Abduktion im Charmides?

2021 ◽  
Vol 75 (4) ◽  
pp. 537-553
Author(s):  
Detlef Thiel
Keyword(s):  
Creative Thinking ◽  
Inductive Method ◽  
Socratic Method ◽  
General Terms ◽  
First Time ◽  
Working Out

Aristoteteles already knew apart from the deduction (deductio) and the induction (epagoge) the concept he named himself, the abduction (epagoge). However, he did not consider it conclusive, and therefore neglected it. That was also the reason for him to attribute a merely inductive method to Socrates who would search for general ethic terms. Due to C. S. Peirce's (1839–1914) accomplishment, abduction was rediscovered and was able to realize its full logical potential. According to his theory, only abduction makes creative thinking possible. This essay tries to apply abduction to Charmides ' Platon for the very first time. It proves, that in core scenes during the dialogue surprising proposals are made, which lead with the application of the abduction and with the aim of answering the what-is-what-question to new definitions and general terms. It's about working out the affinity between the abduction, like Peirce demands, and the socratic method in search for general terms.

scholarly journals Postmodern Tendencies in the Russian Poetry of the “Silver Age”

2021 ◽  
Vol 12 (4) ◽  
pp. 124-140
Author(s):  
Ihor Chornyi ◽  
Viktoriia Pertseva ◽  
Viktoriia Chorna ◽  
Olena Horlova ◽  
Oleksandra Shtepenko ◽  
...  
Keyword(s):  
20Th Century ◽  
Creative Thinking ◽  
Early 20Th Century ◽  
Eastern European ◽  
Silver Age ◽  
Evolutionary Features ◽  
Russian Poetry ◽  
And Performance ◽  
First Time

For the first time, the article analyses certain aspects of Russian poetry of the “Silver Age” in order to identify the rudiments or features which are characteristic of the postmodern creative paradigm. It is noted that a number of poets almost do not have any postmodernist tendencies. Despite the fact it is proved that postmodernism denies the personality-centric and aesthetically oriented concept of modernism, it nevertheless arose on the basis of modernism and has sharpened evolutionary features formulated in the first half of the 20th century. The article aims to prove a hypothesis that arises in the authors during a preliminary perceptual reading of the poets` works of the “Silver Age”: in the early 20th century. Sporadically and consistently in individual authors can be observed irony, play, reconstruction and performance as precursor of postmodernist creative thinking. Specialties of the Russian poetry of the “Silver Age”, which directly correlate with postmodernist tendencies of the second half of the 20th century is not a description itself, but the realization of reality, ambivalence, as well as following the linguistic and figurative, conceptual, motive levels of gradual transitions between the paradigms of “symbolism – modernism” and “modernism – postmodernism”. The international significance of the article is that the material of one of the Eastern European literatures has proved the existence of postmodern (quasi-postmodern) features in the first half of the 20th century for the first time, which can serve as a deeper research in the field of literary typology, continuity; culturology and anthropology.

scholarly journals Discussing the Theory and Practice of Propelling Class Reading Club from the Aspect of Knowledge Management

2021 ◽  
Author(s):  
Shu-Hsi Hsieh ◽  
Sheng-Lung Li
Keyword(s):  
Knowledge Management ◽  
Creative Thinking ◽  
Natural Philosophy ◽  
Reading Program ◽  
Theory And Practice ◽  
Francis Bacon ◽  
General Knowledge ◽  
Learning Society ◽  
Working Out ◽  
British Philosopher

In the 21st century, knowledge economy has been growing rapidly. In order to strengthen knowledge competitiveness and face the international competition of the new century, Taiwan should achieve the educational goal of lifelong learning, widely build up learning organizations, tend citizens who can learn through lives, and positively give impetus to whole people reading program. To meet the coming of learning society, knowledge management has become the key to tap the treasury of library-using education. Knowledge can be fully developed only by close sharing and intellectual interchange. Thus, it can diffuse effectively. Reading and pursuing knowledge are the motive power of working out one’s potentialities and inciting creative thinking. “Knowledge is power” is a wise saying of Francis Bacon, a British philosopher. He also stated, “Histories make men wise; poets, witty; the mathematics, subtle; natural philosophy, deep; moral, grave; logic and rhetoric, able to contend.” This statement brings out very profound meanings. It verifies that reading can not only absorb the essence of books, but broaden one’s general knowledge. The Btitish Education Secretary, David Blunkett, said, “Turning the pages of a book is to open a window on the world. Books are the foundation on which other learning can be built.” The saying well indicates that reading is the communication between mind and mind. It is also a valuable secret of being vigorous and keeping away from loneliness.

scholarly journals Volodymyr Boshko: an attempt to make a scientific biography of a scholar

2019 ◽  
pp. 12-21
Author(s):  
Igor Usenko ◽  
Liudmyla Mikhnevych
Keyword(s):  
Family Law ◽  
Educational Activity ◽  
Accurate Information ◽  
Academic Institutions ◽  
Scientific Heritage ◽  
Legal Studies ◽  
General Terms ◽  
History Of ◽  
Academy Of Sciences ◽  
First Time

On the basis of the sources published and new archival materials, more accurate information on well-known jurist Volodymyr Boshko’s life and his scientific, teaching and public activities is provided. For the first time, information on the unlawful repression of the scientist’s daughter and older brother is given. The main stages of his life, career, and scientific heritage are described. The little known scientific works of the jurist have been returned to scientific circulation. Particular attention is paid to Boshko’s early social and political essays. His achievements in the spheres of history of law and family law have been identified. It is emphasized that professor Boshko was the author of the first Soviet textbook on history of political and legal studies, which had been the only one for 30 years. It also has been found out that his scientific works concerning problems of the legal status of spouses and illegitimate children, alimony law and factual marriage are still relevant. The legal positions of the scholar on issues of state law, in particular the notions of sovereignty, equality of states, sovereignty of federations, content and legal nature of some human rights, are also covered. The works of the professor in the fields of civil and agrarian law are also mentioned. His talent as a teacher and the head of a number of academic institutions is indicated, in particular the attention is paid to his educational activity in various academic institutions of railway transport. The information on Boshko’s initiative on the state program “Big Dnieper” is given. The jurist’s affiliation to the activities of Kyiv Branch of the All-Ukrainian Scientific Association of Oriental Studies and of the All-Ukrainian Academy of Sciences has been revealed. For the first time, the scholar’s initiative to establish the Institute of Law and the Department of Philosophy of Law in the system of the Academy of Sciences of the USSR is covered in detail. The milestones of the scientist’s life in the evacuation and post-war years of his activity at the Law Faculty of Kyiv University are reproduced in general terms. It is found that in recent years, the scholar had been actively working on his doctoral thesis on Soviet family law and had been preparing a three-volume work in history of political and legal studies, but these works were not completed.

scholarly journals Profil Kreativitas Siswa SMP dalam Menyelesaikan Soal tentang Bangun Ruang Sisi Datar Ditinjau dari Gaya Kognitif

2016 ◽  
Vol 7 (2) ◽  
pp. 171-178
Author(s):  
Alvani Alvani
Keyword(s):  
Cognitive Style ◽  
Creative Thinking ◽  
Rectangular Prism ◽  
Data Presentation ◽  
Class A ◽  
Field Independent ◽  
Field Dependent ◽  
Completion Test ◽  
Figure Test ◽  
First Time

Penelitian ini bertujuan mendeskripsikan profil kreativitas siswa dalam menyelesaikan soal tentang bangun ruang sisi datar ditinjau dari gaya kognitif Field Dependent (FD) dan Field Independent (FI). Subjek penelitian ini adalah dua orang siswa kelas VIII A SMP Negeri 7 Ketapang, yaitu satu siswa dengan gaya kognitif FD dan satu siswa dengan gaya kognitif FI. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Teknik pengumpulan data dalam penelitian ini adalah pemberian The Group Ebedded Figure Test (GEFT), tes penyelesaian soal, dan wawancara. Analisis data dalam penelitian ini dilakukan dengan langkah-langkah yaitu mereduksi data, penyajian, dan penarikan kesimpulan. Sedangkan untuk mendapatkan data yang valid, digunakan triangulasi waktu. Hasil penelitian ini menunjukkan bahwa ternyata kedua tipe gaya kognitif ini memenuhi tiga komponen dari berpikir kreatif yaitu kefasihan, fleksibel, dan kebaruan. Hasil penelitian ini menunjukkan bahwa (1) profil kreativitas siswa field dependent dalam menyelesaikan soal tentang bangun ruang sisi datar, mencakup (a) fasih, ditunjukkan dari kemampuan siswa memberikan tiga jawaban yang berbeda dalam menyelesaikan soal tentang bangun ruang sisi datar; (b) fleksibel, ditunjukkan dengan terdapatnya lebih dari satu cara, ide, atau gagasan penyelesaian yang berbeda untuk membagi balok menjadi dua bagian yang volumenya sama; (c) kebaruan, ditunjukkan bahwa semua jawaban yang diberikan merupakan jawaban dari soal yang baru pertama diselesaikan oleh siswa field dependent; (2) profil kreativitas siswa field independent dalam menyelesaikan soal tentang bangun ruang sisi datar, mencakup (a) fasih, ditunjukkan dari kemampuan siswa memberikan empat jawaban yang berbeda dalam menyelesaikan soal tentang bangun ruang sisi datar; (b) fleksibel, ditunjukkan dengan terdapatnya lebih dari satu cara, ide, atau gagasan penyelesaian yang berbeda untuk membagi balok menjadi dua bagian yang volumenya sama; (c) kebaruan, ditunjukkan bahwa semua jawaban yang diberikan merupakan jawaban dari soal yang baru pertama diselesaikan oleh siswa field independent.This research aims at describing students creative thinking profile in solving question about dimensional figure as seen from Field Dependent (FD) and Field Independent (FI). Subjects of this research are two students of grade eight from class A SMP Negeri 7 Ketapang. One student is considered to possess FD cognitive style and the other one is considered to possess FI cognitive style. This research applies descriptive qualitative design. The process of data collection in this research is done by administering Group Embedded Figure Test (GEFT), questions completion test, and interview. Data analysis in this research is done through data reduction, data presentation, and conclusion drawing. Time triangulation is applied in this research to fulfill its validity aspect. The result of this research shows that both cognitive styles satisfy those three aspects of creativity that is fluency, flexibility, and novelty. The results of the research conclude that (1) students creative thinking profile in field dependent cognitive style has fulfilled (a) fluency, which is indicated by the ability of the student to provide three different answers; (b) flexibility, which is indicated by the ability of the student to give more than one ways, ideas, or solving opinions to divide a rectangular prism to become two figures with equal in volume; (c) novelty, which is indicated by the fact that the question given to student is new recently solved for the first time by the student, (2) students creative thinking profile on field independent cognitive style has fulfilled (a) fluency, which is indicated by the ability of the student to provide four different answers to solve question about dimensional figure; (b) flexibility, which is indicated by the ability of the student to provide more than one ways, ideas, or solving opinions to divide a rectangular prism to become two equal volume figures; (c) novelty, which is indicated by the fact that all the answer provided by the student is a new recent for the first time solved question for student.

scholarly journals USING MIND MAP IN TEACHING THE SUBJECT OF AGGREGATE STATES OF MATTER

2021 ◽  
Vol 02 (05) ◽  
pp. 72-77
Author(s):  
Ganiev A.G. ◽  
Keyword(s):  
Human Brain ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Cerebral Hemispheres ◽  
Physical Processes ◽  
Intellectual Abilities ◽  
The Subject ◽  
The Mind ◽  
First Time ◽  
Indirect Perception

The article discusses the factors that improve people’s intellectual abilities. To do this, it provides information about the physiology of the human brain and the mechanism by which the information it perceives is stored in memory. To develop students' 'creative thinking' skills, it is necessary to develop their 'imagination' skills. The imagination perceives information from the mind. “Indirect perception” is important for imagining physical processes. Data visualization is important for understanding processes. To do this, use the "Mind Map", which is an effective way to perform such a task. The article describes the opportunities for students to develop "creative thinking" skills in the teaching of "Aggregate states of matter." For the first time, "Aggregate Cases" are being published. Not only it stores a lot of information about physical processes, but it also helps students develop “full thinking” skills by activating the cerebral hemispheres.

scholarly journals Creative Pedagogy: 30 Years and Counting (In Foreign Language Education and Beyond)

2020 ◽  
Vol 12 (1) ◽  
pp. 127
Author(s):  
Andrei G. Aleinikov
Keyword(s):  
Critical Pedagogy ◽  
Foreign Language ◽  
Creative Thinking ◽  
Language Education ◽  
Foreign Language Education ◽  
Creative Education ◽  
Creative Pedagogy ◽  
History Of ◽  
Educational Trend ◽  
First Time

This paper provides a brief overview of Creative Pedagogy as an educational trend, which was introduced over 30 years ago, in 1989, and has spread extensively around the world since that time. It also demonstrates Creative Pedagogy’s application to Foreign Language Education (FLED) and other subjects. Originally, just as creative thinking is opposed to critical thinking, Creative Pedagogy was opposed to Critical Pedagogy, but it was defined as a formula of invention—absolutely obligatory in patent description in technology and the first time in the history of education—and this made it opposed to all other types of pedagogies.. With the advent of Sozidonics, the science of creativity, where creativity was given a scientific definition, Creative Pedagogy became the only trend in education that is technologically-defined and scientifically-based. When united with Creative Andragogy, it became Creagogy—a generic science of creative education.

Managerial Pamperdom and Prestige Entrepreneurship

2021 ◽  
pp. 177-197
Author(s):  
Fahri Özsungur
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Creative Thinking ◽  
Business Management ◽  
Ethical Principles ◽  
Professional Organizations ◽  
Corporate Innovation ◽  
The Individual ◽  
Corporate Social ◽  
First Time

Entrepreneurship has started to be used as a tool for individual interests as well as the implementation of innovative ideas. Sustainability in entrepreneurship requires corporate social responsibility and ethical principles in leadership. The fact that individual interests are a hidden aim in entrepreneurship puts justice and ethics in the background. Entrepreneurship is based on sustainable, ethical, corporate innovation, and creative thinking. Entrepreneurship, which is set forth with the individual secret goals of entrepreneurs, causes important problems in leadership and managerial context. Especially, managerial pamperdom and prestige entrepreneurship that emerged in professional organizations are introduced to the literature for the first time. It is thought that this chapter will make significant contributions to the fields of entrepreneurship, business, management, and strategy.

The sea

2010 ◽  
Author(s):  
Jan Zalasiewicz
Keyword(s):  
Sea Level ◽  
Water Depth ◽  
Future Generations ◽  
Sea Floor ◽  
General Terms ◽  
Open Sea ◽  
Minimum Depth ◽  
Waves And Tides ◽  
Rock Strata ◽  
Working Out

Some things are just infuriatingly difficult to pin down in geology. For instance, just how deep was our pebble sea, the Silurian sea of the Welsh Basin at the spot that became, some 400 million years later, the beach beneath our feet? Well, one can estimate some kind of minimum depth. It was deeper than the depth to which waves and tides can leave a trace on a sea floor, because no traces of these phenomena have been found in the pebble stuff or—rather more convincingly as evidence—in any of the strata of those Welsh cliffs from which the pebble could have been derived. As a rule of thumb, that means that the sea was more than a couple of hundred metres deep, that being the depth to which the very biggest waves of the very biggest storms on a wide open sea can stir the sea floor. Now, if strata have been deposited above that level, then one can make some reasonable estimates of ancient water depth. Thus, if one finds fossilized beach-strata, that is an obvious signal that those rocks were formed virtually at sea level. And below that, we can make a distinction between those shallow sea floors that are stirred pretty well all the time, even by the small waves of a fair-weather day (on this kind of sea floor, mud is winnowed away, and only sand and pebbles can settle); and those deeper sea floors only affected by the biggest storms (where thick muddy layers can settle in between major storms that may have been a decade—or a century—apart). But below even that? It is, in practical terms, hard to tell from the rock strata whether the ancient sea floor on which they were laid down was 300m or 3000m deep, or perhaps even more. So it is with the pebble rock. This Welsh sea floor was deep in general terms, but its precise depth remains a mystery—working out even a reasonably imprecise depth remains as a puzzle for future generations of geologists to solve.

Self-expression assignment as a teaching approach to enhance the interest of Kuwaiti women in biological sciences

2008 ◽  
Vol 32 (2) ◽  
pp. 147-151
Author(s):  
Farouk El-Sabban
Keyword(s):  
Biological Sciences ◽  
Human Body ◽  
Teaching Methods ◽  
Creative Thinking ◽  
The Self ◽  
Human Nutrition ◽  
Food Science ◽  
Introductory Courses ◽  
Kuwait University ◽  
First Time

Stimulating the interest of students in biological sciences necessitates the use of new teaching methods and motivating approaches. The idea of the self-expression assignment (SEA) has evolved from the prevalent environment at the College for Women of Kuwait University (Safat, State of Kuwait), a newly established college where the number of students is low and where students have varied backgrounds and interests and are being instructed biological sciences in English for the first time. This SEA requires each student to choose a topic among a long list of topics and interact with it in any way to produce a finished product without the interference of the course instructor. Students are told that the SEA will be graded based on their commitment, creative thinking, innovation in developing the idea, and finishing up of the chosen assignment. The SEA has been implemented in three introductory courses, namely, Biology, Introduction to Human Nutrition and Food Science, and The Human Body. Many interesting projects resulted from the SEA, and, based on an administered survey, students assessed this assignment very favorably. Students expressed their pleasure of experiencing freedom in choosing their own topics, interacting with such topics, learning more about them, and finishing up their projects. Students appreciated this type of exposure to biological sciences and expressed that such an experience enhanced their interest in such sciences.

scholarly journals Principles of choreographic education in primary art institutions

2021 ◽  
Author(s):  
Olga Kvetsko
Keyword(s):  
Creative Thinking ◽  
Information Technologies ◽  
Age Groups ◽  
Children's Music ◽  
Basic Principles ◽  
Aesthetic Taste ◽  
Analysis And Synthesis ◽  
First Time ◽  
Further Development ◽  
High Educational

The purpose of the article is to determine the basic principles of choreographic education in primary art institutions. Methodology. The methods of analysis and synthesis are used in the work. Based on the analysis of classes with different age groups of children on the basis of the choreographic department of Kaluga Children's Music School of Ivano-Frankivsk region identified the basic principles of choreographic education, which contribute to the improvement and development of children's performance, creative thinking, discipline and aesthetic taste to dance. The method of synthesis allowed us to determine the main criteria for teaching choreography for preschoolers. The scientific novelty of the work is that for the first time the basic principles of education and choreography lessons were comprehensively studied. The paper analyzes the trends in the development of choreographic education in primary art institutions; the concept of "children's choreography" is defined as one of the bases of formation of dancing abilities and "foundation" for further development of children in the direction of choreographic art;. It is investigated that the newest information technologies in the field of choreographic art allow: to strengthen the efficiency of knowledge of children; create a positive impression in choreography lessons; provide high educational diversity; increase success; to improve performing skills; rationally organize educational indicators; increase academic achievement. Conclusions. The author concludes that the use of the latest methods and techniques of teaching choreography will lead to high success, increase performance, which will determine in the future the path of children to further professional choreographic education. Keywords: children's creativity, dance, performing skills, didactic requirements, teaching methods.

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