scholarly journals خبرة الجامعة الإسلامية العالمية بماليزيا في تدريس أساليب التفكير في ضوء القرآن الكريم ودورها في إشاعة وتفعيل تدبر القرآن (IIUM Experience in Teaching Thinking Styles in the Quran and its role in realization of Tadabbur)

2020 ◽  
Vol 17 (4) ◽  
pp. 372-400
Author(s):  
جمال أحمد بادي
Keyword(s):  
Creative Thinking ◽  
Real Life ◽  
Thinking Styles ◽  
Teaching Methodology ◽  
Academic Experience ◽  
Face To Face ◽  
The Subject ◽  
Teaching Thinking ◽  
To Come ◽  
Definition Of

بدأت الجامعة الإسلامية العالمية بماليزيا بتدريس مادة التفكير الإبداعي لطلاب كلية معارف الوحي والعلوم الإنسانية في فبراير ١٩٩٧م ثم أصبح متطلبا جامعيا لكل طلبة الجامعة بحلول العام الأكاديمي ٢٠١٧/ ٢٠١٨م. تعد أساليب التفكير في ضوء القرآن الكريم أحد أهم محتويات المقرر. ووفقا للاستقراء الذي اعتمده الفصل الرابع بالكتاب المقرر تبيّن أنّ القرآن الكريم احتوى على خمس عشرة أسلوبا من أساليب التفكير. وقد تم تطبيق خطوات التدريس نفسها بنجاح على طلبة وطالبات الثانوية في ماليزيا وبعض البلدان الأخرى منها إندونيسيا وهونج كونج وذلك من خلال برنامج تدريبي مدته ساعتان ونصف. اشتمل منهج التدريس على: بيان معنى كل أسلوب، كيفية التعرف على الأسلوب من خلال الكلمات المفتاحية والسياق، ضرب الأمثلة المختلفة من بعض سور القرآن الكريم، ثم استثارة عقول الطلاب لذكر أمثلة أخرى، انتهاءً بالتعرف على كيفية تطبيق كل أسلوب في واقع الحياة اليومية.  تجيب الورقة على الأسئلة التالية: ما أساليب التفكير في القرآن الكريم؟ وما منهج الجامعة الإسلامية العالمية في تدريسها؟ وما دور تدريسها في إشاعة وتفعيل تدبر القرآن الكريم؟ ستعتمد الورقة المنهج الوصفي، والاستقرائي، والتحليلي، لبيان منهج تدريس المقرر لطلاب المرحلة الجامعية، وأهم الخطوات المتبعة لتمكين الطلاب من فهم واستيعاب تلك الأساليب وتطبيقها بشكل عملي في حياتهم العملية بشكل مبسط. ولهذا البحث مصدران أساسيان: أحدهما الفصل الرابع من الكتاب الجامعي المقرر، والثاني الخبرة العملية في تدريس المقرر لمدة تزيد عن عشرين سنة في منهج تدريس المقرر في قاعات الدرس، والورش التدريبية لطلاب الثانوية والجامعات في عدد من دول العالم نحو: ماليزيا، وإندونيسيا، وهونج كونج، وسنغافورة، وليبيا، وسلطنة عمان.  الكلمات المفتاحيّة: تدريس التفكير، أساليب التفكير، التفكير في القرآن الكريم.     Abstract IIUM started teaching creative Thinking subject in February 1997 as a required subject for KIRK students becoming a university requirement (UNGS) later on by the academic year 2017/2018. Thinking styles in the Quran were considered  as part of the subject syllabus which was endorsed by IIUM senate. Based on chapter four of the subject textbook it is found that the Quran used fifteen different thinking styles and later on two more styles were observed bringing the number of the styles to seventeen. Teaching methodology included: definition of each style, practical ways to identify it through specific terms and contexts along with providing Quranic verses then engaging students to come up with similar examples and how to apply them to real life situations. The paper aims to answer the following questions: What are the thinking styles used in the Quran? What kind of methodology used in teaching the styles at IIUM? What is the role of these styles to realize tadabbur? The paper applies descriptive, inductive and analytical methodologies to elucidate the IIUM experience in teaching the above mentioned Quranic Thinking styles to IIUM students and the procedural steps used to help the students understand the styles and apply it in their real life. There are two main sources for this academic notes: chapter four of the subject textbook and the academic experience in teaching it in classroom since 1997 and conducting training workshops for High school and university students face to face in different parts of the region and other parts of the world such as: Singapore, Indonesia, Hong Kong, Libya and Oman. Keywords: teaching thinking, thinking styles, thinking in the Quran.  

scholarly journals Ways of Development of the Russian Methodology: Answers and Questions of the Psychology of Thinking

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Diana Bogoyavlenskaya
Keyword(s):  
20Th Century ◽  
Creative Thinking ◽  
Field Method ◽  
Philosophical Foundations ◽  
Soviet Psychology ◽  
Two Factors ◽  
Immature Form ◽  
To Come ◽  
Definition Of ◽  
Creative Self

The article refers the formation and development of the Russian methodology in the frame of which the theory of thinking has been built. The exposition of the theory developed in the Twenties-Nineties of the 20th century becomes topical because of two factors. The first factor of the demand from the intensively developing neuroscience. Various directions in this field aiming to studying thinking disorders, particularly in schizophrenia, are lacking theoretical concordance. That is why the specialists come to the conclusion on necessity of a common scientifically justified platform: the development of the theory of thinking. We would like to mention that the attention for an impaired function is typical for a physician, whereas for a psychologist the problem of revealing unusual strength of thinking is schizophrenia is significant. Solving this problem is important for the theory of thinking itself. The second factor of the demand for designing the theory of thinking is the change of paradigm in the science and education during the Nineties of the 20th century, which has stimulated the variety of theoretically unjustified approaches to interpretation of nature of thinking. That is why when reviewing the theory of thinking we consider the significant events which defined the vector of its development beginning with Rubinstein’s article of 1922 “The Principle of Creative Self-Activity (To the Philosophical Foundations of Modern Pedagogy),” where methodological justification of the conception of subject is given. In 1930 he formulates the principle of thinking as the “unity of consciousness and activity.” At the same period Luria explains the positions which are in tune with the future cultural-historical methodology of Vygotsky. The research of thinking as a process is given in the Soviet psychology by the school of Rubinstein in the Fifties-Sixties and after his death in 1969. The works with description of meaning, sense and nature of the word became Luria’s contribution in the analysis of the structure of thinking process when solving problems. We consider the common idea of solving problematic situations as the result of creative thinking to be its lowest stage, immature form, as in the frame of solving the given tasks, i.e. stimulus-projective model in which the whole psyche had been studied, it is impossible to come to analysis of the phenomenon of creativity. That succeeds only in designing a new method. In the course of the experiment, the Creative Field method allows revealing the ability of a person to develop the accepted ability by his initiative. The levels of cognition to be reached by the testee are described. They correspond to the level of displays of creativity or to its absence. This approach finds its theoretical basis in the cultural-historical psychology (Vygotsky). We have revealed the highest mature form of creativity as development of the activity by one’s initiative which is the unit of analysis where, according to Vygotsky, “the meeting of affect and intellect occurs” (Vygotsky, 2016, p. 8). The examples of children who have shown the highest level of creativity are described. Among them there is a nine-year boy with the diagnosis of schizophrenia, who spontaneously formulated very precise and capacious definition of creativity.

Facilitating the Online Curriculum

2004 ◽  
pp. 4-30 ◽  
Author(s):  
Lynnette R. Porter
Keyword(s):  
Computer Technology ◽  
Traditional Classroom ◽  
Online Curriculum ◽  
Face To Face ◽  
Computer Equipment ◽  
University College ◽  
To Come ◽  
Definition Of

What is a “traditional” classroom? Many adults may still think of a traditional classroom as a room within a building, probably on a university, college, or other educational institution’s campus. It may contain computer equipment, but it may be pictured as an older, whiteboard-only classroom full of desks or tables, with a teacher lecturing students face to face. Indeed, this example is a traditional classroom for many learners today, and it is likely to remain one definition of a traditional classroom for years to come. However, as more learners grow up with computer technology, the definition of the traditional classroom becomes more diverse.

Body, Breath, Mind, and Spirit: The Pursuit of Inner Health

2000 ◽  
Vol 10 (1) ◽  
pp. 73-86
Author(s):  
Martin Jerry
Keyword(s):  
Face To Face ◽  
Practical Science ◽  
The Subject ◽  
Health And Healing ◽  
Definition Of

Illness and suffering inevitably bring one face to face with the ultimate questions of life. Thus it is no surprise that spirituality is currently the subject of intense study in medicine and allied disciplines. But these studies are floundering for want of a definition of spirituality, for one cannot research what one cannot clearly define. With very few exceptions Western investigators have yet to realize that the perennial wisdom already has a practical science of spirituality, which is known as Yoga. Here I will explore a very pragmatic definition of spirituality—furnished by the late Swami Rama—that can be applied to health and healing as an organizing context or map for the territory.

scholarly journals Revisiting Term Studies in Modern Poly-Cultural and Poly-Lingual Contexts: Methadological Approach

wisdom ◽  
2021 ◽  
Vol 19 (3) ◽  
pp. 17-29
Author(s):  
Oksana CHAIKA ◽  
Іnna SAVYTSKA ◽  
Natalia SHARMANOVA
Keyword(s):  
Essential Elements ◽  
Algebraic Expression ◽  
Specialized Knowledge ◽  
Academic World ◽  
Contemporary World ◽  
Digital Era ◽  
The Subject ◽  
To Come ◽  
Definition Of ◽  
Logical Treatment

The analysis of the issues in term studies showcases that the scholars’ attempts to come to the unified approach to the definition of the term has not been successful yet. No longer is the academic world seen as numbers of regional scientific schools across geographies. On the contrary, globalisation has significantly affected academia and the respective product of science. The subject matter of the research links to poly-culturalism and poly-lingual communication in the contemporary world of science. It aims at the description of monomial and polynomial – proposed substitutes for set (irreversible) term expressions in languages for specific purposes when digitized. It is suggested that an interdisciplinary dialogue between linguistics in Saussure’s concept and philosophy, psychology, neuroscience, and computer science would ultimately make the world catch up with ICT in the digital era. Robotics, automation of processes are soon to absorb vast domains of specialized knowledge. As formal and logical treatment of language helps employ algebraic tools for linguistic analysis, comparative analysis between terms in terminology and an algebraic expression evidences similarities that may hardly be ignored. Thus, an algorithmic description of terminology could generate an infinite number of products from a finite number of essential elements.

scholarly journals A Competency-Based Curriculum for Kenyan Primary Schools: Learning From Theory.

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Dorothy Atieno Okeyo; Dr. Lydia Kobiah Kanake
Keyword(s):  
Primary Schools ◽  
Real Life ◽  
Review Literature ◽  
Library Research ◽  
Life Challenges ◽  
Life Context ◽  
Competency Based ◽  
The Subject ◽  
Development Of Competencies ◽  
To Come

The main focus of this paper is placed on how competent each student is in the subject and not how much knowledge they have acquired in the subject. A competency-based curriculum for Kenyan primary schools. Competency-based curriculum (CBC) is designed with a view to help learners acquire desired knowledge, skills, values and attitudes to enable them cope with life challenges. CBE adopts a learner-centered pedagogy, formative and authentic assessment approaches that emphasize the development of competencies and application of knowledge in real life context. This paper is based on library research and seeks to review literature concerning the CBC in order to come up with various lessons to help in the Kenyan education. A brief analysis of Kenyan adoption of CBC under the system of 2-6-3-3 unveiled in 2017 to replace the current 8-4-4 system which has served Kenya for the last 32 years has been done. The adoption of 2-6-3-3 has received attention because it provides an opportunity to reflect on the end of an Era in Kenyan education system where examination has been the center of the sector. The paper will focus on the potential and prospects of CBC for Kenya based on the experiences of CBC in other countries. Illustrations from some countries will be used to point out why CBC will be useful in the development of the Kenyan education.

scholarly journals Classical elements in the endowments of Serbian XIII century donors

2009 ◽  
pp. 255-264 ◽  
Author(s):  
Mirjana Gligorijevic-Maksimovic
Keyword(s):  
Everyday Life ◽  
Holy Trinity ◽  
Full Expression ◽  
Ancient Times ◽  
The Subject ◽  
The Rich ◽  
To Come ◽  
Definition Of ◽  
The Church

In Byzantine painting, starting from the XIII and particularly during the XIV century, there was a visible return to models from the period of Antiquity. The influences of ancient, ostensibly, Hellenistic heritage were reflected in the shapes, in the content of the compositions, as well as in the drawing, modellation and colours. In the art that came into being in the course of the XIII century, in the endowments of the Serbian donors numerous elements emerged that had existed in ancient art. In the frescoes in the Church of the Mother of God in Studenica, the endowment of Stefan Nemanja and his sons, we see personifications, symbols, the introduction of details, and space acquiring depth, features that were later to come to full expression, especially from the middle of the XIII century. The few preserved frescoes dating from the XIII century in the Church of the Resurrection in the Zica monastery, the endowment of Stefan the First Crowned, his son Radoslav and his brother Sava, are an iconographic continuation of the trends in the art one encounters in Studenica. The frescoes in the Church of Christ's Ascension in Mileseva, the endowment of King Vladislav, with their subtly fashioned figures and carefully modelled faces, as well as refined colouring, signal a return to the Hellenistic models. The painting in the Church of Dormition of the Virgin in the Moraca monastery, the endowment of Prince Stefan, nephew of king Stefan, with its well-proportioned, firmly modelled figures, landscapes and architecture deepening the space, reminds one of the Sopocani frescoes. In the fresco painting of the Holy Apostles in Pec, the endowment of Archbishop Sava which owed its outcome to the efforts of Archbishop Arsenije I, the images are very vivid, and the painted architecture is depicted in an abbreviated form, using different kinds of perspective. The painting in the Church of the Holy Trinity in Sopocani, the endowment of king Uros I, represents an ensemble of new artistic trends that appeared during the first half of the XIII century. Its spacious and monumental compositions present solutions that give the figures a quality of flexibility and breadth to their movements, while their faces resemble those of Antiquity. The space is indicated by architecture painted in an abbreviated manner, the iconostasis and icons are framed in an ornament of stucco bearing antique motifs, some scenes contain personifications, while the rich and harmonious colours and gold in the background emphasise the Hellenistic spirit. The frescoes in the Church of the Annunciation in the Gradac monastery, the endowment of Queen Jelena followed the trends in painting from Sopocani. The figures in the narthex of the Church of St. George in Djurdjevi Stupovi and in the parekklesion of the entrance tower, the endowment of King Dragutin, were painted in a rather similar fashion. The decoration of St. Ahilije in Arilje, the endowment of King Dragutin, consists of monumental figures of ancient beauty, richly painted architecture in the background, and greater depth painted in different forms of perspective and scenes containing details from everyday life. During the XIII century, the proportions of the compositions became larger, the number of participants in them increased, various episodes were added to the existing scenes, and the space was defined by a larger number of plans and buildings of ancient forms. At the same time, the painted architecture was presented in the perspective of different projections, deepening the space when necessary and highlighting the subject matter. The landscape is presented in the background, keeping to the rhythm of the scene or partitioning the episodes within the composition, while depicting vegetation and animals that resemble the mosaic flooring of ancient times. Special attention was paid to appearance and workmanship, to the modeling of the faces and human figures that acquired the proportions and harmony of Antiquity. Characters with lively movements were more numerous and were located more freely in the space. Compositions were more numerous, enriched with details from everyday life, while into the established scenes as regards Christian iconography were included personifications, symbolic and allegorical figures. The influences of Antiquity were also reflected in the precise drawing, plastic modeling and rich, refined colours. During the XIII century, the revival of models from Antiquity evolved gradually in the painting of the endowments belonging to the Serbian ktetors, most of whom were members of the Nemanjic ruling house. First of all, single elements appeared that were related to the proportions of the compositions and the images, personifications, symbolic presentations, the temperate voluminousity of the figures, refined colours all of which heralded further trends in painting. In addition, the painted architecture, of Hellenistic forms, gained an increasing role in the definition of space. The painting in Sopocani, with its monumental dimensions, its harmony of ancient proportions, precise drawing and modeling, wealth of colours and splendour of gold, reached an outstanding level in the Byzantine painting of that epoch. The decoration of the monuments that were built later, up to the end of the XIII century, mirrored the achievements of the Sopocani painting and continued to develop by including elements from the Antiquity. Thus, at the beginning of the XIV century, the emulation of models from the Antiquity came to full expression in the monumental endowments of King Milutin.

scholarly journals Development of cognitive interest of students in the course of research activities in the process of learning the basics of life safety

2020 ◽  
pp. 194-201
Author(s):  
E. Yu. Golub
Keyword(s):  
High School Students ◽  
General Education ◽  
Creative Thinking ◽  
Experimental Testing ◽  
Real Life ◽  
Educational Process ◽  
Life Safety ◽  
School Students ◽  
Research Activities ◽  
The Subject

The article provides theoretical and methodological justification of the model of teaching and research activities, taking into account cognitive, personality, developmental, and behavioral features of senior pupils; raising the safety culture of personality, a sense of responsibility to the world; to develop students ‘ interest in the subject of basics of life safety, ability to analyze and synthesize material, to grasp the essence of problems and to use the obtained knowledge in practice. To date, the development of cognitive interest among students is a complex multilevel psycho-pedagogical process, including many factors and, unfortunately, in modern general education institutions these factors are not taken into account, as traditional methods of education prevail; there is no individual approach to the student as an individual; the minimum connection is between the subject of life safety with real-life situations, absence of activation of creative thinking in students, as a result of which there is a reduced interest of teenagers both in the subject of life safety and in the process of teaching in principle. The aim of the study is to develop and theoretical justification and experimental testing of the didactic model of education and research activities of high school students in the process of teaching the basics of life safety aimed at the development of cognitive interest. Structural elements (components) of the model of education and research activities were identified: target, motivational (or personal), content-procedural and evaluative (or effective), their characteristics were presented. The criteria and indicators of the evaluation and performance unit are proposed, which are used as the basis for the efficiency of the model introduced into the training process on life safety model. The results of the study can be reflected in the practice of diagnosing the cognitive interest of schoolchildren within the framework of subject-matter training when introducing into the educational process an elective course „Research activities of students on life safety” within the framework of extracurricular work.

Typologization of security regulation

2020 ◽  
pp. 20-27
Author(s):  
Denis Tikhomirov
Keyword(s):  
Social Relations ◽  
Scientific Literature ◽  
Legal Regulation ◽  
Procedural Understanding ◽  
Limited Ability ◽  
Methodological Basis ◽  
Wide Range ◽  
The Subject ◽  
Definition Of ◽  
Legal Understanding

The purpose of the article is to typologize terminological definitions of security, to find out the general, to identify the originality of their interpretations depending on the subject of legal regulation. The methodological basis of the study is the methods that made it possible to obtain valid conclusions, in particular, the method of comparison, through which it became possible to correlate different interpretations of the term "security"; method of hermeneutics, which allowed to elaborate texts of normative legal acts of Ukraine, method of typologization, which made it possible to create typologization groups of variants of understanding of the term "security". Scientific novelty. The article analyzes the understanding of the term "security" in various regulatory acts in force in Ukraine. Typological groups were understood to understand the term "security". Conclusions. The analysis of the legal material makes it possible to confirm that the issues of security are within the scope of both legislative regulation and various specialized by-laws. However, today there is no single conception on how to interpret security terminology. This is due both to the wide range of social relations that are the subject of legal regulation and to the relativity of the notion of security itself and the lack of coherence of views on its definition in legal acts and in the scientific literature. The multiplicity of definitions is explained by combinations of material and procedural understanding, static - dynamic, and conditioned by the peculiarities of a particular branch of legal regulation, limited ability to use methods of one or another branch, the inter-branch nature of some variations of security, etc. Separation, common and different in the definition of "security" can be used to further standardize, in fact, the regulatory legal understanding of security to more effectively implement the legal regulation of the security direction.

Antonio Negri

2018 ◽  
Author(s):  
Ingrid Diran
Keyword(s):  
Critical Distance ◽  
Middle Voice ◽  
The Subject ◽  
Definition Of ◽  
Antonio Negri

Agamben describes his posture as a reader as one of seeking a text’s Entwicklungsfähigkeit, or capacity for elaboration.1 In examining Agamben’s practices of reading, we can attend to the opposite phenomenon: the counter-elaboration that a text, in having being read by the philosopher, performs upon Agamben’s own thought. This reciprocal elaboration might constitute a paradigm for Agamben’s use of reading, according to his own idiosyncratic definition of use as an event in the middle voice, in which (according to a definition of Benveniste) the subject ‘effects an action only in affecting itself (il effectue en s’affectant)’ (UB 28). With this definition in mind, we could say that Agamben effects a text (he writes) only to the extent that he is also affected by another text (he reads). This is why Agamben’s position as a reader proves particularly important to any assessment of his work, quite aside from the problem of influence or intellectual genealogy. For this same reason, however, assessing Agamben’s relation to Antonio Negri – a figure with whom, by most measures, he is at odds – poses an unexpected challenge: how can Agamben’s thought be a use of Negri? Answering this question means not only assessing the critical distance between the two thinkers, but also taking this distance as a measure, in the Spinozan sense, of mutual affection.

The Autobiographical Subject and the Death Penalty

2013 ◽  
Vol 35 (2) ◽  
pp. 165-187
Author(s):  
E. S. Burt
Keyword(s):  
Death Penalty ◽  
First Person ◽  
Philosophical Investigation ◽  
The Subject ◽  
Definition Of ◽  
The Individual

Why does writing of the death penalty demand the first-person treatment that it also excludes? The article investigates the role played by the autobiographical subject in Derrida's The Death Penalty, Volume I, where the confessing ‘I’ doubly supplements the philosophical investigation into what Derrida sees as a trend toward the worldwide abolition of the death penalty: first, to bring out the harmonies or discrepancies between the individual subject's beliefs, anxieties, desires and interests with respect to the death penalty and the state's exercise of its sovereignty in applying it; and second, to provide a new definition of the subject as haunted, as one that has been, but is no longer, subject to the death penalty, in the light of the worldwide abolition currently underway.

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