The Epistemology of Yogic Perception: Dignāga – Dharmakīrti’s School

2021 ◽  
pp. 153-165
Author(s):  
Victoria G. Lysenko ◽  
Keyword(s):  
Western Tradition ◽  
Philosophical Thought ◽  
Buddhist Epistemology ◽  
The Subject ◽  
Three Stages ◽  
Yogic Perception ◽  
Philosophical Debates ◽  
Direct Apprehension ◽  
Four Noble Truths

One of the specific features of Indian philosophical thought in comparison with Western tradition is its addressing the subject of yogic and contemplative prac­tices. The article focuses on the interpretation of yogic experience in terms of Buddhist epistemology (pramāṇavāda – the teachings on the instrument of valid cognition). The concept of yogic perception (yogipratyaksha), which dates back to the Buddhist philosopher Dignāga, later becomes the subject of pan-Indian philosophical debates. The author analyzes the Buddha’s teachings on the Four Noble Truths as an object of yogic perception. If, according to Dignāga, yogic perception grasps its object directly, beyond its verbal elucidation by teachers, while the Noble Truths are transmitted through the Buddha’s word, the question arises as to how can they constitute the object of direct apprehension? The article proposes to understand yogic perception in the light of the three stages of under­standing in Buddhism: 1) śrutamayī (consisting in hearing) – the memorization from the words of teacher; 2) cintāmayī (consisting in reflection) – a critical ana­lytical discourse about the form and meaning of what was learned at the previous stage; and finally, 3) bhāvanāmayī (consisting in contemplation) – an individual appropriation of the ideas analyzed at the previous stage in meditation. The author argues that, according to this algorithm, only the intellectual mastering of Buddha’s teachings can shape a mindset that brings forth yogic liberating in­sight – the goal of the Buddhist soteriological aspirations

The Subject Matter of Intellectual Property

2017 ◽  
Author(s):  
Justine Pila
Keyword(s):  
Intellectual Property ◽  
Subject Matter ◽  
Final Stage ◽  
Theoretical Framework ◽  
Trade Mark ◽  
Second Stage ◽  
Essential Properties ◽  
The Subject ◽  
Three Stages ◽  
The Relationship

This book offers a study of the subject matter protected by each of the main intellectual property (IP) regimes. With a focus on European and UK law particularly, it considers the meaning of the terms used to denote the objects to which IP rights attach, such as ‘invention’, ‘authorial work’, ‘trade mark’, and ‘design’, with reference to the practice of legal officials and the nature of those objects specifically. To that end it proceeds in three stages. At the first stage, in Chapter 2, the nature, aims, and values of IP rights and systems are considered. As historically and currently conceived, IP rights are limited (and generally transferable) exclusionary rights that attach to certain intellectual creations, broadly conceived, and that serve a range of instrumentalist and deontological ends. At the second stage, in Chapter 3, a theoretical framework for thinking about IP subject matter is proposed with the assistance of certain devices from philosophy. That framework supports a paradigmatic conception of the objects protected by IP rights as artifact types distinguished by their properties and categorized accordingly. From this framework, four questions are derived concerning: the nature of the (categories of) subject matter denoted by the terms ‘invention’, ‘authorial work’, ‘trade mark’, ‘design’ etc, including their essential properties; the means by which each subject matter is individuated within the relevant IP regime; the relationship between each subject matter and its concrete instances; and the manner in which the existence of a subject matter and its concrete instances is known. That leaves the book’s final stage, in Chapters 3 to 7. Here legal officials’ use of the terms above, and understanding of the objects that they denote, are studied, and the results presented as answers to the four questions identified previously.

scholarly journals Gamificação no ensino de astronomia

2020 ◽  
Vol 4 (4) ◽  
pp. 623-639
Author(s):  
Roger Broetto Rocha ◽  
Lucio Martins Fassini Da Silva ◽  
Cleiton Kenup Piumbini ◽  
Luiz Otavio Buffon ◽  
Marconi Frank Barros
Keyword(s):  
High School ◽  
First Year ◽  
The Third ◽  
Third Stage ◽  
The Subject ◽  
Three Stages ◽  
The City

Resumo: Este trabalho tem por objetivo relatar uma atividade didática, realizada no Programa Institucional de Bolsas de Iniciação à Docência (PIBID), envolvendo o ensino de Astronomia numa turma do primeiro ano do ensino médio de uma escola do município de Vitória, ES. A atividade foi planejada e executada pelo subprojeto do Curso de Licenciatura em Física do IFES – Campus Cariacica. A metodologia foi baseada na Gamificação aplicada ao ensino-aprendizagem. A intervenção ocorreu em três etapas, sendo a primeira realizada em dois encontros, através de apresentações dialogadas sobre Astronomia usando slides e gifs, a segunda consistiu na aplicação da Gamificação através de um jogo e finalizando com a terceira etapa, foi aplicado um pequeno questionário. Ao final houve um momento de avaliação e as análises constataram que o ensino de Astronomia através da atividade gamificada do jogo conseguiu motivar os alunos, despertar o interesse pelo assunto e produzir indícios de aprendizagem.Palavras-chave: Gamificação em sala de aula; Ensino de Astronomia; PIBID. Gamification in astronomy teachingAbstract: This work aims to report on a didactic activity, carried out in the Institutional Program for Teaching Initiation Scholarships (PIBID), involving the teaching of Astronomy in a class of the first year of high school at a school in the city of Vitória, ES. The activity was carried out by the subproject of the Physics Degree Course at IFES - Campus Cariacica. The intervention took place in three stages, the first being in two meetings, through dialogued presentations on Astronomy using slides and gifs, the second consisted of the application of Gamification through a game and ending with the third stage, a small questionnaire was applied. At the end there was a moment of evaluation and the analyzes found that the teaching of Astronomy through the gamified activity of the game managed to motivate students, arouse interest in the subject and produce evidence of learning.Keywords: Gamification activity in the classroom; Astronomy teaching; PIBID. 

scholarly journals Structure of the Russian institute of mediation: present, past, and future

2020 ◽  
pp. 47-63
Author(s):  
Olga Vecherina ◽  
Irina Borisovna Putalova
Keyword(s):  
Professional Community ◽  
Federal Law ◽  
Radical Reform ◽  
Systemic Analysis ◽  
Current State ◽  
Traditional Structure ◽  
The Subject ◽  
Three Stages ◽  
The Russian Federation ◽  
Further Development

This article is dedicated to examination of the traditional structure of the Russian institute of mediation and its possible transformations in light of the provisions of the new draft law “On Settlement of the Disputes Trough Mediation in the Russian Federation". Based on the principle of historicism and systemic analysis, the authors consider the established structure of the Institute, and highlight the three stages in development: latent, euphoria and stagnation. It is assumed that such peculiarities of development are substantiated by its implementation “from the top”. The current state of the institute of mediation, despite the fact that it remains at the “initial” level of development, can be characterizes as a years-long stagnation. Therefore, the draft of the new Federal Law on Mediation, developed by the Ministry of Justice, which in case of enactment significantly changes the structure and functional concept of mediation, became the subject of intense discussion within the professional community, since the intended radical reform is planned to be implemented “from the top”, without consideration of the opinion of professional community and interested stakeholders. Having analyzed separate elements of the institute of mediation and changes therein, the authors came to the following conclusions. One of the three key reasons for the established situation in the area of mediation is the low level of professional qualifications of mediators; incompetence of mediators impedes conducting mass mediation and further development of the institute of mediation. The second reason consists in incompetence and disunity of the professional community of mediators, absence of an authoritative body nationwide. The third reason lies in discrepancy of the development of two vectors of mediation — traditional and academic as a special trend in reconstructive approach. The presented analysis allows reassessing the current state and potential of the Russian Institute of mediation, as well as forecasting further ways of its development.

scholarly journals The Effectiveness of Token Economy to Reduce Truant Behavior

2019 ◽  
Vol 2 (1) ◽  
pp. 24
Author(s):  
Samurya Rahmadhony
Keyword(s):  
Visual Analysis ◽  
Token Economy ◽  
Rank Test ◽  
School Students ◽  
Signed Rank ◽  
Lack Of Control ◽  
Signed Rank Test ◽  
The Subject ◽  
Three Stages ◽  
5Th Grade

Truant is a behavior caused by a lack of control of behavior. Token economy is a form of positive renforcement where the subject receives a token when they exhibit the desired behavior. Data analysis was carried out in three stages, namely visual analysis, different tests using the Wilcoxon Signed Rank Test and calculating the effest size. Token economy interventions effectively reduce truant behavior in 5th grade elementary school students who have lived in class.

Increasing The Ability To Recognize Number Symbols Through The Activities Of Playing Snakes And Stairs For Children Of Group A In Tk Aisyiyah Busthanul Athfal 6 Candi

Academia Open ◽  
2021 ◽  
Vol 5 ◽  
Author(s):  
Retno Nur Hardani ◽  
Luluk Iffatur Rocmah
Keyword(s):  
Action Research ◽  
Learning Material ◽  
Matching Number ◽  
Child Group ◽  
Group A ◽  
The Subject ◽  
Three Stages ◽  
Preliminary Study ◽  
Classroom Action Research

This research is motivated by the lack of ability of group A children in Kindergarten Aisyiyah Busthanul Athfal 6 Candi in recognizing the symbol of numbers. Based on a preliminary study in Kindergarten Aisyiyah Busthanul Athfal 6 Temple found that 70.59% of 17 Kindergarten A children were still wrong in recognizing good symbols when asked to say by sorting number cards, dancing lines according to the number of drawings, counting many marbles and pasting numbers right. These problems are caused by the introduction of non-matching number symbols, and non-concrete learning media (using worksheets). The solution provided is the introduction of the number symbol by playing snakes and ladders with steps to recognize the symbol number. This research is a classroom action research (CAR) that uses Kemmis and Mc. Taggart. The subject of the action was the children of group A "Kindergarten Aisyiyah Busthanul Athfal 6 Candi, totaling 17 children, each with 13 boys and 4 girls. In this study using three stages, namely pre cycle, cycle I, and cycle II. The results of this study that have been carried out to improve the ability to recognize child group A symbols in Aisyiyah Busthanul Athfal 6 Kindergarten Temple show that the ability to recognize child number symbols from pre-cycle, cycle I, and cycle II has increased. In the pre-cycle completeness the overall value of group A was 29.41%, the first cycle completeness the overall value of group A was 52.94%, and in the second cycle the completeness value of group A was 82.35%. This proves that there is an increase in the ability to recognize child number symbols after a study using a snake ladder game in learning material.

Dealing with Workers

2019 ◽  
pp. 202-218
Author(s):  
Mathias Risse ◽  
Gabriel Wollner
Keyword(s):  
Philosophical Thought ◽  
The Subject ◽  
Ways Of Thinking

The question of a just wage has presumably been contentious ever since there have been wage relations, and philosophical thought on the subject reaches back hundreds of years. Yet the subject remains elusive. This chapter discusses wage payments through the lens of trade justice. It explains how questions about wages arise as a topic of trade justice to begin with, examines prominent ways of thinking about wages, and offers an exploitation-based perspective. While none of the prominent competing perspectives fully succeeds, they capture insights a convincing perspective should accommodate. Deploying the conception of exploitation as power-induced failure of reciprocity shows how certain wages might plausibly be criticized as exploitatively low.

Guttman Scaling of Moral Comprehension Stages

1982 ◽  
Vol 51 (2) ◽  
pp. 550-550
Author(s):  
Richard N. Tsujimoto
Keyword(s):  
Multiple Choice ◽  
Junior College ◽  
Defining Issues Test ◽  
Choice Test ◽  
Guttman Scale ◽  
Stage 4 ◽  
Scale Scores ◽  
The Subject ◽  
Three Stages ◽  
Scale Types

This study examined whether Rest's (1979) objective test of moral comprehension could yield comprehension stage data that form a Guttman scale. If so, the test's construct validity and its usefulness for certain research purposes would be enhanced (Rest, 1973). Subjects were 197 adults in junior college, college, or graduate school. Each completed Rest's (1979) Defining Issues Test and an 11-item version of Rest's multiple-choice test of moral comprehension, which assesses comprehension of Kohlberg's Stages 4, 5A, and 5B. For each comprehension item the subject chooses one of four multiple-choice alternatives. A subject was scored as comprehending Stage 4 if he answered at least three out of four Stage 4 items correctly, Stage 5A if he answered three out of four Stage 5A items correctly, and 5B if he answered both Stage 5B items correctly. These criteria were chosen because the probability of reaching or exceeding each criterion by randomly guessing is low and quite uniform across the three stages: 5% for Stage 4 and Stage 5A, and 6% for Stage 5B. Using Henry's (1952) method for assigning scale scores to non-scale-types (see Nie, et al., 1975), the coefficient of reproducibility was .95 and the coefficient of scalability was .84. Thus, the comprehension stage data do form a Guttman scale.

scholarly journals Factors of Local E-Government Development in Poland: The Case of the Poznań Agglomeration

2016 ◽  
Vol 35 (2) ◽  
pp. 115-129 ◽  
Author(s):  
Robert Perdał
Keyword(s):  
Local Government ◽  
Regression Methods ◽  
Third Stage ◽  
Local Government Level ◽  
The Subject ◽  
Three Stages ◽  
Administrative Units ◽  
Government Level ◽  
Significant Factors ◽  
Government Development

AbstractThis paper seeks to analyse factors of e-government development at the local government level in Poland. The analysis proceeded in three stages. In the first, a survey of the literature on the subject was made and a model of factors of e-government development was constructed. In the second, the factors distinguished were operationalised: indicators representing them were constructed. The third stage involved an empirical verification of the model using partial correlation and multiple regression methods; significant factors of e-government development were distinguished at the local government level. The analysis was conducted for a group of 18 communes making up the Poznań agglomeration. It was demonstrated that significant factors of local e-government development in Poland included the level of socio-economic development, inhabitants’ access to ICT, their attitudes and skills, the size of administrative units, attitudes of local authorities and leaders, a vision and a strategy of e-government development, human resources in offices, and the financial situation of a commune.

The Stem Family in Ireland

1978 ◽  
Vol 20 (3) ◽  
pp. 429-453 ◽  
Author(s):  
P. Gibbon ◽  
C. Curtin
Keyword(s):  
Nineteenth Century ◽  
Patriarchal Family ◽  
The Family ◽  
Sociological Literature ◽  
History Of ◽  
The Subject ◽  
Three Stages ◽  
Primary Socialization ◽  
Main Family

The subject of this paper is the question of the stem family, in the sociological literature and in anthropological studies of Ireland. The notion of the stem family is said to derive from the work of the nineteenth-century French sociologist Frederic Le Play (1806–82). Le Play divided the history of the family into three stages. Ancient societies were supposedly characterized by what he called the ‘patriarchal’ family, in which all the sons were retained within the household, over which the oldest member of the family ruled and in which any number of generations resided. Most of the world's population were said however to have experienced their primary socialization in the ‘stem’ family. The stem family was a threegenerational structure which functioned to retain its original location (land and/or house) by means of dispersing most younger members, while preserving the main family stem by a principle of single inheritance. Parents married off and kept within the group only those children nominated as successors. Finally, there was the modern, ‘unstable’ family which formed upon marriage and dissolved upon the death of the parents.

scholarly journals CYBERPHILOSOPHY AS A PHILOSOPHY OF A DIGITAL SOCIETY

2020 ◽  
pp. 48-50
Author(s):  
V.V. Shlyapnikov
Keyword(s):  
Subject Area ◽  
Digital Society ◽  
Philosophical Thought ◽  
The Subject ◽  
Classical Philosophy

The article analyzes the subject area of one of the modern lines of philosophical thought — cyberphilosophy. Ontological, epistemological, ethical and other problems of classical philosophy are considered from a cyberphilosophical position.

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