“Intellectual Power” for All: Theodore Sizer and the Origins of the Coalition of Essential Schools at Phillips Academy, Andover

2021 ◽  
pp. 53-80
Author(s):  
John P. Spencer
Keyword(s):  
Coalition Of Essential Schools ◽  
Intellectual Power

Anatomical consideration of Hrudaya Marma – A Review

2017 ◽  
Vol 2 (3) ◽  
Author(s):  
B. Muraleedhar ◽  
Kanthi G. M.
Keyword(s):  
Human Being ◽  
Life Process ◽  
Intellectual Power

Hridaya Marma is 4 Anguli in size, situated between two breasts near to cardiac orifice of stomach. It is looking like inverted lotus and consist Satwa, Raja and Tama as physiological entities. It is hollow muscular pumping organ made up of Mamsapeshi (hritapeshi) and looking like Adhomukha Kamala. According to Acharya Bhavaprakash, Hrudaya is also known as Jivashaya. It means it is seat of life. Ashaya means Avastana Pradesh; it means Hrudaya having cavities in it known as atrium and ventricles. According to Acharya Vagbhata, Hrudaya having Samrutasamrutadwaram it means valves of the heart. According to Acharya Charaka, it has ten Moola Siras. Hrudaya is seat for Vyana Vaayu, Sadakapitta, Avalambaka Kapha, Para Ojus, Chetana and Manas. According to Acharya Charaka and Acharya Sushruta, Hrudaya is one of the Kostanga. According to Charaka, Hrudaya is the Moola Sthana for Pranavaha Srotus and Rasavahasrotas. It is the seat of Chetana, hence it maintains life process. It ejects and receives Rasarakta Dhatu by the help of Vyanavayu. It controls intellectual power and mental activities of human being, by Manas and Sadakapitta.

scholarly journals FILOSOFIJA IR XVII a. MOKSLO REVOLIUCIJA

Problemos ◽  
2006 ◽  
Vol 70 ◽  
Author(s):  
Evaldas Nekrašas
Keyword(s):  
Scientific Revolution ◽  
17Th Century ◽  
Special Science ◽  
The Impact ◽  
Intellectual Power ◽  
The Revolution

Straipsnyje nagrinėjama, kokią įtaką filosofijos raidai turėjo XVII a. mokslo revoliucija, daugiausia dėmesio skiriant jos padariniams reinterpretuojant filosofijos ir mokslo santykį. Argumentuojama, kad filosofijos, visų pirma metafizikos ir mokslo santykį transformavo aristoteliškosios mokslo plėtotės programos pakeitimas pitagoriškąja – matematizuotos eksperimentinės gamtotyros atsiradimas leido griežčiau atskirti fiziką nuo metafizikos. Specialiųjų mokslų ir metafizikos tikslų, metodų ir nagrinėjamų problemų pobūdžio supriešinimas sudarė pagrindą atsirasti pozityvistiniams filosofijos pertvarkymo į specialųjį mokslą projektams. Straipsnis baigiamas išvada, kad mokslas, jau XVII amžiuje ėmęs virsti intelektualine jėga, pranokstančia filosofiją pagal reikšmę ir įtaką, privertė filosofiją ir filosofus užimti vienokią ar kitokią poziciją savo atžvilgiu. Ši pozicija iš esmės nulemia tiek filosofavimo būdų spektrą, tiek skirtingų filosofavimo būdų santykį. Patys filosofai nebūtinai šią poziciją aiškiai reflektuoja ir fiksuoja, bet ji visada yra tam tikro filosofavimo būdo pasirinkimo pagrindas.Pagrindiniai žodžiai: Newtonas, Hume’as, metafizika, pozityvizmas. PHILOSOPHY AND THE 17TH CENTURY SCIENTIFIC REVOLUTIONEvaldas Nekrašas Summary The paper deals with the issue of the impact of the 17th century scientific revolution upon the development of philosophy. The main focus is relation between science and philosophy and effects of the revolution on the interpretation of that relation. The author argues that the relation between metaphysics and science has been transformed due to the replacement of the Aristotelian programme of the development of science by the Pythagorean one. The contraposition of aims, methods and problems characteristic of special science to those typical of metaphysics created preconditions for bringing forward the positivist schemes of the transformation of philosophy into one or another special science. The paper ends with the conclusion that science which already in the 17th century became an intellectual power excelling philosophy in significance and influence forced philosophy and philosophers to take a specific stance on it. This stance determines the spectrum of different ways of doing philosophy and their relation to each other. Some philosophers do not reflect the stance on science taken by them. But this stance always affects the choice of ways of doing philosophy.Keywords: Newton, Hume, metaphysics, positivism.

scholarly journals INTERNATIONAL AND GLOBAL LANGUAGES: CRITERIA, RATINGS, FORECASTS

Movoznavstvo ◽  
2021 ◽  
Vol 320 (5) ◽  
pp. 17-33
Author(s):  
P. O.  SELIHEY ◽  
Keyword(s):  
Foreign Language ◽  
International Language ◽  
World Languages ◽  
Social Prestige ◽  
The Status ◽  
Modern Knowledge ◽  
National Languages ◽  
The Military ◽  
Intellectual Power ◽  
Informational Value

The article examines the criteria on the basis of which ratings of international languages are compiled and their future is predicted. Language’s chances of becoming international are not highly dependent on its demographic power, structural advantages or ease of learning. What matters most is the influence that speakers of the language have on other peoples. The criteria of «internationality» of the language actually coincide with the criteria of its influence, communicative value, social prestige, sociolinguistic weight. The ratings of the influence of national languages are based on various criteria: state status, communicative potential, economic power, the number of people studying it as a foreign language. These ratings reveal more essential criteria of an international language: prevalence on several continents, the status of an official language in international organizations, value as a source of modern knowledge, a large number of its speakers as a second. A specific feature that brings the international language to the class of world languages should be recognized as its worldwide prevalence. This language is used all over the world, it is spoken (as the first or second) by the majority of the world’s population, its world status is recognized in all countries. The composition of the club of leading languages is constantly changing: some languages come to it, others decrease — depending on the military-political, demographic, economic and cultural success of their speakers. Although the number of speakers of English as a second language is growing steadily, its dominance should be considered as temporary. A new hierarchy of languages may emerge in the middle of 21st century, with other major languages — Chinese, Spanish, Arabic, Hindi/Urdu, competing equally with English in their respective regions. Although state status of the Ukrainian language creates favorable preconditions for its development, it could spread much faster due to its informational value, intellectual power, cultural attractiveness and economic success of Ukraine.

scholarly journals The Role of Instinct in David Hume's Conception of Human Reason

2020 ◽  
Vol 18 (3) ◽  
pp. 273-288
Author(s):  
James Hill
Keyword(s):  
Human Nature ◽  
Animal Kingdom ◽  
Human Reason ◽  
Mathematical Thought ◽  
Natural Element ◽  
General Relations ◽  
Intellectual Power ◽  
As If ◽  
Experimental Reasoning

This article investigates the role of instinct in Hume's understanding of human reason. It is shown that while in the Treatise Hume makes the strong reductive assertion that reason is ‘nothing but’ an instinct, in the First Enquiry the corresponding statement has been modified in several ways, rendering the relation between instinct and reason more complex. Most importantly, Hume now explicitly recognises that alongside instinctive experimental reasoning, there is a uniquely human intellectual power of intuitive and demonstrative reason that is not itself an instinct. At first sight it may look as if this intellectual reason, that is capable of grasping ‘relations of ideas’, is not even grounded in instinct but is a thoroughly non-natural element in human nature. On closer analysis, however, it is shown that intellectual reason, in its apprehension of ‘abstract’ and general relations, is dependent on language – the use of ‘terms’ – and that language itself is grounded in instinctive associations of ideas. Thus, Hume's overall view is that even the intellect is an outgrowth of instinct and his conception of human nature is, therefore, shown to be fully naturalistic. Yet this naturalism can still make room for the ‘exceptionalism’ of human mathematical thought, which has no counterpart in the animal kingdom where language is lacking.

Epilogue

2007 ◽  
Author(s):  
Alan Deyermond
Keyword(s):  
Twentieth Century ◽  
Great Britain ◽  
Literary Studies ◽  
Future Prospects ◽  
Medieval Studies ◽  
Monograph Series ◽  
Language And Literature ◽  
Intellectual Power

This chapter comments on the accomplishments and future prospects of medieval studies in Great Britain. It highlights the intellectual power, range and originality of British medievalists of the twentieth century and stresses the need to expand the scope of medieval studies to include other fields such as comparative literary studies. It also discusses the problems of British medieval studies including the compartmentalization of medievalist institutions and the publication of medievalist monograph series devoted to history, or to language and literature, or to other narrower areas.

OC Teachers Take Their Learning to Other Schools

2001 ◽  
Author(s):  
Judy Smith ◽  
Mimi Wilson
Keyword(s):  
High School ◽  
South Carolina ◽  
School Principal ◽  
High School Principal ◽  
School Restructuring ◽  
Public High School ◽  
Coalition Of Essential Schools ◽  
Grade Teacher ◽  
Flexible Schedules ◽  
Basic Philosophy

In 1977, when the OC program was brand-new, and for a number of years thereafter, we shared the excitement and the work, both as parents and as teachers. We are now living in different states, working in very different kinds of schools. Judy is a high school principal in a large public high school in Washington State. Mimi is a fourth-grade teacher in an independent school in South Carolina that is associated with a major school-restructuring initiative (the Coalition of Essential Schools). In our efforts to contribute to reform in our classrooms and schools, we find that we are returning, about 20 years later, to the basic philosophy that directed our OC experience. In many ways, what we learned in the OC, both in terms of instructional practices and in terms of change processes, is giving us the confidence we need to proceed in our new settings. Personal experiences and the general principles of the OC—along with increasingly compelling research about how children learn that questions the way schools are traditionally organized and how we think about curriculum and instruction—have helped us organize and promote new programs on both sides of the country. The changes we are working on are not simple ones. We are looking at ways to integrate across disciplines, combining English, physics, and history into an integrated block. Instead of chopping school days into isolated blocks of time, we are exploring ways of lengthening these blocks of time and trying more flexible schedules. We are looking at designing work for children that covers fewer things in greater depth, through more focused inquiry. Believing that children will learn better if they can make connections, we seek ways to challenge students not just to memorize material but to apply it as well. We are working to make it possible for individual students to carry out research and to present their work before a critical audience. These changes have the potential to challenge the sacrosanct purpose of most schools: to prepare students for the next level and to get them into colleges.

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