The Culture of Philosophy Withering Away On the Basis of Hungarian Philosophical Experiences

Philosophy is for itself, in other words, it is an activity for itself by itself. It is one of the most precious intellectual treasures and pleasures of a human being. There are many symptoms which show that abstract thinking has lost its former glory, its glorious position in society. Unfortunately, the culture of philosophy has become a degraded intellectual phenomenon, and this short study analyses the reasons for its diminished value. It would like to stress there reasons: the first is: the practicable principle and interest as the age symptom. The second is: when the politics intervenes in the philosophy of the function (but we know that act of the way of thought is other as the movement of politics. The third is: the responsibility or irresponsibility of the philosophers. This study remarks some critical point of views in connection of there reasons. In conclusion, I claim that the current state of philosophy is the business of everybody; philosophy is a common intellectual property for all of us. In contrast to the public awareness, it is not an “aristocratic genre” but a “plebeian” one.

Students' Thinking Level in Solving Mathematics Problems Based on SOLO Taxonomy as Viewed from the Mathematics Anxiety

The SOLO (Structure of Observed Learning Outcome) taxonomy is an educational taxonomy suitable for organizing various types of learning. The SOLO taxonomy categorizes students' thinking into five levels: pre-structural, uni-structural, multi-structural, relational, and extended abstract. The purpose of this study was to describe the level of students' thinking in solving mathematics problems based on the SOLO taxonomy with high, medium, and low levels of mathematics anxiety. This type of research is descriptive qualitative research. This research was conducted in one of the junior high schools in Tulungagung City, East Java, Indonesia. The instruments used were a mathematics anxiety questionnaire, test based on the SOLO taxonomy, and interview guidelines. The data analysis used the Miles and Huberman model, which consists of three stages, namely data reduction, data presentation, and conclusion drawing or verification. The results showed that subjects with high mathematics anxiety had a uni-structural level of thinking. Second, subjects with moderate mathematics anxiety had a multi-structural level of thinking. Third, subjects with low mathematics anxiety have an extended abstract thinking level.

St. John’s theorem

The article analyzes the spiritual-mystical components underlying speech, language and self-consciousness of a person. The research is carried out on the basis of an interdisciplinary scientific approach. The main attention is focused on the prologue of St. John, considered as a scientific theorem that paves the way for solving the problem of the existence of language and human self-consciousness. The methodological basis of the study is the author's concept of the formation of a sign-symbol of a mystical, disembodied being – a spirit, which formed the basis of a face symbol, in the phylogeny of humanity, as a consequence of mental mechanisms of transfer and replacement. This concept is used for the first time in the aspect of comprehending the prologue of St. John, which is the novelty of the study. The work logically substantiates the impossibility of the existence of the human word, and at the same time of abstract thinking and self-consciousness, without the psychic reality of an incorporeal, mystical controller and verbal designer of thought – namely, the spirit that prompts the subject to incessant acts of identification with him. At the same time, the logic of the study allows us to draw a conclusion about the scientific truth of the prologue of St. John, with regard to the beginning of human language and self-consciousness. Also, as a conclusion, the author emphasizes the key importance of a religious belief in a mystical ruler for the realization of the existence of language and self-consciousness of a person.

Searching for the Divine in Plato and Aristotle

To scholars of ancient philosophy, theoria denotes abstract thinking, with both Plato and Aristotle employing the term to signify philosophical contemplation. Yet it is surprising for some to find an earlier, traditional meaning referring to travel to festivals and shrines. In an attempt to dissolve the problem of equivocal reference, Julie Ward's book seeks to illuminate the nature of traditional theoria as ancient festival-attendance as well as the philosophical account developed in Plato and Aristotle. First, she examines the traditional use referring to periodic festivals, including their complex social and political arrangements, then she considers the subsequent use by Plato and Aristotle. Broadly speaking, she discerns a common thread running throughout both uses: namely, the notion of having a visual experience of the sacred or divine. Thus her book aims to illuminate the nature of philosophical theoria described by Plato and Aristotle in light of traditional, festival theoria.

Schelling – from Logos to Myth

This article aims to analyze the beginning of the transition from logos to myth. To incorporate the religious into his Enlightenment philosophical system, Schelling presents a reconstruction of myth. The conceptions of the religious consciousness of the Self from antiquity as presented. The myth embodies cultural reality and the history of self-consciousness, an idea that was later considered by Mircea Eliade. Myths evolve in parallel with human evolution. The need for the development of abstract thinking and the complex social environment presuppose the new mythology. Christianity in history appears as part of the mechanism of human development, which generally symbolizes the transition from mythology to Christianity. Theology must abstract mythologies from the purely divine, but together they participate in the formation of human consciousness.

Metafory konceptualne w niemieckich związkach frazeologicznych odnoszących się do ludzkich procesów poznawczych

Conceptual metaphors in selected German phraseological units referring to human cognition. The aim of the paper is to elaborate on conceptual metaphors as a fundamental scheme of human cognition and conceptualization of abstract thinking. The article describes the way they are created and how they exist in the everyday language. Attention has been predominantly directed to phraseological units that often are used to capture the metaphors and express the underlying concepts in the language. The analysis included phrasological units referring to the sphere of human mind. Keywords: cognitive linguistics, conceptual metaphors, phraseology, human cognition, German

Digital and Scientific Literacy with Games: A Pedagogical Process Based on System Engineering

This study presents a Brazilian teaching-learning experience in basic education where game development is used to promote both digital and scientific literacy throughout the National Common Curricular Base (BNCC). Focused on students’ cognitive aspects, the approach presents a pedagogical architecture based on systems development. Thus, it was possible to catalyze convergence between interest in the Science curricular program and the result of knowledge acquisition - such as skills development - by its means. The experiment was carried out centered on genetics studies where students collaboratively produced a digital game, improving in school assessment performance as an outcome. Therefore, we corroborate the effectiveness of creating games as an educational strategy able to optimize aspects of creativity, communication, collaboration, logical reasoning, problem-solving, abstract thinking and resilience.

The Digital Design Coach Enhancing Design Conversations in Architectural Education

<p>Changes in society, technology, and practice have created a significant demand for architectural graduates who can balance practical concerns with critical and abstract thinking. The current model of architectural education as it exists in academia, is hard pressed to supply this demand. This thesis seeks to redress this situation by connecting three maxims: 1) Strengthening the master-student dialogue is key to adequately exposing student designers to the issues involved in designing buildings that are fit for purpose, cost effective, sustainable and a delight to clients and users. 2) Sketching, a "designerly" way of thinking, is an integral part of this dialogue. 3) The computer in design education should directly contribute to helping students design buildings that are fit for purpose, cost effective, sustainable and a delight to clients and users. The thesis argues that due to the myriad of issues connected with architecture in today's society, the effectiveness of the student/master dialogue in architectural education has been weakened somewhat. At the centre of this dialogue is the sketch - a conversation between head and hand. The thesis will argue that by furnishing students with an "expert hand", the sketch becomes so empowered as to enrich the dialogue, raising the level of students' exposure to architectural issues. The suggested medium for this empowerment is the computer. Moving sketching into the digital realm as a direct means of thinking and learning is an innovative way of providing students with an "expert" digital hand. The sketch, for the student, becomes an intelligent conscious tool that supports and informs exploration. In turn, the empowered sketch presents the student with the many issues that comprise contemporary design problems. The result of this upliftment is a richer dialogue between student and teacher about architecture that is fit for purpose, economical and environmentally aware.</p>