scholarly journals Knowing in Aristotle part 2: Technē, phronēsis, sophia, and divine cognitive activities

2021 ◽  
Author(s):  
Caleb Murray Cohoe
Keyword(s):  
Cognitive Activities

EFFICIENT MANAGEMENT SYSTEM OF TEACHING TECHNICAL MEANS AT CENTRAL KINDERGARTEN PEDAGOGY COLLEGE IN INDUSTRIAL REVOLUTION 4.0

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Vũ Xuân Hùng
Keyword(s):  
Intellectual Development ◽  
Industrial Revolution ◽  
Current Period ◽  
Efficient Management ◽  
Urgent Task ◽  
Creative Learning ◽  
Cognitive Activities ◽  
And Control ◽  
Technical Teaching

In the process of teaching, technical teaching facilities are both a content and a means of conveying information, they help the lecturer organize and control the students' cognitive activities, in addition, they also help students be interested in learning, practice practical skills from which to form active and creative learning methods. Teaching technology is one of the necessary conditions to help teachers carry out their related work of educating, teaching and bringing up, and intellectual development, arouse the inherent intelligence qualities of students. Currently, the management of technical teaching facilities at the Central Kindergartens College has been carried out on a regular basis and achieved certain results, but in fact, there are still many inadequacies. Finding a number of limitations in the management of teaching technical facilities, thereby proposing solutions to overcome those limitations, improve the efficiency of investment, preservation and use of teaching technical facilities in the trend of Industry Revolution 4.0, improving the quality of teaching at Central Kindergarten Pedagogy colleges in the current period is a very important and urgent task.

Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions

2018 ◽  
Vol 51 ◽  
pp. 47-57
Author(s):  
Тетяна Грунтова ◽  
Юлія Єчкало ◽  
Андрій Стрюк ◽  
Андрій Пікільняк
Keyword(s):  
Augmented Reality ◽  
Educational Process ◽  
Educational Institutions ◽  
Training Process ◽  
Scientific Publications ◽  
Theoretical Substantiation ◽  
Research Goal ◽  
Augmented Reality Technology ◽  
Cognitive Activities

Hruntova T. V., Yechkalo YU. V., Stryuk A. M. and Pikilʹnyak A. V. Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions. Research goal: the research is aimed at theoretical substantiation of applying the augmented reality technology and its peculiarities at higher technical educational institutions. Research objectives: the research is to solve the problems of determining the role and place of the technology in the educational process and its possible application to physics training. Object of research: teaching physics to students of higher technical educational institutions. Subject of research: the augmented reality technology as a component of the training process at higher educational institutions. Research methods used: theoretical methods include analysis of scientific and methodological literature; empirical methods include studying and observation of the training process. Research results: analysis of scientific publications allows defining the notion of augmented reality; application of augmented reality objects during laboratory practical works on physics is suggested. Main conclusions. introduction of the augmented reality technology in thetraining process at higher technical educational institutions increases learning efficiency, facilitates students’ training and cognitive activities, improves the quality of knowledge acquisition, provokes interest in a subject, promotesdevelopment of research skills and a future specialist’s competent personality.

Consciousness

2018 ◽  
Author(s):  
Jonardon Ganeri
Keyword(s):  
Fifth Century ◽  
Cognitive Activities

Two accounts of consciousness collide in the work of the fifth-century Buddhist philosopher Buddhaghosa, where they co-exist incompletely integrated and perhaps incompatibly with one another. They apparently represent two substantively different pictures of the nature of mind. Did Buddhaghosa see a tension? If so, how did he try to resolve it? What does the confrontation between these two ways of understanding consciousness in his writings enable us to learn about the nature of consciousness itself? The first of the two accounts is that there are certain ‘concomitants’ (cetasika) always accompanying every moment of worldly experience (citta). Consciousness is never barely consciousness-of; it is always consciousness-with. What the second account states is that consciousness arises at the end of a series of cognitive activities, each member a condition for the next.

scholarly journals Two Conceptions of Second Nature

2020 ◽  
Vol 3 (1) ◽  
pp. 68-80 ◽  
Author(s):  
Georg W. Bertram
Keyword(s):  
The Other ◽  
Human Beings ◽  
Open Future ◽  
Second Nature ◽  
Other Hand ◽  
The World ◽  
Cognitive Activities ◽  
The Open Future ◽  
The One ◽  
First Nature

AbstractThe concept of second nature promises to provide an explanation of how nature and reason can be reconciled. But the concept is laden with ambiguity. On the one hand, second nature is understood as that which binds together all cognitive activities. On the other hand, second nature is conceived of as a kind of nature that can be changed by cognitive activities. The paper tries to investigate this ambiguity by distinguishing a Kantian conception of second nature from a Hegelian conception. It argues that the idea of a transformation from a being of first nature into a being of second nature that stands at the heart of the Kantian conception is mistaken. The Hegelian conception demonstrates that the transformation in question takes place within second nature itself. Thus, the Hegelian conception allows us to understand the way in which second nature is not structurally isomorphic with first nature: It is a process of ongoing selftransformation that is not primarily determined by how the world is, but rather by commitments out of which human beings are bound to the open future.

scholarly journals Aristotle on Attention

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Elena Cagnoli Fiecconi
Keyword(s):  
Nicomachean Ethics ◽  
Musical Piece ◽  
Loud Sound ◽  
Geometrical Problem ◽  
Physiological Processes ◽  
Perceptual Attention ◽  
Specific Selectivity ◽  
Cognitive Activities ◽  
The Common

Abstract I argue that a study of the Nicomachean Ethics and of the Parva Naturalia shows that Aristotle had a notion of attention. This notion captures the common aspects of apparently different phenomena like perceiving something vividly, being distracted by a loud sound or by a musical piece, focusing on a geometrical problem. For Aristotle, these phenomena involve a specific selectivity that is the outcome of the competition between different cognitive stimuli. This selectivity is attention. I argue that Aristotle studied the common aspects of the physiological processes at the basis of attention and its connection with pleasure. His notion can explain perceptual attention and intellectual attention as voluntary or involuntary phenomena. In addition, it sheds light on how attention and enjoyment can enhance our cognitive activities.

Instructing novice consecutive interpreters

Babel ◽  
2009 ◽  
Vol 55 (4) ◽  
pp. 329-344 ◽  
Author(s):  
Alya' M.H. Ahmad Al-Rubai'i
Keyword(s):  
Cognitive Ability ◽  
Human Life ◽  
Cognitive Tasks ◽  
Cultural Environment ◽  
Note Taking ◽  
Special Training ◽  
Memory Problems ◽  
Cognitive Activities ◽  
Original Message ◽  
Consecutive Interpreting

All aspects of human life rely on the most important cognitive ability that man has been endowed with, namely, memory. Some cognitive tasks such as consecutive interpreting put high demands on this powerful ability to the effect that it needs special training to cope with those demands. The interpreter is required to perform a number of complex cognitive activities in order to transpose the original message from one socio-cultural environment into another. Unless his memory is able to perform well, his task will be adversely affected. In this paper, an attempt is made to suggest a number of steps that provide special training to novice interpreters with the aim of improving the performance of their memory. This is done in a preparatory training course that does not involve consecutive interpreting but working from and into the same language. If the instructor manages to help the trainee overcome memory problems in advance, he can smoothly introduce him to the process and strategies of consecutive interpretation proper. The steps suggested proceed over three phases: (1) attentive listening, meaningful analysis and visualizing, (2) anticipation and note-taking, and (3) rephrasing.


A-136 The Transfer of Cognitive Training to Real-World Functioning: Results of our First Six Pilot Subjects at Six-Month Follow-Up

2021 ◽  
Vol 36 (6) ◽  
pp. 1187-1188
Author(s):  
Jason A Blake ◽  
Brandon Mitchell ◽  
Staci McKay ◽  
Gitendra Uswatte ◽  
Edward Taub
Keyword(s):  
Cognitive Training ◽  
Real World ◽  
Cognitive Task ◽  
Case Series ◽  
Performance Measure ◽  
The Real ◽  
Cognitive Activities ◽  
The Mean ◽  
Laboratory Measures

Abstract Objective Currently, the majority of cognitive training research measures treatment efficacy using in-laboratory measures, with minimal focus on real-world treatment changes. This case series demonstrates the feasibility of transferring cognitive improvements from the laboratory into the everyday life setting. Method This case series includes 6 chronic post-stroke participants; mild to moderate cognitive impairment. The intervention combines cognitive training with behavioral techniques, known as the Transfer Package (TP). The TP involves components that target functionality on IADLs in the real-world. Performance on cognitively-based IADLs in the real world are measured pre-treatment, post, and 6-month follow-up. Measures of real-world ability are the: Canadian Occupational Performance Measure (COPM), Cognitive Task Activity Log (CTAL) and Inventory of Improved and New Abilities (INCA). In-laboratory measures included the D-KEFS and Timed IADL assessments. Results The real-world outcome measures used in this study were the COPM and two measures developed for this study, the CTAL and INCA. The mean change from pre to post on the COPM Performance Scale was 2.18 (SD = 1.33) and the mean change on the COPM Satisfaction Scale was 2.70 (SD = 1.27). The mean change on the CTAL was 1.96 (SD = 0.93). On the INCA, the mean number of improved real-world cognitive activities was 11.8 (SD = 4.9) and the mean number of new cognitive activities was 7.6 (SD = 3.9). Follow-up reported near-perfect retention on CTAL and continued improvement on the INCA. There were minimal changes on in-laboratory measures. Conclusions This case series provides a framework for achieving the transfer of cognitive training treatment effects in the real-world life situation by overcoming behavioral barriers to functioning.

Linguodidactic functions of the peer review method in teaching students written speech utterance

2020 ◽  
pp. 58-68
Author(s):  
Denis V. Kretov
Keyword(s):  
Foreign Language ◽  
Peer Review ◽  
Teaching Method ◽  
Educational Material ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Cognitive Tasks ◽  
Cognitive Activities ◽  
Selected Functions

The peer review method is one of the problem learning methods. Its essence lies in the mutual study of each other’s written works by students in order to comment and evaluate them for further revision. Like any teaching method, the peer review method has linguodidactic properties – characteristics that underlie it, essential for the methods of teaching foreign languages and distin-guishing this method from others. Also, the method of peer review has specific linguodidactic functions – an external manifestation of the linguodidactic properties of the teaching method, which show what educational and cognitive tasks are solved by using this method in practice in foreign language teaching. Based on the analysis of the literature, the following linguodidactic functions of this method are identified: a) the development of student mentoring in teaching; b) sharing of responsibility by students for mastering the educational material; c) the use of blended learning in the implementation of the peer review method; d) changing the role of a teacher from a “bearer of knowledge” to a moderator of educational and cognitive activities of students; e) changing the ratio between classroom and extracurricular educational and cognitive activities of students; f) reduction of the terms of checking students’ training written works. The work describes in detail each of the selected functions.

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