Basic Assumptions in the World of Sports

Quest ◽  
1975 ◽  
Vol 24 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Eldon E. Snyder ◽  
Elmer Spreitzer
Keyword(s):  
Basic Assumptions ◽  
The World

When Contract’s Basic Assumptions Fail

2021 ◽  
pp. 1-32
Author(s):  
Hanoch Dagan ◽  
Ohad Somech
Keyword(s):  
Basic Assumption ◽  
Contract Law ◽  
Basic Assumptions ◽  
The World ◽  
Erroneous Beliefs

Modern contract law accords considerable significance to the basic assumptions on which a contract is made. It thus takes to heart a failure of a belief whose truthfulness is taken for granted by both parties. Where the failure results from the parties’ mistake at the time of formation, “the contract is voidable by the adversely affected party,” if that mistake “has a material effect on the agreed exchange of performances” and unless that party “bears the risk of the mistake.”1 Where, in turn, the failure of such a basic assumption results from the parties’ erroneous beliefs about future states of the world, a party’s duty to render performance may be discharged if they are not responsible for the supervening impracticability or frustration and “unless the language or the circumstances indicate the contrary.”2

Cross-cultural Piagetian Research: An Experimental Perspective

1975 ◽  
Vol 45 (4) ◽  
pp. 475-506 ◽  
Author(s):  
Patricia Teague Ashton
Keyword(s):  
Cognitive Development ◽  
Cross Cultural ◽  
Cognitive Tasks ◽  
Stage Theory ◽  
Cognitive Growth ◽  
Genetic Epistemology ◽  
Basic Assumptions ◽  
The World ◽  
Different Cultures ◽  
Apparent Conflict

Over the last twenty-five years children around the world have observed and responded to researchers who pour water from beaker to beaker, roll plasticene into snake-like figures, and arrange matchsticks into a potpourri of shapes. These cross-cultural experiments have been undertaken to test Piaget's theory of genetic epistemology, which posits a hierarchical, universal, and invariant sequence of stages of cognitive development. Piagetian research in varying cultures has revealed both striking similarities and marked differences in performance on cognitive tasks, some in apparent conflict with the basic assumptions of Piagetian stage theory. In this article Professor Ashton reviews a range of cross-cultural Piagetian research, analyzes the sometimes divergent findings from this research, and suggests methodological improvements which may help to resolve past dilemmas and to further future understanding of cognitive growth in different cultures.

Philosophical reimaginings of educational places and policy: Through the metaphor of a wardrobe

2017 ◽  
Vol 17 (4) ◽  
pp. 460-473 ◽  
Author(s):  
Eva Alerby ◽  
Sonja Arndt ◽  
Susanne Westman
Keyword(s):  
Gilles Deleuze ◽  
Structural Approach ◽  
Comprehensive Understanding ◽  
Life World ◽  
Basic Assumptions ◽  
Chronicles Of Narnia ◽  
Educational Spaces ◽  
The World ◽  
Ways Of Thinking ◽  
The Witch

The aim of this paper is to challenge the physical and conceptual boundaries of educational places and spaces with the use of metaphor: the story of Professor Kirke’s magic wardrobe in The Lion, the Witch and the Wardrobe, the first book in The Chronicles of Narnia by CS Lewis (1950) . By explicating and theorising the concerns that arise, we provoke diverse ways of thinking about the complexities of shifting, expanding, constantly evolving educational spaces and places. In our theorisations, we draw on the philosophy of the life-world through Maurice Merleau-Ponty, on a post-structural approach through Julia Kristeva’s work, and on the new-materialist perspective of Gilles Deleuze. As these three philosophical perspectives draw upon different basic assumptions about humans and the world, they also illuminate different aspects of a variety of phenomena and concepts, which we elaborate on in this paper to reach a more comprehensive understanding of educational spaces and places. Our argument arises from philosophical engagements with the story of the Pevensie siblings’ transformation – and transportation – to Narnia through the wardrobe, with notions of educational openings and opportunities, to explore possibilities for reimagining the conceptions and realities of places and spaces in education. To conclude, citizens of today, including children, students, teachers, politicians and researchers, need to discuss basic assumptions for education and policy to reimagine the entangled complexities of educational spaces and places.

scholarly journals Basic Assumptions

Wisdom ◽  
2020 ◽  
pp. 148-175
Author(s):  
John Kekes
Keyword(s):  
Human Life ◽  
Basic Assumptions ◽  
The World ◽  
The Many ◽  
Better Than

Basic assumptions are those we cannot help holding. Some of them are factual, such as that we have a body; other people exist; we need nutrition, rest, contact with others; we have and use language, and so forth. Others are evaluative, like health is better than sickness, happiness better than misery, appreciation better than humiliation, peace better than war, and so on. Such assumptions are about the fundamental conditions of our lives and presupposed by how we respond to the world. Some of them may be mistaken, but if many of them were mistaken, human life would be endangered. We can then test our beliefs, emotions, desires, and evaluations by asking whether they conform to basic assumptions. Part of human wisdom is to know which of the many assumptions we make are basic, which are not, and how to avoid confusing strongly held assumptions, especially evaluative ones, with basic ones.

scholarly journals Restoring the Critical Power of Curriculum Studies to Transform the Society

2019 ◽  
Vol 7 (2) ◽  
pp. 109-113
Author(s):  
Edi Subkhan
Keyword(s):  
Critical Power ◽  
The Other ◽  
Curriculum Studies ◽  
Material World ◽  
New Managerialism ◽  
Epistemological Foundation ◽  
Basic Assumptions ◽  
The World ◽  
Important Field ◽  
Educational Field

Curriculum Studies has evolved for years and already gain its very honorable place in the heart of education studies. Most education scholars said that curriculum is important, curriculum is the heart of education (Priestley & Philippou, 2019), and in so doing curriculum studies. But, how this very important field of studies survive and evolve in this vulnerable and unpredictable era which neoliberal agendas dominating almost educational field around the world? We are witnessing how the culture of positivism, competition ideology, New Managerialism, and even racism and hatred, poisoning and deflect the aims of education. On the other hand, there also a crisis in curriculum studies in which curriculum seems only struggling and focusing on theoretical discourse without any significant influences on the material world. Right in this very difficult position of curriculum studies, the work of Wayne Au is significant. He wrote very important book entitled “Critical Curriculum Studies: Education, Consciousness, and the Politics of Knowing” in 2012. Which Michael Apple in the series editor introduction said that this work is ambitious and provocative, because it seeks theoretical and epistemological foundation of critical curriculum studies that challenges many basic assumptions about curriculum (Au, 2012, p. xv). I am agree with what has Apple said and through this review book article I would say that Au’s work has huge contribution to the development of curriculum studies in this contemporary era, especially in order to become a tool to change or transform the society to be more democratic and just.

scholarly journals A Critic to Darwinian Theory on Resources Scarcity on the Basis of Quranic Verses

2021 ◽  
Vol 8 (9) ◽  
pp. 18
Author(s):  
Ramezan Mahdavi Azadboni
Keyword(s):  
Natural Selection ◽  
Evolutionary Theory ◽  
Resource Scarcity ◽  
The Other ◽  
Biological Resource ◽  
Biological Resources ◽  
Basic Assumptions ◽  
The World ◽  
The Subject ◽  
The One

One of the important components in the theory of the evolution of species is the idea of natural selection. The question is, are the assumptions of the subject in the idea of natural selection compatible with the religious conception of nature and the world around? In this study, the author will discover on the base of Quranic verses that how the theory of biological resource scarcity as one of the basic assumptions in the idea of natural selection conflicts with the Qur'anic interpretation regarding nature. If we can show the lack of credibility and inaccuracy of the idea of the biological resources scarcity and the inappropriateness of biological resources with the needs of the creatures-as one of the assumptions underlying evolutionary theory-in this case, an important step has been to distort the above-mentioned theorem. In the Holy Qur'an, traits such as selfishness are often warned that are considered as the basis of excesses leads to poverty and shortages. Quraanic promises according to which righteous individuals will govern on earth, on the one hand, and the divine promise of securing the living of the beings on the other hand effectively challenges the idea of natural selection.

scholarly journals Evaluation of five complementary relationship models for estimating actual evapotranspiration during soil freeze-thaw cycles

2021 ◽  
Vol 52 (2) ◽  
pp. 431-449
Author(s):  
Yong Yang ◽  
Rensheng Chen ◽  
Yaoxuan Song ◽  
Chuntan Han ◽  
Zhangwen Liu ◽  
...  
Keyword(s):  
Climatic Conditions ◽  
Qilian Mountains ◽  
Actual Evapotranspiration ◽  
Cold Regions ◽  
Complementary Relationship ◽  
Freeze Thaw ◽  
Basic Assumptions ◽  
The World ◽  
The Qilian Mountains ◽  
Energy Processes

Abstract The actual evapotranspiration (ETa) estimated models based on the complementary relationship (CR) theory have been applied in various climatic conditions around the world. However, in cold regions, the evaluation of the adaptability of the CR models was performed through complete freeze-thaw cycles, and the adaptability during various periods of soil freeze-thaw cycles has not been evaluated separately. Daily ETa was measured by lysimeters on alpine grassland in the Qilian Mountains from 2010 to 2017, and the measurements were used to evaluate five CR models during the thawing, thawed, freezing, and frozen periods, respectively. The five models comprised the advection-aridity (AA) model of Brutsaert and Stricker, the GG model proposed by Granger and Gray, Morton's CR areal evapotranspiration (CRAE) model, the Han model, and Brutsaert model. The results show that all five CR models were only able to estimate daily ETa during the thawed period. None of the models could estimate the daily ETa during the thawing, freezing, or frozen periods. The basic assumptions of the CR may not be suitable for non-thawed periods with complex energy processes, and no complementary behavior was shown in the non-thawed periods. The CR models must be applied with caution during freeze-thaw cycles in cold regions.

scholarly journals Stative Format of Linguistic Knowledge: Cognitive Linguistics Perspective

2020 ◽  
pp. 407-412
Author(s):  
Anna V. Pavlova
Keyword(s):  
Cognitive Linguistics ◽  
Matrix Analysis ◽  
Human Cognition ◽  
Linguistic Knowledge ◽  
Basic Assumptions ◽  
The World

The article discusses issues revealing cognitive bases of stative formatting of knowledge about the world. In line with Cognitive Linguistics commitments and basic assumptions the paper highlights the problems pertaining to 1) a universal ability of human cognition to construe the world in language statively, 2) the principles and results of stative interpretation of knowledge about the world. Conveying the necessity of investigating a set of stative forms in language within the cognitive linguistics perspective, the article introduces a conception of stative formatting of knowledge about the world. Combining cognitive-matrix analysis of the stative concept with conceptual-configurative analysis of the category of linguistic stativity the study deciphers the structure and contents of stative concept in contemporary English. The elaborated conception contributes to the problem of ascribing possible ways of construing the world in language

scholarly journals The Pioneering Contributions of Irving Gottesman

2017 ◽  
Vol 5 (2) ◽  
pp. 424-426
Author(s):  
Keith H. Nuechterlein
Keyword(s):  
Mental Disorders ◽  
Environmental Factors ◽  
Genetic Factors ◽  
Twin Studies ◽  
Conceptual Base ◽  
Basic Assumptions ◽  
Research Programs ◽  
The World ◽  
Stress Models ◽  
And Behavior

Irving Gottesman was one of the leading psychopathologists and behavior geneticists of our time, greatly influencing our basic conceptualization of the transmission of schizophrenia and other major mental disorders in ways that impacted research programs around the world. Here we highlight his landmark twin studies of schizophrenia, his introduction of the concept of endophenotypes, and his role in providing the conceptual base for vulnerability/stress models of schizophrenia. His ability to influence our basic assumptions about the nature of genetic factors, environmental factors, and their interaction in the onset and course of major mental disorders was truly remarkable.

Augustine's Metaphysics and Free Will

1967 ◽  
Vol 60 (3) ◽  
pp. 297-306
Author(s):  
Frederick Sontag
Keyword(s):  
Free Will ◽  
First Principles ◽  
Basic Assumptions ◽  
Freedom Of The Will ◽  
The World ◽  
Crucial Problem ◽  
The Will

“Free Will” is not a problem which can simply be answered. The long history surrounding this issue would seem to indicate that. It is not that an answer is impossible; on the contrary, the problem is that many answers may be given and no single one can be established to the exclusion of all others. Which answer is adopted depends upon one's metaphysics, upon one's basic assumptions about the first principles which govern and structure the world. Does all this leave us lost in a helpless pluralism where freedom of the will is concerned, an issue which might well be the crucial problem of our own era and which certainly has been important in every philosophical age? No, not unless we adopt an attitude of scepticism where metaphysics is concerned. Thus, our success in dealing with free will depends upon our metaphysical competence. If we can analyze previous metaphysical views and then construct and defend our own, we can still structure an answer to the issue of freedom of the will.

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