scholarly journals Language and Poetics: Analysis of the Conceptions of A. A. Potebnya’s Followers. Part II: D.N. Ovsyaniko-Kulikovsky, A. Gornfeld, T. Raynov, P. Engelmeier

2020 ◽  
Vol 25 (2) ◽  
pp. 251-272
Author(s):  
Julia Morkina
Keyword(s):  
Infinite Number ◽  
Philosophy Of Education ◽  
Point Of View ◽  
Contemporary Philosophy ◽  
Factors Influencing ◽  
Artistic Work ◽  
Poetic Work ◽  
Education Process ◽  
The Way ◽  
Psychology Of Creativity

In 1907 – 1923 in Kharkov a non-periodical collection of works of the so-called "Kharkov school" – the followers of A.A. Potebnja and A.N. Veselovskiy – was published. Its title was "Questions of Theory and Psychology of Creativity". This article deals with the works included in this collection and in one way or another connected with the theory of poetic creativity. I show that some ideas of the researchers of the "Kharkov school" are still relevant for the philosophy of poetic creativity and philosophy of education and analyze the relevance of D.N. Ovsyaniko-Kulikovsky’s, A. Gornfeld’s, T. Raynov’s and P. Engelmeier’s works for the contemporary philosophy. These works are examined from the point of view of their modern character and relevance for the philosophy of poetic creativity, as well as usefulness for the philosophy of education. D.N. Ovsyaniko-Kulikovsky analyzes the lyrical feeling that arises in the reader- interpreter reading a poetic work. We emphasize the importance of lyrical feeling in teaching as well. Gornfeld addresses the ideas of Potebnja recognizing any artistic work as symbolic and allegorical, as well as postulating an infinite number of possible interpretations of each artwork. This fact is also important for the education process. T. Raynov writes a chapter called “Lyrics of Scientific and Philosophical Creativity,” which also studies factors important for the philosophy of education. He analyses the factors influencing the way an individual conceives the problem being solved and solved, which may well be a teaching one. Finally, Engelmeyer intends to establish his science of creativity - Evrology. We also show that a reflection on teaching can be developed in parallel with his arguments about creativity.

scholarly journals Language and poetics: analysis of the conceptions of A.A. Potebnja’s followers. Part I: A.A. Potebnja, V. Kharzeev, B.A. Lezin

2019 ◽  
Vol 24 (1) ◽  
pp. 154-173
Author(s):  
Julia Morkina
Keyword(s):  
19Th Century ◽  
Philosophy Of Education ◽  
Spoken Word ◽  
Point Of View ◽  
Contemporary Philosophy ◽  
Leaching Process ◽  
Elementary Form ◽  
The Mind ◽  
The 19Th Century ◽  
Poetic Work

In 1907 – 1923 in Kharkov a non-periodical collection of works of the so-called "Kharkov school" – the followers of A.A. Potebnja and A.N. Veselovskiy – was published. Its title was "Questions of Theory and Psychology of Creativity". This article deals with the works included in this collection and in one way or another connected with the theory of poetic creativity. I show that some ideas of the researchers of the "Kharkov school" are still relevant for the philosophy of poetic creativity and philosophy of education and analyze the relevance of A.A. Potebnja’s, V. Kharzeev’s and B.A. Lezin’s works for the contemporary philosophy. A famous linguist of the 19th century A.A. Potebnja (now a classic of philology), considered language to be an elementary form of poetry. Language, he believed, is poetic in its essence; a word is the simplest, most elementary form of a poetic work. Word as a poetic work originated in the prehistoric times and continues to re-emerge in everyone who speaks and hears nowadays. According to Potebnja, understanding takes place in such a way: the meaning of a word is not directly transmitted from the speaker to the listener, but the spoken word of the speaker induces the birth of meaning in the mind of the listener from its own semantic stock, semantic reserves. Therefore, both the pronunciation (birth) of a word by a speaker (teacher) and the understanding of it (rebirth) by a listener (student) is a creative act: in verbal communication a movement of thought takes place. In the article, the relevance of some ideas of such of Potebnja’s followers as V. Kharzeev, B.А. Lezin for the leaching process is also studied. Kharzeev in detail considers such tropes as metonymy, synecdoche and metaphor from the point of view of their use in literary poetry. But the main Kharzeev’s achievement is precisely the descriptions and analysis of the elementary forms of poetry, which is the language (word) functioning according to the laws described above by the author. Lezin considers creativity as a kind of economy of thought. His ideas on creativity seem valuable for the philosophy of education.

scholarly journals Multiverse—Too Much or Not Enough?

Universe ◽  
2019 ◽  
Vol 5 (5) ◽  
pp. 113 ◽  
Author(s):  
Michael Heller
Keyword(s):  
Philosophy Of Science ◽  
Infinite Number ◽  
Category Theory ◽  
Explanatory Power ◽  
Point Of View ◽  
Anthropic Principle ◽  
Philosophical Perspective ◽  
Einstein's Equations ◽  
If Logic ◽  
The Way

The aim of this essay is to look at the idea of the multiverse—not so much from the standpoint of physics or cosmology, but rather from a philosophical perspective. The modern story of the multiverse began with Leibniz. Although he treated “other worlds” as mere possibilities, they played an important role in his logic. In a somewhat similar manner, the practice of cosmology presupposes a consideration of an infinite number of universes, each being represented by a solution to Einstein’s equations. This approach prepared the way to the consideration of “other universes” which actually exist, first as an auxiliary concept in discussing the so-called anthropic principle, and then as real universes, the existence of which were supposed to solve some cosmological conundrums. From the point of view of the philosophy of science, the question is: Could the explanatory power of a multiverse ideology compensate for the relaxation of empirical control over so many directly unobservable entities? It is no surprise that appealing to a possibly infinite number of “other universes” in order to explain some regularities in our world would seem “too much” for a self-disciplined philosopher. With no strict empirical control at our disposal, it is logic that must be our guide. Also, what if logic changes from one world to another in the multiverse? Such a possibility is suggested by the category theory. From this point of view, our present concepts of the multiverse are certainly “not enough”. Should this be read as a warning that the learned imagination can lead us too far into the realms of mere possibilities?

Nature and Culture in Digital Media Landscapes

2021 ◽  
pp. 35-54
Author(s):  
Tiago Cruz ◽  
Fernando Paulino ◽  
Mirian Tavares
Keyword(s):  
Visual Culture ◽  
Digital Media ◽  
20Th Century ◽  
Industrial Revolution ◽  
Point Of View ◽  
Social Semiotics ◽  
Media Art ◽  
Nature And Culture ◽  
Artistic Work ◽  
The Way

The landscape genre in art is something that has not been explored until today, despite being a dominant genre until the 20th century. During the industrial revolution, in the context of cinema, photography, and other media, this genre continues its strong presence. However, it is not so clear what happens with the advent of digital media. In this context, the authors contextualize landscape, having visual culture and social semiotics as their point of view, and present a set of digital media-art artefacts that are taken as references to the way the topic has been approached and explored and where digital media assume themselves as tools and products in the construction and presentation of the artistic work. The objective will be to expose how the concept of landscape evolves, and it is presented in the scope of digital media-art.

Desire

2018 ◽  
Author(s):  
Philip Pettit
Keyword(s):  
Eighteenth Century ◽  
David Hume ◽  
Point Of View ◽  
Contemporary Philosophy ◽  
Seminal Work ◽  
Course Of Action ◽  
The Way

If an agent is to be moved to action, then two requirements have to be fulfilled: first, the agent must possess beliefs about the way things actually are, about the actions possible given the way things are, and about the likely effects of those actions on how things are; and, second, the agent must have or form desires to change the way things are by resorting to this or that course of action. The beliefs tell the agent about how things are and about how they can be altered; the desires attract the agent to how things are not but can be made to be. This rough sketch of beliefs and desires is widely endorsed in contemporary philosophy; it derives in many ways from the seminal work of the eighteenth century Scottish philosopher David Hume. The striking thing about it, from the point of view of desire, is that it characterizes desire by the job desire does in collaborating with belief and thereby generating action: it characterizes desire by function, not by the presence of any particular feeling. The account raises a host of questions. Is desire an entirely different sort of state from belief, for example, and from belief-related states like habits of inference? Does desire have to answer to the considerations of evidence and truth that are relevant to belief and inference? How does desire relate to preference and choice? And how does desire relate to the values that we ascribe to different courses of action and that influence us in what we do?

scholarly journals Recombining ideas from art and cultural history museums in theory and practice

1970 ◽  
pp. 83
Author(s):  
Outi Turpeinen
Keyword(s):  
Cultural History ◽  
Contemporary Art ◽  
Exhibition Design ◽  
Point Of View ◽  
Theory And Practice ◽  
Art And Design ◽  
Visual Elements ◽  
History Museums ◽  
Artistic Work ◽  
The Way

This article is concerned with visual elements of exhibition design in cultural history museums and the way they produce meanings. The aim is to open up and analyze the process of constructing meanings from a visual point of view. Examples are chosen from the authors own artistic museum installations, which act as test spaces in the research. Cultural history museums can act as a treasure box for artistic work, and vice versa, contemporary art and design can give valuable tools for display habits in cultural history museums. 

What is the purpose of cognition?

2020 ◽  
Vol 43 ◽  
Author(s):  
Aba Szollosi ◽  
Ben R. Newell
Keyword(s):  
Infinite Number ◽  
Human Cognition ◽  
The Way

Abstract The purpose of human cognition depends on the problem people try to solve. Defining the purpose is difficult, because people seem capable of representing problems in an infinite number of ways. The way in which the function of cognition develops needs to be central to our theories.

ESSENTIAL CHARACTERISTICS OF THE PHENOMENA “AESTHETIC COMPETENCE OF PERSONALITY”

2019 ◽  
pp. 81-85
Author(s):  
А. Karam
Keyword(s):  
Cultural Studies ◽  
Sensory Experience ◽  
Point Of View ◽  
Factors Influencing ◽  
Full Capacity ◽  
Specific Meaning ◽  
Psychology Pedagogy

In the article it is revealed the essence of interpretation of the phenomenon of «aesthetic competence» from the point of view of philosophy, psychology, pedagogy, sociology, and cultural studies. Emphasis is placed on the interconnection of synonymous terms «readiness» and «preparedness»: «readiness» is a concept broader than competence and preparedness, which may be single, fragmented, that is, not to provide the full capacity to perform the functions of an activity. The essence of the outlined phenomenon is analyzed through its separate concepts, taking into account their relation: «aesthetic competence» with the concepts «competence», aesthetics «. Artistic and aesthetic competence is defined as a system of internal means of regulation of artistic and aesthetic actions, which includes artistic and aesthetic knowledge, social guidelines, skills and experience, aesthetic orientation, based on knowledge and sensory experience, free possession of artistic and aesthetic means and perception of artistic and aesthetic situation. The essence and features of aesthetic competence are revealed. The modern approaches to defining the concept of «aesthetic competence» are highlighted. The components of aesthetic competence are revealed. Specific features and factors influencing the development of aesthetic competence are highlighted. In conclusion, it is noted that the concept under study, aesthetic competence, should be differentiated into such varieties as aesthetic and artistic competence, while each of them, for a particular artistic profession, will at the same time have a general and specific meaning.

La enseñanza de la ética profesional a estudiantes de derecho: análisis de caso

2018 ◽  
pp. 145
Author(s):  
Juan Pablo Beca
Keyword(s):  
Professional Ethics ◽  
Ethics Education ◽  
Teaching Experience ◽  
Point Of View ◽  
Theory And Practice ◽  
Ethics Course ◽  
Approach Theory ◽  
Competency Based ◽  
Catholic Tradition ◽  
The Way

ResumenEl trabajo analiza el curso Ética Profesional en la carrera de Derecho en la Universidad Católica de Temuco. Examina la forma como se abordaba la ética profesional antes de la creación del curso, y lo que ha ocurrido con él a través de sucesivos cambios curriculares y la introducción del modelo por competencias. El curso aporta al sello identitario, mediante un enfoque multidisciplinario. El curso ha vinculado teoría y práctica, desde que comenzó a implementarse, hasta llegar actualmente a comprenderlo en la lógica de competencias. Esta mirada implica formar a los estudiantes para resolver dilemas éticos, lo que se hace mediante la metodología del ver–juzgar–actuar. Esta metodología de discernimiento es propia de la tradicióncatólica, pero se usa en este contexto sin un cariz religioso. El método en cuestión permite ir educando la autonomía a fn de tomar decisiones. Se analiza la importancia de contextualizar la enseñanza ética y la forma como esto se ha hecho en el curso. Finalmente se aborda la relevancia de formar la conciencia ética de los estudiantes.Palabras clave: Experiencia de enseñanza – Ética profesional –Método de discernimient.ResumoO artigo analisa o curso de Ética Profssional na Escola de Direito na Universidade Católica de Temuco. Examina a forma de como abordar a ética profssional antes da criação do curso, e o que tem acontecido com ele através de sucessivas mudanças curriculares e a introdução do modelo de competências. O curso aporta ao selo de identidade, através de uma abordagem multidisciplinar. O curso tem ligado teoria e prática, desde que começou a se programar até chegar atualmente a compreendê-lo na lógica de competência. Este olhar implica formar aos estudantes para resolver dilemas éticos, o que é feito pela metodologia do ver-julgar-agir. Este método de discernimento é próprio da tradição Católica, mas é usado neste contexto, sem um aspecto religioso. O método em questão permite ir educando na autonomia com a fnalidade de tomar decisões. Analisa-se a importância de contextualizar o ensino da ética e a forma como isso tem sido feito no curso. Finalmente se aborda a relevância de formar consciência ética dos estudantes.Palavras-chave: Experiência de ensino - Ética Profssional - Método de discernimento.AbstractThis paper analyses the Professional Ethics course at the School of Law of Universidad Católica de Temuco. It reviews the way in which ethics was addressed before the course was created, and what has happened with it through the subsequent curricular changes and the implementation of a competency based model. The course contributes to the seal of identity through a multidisciplinary approach. Theory and practice have been progressively bound together since the course was introduced, to reach a point, nowadays, in which the course is understood within the logic of competencies. This point of view implies educating students for solving ethical dilemmas, which is done through the see–judge–act methodology. This discernment methodology belongs to the Roman Catholic tradition, but is used in this context without its religious complexion. This method allows educating autonomy in order to make decisions. It also analyses the importance of contextualizing ethics education and the way in which this has been done in the course. Finally, it addresses the relevance ofcreating an ethical consciousness of the students.Keywords: Teaching experience – Professional Ethics – Discernment method

Subjective Point of View of a Student on Ways of Subject Matter Structure Creation by the Teacher

2015 ◽  
Vol 5 (2) ◽  
pp. 148-171
Author(s):  
Denisa Gunišová ◽  
Jana Duchovičová
Keyword(s):  
Subject Matter ◽  
Point Of View ◽  
Subjective Perception ◽  
Cognitive Frames ◽  
Teacher Work ◽  
Approach To Teaching ◽  
The Subject ◽  
Definition Of ◽  
Level Of Understanding ◽  
Education Process

Authors in this contribution focus on issue of subject matter structure creation by the teacher as an important psycho-didactic domain of education process and how does a student perceive this structure. The aim of the teacher is not only to impart the knowledge to students but also to show them and teach them possible ways of how to understand the subject matter better and how to get to the fundamentals of it. Based on the structure of subject matter created by the teacher a student creates cognitive frames which become basis for his further learning. We pay attention to definition of epistemology of subject matter structure, questions of psycho-didactic approach to teaching, creating structure of subject matter and how does the teacher work with the text. Empirical part of the contribution investigates teachers' preferences of subject matter structure and statistically describes subjective perception of level of understanding of the subject matter by a student influenced by the particular subject matter structure realized by the teacher.

Changes in the Use of Drugs, Tobacco, and Alcohol among Norwegian Youth from 1968 – 1979

1980 ◽  
Vol 10 (4) ◽  
pp. 405-420 ◽  
Author(s):  
Olav Irgens-Jensen ◽  
Mons George Rud
Keyword(s):  
Alcohol Consumption ◽  
Young People ◽  
Policy Making ◽  
Point Of View ◽  
The Way

In order to provide information on the way in which use of drugs - and of alcohol and tobacco -among young people changes over a period of time, the Norwegian National Institute for Alcohol Research has each spring, since 1968, conducted a survey of the youth of Oslo to determine their use of these drugs. The results are of significance not only from a scientific point of view but also from the point of view of practical policy-making. For instance, since 1974 there does not seem to have been any increase in alcohol consumption among the youth of Oslo, a fact which may reflect the measures which were introduced at that time in order to curb alcohol consumption among young people in Norway.

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