The Correlation Between Philosophy, Science And Reading Learning

Philosophy is the mother of all sciences. Philosophy, in this case, is more of a universal, comprehensive, and fundamental thought, while other sciences are more specific or special thoughts because they are limited to objects and their unique point of view. Philosophy and science can meet each other because both use the method of reflective thinking in an attempt to deal with the facts of the world and life. Both display a critical attitude, with an open mind and an impartial will, to know the nature of truth. Philosophy requires language as a means of communicating ideas and also as an object of study in philosophy. While language also really needs philosophy as a means or method to analyze systems to get solutions to solving linguistic problems. Reading learning is very important so that a text or statement of a philosopher can be more easily understood. Ignorance of text and context in discourse will lead to confusion in understanding science. If science can be understood well it will add insight and can be shared with others. People with good reading comprehension will bring benefits to others. So it can be concluded that there is a correlation between philosophy, science and reading learning.

Neither rhyme nor reason? Understanding science evaluation today

After illustrating by comparison why large segments of the current practices of science evaluation should be seen as absurd in procedure or outcome and often in both, this contribution asks why these practices have emerged in the first place and why they persist despite widespread criticism.

Application of an Open-Ended Approach to Science Learning During the COVID-19 Pandemic

Online learning that was carried out by schools during the COVID-19 pandemik made teachers have to come up with bright, more innovative ideas so that the learning carried out was by the desired goals. Science learning must be designed as attractive as possible, so that even though learning during the COVID-19 pandemik, students can also understand science learning well. Therefore, it is necessary to use an open-ended science learning approach. The purpose of this study was to determine the application of open-ended science learning during the COVID-19 pandemik. This research was conducted in grade VI elementary school. Collecting data using in-depth interview techniques, questionnaires, analysis of documents, and test. The collected data is then validated using triangulation techniques to determine the relevance and suitability of the data. Through the results of in-depth interviews, it was found that the open-ended approach was very helpful for students in understanding science learning. Besides, according to the results of the questionnaire, an open-ended approach can be applied in learning in the COVID-19 pandemic.

Educating the animal welfare practitioners of the future.

This chapter discusses the different ethical viewpoints and addresses why people make choices or behave in ways that may not seem rational or appropriate. Understanding science and human decision making, and how behaviour is influenced, are crucial in improving animal welfare. It also describes how animal welfare practitioners must require a scientific understanding of animal wants and needs, and an ability to carry out ethical reasoning and to advocate for animal welfare in legal and policy decisions.