scholarly journals Рhilosophical understanding of philosophy. Higher school without philosophy.

2021 ◽  
Vol 24 (3) ◽  
pp. 104-111
Author(s):  
Liudmyla Oblova
Keyword(s):  
Global Market ◽  
Current Situation ◽  
The Other ◽  
Academic Environment ◽  
Innovative Teaching ◽  
Philosophical View ◽  
Philosophical Thought ◽  
Other Hand ◽  
The One ◽  
Philosophical Understanding

The conversation raises the question of the universal understanding of philosophy in order to question about the level of the contemporary's ability to understand philosophy in accordance with its original way of being. The statement of the question is connected with the catchy oddities of the current situation. We are talking about the current desire of the philosophizing community to justify the benefits of philosophy, and its substantive presence in the academic environment through the development of "competence philosophies". The spreading philosophies of "what you want", with a departure in the partial moments of a given problem, communicate a system of certain truths. But is it being introduced into a philosophical state? And do they preserve philosophy itself? Also, today, there are enough proposals to convey philosophical thought in a world separation from institutionalization. But, by all means, a fashionable and famous thinker. Or philosophize along with something attractive. With a scandal, for example. Basically, such offers are in demand. Therefore, thinking “for the money” is actively scattering. I will call this philosophy through subscription.At the same time, the applications offer spicy or hot topics with the prefix: a philosophical meeting, a philosophical view, a philosophical understanding. What do the joint stays of people who associate with the philosophy attached to the vital lead to? The aim of the article is to study the level of a contemporary's ability to understand philosophy in accordance with its original way of being. The main tasks are: 1) assessment of the current situation of actively spreading innovative teaching of philosophy; 2) analysis of the thinking of a person who is in a position where, on the one hand, “competence-based philosophy” and “craft philosophy” are being strengthened, on the other hand, the philosophy of the academy is removed from classical universities as unnecessary - under the conditions of the global market; 3) view of philosophy as an absolute unity.Research methods: The research is based on the metatheoretical method, since it allows one to describe philosophy in an inalienable way, in accordance with its nature. Avoiding methodological confusion, metatheory makes it possible to examine philosophy formally and encourage thinking, testing its power.For reflection, the comparability of the experiences of philosophy in itself and of the involved philosophy is proposed.

scholarly journals Рhilosophical understanding of philosophy. Higher school without philosophy.

2021 ◽  
Vol 24 (2) ◽  
pp. 110-118
Author(s):  
Liudmyla Oblova
Keyword(s):  
Global Market ◽  
Current Situation ◽  
The Other ◽  
Academic Environment ◽  
Innovative Teaching ◽  
Philosophical View ◽  
Philosophical Thought ◽  
Other Hand ◽  
The One ◽  
Philosophical Understanding

The conversation raises the question of the universal understanding of philosophy in order to question about the level of the contemporary's ability to understand philosophy in accordance with its original way of being. The statement of the question is connected with the catchy oddities of the current situation. We are talking about the current desire of the philosophizing community to justify the benefits of philosophy, and its substantive presence in the academic environment through the development of "competence philosophies". The spreading philosophies of "what you want", with a departure in the partial moments of a given problem, communicate a system of certain truths. But is it being introduced into a philosophical state? And do they preserve philosophy itself? Also, today, there are enough proposals to convey philosophical thought in a world separation from institutionalization. But, by all means, a fashionable and famous thinker. Or philosophize along with something attractive. With a scandal, for example. Basically, such offers are in demand. Therefore, thinking “for the money” is actively scattering. I will call this philosophy through subscription.At the same time, the applications offer spicy or hot topics with the prefix: a philosophical meeting, a philosophical view, a philosophical understanding. What do the joint stays of people who associate with the philosophy attached to the vital lead to? The aim of the article is to study the level of a contemporary's ability to understand philosophy in accordance with its original way of being. The main tasks are: 1) assessment of the current situation of actively spreading innovative teaching of philosophy; 2) analysis of the thinking of a person who is in a position where, on the one hand, “competence-based philosophy” and “craft philosophy” are being strengthened, on the other hand, the philosophy of the academy is removed from classical universities as unnecessary - under the conditions of the global market; 3) view of philosophy as an absolute unity.Research methods: The research is based on the metatheoretical method, since it allows one to describe philosophy in an inalienable way, in accordance with its nature. Avoiding methodological confusion, metatheory makes it possible to examine philosophy formally and encourage thinking, testing its power.For reflection, the comparability of the experiences of philosophy in itself and of the involved philosophy is proposed.

Scratch

2013 ◽  
pp. 316-335
Author(s):  
Eurídice Cabañes ◽  
Luca Carrubba
Keyword(s):  
Digital Literacy ◽  
The Other ◽  
Academic Environment ◽  
Educational Context ◽  
Contemporary Society ◽  
Other Hand ◽  
Technical Competencies ◽  
The One ◽  
Digital Language ◽  
Education Field

Videogames, as a new and playful interactive language, have great potential in the education field. On the one hand, we can find educational videogames to cover almost the whole spectrum of topics offered by colleges and academies (although they are used mainly at home and not in the academic environment). On the other hand, playing videogames is in itself a recreational way to generate technical competencies and teach the use of a whole new “digital language.” Depending on different countries and cultures, there is a tendency to implement this technology in educational centres in varying degrees. In order to exemplify this implementation, the authors look at “Scratch,” a creative videogame program for children with a big community behind it. In the conclusion, they focus on the introduction of videogame language in the educational context, not as educational videogames but as a tool to learn digital literacy and contemporary society.

The Politics of Robot Autonomy

2016 ◽  
Vol 7 (2) ◽  
pp. 341-360 ◽  
Author(s):  
Thomas Burri
Keyword(s):  
Real Life ◽  
The Other ◽  
Ongoing Process ◽  
Autonomous Weapons ◽  
Other Hand ◽  
The Future ◽  
To Come ◽  
The One ◽  
Philosophical Understanding

The autonomy robots enjoy is understood in different ways. On the one hand, a technical understanding of autonomy is firmly anchored in the present and concerned with what can be achieved now by means of code and programming; on the other hand, a philosophical understanding of robot autonomy looks into the future and tries to anticipate how robots will evolve in the years to come. The two understandings are at odds at times, occasionally they even clash. However, not one of them is necessarily truer than the other. Each is driven by certain real-life factors; each rests on its own justification. This article discusses these two “views of robot autonomy” in depth and witnesses them at work at two of the most relevant events of robotics in recent times, namely the Darpa Robotics Challenge, which took place in California in June 2015, and the ongoing process to address lethal autonomous weapons in humanitarian Geneva, which is spurred on by a “Campaign to Stop Killer Robots”.

On the Meaning of the Question “What Is Philosophy?”

2019 ◽  
Vol 56 (2) ◽  
pp. 181-202
Author(s):  
Teodor I. Oizerman ◽  
Keyword(s):  
Current Situation ◽  
History Of Philosophy ◽  
The Other ◽  
Digital Form ◽  
Other Hand ◽  
History Of ◽  
The One ◽  
Ideological Context

Theodor Oizerman’s article “On The Meaning of the Question‘What is Philosophy?’” was first published in the journal “Voprosy filosofii”, 1968, vol. 11. Since that the issue has become a bibliographical rarity and still does not exist in a digital form. Other versions of the article were rewritten in the form of book chapters and transformed in the context of the current situation. This proposed publication bases on one of the older versions, which, is, on the one hand, close to the original author’s intention, and on the other hand, lacks a certain dependence on the ideological context. The text, however, includes some critically important arguments appearing only in later editions. In general, the article is of central significance in terms of its place in the Metaphilosophy concept proposed by Oizerman, which later the following books have manifested: “The Problem Of The History Of Philosophy”(1969, 1983), “The Foundations For The Theory Of The Historico-Philosophical Process” (1983, in co-authorship with A.S. Bogomolov), “Philosophy As A History Of Philosophy” (1999), “Ambivalence Of Philosophy” (2011); “Metaphilosophy: Theory Of The Historico-Philosophical Process” (2009). A number of references due to the difficulty of reading the archived article text have been omitted or taken from new editions. The text has been prepared and edited by Ilya T. Kasavin.

Is the Transgene a Grave?

2016 ◽  
Author(s):  
Neal K. Adolph Akatsuka
Keyword(s):  
Global Market ◽  
The Other ◽  
Spot Virus ◽  
Transgenic Papaya ◽  
Other Hand ◽  
Hawaii Island ◽  
The One ◽  
Benefits And Costs ◽  
Ring Spot

This chapter examines the controversies that surround the introduction of transgenic papaya on Hawaii Island, in the wake of the devastation caused by the ring spot virus in the 1990s. It critically examines the respective positions of industry proponents and anti-GM activists, and cautions against the tendency of essentializing GM papayas as either a savior or harbinger of destruction. While both positions raise valid underlying concerns, they both tend to overlook the more difficult challenges of managing smallholder papaya industry in a global market. On the one hand, the benefits and costs of GM papayas are unevenly distributed. On the other hand, he sees a problem in anti-GMO activists’ push for “pure” agriculture, pointing out that the line between “pure” and “impure” and “natural” and “unnatural” are always ambiguous.

scholarly journals Vidas nas fronteiras do presente: da tentativa de controle curricular à diferença

2021 ◽  
Vol 14 (1) ◽  
pp. 367
Author(s):  
João Paulo Lopes dos Santos
Keyword(s):  
The Other ◽  
Quality Of Education ◽  
Proper Place ◽  
Philosophical Thought ◽  
Other Hand ◽  
The Difference ◽  
The One ◽  
And Control ◽  
Pensamiento Filosofico

Meu objetivo, neste texto, é o debate acerca das tensões que envolvem o currículo, tensões provocadas numa arena de disputas entre forças desiguais. Se por um lado, o currículo é instituído a partir de políticas que respondem às demandas conservadoras e neoliberais, cujas tentam silenciar a diferença e controlar vidas; por outro, ele é o próprio lugar da diferença com possibilidades reais de rupturas. Para orientar o debate, utilizo o seguinte questionamento: que afetações os currículos pensados sob a égide dos princípios neoliberais/conservadores incidem na circularidade da existência da diferença no acontecimento escolar? Nesse movimento de análise, opto por trabalhar com as perspectivas pós-fundacional e pós-estrutural como instrumento metodológico, sobretudo com a epistemologia do pensamento filosófico butleriano com a noção de enquadramento.  Apesar da tentativa de controle, os currículos pensados com base nas vozes conservadoras e neoliberais são passíveis de escapes. Assim, a desejada qualidade da educação, via conhecimento monocultural, dificilmente se concretizará. O que os currículos seguem fazendo, portanto, é tentar controlar o incontrolável, desejo do imaginário neoliberal de assegurar sua própria hegemonia.Palavras-chave: Controle curricular. Demandas conservadoras e neoliberais. Diferença.Lives at the borders of the present: from the attempt at curricular control to the difference ABSTRACT My goal in this text is the debate about the tensions surrounding the curriculum, tensions provoked in an arena of disputes between unequal forces. If, on the one hand, the curriculum is instituted based on policies that respond to conservative and neoliberal demands, whose attempts to silence the difference and control lives; on the other hand, it is the proper place of difference with real possibilities of ruptures. To guide the debate, I use the following question: what affects the curricula thought under the aegis of neoliberal/conservative principles affect the circularity of the existence of difference in the school event? In this movement of analysis, I choose to work with the post-foundational and post-structural perspectives as a methodological instrument, especially with the epistemology of butlerian philosophical thought with the notion of frameworking. Despite attempting at control, curricula thought based on conservative and neoliberal voices are subject to escape. Thus, the desired quality of education, via monocultural knowledge, is hardly to materialize. What the curricula continue to do, therefore, is to try to control the uncontrollable, desire of the neoliberal imagination to ensure its own hegemony.Keywords: Curricular control. Conservative and neoliberal demands. Difference.Vidas en las fronteras del presente: del intento de control curricular a la diferenciaRESUMENMi objetivo en este texto es debatir las tensiones que rodean el currículum, tensiones provocadas en una arena de disputas entre fuerzas desiguales. Si, por un lado, el currículum se instituye en base a políticas que responden a las demandas conservadoras y neoliberales, cuyas pretenden silenciar la diferencia y controlar vidas; por otro, él es el propio lugar de la diferencia con posibilidades reales de ruptura. Para guiar el debate, utilizo la siguiente pregunta: ¿qué afectaciones los currículos pensados curricular bajo la égida de principios neoliberales/conservadores que afectan la circularidad de la existencia de la diferencia en el evento escolar? En este movimiento de análisis, elijo trabajar con las perspectivas post-fundacional y post-estructural como herramienta metodológica, especialmente con la epistemología del pensamiento filosófico de Butler con la noción de encuadre. A pesar del intento de control, los currículos pensados en base a las voces conservadoras y neoliberales están sujetos a escape. Así, la calidad de educación deseada, a través del conocimiento monocultural, es poco probable que se materialice. Lo que los currículos siguen haciendo, por lo tanto, es intentar controlar el incontrolable, deseo imaginario neoliberal para asegurar su propia hegemonía.Palabras clave: Control curricular. Demandas conservadoras y neoliberales. Diferencia.

scholarly journals Practical philosophy in the study of Jean Baudrillard's legacy

DOGMA ◽  
2020 ◽  
Author(s):  
Oleg Maltsev
Keyword(s):  
Applied Research ◽  
Memory Formation ◽  
The Other ◽  
Practical Philosophy ◽  
Jean Baudrillard ◽  
Other Hand ◽  
The One ◽  
Philosophical Understanding

The Abstract: In the following article, we will present the results of practical and applied research related to the philosophical understanding of the concepts of memory formation by the example of studying the memory of a famous personality - an outstanding French thinker of the late 20th and early 21st centuries, the "father of postmodernism", the author of more than 30 books, on the one hand, which caused several discussions and disputes, on the other hand, awarded Jean Baudrillard the second name of "the last prophet of Europe".

Assessment: What's New. And Not so New. A Review of Six Recent Books

1994 ◽  
Vol 25 (2) ◽  
pp. 209-218
Author(s):  
Sandra P. Marshall ◽  
Alba G. Thompsonc
Keyword(s):  
Educational Assessment ◽  
Current Situation ◽  
The Other ◽  
Other Hand ◽  
Mathematic Education ◽  
The One

The field of educational assessment is rapidly changing. Calls for reform have been heard for some time, and they are now being heeded in unprecedented ways. One outcome is that we are suddenly undergoing a deluge of books and articles about assessment in mathematic education, ranging in topics from broad impassioned tatements about the need for change, to specific hypotheses about how to change and what the anticipated outcomes might be, to actual implementations representing specific efforts to change, to sharp criticisms about some of the unexpected results of change. The current situation leaves us, as reviewers, in something of a quandary. On the one hand, there is certainly a need to keep abreast of important contribution to the literature, and we want to review a many of the new books as is feasible. On the other hand, it seems somewhat unfair to review books that attempt to deal with ongoing and urgent changes in educational assessment. becaue they are all too often outdated by the time they appear. All researchers are aware of the lag between the time a manuscript is written and the time it reaches its audience. Sometimes the lag is great, and sometime it is s mall. For rapidly changing fields—like educational assessment—a large lag is especially problematic because what seems new and revolutionary at the time of writing may no longer appear so new by the time a reader encounters it. Such is the case with some of the books we review here.

Analysis of the Recipients of Zakat and the Current Situation

2020 ◽  
pp. 331-338
Author(s):  
Muhammad Suleman Nasir ◽  
Fida Ur Rahman
Keyword(s):  
Economic System ◽  
Current Situation ◽  
The Other ◽  
Human Beings ◽  
Way Of Life ◽  
Other Hand ◽  
The Government ◽  
Islamic Economic ◽  
The One ◽  
The Right

The second most important pillar of Islam after prayers is Zakat. In the Qur'an, the command of obligatory prayers and zakat has been mentioned together in (82) places. Zakat is the backbone of the Islamic economic system. The philosophy behind the ruling on the payment of Zakat is that the Islamic government should provide the whole society with such an economic system, way of life and social structure in which the needs of the needy people of the society can be met. Islam has made it the duty of every rich Muslim to withdraw one and a half per cent of his accumulated wealth on an annual basis and deposit it collectively in the government treasury. Government has to spend the money of Zakat on meeting the needs of the poor, needy and impoverished people of the society. This is only the right of those deserving whose details have been explicitly stated in the books of Qur'an, Hadith and Fiqh. Zakat is the right of human beings, on the one hand, and on the other hand, it is also the right of Allah. Due to its non-payment, on the one hand, the right of human beings is denied and on the other hand, the right of Allah Almighty is denied. Therefore, it is very important to deliver the amount of Zakat to its rightful owners. The Qur'an mentions eight uses of zakat. It is an important issue in the present times to bring Zakat to its actual recipients. This article examines the recipients of Zakat and the current situation and how these recipients can be made appropriate in a proper manner.  

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

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