established alternative delivery modes of education, such as the Modified Work and Study Program, to eradicate student dropout incidence. This phenomenological study aims to probe the challenges and explore the coping mechanism of MWSP students in studying mathematics. The study was conducted at a public high school offering the program. Six students were chosen to participate in the study. Focus group discussion was utilized for the data gathering of the study. Results showed that mediocrity of (...) resources and conspicuous learning environment were the leading challenges that MWSP students encounter. Moreover, the coping mechanisms include good classroom management, utilization of concrete examples, time scheduling, steward support, motivational encouragement, and recreational and body relaxation. It is recommended that MWSP mathematics teachers integrate innovative strategies, provide more concrete contextualized examples, intensify the development of learning kits, and reinforce teaching and learning through supplementary materials. (shrink)

The educational setting has changed when pandemic forced everyone to take a reset. The change also known as transition from one modality to another paves the way to surface different stressors and tensions among the teachers and learners. In the literature, little attention was given to the teachers who experienced transition from the change of modality as more research studies focused on the learners’ academic performance. This study used a Heideggerian Phenomenology research design in explicating the lived experiences of the (...) teachers exposed in the transition from modular instruction to face-to-face classes. Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam was used in analyzing the authentic experiences of the participants. There were 8 participants in this study when the data saturation was reached. Semi-structured questionnaire was utilized in conducting the interview. There are four emerging themes generated – The Defect, The Struggles, Pedagogical Challenges, and the Inevitable Stressors. These themes are clear manifestations of how teachers are surviving and thriving in these trying times. It is expedient to create management plans that can alleviate the teachers’ circumstances which can make them ready in transitioning to any mode of teaching.The educational setting has changed when pandemic forced everyone to take a reset. The change also known as transition from one modality to another paves the way to surface different stressors and tensions among the teachers and learners. In the literature, little attention was given to the teachers who experienced transition from the change of modality as more research studies focused on the learners’ academic performance. This study used a Heideggerian Phenomenology research design in explicating the lived experiences of the teachers exposed in the transition from modular instruction to face-to-face classes. Interpretative Phenomenological Analysis (IPA) popularized by Moustakas and modified by Van Kaam was used in analyzing the authentic experiences of the participants. There were 8 participants in this study when the data saturation was reached. Semi-structured questionnaire was utilized in conducting the interview. There are four emerging themes generated – The Defect, The Struggles, Pedagogical Challenges, and the Inevitable Stressors. These themes are clear manifestations of how teachers are surviving and thriving in these trying times. It is expedient to create management plans that can alleviate the teachers’ circumstances which can make them ready in transitioning to any mode of teaching. (shrink)

Philosophers such as Nietzsche, Heidegger, Deleuze and Gendlin pronounce that difference must be understood as ontologically prior to identity. They teach that identity is a surface effect of difference, that to understand the basis of logico-mathematical idealities we must uncover their genesis in the fecundity of differentiation. In this paper, I contrast Heidegger’s analyses of the present- to-hand logico-mathematical object, which he discuses over the course of his career in terms of the ‘as’ structure, temporalization and enframing , with the (...) approaches of Gendlin and Deleuze, supplementing this discussion with Husserl’s investigations of mathematical idealities. Gendlin distinguishes between the representational power a logical pattern has in itself, apart from its virtual generative source, to exactly repeat itself, and the way this self-same pattern is generated and changed by the larger situational texture within which it is embedded. In so doing, he misconstrues the empty, meaningless temporalization of logical calculation as the explicitly preserving carrying-through of already instituted implicit sense. For Heidegger, by contrast, logical inference is less a supplement to or development of implicit experience than a narrowing of its scope , a deficient mode of handiness. Experiencing something as present to hand extension modifies the relevant usefulness of ‘as’ structured comportment by stripping away what is meaningful in our relation with beings, and in the process stripping away its intelligibility. Thus, contrary to the assertion Gendlin, extensive repetition does not carry through intelligible, relevant meaning, it dissolves understanding into the nihilism of empty calculation. While Nietzsche and Deleuze agree with Heidegger on the nihilism of countable units of extension, they retain the idea of instantaneous intrinsic presence. They put into question most aspects of traditional notions of subjectivity, objectivity and causation, except instantaneous presence. Deleuze's notion of intrinsicality as a differential “produced in a time smaller than the minimum continuous time thinkable'.” remains a notion of temporality as ‘in-timeness', as the occupying of a moment of time by a present-at-hand being. (shrink)

Religious faith may manifest itself, among other things, as a mode of seeing the ordinary world, which invests that world imaginatively (or inspiredly) with an unseen depth of divine intention and spiritual significance. While such seeing may well be truthful, it is also unavoidably constructive, involving the imagination in its philosophical sense of the capacity to organize underdetermined or ambiguous sense date into a whole or gestalt. One of the characteristic ways in which biblical narratives inspire and teach is by (...) renewing their characters’ and readers’ imagination. The texts do so not inexorably but in a similar way as (other) works of art. This paper therefore investigates the ways in which works of art engage and develop the imagination, and thereby enable renewed perceptual and cognitive engagement with the world. The paper introduces predictive processing as a helpful psychological theory for analyzing this dynamic, and outlines questions for further research. (shrink)

Jacques Lacan was constantly and consistently motivated by the aims of carrying out, improving, and critically understanding psychoanalytic practice and theory. In his work and teaching, he examined and (re)incorporated a number of key experiences, conceptions, and insights from moral life and moral theories into psychoanalysis. -/- One particularly interesting aspect of Lacan’s work, particularly in terms of moral theory, is that while problematizing them, and reconceiving how we must understand them, his approach remains anchored by key themes, concepts, (...) and experiences of older moral theories and perspectives, such as the truth of the human subject, the nature of the good, and the processes and pitfalls of moral development. -/- Three main sets of issues are analysed and discussed in this chapter. First, we examine Lacan’s criticisms of modes and schools of psychoanalysis that converted it into a simplistically moralistic discipline such as ego-psychology. Second, we run over Lacan’s main discussions and partial appropriations of Aristotelian, Kantian, Utilitarian, Sadean, and Judeo-Christian moral perspectives. Third and finally, we go deeper into discussing the implications Lacan’s reinterpretation of selected Freudian concepts bear for ethics, particularly in terms of ethics of subjectivity. Put very briefly, we might say that Lacan is situating a process of becoming-subject within a never-complete field of ethical discourses. (shrink)

This essay takes up the significance of Wittgenstein's philosophy for our understanding of literature (and vice versa) through a comparative reading of the stakes and aims of Kafka's and Wittgenstein's respective circa 1922 puzzle texts “Von den Gleichnissen” (“On Parables”) and the Tractatus Logico-Philosophicus. The essay builds upon the so-called resolute program of Wittgenstein interpretation developed by Cora Diamond, James Conant, and others, bringing its insights to bear on Kafka's perplexing work. The essay explores the ethical weight of these two (...) writers' investment in the philosophical depth of riddles, irony, and parabolic and nonsensical expression as unorthodox modes of indirect instruction about ordinary language and world, the yearning for transcendence, and the failure to achieve it. Both demanding works deal with the ethical difference between “getting” the philosophical import of a story or joke and not getting it in the context of an examination of the relationship (or lack thereof) between the activities and difficulties of everyday life, on the one hand, and those of literary expression and/or spiritual or philosophical teaching, on the other. Both strive to open readers to experience — as revealed through everyday language — by leading us beyond the dichotomy of facticity and transcendence, away from the urge to transcend the limits of language, and toward a recognition of the possibility of seeing our ordinary dealing with things as presenting a face of significance that is at once linguistically meaningful and ethically valuable. The central aim of this discussion of Wittgenstein's Tractatus and “Lecture on Ethics” alongside Kafka's parable is to examine the ways in which Wittgenstein's philosophical outlook, writing, and method (shaped by his general attraction to the Book and book writing as well as by his reading of certain works of literature) are deeply relevant to literary studies, and particularly to our understanding of literary modernism. (shrink)

Poverty as a Product of Systemic Failure, Violation of Balance, and Ignorance -/- By: Angelito Enriquez Malicse -/- Introduction -/- Poverty is not merely an economic condition; it is a deeply rooted social issue that stems from systemic failure, violation of balance, and ignorance. While poverty is often viewed as an individual problem, it is, in reality, a consequence of flawed institutions, unsustainable practices, and a lack of proper education. When societies fail to establish equitable systems, disrupt the natural balance (...) of resources, and allow ignorance to thrive, they create conditions where poverty becomes inevitable. This essay explores how these three fundamental factors contribute to the persistence of poverty and how they can be addressed through a more structured and holistic approach. -/- Systemic Failure: The Structural Root of Poverty -/- Poverty does not arise in isolation; it is a direct consequence of systemic failures within economic, political, and social structures. Societies that fail to establish fair economic policies, effective governance, and accessible social services create environments where large portions of the population struggle to meet their basic needs. -/- 1. Corrupt Governance and Wealth Concentration -/- Many governments, particularly in developing nations, misallocate resources due to corruption, leading to inefficiency and economic inequality. Instead of distributing wealth fairly, corrupt leaders allow a small elite to control national resources while the rest of the population remains impoverished. This imbalance makes it nearly impossible for the poor to break free from their conditions. -/- 2. Unregulated Capitalism and Economic Exploitation -/- Capitalism, when left unchecked, often prioritizes profit over people. Large corporations exploit labor by paying unfair wages, reducing access to job security, and minimizing social benefits. This system traps workers in a cycle of poverty where they are overworked but underpaid, unable to save or improve their living conditions. -/- 3. Inadequate Social Safety Nets -/- In many societies, social welfare systems are either weak or nonexistent. Without universal access to healthcare, education, and employment opportunities, the poor remain stuck In survival mode, unable to invest in their future. In contrast, nations with strong social support systems experience significantly lower poverty rates. -/- Thus, systemic failure creates poverty by failing to distribute wealth fairly, regulate economic policies, and provide safety nets for the vulnerable. -/- Violation of Balance: The Disruption of Sustainable Living -/- Your universal law of balance in nature states that everything must exist in harmony to sustain life. Poverty can be seen as a direct result of the violation of this balance, where human decisions have disrupted the natural and social equilibrium. -/- 1. Overexploitation of Resources -/- The reckless consumption of natural resources by a few nations or corporations leaves entire populations without access to food, clean water, and land. When industries prioritize profit over sustainability, they destroy ecosystems, leading to poverty in regions that depend on these resources for survival. -/- 2. Unsustainable Population Growth -/- Many developing nations experience rapid population growth without corresponding economic development. This creates an imbalance where resources such as food, water, and housing become insufficient to support growing populations, leading to mass poverty. Without proper planning and regulation, countries struggle to maintain sustainable living conditions. -/- 3. Extreme Wealth Disparity and Economic Instability -/- A major violation of balance occurs when a small percentage of people control the majority of a nation’s wealth. This concentration of resources leads to social instability, crime, and reduced economic mobility for the poor. A balanced system would ensure that wealth is distributed fairly so that all individuals have access to opportunities for growth. -/- When societies disrupt the balance between population, resources, and economic distribution, they create unsustainable conditions that lead to widespread poverty. -/- Ignorance: The Barrier to Poverty Eradication -/- Perhaps the most critical cause of poverty is ignorance, which manifests both at the individual and societal levels. Ignorance prevents people from understanding, addressing, and solving the very systems that keep them impoverished. -/- 1. Lack of Education and Critical Thinking -/- Without education, individuals cannot acquire the skills needed to escape poverty. Many impoverished regions suffer from low literacy rates, making it difficult for people to find stable jobs, understand their rights, or challenge unfair systems. A lack of critical thinking skills also allows misinformation and propaganda to control public perception, preventing meaningful change. -/- 2. Cultural and Religious Barriers -/- Many societies hold onto outdated traditions or religious dogma that discourage people from questioning authority, using birth control, or demanding better governance. While faith and tradition can provide social cohesion, they can also reinforce poverty when they discourage progress and education. -/- 3. Misinformation and Media Manipulation -/- The spread of false information, especially through social media and political propaganda, keeps people unaware of the true causes of their suffering. Governments and corporations manipulate public perception, convincing the poor that their situation is unchangeable or that economic inequality is “natural.” As a result, people fail to demand better policies or take action to change their circumstances. -/- Ignorance prevents individuals from recognizing the structural causes of their poverty, keeping them trapped in a cycle of economic hardship. -/- Solutions: Restoring Balance and Systemic Reform -/- If poverty is a product of systemic failure, imbalance, and ignorance, then the solution must involve structural reform, balance restoration, and education. -/- 1. Systemic Change: Governments must regulate capitalism, eliminate corruption, and create fair economic policies that ensure wealth is distributed equitably. -/- 2. Restoring Balance: Countries must implement sustainable development strategies, control population growth through education and planning, and ensure that natural resources are used responsibly. -/- 3. Eliminating Ignorance: A reformed educational system must teach critical thinking, scientific reasoning, and ethical leadership to empower future generations to challenge unjust systems. -/- Your holistic educational approach, based on the universal law of balance in nature, could serve as the foundation for eradicating poverty by reprogramming societal thinking and decision-making at a fundamental level. -/- Conclusion -/- Poverty is not simply an unfortunate condition—it is the result of broken systems, disrupted balance, and widespread ignorance. Governments, corporations, and social structures have failed to provide a fair and sustainable way of living, while economic exploitation and misinformation keep people from rising out of poverty. To truly solve poverty, we must rebuild social systems, restore balance, and educate future generations to think critically and act responsibly. Only through such a holistic, scientifically grounded approach can humanity achieve a world where poverty is no longer a systemic inevitability but a preventable condition. -/- . (shrink)

Modern Western psychology is not a monolithic discipline for it has, at its disposal, a host of therapies and techniques. However, it is sustained by a set of hegemonic and totalitarian assumptions that have, in myriad ways, served to undermine other approaches. Mainstream psychology, which is based on a foundation of materialism, is largely incapable of providing authentic healing because it cannot access realms that transcend the empirical order. Yet, since time immemorial, there have been modes of spiritually based (...) therapies connected to the diverse religious traditions of the world. In this ground-breaking work, Dr. Jean-Claude Larchet provides a compelling analysis of the Church Fathers’ profound wisdom into the human condition and its various maladies of the soul. In doing so, he offers remarkable insights into how mental health treatment can be richly informed by traditional Christianity. (shrink)

This chapter addresses the challenges of implementing reflective thinking in engineering ethics education (EEE). It examines existing methods for teaching ethical reflection in EEE and argues that pedagogical activities aiming to foster ethical reflection need to be infused with dialogical interactions and, at a deeper level, informed by dialogism. Dialogism is understood as a relational approach to inquiry in which interactions between moral agents enable them to develop their own understandings through the process of finding shared meanings with the (...) others in activities such as sharing reasons and deliberation. Drawing on pragmatism and phenomenology, the authors conceptualize reflection as a mode of thinking that enables us to monitor and question our assumptions and values – and to synthesize experiences and situations continuously and iteratively. Classroom reflection is a nuanced practice that can be captured through experiential, first-person accounts. Given the centrality of the dialogical experiences in reflection, the assessment methods should focus on evaluating the process rather than the learning outcomes, by emphasizing self-awareness, transformation, and spontaneity in class interactions. In creating opportunities for reflection, instructors need to purposefully consider their choice of specific cases and scenarios used in instruction. Students should be guided to recognize and engage in ethical situations by considering their full, diverse, and complex contextual reality, their own assumptions, values, and experiences, and by promoting dialogical practices in the classroom. (shrink)

This paper argues that Moore's specifist defence of critical thinking as ‘diverse modes of thought in the disciplines’, which appeared in Higher Education Research & Development, 30(3), 2011, is flawed as it entrenches relativist attitudes toward the important skill of critical thinking. The paper outlines the critical thinking debate, distinguishes between ‘top-down’, ‘bottom-up’ and ‘relativist’ approaches and locates Moore's account therein. It uses examples from one discipline-specific area, namely, the discipline of Literature, to show that the generalist approach to (...) critical thinking does not ‘leave something out’ and outlines why teaching ‘generic’ critical thinking skills is central to tertiary education, teaching and learning, and employment opportunities for students. The paper also defends the assessment of critical thinking skills. (shrink)

There is a long standing controversy in education as to whether education ought to be teacher- or student- centered. Interestingly, this controversy parallels the parent- vs. child-centered theoretical swings with regard to good parenting. One obvious difference between the two poles is the mode of communication. “Authoritarian” teaching and parenting strategies focus on the need of those who have much to learn to “do as they are told,” i.e. the authority talks, the child listens. “Non-authoritarian” strategies are anchored in (...) the assumption that youngsters ought to be encouraged to develop their natural interests and talents and hence that it is important to allow the children to do the talking and that adults listen. Both strategies seemed flawed due to the absence of the inherent wisdom of its opposing view. This chasm can be overcome. The Community of Inquiry, a pedagogical method used in Philosophy for Children, demands a method of communication which is able to bridge this gap. A Community of Inquiry is neither teacher-centered and controlled nor student-centered and controlled, but centered on and controlled by the demands of truth. Truth is absolutely essential to this method; it is only because of progress toward truth that participants are ultimately convinced of the fruitfulness of the process. Truth, however, is a hard taskmaster; it places severe restrictions on participants and puts exacting demands on the facilitator. These inherent restrictions and demands are too often underplayed, overlooked and sometimes seemingly overtly denied by those who, quite correctly emphasize that ultimately this method depends on maintenance and enhancement of student autonomy. This underrating of the role of the facilitator has led to a severe undervaluing of this otherwise brilliant pedagogical method, but worse, it has left novice teacher/facilitators ill prepared to utilize this method successfully. (shrink)

What is it for two people to think of an object, natural kind or other entity under the same mode of presentation (MOP)? This has seemed a particularly difficult question for advocates of the Mental Files approach, the Language of Thought, or other ‘atomistic’ theories. In this paper I propose a simple answer. I first argue that, by parallel with the synchronic intrapersonal case, the sharing of a MOP should involve a certain kind of epistemic transparency between the token thoughts (...) of the two thinkers. I then explain how shared words help bring about this transparency. Finally, I show how this account can be extended for thoughts expressed using demonstratives or indexicals. (shrink)

Religious faith may manifest itself, among other things, as a mode of seeing the ordinary world, which invests that world imaginatively with an unseen depth of divine intention and spiritual significance. While such seeing may well be truthful, it is also unavoidably constructive, involving the imagination in its philosophical sense of the capacity to organize underdetermined or ambiguous sense date into a whole or gestalt. One of the characteristic ways in which biblical narratives inspire and teach is by renewing their (...) characters’ and readers’ imagination. The texts do so not inexorably but in a similar way as works of art. This paper therefore investigates the ways in which works of art engage and develop the imagination, and thereby enable renewed perceptual and cognitive engagement with the world. The paper introduces predictive processing as a helpful psychological theory for analyzing this dynamic, and outlines questions for further research. (shrink)

Some have defended a Fregean view of perceptual content. On this view, the constituents of perceptual contents are Fregean modes of presentation (MOPs). In this paper, I propose that perceptual MOPs are best understood in terms of object files. Object files are episodic representations that store perceptual information about objects. This information is updated when sensory conditions change. On the proposed view, when a subject perceptually represents some object a under two distinct MOPs, then the subject initiates two object (...) files that both refer to a. My defense of this view appeals to its satisfaction of four constraints that I argue theories of perceptual MOPs should satisfy. Furthermore, I show that some existent accounts of perceptual MOPs fail to satisfy them. The defended constraints also indicate what is unique about perceptual, as opposed to linguistic or cognitive, MOPs. (shrink)

Evaluative studies of inductive inferences have been pursued extensively with mathematical rigor in many disciplines, such as statistics, econometrics, computer science, and formal epistemology. Attempts have been made in those disciplines to justify many different kinds of inductive inferences, to varying extents. But somehow those disciplines have said almost nothing to justify a most familiar kind of induction, an example of which is this: “We’ve seen this many ravens and they all are black, so all ravens are black.” This is (...) enumerative induction in itsfullstrength. For it does not settle with a weaker conclusion (such as “the ravens observed in the future will all be black”); nor does it proceed with any additional premise (such as the statistical IID assumption). The goal of this paper is to take some initial steps toward a justification for the full version of enumerative induction, against counterinduction, and against the skeptical policy. The idea is to explore various epistemic ideals, mathematically defined as different modes of convergence to the truth, and look for one that is weak enough to be achievable and strong enough to justify a norm that governs both the long run and the short run. So the proposal is learning-theoretic in essence, but a Bayesian version is developed as well. (shrink)

When we speak of language we usually use the concept of a particular language. In this sense the concept denoted with the word language may vary from one language to another. Real language (=the language spoken) on the contrary is the reality lived by speakers thus encompassing complex and multifarious activities. Depending on the language spoken, the modes of thinking, modes of being in the conception of things, and systems of beliefs transmitted by means of particular languages, denote (...) the living reality of language with different grammatical categories. The concept “language” is expressed sometimes with a noun, thus denoting something existing in it; sometimes with a verb, thus denoting an action or an activity; and sometimes with an adverb, thus denoting the mode of an activity. The reality or degree of reality implicit in these grammatical categories involves a particular mode of thinking, prompted with a particular mode of being in the conception of things. Because of this it is necessary to distinguish the concept of language as something different from the reality of language. But first of all it is necessary to determine the reality or degree of reality of both the reality lived by speakers and the thing usually conceived of as language or a language. (shrink)

How can we improve business ethics education for the twenty first century? This study evaluates the effectiveness of a visual case exercise in the form of a 3D immersive game given to undergraduate students at two UK Universities as part of a mandatory business ethics module. We propose that due to evolving learning styles, the immersive nature of interactive games lends itself as a vehicle to make the learning of ethics more ‘concrete’ and ‘personal’ and therefore more engaging. To achieve (...) this, we designed and built an immersive 3D simulation game in the style of a visual case. The effectiveness of the game was evaluated using a mixed methods approach measuring recognised and adapted constructs from the technology acceptance model. Results demonstrate that students found the game beneficial to their learning of ethics with the development of knowledge and skills applicable to the real world and that they engaged with the process due to game elements. Findings demonstrate the potential for the development of simulated games to teach ethics at all levels and modes of delivery and the contribution of this type of visual case model as a pedagogic method. (shrink)

In his 2009 encyclical letter Caritas in Veritate, Pope Benedict XVI calls for a deeper, theological and metaphysical evaluation of the category of “relation” to achieve a proper understanding of the human being’s “transcendent dignity.” For some contemporary thinkers, this position might seem to be hopelessly paradoxical or even incoherent. After all, many contemporary thinkers are apt to believe that the human creature can have “transcendent dignity” only if the being and goodness of the human creature is not conditioned by (...) or dependent upon any relation or relatedness to anything else, including the natural environment. This chapter seeks to show that apparent paradoxes in Benedict XVI’s statement will begin to disappear if one resists the rather understandable temptation to interpret his thought by relying on presuppositions borrowed from contemporary ethical theories. More specifically, this chapter aims to show that Benedict XVI’s teachings— embedded as they are within a rich tradition of Catholic “natural law” thinking—are importantly distinguishable from contemporary utilitarian and deontological views. Furthermore, this chapter seeks to demonstrate that Benedict XVI’s “natural law” account offers an intellectually defensible alternative to contemporary modes of environmental thinking. (shrink)

Plato’s Protagoras contains, among other things, three short but puzzling remarks on the media of philosophy. First, at 328e5–329b1, Plato makes Socrates worry that long speeches, just like books, are deceptive, because they operate in a discursive mode void of questions and answers. Second, at 347c3–348a2, Socrates argues that discussion of poetry is a presumptuous affair, because, the poems’ message, just like the message of any written text, cannot be properly examined if the author is not present. Third, at 360e6–361d6, (...) it becomes clear that even if the conversation between Socrates and Protagoras was conducted by means of short questions and answers, this spoken mode of discourse is problematic too, because it ended up distracting the inquiry from its proper course. As this paper 2 sets out to argue, Plato does not only make Socrates articulate these worries to exhibit the hazards of discursive commodifi cation. In line with Socrates’ warning to the young Hippocrates of the dangers of sophistic rhetoric, and the sophists’ practice of trading in teachings, they are also meant to problematize the thin line between philosophical and sophistical practice. By examining these worries in the light of how the three relevant modes of discourse are exemplifi ed in the dialogue, this paper aims to isolate and clarify the reasons behind them in terms of deceit, presumptuousness and distraction; and to argue that these reasons cast doubts on the common assumption that the dialogue’s primary aim is to show how sophistical rhetoric must succumb to Socratic dialectic. (shrink)

In this article, we develop a new approach to integrating philosophical phenomenology with qualitative research. The approach uses phenomenology’s concepts, namely existentials, rather than methods such as the epoché or reductions. We here introduce the approach to both philosophers and qualitative researchers, as we believe that these studies are best conducted through interdisciplinary collaboration. In section 1, we review the debate over phenomenology’s role in qualitative research and argue that qualitative theorists have not taken full advantage of what philosophical phenomenology (...) has to offer, thus motivating the need for new approaches. In section 2, we introduce our alternative approach, which we call Phenomenologically Grounded Qualitative Research (PGQR). Drawing parallels with phenomenology’s applications in the cognitive sciences, we explain how phenomenological grounding can be used to conceptually front-load a qualitative study, establishing an explicit focus on one or more structures of human existence, or of our being in the world. In section 3, we illustrate this approach with an example of a qualitative study carried out by one of the authors: a study of the existential impact of early parental bereavement. In section 4, we clarify the kind of knowledge that phenomenologically grounded studies generate and how it may be integrated with existing approaches. (shrink)

The changes known as the loss of inflexions in English (11th- 15th centuries, included) were prompted with the introduction of a new mode of thinking. The mode of thinking, for the Anglo-Saxons, was a dynamic way of conceiving of things. Things were considered events happening. With the contacts of Anglo-Saxons with, first, the Romano-British; second, the introduction of Christianity; and finally with the Norman invasion, their dynamic way of thinking was confronted with the static conception of things coming from the (...) Mediterranean. The history of English from the 11th to the 15th century meant the introduction, confrontation and adoption of a new mental conception of things, the static way of conceiving of things, both modes of thinking defining the language today. (shrink)

Several contemporary philosophical theories of introspection have been offered, yet each faces a number of difficulties in providing an explanation of the exact nature of introspection. I contrast the inner-sense view that argues for a causal awareness with the acquaintance view that argues for a non-causal or direct awareness. After critically examining the inner-sense and the acquaintance views, I claim that these two views are complementary and not mutually exclusive, and that both perspectives, conceived of as modes of introspective (...) access, actually broaden the notion of introspection. I then propose a useful distinction between stimuli-induced introspection—i.e., a receptive process whereby some specific mental states induce introspection—and self-triggered introspection—i.e., a selective process whereby the individual’s own interest and volition initiates introspection. I argue that that distinction may eliminate the false dichotomy which claims that only one of those types of awareness, either the causal one or the direct one, is conducive to introspection or is defined as introspection. (shrink)

Scientific attitude represents a spirit of critical and creative inquiry. It involves the process of logical reasoning. The ability to think objectively, logically and analytically leads to the development of a scientific attitude. It is a way of looking at things, the capacity that rids an individual of all kinds of prejudice and to look at the object in its entirety and its objectivity. Having a scientific attitude consists of being willing to accept only carefully and objectively verified facts. Scientific (...) attitude is a particular way of regarding something, using a scientific method. Scientific methodology is defined as a mode of research in which a problem is identified, relevant data gathered, a hypothesis formulated and then empirically tested. Guru Nanak not only propounded a rational and logical way of life but a realistic and optimistic worldview. The teachings of Guru Nanak focus on the search for truth and spiritual knowledge, keen observation of worldly phenomena, advocacy of universal egalitarianism, exposing taboos and shams, debunking futile rituals, confronting vain practices, censuring dogmas, challenging superstitious customs and denouncing stereotypes. Viewed in this light, Guru Nanak’s life was a continuous process of scientific experimentation and statement. Guru Nanak’s life and writings are rich in several such examples wherein his scientific approach to resolve several real-life situations with logic and rationality is evident. (shrink)

During the Middle Ages, physicians, philosophers, and theologians developed a complex and rich discourse on the concept of sickness. Illness (infirmitas) was perceived as the natural state of existential imperfection for homo viator, fallen due to sin and impaired in his bodily integrity. Leprosy, smallpox, plague and the other collective diseases that constantly plagued medieval societies prompted reflections on etiology and modes of transmission of epidemics. Building on Galenic teachings, medieval medicine – both Arabic and Latin – delved into (...) the study of fevers. Key concepts in medical pathology, such as the humors, humidum radicale, and spiritus, were assimilated and reinterpreted within philosophical and theological frameworks. The ten contribution collected in this volume explore this rich array of concepts and themes by closely examining the theories and works of prominent and lesser-known figures in medicine, theology, and philosophy active across Latin Christendom, the Islamic context, and the Jewish world: from Augustine to ʿAlī ibn al-ʿAbbas al-Maǧūsī, from Avicenna to Constantine the African, from Maimonides to Albert the Great, from Arnau de Vilanova to Gentile da Foligno, from Henry of Herford to Michele Savonarola. (shrink)

This study assessed the mode of test administration, birth variables, and students’ academic performance in Mathematics in Obubra Local Government Area of Cross River State, Nigeria. The study was guided by three null hypotheses following a quasi- experimental research design. Simple random and purposive sampling techniques were employed in selecting a sample of 250 respondents from a population of 5,792 students. Birth Order Checklist (BOC) and Mathematics Achievement Test (MAT) were used for data collection. The experimental group was assigned to (...) take a Computer-Based Test (CBT) while the control group took a Paper-Pencil Test (PPT) in mathematics. The null hypotheses were tested at .05 alpha level using two-way analysis of variance. Major findings revealed that, the interactive effects of gender and mode of test administration on the academic performance of students is non- significant [F(1,249)=0.028, p>.05, partial η2=.000]; the interactive effects of gender and birth order on the academic performance of students was not statistically significant [F(3,249)=0.782, p>.05, partial η2=.010]; the interactive effect of gender and birth order on the academic performance of students in mathematics is statistically significant [F(3,249)=2.854, p<.05, partial η2 =.034]. Based on these findings conclusions and recommendations were made for improved academic performance and school system effectiveness. (shrink)

The paper considered developing a constructivist model for effective physics teaching. The model is imperative because of the increasing difficulty in learning physics and the resulting poor academic performance in the subject. The paper reviewed two types of constructivism which are the social and cognitive constructivism. Highlights of correlations between the constructivist learning and the authentic learning were revealed. To applying the model to physics learning, it was argued that constructivist teachers should give serious attention to the prior knowledge (...) of the students. This will determine the mode of teacher instruction. The teacher content knowledge and pedagogical knowledge are central to excellent teaching. The paper concludes that physics teacher should promote student interactions and respect student ideas being the kernel of the constructivist learning. Aina, Jacob Kola "Developing a Constructivist Model for Effective Physics Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-4 , June 2017 . (shrink)

At least since Socrates, philosophy has been understood as the desire for acquiring a special kind of knowledge, namely wisdom, a kind of knowledge that human beings ordinarily do not possess. According to ancient thinkers this desire may result from a variety of causes: wonder or astonishment, the bothersome or even painful realization that one lacks wisdom, or encountering certain hard perplexities or aporiai. As a result of this basic understanding of philosophy, Greek thinkers tended to regard philosophy as an (...) activity of inquiry (zētēsis) rather than as a specific discipline. Discussions concerning the right manner of engaging in philosophical inquiry – what methodoi or routes of inquiry were best suited to lead one to wisdom – became an integral part of ancient philosophy, as did the question how such manners or modes of inquiry are related to, and differ from, other types of inquiry, for instance medical or mathematical. In this special issue of History of Philosophy & Logical Analysis, we wish to concentrate in particular on ancient modes of inquiry. (shrink)

Existence as reflected in natural language is not a univocal notion, but divides into different modes of being, such as existence (as, roughly, endurance) and occurrence. One aim of the paper is to distinguish sharply between abstract artifacts and non-existent objects (e.g., plans vs. planned events that fail to occur); another is to argue for validity as a mode of being distinct from existence, as well as for corresponding distinctions among non-being.

Rule-following is a normative doing and therefore needs to be reconsidered in a metaethical framework. Rule-following will be discussed in the light of cognitivism and non-cognitivism. It will be shown that neither cognitivism nor non-cognitivism are sufficiently good accounts for conceptualizing rule-following, because they are held captive by a quasi-mechanistical picture of rule-following. This idea stems from Stanley Cavell´s and John McDowell´s approach to rule-following. McDowell appeals to the idea that we participate in “shared forms of life” and therefore are (...) able to follow rules correctly. I believe that his quietist view can be amplified by conceptualizing different modes of following a rule. We can also follow a rule e.g. ironically and still grasp the conceptual content of the rule adequately. (shrink)

Four modes of language acquisition and communication are presented translating ancient Indian expressions on human consciousness, mind, their form, structure and function clubbing with the Sabdabrahma theory of language acquisition and communication. The modern scientific understanding of such an insight is discussed. . A flowchart of language processing in humans will be given. A gross model of human language acquisition, comprehension and communication process forming the basis to develop software for relevantmind-machine modeling will be presented. The implications of such (...) a model to artificial intelligence and cognitive sciences will be discussed. The essential nature and necessity of a physics, communication engineering , biophysical and biochemical insight as both complementary and supplementary to using mathematical and computational methods in delineating the theory of language processing in humans is put forward. (shrink)

Introduction: the objective of the investigation is to analyse the informational operating-mode of the brain and to extract conclusions on the structure of the informational system of the human body and consciousness. Analysis: the mechanisms and processes of the transmission of information in the body both by electrical and non-electrical ways are analysed in order to unify the informational concepts and to identify the specific essential requirements supporting the life. It is shown that the electrical transmission can be described by (...) typical YES/NO (all or nothing) binary units as defined by the information science, while the inter and intra cell communication, including within the synaptic junction, by mechanisms of embodiment/disembodiment of information. The virtual received or operated information can be integrated in the cells as matter-related information, with a maximum level of integration as genetically codified info. Therefore, in terms of information, the human appears as a reactive system changing information with the environment and between inner informational subsystems which are: the centre of acquisition and storing of information (acquired data), the centre of decision and command (decision), the info-emotional system (emotions), the maintenance informational system (matter absorption/desorption/distribution), the genetic transmission system (reproduction) and info-genetic generator (genetically assisted body evolution). The dedicated areas and components of the brain are correlated with such systems and their functions are specified. Result: the corresponding cognitive centres projected into consciousness are defined and described according to their specific functions. The cognitive centres, suggestively named to appropriately include their main characteristics are detected at the conscious level respectively as: memory, decisional operation (attitude), emotional state, power/energy status and health, associativity and offspring formation, inherited predispositions, skills and mentality. The near-death and religious experiences can be explained by an Info-Connection pole. Conclusion: consciousness could be fully described and understood in informational terms. (shrink)

Brentanians defend the view that there are distinct types of object, but that this does not entail the admission of different modes of being. The most general distinction among objects is the one between realia, which are causally efficacious, and irrealia, which are causally inert. As for being, which is equated with existence, it is understood in terms of “correct acknowledgeability.” This view was defended for some time by Brentano himself and then by his student Anton Marty. Their position (...) is opposed to Bolzanian, Husserlian, and Meinongian ontologies, in which a distinction in the (higher) types of object implies a distinction in their mode of being. These Austro-German discussions anticipate much of the contemporary debate between Quineans, who accept only differences in objects, and neo-Meinongians or other ontological pluralists, who accept different modes of being. My paper first presents the Brentanian view in detail and then evaluates its philosophical significance. (shrink)

Introducing alternative modes of assessment is but one response to the recent call for democratic and ethical language assessment. Yet, despite the recent emphasis in the discourse community and the rise in publication on alternative assessment, these new forms of assessment still need to be explored further. This study is a two-fold attempt: first, to investigate teachers’ attitudes and beliefs about different aspects of traditional testing and alternative assessment, and second to delve into their ethical orientation and to examine (...) views on language testing apropos of their general ethical viewpoints. A questionnaire was developed and used to collect Iranian EFL teachers’ views on language testing and ethics in general (N = 153). The results indicated that despite its agreed-upon disadvantages, an obstinate stigmatization and refusal of traditional testing may still seem a practice at odds with the common sense. In fact, until a better proposal can be offered, alternative assessment and traditional testing can best be regarded as supplements rather than substitutes. (shrink)