Shaping a Transnational Systems Community (2)

2016 ◽  
Author(s):  
Eglė Rindzevičiūtė
Keyword(s):  
Scientific Knowledge ◽  
Internal Representation ◽  
External World ◽  
External Representation ◽  
Control Center ◽  
Metaphoric Language ◽  
Neutral Space ◽  
Informal Practices ◽  
Policy Communities ◽  
East West

This chapter examines the use of informal practices and new metaphoric language, created to counteract precisely the “war room” mentality, thus helping to form East-West scientific and policy communities—a phenomenon that questions the thesis of the closed, Cold War period. A symbol of the diplomacy underscoring links rather than confrontation between East and West, IIASA could not be simply reduced to a control center, closed and isolated from the external world. The external representation of IIASA drew heavily on the existing universalist vocabulary widely used to describe the new population of international organizations. This vocabulary emphasized IIASA's role in establishing links across national borders and as a politically neutral space for the advancement of universal, scientific knowledge. Meanwhile, the internal representation of IIASA was more peculiar and was carried mainly by oral discourse, the narratives circulated inside the institute.

scholarly journals "WEST-EAST-WEST" - LINE OF CONTINUITY IN THE DEVELOPMENT OF SCIENTIFIC KNOWLEDGE

2021 ◽  
pp. 31-33
Author(s):  
J. Arzymatov
Keyword(s):  
Central Asia ◽  
Scientific Knowledge ◽  
World Science ◽  
Natural Scientist ◽  
Scientific Heritage ◽  
Outstanding Scientist ◽  
East West

In the article the author tries to show the place and role in the development of world science of the outstanding scientist of medieval Central Asia Abu Raikhan Beruni. The study of the scientific heritage of Beruni shows that in his person we have a natural scientist and a great philosopher of his time. There is reason to conclude that Beruni provided one of the moments of the continuity of the development of science in the form of a triad.

scholarly journals The Spatial Thinking Process of the Field-Independent Students based on Action-Process-Object-Schema Theory

2021 ◽  
Vol 10 (4) ◽  
pp. 1807-1823
Author(s):  
Henry Suryo ◽  
Y.L. Sukestiyarno ◽  
Mulyono Mulyono ◽  
Walid Walid
Keyword(s):  
Cognitive Style ◽  
Internal Representation ◽  
Schema Theory ◽  
Spatial Thinking ◽  
External Representation ◽  
Apos Theory ◽  
Field Independent ◽  
Thinking Process ◽  
Thinking Processes ◽  
Action Process

<p style="text-align: justify;">Spatial thinking has roles to facilitate learners to remember, understand, reason, and communicate objects and the connections among objects that are represented in space. This research aims to analyze the spatial thinking process of students in constructing new knowledge seen from the field-independent cognitive style learners based on Action-Process-Object-Schema (APOS) theory. APOS theory is used to explore spatial thinking processes which consist of mental structures of action, process, object, and schema. This research is qualitative research with an exploratory method. It provided the students' opportunity to solve problems alternately until the method found the most appropriate subjects for the research objectives. The subjects were 2 students of Mathematics Education in the fourth semester of Universitas Muria Kudus Indonesia. The data collection techniques were started by distributing the validated and reliable spatial thinking questions, the cognitive style question, and the interview. The applied data analysis consisted of data reduction, presentation, and conclusion. The findings showed (1) spatial thinking process of holistic-external representation typed learners were indicated by the representative thinking element, abstract-illustrative figure expression to communicate and complete the tasks correctly, (2) spatial thinking process of the holistic-internal representation typed learners were indicated by the representative means, having ideas, connecting with the previous knowledge in the forms of symbols and numbers, and finding the final results correctly although incomplete.</p>

scholarly journals Analisis kemampuan represenasi matematis siswa MAN II Kota Batu pada materi deret geometri

AKSIOMA ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 195-208
Author(s):  
Mohammad Archi Maulyda ◽  
Ratna Yulis Tyaningsih ◽  
Baidowi Baidowi
Keyword(s):  
Qualitative Research ◽  
Internal Representation ◽  
External Representation ◽  
Mathematical Representation ◽  
Key Factors ◽  
Learning Mathematics ◽  
Descriptive Approach ◽  
Geometrical Series

The representation ability possessed by students is one of the key factors in learning mathematics in schools. Because it needs a study to understand how the ability of representation of students when given a problem. The purpose of this study is to describe the mathematical representation ability of students in class XI IPA MAN II Batu on geometrical series material. For this reason, the research conducted is a qualitative research with a descriptive approach so that researchers can describe how the students' representational abilities. Students are grouped in the ability category of high (KT), moderate (KS), and low (KR). The results of this study are KT, KS, and KR have not met the indicators of the ability of representation that has been determined. The non-fulfillment of these indicators is due to a mismatch between external representation and internal representation.

scholarly journals Learning Model Development of Memorizing The Qur'an Through Integration of Internal and External Representation

2021 ◽  
Vol 6 (1) ◽  
pp. 95
Author(s):  
Hisban Thaha ◽  
Edhy Rustan ◽  
Subhan Subhan
Keyword(s):  
Model Development ◽  
Internal Representation ◽  
Learning Model ◽  
Phase Iii ◽  
External Representation ◽  
Developmental Study ◽  
Reference Framework ◽  
Modes Of Representation ◽  
The Brain ◽  
Model Development Process

This research aims to create a learning model of memorization of the Qur'an based on the nature of the brain that tends to require relevance between the projection of information that occurred internally in the brain (internal representation) and externally presented information outside the brain (external representation). Integration of the two modes of representation was carried out through a developmental study by adopting Research and Development (R &amp; D) from Borg and Gall as a reference for the development of conceptual frameworks and memory models of Y Wang as a reference framework of the development of operational stages. From the model development process, several components of the model implementation have successfully been developed. The model implementation was operationally integrated with internal and external representation modes such as Phase I: the formulation of indicators, Phase II diagnostic assessment dealing with prior al-Qur’an memorizing ability, Phase III Conditioning students, Phase IV Coding memorizing materials, and Phase V repetition and recalling memorizing outcomes.

scholarly journals Selection of preconfigured cell assemblies for representation of novel spatial experiences

2014 ◽  
Vol 369 (1635) ◽  
pp. 20120522 ◽  
Author(s):  
George Dragoi ◽  
Susumu Tonegawa
Keyword(s):  
De Novo ◽  
Brain Area ◽  
Cell Activity ◽  
Internal Representation ◽  
Anterograde Amnesia ◽  
External World ◽  
Place Cell ◽  
Brain Network ◽  
Internal Representations ◽  
Selection Of

Internal representations about the external world can be driven by the external stimuli or can be internally generated in their absence. It has been a matter of debate whether novel stimuli from the external world are instructive over the brain network to create de novo representations or, alternatively, are selecting from existing pre-representations hosted in preconfigured brain networks. The hippocampus is a brain area necessary for normal internally generated spatial–temporal representations and its dysfunctions have resulted in anterograde amnesia, impaired imagining of new experiences, and hallucinations. The compressed temporal sequence of place cell activity in the rodent hippocampus serves as an animal model of internal representation of the external space. Based on our recent results on the phenomenon of novel place cell sequence preplay, we submit that the place cell sequence of a novel spatial experience is determined, in part, by a selection of a set of cellular firing sequences from a repertoire of existing temporal firing sequences in the hippocampal network. Conceptually, this indicates that novel stimuli from the external world select from their pre-representations rather than create de novo our internal representations of the world.

scholarly journals PEMAHAMAN KONSEP MATEMATIS DAN REPRESENTASI DALAM PENGAJARAN MATEMATIKA

JURNAL CURERE ◽  
2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Novi Tari Simbolon
Keyword(s):  
Mathematical Problem ◽  
Internal Representation ◽  
External Representation ◽  
Mathematical Representation ◽  
Algebraic Form ◽  
Mathematical Ideas ◽  
Concrete Objects ◽  
Standard Component ◽  
Principles And Standards ◽  
Two Stages

The inclusion of representation as a standard component of the process in Principles and Standards for School Mathematics in addition to problem solving, reasoning, communication, and connection skills is reasonable because to think mathematics and communicate mathematical ideas one needs to represent it in various forms of mathematical representation. Besides, it can not be denied that objects in mathematics are all abstract so that to learn and understand abstract ideas that would require a representation. Representation occurs through two stages, namely internal representation and external representation. Examples of external representations include: verbal, drawing and concrete objects. Thinking of a mathematical idea that allows a person's mind to work on the basis of the idea is an internal representation. A mathematical problem posed to the student and the student can solve it, so at least the student understands the problem, so that students can plan the settlement, perform the calculations appropriately, and be able to check or review what has been processed correctly. The smoothness and flexibility of students in constructing representations is largely lacking. This is evident from at least the structured algebraic form, as well as the way in which most representations are found very little. In addition, the quantitative scores of respondents in the representation are still in the low category with a moderate tendency.

scholarly journals Change and the Poetics of Plenitude in Wallace Stevens and John Ashbery

Text Matters ◽  
2015 ◽  
pp. 159-176
Author(s):  
Kacper Bartczak
Keyword(s):  
External World ◽  
Wallace Stevens ◽  
External Representation ◽  
John Ashbery ◽  
Time And Space ◽  
Epistemic Action ◽  
Definition Of ◽  
Physical Changes ◽  
Do So ◽  
Theory Of Inquiry

The essay attends to a paradox found in some crucial poetic efforts by Wallace Stevens and John Ashbery. In some of their most important poetic works Stevens and Ashbery take on the task of positioning the poem toward the plurality of reality, the plurality that is concentrated in the phenomenon of change. As they do so, they invariably encounter a tension within the poem itself: as the poem merges with the flow of changes in the external world-the physical changes in time and space-it also calls up permanent forms of imaginative purposive capability of attending to change, envisioning it, or, indeed, of installing it. These forms must be more permanent than it is postulated by some theories of the poetics of transitiveness, which are polemically discussed in the text. The tension between the element of change and permanence is what allows the poems of Stevens and Ashbery-each poet finding his own aesthetic and epistemic strategy-to put the poem forward not as an external “representation” of change, but as the very source of the abundant possibilities of producing world descriptions in which the notion of change may be meaningful. Such positioning of the poem is what I am calling “the poetics of plenitude.” This poetic strategy makes the poem an aesthetic counterpart to the epistemic action of developing an inquiry, and I am building a definition of this term by reference to the classical pragmatist theory of inquiry. This move is related to my treating Stevens and Ashbery as the poets belonging to the Emersonian-pragmatist intellectual and aesthetic tradition. The paradoxes of change and permanence discussed in the text are treated as inherent in this tradition.

scholarly journals Objective Reality: Philosophical Justification (Descartes-Nesmelov-Vl. Solovyov)

2020 ◽  
Vol 9 (1) ◽  
pp. 108-122
Author(s):  
Tamara P. Matyash ◽  
Dmitriy V. Matyash
Keyword(s):  
Scientific Knowledge ◽  
Semantic Content ◽  
External World ◽  
Russian Philosophy ◽  
Theoretical Justification ◽  
Objective Reality ◽  
Objective World ◽  
Reliable Knowledge ◽  
Idea Of God

The relevance of the study is due to the fact that the truth of knowledge about the existence of the external world, which all scientific knowledge is based on, has not received final philosophical and theoretical justification in Russian philosophy, and the works of some domestic philosophers, for example, V.I. Nesmelov, who specifically studied this problem, are practically unknown to the modern philosophical public. The purpose of the article is to reflectively critically examine the epistemological significance of Descartes’s principle of “cogito”, presented in the works of V. I. Nesmelov and Vl. Soloviev in order to justify the truth of knowledge about the existence of the objective world. The leading approach to the study of this problem is based on a theoretical reconstruction and interpretation of texts, which allows not only to reveal the semantic content of the philosophical reflections of these philosophers on the problem of substantiating the existence of the external world and the identity of thinking and being, but to critically reflectively evaluate and compare their approaches and the obtained results. The main results obtained in this article: it is shown how, recognizing the full legitimacy of the skeptical position about the inaccuracy of our knowledge about the existence of objective reality, Descartes tried to overcome skepticism in this matter; it is explained why Descartes, having discovered the incontrovertible truth “cogito”, “threw it as completely unnecessary to him” (V.I. Nesmelov) to justify the existence of the objective world and set about looking for other criteria for substantiating reliable knowledge about this world; the inconsistency of the idea of God proposed by Descartes as a criterion for such a justification is analyzed; the analysis of V. I. Nesmelov's attempt to use the incontrovertible truth "cogito" left by Descartes to justify the reliability of our knowledge of the existence of the objective world is given; it is considered why Vl. Solovyov’s reflections, who considered the principle of Cogito ergo sum to be not fully clarified by Descartes, himself requires further clarification of V.I. Nesmelov’s solution of the question of the criteria for the reliability of our knowledge of the existence of objective reality.

scholarly journals COMPARING MODEL-BUILDING PROCESS: A MODEL PROSPECTIVE TEACHERS USED IN INTERPRETING STUDENTS’ MATHEMATICAL THINKING

2019 ◽  
Vol 10 (2) ◽  
pp. 171-184
Author(s):  
Mujiyem Sapti ◽  
Purwanto Purwanto ◽  
Edy Bambang Irawan ◽  
Abdur Rahman As'ari ◽  
Cholis Sa'dijah ◽  
...  
Keyword(s):  
Prospective Teachers ◽  
Prospective Teacher ◽  
Model Building ◽  
Mathematical Thinking ◽  
Internal Representation ◽  
Student Thinking ◽  
External Representation ◽  
Student Activities ◽  
Building Process ◽  
Model Building Process

Mathematical thinking is an important aspect of mathematics education and, therefore, also needs to be understood by prospective teachers. Prospective teachers should have the ability to analyze and interpret students’ mathematical thinking. Comparing model is one of the interpretation models from Wilson, Lee, and Hollebrands. This article will describe the prospective teacher used the model of the building process in interpretation students' mathematical thinking. Subjects selected by considering them in following the students’ strategies in solving the Building Construction Problem. Comparing model is a model of interpretation in which a person interprets student thinking based on student work. There are two types comparing model building process prospective teacher use in interpreting students’ mathematical thinking ie. comparing work and comparing knowledge. In comparing works, prospective teachers use an external representation rubric. This is used to analyze student activities in order to provide an interpretation that is comparing the work of students with their own work. In comparing knowledge, prospective teachers use internal representation rubrics to provide interpretation by comparing the students' work with their knowledge or thought.

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