PHILOSOPHICAL PROBLEM OF KNOWLEDGE CLASSIFICATION: CLASSIFICATION THEORY POSTSTRUCTURALISM

В статье ставится вопрос о классификации знания как философской проблеме, и сопоставляются некоторые подходы, имеющие место в философии науки (Кедров, Мейен) с подходами, распространёнными во французской эпистемологии (Гобло, Мейерсон, Кангийем), и особенно «постструктурализме» второй половины ХХ в. (Барт, Деррида, Делёз, Лакан, Фуко, Касториадис). Автор приходит к выводу, что классификация в истории философии присутствует в нескольких связанных друг с другом смыслах: классификации наук, критического концепта «классификации» и классификации (периодизации) самой философской мысли. The article raises the question of the classification of knowledge as a philosophical problem, and compares some of the approaches that take place in the philosophy of science (Kedrov, Meyen) with the approaches prevalent in French epistemology (Goblot, Meyerson, Canguilhem), and especially «poststructuralism@ of the second half of the twentieth century (Barthes, Derrida, Deleuze, Lacan, Foucault, Castoriadis). The author comes to the conclusion that the classification in the history of philosophy is present in several interconnected senses: the classification of sciences, the critical concept of «classification» and the classification (periodization) of philosophical thought itself.

Influential Thoughts of Muslim Thinkers about the Education System; Imam Ghazali and Ibn-Khaldun

Islam is considered divine religion. It is based on God's revelation and the sunnah of the Holy Prophet. It's a complete code of life as religion not just worship. Islam places considerable emphasis on education, as well as on beliefs and worship. It drives people to seek knowledge as a last religion. While, the first revelation highlights the significance of seeking knowledge as the first revelation word “Iqra” which means Read (Chapter Al-alaq). The main prerequisite for developing education is established in first chapter Al alaq's five ayat (Read, knowledge, and pen). The two renowned Muslim thinkers Imam Ghazali and Ibn Khuldun have passed in history, their services in the field of education provide directions to our current education system. Keeping in view the Islamic school of thoughts Imam Ghazali and Ibn Khuldun explained a comprehensive educational philosophy which they have discussed the main foundations of philosophy i.e. metaphysics, epistemology and axiology in the light of Quran and sunnah. Moreover, they have elaborated the aims of education and introduced the techniques to achieve them. As well as they clearly defined the role and responsibilities of instructors and pupils. So, this paper designates the biography and educational thoughts of Imam Ghazali and Ibne Khuldun in detail i.e., the concept of knowledge, classification of knowledge, learning stages, teaching methodology, curriculum, concept of discipline and obligations of both instructors and pupils.

Design and implementation of college English multimedia aided teaching resources

With the advancement of multimedia technology, a series of problems have emerged in the reform of college English teaching. How to use multimedia to assist college students in English learning has become a meaningful study. Multimedia-assisted instruction is a common method of teaching English. The design of multimedia-assisted English teaching resource software determines its development, management, evaluation and other aspects, so the design of multimedia platform plays a vital role in the effect of multimedia teaching. This paper will discuss the design and implementation of multimedia-assisted college English independent education resources from the perspective of knowledge classification. Through the content analysis, some problems exist in the design process of some college English multimedia teaching, and the status quo is analyzed. It also studies the difficulties of college students in the process of multimedia assisted learning, and how college students hope to design multimedia independent learning multimedia platform. Finally, the five knowledge classification learning theories of “listening, speaking, reading, writing and translating” can change the status quo, meet the needs of college students, and develop the knowledge of vocabulary, grammar and listening in college English. The design strategy of self-learning multimedia-assisted instruction and the design of college English self-learning multimedia teaching is briefly written.

Linguistic vs Encyclopaedic Knowledge. Classification of MWEs from Wikipedia Articles

This paper reports on the first steps in the creation of linked data through the mapping between the synsets of BTB-WordNet and the articles in Bulgarian Wikipedia. The task of expanding the BTB-WordNet with encyclopaedic knowledge is done by mapping its synsets to Wikipedia articles with many MWEs found in the articles and subjected to further analysis. We look for a way to filter the Wikipedia MWEs in the effort of selecting the ones most beneficial to the enrichment of BTB-WN.

A Knowledge Model of Digital Evidence Review Elements Based on Ontology

As existing methods cannot express, share, and reuse the digital evidence review information in a unified manner, a solution of digital evidence review elements knowledge base model based on ontology is presented. Firstly, combing with the multi-source heterogeneous characteristic of digital evidence review knowledge, classification and extraction are accomplished. Secondly, according to the principles of ontology construction, the digital evidence review elements knowledge base model which includes domain ontology, application ontology, and atomic ontology is established. Finally, model can effectively acquire digital evidence review knowledge by analyzing review scenario.

kValue, Meaning and Knowledge Classification Categories as a Language of Science

Aim. To Inthe firstplace, the traitsand properties ofе categories as the language of science included in them are knowledge and present, on this basis, a variant of their classification, so that they are used effectively in the research activities of students, undergraduates and graduate students. Methodology. The article analyzedandevaluated the categories as the language of science from the point of view of identifying different kinds and types of knowledge. In the study methods are used: analogies, comparative, generalization, system, interpretation of the results, thought experiment. Results. The paper clarifies the content of knowledge, which includes categories, disclosed their types and types, revealed the actual role of categories in the formation of competencies in the trainees, in their cognitive and transformative activities of graduates, presented the variant of knowledge classification of categories as a language of science and means of interaction of people. Research implications. The results of the study contribute to the understanding of the language of science, to the methodology of organizing and implementing the teaching and education of all kinds of students at the university.