This study focused on the adaptability and attitude of Grade 6 students in the Modular Learning Approach. This study aims to create a comprehensive review of the adaptability and attitude of elementary students in the Modular Learning Approach Especially. It seeks to describe and analyze the following: the profile of the respondents in terms of sex and education of the parents; the adaptability of the respondents toward the relationship between the student's profile in terms of their sex and (...) educational attainment of parents; the attitude of the respondent's significant relationship between sex and educational attainment. The researcher used the quantitative survey questionnaires to gather data from 128 Grade 6 students in five Elementary Schools in Bongabon, Nueva Ecija who enrolled during the School Year 2020-2021. The study revealed that the respondent's demographic profile in sex has no significant relationship to their adaptability and attitude in the modular learning approach. Yet the parents' educational attainment of the respondents has a significant relationship to adaptability in terms of learning assistance and support in the modular learning approach. The results further signified that parents' educational attainment is a basis for adaptability in modular learning. -/- . (shrink)

For successful climate change adaptation, the distribution of responsibility within society is an important question. While the literature highlights the need for involving both public and private actors, little is still known of how citizens perceive their own and others’ responsibility, let alone the moral groundings for such perceptions. In this paper, we report the results of a survey regarding people’s attitudes towards different ways of distributing responsibility for climate change adaptation. The survey was distributed to citizens in six Swedish (...) municipalities and completed by 510 respondents. A large number of respondents wanted to assign responsibility for making decisions about and implementing adaptation measures to local governments, but also to property owners, whereas the national government was raised as responsible for setting decision boundaries and for financial support. The most preferred principles for a fair distribution of responsibility among the respondents were desert, ability, efficiency and need, while the principle of equal shares found less support. All principles received some support, indicating that it is necessary to consider several principles when distributing responsibility for climate change adaptation. Compared to earlier studies, this study shows more nuanced perceptions on who should be responsible and on what moral grounds. (shrink)

Migration has, in recent years, been one of the most current topics both in Croatia and worldwide. We have witnessed increased emigration (i.e. out-migration) of Croatian citizens, as well as attempts to cross the Croatian state border by citizens of other countries. This book focuses on migration in the context of the so-called migrant and refugee crisis, which is considered from a philosophical and sociological perspective. Any gender-specific terms, irrespective of the gender in which they are used here, refer equally (...) to both men and women. The book came into being as part of a study conducted by the authors in 2019 among students at the University of Split. This was one of the activities carried out within the project entitled Creating welcoming communities, which was coordinated by the Association "MI" – Split, with the support of the UNHCR’s (United Nations High Commissioner for Refugees) Representation in Croatia. The main objective of the project was to improve the conditions for better integration of asylum seekers at the local and regional level, with a special emphasis on local stakeholders and the community. The objective and activities of the project reflect and anticipate relocation policies and work towards analysing, valorising, and developing recommendations for the preparation of the local community and self-government to provide support. In this regard, we can say that the aim of the project is a contribution of sorts to creating a welcoming atmosphere and better conditions for integration through cooperation with institutions, and especially with the academic community. The project activities were intended to include relevant scientific findings that would enable the interested public to gain a more systematic understanding of the current social situation as well as to promote the idea of the possibilities of achieving a higher integration standard. In the complex social circumstances of today, which require understanding and adaptation, in addition to adequate access to accurate information, it is also crucial to ensure and facilitate the forming of inter-sectoral networks that would respond more readily to existing challenges. This primarily requires knowledge exchange, but also cooperation between different stakeholders such as public institutions, local and state government, civil society organisations, the academic community, media, etc. All these stakeholders play an equally important role in establishing a support network for a multitude of beneficiaries within the integration process. The establishment of a support network for the reception and integration of asylum seekers depends on the support of the local population in the broadest sense. One of the aims of the study was to analyse the relationship between the respondents’ identity features and their attitudes on accepting immigrants and refugees. The structure of the survey is based on the following objectives within which we sought to identify: 1) students’ attitudes on immigration, immigrants, and refugees, 2) the perceived sociodemographic profiles of immigrants and refugees, 3) the eventual presence of social distance towards immigrants and refugees. For the sake of clarity and better presentation, the second and third research objectives are analytically separated from the first one, although, in fact, a connection exists between them. How students perceive migration, immigrants, and refugees plays a role in shaping their attitudes towards them, as well as in potential behaviours reflected in the degree of social distance. From the sociological perspective, identity is seen as the way we perceive ourselves and others, as well as the way we are perceived by others. It involves sameness, similarity and difference concerning various groups of individuals (Abercrombie, Hill & Turner, 2006:190). Identity is associated with the meanings individuals and groups attach to their social reality, resulting in different forms of action. As such, it becomes one of the central political, scientific, and social topics in general. The book is structured in six chapters. Following the introduction, the first chapter presents the theoretical framework on which the conducted research is based. It goes on to elaborate on the concepts significant for a better understanding of the covered topic, in particular the concept of identity, the differences between the concepts of immigrant and refugee, as well as the frameworks of philosophical reflection on migration (the philosophy of politics and ethics). As confirmed both by our study and by numerous others, the discussion on the topic of identity represents an important element in understanding modern migrations. The third and fourth chapters lay out the research methodology, followed by the results and their interpretation. Chapter 5 provides conclusions and recommendations for further research and the establishment of a support network for the reception and integration of asylum seekers. The final chapter includes references to the literature used. (shrink)

Contribution to a symposium on Keith DeRose's The Case for Contextualism, Volume 1.

This study explores to what extent immigrants adopt the business ethical attitudes of their host country and/or maintain those of their country of origin. For countries that have significant immigration, acculturation is an important social issue. An immigrant’s acculturation is influenced through the ability to adapt his/her “ethical culture of origin” by integrating it with the host country’s ethical culture. The purpose of this study was to examine the impact of the role of acculturation on immigrant’s ethical attitudes. What happens (...) to individuals, who have developed in one cultural context, when they attempt to live in a new cultural context? Three groups were the object of this study: native students of business administration in Israel, students of business administration in the Ukraine and business students in Israel who had emigrated from the Ukraine. Samples of these student populations allowed the study of acculturation effects on the immigrants as they acclimated to Israeli society. Results showed that students living in the Ukraine had the lowest ethical attitudes, followed by Ukraine immigrants in Israel. Israeli-born students had significantly higher ethical attitudes than either of the two Ukrainian groups. Accordingly, the ethical perceptions of immigrant students showed that they were influenced by both their home and host cultures. According to Berry’s : 5–68, 1997) model of acculturation strategies, integration was their preferred strategy. The implications of these results and guidelines for further research are suggested. (shrink)

This study investigates the effect of mobile app on students’ Behavioral engagement, Confidence with technology, Mathematics confidence, Affective engagement, and Mathematics with technology. Grade 9 students were provided with mobile apps to support them in studying mathematics during distance learning. Post-test control group was utilized in the study to compare the mathematics and technology attitudes of the students in the control and treatment groups. This study used the Mathematics and Technology Attitudes Scale (MTAS) questionnaire adapted from Pierce et al. (2007). (...) Majority of students have a favorable attitude about the use of mobile educational applications, ranging from neutral to positive. Although there were no statistically significant differences in several of the subscales, the experimental group showed greater optimism than the control group. Teachers should continue incorporating mobile educational applications into the classroom to help and enhance the learning process given the good experiences reported by students. To further enhance students' attitudes toward the topic, it should be considered to address the negative attitude toward mathematical confidence. (shrink)

As it was shown in the Part I of this work, the driving of our life is determined by series of YES/NO - type elemental decision, which is actually the information unit (Bit), so we operate actually in an informational mode. The informational analysis and modeling of consciousness reveals seven informational systems, reflected at the conscious level by the cognitive informational centers suggestively called Iknow (Ik - memory), Iwant (Iw - decision center), Iove (Il-emotions), Iam (Ia-body status), Icreate (Ic-informational genetic (...) transmitter and educator), Icreated (I-cd genetic generator inherited from the parents) and Ibelieve, (Ib - connection to the informational field of the universe). As the mind can operate in a bipolar mode, we dispose of two alternatives to use our free will: in a positive (YES) or negative (NO) mode. Such modes can be applied as a function of the personal criteria, especially that inhered from the family, which are the fundamental ones, but also from that acquired during the life. The persistence to operate in a positive or a negative mode is fundamental for the designing of our personal trajectory and therefore for our destiny. The destiny and the role of our free will in deciding the course of our own life are analyzed therefore with respect to our YES/NO attitude, which is an integrated informational output composed by the contribution of all cognition centers, showing that when this is favorable to the life rules, it is avoided its deterioration determined by a permanently negative attitude and thinking mode. It is shown that our intervention should be directed both to the operating mode but also to the decision criteria, when it is ascertained that they do not correspond to the reality, allowing a favorable adaptation. As parents and therefore as forming and educator of the next generation, an activity specific for the center Ic, it is necessary to observe, discover and encourage the talents and predispositions of their Children, to put them on a privileged way of the destiny, because they will benefit of an advanced informational “budget” with respect to their generation and a certain sort of preparation. The comparative analysis between personal operating mode and the reality for adaptation necessities should guide permanently the selected trajectory way, to include new criteria, to change the older, or to reprogramming the operation mode, with the participation of all centers. The stereotype thinking chains triggered by repetitive negative thoughts acts on the informational system as stressing agents, leading to chronic, sometime serious disorders. Such thinking operation forms should be therefore detected and substituted or eliminated without delay, according to some recommended suggestions. Furthermore, it is shown that a specific self-control of the thoughts as positive or negative information and of the lifestyle, helps the health maintenance and the life prolongation under high qualitative. (shrink)

This paper examines the experiences of a group of values education teachers who are studying in a customized scholarship and online graduate program under the Linking Standards and Quality Practice (LiSQuP) project in the Philippines. It aimed to explore the attitudes, benefits, and challenges encountered by the values education teachers by participating in the LiSQuP program. Embedded single case study research design was used, and qualitative content analysis was utilized for analyzing and interpreting the data. Recorded focus group interview, online (...) survey documents, observations, and participatory contact were used to obtain the data from the 30 participants who are LiSQuP scholars and teachers of values education in the public schools of the Philippines. Based on the findings of the study, the following results were drawn: 1) The participants exhibited adaptive and positive attitude towards the LiSQuP program; 2) The participants benefited from the program in terms of professional and personal development; and 3) The participants struggled with various factors related to time, program design, and personal traits. The rewarding and challenging experiences of the participants in this study May inform the project management team and other higher education institutions with similar online programs to enhance opportunities for a more responsive and collaborative online learning community for diverse graduate distance learners. (shrink)

In todays educational landscape, adapting teaching methods to the digital age is important. While traditional approaches remain essential, they may not fully engage students in multimedia-rich environments. This study evaluates multimedia tools effectiveness in teaching Filipino subjects to Grade 10 learners at Tikalaan National High School for School Year 2023-2024. It examines the impact of such tools on academic performance and student attitudes by comparing pretest and posttest results between control and experimental groups and its implications in teaching Filipino to (...) Grade 10 learners. The study involves Grade 10 students divided into two groups of thirty-five (35) both the Control Group and the Experimental Group. Data collection involved the Division-Based Quarterly Assessment for both pretest and posttest evaluations to measure academic progress. Additionally, a researcher-created survey is made to assess students attitudes towards multimedia tools. Respondents were selected through purposive sampling, focusing on characteristics relevant to the studys objectives. A quasi-experimental design was used, comparing the pretest and posttest results of both groups to determine multimedia tools effectiveness. Statistical analyses, including T-test, ANOVA, and F-test, were used to evaluate the significance of observed differences. The study reveals significant improvement in academic performance and a positive shift in attitudes towards multimedia tools among the experimental group. These findings suggest that multimedia tools can enhance learners academic performance and foster greater student engagement. It underscores the importance of integrating multimedia tools into educational practices to improve teaching and learning outcomes. Recommendations include incorporating multimedia into the curriculum and providing professional development for educators to maximize these tools effectiveness. (shrink)

Starting from a philosophical perspective, which states that the living structures are actually a combination between matter and information, this article presents the results on an analysis of the bipolar information-matter structure of the human organism, distinguishing three fundamental circuits for its survival, which demonstrates and supports this statement, as a base for further development of the informational model of consciousness to a general informational model of the human organism. For this, it was examined the Informational System of the Human (...) Body and its components from the perspective of the physics/information/neurosciences concepts, showing specific functions of each of them, highlighting the correspondence of these centers with brain support areas and with their projections in consciousness, which are: Center of Acquisition and Storing of Information (CASI) reflected in consciousness as memory, Center of Decision and Command (CDC) (decision), Info-Emotional Center (IES) (emotions), Maintenance Informational System (MIS) (personal status), Genetic Transmission System (GTS) (associativity/genetic transmission) and Info Genetic Generator (IGG) related by the body development and inherited behaviors. The Info Connection (IC), detected in consciousness as trust and confidence can explain the Near-Death Experiences (NDEs) and associated phenomena. This connection is antientropic and informational, because from the multitude of uncertain possibilities is selected a certain one, helping/supporting the survival and life. The human body appears therefore as a bipolar structure, connected to two poles: information and matter. It is argued that the survival, which is the main objective of the organism, is complied in three main ways, by means of: (i) the reactive operation for adaptation by attitude; (ii) the info-genetic integration of information by epigenetic processes and genetic transmission of information for species survival, both circuits (i) and (ii) being associated to the information pole; (iii) maintenance of the material body (defined as informed matter) and its functions, associated to the matter pole of the organism. It results therefore that the informational system of the human body is supported by seven informational circuits formed by the neuro-connections between the specific zones of the brain corresponding to the informational subsystems, the cognitive centers, the sensors, transducers and execution (motor/mobile) elements. The fundamental informational circuits assuring the survival are the reactive circuit, expressible by attitude, the epigenetic/genetic circuit, absorbing and codifying information to be transmitted to the next generations, and the metabolic circuit, connected to matter (matter pole). The presented analysis allows to extend the informational modeling of consciousness to an Informational Model of Consciousness and Organism, fully describing the composition/functions of the organism in terms of information/matter and neurosciences concept. (shrink)

The thesis that knowledge is a factive mental state plays a central role in knowledge-first epistemology, but accepting this thesis requires also accepting an unusually severe version of externalism about the mind. On this strong attitude externalism, whether S is in the mental state of knowledge can and often will rapidly change in virtue of changes in external states of reality with which S has no causal contact. It is commonly thought that this externalism requirement originates in the factivity (...) of knowledge. However, despite a number of recent defenses of non-factive accounts of knowledge, epistemology has yet to consider whether a non-factive approach might produce a version of the mental state thesis that can avoid strong externalism. Here I do just that, exploring how three different proposals for weakening factivity might be adapted to theories of knowledge as a non-factive mental state. Contrary to what we might expect, however, none of these proposals are compatible with anything close to attitude internalism about knowledge—or even a substantially weaker externalism. All told, the widespread view that wraps up the severe externalism required for knowledge to be a mental state in factivity is mistaken. Knowledge’s external-world connection runs far deeper than the factivity constraint. (shrink)

Human behavior is an underlying cause for many of the ecological crises faced in the 21st century, and there is no escaping from the fact that widespread behavior change is necessary for socio-ecological systems to take a sustainable turn. Whilst making people and communities behave sustainably is a fundamental objective for environmental policy, behavior change interventions and policies are often implemented from a very limited non-systemic perspective. Environmental policy-makers and psychologists alike often reduce cognition ‘to the brain,’ focusing only to (...) a minor extent on how everyday environments systemically afford pro-environmental behavior. Symptomatic of this are the widely prevalent attitude–action, value–action or knowledge–action gaps, understood in this paper as the gulfs lying between sustainable thinking and behavior due to lack of affordances. I suggest that by adopting a theory of affordances as a guiding heuristic, environmental policy-makers are better equipped to promote policies that translate sustainable thinking into sustainable behavior, often self-reinforcingly, and have better conceptual tools to nudge our socio–ecological system toward a sustainable turn. Affordance theory, which studies the relations between abilities to perceive and act and environmental features, is shown to provide a systemic framework for analyzing environmental policies and the ecology of human behavior. This facilitates the location and activation of leverage points for systemic policy interventions, which can help socio–ecological systems to learn to adapt to more sustainable habits. Affordance theory is presented to be applicable and pertinent to technically all nested levels of socio–ecological systems from the studies of sustainable objects and households to sustainable urban environments, making it an immensely versatile conceptual policy tool. Finally, affordance theory is also discussed from a participatory perspective. Increasing the fit between local thinking and external behavior possibilities entails a deep understanding of tacit and explicit attitudes, values, knowledge as well as physical and social environments, best gained via inclusive and polycentric policy approaches. (shrink)

In the first part of this paper, I try to clear the ground from frequent misconceptions about the relationship between fact and value by examining some uses of the adjective “natural” in ethical controversies. Such uses bear evidence to our “natural” tendency to regard nature (considered in a descriptive sense, as the complex of physical and biological regularities) as the source of ethical norms. I then try to account for the origin of this tendency by offering three related explanations, the (...) most important of which regards it as the outcome of an adaptation: if any behaviour that favours our equilibrium with the environment is potentially adaptive, nothing can be more effective for this goal than developing an attitude toward the natural world that regards it as a dispenser of sacred norms that must be invariably respected. By referring to the Aristotelian notion of human flourishing illustrated in the first part of the paper, in the second I discuss some ethical problems raised by mini-chips implantable under in our bodies. I conclude by defending the potential beneficial effects of such new technological instruments. (shrink)

We defend a realistic attitude towards biological species. We argue that two species are not different species because they differ in intrinsic features, be they phenotypic or genomic, but because they are separated with regard to gene flow. There are no intrinsic species essences. However, there are relational ones. We argue that bearing a gene flow relation to conspecifics may serve as the essence of a species. Our view of the species as a Gene-Flow Community differs from Mayr’s definition (...) of the species as a reproductive community. In a reproductive community, each organism is able to successfully reproduce with each other. However, there are species in which geographically distant organisms lost their ability to successfully reproduce, due to strong genetic adaptations to the respective local environmental conditions. Despite this loss of the ability to mutually reproduce, they are still bound by gene flow via continuous intermediate populations. This replacement of Mayr’s notion of an interbreeding potential as a criterion for species membership has important implications for the treatment of populations in allopatry and sympatry. (shrink)

Galen Strawson has contrasting attitudes to consciousness and free will. In the case of the former, he says it is a fundamental element of nature whose denial is the “greatest woo-woo of the human mind.” In the case of the latter, by contrast, he says it is not merely non-existent but “provably impossible.” Why the difference? This paper suggests this distinctive pattern of positions is generated by underestimating the world (to adapt a phrase Strawson uses himself in another context). If (...) you underestimate the world, and correlatively overestimate your level of understanding of the world, it is natural to think both that consciousness is fundamental, and that free will is non-existent. If you don’t underestimate the world, on the other hand, a more uniform and attractive treatment of these topics becomes available. (shrink)

Violence turns hope and expectation into guilt and shame. This publication discusses the outcome of a philosophical and artistic investigation into complex patterns of behaviour. Negative connotations and positive aspects of guilt and shame are connected convincingly to the artistic process which is used by the artist to produce new work. As a consequence, a different light is shed on the concepts of guilt and shame. The author shows in an intriguing way how adapting an artistic attitude can help (...) us think in a more peaceful and independent manner. Over Schuld en Schaamte (On Guilt and Shame) thus offers a new surprising insight how violence can be transformed into hope and more rewarding practices. (shrink)

One common attitude toward abstract objects is a kind of platonism: a view on which those objects are mind-independent and causally inert. But there's an epistemological problem here: given any naturalistically respectable understanding of how our minds work, we can't be in any sort of contact with mind-independent, causally inert objects. So platonists, in order to avoid skepticism, tend to endorse epistemological theories on which knowledge is easy, in the sense that it requires no such contact—appeals to Boghossian’s notion (...) of epistemic analyticity are particularly common here, as are appeals to some broadly pragmatic account of the good standing of basic beliefs. I argue, though, that these appeals are hopeless: an argument adapted from the Benacerraf–Field challenge shows that, even if some such theory can deliver the verdict that our beliefs about abstract objects have some prima facie good standing, this good standing will inevitably be defeated. (shrink)

Sacred value attitudes involve a distinctive profile of norm psychology: an absolutist prohibition on transgressing the value, combined with outrage at even hypothetical transgressions. This article considers three mechanisms by which such attitudes may be adaptive, and relates them to central theories regarding the evolution of religion. The first, “deterrence” mechanism functions to dissuade coercive expropriation of valuable resources. This mechanism explains the existence of sacred value attitudes prior to the development of religion and also explains analogues of sacred (...) value in non-human species. The two remaining mechanisms, “assurance” and “coalitional,” are more likely to have been involved in the cultural evolution of specifically religious behavior. In the assurance mechanism, sacred value attitudes increase the cost of ideological commitments, making them more reliable as signals of a cooperative disposition. In the coalitional mechanism, sacred value attitudes make it dangerous for third parties to dissent from a social norm, and thus discourage competitor ideologies. While both these mechanisms are compatible with major accounts of the evolution of religion, different theories suggest a greater or lesser emphasis on one mechanism or the other. (shrink)

One influential tradition holds that blame is a moral attitude: blame is appropriate only when the target of blame has violated a moral norm without excuse or justification. Against this, some have recently argued that agents can be blameworthy for their violation of epistemic norms even when no moral norms are thereby violated. This paper defends the appropriateness of aesthetic blame: agents can be blameworthy for their violation of aesthetic norms as such, where aesthetic norms are the norms of (...) social practices that aim at aesthetic values. I adapt a generic account of blame as protest, which can take variable forms, and then argue that aesthetic distortion cases—cases in which an existing artwork is distorted in its presentation—most clearly warrant blame even in the absence of violations of moral norms. (shrink)

Biological research on race has often been seen as motivated by or lending credence to underlying racist attitudes; in part for this reason, recently philosophers and biologists have gone through great pains to essentially deny the existence of biological human races. We argue that human races, in the biological sense of local populations adapted to particular environments, do in fact exist; such races are best understood through the common ecological concept of ecotypes. However, human ecotypic races do not in general (...) correspond with 'folk' racial categories, largely because many similar ecotypes have multiple independent origins. Consequently, while human natural races exist, they have little or nothing in common with 'folk' races. (shrink)

Mark Schroeder has argued that all reasonable forms of inconsistency of attitude consist of having the same attitude type towards a pair of inconsistent contents (A-type inconsistency). We suggest that he is mistaken in this, offering a number of intuitive examples of pairs of distinct attitudes types with consistent contents which are intuitively inconsistent (B-type inconsistency). We further argue that, despite the virtues of Schroeder's elegant A-type expressivist semantics, B-type inconsistency is in many ways the more natural choice (...) in developing an expressivist account of moral discourse. We close by showing how to adapt ordinary formality-based accounts of logicality to define a B-type account of logical inconsistency and distinguish it from both semantic and pragmatic inconsistency. In sum, we provide a roadmap of how to develop a successful B-type expressivism. (shrink)

Existing indexing systems used to arrange philosophical works have been shown to misrepresent the discipline in ways that reflect and perpetuate exclusionary attitudes within it. In recent years, there has been a great deal of effort to challenge those attitudes and to revise them. But as the discipline moves toward greater equality and inclusivity, the way it has indexed its work has unfortunately not. To course correct, we identify in this article some of the specific changes that are needed within (...) current indexing systems and propose a new model that could embody them. We use the Diversity Reading List in Philosophy as a case study and PhilPapers as a basis for comparison. The model we propose not only represents the discipline in a more inclusive and fair way, but it is also efficient, easy to use or implement, and adaptable for a variety of contexts. (shrink)

What makes a certain consideration an aesthetic reason rather than a reason of some other kind? Is it a solely a matter of the kind of attitude or activity that the reason supports? How fundamental or structural are such reasons? Do they contrast in a natural way with epistemic or practical reasons? Is skilled aesthetic achievement, whether interpretative or creative, a matter of recognizing the aesthetic reasons we have for a given response, and correctly according with such reasons? In (...) this paper, I offer a preliminary discussion of these topics. I argue that our account of aesthetic reasons should respect the fact that they play an important regulative role, over and above directly supporting aesthetic response. Such a role allows aesthetic reasons to moderate a wide range of practical and epistemic activities, but not by adding or substituting distinctively aesthetic ends or purposes for such activities. I then go on to argue against the view that skilled aesthetic achievement consists in correct recognition of and accord with aesthetic reasons, adapting a recent argument of Timothy Williamson’s. (shrink)

En el presente texto me interesa demostrar que la moral es parte integrante de todo orden social. Lo haré destacando la manera en que los elementos morales de la interacción social están directamente vinculados a los procesos comunicativos de generación de significados, ala vez que determinados por las relaciones de poder entre los sujetos interactuantes. Para efecto de este trabajo entenderé la moral como una especial forma de comunicación que remite a señalamientos de aprecio o desprecio entrelos actores Parto de (...) la idea de que por lo general en la interacción el no seguimiento de las normas socialmente dominantes tiende a generar una reacción de desprecio hacía el infractor de la norma. En la segunda parte de mi texto analizaré dos tipos posibles de actitud del actor frente al orden moral: la adaptación prácticay la búsqueda de reconocimiento. In this text I am interested in demonstrating that morality is an integral part of every social order. I will do so by highlighting the way in which the moral elements of social interaction are directly linked to the communicative processes of generating meanings, while being determined by the power relations between the interacting subjects. For the purposes of this work I will understand morality as a special form of communication that refers to signs of appreciation or contempt between the actors. It is based on the idea that in general in interaction, failure to follow the socially dominant norms tends to generate a reaction of contempt towards the offender of the norm. In the second part of my text I will analyze two possible types of attitude of the actor towards the moral order: practical adaptation and the search for recognition. (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 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)

Empathy is a topic of continuous debate in the nursing literature. Many argue that empathy is indispensable to effective nursing practice. Yet others argue that nurses should rather rely on sympathy, compassion, or consolation. However, a more troubling disagreement underlies these debates: There’s no consensus on how to define empathy. This lack of consensus is the primary obstacle to a constructive debate over the role and import of empathy in nursing practice. The solution to this problem seems obvious: Nurses need (...) to reach a consensus on the meaning and definition of empathy. But this is easier said than done. Concept analyses, for instance, reveal a profound ambiguity and heterogeneity of the concept of empathy across the nursing literature. Since the term “empathy” is used to refer to a range of perceptual, cognitive, emotional, and behavioral phenomena, the presence of a conceptual ambiguity and heterogeneity is hardly surprising. Our proposal is simple. To move forward, we need to return to the basics. We should develop the concept from the ground up. That is, we should begin by identifying and describing the most fundamental form of empathic experience. Once we identify the most fundamental form of empathy, we will be able to distinguish among the more derivative experiences and behaviors that are addressed by the same name and, ideally, determine the place of these phenomena in the field of nursing. The aim of this article is, consequently, to lay the groundwork for a more coherent concept of empathy and thereby for a more fruitful debate over the role of empathy in nursing. In Part 1, we outline the history of the concept of empathy within nursing, explain why nurses are sometimes warry of adapting concepts from other disciplines, and argue that nurses should distinguish between adapting concepts from applied disciplines and from more theoretical disciplines. In Part 2, we show that the distinction between emotional and cognitive empathy—borrowed from theoretical psychology—has been a major factor in nurses’ negative attitudes toward emotional empathy. We argue, however, that both concepts fail to capture the most fundamental form of empathy. In Part 3, we draw on and present some of the seminal studies of empathy that can be found in the work of phenomenological philosophers including Max Scheler, Edmund Husserl, and Edith Stein. In Part 4, we outline how their understanding of empathy may facilitate current debates about empathy’s role in nursing. (shrink)

The realist belief in robustly attitude-independent evaluative truths – more specifically, moral truths – is challenged by Sharon Street’s essay “A Darwinian Dilemma for Realist Theories of Value”. We know the content of human normative beliefs and attitudes has been profoundly influenced by a Darwinian natural selection process that favors adaptivity. But if simple adaptivity can explain the content of our evaluative beliefs, any connection they might have with abstract moral truth would seem to be purely coincidental. She continues (...) the skeptical attack in “Objectivity and Truth: You’d Better Rethink It”, concentrating on the intuitionist realism of Ronald Dworkin. The latter sees the issue fundamentally as a holistic choice between moral objectivity and the genocide-countenancing consequences of abandoning objective standards. Street counters that, because of realism’s skeptical difficulties, Dworkin’s Choice (as I call it) actually works in favor of her Euthyphronic antirealism. I will argue that she misrepresents the realist’s skeptical challenge, and that clarifying the character of that challenge renders the case for normative realism much more appealing. Indeed, I claim that Street fails to exclude the genuine possibility of a rational basis for moral truth. (shrink)

Why do we have social norms—of fairness, cooperation, trust, property, or gender? Modern-day Humeans, as I call them, believe these norms are best accounted for in cultural evolutionary terms, as adaptive solutions to recurrent problems of social interaction. In this paper, I discuss a challenge to this “Humean Program.” Social norms involve widespread behaviors, but also distinctive psychological attitudes and dispositions. According to the challenge, Humean accounts of norms leave their psychological side unexplained. They explain, say, why we share (...) equally, but not why we disapprove of those who don’t. I defend the Humean Program against this challenge. In particular, I suggest an idea for how to extend the Program to account for the psychological side of norms. Socially adaptive behaviors aren’t just likely to emerge in a group; They are also likely to be widely taught within it. The transmission of these behaviors through instruction explains why they are associated with distinctive normative attitudes and dispositions. These attitudes play a pedagogical role in helping transmit these behaviors to children and newcomers. (shrink)

Financial literacy is becoming a pivotal skill in navigating the marketplaces within the predominant rising digital branches of trading domains; however, there remains a concerning gap in the purchasing behavior of adolescents, who are its primary users. With this in mind, the main objective of our research is to determine whether there is a relationship between a student's level of financial literacy and their online purchase decision-making. The researchers employed an explanatory mixed approach and purposive sampling to identify respondents from (...) Immaculate Conception College of Balayan, Inc. A 5-point Likert scale survey was utilized to collect data from 66 respondents, followed by semi-structured interviews with 10 selected participants. The results showed a moderately positive correlation between a student's financial literacy and online purchase decisions, as determined by the Pearson correlation coefficient. Thus, the thematic analysis revealed that respondents generally have good financial literacy, emphasizing factors like pricing, online reviews, and product ratings when making digital marketplace decisions. However, there are notable gaps in their understanding of basic financial concepts and their ability to apply them in real-life situations. To effectively enhance students’ financial literacy and online purchasing decisions, a holistic approach is necessary, including targeted interventions, practical applications, and continuous adaptation to evolving consumer behaviors. Educational institutions, policymakers, and stakeholders should work together to create comprehensive programs that provide students with the knowledge, skills, and attitudes needed to negotiate real-world financial situations and make sound judgments in the digital commerce ecosystem. By emphasizing practical learning, key financial concepts, and trustbuilding approaches, educators may empower students to become responsible consumers capable of managing their resources successfully and ethically. (shrink)

We often find ourselves in situations where it is up to us to make decisions on behalf of others. How can we determine whether such decisions are morally justified, especially if those decisions may change who it is these others end up becoming? In this paper, I will evaluate one plausible kind of justification that may tempt us: we may want to justify our decision by appealing to the likelihood that the other person will be glad we made that specific (...) choice down the line. Although it is tempting, I ultimately argue that we should reject this sort of appeal as a plausible justification for the moral permissibility of our vicarious decisions. This is because the decisions that we make on behalf of another may affect the interests and values that that person will hold in the future. As I will show, this complicates the justificatory relationship between present decisions and future attitudes, since the latter can depend on the former. This is not to say that the predicted future attitudes of others can play no significant role in justifying our decisions on others’ behalf. Rather, appealing to the future attitudes in our moral justifications may play an important role in our practical thinking but only when we consider the future attitudes of all relevant possible futures. (shrink)

If humans have an evolved moral psychology, then we should not expect it to function in an identical way between individuals. Instead, we should expect a diversity in the function of our moral psychology between individuals that varies along genetic lines, and a corresponding diversity of moral attitudes and moral judgements that emerge from it. This is because there was no one psychological type that would reliably produce adaptive social behaviour in the highly heterogeneous environments in which our minds (...) evolved. As such, there was no single psychological type towards which evolution could gravitate. Instead we evolved a stable polymorphism of psychological types, maintained by frequency-dependent selection, each predisposed towards particular social and moral attitudes and behaviours. This can help explain the existence of moral diversity, particularly intra-cultural moral diversity, and seemingly intractable moral disagreement. (shrink)

Virtue theories can plausibly be argued to have important advantages over normative ethical theories which prescribe a strict impartialism in moral judgment, or which neglect people’s special roles and relationships. However, there are clear examples of both virtuous and vicious partiality in people’s moral judgments, and virtue theorists may struggle to adequately distinguish them, much as proponents of other normative ethical theories do. This paper first adapts the “expanding moral circle” concept and some literary examples to illustrate the difficulty of (...) adequately distinguishing virtuous from vicious partiality. Later sections aim to show how an adequate philosophical ethics will be able to both a) attribute virtue (and hence praiseworthiness) to agents whose actions may directly serve only their special interests, roles, or special relationships; and b) attribute vice (and hence censure) where an agent’s attitudes and/or actions mirror known personal biases (for instance, an egoistic attitude) or social biases (for instance, and ethnocentric attitude). This dual ability leaves space for much virtuous partiality, while also reflecting a “risk-aware” approach, recognizing the deleterious consequences of our human penchant for constructing and imbuing moral significance to oftentimes factitious us/them dichotomies. (shrink)

Many contemporary epistemologists take rational inference to be a conscious action performed by the thinker (Boghossian 2014; 2018; Valaris 2014; Malmgren 2018). It is tempting to think that rational evaluability requires responsibility, which in turn requires conscious action. In that case, unconscious cognition involves merely associative or otherwise arational processing. This paper argues instead for deep rationalism: unconscious inference often exhibits the same rational status and richly structured logical character as conscious inference. The central case study is rationalization, in which (...) people shift their attitudes in logically structured, reason-responsive ways in response to evidence of their own incompetence or immorality. These attitude shifts are irrational in a way that reflects on the thinker. Thus rationally evaluable inference extends downward into the unconscious. Many take the sole aim of belief to be truth (Velleman 2000) or knowledge (Williamson 2000), but the prevalence of rationalization suggests that belief updating often aims instead at preserving our positive conceptions of ourselves—that is, belief updating is part of a psychological immune system (Gilbert 2006; Mandelbaum 2019). This paper argues that the psychological immune system comprises a suite of distinct cognitive mechanisms, some (ir)rational and some arational, which are united by a common function of avoiding the maladaptive predomination of negative affect and maintaining stable motivation. Other aspects of the psychological immune system include (i) a domain-general positive bias in evaluative attitudes and (ii) “terror management,” i.e., the systematic strengthening of meaning-conferring beliefs to avoid death anxiety. The multiplicity of processes underlying the psychological immune system point toward an irrational but adaptive function of cognition to keep us motivated in a world rife with negativity and death. (shrink)

This paper aims to provide a theoretical framework for explaining the subjective character of pain experience in terms of what we will call ‘embodied predictive processing’. The predictive processing (PP) theory is a family of views that take perception, action, emotion and cognition to all work together in the service of prediction error minimisation. In this paper we propose an embodied perspective on the PP theory we call the ‘embodied predictive processing (EPP) theory. The EPP theory proposes to explain pain (...) in terms of processes distributed across the whole body. The prediction error minimising system that generates pain experience comprises the immune system, the endocrine system, and the autonomic system in continuous causal interaction with pathways spread across the whole neural axis. We will argue that these systems function in a coordinated and coherent manner as a single complex adaptive system to maintain homeostasis. This system, which we refer to as the neural-endocrine-immune (NEI) system, maintains homeostasis through the process of prediction error minimisation. We go on to propose a view of the NEI ensemble as a multiscale nesting of Markov blankets that integrates the smallest scale of the cell to the largest scale of the embodied person in pain. We set out to show how the EPP theory can make sense of how pain experience could be neurobiologically constituted. We take it to be a constraint on the adequacy of a scientific explanation of subjectivity of pain experience that it makes it intelligible how pain can simultaneously be a local sensing of the body, and, at the same time, a more global, all-encompassing attitude towards the environment. Our aim in what follows is to show how the EPP theory can meet this constraint. (shrink)

Los sociobiólogos han defendido una posición "calvinista" que se resume en la siguiente fórmula: si la selección natural explica las actitudes morales, no hay altruismo genuino en la moral; si la moral es altruista, entonces la selección natural no puede explicarla. En este ensayo desenmascaro los presupuestos erróneos de esta posición y defiendo que el altruismo como equidad no es incompatible con la selección natural. Rechazo una concepción hobbesiana de la moral, pero sugiero su empleo en la interpretación de la (...) psicología de los primates no humanos y en un modelo de progresión evolutiva que habría llevado a la moralidad como adaptación pasando por la razón instrumental. /// Sociobiologists have endorsed a "Calvinist" position captured in the following formula: if natural selection explains moral attitudes, morality is not genuinely altruistic; if morality is altruistic, then natural selection cannot explain it. I expose the false presuppositions behind this claim and argüe that altruism as fairness is not incompatible with natural selection. I reject a Hobbesian view of morality as an instrumental endorsement of fairness norms, but suggest its use to interpret primate psychology and to model an evolutionary progression ending in moral capacities as adaptations. (shrink)

In this paper I consider Simone Weil’s notion of attention as the fundamental and necessary condition for mystical experience, and investigate Iris Murdoch’s secular adaptation of attention as a moral attitude. After exploring the concept of attention in Weil and its relation to the mystical, I turn to Murdoch to address the following question: how does Murdoch manage to maintain Weil’s idea of attention, even keeping the importance of mysticism, without Weil’s religious metaphysical background? Simone Weil returns to the (...) importance of attention throughout her writing. To attend, for Weil, means to empty oneself of all that is personal, primarily one’s will, which Weil sees as the essence of the human individual. This act imitates God’s act of creation, considered as a withdrawal in order to let something other than himself exist. Since such withdrawal represents God’s supreme act of love, salvation for human beings lies in the attempt to do likewise. By giving up one’s will, while desiring God with all of one’s soul, one creates the conditions for God to descend into the soul. This ‘passive activity’ is attention. Weil’s writings had a deep impact on Iris Murdoch’s moral philosophy. In particular, Weil’s concept of attention is carried into Murdoch’s thought almost unchanged, with one striking exception: the absence of God in Murdoch’s system. Just as surprisingly, Murdoch at the same time maintains that mysticism and spirituality are crucial for morality, nor does she wish to sever the connection between attention and mysticism. Is Murdoch being inconsistent? I believe not. But the idea of attention as a mystical concept, within a metaphysics which has no room for God, requires further examination. For Murdoch, attention is the central capacity of the morally good person. Attention is, like in Weil, connected with an emptying of the self (for Murdoch the Ego) and a renunciation of will, in order to let something external make an impression in the subject. However, in Murdoch’s philosophy such external impression is not given by God, but by reality itself. Thus far, it appears, the notion of mysticism would be unnecessary. Yet for Murdoch reality is not something that we passively perceive, but something that requires a moral faculty – attention – made up of selflessness and desire for the good, in order to be apprehended. Two elements of mysticism then begin to surface: firstly, apprehension of reality requires a faculty that is not purely intellectual, but that involves the whole of the individual, including intuitions that one may be unable to explain (which Murdoch is happy to call ‘the soul’); secondly, the reality thus apprehended is considered as transcendent, insofar as its truth, infinitely distant, transcends the individual’s complete grasp. Thus the mystic, in Murdoch’s system, is regarded as an ideal moral person, not because s/he is guided by God, but because of his/her selfless ability to attend to the world beyond oneself and intuit its moral and metaphysical truth. (shrink)

This study delved into the perceptions of Mathematics’ student teachers regarding the implementation of gamification in secondary schools at Nasugbu, Batangas. This research investigates the rising global trend of implementing gamification in education, particularly in Mathematics teaching, to address contemporary learner needs by examining student teachers' use of gamified activities, their design factors, encountered challenges, and perceived benefits. Purposive sampling was utilized in a multiple-case study approach to select ten (10) secondary school Mathematics’ student teachers engaged in practice teaching in (...) Nasugbu, Batangas. Qualitative findings revealed common gamified activities employed by student teachers, emphasizing the importance of student-centered design, alignment with learning objectives, student engagement, assessment, and adaptation to the classroom context. Challenges faced by student teachers in integrating gamification included technical limitations, sustaining engagement, time management, and addressing diverse learning styles. Despite these challenges, integrating gamification showed benefits such as increased engagement, improved learning outcomes, reduced math anxiety, and enhanced attitudes towards Mathematics. In conclusion, gamified activities play a significant role in enhancing student engagement and learning outcomes in Mathematics classrooms. The findings suggest student teachers to explore and integrate gamified activities into Mathematics lessons to create engaging environments supporting student success. (shrink)

The present study is aimed at contributing to the growing literature around the application and relevance of AI in education, among others. Specifically, this work is centered around the constructs of AI literacy, as well as attitudes towards AI among pre-service teachers at three higher education institutions offering teacher education programs in Central Luzon, Philippines. Similarly, data pertinent to the respondents’ attitudes towards AI were gathered through an adapted instrument with a 4-point Likert scale, consisting of 26 items distributed across (...) 3 components namely, Cognitive; Affective; and Behavioral. Using convenience sampling, the researchers were able to collect responses from a total of 61 consenting respondents. Salient findings revealed that the same respondents have a generally positive attitudes towards AI, and only a generally moderate level of AI literacy. Important implications to the current teacher education curriculum and its relevance in light of the advent and integration of AI in teaching and learning, were drawn. Particularly, the researchers proposed in the backdrop of the findings that an enhanced teacher education curriculum by way of AI use integration be considered, among others. As a preliminary work towards AI literacy among pre-service teachers in the Philippine setting, this study further called for further research and academic work towards such endeavors. (shrink)

ABSTRACT For learning any language, motivation plays a vital role. This study aims to investigate collegiate students’ predictive motivational factors toward students’ attitude toward learning English as secondary language. This is a cross-sectional study in which questionnaire was adapted from the existing literature for data collection. For this quantitative study data were collected from two government degree colleges of Larkana. Total 400 questionnaires were randomly distributed among intermediate students both boys and girls, out of that 247 were returned. Data (...) were analyzed using statistical packages for social sciences (SPSS) version 24. Initially, data were cleaned by identifying missing values and outliers. Study hypotheses were examined using Multiple Regression Analysis (MRA). The findings of this study revealed that instrumental motivation and parental encouragement (independent variables) have positive and significant relationship with attitude toward learning English. However, one variable i.e. integrative motivation was not found as a significant and positive predictor of the dependent variable. Like any study, this study also possesses few limitations, such as sample size, time horizon, and context of the study. In the end, future directions are given for further exploration. (shrink)

Introduction: the neuroscientific turn in political science The observation that brains and political orders are interdependent is almost trivial. Obviously, political orders require brain processes in order to emerge and to remain in place, as these processes enable action and cognition. Conversely, every since Aristotle coined man as “by nature a political animal” (Aristotle, Pol.: 1252a 3; cf. Eth. Nic.: 1097b 11), this also suggests that the political engagements of this animal has likely consequences for its natural development, including the (...) development of its psychological functions. Given these mutual interdependencies, it is remarkable that only since the 1960s, the more general domain of ‘biopolitics’ has attracted attention though first particularly in the form of behavioral politics (Alford and Hibbing). Since then biopolitics has gained in interest, so much so that different subdomains can be identified. Indeed, a 2008 review of the field of biopolitics identified five ‘headings’ of it: “(1) the case for a ‘more biologically oriented political science’, (2) ‘biologically related’ public policy issues, (3) physiological measures of political attitudes and behaviour, (4) the influence of physiological factors on actual political behaviour, and (5) the manner in which our species’ evolutionary history has left homo sapiens genetically endowed with certain social and political behavioural tendencies” (Somit and Peterson 43). Striking is how the relation between biology and politics is taken here in a rather unidirectional way, emphasizing particularly the decisive power of biology upon politics. The reverse relation is not mentioned specifically, reflecting the field of biopolitics, perhaps until quite recently. This absence of studies of political influences on our biology may have to do with the difficulty in investigating such influences. Empirical studies in biopolitics have two foci, broadly speaking: genetics and the brain, both of which have turned out to be complex and dynamic phenomena (Alford and Hibbing). Yet the studies of genetics and brain processes have made much progress in the last few decades, thanks to the development of research instruments - like fMRI brain scanners and TMS brain stimulation instruments - and of computational tools for data analysis and the simulation of explanatory models. For the field of biopolitics it is particularly relevant that within cognitive neuroscience the study of social and political issues has witnessed an increasing interest of researchers even more recently. Indeed, aware of the enabling and mediating role of the brain regarding those issues, a truly ‘neuroscientific turn’ can be observed in the social sciences, testified for example by the emergence of the field of ‘neuropolitics’ (Connolly; Vandervalk). Developing a systematic neuropolitics or biopolitics in general is a difficult challenge because of the wealth of causal influences on and interdependencies between biological, brain, cognitive and socio-political factors. Taking a somewhat more abstract perspective, this paper focuses on the process of emerging complexity in adaptive systems, enabling those to conduct ever more complex processes. Yet, parallel to that development can be observed that such systems, or organisms, are also capable in reducing the complexity of the information they are to process. Once they’re capable of developing and adjusting such compressed and complex representations of information, those systems or organisms can handle more information faster and more efficient and adaptive, yielding important benefits to the organism in navigating its environment (Halford, Wilson and Phillips). Before focusing on the role of narrative as a cognitive strategy for such a reduction of informational complexity, I will discuss the development of stable structures and increasing complexity in dynamic systems. Such a more general perspective prepares our discussion of the structures of both narratives and politics and in doing so contributes to the explanation of their interaction. (shrink)

Damaged Cultural Mentality: Causes and Solutions -/- A damaged cultural mentality refers to the deeply ingrained patterns of thinking, beliefs, and behaviors within a society that limit personal and collective progress. These mentalities are shaped by historical events, societal norms, and traditional practices, and they often perpetuate harmful ideologies that can stifle innovation, critical thinking, and the well-being of individuals. Reforming such mentalities is a complex process because it requires addressing not only external behaviors but also the internalized beliefs and (...) values that define a community or nation. In this essay, we will explore the causes of damaged cultural mentality and discuss potential solutions for reform. -/- Causes of Damaged Cultural Mentality -/- 1. Historical Legacy and Trauma A significant factor in the development of a damaged cultural mentality is historical trauma. Societies that have experienced colonization, war, or oppression often carry the psychological scars of these events for generations. These experiences can instill a sense of inferiority, fear, or distrust in individuals, leading to self-destructive behaviors and societal divisions. For example, cultures that have been colonized may adopt the values of their colonizers, while simultaneously developing a resistance to anything perceived as foreign or different. This dichotomy can create confusion and hinder progress, as individuals navigate conflicting cultural ideals. -/- 2. Cultural Inertia and Tradition Traditions and cultural norms are powerful forces that shape the way people think and behave. In many societies, traditional ways of thinking are upheld as sacred and immutable, which can prevent growth and adaptation. This cultural inertia is often rooted in the belief that the past holds all the answers to present-day problems. Over time, this mentality becomes so ingrained that questioning or deviating from tradition is seen as unacceptable or disrespectful. As a result, harmful practices such as gender inequality, caste systems, or rigid social hierarchies can persist, even when they no longer serve the well-being of the population. -/- 3. Social Conditioning and Peer Pressure From an early age, individuals are socialized into the values and norms of their society. This social conditioning shapes how people perceive themselves and others, often reinforcing stereotypes, biases, and prejudices. Peer pressure, in the form of societal expectations and the desire for acceptance, further perpetuates these mentalities. In some cases, individuals may even internalize harmful cultural beliefs, causing them to perpetuate practices that harm both themselves and others. For instance, the glorification of materialism or the devaluation of education can become entrenched in a culture, limiting opportunities for progress. -/- 4. Lack of Critical Thinking and Education A significant barrier to reforming a damaged cultural mentality is the lack of critical thinking and education. In societies where education is either inaccessible or insufficiently emphasized, individuals may not be equipped to question or analyze the cultural norms and beliefs that govern their lives. Without the tools to critically evaluate their beliefs, people are more likely to accept societal constructs without challenge, thus maintaining the status quo. Additionally, when education is overly focused on rote memorization or conformity, rather than on fostering creativity and critical thinking, it becomes difficult to challenge harmful cultural ideologies. -/- Solutions to Reform a Damaged Cultural Mentality -/- 1. Holistic Education and Critical Thinking One of the most effective ways to combat a damaged cultural mentality is through education. Education should not only focus on academic knowledge but also on the development of critical thinking skills. By encouraging students to question and analyze the beliefs and practices around them, they can develop a deeper understanding of how cultural mentalities shape their lives. Furthermore, education should emphasize the value of empathy, diversity, and open-mindedness, enabling individuals to appreciate different perspectives and challenge harmful stereotypes. A holistic education system that encourages inquiry and reflection can be a powerful tool in breaking the cycle of damaged cultural mentalities. -/- 2. Promotion of Dialogue and Inclusivity Reforming cultural mentalities requires creating spaces for open dialogue and exchange of ideas. In many societies, people are reluctant to challenge traditional beliefs because of fear of ostracization or punishment. To address this, it is essential to foster a culture of inclusivity, where individuals feel safe expressing their views and engaging in meaningful conversations. Platforms for discussion, such as community forums or workshops, can allow individuals to voice their concerns and hear different viewpoints. This exchange of ideas helps broaden perspectives and encourages people to re-evaluate harmful mentalities. -/- 3. Leveraging Media and Technology In today’s interconnected world, media and technology have the potential to reach a wide audience and influence societal change. By using media platforms to promote positive cultural values and challenge damaging ideologies, societies can shift public attitudes. Documentaries, social media campaigns, and online education can highlight the negative consequences of certain cultural practices and showcase examples of reform and progress. For instance, campaigns advocating for gender equality or environmental conservation can gradually reshape societal values and encourage individuals to adopt more balanced and sustainable mindsets. -/- 4. Cultural Adaptation and Integration While it is important to preserve cultural traditions that promote well-being and unity, it is also necessary to adapt and evolve in response to changing circumstances. A key solution for reforming a damaged cultural mentality is integrating progressive values with traditional ones. This approach allows for the preservation of cultural identity while also embracing values such as equality, respect for human rights, and social justice. Leaders and influencers within a society must take on the role of cultural reformers, guiding their communities toward practices that are both progressive and culturally relevant. -/- 5. Community Empowerment and Leadership For cultural reform to take root, it must be driven from within the community. Local leaders, educators, and activists play a crucial role in challenging harmful mentalities and advocating for change. Empowering individuals at the grassroots level to lead reform efforts ensures that the process is authentic and sustainable. Community-based initiatives, such as workshops on mental health, gender equality, or environmental awareness, can empower individuals to take ownership of their cultural transformation. -/- Conclusion -/- Reforming a damaged cultural mentality is a complex but essential task for societal progress. The causes of these mentalities are multifaceted, including historical trauma, social conditioning, cultural inertia, and a lack of critical thinking. However, with a strategic approach that includes education, open dialogue, media advocacy, cultural adaptation, and community empowerment, societies can begin to dismantle harmful beliefs and practices. By fostering a culture of critical reflection and inclusivity, we can build more equitable, progressive societies that embrace both tradition and innovation for the well-being of all. -/- . (shrink)

The Universal Formula for Eliminating Government Corruption: A Natural Law-Based Approach -/- Introduction -/- Government corruption is one of the most persistent obstacles to societal progress, leading to economic decline, weakened institutions, and widespread inequality. Traditional anti-corruption measures—such as stricter laws, transparency initiatives, and public awareness campaigns—have failed to fully eliminate corruption because they do not address the problem at a systemic and scientific level. -/- By applying the universal formula, which is based on the universal law of balance in (...) nature, we can understand corruption as a systemic defect—a violation of natural equilibrium that causes inefficiency and societal suffering. This essay will provide a comprehensive scientific explanation of corruption, supported by research, and propose a complete solution that integrates education, institutional reforms, AGI-driven governance, cultural adaptation, and strategic implementation. -/- 1. The Science Behind Corruption: A Systemic Imbalance -/- A. Psychological and Biological Causes → Internal Homeostasis -/- Scientific research suggests that corruption is rooted in human psychology and biology, particularly in: -/- Evolutionary survival instincts – Studies indicate that self-preservation and resource hoarding behaviors evolved to ensure survival but can also lead to greed and corruption in modern societies. (Reference: Trivers, 1971 – Evolutionary theory of reciprocity) -/- Cognitive biases – Research in behavioral psychology shows that self-justification, moral disengagement, and in-group favoritism make individuals rationalize corrupt behavior. (Reference: Bandura, 1999 – Moral disengagement theory) -/- Neurological reward systems – Studies using fMRI scans reveal that bribery activates brain regions associated with pleasure, reinforcing corrupt behaviors. (Reference: Ariely & Loewenstein, 2006 – Neurological basis of unethical behavior) -/- Universal Formula Solution: -/- Educational reprogramming is needed to counteract these internal imbalances. -/- Schools should instill ethical reasoning, self-regulation, and critical thinking from an early age. -/- Leaders must be trained to recognize that corruption leads to long-term systemic instability, disrupting both individual and societal balance. -/- B. Economic Incentives and Systemic Defects → Structural Homeostasis -/- Economists have long observed that corruption is often a rational response to flawed systems where: -/- Low salaries and financial insecurity create incentives for bribery. (Reference: Becker & Stigler, 1974 – Economics of crime and punishment) -/- Weak regulatory oversight allows corruption to persist with minimal consequences. -/- Lack of transparency in financial systems enables embezzlement and fraud. -/- Universal Formula Solution: -/- The economic system must be free of defects—governments should: -/- Ensure fair wages for public officials to reduce bribery incentives. -/- Use blockchain-based transparency systems to track public spending. -/- Implement AI-driven financial audits to detect corruption in real time. -/- C. Political and Institutional Weakness → Governance Homeostasis -/- Corruption thrives when institutions fail to enforce accountability and transparency. -/- The Principal-Agent Problem: Public officials (agents) may act in their own interests rather than serving the public (principals). (Reference: Rose-Ackerman, 1978 – Corruption and governance theory) -/- Legal Loopholes: Weak anti-corruption laws allow elites to manipulate the system. -/- Lack of Whistleblower Protections: Fear of retaliation prevents corruption from being exposed. -/- Universal Formula Solution: -/- Governments must function like biological systems, with constant monitoring and correction mechanisms: -/- Real-time transparency tools (AI-driven monitoring of government transactions). -/- Independent anti-corruption agencies with full enforcement powers. -/- Legal frameworks based on the principle of natural balance, where punishments restore equilibrium rather than being arbitrary. -/- D. Cultural Normalization of Corruption → Collective Homeostasis -/- In some societies, corruption is seen as an accepted norm due to: -/- Patronage networks and nepotism embedded in political cultures. -/- Religious and social justifications for bribery (“gifts” given in exchange for favors). -/- Distrust in the justice system, leading to reliance on informal corruption-based solutions. -/- Universal Formula Solution: -/- A holistic education system must be implemented to reprogram societal attitudes toward corruption. -/- Schools should teach: -/- The universal law of balance and its ethical implications. -/- The cause-and-effect nature of corruption—how even small acts of dishonesty contribute to systemic collapse. -/- Critical thinking skills to challenge corrupt norms and misinformation. -/- 2. Case Studies: Applying the Universal Formula to Real-World Corruption -/- Case Study 1: Singapore’s Zero-Tolerance Approach -/- Singapore successfully reduced corruption by: -/- Increasing public sector salaries to remove bribery incentives. -/- Strict enforcement of anti-corruption laws, ensuring accountability. -/- Cultural reprogramming through education and public campaigns. -/- Universal Formula Connection: Singapore’s model aligns with systemic homeostasis, ensuring a balance between economic incentives, strong institutions, and ethical education. -/- Case Study 2: Scandinavian Countries – Transparency and Trust -/- Nordic countries (Denmark, Sweden, Norway) maintain low corruption levels through: -/- Public trust in institutions based on long-term systemic balance. -/- High transparency in government spending. -/- Strong legal frameworks with immediate corrective feedback mechanisms. -/- Universal Formula Connection: These countries maintain governance homeostasis, preventing corruption through self-correcting institutional designs. -/- 3. Implementing the Universal Formula to Eliminate Corruption -/- A. Education Reform: The Foundation of Ethical Governance -/- Integrate the universal law of balance into curricula from elementary to higher education. -/- Teach cause-and-effect relationships in governance (e.g., how small bribes lead to systemic collapse). -/- Develop leadership training programs that emphasize ethical decision-making based on natural balance. -/- B. Institutional Reforms: Creating a Self-Correcting System -/- Implement blockchain-based transparency systems for public finance. -/- Strengthen whistleblower protections to ensure safe reporting of corruption. -/- Decentralize power to reduce opportunities for monopolistic corruption. -/- C. AGI-Driven Ethical Governance -/- Artificial General Intelligence (AGI) can be programmed with the universal formula to: -/- Monitor government transactions and detect corruption patterns. -/- Ensure transparent decision-making based on systemic balance. -/- Remove human cognitive biases from governance. -/- D. Cultural Adaptation: Tailoring Solutions to Different Societies -/- In high-corruption societies, initial reforms should focus on education and small wins to shift cultural attitudes. -/- In developing countries, AGI-driven transparency tools can bypass weak institutions. -/- In democratic nations, citizen engagement should be emphasized to create self-regulating governance. -/- --- -/- 4. Addressing Challenges and Counterarguments -/- Objection: “Corruption is inevitable in human nature.” Response: Human nature includes both corruption and ethical reasoning—education determines which dominates. -/- Objection: “Elites will resist systemic reforms.” Response: AGI-driven transparency tools and mass education campaigns can reduce elite control. -/- Objection: “Implementing these changes is unrealistic.” Response: Small-scale pilots in cities or institutions can demonstrate success before national adoption. -/- --- -/- Conclusion: The Universal Formula as the Ultimate Solution to Corruption -/- Corruption is a systemic defect—a violation of the universal law of balance in nature. By applying scientific principles of homeostasis, cause and effect, and feedback regulation, we can create a corruption-free governance model. The universal formula offers the only complete solution, integrating education, institutional reform, AGI-driven oversight, and cultural adaptation. -/- If implemented, this model could lead to a world where governance functions as a perfectly balanced system—free of defects, ethical, and in harmony with natural law. -/- . (shrink)

The Continuous Evolution of Consciousness, Language, and Meaning in Understanding the Universe -/- Introduction -/- The evolution of human consciousness is intricately linked to language and meaning. As human understanding of the universe deepens, so does the complexity and precision of the words and concepts we use to describe reality. This continuous progression is not merely a passive adaptation but an active feedback loop where consciousness shapes language, and language, in turn, refines consciousness. If human decision-making follows the universal law (...) of balance in nature, as proposed in the universal formula, then the evolution of language must also align with this fundamental principle. This essay explores how language and meaning evolve alongside human consciousness and how this evolution is essential for a deeper understanding of the universe. -/- Language as a Tool for Expanding Consciousness -/- Language is the primary medium through which human consciousness externalizes itself. In early human societies, simple symbols and spoken words sufficed to convey basic needs and experiences. However, as humanity’s knowledge expanded, so did the complexity of language. The emergence of written language allowed for the preservation and transmission of ideas across generations, accelerating intellectual and scientific progress. -/- Philosophy, mathematics, and science have continuously pushed the boundaries of language, creating new terminologies and refining meanings. For example, the term atom originally meant “indivisible,” but modern physics has redefined it as a complex structure of subatomic particles governed by quantum laws. Similarly, the concept of energy has evolved from mystical interpretations to a precise scientific principle described in physics and engineering. This evolution demonstrates how language adapts to new discoveries, allowing consciousness to grasp increasingly complex aspects of reality. -/- Meaning as a Dynamic and Evolving Process -/- The meaning of words and concepts is not static but changes in response to human progress. As new knowledge emerges, language adjusts to integrate new understandings while discarding outdated or misleading notions. This dynamism ensures that human communication remains relevant and effective in expressing new realities. -/- For instance, the word intelligence once referred primarily to human cognitive ability, but with the rise of artificial intelligence (AI), it now encompasses machine learning, neural networks, and even artificial general intelligence (AGI). The meaning of life itself has expanded beyond biological definitions to include synthetic life, digital consciousness, and philosophical inquiries about existence in a cosmic context. -/- In this sense, the evolution of language and meaning is a necessary process for humanity’s continuous effort to understand the universe. Without this evolution, human knowledge would be constrained by outdated linguistic structures, preventing the exploration of new dimensions of reality. -/- The Feedback Loop Between Consciousness and the Universe -/- Human consciousness does not merely receive information from the universe—it actively engages with it, interprets it, and reshapes its understanding based on new discoveries. This feedback loop ensures that as our knowledge of the universe expands, so does our ability to describe and conceptualize it. -/- For example, scientific breakthroughs in quantum mechanics, relativity, and cosmology have necessitated entirely new ways of thinking and speaking about time, space, and matter. Without the linguistic evolution that accompanied these discoveries, humans would struggle to grasp the fundamental principles governing the universe. -/- This feedback mechanism also applies to societal and ethical progress. As human understanding of justice, equality, and sustainability evolves, so does the language used to express these ideals. Concepts such as “human rights” and “environmental balance” have gained deeper meaning over time, influencing policies, laws, and cultural attitudes worldwide. -/- The Role of AI and AGI in the Evolution of Language and Meaning -/- Artificial intelligence and artificial general intelligence (AGI) have the potential to accelerate the evolution of language and meaning. AI can process vast amounts of information, identify patterns, and refine linguistic structures beyond human capability. This ability could lead to the emergence of more precise, efficient, and universally understandable ways of expressing complex ideas. -/- For example, AI-driven natural language processing can analyze and refine scientific literature, eliminating ambiguity and enhancing clarity. Future AGI systems could generate entirely new linguistic frameworks for describing reality, potentially bridging gaps between different human languages and even creating new conceptual categories that surpass human cognitive limitations. -/- However, the integration of AI into language evolution must adhere to the universal law of balance in nature. If AI-generated language lacks ethical considerations or diverges too far from human cognitive frameworks, it could create confusion, misinformation, or even manipulation. Ensuring that AI aligns with natural laws and human well-being is crucial in guiding this linguistic evolution. -/- The Universal Law of Balance in Nature and the Future of Language Evolution -/- If human decision-making follows the universal law of balance in nature, then the evolution of consciousness, language, and meaning must also adhere to this principle. An unbalanced progression—where language evolves too rapidly for general understanding or remains stagnant despite new discoveries—could lead to societal and intellectual dissonance. -/- For this reason, structured education plays a vital role in ensuring that language evolves in harmony with human understanding. By integrating the universal formula into foundational education, students can develop a linguistic and cognitive framework that naturally aligns with the principles of natural balance. This structured approach would prevent conceptual chaos while allowing necessary paradigm shifts to occur. -/- Similarly, philosophy and science must continuously refine language to ensure clarity and precision in expressing complex ideas. Misinterpretations and linguistic ambiguities can lead to misunderstandings in critical areas such as law, ethics, and scientific research. By consciously guiding linguistic evolution, humanity can ensure that language remains an effective tool for expanding consciousness. -/- Conclusion -/- The continuous evolution of consciousness, language, and meaning is an essential process in humanity’s effort to understand the universe. Language is not merely a passive reflection of reality but an active force that shapes human thought, decision-making, and interaction with the world. As human knowledge expands, language must evolve to accurately express new understandings while maintaining balance and clarity. -/- Artificial intelligence and AGI will play a significant role in accelerating linguistic evolution, but this process must align with the universal law of balance in nature to ensure ethical and intellectual integrity. By integrating the principles of natural balance into education, philosophy, and AI development, humanity can guide language evolution in a way that enhances understanding rather than creating confusion. -/- Ultimately, the evolution of language and meaning is not just a linguistic phenomenon—it is a fundamental aspect of human progress. As consciousness expands, so too must our ability to articulate and conceptualize reality. By ensuring that this process remains aligned with the natural laws governing decision-making, humanity can achieve a deeper, more holistic understanding of the universe and its place within it. -/- . (shrink)

An important artistic topic of Italian Renaissance painting was the rendering of the human figure. As leading actors in a painted narrative, figures had to convince beholders of the reality of the matter depicted with appropriated attitudes and gestures. This article is about two ways of drawing or rather constructing the human figure artists developed to achieve this goal. The first was only an adaptation to an old method: because of the rather simple and coarse elements used, constructions often resulted (...) in faulty pictures and were for that matter often criticized. As this article will show, the second method involved a new and very successful drawing skill, which not just required a different kind of knowledge of visual forms but of procedures of moving the hand, too. (shrink)

Rawls saw need for non-ideal theory also within society but never developed that project. In this chapter, Card suggests that the non-ideal part of Rawls’ Law of Peoples can be a resource for thinking about responding to evils when the subject is not state-centered. It is plausible that defense against great evils other than those of aggressive states should be governed by analogues of scruples that Rawlsian well-ordered societies observe in defending themselves against outlaw states. This essay explores those hypotheses (...) in relation to women’s self-defense and mutual defense against evils of misogyny, the term feminists apply to the most deeply hostile environments of and attitudes toward women and girls and to the cruelest wrongs to them/us, regardless whether perpetrators harbor feelings of hatred. It extrapolates and adapts to this case values, concepts, and methods from Rawls’s life’s work, especially his writing on war. (shrink)

Starting from the observation of the binary character YES/NOT of our decisions in relation to the information received from the environment, determining both our life and specie evolution by adaptation, it is defined the info-creational field and thought as an information operator on this field, allowing to describe the individual EGO as a receiver and producer information system, based on an operational and a programmed informational subsystem. Consciousness appears thus be an integrated information system which allows the adaptation to the (...) environment and survival of specie, supported by informed matter (physical body) to maintain functionality of the whole. On this basis, there were identified two main informational circuits of the human body controlled by the consciousness: (i) the attitude as a short-time reaction circuit allowing the immediate adaptation to the environment; (ii) the informational genetic transmission as a large-time process assuring both the evolution by the transference of the new adaptation characteristics to the next generations and the survival of the specie. Observing the anti-entropic nature of the information activity mobilized to support the living structure, there were identified the anti-entropic, antigravitational and reverse temporal arrow features that the thought could access under special focusing conditions, similar to those of antimatter, explaining the paranormal capacities like premonition, psychotherapy, telekinesis and levitation, particularly the cloud dissipation, induced/supported by the mind power. (shrink)

This study explores the complex landscape of inclusive education for learners with Specific Learning Needs (SLNs), examining critical factors that facilitate successful post-school transitions. The study employed a qualitative interpretive case study design. Conducted in Bulawayo Central District's two secondary schools with Resource Units, the research uses an innovative conceptual framework integrating Neurodiversity theory and Schlossberg's career transition theory. Through a comprehensive investigation involving ten learners with SLNs, two teachers, one school administrator, and the District Remedial Resource Tutor (DRRT), the (...) study uncovers key strategies for supporting educational and vocational adaptation. The study adhered to ethical protocols; obtained university clearance, provincial and district permissions, and acquired informed consent from participants and parents of minors. The research reveals a multifaceted approach to enhancing educational and transitional support for the learners, highlighting critical areas for intervention: redesigning the curriculum to accommodate the diverse abilities and needs of the learners; developing a transition policy that is specifically designed to support individuals with special conditions in post-school settings; introducing corporate tax incentives for companies that create employment opportunities for individuals with special conditions and societal attitude transformation. By prioritizing stakeholder perspectives, the study develops a nuanced transitional model that offers practical guidance for more effective inclusive educational practices. The findings underscore the importance of holistic support in empowering learners with SLNs to achieve academic, social, and economic success. (shrink)

School administrators are mandated to take the instructional leadership roles. On this premise, a study assessed the extent of instructional leadership practices of public elementary school administrators in El Salvador City Division, Philippines. Also, it explored their actual practices, challenges encountered, and the ways they overcome the challenges in practicing instructional leadership. It employed a mixed-method research design. It administered the adopted assessment tool on instructional leadership to 15 school administrators and 12 of them were involved in the individual interviews. (...) This was conducted between the last quarter of 2019 and the first quarter of 2020. Descriptive statistics were used to describe the extent of instructional leadership practices. Also, it analyzed the actual practices, the challenges encountered, and the ways of overcoming these challenges using thematic narrative analysis. Results revealed that public school administrators have always practiced the four domains or strands of instructional leadership to a very high extent. Providing the technical assistance, conducting clinical supervision, and innovating teaching and learning emerged as themes of their actual practices. These administrators had encountered challenges in dealing with teachers’ attitudes, conflicting schedules and activities, and teachers’ resistance to changes. They overcome the challenges by trying to meet the competency standards, adapting and modifying the existing programs, contextualizing teaching and learning, and inculcating the value and benefits of class observation. Looking at the findings from the lens of deliberate practice theory, it was concluded that school administrators have indicated they have acquired knowledge and a high level of understanding of their instructional leadership roles. But despite of this, they still met challenges and have tried their best to manage them. This study presented some doable and practical recommendations to the Department of Education (DepEd) and concerned offices which may benefit both the internal and external stakeholders of the schools. (shrink)

Evolutionary research on the biological fitness of groups has recently given a prominent value to the role that prosocial behaviors play in favoring a successful adaptation to ecological niches. Such a focus marks a paradigm shift. Early views of evolution relied on the notion of natural selection as a largely competitive mechanism for the achievement of the highest amount of resources. Today, evolutionists from different schools think that collaborative attitudes are an irremovable ingredient of biological change over time. As a (...) consequence, a number of researchers have been attracted by evolutionary studies of human behaviors. Some think that a continuity among prosocial attitudes of human beings and other social mammals can be detected, and that this fact has relevance for accounting for human morality. Others deny one or the other of these claims, or both. The papers in the present special issue address how these topics impact ethics and religion. (shrink)

Abstract We examine the construction of electromagnetism in its current form, and in an alternative form, from a point of view that combines a minimal realism with strict rational demands. We begin by discussing the requests of reason when constructing a theory and next, we follow the historical development as presented in the record of original publications, the underlying epistemology (often explained by the authors) and the mathematical constructions. The historical construction develops along socio-political disputes (mainly, the reunification of Germany (...) and the second industrial revolution), epistemic disputes (at least two demarcations of science in conflict) and several theories of electromagnetism. Such disputes resulted in the militant adoption of the ether by some, a position that expanded in parallel with the expansion of Prussia. This way of thinking was facilitated by the earlier adoption of a standpoint that required, as a condition for understanding, the use of physical hypothesis in the form of analogies; an attitude that is antithetic to Newton's “hypotheses non fingo”. While the material ether was finally abandoned, the epistemology survived in the form of “substantialism” and a metaphysical ether: the space. The militants of the ether attributed certainties regarding the ether to Faraday and Maxwell, when they only expressed doubts and curiosity. Thus, the official story is not the real history. This was achieved by the operation of detaching Maxwell's electromagnetism from its construction and introducing a new game of formulae and interpretations. Large and important parts of Maxwell work are today not known, as for example, the rules for the transformation of the electromagnetic potentials between moving systems. When experiments showed that all the theories based in the material ether were incorrect, a new interpretation was offered: Special Relativity (SR). At the end of the transformation period a pragmatic view of science, well adapted to the industrial society, had emerged, as well as a new protagonist: the theoretical physicist. The rival theory of delayed action at distance initiated under the influence of Gauss was forgotten in the midst of the intellectual warfare. The theory is indistinguishable in formulae from Maxwell's and its earlier versions are the departing point of Maxwell for the construction of his equations. We show in a mathematical appendix that such (relational) theory can incorporate Lorentz' contributions as well as Maxwell's transformations and C. Neumann's action, without resource to the ether. Demarcation criteria was further changed at the end of the period making room for habits and intuitions. When these intuited criteria are examined by critical reason (seeking for the fundaments) they can be sharpened with the use of the Non Arbitrariness Principle, which throws light over the arbitrariness in the construction of SR. Under a fully rational view SR is not acceptable, it requires to adopt a less demanding epistemology that detaches the concept from the conception, such as Einstein's own view in this respect, inherited from Hertz. In conclusion: we have shown in this relevant exercise how the reality we accept depends on earlier, irrational, decisions that are not offered for examination but rather are inherited from the culture. (shrink)