scholarly journals Theory and the Way We Relate to the World. On Educational Dimension of Insight

Ars Educandi ◽  
2017 ◽  
pp. 39-48
Author(s):  
Piotr Zamojski
Keyword(s):  
Crucial Role ◽  
Major Part ◽  
Educational Work ◽  
The Third ◽  
The World ◽  
And Function ◽  
The Way

This paper investigates the educational dimention of theory, that is, the way theory forms or catalyzes human’s relation with the world. This is analysed through the examples of three theoretical standpoints: technology, critique and philosophy of responsibility. The first two have played their major part in contemporary thought, while the third one seems to play a crucial role in currently emerging theories of education. However the exercise presented in this paper does not aim at apprising one of these standpoints over the others. Rather it indicates the educational work of theory beyond its application and function.

scholarly journals Litteratur og politik

2007 ◽  
Vol 35 (104) ◽  
pp. 148-165
Author(s):  
Frederik Tygstrup ◽  
Isak Winkel Holm
Keyword(s):  
The Political ◽  
Form And Function ◽  
Symbolic Forms ◽  
Representational Practices ◽  
The World ◽  
Cultural Poetics ◽  
The Common ◽  
And Function ◽  
The Way

Literature and PoliticsLiterature is political by representing the world. The production of literature is a contribution to a general cultural poetics where images of reality are constructed and circulated. At the same time, the practice of literature is institutionalized in such a way that the form and function of the images of reality it produces are conceived and used in a distinctive way. In this article, we suggest distinguishing between a general cultural poetics and a specific literary poetics by using Ernst Cassirer’s neo-Kantian concept of »symbolic forms«. We argue that according to this view, the political significance of literary representational practices resides in the way they activate a common cultural repertoire of historical symbolic forms while at the same time deviating from the common ways of treating these forms.

Sorting Out the Plague

2021 ◽  
pp. 93-111
Author(s):  
Robert N. Wiedenmann ◽  
J. Ray Fisher
Keyword(s):  
Insect Vectors ◽  
Bacterial Dna ◽  
The Third ◽  
Complex Interactions ◽  
Rapid Spread ◽  
The World ◽  
Disease Reservoirs ◽  
The Way

This chapter explores the complex interactions among mammal hosts, insect vectors, bacteria and even amoebae implicated in the movement of the plague around the world. As it shows, trying to find the cause for the three plague pandemics is similar to the way a television detective solves a murder mystery. While the third pandemic established the roles of rats, rat fleas, and bacteria, that explanation has been incorrectly applied to explain the first two pandemics. The chapter shows how bacterial DNA collected from the teeth of 6th-Century plague victims, exhumed 1,400 years later, established greater understanding of the rate and geographic extent of the plague's spread. It goes on to relate how the age-old conclusions that brown rats were disease reservoirs and their fleas were vectors have been reconsidered, assigning rats and fleas specific roles and recognizing that humans and human lice as host and vector are more consistent with the plague’s rapid spread. Using clues from hosts and vectors to solve the mystery requires investigators to be like detectives.

Nature and Function of Rules

1997 ◽  
Vol 22 (3) ◽  
pp. 7-12 ◽  
Author(s):  
Barry A. Fields
Keyword(s):  
Way Of Life ◽  
Primary Classrooms ◽  
The World ◽  
School Rules ◽  
And Function ◽  
The Way ◽  
Classroom Rules

In this paper the nature and function of teacher rules in Year I and 2 primary classrooms is discussed. It is argued that the classroom is a complex mini-society which children must come to understand if they are to adjust to and succeed in school. Rules, it is believed, help children make sense of the world of the classroom. Rules are viewed as serving both a managerial function (helping to establish order) and as a mechanism for defining and understanding the ‘way of life’ in the classroom. Against this backdrop of perspectives on school and teacher rules, the rules of 60 Year 1 and 2 teachers were examined. The findings are discussed with reference to the above two perspectives and to the importance of rules in reinforcing the authority of the teacher in the classroom.

Doing Decoloniality in the Writing Borderlands of the PhD

2017 ◽  
Vol 47 (1) ◽  
pp. 54-63 ◽  
Author(s):  
Ailie McDowall ◽  
Fabiane Ramos
Keyword(s):  
Research Methods ◽  
Academic Writing ◽  
Major Part ◽  
Zero Point ◽  
Academic Training ◽  
The Road ◽  
The World ◽  
Constant State ◽  
The Way

This paper takes us into the Writing Borderlands, an ambiguous in-between space borrowed from Anzaldúa's concept of Borderlands, where we as PhD students are in a constant state of transition. We argue that theorising from a decolonial position consists of not merely using concepts around coloniality/decoloniality, but also putting its core ideas into practice in the ‘doing’ aspect of research. The writing is a major part of this doing. We enact epistemic disobedience by challenging taken-for-granted conventions of what ‘proper’ academic writing looks like. Writing from a universal standpoint — the type of writing prescribed in theses formats, positivist research methods and ‘proper’ academic writing — has been instrumental in promoting the zero-point epistemologies that prevail through Northern artefacts of knowledge. In other words, we write to de-link from the epistemological assumption of a neutral and detached observational location from which the world is interpreted. In this paper, we discuss the journey we take as PhD students as we attempt to delink and decolonise our writing. Traversing the landscape of the Writing Borderlands, different features arise and fall. Along the way, we come across forks in the road between academic training and the new way we imagine writing decolonially.

scholarly journals The Theory of Thinking and the Capacity to Mentalize: A Comparison of Fonagy's and Bion's Models

2007 ◽  
Vol 10 (1) ◽  
pp. 189-198 ◽  
Author(s):  
Carla Mantilla Lagos
Keyword(s):  
Mental States ◽  
The Other ◽  
Human Beings ◽  
The Third ◽  
The World ◽  
The Mind ◽  
Developmental Line ◽  
The Way

This paper presents a comparison of two psychoanalytic models of how human beings learn to use their mental capacities to know meaningfully about the world. The first, Fonagy's model of mentalization, is concerned with the development of a self capable of reflecting upon its own and others' mental states, based on feelings, thoughts, intentions, and desires. The other, Bion's model of thinking, is about the way thoughts are dealt with by babies, facilitating the construction of a thinking apparatus within a framework of primitive ways of communication between mother and baby. The theories are compared along three axes: (a) an axis of the theoretical and philosophical backgrounds of the models; (b) an axis of the kind of evidence that supports them; and (c) the third axis of the technical implications of the ideas of each model. It is concluded that, although the models belong to different theoretical and epistemological traditions and are supported by different sorts of evidence, they may be located along the same developmental line using an intersubjective framework that maintains tension between the intersubjective and the intrapsychic domains of the mind.

Third Ennead

2017 ◽  
Author(s):  
Paul Kalligas
Keyword(s):  
English Translation ◽  
Physical Reality ◽  
The Third ◽  
The World ◽  
The Universe ◽  
General Perspective ◽  
The Way

This chapter presents the English translation of Paul Kalligas’s commentary on the third Enneads of Plotinus. The third Ennead is focused on physical reality and cosmological issues, but viewed from a more general perspective, “dealing with considerations about the universe” (VP 24.59–60). It is the most miscellaneous in character, and Porphyry spends some time in trying to justify his inclusion of treatises like III 4, III 5 and III 8 (VP 25.2–9), without mentioning III 9, which is but a cento of disparate notes without any unity. Nevertheless, this Ennead consistently revolves around issues and concepts central to Plotinus’s understanding of how the universe functions, the forces that pervade it and make it work as it does, and the way in which the various kinds of soul that Plotinus postulates (and which, according to the standard Platonic doctrine, are the cause of every change and motion in the world) govern and organize it into an integrated and coherent whole.

Mastering the “Distribution of Fruits and Seeds” Theme (Lesson on the “World Around Us” Discipline at the Third Grade of Primary School)

2015 ◽  
Vol 3 (4) ◽  
pp. 37-40
Author(s):  
Ткаченко ◽  
I. Tkachenko
Keyword(s):  
Primary School ◽  
Intellectual Development ◽  
Third Graders ◽  
Third Grade ◽  
Active Teaching ◽  
The Third ◽  
The World ◽  
Teaching Technique ◽  
The Way

The paper presents the way to give third-graders a lesson for mastering the theme of “Fruits and Seeds of Plants” within the “Nature Kingdom” Section of the “World Around Us” learning Course. The teacher is to involve active teaching technique by means of inviting students to play the role of explorers. Embracing the active cognitive stance helps to boost intellectual development, that is, to master the skills of analysis, comparison and generalization.

Holiness and Sanctity in the Early Church

2011 ◽  
Vol 47 ◽  
pp. 1-18 ◽  
Author(s):  
Andrew Louth
Keyword(s):  
Late Antiquity ◽  
Early Christianity ◽  
Early Period ◽  
The Other ◽  
Early Church ◽  
Western Society ◽  
The World ◽  
And Function ◽  
Holy Man ◽  
The Way

In 1971 Peter Brown published his justly famous article, ‘The Rise and Function of the Holy Man in Late Antiquity’. It is no exaggeration to say that this article — and the host of articles and books that succeeded it — have transformed the way we think about saints and their cult in late antiquity. This change is part of a wider transformation of the study of the world of early Christianity, a change that has much to do with the changing, not to say declining, place of Christianity in Western society. The very words Peter Brown used in the title of his article are emblematic of this changed perspective: holy, man, late antiquity. Others have noted the change of words from what one might have expected, or from what one would have expected a few decades, even years, earlier. Averil Cameron spoke of Peter Brown ‘rightly avoiding the term “saint”, for in this early period there were no formal processes of sanctification, and no official bestowal of sainthood’. Put like that, it seems obvious why Brown talked about the ‘holy man’. I want to suggest that the nature of the change involved is much less easy to track down, and furthermore that awareness of the specific suggestions implicit in Brown’s choice of words will enable us to contemplate the world of late antiquity from the perspective Brown was largely inaugurating, while not losing the other perspectives that were implicit in the language and concepts laid aside.

What J.T. Fraser Gave the World

KronoScope ◽  
2014 ◽  
Vol 14 (1) ◽  
pp. 25-34
Author(s):  
Frederick Turner
Keyword(s):  
Related Problem ◽  
The Third ◽  
The Arts ◽  
Experience Of Time ◽  
The World ◽  
Nature Of Time ◽  
The Many ◽  
The One ◽  
Fourth Theme ◽  
The Way

Abstract This summary of the fundamental insights of J.T. Fraser dwells on four main themes. The first is the way that Fraser disposes of the ancient struggle between monism and dualism, with its related problem of ontology versus epistemology. His tree-like vision of the evolution of the many out of the one is both ordered and open-ended. The second is his critique of philosophy’s (and science’s) tendency to reify simple, defined, pure, and exclusive abstractions. Subjectivity, intentionality, consciousness, freedom, mind, cause, and the experience of time are shown by him to be composite, present in different degrees and kinds in different organisms and different times, constructed and complex. The third theme is Fraser’s decisive refutation of the metaphor of time as a line, as in clocks, calendars, and the t-axis in science. We must explore other geometries. The fourth theme is Fraser’s rehabilitations of the arts, including literature, as potentially legitimate ways of understanding the world and exploring the nature of time.

scholarly journals The Role of Artificial Intelligence in Human Resource Management

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Dr. S. Tephillah Vasantham
Keyword(s):  
Artificial Intelligence ◽  
Resource Management ◽  
Human Resource Management ◽  
Human Resource ◽  
Major Part ◽  
Wide Range ◽  
The World ◽  
Globalized World ◽  
The Way

This paper deals with the Role of Artificial Intelligence (AI) in Human Resource Management (HRM). We can see in the present globalized world, the customary methods of how business is directed are being tested. There could be not, at this point just nearby firms as contenders, yet associations need to contend continually on a worldwide level as innovation is making the world more modest. This infers that for an association to keep awake to date and maintain an upper hand and accepting these new mechanical advancements is critical. HRM includes a wide range of viewpoints, like preparing workers, enrollment, representative relations, and the advancement of the association. People fill in as a wellspring of information and ability which each association can and should draw on. Hence, obtaining and holding these kinds of workers through enrollment assume a major part today. Because of the significance Human Resource (HR) has for the association, the enrollment interaction by which all this asset is acquired is the way to progress. The enlistment cycle used to be longer and take a lot of time and suggest a lot of administrative works for the spotters, anyway this has as of now gradually began to change with online enrollment getting normal. This paper deals with the various applications and the advantages of implementing Artificial Intelligence in Human Resource management.

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