Productive Thoughts

2021 ◽  
pp. 246-289
Author(s):  
Dominik Perler
Keyword(s):  
Cognitive Activity ◽  
Specific Content ◽  
Comprehensive Theory ◽  
Material Things ◽  
Efficient Causation ◽  
Mental Acts ◽  
In Virtue Of

We often experience that we have ideas in our mind, which present possible things and incite us to produce some of them. But how can our ideas be intentional? And how can they give rise to actions? In his theory of exemplar causes, Suárez examines both problems and offers a comprehensive theory. The paper first discusses his solution to the intentionality problem, arguing that he subscribes to an act theory, according to which ideas are mental acts that are about something in virtue of their specific content. The paper then reconstructs his solution to the causation problem, showing that he appeals to efficient causation: ideas are powers and hence efficient causes that immediately produce other acts, thereby triggering the production of material things. The analysis of both problems sheds light on Suárez’s broader theory of cognitive activity by showing that he takes mental acts to be intrinsically intentional and productive.

Consciousness

2018 ◽  
Author(s):  
Anil K. Seth
Keyword(s):  
Conscious Experience ◽  
Real Problem ◽  
Active Inference ◽  
Biological Mechanisms ◽  
Specific Content ◽  
Brain Responses ◽  
Biomimetic Approach ◽  
Multiple Levels ◽  
In Virtue Of ◽  
The Brain

Consciousness is perhaps the most familiar aspect of our existence, yet we still do not know its biological basis. This chapter outlines a biomimetic approach to consciousness science, identifying three principles linking properties of conscious experience to potential biological mechanisms. First, conscious experiences generate large quantities of information in virtue of being simultaneously integrated and differentiated. Second, the brain continuously generates predictions about the world and self, which account for the specific content of conscious scenes. Third, the conscious self depends on active inference of self-related signals at multiple levels. Research following these principles helps move from establishing correlations between brain responses and consciousness towards explanations which account for phenomenological properties—addressing what can be called the “real problem” of consciousness. The picture that emerges is one in which consciousness, mind, and life, are tightly bound together—with implications for any possible future “conscious machines.”

Potens per accidens sine accidentibus: Ockham on Material Substances and Their Essential Powers

Vivarium ◽  
2021 ◽  
Vol 59 (1-2) ◽  
pp. 102-122
Author(s):  
Daniel J. Simpson
Keyword(s):  
William Of Ockham ◽  
Substantial Form ◽  
Material Substance ◽  
Identical Part ◽  
Per Se ◽  
Efficient Causation ◽  
In Virtue Of ◽  
Material Substances

Abstract Medieval scholastics share a commitment to a substance-accident ontology and to an analysis of efficient causation in which agents act in virtue of their powers. Given these commitments, it seems ready-made which entities are the agents or powers: substances are agents and their accidents powers. William of Ockham, however, offers a rather different analysis concerning material substances and their essential powers, which this article explores. The article first examines Ockham’s account of propria and his reasons for claiming that a material substance is essentially powerful sine accidentibus. However, the article subsequently argues that, given Ockham’s reductionism about material substance, only substantial forms – never substances – are truly agents and powers. Thus, a material substance is essentially powerful but only by courtesy – per accidens, as Ockham calls it – because it has a non-identical part, its substantial form, which does all the causal work by itself, per se.

A vocabulary lesson as a basis for dictionary culture formation in the process of teaching the Russian language

2021 ◽  
Vol 82 (5) ◽  
pp. 7-14
Author(s):  
O. N. Levushkina
Keyword(s):  
Significant Role ◽  
Cognitive Activity ◽  
Russian Language ◽  
Information Culture ◽  
Specific Content ◽  
Culture Formation ◽  
Specific Goal ◽  
Dictionary Use ◽  
The Russian Language ◽  
Development Of Students

The paper substantiates the relevance of dictionary culture formation as an important component of information culture and personal culture in general. In addition, the concept of "the culture of dictionary use" is defined. The vocabulary lesson is described as an innovative type of Russian lessons; this type is characterised by a specific goal and a specific content related to the personal, meta-subject, and subject levels of the results achieved in the process of education. Such lessons play a significant role in the development of students’ linguistic personality; they also stimulate learners’ cognitive activity, facilitate the mastering of linguistic norms and the acquisition of self-regulatory skills. Resource materials for a vocabulary lesson, namely vocabulary exercises, are demonstrated. Informational-orientational, activity-semantic, and activity-textual vocabulary tasks illustrate the proposed typology of vocabulary tasks.

scholarly journals Development of senior school students’ independent work skills through the use of virtual learning environment

2020 ◽  
Vol 100 (4) ◽  
pp. 48-54
Author(s):  
U Kopzhassarova ◽  
◽  
Z Sultanova ◽  
D Akhmetova ◽  
A Akhmetzhanova ◽  
...  
Keyword(s):  
Learning Environment ◽  
Cognitive Abilities ◽  
Cognitive Activity ◽  
Virtual Learning ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
School Students ◽  
Specific Content ◽  
Main Requirement ◽  
Independent Work

The article is focused on the concept of «virtual learning environment» and its role in the students’ independ-ent work. The virtual learning environment as a means of effective communication of participants in the edu-cational process helps to transit from the «knowledge-based» paradigm to the «personality-oriented» educa-tion, aimed to develop students’ creative potential, their cognitive activity, motivation and engagement at the language classes. The authors highlight that in addition to traditional didactic requirements, there are a num-ber of specific conditions for the successful functioning in the virtual learning environment. Based on the ex-perience of implementing virtual educational environments, a need for the adaptability of educational process, which implies the possibility for students to choose the most appropriate individual pace for studying materi-al. It is shown that specific content of the virtual learning environment may vary depending on the level of training students and their individual interests. The main requirement for the successful use of the virtual en-vironment is to develop creative cognitive abilities, foreign languages skills of students by the application of a virtual environment., so the authors come to the conclusion that the presence of informational technology in the learning process changes the internal specifics of the educational and cognitive activities of students, their thinking style, and psychological mechanisms of mental development. Thus, the independent work of stu-dents is multi-purpose and is aimed to achieve communicative and educational goals.

The Type of Temperament, Mood, and Strategies of Categorization

2012 ◽  
Vol 33 (4) ◽  
pp. 227-236 ◽  
Author(s):  
Agata Wytykowska
Keyword(s):  
Information Processing ◽  
Negative Mood ◽  
Cognitive Activity ◽  
Processing Capacity ◽  
Affective Value ◽  
The Relationship ◽  
The Way

In Strelau’s theory of temperament (RTT), there are four types of temperament, differentiated according to low vs. high stimulation processing capacity and to the level of their internal harmonization. The type of temperament is considered harmonized when the constellation of all temperamental traits is internally matched to the need for stimulation, which is related to effectiveness of stimulation processing. In nonharmonized temperamental structure, an internal mismatch is observed which is linked to ineffectiveness of stimulation processing. The three studies presented here investigated the relationship between temperamental structures and the strategies of categorization. Results revealed that subjects with harmonized structures efficiently control the level of stimulation stemming from the cognitive activity, independent of the affective value of situation. The pattern of results attained for subjects with nonharmonized structures was more ambiguous: They were as good as subjects with harmonized structures at adjusting the way of information processing to their stimulation processing capacities, but they also proved to be more responsive to the affective character of stimulation (positive or negative mood).

Toward a Comprehensive Theory of Group Therapy

1982 ◽  
Vol 27 (7) ◽  
pp. 565-566
Author(s):  
Stephen I. Abramowitz
Keyword(s):  
Group Therapy ◽  
Comprehensive Theory

STAGES OF HIGHER MATHEMATICS TEACHING FOR FUTURE CIVIL PROTECTION SPECIALISTS

2018 ◽  
pp. 168-172
Author(s):  
M. Kusiy
Keyword(s):  
Information Search ◽  
Cognitive Activity ◽  
Civil Defense ◽  
Educational Material ◽  
Material System ◽  
Civil Protection ◽  
Intellectual Activity ◽  
Innovative Teaching ◽  
The Future ◽  
Selection Of

Introduction.  During the training of emergency specialists, the development of a clear, structured thinking is important.  And the mathematical disciplines themselves are aimed at activating the intellectual activity of cadets and students, the ability to think logically, consistently, and reasonably.  However, cadets and students consider mathematics to be a complex, inaccessible and not very necessary science.  Therefore, there is a need for continuous, continuous development of methods, technologies of forms of training that would increase interest, accessibility to mathematical disciplines and at the same time, were aimed at improving the quality of training of future rescuers. Purpose.  Identify the main stages of teaching higher mathematics for future civil defense specialists and substantiate their peculiarities. Methods.  The article used methods of scientific knowledge (general), methods used in the empirical and theoretical levels of research (transition from abstract to specific).  Results.  The basic stages of teaching higher mathematics for future specialists of civil defense are determined: motivation, research, assimilation, application.  The proposed stages are analyzed in detail.  The regularities that contribute to the increase of motivation (selection of educational material, system approach, creative approach, a variety of forms and methods of teaching, taking into account the specifics of the future profession, the use of innovative teaching technologies) are highlighted.  There are three phases of knowledge (curiosity, curiosity, theoretical knowledge).  It is determined that for the acquisition of knowledge it is possible to use the information - search type of classes with its microstructure.  Planning the microstructure of occupations in the first place should put the level of cognitive activity, awareness and independence in the performance of educational tasks.  It is noted that the process of assimilation is the process of internalization of knowledge, putting it into the inner plan of man, and the application is to extraorise knowledge, make it to the outline of human activity.  It was investigated that the stage of application of knowledge is divided into two parts (the first is the application of knowledge, skills in standard terms, the second - the transfer of knowledge, skills, skills in new, changed conditions).  Examples of applied tasks that can be solved in higher mathematics classes are given.  It is substantiated that only in combination of all stages is formed the need for knowledge acquisition and their application. Conclusion.  Stages of teaching higher mathematics - a cyclical process that requires constant improvement, hard work of the teacher.  Stages of motivation and application combine the same laws (selection of educational material, creative approach, taking into account the specifics of the future profession, the use of innovative teaching technologies).  And only in a logical, thought-out combination of these stages can one form the future need for civil protection specialists to expand the knowledge and apply it to practical application.

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