Theoretical Difficulties in the Study of Nationalism

1996 ◽  
Vol 22 ◽  
pp. 63-92 ◽  
Author(s):  
Yael Tamir
Keyword(s):  
Mathematical Reasoning ◽  
Philosophical Problem ◽  
Social Phenomenon ◽  
Isaiah Berlin ◽  
Nationalist Discourse ◽  
Mathematical Problems ◽  
Good And Evil ◽  
Philosophical Questions

Philosophical questions are not like empirical problems, which can be answered by observation or experiment or entitlements from them. Nor are they like mathematical problems which can be settled by deductive methods, like problems in chess or any other rule-governed game or procedure. But questions about the ends of life, about good and evil, about freedom and necessity, about objectivity and relativity, cannot be decided by looking into even the most sophisticated dictionary or the use of empirical or mathematical reasoning. Not to know where to look for the answer is the surest symptom of a philosophical problem.Isaiah BerlinCritics of recent philosophical analyses of nationalism suggest that nationalism is a unique social phenomenon that cannot, and need not, be theorized. Are there, indeed, some special features constitutive of nationalism that might defy theorization? Those answering this question in the affirmative point to the plurality and specificity of national experiences, as well as to the emotional and eclectic nature of nationalist discourse.

To Mental Illness via a Rhyme for the Eye

1996 ◽  
Vol 41 ◽  
pp. 165-189
Author(s):  
T. S. Champlin
Keyword(s):  
Mental Illness ◽  
Subject Matter ◽  
Physical Illness ◽  
Philosophical Problem ◽  
Problematic Relationship ◽  
The Right ◽  
Intellectual Journey ◽  
The Relationship ◽  
Philosophical Questions ◽  
Shed Light

The intellectual journey on which I am about to embark, although not an unusual one in philosophy, may at first seem strange to those who are in the habit of looking to science for the answers to their big questions, including their philosophical questions. For I propose to shed light on the problematic relationship between two things, namely, mental illness and physical illness, by comparing their relationship to the relationship between two other things, namely, a rhyme for the eye—which will be explained shortly for the benefit of anyone unfamiliar with this concept—and a rhyme for the ear. Yet these two pairs of things are not related in any way by subject-matter. In philosophy, however, this sort of deliberate dislocation can be beneficial. As Wittgenstein himself once remarked, ‘A philosophical] problem can be solved only in the right surrounding, we must give the problem a new surrounding, we must compare it to cases we are not used to compare [sic] it with.’

A Conception of Philosophical Progress

2011 ◽  
Vol 12 (2) ◽  
pp. 200-223 ◽  
Author(s):  
Clinton Golding ◽  
Keyword(s):  
Philosophical Problem ◽  
Philosophical Method ◽  
Philosophical Progress ◽  
Philosophical Questions

There is no consensus about appropriate philosophical method that can be relied on to settle philosophical questions and instead of established findings, there are multiple conflicting arguments and positions, and widespread disagreement and debate. Given this feature of philosophy, it might seem that philosophy has proven to be a worthless endeavour, with no possibility of philosophical progress. The challenge then is to develop a conception of philosophy that reconciles the lack of general or lasting agreement with the possibility of philosophical progress. I present such a conception in this paper. I argue that the aim of philosophy is to resolve philosophical problems, which is different from establishing settled and final answers or positions. Philosophical problems involve inadequate or incongruous conceptions that cannot be settled once and for all but can be resolved by transforming our conceptions so they are now congruous and adequate. There is philosophical progress every time a warranted, defensible position is developed that resolves a philosophical problem, even if there are competing resolutions and further problems to resolve, as there always are in philosophy.

scholarly journals PROFIL PENALARAN MATEMATIS SISWA SMP DALAM PEMECAHAN MASALAH ARITMETIKA SOSIAL BERDASARKAN KEMAMPUAN MATEMATIKA

MATHEdunesa ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 110-120
Author(s):  
YULIANA DWI RAHMAWATI ◽  
Masriyah Masriyah
Keyword(s):  
Problem Solving ◽  
Qualitative Data ◽  
Mathematical Reasoning ◽  
Research Subjects ◽  
Ability Test ◽  
Reasoning Abilities ◽  
Mathematical Abilities ◽  
Reasoning Problem ◽  
Mathematical Problems ◽  
Problem Solving Strategies

Mathematical reasoning is the ability to think about mathematical problems, namely by thinking logically about mathematical problems to get conclusions about problem solutions. There are several factors that can affect students' mathematical reasoning, including mathematical abilities. Dissimilarity of students' mathematical abilities allows for dissimilarity in their mathematical reasoning abilities. So, this research intends to describe students' mathematical reasoning abilities in solving social arithmetic problems based on dissimilarity in mathematical abilities. The purpose of this research was to describe qualitative data about the mathematical reasoning abilities of students with high, medium, or low abilities in solving social arithmetic problems. The instrument used was the Mathematical Ability Test to determine the three research subjects, followed by a Problem Solving Test to get qualitative data about students' mathematical reasoning abilities, then interviews to get deeper data that was not obtained through written tests. Thus, the research data were analyzed using mathematical reasoning indicators. From the result of data analysis, it was found that all students understood the problem well. Students with high and medium mathematical abilities are determining and implementing problem solving strategies properly, namely writing down the step for solving them correctly and making accurate conclusions by giving logical argumens at aech step of the solution. However, students with low mathematical abillities have difficulty in determining and implementing problem solving strategies because they do not understand the concept, thus writing the steps to solve the problems incorrectly and not giving accurate conclusions about the correctness of the solution. Keywords: mathematical reasoning, problem solving, mathematical abilities

scholarly journals PERBEDAAN KEMAMPUAN PENALARAN MATEMATIKA SISWA ANTARA TEKNIK PEMBELAJARAN PROBING PROMPTING DENGAN METODE PEMBELAJARAN KONVENSIONAL DI KELAS VII SMP 17 AGUSTUS 1945 SURABAYA

2015 ◽  
Vol 3 (4) ◽  
pp. 170
Author(s):  
Edy Widayat ◽  
Devita Murniati
Keyword(s):  
Student Learning ◽  
Teaching Methods ◽  
Cognitive Abilities ◽  
Mathematical Reasoning ◽  
Reasoning Abilities ◽  
Efficient Cause ◽  
Learning Techniques ◽  
Conventional Teaching ◽  
Mathematical Problems ◽  
The Right

Orientation mathematics are mathematical reasoning abilities. Reasoning is a process or activity is thought to draw the right conclusions based on some of the statements that have been proven or assumed to be true. Students require reasoning ability in solving mathematical problems that involve critical thinking, systematic, logical, and creative. Through the mathematical reasoning students can apply for the alleged then compile evidence, manipulation, and draw conclusions correctly and precisely of the problem or a math problem. Mathematical reasoning skills students are low is one of the fundamental problems in mathematics today. The low student learning outcomes are influenced by many factors, one of which is the use of teaching methods that are less effective and efficient cause unbalance cognitive abilities, affective, and psychomotor student. Learning methods commonly used by mathematics teachers are conventional teaching methods that rely on lectures and main tools blackboard so that students tend to be passive and less involved in the classroom. Conventional teaching methods do not provide the opportunity for students to think and can hamper students' mathematical reasoning abilities. One of the techniques taught are considered accommodative can attract students and increase the activity of thinking students are learning techniques probing prompting. Which is a technique of learning by the teacher presents a series of questions that are guiding and dug so that a process of thinking that links students' knowledge and experience with new knowledge that is being studied.

scholarly journals Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts

2021 ◽  
Vol 10 (2) ◽  
pp. 522
Author(s):  
Anderson Leonardo Palinussa ◽  
Juliana Selvina Molle ◽  
Magy Gaspersz
Keyword(s):  
Mathematics Education ◽  
Communication Skills ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Mathematical Problems ◽  
Geographical Position ◽  
Rural Context

Mathematics learning has always been a problem in the world of education in Indonesia especially in the Province of Maluku, which is a thousand island area. The geographical position of Maluku, which is an area of the archipelago, is quite extensive, affecting the quality of students in mathematics. One approach that is recommended to overcome mathematical problems of rural island-based students is realistic mathematics education (RME). The purpose of this study was to analyze the effect of RME on mathematical reasoning and communication skills in a rural context. The research design used was quasi experiment. The sample size was 130 students from several junior high schools in Central Maluku Regency. The instrument developed was in the form of problem descriptions to measure students' mathematical reasoning and communication skills. The findings prove that RME has a significant influence on students' mathematical reasoning and communication skills. Thus, RME can be recommended in improving students' mathematical reasoning and communication skills in the island-based rural context.

The Examined Life Re-examined

1992 ◽  
Vol 33 ◽  
pp. 1-23
Author(s):  
Colin Radford
Keyword(s):  
Philosophical Problem ◽  
Childhood And Youth ◽  
Philosophical Questions

In Part One of The Examined Life (Radford, 1989) I recalled certain episodes from my childhood and youth in which, as I came to realize later, I had been exercised by a philosophical problem. By so doing I hoped not only to convey to non-professionals what philosophy is—or is like—but to show them that they too were philosophers, i.e., had been exercised by philosophical questions. In Part Two I gave some examples of how such problems may be treated by a professional, in articles.

What is a philosophical problem?

Think ◽  
2006 ◽  
Vol 4 (12) ◽  
pp. 17-28
Author(s):  
P.M.S. Hacker
Keyword(s):  
Philosophical Problem ◽  
Physical Sciences ◽  
The World ◽  
Philosophical Questions

To what extent are philosophical questions and problems like other kinds of questions and problems, such as the those tackled by the physical sciences? Peter Hacker suggests that the problems of philosophy are conceptual, not factual, and that their solution or resolution is more a contribution to a particular form of understanding than to our knowledge of the world.

scholarly journals Analisa Kemampuan Berfikir Kritis Dan Penalaran Peserta Didik Dalam Pemecahan Masalah Matematis Dengan Model Problem Based Learning

2020 ◽  
Vol 3 (4) ◽  
pp. 633
Author(s):  
Alifatul Binti
Keyword(s):  
Critical Thinking ◽  
Mathematical Reasoning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Ability Tests ◽  
Mathematical Problems ◽  
Qualitative Descriptive ◽  
Written Test

<p><em>The background of this research is to analyze the ability to think critically and reasoning in solving mathematical problems of elementary school students. This research method uses a qualitative descriptive method which was carried out at SD Negeri Pengarasan 01 with the research subject of class V (five) students as many as 30 students, which were divided into groups of high ability students (KT), medium ability (KS), and low ability (CR). The research data are 1) the ability to think critically in problem solving, 2) the ability to reason mathematically. Sources of data are written test scores of critical thinking skills to solve problems and scores of mathematical reasoning ability tests and interviews. The ability of students who are accustomed to getting structured questions makes it difficult for them to reason about questions that are in the form of story questions. The application of the Problem Based Learning model is suitable for use in elementary schools in building students' critical thinking and reasoning abilities. This ability will make students able to solve problems that arise in the problem.</em></p>

scholarly journals PENERAPAN RECIPROCAL TEACHING DENGAN KARTU PERAN UNTUK MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS MATERI TRIGONOMETRI

2020 ◽  
Vol 2 (2) ◽  
pp. 7-20
Author(s):  
Elisa Dewi Puspitasari
Keyword(s):  
Mathematical Reasoning ◽  
Lessons Learned ◽  
Reciprocal Teaching ◽  
Teaching Model ◽  
Percentage Increase ◽  
Reasoning Ability ◽  
Average Percentage ◽  
Reasoning Abilities ◽  
Mathematical Problems ◽  
Class Average

The purpose of this study is to describe the application of Reciprocal Teaching with role cards to improve student mathematical reasoning abilities on trigonometry material. Mathematical reasoning is thinking about mathematical problems logically to solve a problem and give reasons for a solution. One of the lessons learned to overcome the low mathematical reasoning ability is the learning of Reciprocal Teaching models using role cards. The steps of Reciprocal Teaching activities include question generating, clarifying, predicting, and summarizing. Before the Reciprocal Teaching steps are carried out, students are given a role card to determine the students who become model teachers. This research is a classroom action research. Based on the research that has been done, it is known that the application of the Reciprocal Teaching model increases the mathematical reasoning ability of students in XI grade IPA 2 of SMA Negeri 8 Malang on the Trigonometry with an increase in class average from initial 73 to 60 in cycle I and to 73 in cycle II. In addition, the average percentage increase in students' mathematical reasoning also increased from 60% to 73%.

scholarly journals HUBUNGAN KESULITAN BELAJAR MATEMATIKA TERHADAP KEMAMPUAN KONEKSI MATEMATIKA PADA SISWA SMK KARTIKA 1 SURABAYA

2016 ◽  
Vol 6 (2:) ◽  
pp. 31-36
Author(s):  
Elok Hidhayati Hartanti
Keyword(s):  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Learning Difficulties ◽  
School Students ◽  
Significance Level ◽  
Test Items ◽  
Mathematical Connections ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
Mathematical Connection

This research is motivated by the low ability students' mathematical connections. Mathematical reasoning and connections are two basic mathematical ability that must be mastered middle school students. However, many students have problems and learning difficulties in solving mathematical problems. Through the process of mathematical connections, conceptual thinking and students' horizons will be broader, the students will have the skills to solve problems and make decisions. The problem of this research is " Is there any connection to the students' mathematics learning difficulties mathematical connection capability? ". Subjects in these criteria is a class XI student of SMK Kartika Accounting 1 Surabaya. Data obtained by questionnaire to measure students' learning difficulties and then given treatment for the provision of learning achievement test items to get valid data. Based on the analysis of data by using the formula Pearson product moment is known H_0 is no relationship difficulty learning mathematics against the ability to connect mathematics to the students of class XI AK-1 SMK Kartika 1 Surabaya while the H1 is no relationship difficulty learning mathematics against the ability to connect mathematics to the students of class XI AK-1 SMK Kartika 1 Surabaya. Of the formula product moment correlation can be obtained rhitung with significance level of 5% showed greater than the value rtabel = 0.344 and rhitung = 0.45; where r_hitung> r_tabel or 0.45> 0.344, it can be concluded that learning difficulties affect the ability of students' mathematical connections. Keywords: Learning Difficulties, Mathematics Connection Capability

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