scholarly journals Avvai- An Epistemic Advantage

2021 ◽  
Vol 3 (4) ◽  
pp. 1-5
Author(s):  
Ugin Rositta M
Keyword(s):  
Knowledge Construction ◽  
Educational Philosophy ◽  
Social Scientist ◽  
Literary Work ◽  
Epistemic Community ◽  
Ultimate Truth ◽  
Future Researcher ◽  
Cognitive Success ◽  
Scholarly Contribution ◽  
The Individual

Tamil world always owe its tribute to Avvai for her scholarly contribution. Desire to do virtue is an iconic statement of this great personality who perceived to be an epistemic advantage.  The purpose of this article is to examine her work as a children literary creator and to explore her cognitive success in terms of Educational Philosophy. Her literary contribution plays a major role in identifying the Tamil community as an epistemic community. The pattern of knowledge construction employed by Avvai enhances the individual to explore knowledge, to discover the ultimate truth and establishing virtue. This article is known for its analysis of the literary work and social dialogues chose to add Avvai’s commitment to establishing that education is a way to subdue the senses and achieve reality. This piece of research ignites a spark to future researcher to view Avvai as a social scientist rather than a Tamil scholar with reference to the normative principles established in her work.

scholarly journals National Identity: Formation and Realisation Through Poetry

wisdom ◽  
2021 ◽  
Vol 17 (1) ◽  
pp. 146-161
Author(s):  
Tetiana URYS ◽  
Tetiana KOZAK ◽  
Svitlana BARABASH
Keyword(s):  
National Identity ◽  
Identity Formation ◽  
National Culture ◽  
Literary Work ◽  
Effective Factor ◽  
Functional Aspects ◽  
Creative Personality ◽  
Important Means ◽  
The Individual ◽  
National Identity Formation

National culture, especially literature, contains invaluable nation-building potential and is an effective factor in influencing the development of the national identity of the individual and the ethnic group as a whole. In the process of forming literary works, the author’s consciousness and subconscious play an im­portant role, so they are not only one of the best ways of expressing a creative personality and a form of its reaction to events occurring in the outside world, but also one of the most important means of forming the national identity of the recipients. Therefore, such a literary work contains a modus of national identity. The main content of this concept in the literature is revealed in the article. Its theoretical components and their functional aspects in the text are defined and analysed. The modus of national identity is formulated as a way of realising the identity of one with his nation through certain aesthetic elements and structures at all levels of literary work as an artistic system. Such element-dominants are motives, artistic imagery, lyrical character as the main expression of the author’s thoughts, as well as archetypes, symbols and place names.

scholarly journals Traditions of franciscanism and pilgrimage in the life and work of A. Dobrolyubov

2021 ◽  
Vol 2 (25) ◽  
pp. 19-30
Author(s):  
Ekaterina V. Kuznetsova ◽  
Keyword(s):  
Literary Work ◽  
The Other ◽  
Early 20Th Century ◽  
Religious Literature ◽  
Silver Age ◽  
The Poor ◽  
The Gift ◽  
Artistic Interpretation ◽  
Historical Phenomenon ◽  
The Individual

The fate and personality of Alexander Dobrolyubov gave rise to a kind of Dobrolyubov myth about the eternal wanderer in the culture of the Russian Silver Age and in many ways unfairly obscured his literary work. The article traces the influence of Francis of Assisi on Dobrolyubov's own life-creating strategy and his contemporaries' perception of him as a «Russian Francis. The author considers the peculiarities of artistic interpretation of the whole complex of motifs associated with the fate and personality of the Italian saint in the last collection of Dobrolyubov's works, From the Book Invisible (1905). The author analyzes the image of the pilgrim, glorification (preaching) of the poor, hermit’s life and the unity of man and wildlife, plants and the elements of nature in the context of teachings of St. Francis and the Russian franciscanism of the modernist era; the features of their modernist reception are traced in Dobrolyubov’s works written after his «departure». On the other hand, the author reveals evidence that the poet implements the individual author's interpretation of the characteristic Russian cultural and historical phenomenon of pilgrimage (real, metaphysical and spiritual), which was reflected, for example, in N. S. Leskov’s works, and philosophically interpreted in science and criticism of the early 20th century (V. Rozanov, N. Berdyaev, etc.). The author suggests that the poet was influenced by an anonymous work of Russian religious literature «A Pilgrim's Confessional Stories to his Spiritual Father». As a result, the author concludes that the poet creates a modern variation of the Franciscan image of the «simple man» and the divine man, possessing the gift of communication with nature, who combines the features of an Italian ascetic preacher with the type of a Russian pilgrim-god-seeker.

Individual and Socio-Cultural Framing of E-Learning

2014 ◽  
pp. 1-20
Author(s):  
Bernhard Ertl ◽  
Kathrin Helling
Keyword(s):  
Knowledge Construction ◽  
Learning Processes ◽  
Cultural Perspective ◽  
Cultural Contexts ◽  
Design And Implementation ◽  
E Learning ◽  
Learning Scenarios ◽  
The Individual ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

Considering e-learning as a socio-cultural system acknowledges that individuals are embedded within different contexts, influenced by the culture and the society the individual lives in. Designing beneficial e-learning scenarios means respecting these socio-cultural contexts and providing appropriate framing. This chapter introduces several aspects influencing e-learning from an individual and socio-cultural perspective. It firstly deals with the aspect of learners' collaborative knowledge construction in e-learning and introduces what this perspective means for the design and implementation of e-learning scenarios. The chapter looks at tools and shared external representations and shows how they can beneficially support learning processes and outcomes. In a third step, it looks at the individual's learning characteristics, for example an individual's prior knowledge, and socio-cultural biases relating to gender, ethnicity, and socio economic background, and discusses how these may be an obstacle for e-learning and how e-learning may help learners to overcome their biases. Finally, the chapter focuses on the issue on evaluation and provides suggestions to evaluate environments for e-learning from a socio-cultural perspective.

E-Learning is What Kind of Learning?

2009 ◽  
pp. 243-248
Author(s):  
Flavia Santoianni
Keyword(s):  
Adaptive Learning ◽  
Knowledge Construction ◽  
Knowledge Society ◽  
Radical Change ◽  
Point Of View ◽  
Learning Theories ◽  
Philosophical Argument ◽  
Learning Approaches ◽  
Self Directed Learning ◽  
The Individual

The knowledge society has reinterpreted the concept of knowledge, shifting from the idea of philosophical argument to an epistemological meaning linked to educational actions. Knowledge is now diffuse, not centralized, and more accessible than ever before, and learning approaches involve visual processes and nontraditional languages. This has led to a radical change in the way knowledge is transferred, away from intentional transgenerational transmission and toward self-directed learning, simplified by multimedia and technological resources. According to current learning theories, knowledge construction may be defined as a mediative process between adaptive learning dynamics at both the individual and collective level. Research on knowledge construction has combined social contextualisation and constructivism to achieve a sociocultural view of the distributed mind. At the same time, cultural embeddedness and domain-specific situativity are interconnected with mind embodiment and the view of the environment as a holistic and synergic organism. From an educational point of view improving guidance in a diffuse knowledge society is definitely a very difficult task, notwithstanding the fact that knowledge may seem relatively easy to approach. Diffuse knowledge can be highly specialised, and may require the ability to transfer and generalise learning in order to link the various aspects that are examined. At the same time, knowledge must be contextualized if we want to identify motivational implications and, more importantly, show its actual usability at experiential level.

The situatedness of meaning construction in Wisława Szymborska’s “Cat in an Empty Apartment”

2020 ◽  
Vol 49 (1) ◽  
pp. 27-40
Author(s):  
Katarzyna Stadnik
Keyword(s):  
New York ◽  
Literary Work ◽  
Linguistic Analysis ◽  
Meaning Construction ◽  
Cultural Factors ◽  
Mental Activity ◽  
Cultural Milieu ◽  
Cognitive Linguistic ◽  
The Individual ◽  
Social And Cultural Factors

AbstractSo far the cognitively-oriented study of literature has largely missed out on the cognitive conception of situatedness, which holds that human mental activity should be seen through the lens of its grounding in the physical, social and cultural milieu of the individual. Accordingly, the article shows the value of this approach in a Cognitive Linguistic analysis of Wisława Szymborska’s poem “Cat in an Empty Apartment”, setting out the ways in which situatedness underlies dynamic meaning construction in the production and reception of the work, giving rise to the singularity (Attridge 2004. The singularity of literature. London-New York: Routledge) of the poem. The paper concludes that situatedness can illuminate how the interplay of cognitive, linguistic, social and cultural factors might be brought to bear on the singularity of a literary work.

The Bible and the Reader's Response

2003 ◽  
Vol 7 (1) ◽  
pp. 37-51 ◽  
Author(s):  
Mark A. Pike
Keyword(s):  
Reader Response ◽  
Holy Spirit ◽  
Spiritual Development ◽  
Literary Work ◽  
Response Theory ◽  
Biblical Hermeneutics ◽  
Reader Response Theory ◽  
The Bible ◽  
The Holy Spirit ◽  
The Individual

Reader response theory, the broad range of literary perspectives which place emphasis upon the role of readers and their responses to texts, has contributed important insights to biblical hermeneutics and to pedagogy in literature education. Yet reader response theory does not appear, as yet, to have had as significant an influence as it might upon the way we teach individuals to read and respond to that most important of texts, the Bible. It is proposed in this article that Rosenblatt's transactional theory of the literary work offers valuable insights that can be applied to both the reading of the Bible and also how it can be taught in a range of contexts, in Christian and state schools, as well as in churches. Consequently, pedagogy informed by Rosenblatt's reader response theory may offer us a biblical use of the Bible as it can foster the spiritual development of readers by enabling them to engage with Scripture at a deeply personal level. It is suggested that Bible teaching must be responsive to the individual and to society but must, most of all, be responsive to the Holy Spirit.

Discussion: A Sociologist's Point of View

1950 ◽  
Vol 44 (1) ◽  
pp. 143-149
Author(s):  
W. Rex Crawford
Keyword(s):  
Social Sciences ◽  
Latin America ◽  
Cultural Anthropology ◽  
Social Scientist ◽  
Point Of View ◽  
Full Development ◽  
The Social ◽  
The World ◽  
Reverence For Life ◽  
The Individual

The only words in the title of this symposium which do not cause difficulty are “of” and “in,” since even Latin America is a “nomer” that many protest is a “misnomer,” for some parts of the region southeast of the U.S.A., and “pathology” and “democracy” can get into water as hot and deep as any that lies under the thin ice over which the social sciences skate. The very lumping together in our discussion of twenty republics varying as they do in Latin America is a procedure of doubtful accuracy, and one which at first encounter arouses the ire of any good nationalist in these countries. The term “pathological” suggests too strongly a complacent superior attitude on our own part that may befit the propagandist or the naive and uninformed man on the street, but not the social scientist. The world does not fall so neatly into the patterns of perfect democracy and the outer darkness as Mr. Churchill has supposed. Can we not accept a certain relativity in these matters and remember the large-sized mote in our own eye?With the struggle of almost innumerable thinkers to define the direction and goal, we are surely familiar. The writer has no intention of assembling all the definitions available, for if they were all assembled, sociologists might lay the emphasis not upon forms and constitutions so much as upon something broader that earlier theologians would have called men's will and men's love. Since the development of “Mr. Tylor's science,” cultural anthropology, we would be more likely to say that the legal arrangements grow out of and express the culture; that back of them lies a slow secular growth of the idea that personality, the freedom and full development of the individual are ultimate values, not to be sacrificed to the state; that power may be necessary for survival, and that unity or consensus or conformity may be necessary to power, but that something like Albert Schweitzer's “reverence for life” is a deeper principle. These things are no sooner said than we realize that we often sin against the ideals we cherish and fear the freedom to which we give lip-service. The practice falls far short of the preaching.

Homogeneity, “glocalism” or somewhere in between?

2014 ◽  
Vol 48 (1/2) ◽  
pp. 288-313 ◽  
Author(s):  
Helene Cecilia de Burgh-Woodman
Keyword(s):  
Literary Criticism ◽  
Research Question ◽  
Literary Work ◽  
The Self ◽  
The Other ◽  
Marketing Theory ◽  
Content Type ◽  
Pierre Loti ◽  
The Individual ◽  
The Impact

Purpose – This paper aims to expand current theories of globalisation to a consideration of its impact on the individual. Much work has been done on the impact of globalisation on social, political and economic structures. In this paper, globalisation, for the individual, reflects a re-conceptualisation of the Self/Other encounter. In order to explore this Self/Other dimension, the paper analyses the literary work of nineteenth-century writer Pierre Loti since his work begins to problematise this important motif. His work also provides insight into the effect on the individual when encountering the Other in a globalised context. Design/methodology/approach – Drawing from literary criticism, the paper adopts an interpretive approach. Using the fiction and non-fiction work of Pierre Loti, an integrated psychoanalytical, postcolonial analysis is conducted to draw out possible insights into how Loti conceptualises the Other and is thus transformed himself. Findings – The paper finds that the Self/Other encounter shifts in the era of globalisation. The blurring of the Self/Other is part of the impact of globalisation on the individual. Further, the paper argues that Loti was the first to problematise Self/Other at a point in history where the distinction seemed clear. Loti's work is instructive for tracing the dissolution of the Self/Other encounter since the themes and issues raised in his early work foreshadow our contemporary experience of globalisation. Research limitations/implications – This paper takes a specific view of globalisation through an interpretive lens. It also uses one specific body of work to answer the research question of what impact globalisation has on the individual. A broader sampling and application of theoretical strains out of the literary criticism canon would expand the parameters of this study. Originality/value – This paper makes an original contribution to current theorisations of globalisation in that it re-conceptualises classical understandings of the Self/Other divide. The finding that the Self/Other divide is altered in the current era of globalisation has impact for cultural and marketing theory since it re-focuses attention on the shifting nature of identity and how we encounter the Other in our daily existence.

scholarly journals THE TEXT – THE READER – THE LITERARY WRITING: A COGNITIVE AND NARRATOLOGICAL PARADIGM

10.23856/3404 ◽  
2019 ◽  
Vol 34 (3) ◽  
pp. 36-46
Author(s):  
Lidiia Matsevko-Bekerska
Keyword(s):  
Literary Criticism ◽  
Personal Experience ◽  
Literary Work ◽  
Active Participation ◽  
Cognitive Specificity ◽  
Theoretical Approaches ◽  
Original Sense ◽  
Cognitive Narratology ◽  
The Creation ◽  
The Individual

The article presents the study of some aspects in the specificity of the dialogue between the artistic text and the consciousness of the addressee. This issue is quite actively discussed in the modern literary criticism – both in theoretical approaches to analysis and in applied poetics studies. To a large extent, the methodological and terminological apparatus for examining the cognitive specificity of literature has been formed in classical narratological studies and refined in the latest developments. The article focuses on clarifying the essence of the reader as an important element of representing the consciousness, present in the artistic narrative. The specificity of the reader's presence is determined not only by its mediation status, but also by active participation in the creation and coexistence of several worlds: the intentional modus, its fiction embodiment, as well as the individual personal experience of their synthesis. Possible forms of the addressee’s presence in the space of the literary world are modelled in accordance with narrative coordinates. The specificity of each form of reader’s presence is determined by the conventional status, the narrative contour of the text, the objective intentional premises, as well as the ways of permeating into the artistic world, the ways of discovering the meaning, due to which the reading takes place as a holistic phenomenon. From the standpoint of cognitive narratology, every reader's projection has its own peculiarities that influence its place in the process of literary communication. It has been shown that the receptive significance of the literary work consists in the possibility of multiplying the meanings, implementation of the harmonious reader's understanding, corresponding to the original sense. With the increase of interval between the author and the reader, the content of the work is proportionally schematized, and with refinement of the scheme, every single interpretation acquires reliability.

scholarly journals Introducing the concepts and methods of humanism into education for ensuring quality sustainable development

2021 ◽  
Vol 277 ◽  
pp. 06008
Author(s):  
Mykola Popovych ◽  
Vasyl Levkulych ◽  
Yuriy Khodanych ◽  
Tereziia Popovych
Keyword(s):  
Sustainable Development ◽  
Public Education ◽  
Educational Philosophy ◽  
Social Institutions ◽  
Fundamental Principle ◽  
The Social ◽  
The World ◽  
Science Management ◽  
The Individual ◽  
The Relationship

Humanism as a principle for sustainable development of society, a model for the management of education and public education, is recognized as a fundamental principle by proponents of various schools of thought, social science, management and philosophy, and pedagogy. In their view, the philosophy of education and upbringing should clearly delineate the range of humanistic and moral values, define the social institutions designed to form an orientation towards these values, justify the relationship between the individual and the social qualities of the individual that could contribute to the “spirit of democracy” in society. However, addressing these important issues requires an exploration of morality identifying its nature, its functions in cognizing the world, and how it differs from other forms of cognition. According to the proponents of this socially-oriented direction of the management and educational philosophy, an important aim of education and upbringing is to develop the individual’s ability to reflect on moral topics; and this, they argue, is achieved mainly through the “language of morality” logic.

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