The Subject of Turkish Higher Education Research: The Case of Faculty Members

The purpose of this study is to examine the research on faculty members as one of the central subjects of Turkish higher education research based on data from 256 articles, master’s and doctoral theses between 2015 and 2019. An analytical framework was used to review and classify the information on research and researchers, the object of study, and the object of knowledge. Turkish higher education research on faculty members was mainly published in the form of articles in peer-reviewed journals in Turkish. The primary objects of study were about the islands of teaching and learning, policy studies, identity development, institutional research, and the scholarships of discovery and teaching. As for the object of knowledge, Turkish higher education research on faculty members was found to be descriptive. Quantitative studies employed parametric tests for research data based on the target population and simple random sampling with a maximum of 400 respondents. The qualitative studies used interviews and content analysis for data collection and analysis. Establishing structures focusing on systematic and long-term research on faculty around the issues such as recruitment, career, and post-career stages was among the recommendations of the paper

Hospitality and transnational solidarity: revisiting Kant’s cosmopolitanism

This article intends to answer the question of the ethics of hospitality, according to a specific objective, that of raising the hospitality to the rank of a philosophical question, with a view to delivering it, in these days, from the calculating game of politics in search of nationalistic votes, and the media spread of the dominant news on terrorism and migrants. Such an approach presupposes that the concept of hospitality fits into the field of the thinkable, that it is welcomed as a knowable host, figure, and object of knowledge. It is a question of asking for hospitality, the cousin of ethics, to think about the welcome and being-welcomed. One of the objectives of this text is to demonstrate that the concern for transnational solidarity is not a new phenomenon and that more than two centuries ago, Immanuel Kant, without forging the concept, already theorized certain issues. It is also true that most contemporary philosophers have addressed this important subject in one way or another. As the theory of international relations is increasingly shaken by the debate between constructivists and postmodernists (or deconstructivists), it seemed interesting to us, instead of studying the contribution to the understanding of transnational solidarity of the main political scientists involved to one or the other current, to look closely at the attempts at theorizing of the founder who is Immanuel Kant. Emphasis will be placed on the duty of transnational solidarity, which is to say on the ethical aspect.

Object of systematization of labor legislation.

The article analyzes and clarifies that the systematization of labor legislation, like any other social activity, is characterized by the presence of its own object, the study of which will allow a more meaningful understanding of its essence, purpose and mechanism of operation. The article states that the object of knowledge can be all reality, but only to the extent that it has entered the scope of the subject. The concepts of «object» and «objective reality» are related, but not identical in meaning. The object is not the whole objective reality, but only that part of it which has already entered the practice of mankind and constitutes the circle of its cognitive interests. In the field of law, the object is understood as the purpose of the regulatory influence of law, activities and interests of legal entities. Analyzing the essence of the object of legal relations, it is determined that the issues related to the object of legal regulation are the most complex in the theory of legal relations. An object is a part of the objective reality with which the subject interacts. This understanding of the object can be applied to the field of law. The article analyzes the concept of «object» in both philosophical and legal sense, and concludes that the object of systematization of labor law - is what it is aimed at, to which the measures of this systematization. From the very concept of «systematization of labor law» it follows that the object of study is the specified area of national law. However, this approach to understanding the object of systematization is quite superficial, because, first, the concept of «legislation» has both broad and narrow interpretation; secondly, legislation is a form of law, so, thinking about the systematization of labor legislation, we can talk about both its external and internal regulation. In addition, revealing the essence and purpose of systematization, along with its object also distinguishes the subject. It is determined that the object of systematization of labor legislation is a set of regulations governing labor and closely related legal relations, is the object of systematization is a certain part of objective law and its sources, regardless of whether they are purely external streamlining or revision of the content of these sources; the law acts as a certain objectively existing fact, which is influenced by the subjects of systematization; in turn, the subject of systematization is the form and / or normative-legal content of certain specific normative-legal acts, in respect of which the corresponding forms and methods of systematization are applied.

Scientific substantiation of the role of choreographic art in the cultural process

The work shows that the purpose of choreographic art is to convey to a significant part of listeners the imageries, thoughts and the formation of views that become the basis for the growth of cultural perception. Choreographic art is understood by the authors of the article as part of a single process of human cultural development. The article reveals successively the technology of the formation of the choreographic process as part of the socio-cultural exchange, as well as an aspect of the formation of prerequisites for the personal growth of an individual who becomes a participant in cultural exchange. The authors showed that the use of choreographic art is understood not only as a visualized part of the basic artwork of a text plan, an artistic one, but it can also act as an object of knowledge as an independent unit. The novelty of the article is the position that the use of choreographic art as part of cultural exchange is based on the psychological perception of the individual to the cultural process.

Books and Their Teachings

Starting with an analysis of the failure of an earlier Western engagement with post-classical philosophy in Islam during the twentieth century, the chapter highlights some startling features of this genre. It shows that different works of Fakhr al-Din al-Razi include, if compared to one another, gross contradictions. Works that he refers to as “philosophical books” are drastically different in their teachings from his books on kalam and other religious sciences. The chapter identifies these “philosophical books” and reconstructs their teachings on two particular subjects: epistemology and the understanding of God. Fakhr al-Din’s position that knowledge is a “relation” between the knower and the object of knowledge is part of a development that goes back to al-Ghazali and was pushed forward by Abu l-Barakat al-Baghdadi. Similarly his view that in God there is a distinction between existence and essence goes back to al-Ghazali’s critique of falsafa, but it also counters it and promotes an Avicennan understanding of God.

Embedding Marxist Epistemology: A Contemporary Interpretation of Shao Yong’s Thought on “Observing Things”

The cognition method of “observing things” by the famous Confucian, Shao Yong from the early Song Dynasty has an extremely broad and profound meaning. It overlaps and also has similarities with Marxist epistemology. This article attempts to examine it from the perspective of Marxist epistemology; beginning with the subject and object of knowledge, the method of knowledge, and the purpose of knowledge to interpret and reflect on Shao Yong’s thought of “observation.”

Stocks of Images

What kind of knowledge is created through systems of divination? I will contend that the form of such knowledge is a type of pattern recognition—patterns that emerge in reference to a cosmology and by means of a stock of images. Divination creates knowledge of a moment and its circumstances. Reference to a sense of the encompassing world raises the issue of how any one means of divination and its outcomes is bound historically to a civilization. That will be my secondary topic of reflection. I will conclude with a discussion of worlds, recent history, speculation, and the ontology of divination in relation to the experience of uncertainty in which the object of knowledge is the momentary and its circumstances.

What does Divination Mean for Plato’s Socrates? On the Relationship between Being and the Good

Has philosophy ever completed a transition from divine revelation to rational reflection? Has it been Plato’s goal? In this paper I will establish and examine a parallel between divination and philosophy embodied in Plato’s Socrates. I will cite instances from both directions to analyze Plato’s indecision concerning a philosophical treatment of divination: On the one hand, Plato renovates the cultural stock of divination to supplement the rational process of Socratic dialectics. In particular, when he makes a proposal not as a proven proposition, but as the starting point of discussion, Socrates frequently helps himself to divinatory language. On the other hand, Plato does not seem to abandon the nondiscursive elements in his narrative, especially since the vision of the ultimate objective of the Platonic-Socratic project, i.e. the Good, requires a resort to divination. The indecision is reflected in the textual ambivalence as to whether the being of the Good transcends other forms or is on a par with other forms as the noblest form. Based on the correlation between the power of knowledge and the object of knowledge, I will argue that the epistemic entanglement of divination with reason in Plato’s approach corresponds to the ambiguous relationship between being and the Good in Plato’s ethically imbued metaphysical scheme. Since Plato presents Socrates as a seer in the aforementioned occasions, I will further suggest that Plato presents himself as a collector of oracles by preserving Socratic’s teaching in writing, whose ultimate meanings are open to interpretation and debate.

Aliran Rasionalisme dan Empirisme dalam Kerangka Ilmu Pengetahuan

This study aims to discuss the flow of rationalism and empiricism within the framework of science. The research method used is a qualitative type through literature study. The result and discussion of this research is that there are fundamental differences between science and knowledge at the level of philosophy of science. Science and knowledge are produced by human absorption of everything that is guided by curiosity (curiosity) which is human nature. The knowledge that is owned is then tested for accuracy by fulfilling three basic aspects of science, namely ontology (the object of knowledge), epistemology (how to obtain knowledge), and axiology (the use value of science). This study concludes that epistemologically, there are two understandings about the source of knowledge, namely, rationalism and empiricism. Rationalism believes that reason is the main source of knowledge and emepiriism believes that only sensory experience brings true knowledge. Both of them have a big role in the development of science to reach a critical human civilization and are able to survive as a superior identity in this universe.

O ensino de probabilidade na licenciatura em matemática: considerações para um modelo epistemológico de referênciaThe Teaching of Probability in the Degree in Mathematics: considerations for an epistemological model of reference

ResumoNeste artigo discutimos uma proposta de modelo epistemológico de referência (MER) para o ensino de probabilidade na licenciatura em matemática. A proposta é parte dos resultados da tese de doutoramento do primeiro autor, que buscou caracterizar o lugar do sujeito psicológico na teoria antropológica do didático (TAD). A tese analisa o funcionamento de um sistema didático no qual o objeto de saber era a probabilidade e suas noções. O MER cumpre a função de apresentar criticamente uma alternativa aos processos de ensino existentes numa dada realidade institucional. Usando as ferramentas da TAD, observamos que a ecologia em torno da probabilidade na instituição analisada não levava em consideração as demandas formativas dos futuros professores, corroborando os apontamentos de pesquisas no âmbito nacional e internacional. O resultado dessa análise foi a construção da proposta que assume como pilares as questões epistemológicas, didáticas e psicológicas que envolvem o conceito de probabilidade na formação de professores.Palavras-chave: Modelo epistemológico de referência (MER), Teoria antropológica do didático (TAD), Formação de professores de matemática, Probabilidade e estatística.AbstractThis article discusses a reference epistemological model (REM) proposal for teaching probability in mathematics teaching degree. The proposal is part of the results of the first author’s doctoral dissertation that sought to characterise the place of the psychological subject in the anthropological theory of the didactic (ATD). The dissertation analyses the functioning of a didactic system where probability was the object of knowledge. The REM fulfils the role of critically presenting an alternative to the existing teaching processes in a given institutional reality. Using the ATD tools, we observed that the ecology around probability in the institution analysed did not take into account the formative demands of the prospective teachers, corroborating the research notes at national and international levels. The result of this analysis was the construction of the proposal that takes as its pillars the epistemological, didactic, and psychological issues that involve the concept of probability in teacher education.Keywords: Reference epistemological model (REM), Anthropological theory of the didactic (ATD), Mathematics teacher education, Probability and statistics.ResumenEn este artículo presentamos una propuesta para un modelo epistemológico de referencia (MER) para la enseñanza de probabilidad en la licenciatura en matemáticas. La propuesta es parte de los resultados de la tesis doctoral del primer autor, que buscó caracterizar el lugar del sujeto psicológico en la teoría antropológica de lo didáctico (TAD). La tesis analiza el desenrollar de un sistema didáctico en el que el objeto del conocimiento era la probabilidad y sus nociones. El MER cumple la función de presentar críticamente una alternativa a los procesos de enseñanza existentes en una realidad institucional dada. Utilizando las herramientas TAD, observamos que la ecología en torno de la probabilidad en la institución analizada no llevaba en cuenta las demandas de capacitación de los futuros docentes, corroborando las notas de investigación a nivel nacional e internacional. El resultado de este análisis fue la construcción de una propuesta que toma como pilares las preguntas epistemológicas, didácticas y psicológicas que involucran el concepto de probabilidad en la formación docente.Palabras clave: Modelo epistemológico de referencia (MER), teoría antropológica de la didáctica (TAD), Formación del profesorado de matemáticas, Probabilidad y estadística.