Axiological Dimension of the Concept of the Soul in Pamfil Yurkevych’s Philosophical Works

In the article, the author analyses Pamfil Yurkevych’s vision of the interaction between the heart and the reason as well as analyzes his axiosphere, which is absolutely necessary for the development of our country. The author argues that Pamfil Yurkevych is the founder of the axiosphere, which was in compliance with the European Continental Philosophy’s understanding of the being-with-other (Mit-Sein) and it remains also relevant nowadays. Therefore, the main emphasis in the article is placed on the value component of Pamfil Yurkevych’s philosophical reflection and significance of the concept of the soul as a bearer of axiological foundations for the development of spirituality in society. The author interprets the concept of the soul as the interaction between the heart and the reason. At the same time, the heart is a kind of value filter, and the reason plays the role of an instrument of intentional activity in the field of values, involvement in which enables the real development of society. The author relies on the representation, interpretation and analysis as operations of cognition with the help of which it is possible to reproduce a holistic picture of Pamfil Yurkevych’s axiosphere and prove its significance for the formation of value priorities in the contemporaneity.

Epistemic and poietic intentional processes

We examine the intentional processes that correspond to conceptualizations of activities performed by subjects with the intention of achieving an objective. Taking as its basis a general framework of intentional processes, two types of such process are considered: epistemic ones, aimed at acquiring knowledge about something, and poietic ones, aimed at bringing about something. The “something” is understood as anything that the processes can pertain to: a physical, mental or abstract object, a phenomenon, a state of affairs, etc. The generic features of such processes are discussed, with focus on: (1) features that are common for epistemic and poietic intentional processes as well as on features that differentiate them, (2) the dynamic and static features of the processes, and on (3) issues involved in controlling the progression of the processes towards intended objectives. The latter issue is the essential part of our considerations, the two former establish the necessary conceptual framework. The presented analysis aims at shedding light on these aspects of human intentional activities which can be considered virtually independent of any specific area of human intentional activity, be it natural sciences, humanities or technology.

Husserls Begriff der Trieb- und Instinktintentionalität als transzendentale Monadologie

Considering that Husserl identifies passivity as the general principle of genetic dynamics and as given prior to any intentional activity, the original condition of possibility of such passivity must be clarified. Phenomenological analysis can successfully attest the presence of a drive-habituality operating prior to the level of the I, an instinct-character, thus, that raises the question about life as auto-affective capability. In the framework of a universal monadology the latter’s teleological orientation must be questioned in order to avoid that both the limes constituted by the unconscious as well as affective being remain indeterminate and anonymous, which would not do justice to the transcendental rootedness of drive and instinct through the form of ipseity.

O planejamento como instrumento de uma ação educativa no processo de ensino-aprendizagem

RESUMO Este artigo tem por objetivo levar os educadores a analisarem que o planejamento é uma atividade intencional onde buscamos determinar fins. O planejamento educacional é um processo contínuo que se preocupa como seguir e quais as maneiras adequadas de chegar até o objetivo proposto, tendo em vista a situação presente e possibilidades futuras, para que o desenvolvimento da educação atenda tanto as necessidades da sociedade, quanto as do aluno. O processo de ensino aprendizagem integra e provoca uma transformação qualitativa na estrutura mental e intelectual daquele que aprende. Essa transformação provoca alterações positivas na conduta dos indivíduos. Palavras – chaves: planejamento, educação, ensino aprendizagem, família. ABSTRACT This article aims to lead educators to analyze that planning is an intentional activity in which we seek to determine ends. Educational planning is an ongoing process that is concerned with how to follow and what are the appropriate ways to reach the proposed goal, given the present situation and future possibilities, so that the development of education meets both the needs of society and the needs of society, student. The process of teaching learning integrates and causes a qualitative transformation in the mental and intellectual structure of the learner. This transformation causes positive changes in the conduct of individuals. Key words: planejamento, educação, ensino aprendizagem, família.

The Field Limit Between Neurophysiology and Psychopathology Oro-Facial Apraxia

Praxia represents the totality of the gestures and movements necessary to perform complex voluntary actions in order to accomplish a goal. Praxia has two aspects: on the one hand, intentional activity and on the other hand a mnestic activity based on memorizing the succession over time and space of the various movements to be performed in order to accomplish the intentional action. Programming the fulfillment of a voluntary action in order to achieve a well-defined purpose proceeds gradually, at different successive levels. The first level is the conceptual one. The person aims to achieve a certain purpose, sets the purpose of the voluntary motor action. The second level is that of the kinetic formulation of action, gesture. The individual disintegrates from the mnesic stock of all kinetic formulas he has learned during his ontogenetic development those formulas that are most appropriate to achieve the proposed action. The third level includes central and peripheral motor innervation, pyramidal, extrapyramidal, cerebellar and medullary motoring ways, which are the peripheral performers of the voluntary action. At this level the harmonious interactions between the different muscles involved in the movements are established, as well as the harmonious innervation of the synergic muscles, fixators, agonists and antagonists. The study comprises 5 patients admitted in the clinic of psychiatry in Constan�a, who presented oro-facial-lingual apraxia, apraxic dysphasia and aphasia, appeared in various evolutionary phases of intracranial neoformative processes. Apraxia was due to the increase of the kinetic engraving threshold, to the laughter they are sequenced by the logic of gesture efficiency; the often repeated, deeply fixed, kinetic engraves are automated in time.The co-ordination needed to perform a gestional motor task in order to accomplish a determined action has significant psychological implications.

Agency, Time, and Sociality

Our planning capacities are a fundamental ground of our capacities for temporally extended agency, shared intentional activity, and self-governance. This is the fecundity of planning agency. This essay explores relations between our planning capacities and this further trio of basic capacities. In particular, a defense of this connection to self-governance involves a development of a Frankfurtian model of self-governance, one that draws on resources from the planning theory of our agency. This connection with self-governance, both at a time and over time, helps explain the normative force of the rationality norms involved in our planning agency. This leads to a sketch of a defense of a norm of intention stability over time, a norm that involves a kind of practical conservatism.

Constitutive Rules and Agency

Chapter 7 first analyzes the concept of a constitutive rule in terms of essentially intentional activity patterns. Then it defines a form of constitutive agency in terms of that. Finally, it contrasts the account with John Searle’s. The rules of chess are constitutive rules. Following them brings into existence a type of activity that would not exist otherwise. The rules define an activity pattern that can be instantiated unintentionally. The rules are followed when it is instantiated intentionally. Thus constitutive rules are constitutive relative to an activity type defined as the intentional instantiation of a pattern of activity. Constitutive rules make available a form of constitutive agency in which what an agent does intentionally contributes constitutively to bringing about an essentially intentional activity type. Searle says constitutive rules have the form ‘X counts as Y in C’. But these instead define certain moments in activities governed by constitutive rules.

Securitology – security of a subject

Subjective security (security of a subject) is a state of a subject, his potential and abilities of adequate reaction to hazards as well as an issue of protecting a subject from any hazards. The first scientific analyses of security issue have been known for eighty years now, however, formally science on security as an academic subject was registered (in Poland) just in 2011, in a new distinguished area and field of social science. Science is an intentional activity of man aimed at exploring the world we live in. Scientific knowledge is based on searching constant relations between facts (colloquial knowledge restricts to occasional relations).

Exploring Teachers’ Beliefs and the Teaching Profession in Aceh

Formal teaching is an intentional activity that requires teachers to have beliefs and experiences. Teachers’ beliefs are defined by Johnson (1994) as something that is formed early in life as a result of a person’s education and experience. Strong beliefs about learning and teaching are well established by the time a student completes schooling. This study intends to find out the beliefs of teachers of English at junior and senior high schools in Aceh. The study surveyed three qualified teachers as participants (in which one is also a vice-principal of his school) and used 15 questions to ascertain their techniques, beliefs and career paths. The results show that teachers’ beliefs are related to the teaching methodologies that they use. According to the teachers’ beliefs, the teaching methodologies should be varied from time by time according to the situation and the curriculum. Besides, each participant has committed to a career in the teaching profession persistently despite facing many obstacles and challenges during teaching and learning. The participants dreamt of being teachers since they were children. The authors suggest other researchers might see applications of this research for studying the benefits and weaknesses of different teaching methodologies based on teachers’ beliefs.