scholarly journals Infinite Teaching ( ) In Collection and ( ) By Allegory and Conformity

2021 ◽  
Vol 1 (1) ◽  
pp. 29-33
Author(s):  
Ahmad hedayatpanah shaldehi ◽  
Marziyeh hedayatpanah shaldehi ◽  
Kolachahi Sabet Mohammad Taghi ◽  
Mohammad Saeed hedayatpanah shaldehi
Keyword(s):  
Teaching Methods ◽  
Basic Science ◽  
Science Courses ◽  
Modern Methods ◽  
The Absolute ◽  
Transfer Of Information ◽  
The Way

The main purpose of this paper is to teach the infinite ( ) properties in real ( ) and expansive ( ) sets. Using allegory and matching. In today's advanced world, there may be more teaching methods than there are instructors. Some teaching methods are better known as the classical and modern methods. Some of these methods are more effective in basic science courses, especially mathematics, among which we can mention exploratory, discovery, and theological methods. Each of these three methods differs in the way the teacher and student interact. In the verbal method, the discovery and extraction of results is mainly done by the teacher, and the transfer of information is one-way from the teacher to the student. Proponents of this method believe that mathematics is based on logic and aims to strengthen the power of reasoning. To argue some propositions and understand some words, deductive, inductive and allegorical methods are used to facilitate and comprehend in teaching learners. Although allegory has less proving power than induction and analogy, it is more effective for adaptation and replication. What is claimed in this article is the role of allegory and conformity in teaching the word infinity (∞), and its properties in the expansive set ( ) There is no limit to infinity or limit to infinity. Only this article discusses the absolute infinity. Its adaptation or similarity to the sea and the desert, to facilitate teaching, which has been welcomed by learners and has been enthusiastic, has led to sustainable learning. Also, the properties of the two sets ( ) and ( ) are compared.

scholarly journals Del exceso óptico a la mirada cautiva: la imagen pictórica como “visible saturado” en la fenomenología del ídolo de Jean-Luc Marion

2021 ◽  
pp. 185
Author(s):  
Jaime Llorente
Keyword(s):  
Phenomenological Theory ◽  
The Gaze ◽  
The Absolute ◽  
Pictorial Image ◽  
The Way

El propósito del presente artículo es mostrar el modo en el cual la hermenéutica del ídolo de Jean-Luc Marion, es decir, su fenomenología de la imagen pictórica, supone un paso adelante en la consideración de la teoría fenomenológica de la intuición. Las nociones de “admiración”, “detención de la mirada” o “mostración de lo invisto” cumplen, en este sentido, la función de poner de manifiesto cómo el cuadro logra mostrarse como un elemento visible en cuyo interior tiene lugar el acontecimiento de la apoteosis absoluta de la visión. Tal grado supremo de la mirada implica un cuestionamiento “estético” de las teorías metafísicas acerca del fenómeno artístico, a la vez que un desarrollo de las iniciales posiciones husserlianas en referencia a la constitución del objeto fenoménicamente dado.The aim of this paper is to show the way in which Jean-Luc Marion´s hermeneutics of the idol (that is, his phenomenology of pictorial image) involves a step forward in the consideration of phenomenological theory of intuition. The concepts of “admiration”, “pause of the gaze” or “exhibition of the unseen” accomplish, in this sense, the role of showing how a painting manages to appear as a visible element in whose interior the event of the absolute apotheosis of visión takes place. This supreme degree of the gaze implies an “aesthetical” questioning of metaphysical theories about artistic phenomenon and, at the same time, a development of the first husserlian positions in reference to the constitution of the phenomenomenically given object.

Gottesbegriff und Gotteserkenntnis bei Constantin Brunner und Martin Buber

Aschkenas ◽  
2019 ◽  
Vol 29 (2) ◽  
pp. 369-384
Author(s):  
Hans Werner
Keyword(s):  
Martin Buber ◽  
Personal Relationship ◽  
Concept Of God ◽  
Crucial Difference ◽  
The Absolute ◽  
The Way

Abstract The concept of God plays a prominent role in both Constantin Brunner’s and Martin Buber’s writings. In the way they treated this subject there are similarities, but also some striking differences. Both thinkers saw their philosophy as an attempt to explain the Absolute (Brunner) or God (Buber). Both were influenced by the philosophy of Spinoza and the tradition of mysticism. The crucial difference between Brunner and Buber is that Buber thinks of God as a person with whom a personal relationship is possible. Brunner, on his part, rejects any form of anthropomorphism and thinks of God as the Absolute, as an impersonal, unifying principle. Both interpretations point to a different understanding of religion and Judaism. For Brunner, Buber’s concept of God was an example of »superstition«, whereas Buber would have argued that Brunner does not understand the role of the Jewish God as a partner in dialogue.

scholarly journals Innovative teaching methods. Problem-based learning and distance-learning technologies

2019 ◽  
Vol 23 (2) ◽  
pp. 27-34
Author(s):  
Olga Yu. Kuznetsova ◽  
Ludmila N. Degtyareva ◽  
Irina E. Moiseeva
Keyword(s):  
Medical Education ◽  
Distance Learning ◽  
Teaching Methods ◽  
Learning Technologies ◽  
Practical Skills ◽  
Basic Principles ◽  
Innovative Teaching ◽  
Modern Methods ◽  
Distance Learning Technologies

The article describes modern methods of education, the most effective in teaching of clinical disciplines. Outlines the basic principles of problem-oriented learning compared with traditional methods of teaching. The characteristic of distance learning technologies is given. The role of the student in the process of mastering knowledge and practical skills is emphasized. It justifies the need to use innovative technologies in medical education, especially when development of new competencies by doctors who have their own clinical experience, particularly, in geriatrics training.

Modern methods of teaching

2018 ◽  
Vol 3 (S1) ◽  
pp. 39
Author(s):  
C. Namitha
Keyword(s):  
Human Development ◽  
Teaching Methods ◽  
Educational Institutions ◽  
Traditional Methods ◽  
Development Goal ◽  
Multimedia Teaching ◽  
Innovative Methods ◽  
Modern Methods ◽  
Communication Methods ◽  
The Way

The purpose of this paper is to evaluate the traditional methods of teaching as well as multimedia teaching and to suggest other useful teaching methods that can be attempted in imparting knowledge to the students. Basically teaching must include two major components sending and receiving information. Ultimately, a teacher tries his best to impart knowledge as the way he understood it. So, any communication methods that serve this purpose without destroying the objective could be considered as innovative methods of teaching. The use of innovative methods in educational institutions has the potential not only to improve education, but also to empower people, strengthen governance and galvanize the effort to achieve the human development goal for the country.

scholarly journals Gymnasiets genetik – Svårt eller bara ett didaktiskt problem?

2015 ◽  
Vol 3 (5) ◽  
pp. 606-626
Author(s):  
Irmeli Palmberg ◽  
Johanna Björk ◽  
Kristoffer Kronlund ◽  
Mecki Lindén ◽  
Marina Sandkvist ◽  
...  
Keyword(s):  
Teaching Methods ◽  
Choice Test ◽  
Test Results ◽  
School Students ◽  
Basic Concepts ◽  
Open Question ◽  
Difficult Subject ◽  
Different Levels ◽  
The Way

According to previous research, pupils and students regard genetics as a very difficult subject. They find it abstract, and the use of many concepts at several different levels in the same textbook makes it difficult for them to understand. Teaching methods and ways of working have been criticised as part of the problem. The aim of this study is to summarise previous research on pupils’ knowledge of genetics and on teaching methods in genetics, to analyse curricula and textbooks in school genetics, and to test a group of Finland-Swedish secondary-school students’ understanding of the basic concepts and processes in genetics, and their opinion about genetics. The test of concepts was carried out as a multiple-choice test, completed by an open question concerning the best way(s) to learn genetics as judged by the students. The results indicated that the majority of students did not regard either genetics or the textbook as difficult; yet they lacked their own unquestionable knowledge about basic concepts and processes. There was no correlation between the test results and the way(s) the students experienced genetics, neither between the test results and the way(s) in which the students felt that they learned genetics best. More than half of the students emphasised the role of the teacher, i.e. lecturing, as the best way to learn genetics. The need and alternative ways to develop the teaching of genetics are discussed.

scholarly journals Running an MRCPsych course

2011 ◽  
Vol 17 (1) ◽  
pp. 72-80 ◽  
Author(s):  
Christopher A. Vassilas ◽  
Giles S. Berrisford
Keyword(s):  
Teaching Methods ◽  
Educational Theory ◽  
Psychiatric Education ◽  
Resource Requirements ◽  
First Time ◽  
The Way

SummaryThis article outlines how MRCPsych courses have developed historically and gives an account of the factors that are currently driving changes in postgraduate psychiatric education. A brief description of educational theory that is applicable to the teaching of these courses is given, followed by a description of the teaching methods used. We also describe the different elements of an MRCPsych course, from the resource requirements to the way the course is structured and delivered. The principles described and examples given may be of interest to experienced course organisers and may be helpful to those taking on the role of course organiser for the first time.

MANUSCRIPT EVIDENCE FOR ALPHABET-SWITCHING IN THE WORKS OF CICERO: COMMON NOUNS AND ADJECTIVES

2018 ◽  
Vol 68 (2) ◽  
pp. 498-516
Author(s):  
Neil O'Sullivan
Keyword(s):  
Recent Work ◽  
Code Switching ◽  
Consistent Pattern ◽  
Current Interest ◽  
Reliable Transmission ◽  
Accurate Record ◽  
The Way

Of the hundreds of Greek common nouns and adjectives preserved in our MSS of Cicero, about three dozen are found written in the Latin alphabet as well as in the Greek. So we find, alongside συμπάθεια, also sympathia, and ἱστορικός as well as historicus. This sort of variation has been termed alphabet-switching; it has received little attention in connection with Cicero, even though it is relevant to subjects of current interest such as his bilingualism and the role of code-switching and loanwords in his works. Rather than addressing these issues directly, this discussion sets out information about the way in which the words are written in our surviving MSS of Cicero and takes further some recent work on the presentation of Greek words in Latin texts. It argues that, for the most part, coherent patterns and explanations can be found in the alphabetic choices exhibited by them, or at least by the earliest of them when there is conflict in the paradosis, and that this coherence is evidence for a generally reliable transmission of Cicero's original choices. While a lack of coherence might indicate unreliable transmission, or even an indifference on Cicero's part, a consistent pattern can only really be explained as an accurate record of coherent alphabet choice made by Cicero when writing Greek words.

The adaptation of design thinking in auditing

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Linda MEIJER-WASSENAAR ◽  
Diny VAN EST
Keyword(s):  
The Netherlands ◽  
Design Thinking ◽  
Public Organizations ◽  
Design Framework ◽  
The Right ◽  
The Way

How can a supreme audit institution (SAI) use design thinking in auditing? SAIs audit the way taxpayers’ money is collected and spent. Adding design thinking to their activities is not to be taken lightly. SAIs independently check whether public organizations have done the right things in the right way, but the organizations might not be willing to act upon a SAI’s recommendations. Can you imagine the role of design in audits? In this paper we share our experiences of some design approaches in the work of one SAI: the Netherlands Court of Audit (NCA). Design thinking needs to be adapted (Dorst, 2015a) before it can be used by SAIs such as the NCA in order to reflect their independent, autonomous status. To dive deeper into design thinking, Buchanan’s design framework (2015) and different ways of reasoning (Dorst, 2015b) are used to explore how design thinking can be adapted for audits.

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