Grenzen und Möglichkeiten der (paepckeschen) Hermeneutik

Author(s):  
Philippe Forget

After the author explicates how his academic relationship to Paepcke began in the 1970s, he proceeds to discuss critically the latter’s reflections on language and translation. Latent contradictions in Paepcke’s conceptual framework and in his understanding of the relationship between theory and practice are brought to the fore. This conceptual tension shows that Paepcke’s understanding of and approach to dealing with texts is problematic. Using concrete examples, the author demonstrates that Paepcke did not rely on the text as the criterion for constituting meaning. Rather Paepcke relied on historically mediated conceptual constructs which were given the status of authoritative units of sense, and these units guided Paepcke in his process of establishing the meaning of the whole. The reason for this can be found in unreflected preliminary decisions that are seen as “a priori evidence.” This also explains why Paepcke’s real achievement lies in the contrastive analysis of comprehensive concepts – of traditionally rich concepts developed over the course of time (human orientation) as well as in rationalized contemporary language (functional orientation).

1987 ◽  
Vol 4 (2) ◽  
pp. 29
Author(s):  
David Piper

The theory-practice relationship in ESL, as in other curriculum areas, is a matter of continual concern. This paper reviews some of the central issues and problems relating to the interpretation of theory and research for ESL practice. The discussion focuses on four main areas: I) the relationship between theoretical and practical knowledge, 2) the temporary nature of theories, 3) the status of theoretical constructs, and 4)the multiple interpretability of theory and research. Following insistence upon the "art of the eclectic" in curriculum deliberation by Schwab (1970,1971,1973,1983), an attempt is made to distinguish between principled and unprincipled interpretations of eclecticism. The main conclusion of the paper is that the relationship between theory and practice must be an indirect one, one which therefore depends upon the skills of teachers as classroom researchers and deliberators about curriculum.


Author(s):  
Élodie Giroux

This chapter views philosophy of medicine as a domain within philosophy of science as opposed to a province of bioethics. Thus, it first deals with the philosophical analysis of health, disease, and illness concepts and with the scientific nature of medicine. Relative to the second theme, it addresses questions relative to the causes and explanations of disease and the status of theories in biomedical science. A central concern here is the status and nature of proof in medicine and the relationship between theory and practice at the heart of evidence-based medicine. Finally, the chapter focuses on the specific problems raised by causal analysis and experimentation in medicine and on the nature of clinical reasoning.


Author(s):  
Dr Charlotte Crofts

Can audio-visual practice be both a methodology and a form of dissemination for research? What are the particular issues for researchers working in media practice and what is the status of practice as research in terms of speaking for itself, or needing additional written documentation? How useful are the established definitions of practice research? In what ways is practice research pushing at the boundaries of documentary filmmaking? What is the relationship between academic practice research and the industry? These are the issues that arose in this very stimulating film panel, consisting of four presentations and screenings of practice research, each contributing to debates around the relationship between theory and practice.


Author(s):  
Rechallda J. Mouton ◽  
Janelize Morelli

This article proposes a conceptual framework to understand the relationship between musicking and Personal and Social Well-being for intermediate phase learners. We analysed the intermediate phase life skills Curriculum and Assessment Policy Statement (CAPS) document to create a priori codes. We employed these codes to analyse literature on musicking and well-being. Through this analysis, it became clear that it is possible to apply musicking as a means to teach Personal and Social Well-being outcomes in the intermediate phase life skills CAPS provided teachers view musicking as cultural and moral education. This article presents a conceptual framework resting on nine propositions that need to be addressed if teachers wish to teach personal and social well-being through musicking.


2014 ◽  
Vol 42 (1) ◽  
pp. 1-30
Author(s):  
Michael Handler ◽  
Robert Burrell

Reconciling registration and use as mechanisms by which rights can be acquired in a trade mark is inherently difficult. The federal Australian registered trade mark system is built around a hybrid of a registration-based and a use-based model of protection. While it is perfectly possible to defend such a dual model, the two means of acquiring trade mark rights rest on very different logics. In the event of a conflict between a registered mark and a mark that has been used for some time the question of which should take precedence is not necessarily capable of being determined a priori. The relationship between registration and use is mediated by a number of provisions of the Trade Marks Act 1995 (Cth). In this article we focus on one such provision, s 58A, a relatively recent addition to the legal landscape. Through a close analysis of s 58A, focusing on court decisions and decisions of the Trade Marks Office that have applied this provision, we demonstrate that s 58A has the potential to operate in an entirely unsatisfactory manner. We then use problems with s 58A as a vehicle to explore the relationship between use-based and registration-based rights generally, suggesting a new conceptual framework that might serve to guide future discussion of how the relationship between registration and use ought to be mediated.


1970 ◽  
pp. 29
Author(s):  
Helene Illeris

This article presents a critical study of the relationship between theory and practice in the field of gallery education, within a conceptual framework borrowed from American curriculum theory from the 1970s. Inspired by Elliot Eisner’s and Elisabeth Vallance’s book Conflicting Conceptions of Curriculum (1974), the article individuates four conceptions within contemporary gallery education, pre- sented within two models: 1. Gallery education based on theories of aesthetic expe- rience, 2. gallery education based on theories of learning and cognition, 3. gallery education based on theories of curriculum and ‘bildung’ 4. gallery education based on theories of social critique and change. In the second part of the article, each of the four conceptions is exemplified via a systematic analysis of two contemporary Nordic or British texts on gallery education. Studies and discussions of the relationships between theory, goals and proposals for educational practices within each of this total of eight texts allow the author to argue for more precise curriculum-based reflections within Nordic gallery education practice. 


Author(s):  
Valerii Zhuk ◽  
Kateryna Melnyk

Introduction. Scientists generate many conflicting interpretations of the subject of the audit; this indicates the weakness of the current version of audit theory. But in practice, audit from a professional-closed system is increasingly acquiring the status of a socio-economic institute. Therefore, there is a need for a clear identification of the public utility of the audit institute – its mission. The formation of the mission is a priori based on the potential of the subject of the audit, the cognition of which is the primary task of academic science.The purpose of the article is to develop theoretical ideas about the subject of the audit and formulate its new essence on general scientific philosophical foundations and doctrines and the concept of sustainable development.Research methods. In the article has been used general scientific and specific research methods, in particular: abstraction, induction and deduction, comparison – to study of theoretical research of the conceptual and categorical apparatus of audit theory; graphic – to study the models and development strategies of the audit institute; analysis and synthesis – to identify the institutional trend of semantic growth of the substantive functionality of the audit.Results. The research results form the basis for the further development of theoretical ideas about the subject of the audit. The methodology of cognition of the essence of the subject of the audit, based only on the connection to its objects, was critically assessed.  It has been proven that such scientific approach solves the problem of cognizing the subject situationally, but does not form a stable idea about the subject in the theory and practice of audit. The methodology for understanding the subject of the audit institute was proposed taking into account the development of its functionality. The institutional trend  of the substantial increase in audit objects and functions was revealed. The model of    the subject-functional growth of audit and the development strategy of the audit institute has been built on the basis of modern institutional scientific doctrines and the concept of sustainable development. According to the authors, the subject of the audit is the study of the nature of audit functionality, aimed at reducing uncertainty in economic and sustainable development. Steps have been taken towards the formation of a stable version of the audit theory in terms of the sustainability of its audit subject and mission.Discussion. Further research into the essence of the subject of the audit should      be combined with modern economic and social theories, doctrines and the concept of sustainable development, challenges from audit practice. The improvement of the methodology of cognition of the subject of the audit should be based on the application of techniques and methods of practical integrity and axiological methodology, especially in the concept of “audit functionality”.


Author(s):  
Mariëlle Stel ◽  
Rick B. van Baaren ◽  
Jim Blascovich ◽  
Eric van Dijk ◽  
Cade McCall ◽  
...  
Keyword(s):  
A Priori ◽  

Mimicry and prosocial feelings are generally thought to be positively related. However, the conditions under which mimicry and liking are related largely remain unspecified. We advance this specification by examining the relationship between mimicry and liking more thoroughly. In two experiments, we manipulated an individual’s a priori liking for another and investigated whether it influenced mimicry of that person. Our experiments demonstrate that in the presence of a reason to like a target, automatic mimicry is increased. However, mimicry did not decrease when disliking a target. These studies provide further evidence of a link between mimicry and liking and extend previous research by showing that a certain level of mimicry even occurs when mimicry behavior is inconsistent with one’s goals or motivations.


2012 ◽  
Vol 14 (1) ◽  
pp. 45-72
Author(s):  
Morteza Karimi-Nia

The status of tafsīr and Qur'anic studies in the Islamic Republic of Iran has changed significantly during recent decades. The essay provides an overview of the state of Qur'anic studies in Iran today, aiming to examine the extent of the impact of studies by Western scholars on Iranian academic circles during the last three decades and the relationship between them. As in most Islamic countries, the major bulk of academic activity in Iran in this field used to be undertaken by the traditional ʿulamāʾ; however, since the beginning of the twentieth century and the establishment of universities and other academic institutions in the Islamic world, there has been increasing diversity and development. After the Islamic Revolution, many gradual changes in the structure and approach of centres of religious learning and universities have occurred. Contemporary advancements in modern sciences and communications technologies have gradually brought the institutions engaged in the study of human sciences to confront the new context. As a result, the traditional Shīʿī centres of learning, which until 50 years ago devoted themselves exclusively to the study of Islamic law and jurisprudence, today pay attention to the teaching of foreign languages, Qur'anic sciences and exegesis, including Western studies about the Qur'an, to a certain extent, and recognise the importance of almost all of the human sciences of the West.


2020 ◽  
Vol 4 (1) ◽  
pp. 86-102
Author(s):  
Tasnim Rehna ◽  
Rubina Hanif ◽  
Muhammad Aqeel

Background: Widespread social paradigms on which the status variances are grounded in any society, gender plays pivotal role in manifestation of mental health problems (Rutter, 2007). A hefty volume of research has addressed the issue in adults nonetheless, little is vividly known about the role of gender in adolescent psychopathology. Sample: A sample of 240 adolescents (125 boys, 115 girls) aging 12-18 years was amassed from various secondary schools of Islamabad with the approval of the Federal Directorate of Education (FDE), relevant authorities of the schools and the adolescents themselves. Instruments: Taylor Manifest Anxiety Scale (Taylor & Spence, 1953) and Children’s Negative Cognitive Errors Questionnaire (CNCEQ) by Leitenberg et al., (1986) were applied in present study. Results: Multiple regression analysis revealed that cognitive errors jointly accounted for 78% of variance in predicting anxiety among adolescents. Findings also exhibited that gender significantly moderated the relationship between cognitive errors and adolescent anxiety. Implications of the findings are discoursed for future research and clinical practice.


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