Reading comprehension is a skill that can aid pupils in grasping the meaning of a text or gaining new insights from it. This study investigated the influence of multiple variables on reading comprehension and identified the key factors that contribute to reading comprehension. It utilized the descriptive-correlational method to describe the relationship between multiple independent variables and reading comprehension. It was conducted in one of the elementary schools in Himamaylan City during the (...) school year 2022-2023, utilizing 50 Grade 6 students who were selected using total enumeration. The researcher utilized the Philippine Informal Reading Inventory to determine students’ reading comprehension and standardized instruments in measuring various variables in reading. It was revealed that out of the ten variables considered, it was reading fluency (t=-2.197, p=0.034), nonsense word fluency (t=-2.018, p=0.050), phonological awareness (t=2.923, p=0.006) and phonemic awareness (t=-2.809, p=0.08) were found significantly related to the reading comprehension of the students. These four variables are the key factors that impact reading comprehension and help them better build an understanding of the text. Using multiple regression analysis, it was found that reading fluency, nonsense word fluency, phonological awareness, and phonemic awareness are the influential variables in the students’ reading comprehension indicating the essence of primary language development. Moreover, phonological awareness is significant in developing the student's reading comprehension. It is recommended that the development of reading comprehension in the primary grades be given a focus through proper intervention. (shrink)

This study was conducted to assess the reading comprehension among the grade 4 pupils in an integrated school in the District of Tangalan, Philippines. The result of the study was the basis on the development of an instructional reading material during the School Year 2023-2024. The design based research was used in this study using IPO model. The participants were the 66 grade 4 pupils and 10 teacher experts. Reading Comprehension Test and Learning Material Evaluation (...) Tool were the data gathering instruments. The data were analyzed and interpreted using descriptive and inferential data analysis. The reading comprehension in English of grade 4 pupils is “low”. Based on the result of the study, an instructional material was developed offering a variety of engaging activities, including word boxes, missing letter challenges, collaborative group activities, reading experiences, interactive games, and visual aids for descriptive analysis. The level of acceptability of the developed instructional material for grade 4 was “very highly acceptable” as to content, instructional quality, prints, design and layouts. The level of reading comprehension of grade 4 pupils before the intervention were “low” and after using the developed instructional material, it became “moderate”. Hence, there is a significant difference on the reading comprehension of grade 4 pupils before and after using the instructional material. -/- . (shrink)

Teachers' pedagogical strategy in teaching reading comprehension cannot be neglected because when learners fail to comprehend text and give meaning to it, they experience difficulties understanding other subjects taught. This study, therefore, examined reading comprehension strategies adopted by teachers to enhance reading comprehension among primary school learners. This study adopted a qualitative research method with an interpret visit paradigm. Ten (10) teachers were purposively selected for the study one each from ten (10) primary schools. (...) Data was collected the selected participants using semi-structured interview. The researchers ensured the trustworthiness of the interview through disclosure and corroboration. The data collected were transcribed for the purpose of analysis using the atlasti software and the thematic data analysis technique. Findings indicate that some teachers did not understand the various strategies to optimise reading comprehension. Teachers also lacked knowledge of the different learners learning preferences to plan their reading comprehension lessons. Furthermore, the lack of appropriate reading material and differentiated reading exercises for slow learners were highlighted among the challenges that hampered reading comprehension. The study recommends capacity-building programmes to provide strategies for differentiated teaching, to learn to accommodate slow learners and to provide appropriate resources by the education department. (shrink)

This study set out to look into the relationship between metacognitive reading strategies and reading comprehension of Grade 11 Technical-Vocational-Livelihood modular distance learners of Pasay City East. A correlational research design was employed. The Metacognitive reading strategies served as the dependent variable while reading comprehension served as an independent variable. Random sampling was used to select the 116 respondents and MARSI R and McCall Crabbs Reading Proficiech test were the instruments. The findings of (...) this study show a weak relationship between metacognitive awareness of reading strategies and reading comprehension and the unachieved grade level which failed to reject the hypothesis that there was no significant relationship of metacognitive reading strategies and reading comprehension for Global and Problem-Solving reading strategies. It recommended that future researchers should employ other reading comprehension proficiency tests to validate the result of the existing study and include intervention through the utilization of metacognitive reading strategies as the appropriate strategy to address reading comprehension. (shrink)

This study investigates the impact of the ENRICH strategy on improving reading comprehension scores among Grade 11 students. Utilizing a quasi-experimental design, the study was conducted in three phases. In Phase 1, spanning days 1 to 6, 36 Humanities and Social Sciences (HUMSS) students from Immaculate Conception College of Balayan, Inc. engaged with six literary pieces, reading one piece per day, followed by an assessment to measure comprehension. Phase 2, occurring on days 7 and 8, involved (...) re-reading the same literary pieces, with a second round of assessments to reinforce understanding. In the final phase, on day 9, students completed a third assessment after a final review of the texts. Data analysis revealed statistically significant improvements across the three phases, underscoring the effectiveness of repetitive reading in enhancing long-term comprehension. The findings suggest that the ENRICH strategy can effectively aid students in improving their reading comprehension, which may contribute to better academic performance, heightened reading confidence, and a more positive attitude towards learning. Based on these results, the study advocates for the ENRICH strategy as a valuable tool for bolstering reading comprehension, particularly for students struggling with complex texts. Additionally, it recommends the integration of digital tools and interactive methods to sustain engagement and further enhance reading skills. These insights offer educators and institutions actionable strategies to support literacy development and promote academic success. (shrink)

Abstract The main objective of this study was assessment of the reading comprehension proficiency of grade school learners in terms of the following variables: getting the main idea, noting details, and sequencing of events among the 35 learners of Yusop Dais Elementary School enrolled. The data were gathered through a Reading Comprehension Proficiency Test (RCPT) developed by the researcher. This instrument underwent validation by a panel of experts and pilot testing for reliability analysis where an acceptable (...) coefficient of 0.77 was found. The study found out the significant difference in the level of proficiency along the aforementioned variables. Moreover, study revealed that the level of proficiency was less proficient in the three variables tested and the overall level of proficiency was also less proficient, they have not fully acquire the reading proficiency necessary for them to comprehend the reading materials used. Meanwhile, there was no significant difference in the level of proficiency along the variables, thus the null hypothesis is accepted. The outputs of the study, would give substantial insights for the teachers to develop teaching reading techniques in the grade school level therefore, it is recommended that development of reading remediation program be implemented. Keywords: reading comprehension, assessment, proficiency level, remediation program. (shrink)

After years in distance learning, grade school teachers are now facing the threat of declining reading comprehension among elementary pupils in post-pandemic settings. Teachers observed a spike in the number of non-readers and frustrated readers in intermediate grade levels. Teachers expressed concerns about the state of the education system in the aftermath of the pandemic. The purpose of this exploratory study was to establish an understanding of the challenges and mechanisms of macro- and micro-management strategies of grade school (...) institutions. There were six teachers and six reading coordinators who participated in the study. The findings suggested that while reading comprehension was a problem before the pandemic, teachers realized a surge in the number of non-readers after opening back to face-to-face classes. This was an unanticipated phenomenon that called the academic institutions to respond immediately. Significant mechanisms of reading comprehension programs were profiling, initial detection, policy-based initiatives, and institution-based design. Collaborative and collective responsibility represented macro-management practices, while initiative and responsiveness reflected micromanagement practices. These practices and strategies provided conceptual and phenomenological underpinnings relevant to early-education reading comprehension. (shrink)

The central aim of this quasi-experimental study was to investigate the efficacy of lyrical and instrumental music in developing the reading comprehension of grade 10 students of Davao City, Philippines using the descriptive statistics and inferential statistics, specifically t-Test significant differences were assessed among groups and scores. The findings revealed that all groups had similar level of reading comprehension at the outset of the experiment. The post experiment revealed that a significant increase of score was evident (...) in the control and experimental group, which utilized instrumental music. On the other hand, the experimental group using lyrical music, had no significant improvement in the reading comprehension scores. Implications for the educational practices and limitations of the study were provided. (shrink)

The central aim of this quasi-experimental study was to investigate the efficacy of lyrical and instrumental music in developing the reading comprehension of grade 10 students of Davao City, Philippines using the descriptive statistics and inferential statistics, specifically t-Test significant differences were assessed among groups and scores. The findings revealed that all groups had similar level of reading comprehension at the outset of the experiment. The post experiment revealed that a significant increase of score was evident (...) in the control and experimental group, which utilized instrumental music. On the other hand, the experimental group using lyrical music, had no significant improvement in the reading comprehension scores. Implications for the educational practices and limitations of the study were provided. (shrink)

A ‘‘duality’’ is a formal mapping between the spaces of solutions of two empirically equivalent theories. In recent times, dualities have been found to be pervasive in string theory and quantum field theory. Naïvely interpreted, duality-related theories appear to make very different ontological claims about the world—differing in, for example, spacetime structure, fundamental ontology, and mereological structure. In light of this, duality-related theories raise questions familiar from discussions of underdetermination in the philosophy of science: in the presence of dual theories, (...) what is one to say about the ontology of the world? Int his paper, we undertake a comprehensive and nontechnical survey of the landscape of possible ontological interpretations of duality-related theories. We provide a significantly enriched and clarified taxonomy of options—several of which are novel to the literature. (shrink)

Reading comprehension is a foundation for lifelong learning. When not honed, this skill greatly affects the learners’ ability to perform complex tasks expected of them to achieve the standards set by any curriculum. This study investigated teachers' experiences in implementing reading comprehension strategies among junior high school students in selected education service contracting schools in Baguio and Benguet in the Philippines using a descriptive research method highlighting the cross-sectional survey research design. Findings disclosed that foundational (...) class='Hi'>reading comprehension remains a serious issue, with low literacy levels, limited vocabulary, and varying student abilities cited as major barriers. Teachers highlighted that insufficient instructional time, lack of reading materials, and behavioral issues like disengagement and uncooperative attitudes hinder effective comprehension. The study underscores how diverse student needs, resource constraints, and limited instructional support compel teachers to invest additional time and effort, often resorting to simplified translation and repeated practice. Student attitudes toward reading, aggravated by technology and other distractions, reduce engagement and prevent the development of a robust reading culture. To address these challenges, the study recommends a comprehensive reading support program integrating differentiated instruction, expanded access to reading resources, and adaptive techniques for students with diverse abilities. The program emphasizes the need for behavioral and motivational interventions encouraging active participation and developing a more positive attitude toward reading. By prioritizing resource allocation, professional development, and targeted student engagement, this study provides a framework for improving reading comprehension outcomes and fostering a more inclusive and supportive literacy environment. (shrink)

The purpose of the study. The aims of this research are to determine the teachers' reading style, determine their reading speed, and determine which reading methods are the teachers' strengths and weaknesses utilizing a thorough evaluation of reading techniques from Hawker Brownlow Education. This study utilized the comprehensive assessment of reading strategies from Hawker Brownlow Education. This material is composed of four series of tests namely, Reading Comprehension 1- Historical Fiction, Reading (...) class='Hi'>Comprehension 2- History Article, Reading Comprehension 3- Kate Wrote About a Special Zoo, and Reading Comprehension 4- Email written by Carl with different reading passages using the same 12 reading strategies. It is found that readers can effectively comprehend when they use the following strategies namely, finding word meaning in context, understanding sequence, and making predictions. Therefore, the four series of assessments, show that there are varied ways of comprehending a material that might directly influence the duration and time limit allocated in reading and answering the material, the recurring events of the same material used, and the scheduling of reading comprehension tests. (shrink)

Background -/- Previous literature suggests that those with reading disability (RD) have more pronounced deficits during semantic processing in reading as compared to listening comprehension. This discrepancy has been supported by recent neuroimaging studies showing abnormal activity in RD during semantic processing in the visual but not in the auditory modality. Whether effective connectivity between brain regions in RD could also show this pattern of discrepancy has not been investigated. Methodology/Principal Findings -/- Children (8- to 14-year-olds) were (...) given a semantic task in the visual and auditory modality that required an association judgment as to whether two sequentially presented words were associated. Effective connectivity was investigated using Dynamic Causal Modeling (DCM) on functional magnetic resonance imaging (fMRI) data. Bayesian Model Selection (BMS) was used separately for each modality to find a winning family of DCM models separately for typically developing (TD) and RD children. BMS yielded the same winning family with modulatory effects on bottom-up connections from the input regions to middle temporal gyrus (MTG) and inferior frontal gyrus(IFG) with inconclusive evidence regarding top-down modulations. Bayesian Model Averaging (BMA) was thus conducted across models in this winning family and compared across groups. The bottom-up effect from the fusiform gyrus (FG) to MTG rather than the top-down effect from IFG to MTG was stronger in TD compared to RD for the visual modality. The stronger bottom-up influence in TD was only evident for related word pairs but not for unrelated pairs. No group differences were noted in the auditory modality. Conclusions/Significance -/- This study revealed a modality-specific deficit for children with RD in bottom-up effective connectivity from orthographic to semantic processing regions. There were no group differences in connectivity from frontal regions, suggesting that the core deficit in RD is not in top-down modulation. (shrink)

This qualitative study examines the digital reading behaviors of 20 English major students at St. John Paul II College of Davao, focusing on their preferences, challenges, and the implications of digital reading for academic engagement. The study uses semi-structured interviews and thematic analysis to examine how digital tools influence students’ reading comprehension, retention, and overall learning experience. The findings reveal a difficult interaction between the accessibility and convenience of digital resources and challenges such as distractions and (...) eye strain, which impact learning outcomes. This research aims to provide educators and curriculum developers with insights on integrating digital reading practices in English language studies to improve students’ learning efficacy. The study contributes to the growing understanding of digital reading behaviors in an educational setting. (shrink)

The reading abilities of Filipino students have been a challenge for educators and policymakers alike. Despite government efforts to improve literacy rates in the Philippines, recent studies have shown that many students need help with reading comprehension, vocabulary development, and critical thinking skills. This research note examines the current state of reading abilities among Filipino students and potential areas for improvement. The poor reading abilities can be attributed to several factors, including a lack of resources (...) and socioeconomic factors. However, there are identified potential areas for improvement, such as promoting early literacy programs, investing in teacher training, and developing reading materials that are culturally relevant and engaging for Filipino students. These findings have important implications for education policies and practices in the Philippines and for educators and researchers seeking to improve reading abilities among Filipino students. (shrink)

In the ever-evolving landscape of education, the debate between traditional and modern instructional methods remains a focal point of discussion. The more technology is integrated into classrooms, the more it becomes imperative to scrutinize its effectiveness, especially in the foundational years of learning. Studying the association between multimedia tools and the consonant-vowel-consonant (CVC) reading performance of preschool English as Secondary Language (ESL) students is vital. The study explored the effectiveness of multimedia tools on CVC reading performance and interest (...) and enthusiasm in phonics among Kindergarten Level 1 (K1) ESL students using a quasi-experimental design that lasted for eight weeks. Two enrolled classes were divided into traditional (14 participants) and multimedia groups (13 participants) according to their assigned classes. The study conducted a pre-test and post-test, comparing the two groups. The test questions were sourced from the school’s standardized assessments, ensuring validity and reliability. Data obtained were analyzed and interpreted using IBM SPSS Statistics. The findings revealed a partial enhancement in CVC reading performance and a notable increase in students' interest and enthusiasm for phonics, particularly in the participants’ positive attitudes. These improvements suggest a promising trajectory in the literacy development of young learners. Understanding which instructional method best supports foundational reading skills can provide valuable insights for educators and curriculum developers. This study is among the first to focus on early education, addressing a gap in research that predominantly targets older students. Nonetheless, it is essential to note that this study is limited to the K1 students enrolled in the research. (shrink)

The study aims to navigate the focus on teacher's perceptions and practices in implementing classroom-based reading programs as a basis for supervisory approach for mastering teaching reading. Specifically, it aims to answer the teacher perceptions in the implementation of classroom-based reading program as basis for supervisory approach for mastering teaching reading among the respondents, the teachers’ practices in the implementation of classroom-based reading programs as basis for supervisory approach for mastering teaching reading among the (...) respondents, and how teacher perceptions and practices are the basis for implementation of classroom-based programs in the mastery of reading approach among the respondents. -/- Mixed methods are utilized in the study which are composed of quantitative and qualitative approaches with the use of Focus Group Discussion (FGD) in evaluating the data. Likewise, purposive sampling is also utilized in gathering the sample population in the study. The study comprised one hundred (100) respondents only. -/- Results show that teachers’ perceptions in the implementation of classroom-based reading program as basis for supervisory approach for mastering teaching reading reveals that instructional practices is closely aligned with effective classroom-based reading programs, show that teacher practices in the implementation of classroom-based reading programs as basis for supervisory approach for mastering teaching reading among the respondents is offering personalized reading recommendations in providing and welcoming comfortable reading space in teaching and learning, show that teachers’ perceptions in the area of training support components provides technical assistance by the experts through content knowledge, theories, strategies, techniques, content knowledge, and training in the real world of reading comprehension, show that motivation strategies and approaches provide varieties of techniques and ideas in the classroom-based reading program to increase students’ motivation to inspire, engage, and captivate curiosity in the passion of reading, show that support and mentoring program provides more sustainability quality and effective approach, show that best practices in the area of alignment and influence of reading supports the method and effective implementation of reading program that makes reading beneficial to the learners, show that reflection, mentoring, interaction, and integration program provides support on the improved reading skills and academic performance of students in sustaining integration program of classroom-based reading program, show that misalignment and discrepancy towards getting proficiency in the improved professional development due to some challenges where teachers can adjust to limited resources, large class size, time constraint, unclear expectation, burnout, stress, internal policies, school leadership, and internal politics. (shrink)

The main goal of this article is to examine the link between the idea of language, being and nothingness by comparing 16th century Turkish-Azeri poet Fuzûlî’s poetry and 20th century German philosopher Martin Heidegger’s philosophy departing from the latter’s thinking of being. There are similarities between Heidegger and Fuzûlî’s respective thoughts concerning the role of the human being’s relation to finitude which grounds the relationship between being and nothingness. The article consists of three sections. The first section makes sense of (...) Heidegger’s early and late thought in terms of its ontological unity, explaining the ways in which being and nothingness topologically co-determine one another in poetic language. The second section focuses on clarifying the sources that nourish Fuzûlî’s poetry, such as Sufism and the literary style of “Rind” as observed in classical Ottoman poetry, elucidating how these influences underpin the philosophical foundations of Fuzûlî’s poetry. The third section offers a philosophical interpretation of Fuzûlî’s lyric poems by illustrating how and why being and nothingness are not to be thought as mere opposites, pointing out their ontological belonging together. In the concluding section, it is argued that a poetic mode of existence necessitates an authentic experience of human finitude both for Heidegger and Fuzûlî. Although Fuzûlî’s poetry involves onto-theological influences from Sufism, Fuzûli manages to form an original idea of poetic existence, emphasizing that the poetic agent needs to take a step back from the mundane world of multitudes in order to unify with Being itself. As for Heidegger, it is doubtful whether there is such a mystical idea of being. Nonetheless, for both figures the more originary experience of finite human existence lies in the poetic interplay between being and nothingness. The poetic meaning of being comes to manifest itself in the process of one’s existential annihilation, which takes place in the movement of being-towards-death. Accordingly, exploring how the meaning of being requires the poetic experience of nothingness and how such an experience appears through language in Fuzûlî’s lyric poems provides a more comprehensive account of his thinking. (shrink)

Deliberate contextual vocabulary acquisition (CVA) is a reader’s ability to figure out a (not the) meaning for an unknown word from its “context”, without external sources of help such as dictionaries or people. The appropriate context for such CVA is the “belief-revised integration” of the reader’s prior knowledge with the reader’s “internalization” of the text. We discuss unwarranted assumptions behind some classic objections to CVA, and present and defend a computational theory of CVA that we have adapted to a new (...) classroom curriculum designed to help students use CVA to improve their reading comprehension. (shrink)

Ang pananaliksik na ito ay naglalayong suriin ang antas ng kasanayan sa Ortografiyang Filipino, katatasan, at kasanayan sa pag-unawa sa pagbasa ng mga mag-aaral sa Ika-7 Baitang ng Sablayan National Comprehensive High School, Occidental Mindoro. Gumamit ng descriptive correlational method ang pag-aaral upang masuri ang kaugnayan ng kasanayan sa ortograpiya, katatasan sa pagbasa, at pag-unawa. Sa kabuuang 494 mag-aaral, 217 ang napili gamit ang stratified random sampling. Ang mga datos ay nakalap gamit ang mga talatanungan at standardized reading tools (...) tulad ng PHIL-IRI. Ipinakita ng resulta na mababa ang antas ng kasanayan ng mga mag-aaral sa ortograpiya, partikular sa pasulat na pagbaybay, paggigitling, at pagbabantas. Katamtaman naman ang bilis ng pagbasa ngunit nasa "instructional level" ang katumpakan. Samantala, mababa rin ang antas ng kasanayan sa pag-unawa sa pagbasa, lalo na sa pagtukoy ng pangunahing ideya at pagsusunod-sunod ng mga pahayag. Natuklasan din na may makabuluhang ugnayan ang kasanayan sa ortograpiya at pag-unawa sa pagbasa, subalit walang direktang kaugnayan sa pagitan ng katatasan sa pagbasa at kasanayan sa ortograpiya. Ang mga natuklasan ay nagbibigay-diin sa pangangailangang palakasin ang pagtuturo sa Ortografiyang Filipino at paggamit ng makabago at epektibong estratehiya upang mapahusay ang kakayahan ng mga mag-aaral sa pagbasa at pag-unawa. (shrink)

Early literacy development is essential for academic success, and selecting practical teaching approaches is crucial in enhancing reading skills among young learners. This research focuses on how sensible the Claveria and Marungko approaches are to the reading performance of Grade 1 pupils in an elementary school in Puerto Princesa City, relating it to their reading challenges. Utilizing a descriptive-correlational and comparative research design, the study assesses reading performance across a sample of 200 Grade 1 pupils selected (...) through simple random sampling and measures outcomes through structured questionnaires and statistical analyses. Findings indicate that while both approaches contribute to improved reading levels, the Claveria Approach identifies more pupils requiring instructional support, with key challenges centered on word recognition and comprehension. Significant correlations emerged between demographic factors and reading outcomes, with females, pupils with fewer siblings, and those with earlier birth orders showing higher reading performance. Additionally, a positive correlation was found between interest in reading and performance. At the same time, health issues and family problems showed negative associations with reading success, underscoring the need for holistic, supportive interventions in early literacy programs. (shrink)

On Certainty was not published until 1969, 18 years after Wittgenstein’s death and has only recently begun to draw serious attention. I cannot recall a single reference to it in all of Searle and one sees whole books on W with barely a mention. There are however xlnt books on it by Stroll, Svensson, McGinn and others and parts of many other books and articles, but hands down the best is that of Daniele Moyal-Sharrock (DMS) whose 2004 volume “Understanding Wittgenstein’s (...) On Certainty” is mandatory for every educated person, and perhaps the best starting point for understanding Wittgenstein (W), psychology, philosophy and life (no I am not joking!). However (in my view) like all analysis of W, they fall far short of grasping his unique and revolutionary advance in describing behavior, suffering from the near universal tunnel vision and failing to put behavior in its broad evolutionary and contemporary scientific context, which I will attempt in skeletal form here. After doing this I will give brief comments on each article in this book of varied perspectives on W’s work. -/- Those wishing a comprehensive up to date framework for human behavior from the modern two systems view may consult my book ‘The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle’ 2nd ed (2019). Those interested in more of my writings may see ‘Talking Monkeys--Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet--Articles and Reviews 2006-2019 3rd ed (2019), The Logical Structure of Human Behavior (2019), and Suicidal Utopian Delusions in the 21st Century 4th ed (2019). (shrink)

Abstract Reading proficiency is crucial for academic success, yet many students struggle with comprehension, do not engage in independent, self-motivated reading, and lack confidence in their reading abilities. The absence of a reading culture in Nigeria threatens the knowledge economy, as those who lack reading proficiency are incapable of producing, accessing, or transmitting knowledge. Purpose of the study: This study examined the potential of structured debate as an instructional strategy to address the reading (...) outcomes of secondary school students in Calabar, Cross River State, Nigeria. Methodology: A quasi-experimental design was employed with two groups: an experimental group engaged in structured debate activities and a control group following traditional reading instruction. Data on reading proficiency, reading anxiety, and reading autonomy was collected through standardized tests and surveys before and after the intervention. Three hypotheses were tested using analysis of covariance (ANCOVA), while the pre-test scores were used as covariates. Results: The findings revealed that structured debate significantly improved students' reading proficiency and autonomy compared to the control group. However, no significant impact on reading anxiety was observed. (shrink)

RÉSUMÉ: Cette dissertation met en relief quelques-unes des incidences majeures de l’herméneutique philosophique de Hans-Georg Gadamer sur la manière dont la théologie contemporaine se définit comme discipline. Après avoir éclairé la philosophie gadamérienne à la lumière de sa filiation avec Wilhelm Dilthey, Edmund Husserl et Martin Heidegger, je propose une étude des principales thèses herméneutiques de Gadamer en prenant comme fil conducteur la question de la nature de la vérité herméneutique. Suit une analyse détaillée des considérations gadamériennes de l’herméneutique théologique (...) proprement dite. Contre une lecture qui insiste sur la discontinuité de l’herméneutique théologique de Gadamer avec sa propre œuvre philosophique, je soutiens la thèse de leur foncière cohérence. Je formule enfin, dans une visée prospective, quelques questions fondamentales à partir desquelles se dégagent des idées directrices pour la compréhension de soi de la théologie. ABSTRACT: This dissertation brings to attention some of the major effects of Hans-Georg Gadamer’s philosophical hermeneutics on the way contemporary theology as a discipline defines itself. After having introduced Gadamer’s philosophy in light of its filiation to Wilhelm Dilthey, Edmund Husserl and Martin Heidegger, I propose a study of his main hermeneutical theses, following the lead of the question of the nature of hermeneutical truth. Then comes a detailed analysis of Gadamer’s reflections on theological hermeneutics proper. Against a reading that emphasizes discontinuity between Gadamer’s theological hermeneutics and his own philosophical work I defend the thesis of their fundamental coherence. In a prospective intention I finally set out key questions that bring out guiding ideas for theology’s self-understanding. (shrink)

The paper argues that Sartre’s work as both a literary critic and social philosopher is deeply indebted to his early commitment to phenomenology. The first part of the paper examines the nature of reading and writing in the account of literary meaning that is presented in the transitional text, 'Qu’est-ce que la littérature?' While acknowledging the political turn that occurs in Sartre’s work, we then discuss how the theme of history emerges in the later essay, 'Questions de méthode,' as (...) one that opens up a “double reading” of human motivation. Our conclusion maintains that the Marxist phase of Sartre’s work is based on the hermeneutical notion of comprehension, which provides an anthropological grounding for his existential philosophy. (shrink)

This study explored the challenges encountered by teachers during the implementation of Catch-Up Fridays, specifically in terms of reading comprehension, values education, peace education, and health education. Utilizing a qualitative approach, the research employed semi-structured interviews and thematic analysis to gather insights from selected participants. Findings revealed that teachers faced significant challenges, such as limited instructional time, lack of resources, and difficulties in aligning activities with students’ diverse needs. Despite these drawbacks, teachers demonstrated resilience by employing strategies such (...) as integrating technology, fostering collaborative learning, and implementing creative teaching techniques to enhance learning outcomes. Recommendations emphasized the need for targeted professional development programs, access to teaching aids, and the promotion of teacher collaboration to address these challenges effectively. Overall, the study underscores the importance of adaptive and resourceful teaching practices in optimizing the effectiveness of Catch-Up Fridays. (shrink)

Among PISA-participating nations, the Philippines' reading proficiency rankings for boys and girls were the lowest; in other words, eighty percent of Filipino students lacked the necessary reading proficiency. Students' poor performance in science, math, and English can be attributed to a lack of basic reading and comprehension skills. This study looked at the home and school-based factors that influenced the reading performance of 47 frustration-level readers at Tapinac Senior High School (TSHS) in Olongapo City, Philippines, (...) during the 2023-2024 school year. The respondents were identified using a purposive sampling method based on the result of Project SHARP. An exploratory sequential mixed methods design that included surveys and interviews. Using Pearson's r and modified stevick-colaizzi-keen, it was found that students had difficulty in both environments. Homes frequently needed more adequate reading resources, calm reading areas, and consistent reading practices. Schools may need to provide engaging materials or appropriate individual support. Students needed help with comprehension, decoding, and staying interested. They nevertheless display a drive to learn and use coping techniques. Moreover, the home and school-based factors have a somewhat significant link with the respondents' reading performance. The findings indicate that adjustments in both home and school environments can help struggling readers. Parents can establish a consistent reading routine and give a print-rich atmosphere. Schools can provide a greater range of reading materials and tailored training. Overall, teamwork between parents, instructors, and students is critical for the success of frustrated readers. (shrink)

In May 1643 Elisabeth of Bohemia addressed a question to Descartes which inaugurated a six-year Correspondence, until his death. He dedicates his mature metaphysical work to the Princess (Principles of First Philosophy, 1644) and writes Passions of the Soul (1649) as one of the results of the dialogue with the philosopher of Bohemia. The silencing of the last hundred years of historiography on Elisabeth of Bohemia's legacy in this epistolary exchange caused distortions and, in some cases, underpinned the bias as (...) a rule and as the history. One of the consequences of this distortion is the interpretation according to which her first question would consist of a critique of substantial dualism. In this study I suggest an interpretation of the nature of the first question, in order to clarify the philosopher's thinking and her role in dialogue, in a comprehensive way, without subscribing to the literary paradigm of the Cartesian soliloquy, and its bias. (shrink)

The Event of the Thing by Michael Marder is probably one of the most comprehensive and integrative readings of Derrida's oeuvre to date. A virtue of the book is that, despite the comprehensiveness of its subject matter, it does not assume the removed posture of an introduction, an exposition, or an explication. Its relation to the Derridian text is much more internal and intimate, and it should be noted that it presupposes a rather thorough knowledge of Derrida's oeuvre as well (...) as of Derrida's philosophical “reading list” (primarily Husserl, Heidegger, Freud, Marx, and Kant). Marder's confident and elegant prose reveals…. (shrink)

Along with discussing bibliometric analyses’ limitations and potential biases, this paper addresses the growing need for comprehensive guidelines in evaluating bibliometric research by providing systematic frameworks for both peer reviewers and readers. While numerous publications provide guidance on implementing bibliometric methods, there is a notable lack of frameworks for assessing such research, particularly regarding performance analysis and science mapping. Drawing from an extensive review of bibliometric practices and methodological literature, this paper develops structured evaluation frameworks that address the complexity of (...) modern bibliometric analysis, introducing the VALOR framework (Verification, Alignment, Logging, Overview, Reproducibility) for assessing multi-source bibliometric studies. The paper's key contributions include comprehensive guidelines for evaluating data selection, cleaning, and analysis processes; specific criteria for assessing conceptual, intellectual, and social structure analyses; and practical guidance for integrating performance analysis with science mapping results. By providing structured frameworks for reviewers and practical guidelines for readers to interpret and apply bibliometric insights, this work enhances the rigor of bibliometric research evaluation while supporting more effective peer review processes and research planning. The paper also discusses potential areas for further development, including the integration of qualitative analysis with bibliometric data and the advancement of field-normalized metrics, ultimately aiming to support authors, reviewers, and readers in navigating the complexities of bibliometrics and enhancing the meaningfulness of bibliometric research. (shrink)

Ludwig Wittgenstein is the most famous philosopher of modern times but very few understand his pioneering work and there has been a collective amnesia regarding him in recent decades. Most of the essays are new but some date as far back as 1979 and whether they give a new view of his ideas depends on one’s understanding of what he said. For me, the interpretations are not new and mostly just as confused as nearly all the other commentary on W (...) and on human behavior throughout the behavioral sciences and by the general public. As usual, nobody seems to grasp that philosophy is armchair psychology, and that W was (in my view) the greatest natural psychologist of all time. He laid out the general structure of how the mind works, which is often referred to as intentionality and is roughly equivalent to cognition or personality or thinking and willing or higher order thought (HOT). He can thus be regarded as a pioneer in evolutionary psychology, although hardly anyone but me seems to realize it. W was thus nearly 50 years ahead of his time as the first to reject (though not entirely consistently) the blank slate or cultural view of human nature, though this has gone unrecognized and he has generally been interpreted as supporting a communal consensus view of psychology—exactly the opposite of his overall thrust (e.g., see Short’s comment on p 115). -/- I provide my recent (2016) table of intentionality for a current frame of reference from the two systems point of view before remarking on each of the essays. -/- Those wishing a comprehensive up to date framework for human behavior from the modern two systems view may consult my book ‘The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle’ 2nd ed (2019). Those interested in more of my writings may see ‘Talking Monkeys--Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet--Articles and Reviews 2006-2019 3rd ed (2019), The Logical Structure of Human Behavior (2019), and Suicidal Utopian Delusions in the 21st Century 4th ed (2019). (shrink)

Ludwig Wittgenstein is the most famous philosopher of modern times but very few understand his pioneering work and there has been a collective amnesia regarding him in recent decades. Most of the essays are new but some date as far back as 1979 and whether they give a new view of his ideas depends on one’s understanding of what he said. For me, the interpretations are not new and mostly just as confused as nearly all the other commentary on W (...) and on human behavior throughout the behavioral sciences and by the general public. As usual, nobody seems to grasp that philosophy is armchair psychology, and that W was (in my view) the greatest natural psychologist of all time. He laid out the general structure of how the mind works, which is often referred to as intentionality and is roughly equivalent to cognition or personality or thinking and willing or higher order thought (HOT). He can thus be regarded as a pioneer in evolutionary psychology, although hardly anyone but me seems to realize it. W was thus nearly 50 years ahead of his time as the first to reject (though not entirely consistently) the blank slate or cultural view of human nature, though this has gone unrecognized and he has generally been interpreted as supporting a communal consensus view of psychology—exactly the opposite of his overall thrust (e.g., see Short’s comment on p 115). -/- I provide my recent (2016) table of intentionality for a current frame of reference from the two systems point of view before remarking on each of the essays. -/- Those wishing a comprehensive up to date framework for human behavior from the modern two systems view may consult my book ‘The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle’ 2nd ed (2019). Those interested in more of my writings may see ‘Talking Monkeys--Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet--Articles and Reviews 2006-2019 3rd ed (2019), The Logical Structure of Human Behavior (2019), and Suicidal Utopian Delusions in the 21st Century 4th ed (2019). (shrink)

This paper examines a parallel between Aristotle’s account of phantasia and contemporary psychological models of working memory, a capacity that enables the temporary maintenance and manipulation of information used in many behaviors. These two capacities, though developed within two distinct scientific paradigms, share a common strategy of psychological explanation, Aristotelian Faculty Psychology. This strategy individuates psychological components by their target-domains and functional roles. Working memory and phantasia result from an attempt to individuate the psychological components responsible for flexible thought and (...) are thus implicated in most of our robust cognitive processes, from reading comprehension to problem solving. We then present two novel objections which suggest that these capacities cannot explain our ability to engage in flexible thought. To escape the resultant impasse, we survey alternatives and argue that most promising strategies depend on identifying the behaviors attributed to intelligent thought and action. (shrink)

Teachers need help teaching subjects in MTB-MLE and other subjects because the language used is Cebuano. This has an impact on learning activities that could be more optimal. This study aims to analyze the difficulties faced by grade 3 students in implementing Cebuano-Visayan teaching and assess the management actions taken by school administrators and teachers. This research uses a descriptive research design. Data was collected using purposive sampling from 17 school administrators, 30 teachers, and 253 students. Data collection methods use (...) observation and questionnaires. The arithmetic mean is used as a statistical tool. The research results show that school administrators often undertake various management actions to facilitate the implementation of Cebuano-Visayan. Speaking and grammar skills were moderately complex, while reading, comprehension, and vocabulary skills were identified as the most challenging for Grade 3 students. This research revealed that effective and adequate management strategies contribute to the learning difficulties encountered in Cebuano teaching Visayan. Despite efforts by school officials and teachers to address this situation, it continues and even worsens. Therefore, school leaders are advised to re-evaluate their school curricula and thoroughly assess the inclusion of the Cebuano-Visayan language in the lower elementary grades (Grades 1-3) to identify actual problems and provide appropriate interventions and practical solutions. (shrink)

Este trabajo es un comentario sobre la primera traducción al español de las guías del Reino Unido “Atención después de la investigación: un marco para los comités de ética de investigación del NHS (borrador versión 8.0)”. El comentario se divide en tres partes. En la primera parte, se busca resumir la información básica necesaria para mejorar la lectura comprensiva de la traducción de las guías. En la segunda parte, se analiza una selección de la normativa argentina que trata sobre atención (...) después de la investigación. En la tercera parte, se presentan las principales limitaciones del borrador de las guías y su traducción. El propósito de este comentario es que los futuros lectores y lectoras puedan hacer un uso crítico y deliberado de las guías, en la evaluación de estudios clínicos o como base para la redacción de guías propias sobre atención después de la investigación. ***This work is a commentary on the first Spanish translation of the UK guidelines “Care after research: a framework for NHS research ethics committees (draft version 8.0)”. The commentary is divided into three parts. The first part seeks to summarize the basic information needed to improve reading comprehension of the translation of the guidelines. The second part analyzes a selection of Argentinean regulations dealing with care after research. The third part presents the main limitations of the guidelines draft and its translation. The purpose of this commentary is that future readers can make a critical and deliberate use of guidelines in the assessment of clinical studies or as a basis for drafting their own guidelines on care after research. (shrink)

The University of Tehran English Proficiency Test (UTEPT) is a high-stakes entrance examination taken by more than 10,000 master’s degree holders annually. The examinees’ scores have a significant influence on the final decisions concerning admission to the University of Tehran Ph.D. programs. As a test validation investigation, the present study, which is a bias detection research in nature, utilized multistep logistic regression (LR) procedure to examine the presence of gender differential item functioning (DIF) in the UTEPT with a sample of (...) 6,555 examinees who took the test in November 2006. Specifically, the LR DIF two-degree of freedom Chi-squared test of significance was employed to test the significance of DIF. Following what has been recently suggested in the literature, the test of significance for DIF was accompanied by a measure of magnitude, namely the R-squared effect size for LR DIF, for the interpretation of which the two widely accepted classification schemes were used comparatively. The results reveal that 39 of the 100 items in the test display significant gender differences. However, these group differences are viewed as “negligible” based on both of the schemes. Accordingly, it could be argued that the UTEPT is a gender DIF-free test, though the Reading Comprehension section of the test remains in need of further analysis as it seems that the general trend of DIF indices at the item level may hint at an inclination towards males. (shrink)

We report on an exploratory study of the way eight mid-level undergraduate mathematics majors read and reflected on four student-generated arguments purported to be proofs of a single theorem. The results suggest that mid-level undergraduates tend to focus on surface features of such arguments and that their ability to determine whether arguments are proofs is very limited -- perhaps more so than either they or their instructors recognize. We begin by discussing arguments (purported proofs) regarded as texts and validations of (...) those arguments, i.e., reflections of individuals checking whether such arguments really are proofs of theorems. We relate the way the mathematics research community views proofs and their validations to ideas from reading comprehension and literary theory. We then give a detailed analysis of the four student-generated arguments and finally analyze the eight students' validations of them. (shrink)

Modular learning was used to assist elementary learners in continuing their education during the pandemic. This modular learning posed academic challenges. This phenomenological study delved into the academic challenges of modular learning of public-school elementary school learners. Validated In-depth interview protocol (IDI) was used to collect the data from ten (10) Grade six learners. Findings revealed that these academic challenges include unfavorable learning environments, reading comprehension issues, lack of motivation, and poor quality of printed learning modules that affect (...) the learners ability to comprehend and finish the module effectively. Consequently, modular learning allows learners to take responsibility for their learning by utilizing the available answers key, optimizing internet usage, scheduling time properly, and guessing answers. Considerably, the learners used face-to-face conversations, personal messages, and phone calls to communicate their educational queries. Moreover, the structure of self-learning modules facilitates independent study and complicates learners understanding. It is recommended that there is a need to enhance policies for improving module quality, allocate sufficient funds to improve the printed module quality, conduct relevant teacher training and workshops for developing quality printed modules, and sustain the home visitation program to monitor students modular learning progress. (shrink)

Language and politics go hand in hand and learning and comprehending political genre is to learn a language created for codifying, extending and transmitting political discourse in any text/talk. Drawing upon the theoretical framework of Fairclough’s CDA and Rhetoric, the current study aims at investigating Donald Trump’s First Speech, from the point of frequency and functions of some rhetorical strategies (Parallelism, Anaphora and the Power of Three, Antithesis and Expletive, etc.), Nominalization, Passivization, We-groups and Modality as well as Lexical and (...) Textual Analysis, presented to the UN delivered on Sep. 19, 2017. Specifically, the study seeks to determine: (1) how President Trump succeeded in conveying his notions and assumptions to his intended audience, and in convincing and negotiating, (2) how he attempted to explicitly and implicitly pass his attitudes on his targets, and (3) how those orientations, intended notions and assumptions were seamlessly presented to his addressees in discoursal and lexico-grammatical levels; (4) and finally in this underlying trend how he achieved his own ends. The results of the study hope to enhance reading comprehension and writing in academic registers for EFL/ESL students. (shrink)

Digital Literacy (DL) is defined as the ability to use information and communication technology to communicate with cognitive and technical skills. One of the Digital Literacy is Mobile-Assisted Language Learning (MALL) or mobile phones-based language learning. Merits of this study are worthy of helping learners easier understand the language learning materials presented by either guided face to face in the classroom or self-learning out of the school. The study used experimental and control classes to compare the results that the significance (...) of Mobile-Assisted Language Learning in learning language could be prescribed. Refer to the initial students’ ability, this study designed pre and post-test for the experiment. Furthermore, participants were 40 students of second-year students at the English Education Department. Same topics were taught for experiment and control class in alter methods. The results claimed that the using post-test of MALL had merits on improving experimental group more than control group performance. The results declared that using MALL would encourage students learning activities such as self-language learning, enriching vocabulary, promoting teacher’s pedagogic, student’s cognitive, writing skill, reading comprehension, speaking, grammar and listening skill. Lastly, this paper implied MALL as a reference for future curriculum and material development. (shrink)

A comprehensive reading of Heidegger's work from the mid-1930s to the 1960s that seeks to develop an ecological thinking rooted in reflections on the Heraclitean 'hen', relationality, and the impossibility of totality. An elaboration of the structural homology between Heidegger's use of the terms 'Technik' and 'metaphysics' sets the stage for his later work or topology. The Spätwerk is presented as an irresolvable polarity between 'Technik' and 'Ereignis', between a totalizing movement and a movement of disruption. This serves as (...) the basis for reflections on human experience of and as the ecological. Nature as Limit serves as a contribution to both eco-philosophy and to philosophical methodology more broadly, with philological and hermeneutic excursions that engage the relationship between language and the ecological motifs being developed in the work. (shrink)

In this comprehensive exploration of Artificial Intelligence, The AI Renaissance: Innovations, Ethics, and the Future of Intelligent Systems takes readers on a captivating journey through the foundations, applications, and ethical dimensions of this groundbreaking technology. Divided into three insightful parts, the book begins with a deep dive into the evolution of AI, from early symbolic intelligence to the rise of deep learning, and examines the intersection of neuroscience and artificial general intelligence (AGI). Part two highlights AI’s transformative role across various (...) industries, from fintech to cybersecurity. Explore how AI is revolutionizing finance through fraud detection, automated trading, and personalized financial services. Dive into the world of computer networking, where AI is optimizing connectivity, enhancing predictive maintenance, and enabling ultra-fast 5G networks. Learn how AI is strengthening cybersecurity defenses with cutting-edge threat detection, automated responses, and advanced security policies. The final section delves into the critical discussions surrounding AI’s ethical, social, and philosophical challenges, such as algorithmic bias, human-AI collaboration, and the potential future of AGI. With speculation on the role of quantum computing and the ethical landscape ahead, this book offers a thorough, thought-provoking analysis of how AI will shape our world in the years to come. Ideal for anyone interested in understanding the current state and future potential of AI, this Book is a must-read for technology enthusiasts, industry professionals, and thinkers concerned with the intersection of innovation and ethics. (shrink)

Reading proficiency plays a vital role in keeping up-to-date with technological advancements and innovations in education. However, there are Grade 7 students who need help with the essential skill of reading. These students need support for them to cope with the classroom demands. This transcendental phenomenological qualitative research aims to determine the academic experiences of struggling readers inside the classroom. Five struggling readers were the participants of this study. These five participants were purposefully selected after being recommended by (...) the school reading coordinator. The interview guide questionnaire was the instrument of this study. The interview guide questionnaire contains open-ended questions that were validated by experts. One-on-one interviews were conducted for about 20 to 40 minutes each. Using an audio recorder, the interviews were recorded. After the interview, a verbatim transcription was made and thematic analysis was utilized to analyze the significant lines of the participants. The following themes were elicited from the participants' responses, namely: lack of computer skills, limited visual attention span, hesitation and anxiety to participate, difficulty in interaction, difficulty with the use of technology in education, confusion with letter-sound identification, less motivation to learn, problem understanding the lesson, and slow in taking down notes. The participants attributed their reading difficulties to themselves, their teachers, and their parents. In light of these findings, it is strongly recommended that a robust and comprehensive reading recovery program be implemented. This program should address struggling readers' multifaceted challenges and provide them with the necessary support to enhance their reading proficiency and overall academic performance. (shrink)

This essay defends a reading of Hegel as a metametaphysical antirealist. Metametaphysical antirealism is a denial that metaphysics has as its subject matter answers to theoretical questions about the mind-independent world. Hence, on this view, metaphysical questions are not, in principle, knowledge transcendent. I hold that Hegel presents a version of metametaphysical antirealism in the Science of Logic because he pursues his project by suspending reference to all supposed objects of metaphysical theory as practiced before him. Hegel introduces reference (...) in his theory only by the self-reference of thought to itself in the Doctrine of the Concept. I motivate the relevance of Hegel’s approach to metaphysics by comparing it to Kit Fine’s (2017) concept of “naïve metaphysics.” I argue that Hegel’s theory results from a comprehensively naïve metaphysics. (shrink)

This book offers a new reading of Aquinas' views on faith. The author argues that the theological nature of faith is crucial to Aquinas' thought, and that it gives rise to a peculiar and otherwise incomprehensible relationship with reason. The first part of the book examines various modern and contemporary accounts of the relationship between faith and reason in Aquinas' thought. The author shows that these accounts are unconvincing because they exhibit what he calls a Lockean view of faith (...) and reason, which maintains that the relationship in question should only be treated by way of evidence. In other words, this view ignores the specific nature of the Christian faith and the equally specific way it needs to relate to reason. The second part offers a comprehensive account of Aquinas' view of faith. It focuses on the way the divine grace and charity shape the relationship between evidence and human will. The final part of the book ties these ideas together to show how Christian faith, with its specifically theological nature, is perfectly compatible with rational debates. It also argues that employing the specificity of faith may constitute the best way to promote autonomous and successful rational investigations. Aquinas on Faith, Reason, and Charity will be of interest to scholars and advanced students working on Aquinas, philosophy of religion, Christian theology, and medieval philosophy. (shrink)

Recently, a strong hylomorphic reading of Aristotelian emotions has been put forward, one that allegedly eliminates the problem of causal interaction between soul and body. Taking the presentation of emotions in de An. I 1 as a starting point and basic thread, but relying also on the discussion of Rh. II, I will argue that this reading only takes into account two of the four causes of emotions, and that, if all four of them are included into the (...) picture, then a causal interaction of mind and body remains within Aristotelian emotions, independent of how strongly their hylomorphism is understood. Beyond the discussion with this recent reading, the analysis proposed of the fourfold causal structure of emotions is also intended as a hermeneutical starting point for a comprehensive analysis of particular emotions in Aristotle. Through the different causes Aristotle seems to account for many aspects of the complex phenomenon of emotion, including its physiological causes, its mental causes, and its intentional object. (shrink)

This book provides a comprehensive examination of the police role from within a broader philosophical context. Contending that the police are in the midst of an identity crisis that exacerbates unjustified law enforcement tactics, Luke William Hunt examines various major conceptions of the police—those seeing them as heroes, warriors, and guardians. The book looks at the police role considering the overarching societal goal of justice and seeks to present a synthetic theory that draws upon history, law, society, psychology, and philosophy. (...) Each major conception of the police role is examined in light of how it affects the pursuit of justice, and how it may be contrary to seeking justice holistically and collectively. The book sets forth a conception of the police role that is consistent with the basic values of a constitutional democracy in the liberal tradition. Hunt’s intent is that clarifying the police role will likewise elucidate any constraints upon policing strategies, including algorithmic strategies such as predictive policing. This book is essential reading for thoughtful policing and legal scholars as well as those interested in political philosophy, political theory, psychology, and related areas. Now more than ever, the nature of the police role is a philosophical topic that is relevant not just to police officials and social scientists, but to everyone. (shrink)

This publication constitutes a comprehensive account of the panel discussion entitled “Philosophical and Ethical Analysis of the Concepts of Death and Human Existence in the Context of Cybernetic Immortality” which transpired within the confines of the international scientific symposium “The Seventh Lemovsky Readings” held in Samara from March 28th to 30th, 2024. The aforementioned panel discussion, which congregated scores of erudite scholars representing preeminent research institutions across the Russian Federation, emerged as one of the cardinal events of the conference. Eminent (...) Russian academics hailing from multifarious domains of knowledge engaged in a profound deliberation on the potentialities of cybernetic immortality, the conundrums associated with the transference of human consciousness and identity into the virtual realm, as well as the ethical and philosophical quandaries engendered by the transfiguration of the conceptualization of the notions of mortality and the natural life cycle. The roundtable delved into the technological feasibilities and perils of engendering digital doppelgangers, the preservation of individuality after corporeal demise, as well as the plausible ramifications of the technological modification of the human essence. (shrink)

Book Description (Blurb): Cognitive Design for Artificial Minds explains the crucial role that human cognition research plays in the design and realization of artificial intelligence systems, illustrating the steps necessary for the design of artificial models of cognition. It bridges the gap between the theoretical, experimental and technological issues addressed in the context of AI of cognitive inspiration and computational cognitive science. -/- Beginning with an overview of the historical, methodological and technical issues in the field of Cognitively-Inspired Artificial Intelligence, (...) Lieto illustrates how the cognitive design approach has an important role to play in the development of intelligent AI technologies and plausible computational models of cognition. Introducing a unique perspective that draws upon Cybernetics and early AI principles, Lieto emphasizes the need for an equivalence between cognitive processes and implemented AI procedures, in order to realise biologically and cognitively inspired artificial minds. He also introduces the Minimal Cognitive Grid, a pragmatic method to rank the different degrees of biologically and cognitive accuracy of artificial systems in order project and predict their explanatory power with respect to the natural systems taken as source of inspiration. -/- Providing a comprehensive overview of cognitive design principles in constructing artificial minds, this text will be essential reading for students and researchers of artificial intelligence and cognitive science. (shrink)

The aim of this paper is to discuss the “Austro-American” logical empiricism proposed by physicist and philosopher Philipp Frank, particularly his interpretation of Carnap’s Aufbau, which he considered the charter of logical empiricism as a scientific world conception. According to Frank, the Aufbau was to be read as an integration of the ideas of Mach and Poincaré, leading eventually to a pragmatism quite similar to that of the American pragmatist William James. Relying on this peculiar interpretation, Frank intended to bring (...) about a rapprochement between the logical empiricism of the Vienna Circle in exile and American pragmatism. In the course of this project, in the last years of his career, Frank outlined a comprehensive, socially engaged philosophy of science that could serve as a “link between science and philosophy”. (shrink)