scholarly journals Teaching and learning methods in Ayurveda and its current perspectives.

2020 ◽  
Vol 8 (03) ◽  
Author(s):  
Rajesh Kolarkar
Keyword(s):  
Education System ◽  
Spiritual Development ◽  
Teaching And Learning ◽  
The Self ◽  
Ancient Science ◽  
Indian Origin ◽  
The Rich ◽  
The Mind ◽  
Two Sides ◽  
Ancient Education

Teaching and learning are the two sides of a coin. Present education in Ayurveda is mostly becoming an examination oriented not knowledge oriented. Education is not simply imparting knowledge in a particular faculty or subject or making oneself to be able for securing jobs or scoring Marks in exams, but at the same time is also training in logical thinking which helps the coming generations adjust to the ever-changing environment. It also means opening the doors of the mind, cultivation of Mind, cleansing and realization of the self. The present education system is weighed down by several reasons as a result of which the outcome is becoming self-centric. If we study our ancient education methods e found it from Buddhist period. The goal of Buddhist education is to attain wisdom and it is spiritual oriented. The chief aim of Buddhist education was all round development of child’s personality. This included his physical, mental, moral, intellectual and spiritual development. Ayurveda is an ancient science of Indian origin. India has the rich heritage in the field of knowledge and education. The importance of ancient sciences Ayurveda is being recognized and appreciated at national and international levels. Adhyayan (learning) and Adhyapan (teaching) are important aspects of education system. Ancient education system in India was based on Gurukul and Guru Shishya Parampara (Teacher-Disciple Tradition) which was also followed in Ayurveda. Ayurveda and it was formally recognized by W.H.O in 1978. At present education system has been integrated with modern tools and technologies which are being incorporated in teaching and learning of Ayurveda. The present paper deals with critical review of ancient and current skills of Medical teaching and learning.  

Cartesian Fingerprints in Beckett's Imagination Dead Imagine

2012 ◽  
Vol 21 (2) ◽  
pp. 223-243
Author(s):  
Irit Degani-Raz
Keyword(s):  
The Self ◽  
Levels Of Abstraction ◽  
The Media ◽  
The Mind ◽  
Limiting Case

The idea that Beckett investigates in his works the limits of the media he uses has been widely discussed. In this article I examine the fiction Imagination Dead Imagine as a limiting case in Beckett's exploration of limits at large and the limits of the media he uses in particular. Imagination Dead Imagine is shown to be the self-reflexive act of an artist who imaginatively explores the limits of that ultimate medium – the artist's imagination itself. My central aim is to show that various types of structural homologies (at several levels of abstraction) can be discerned between this poetic exploration of the limits of imagination and Cartesian thought. The homologies indicated here transcend what might be termed as ‘Cartesian typical topics’ (such as the mind-body dualism, the cogito, rationalism versus empiricism, etc.). The most important homologies that are indicated here are those existing between the role of imagination in Descartes' thought - an issue that until only a few decades ago was quite neglected, even by Cartesian scholars - and Beckett's perception of imagination. I suggest the use of these homologies as a tool for tracing possible sources of inspiration for Beckett's Imagination Dead Imagine.

Nihilistic Thinking as the Self-Will of the Mind and the Projects of Its Overcoming

2020 ◽  
Vol 63 (10) ◽  
pp. 74-87
Author(s):  
Irina N. Sidorenko
Keyword(s):  
Significant Role ◽  
Current Situation ◽  
The Self ◽  
Spatial Perspective ◽  
The World ◽  
The Will ◽  
The Mind ◽  
Radical Transformation

 The author analyzes the conceptions of ontological nihilism in the works of S. Kierkegaard, F. Nietzsche, M. Heidegger, E. Jünger. On the basis of this analysis, violence is defined as a manifestation of nihilism, of the “will to nothingness” and hypertrophy of the self-will of man. The article demonstrates the importance of the problem of nihilism. The nihilistic thinking of modern man is expressed in the attitude toward a radical transformation of the world from the position of his “absolute” righteousness. The paradox of the current situation is that there is the reverse side of this transformative activity, when there is only the appearance of action and the dilution of responsibility. Confidence in the rightness of own views and beliefs increases the risk of the violent imposition of own vision of reality. Historical and philosophical reconstruction of the conceptions of nihilism allowed to reveal the following projects of its comprehension and resolution: (1) the project of “positing of values,” which consists in the transformation of the evaluation, which is understood as another perspective of positing values, leading to the affirmation of being; (2) the project of overcoming nihilism from the space of temporality, carried out through the resoluteness to accept the historicity of own existence; (3) the project of overcoming nihilism as the oblivion of being from the spatial perspective of the “line,” allowing to realize the “glimpse” of being. The author concludes that it is impossible to solve the problem of violence and its various forms of its manifestation without overcoming “ontological nihilism.” Significant role in solving the problem of ontological violence is assigned to philosophy as a critical and responsible form of thinking, which is capable to help a person to bear the burden of the world, to provide meanings and affirm being, as well as to unite people and resist the fundamentalist claims of exclusivity and rightness.

scholarly journals The Dimension of the Body in Higher Education: Matrix of Meanings in Students’ Diaries

Human Arenas ◽  
2021 ◽  
Author(s):  
Ramiro Tau ◽  
Laure Kloetzer ◽  
Simon Henein
Keyword(s):  
Higher Education ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Educational Practice ◽  
The Body ◽  
Cultural Perspective ◽  
General Process ◽  
Emotional Dimension ◽  
The Matrix ◽  
The Mind

AbstractIn this paper, we attempt to show some consequences of bringing the body back into higher education, through the use of performing arts in the curricular context of scientific programs. We start by arguing that dominant traditions in higher education reproduced the mind-body dualism that shaped the social matrix of meanings on knowledge transmission. We highlight the limits of the modern disembodied and decontextualized reason and suggest that, considering the students’ and teachers’ bodies as non-relevant aspects, or even obstacles, leads to the invisibilization of fundamental aspects involved in teaching and learning processes. We thus conducted a study, from a socio-cultural perspective, in which we analyse the emerging matrix of meanings given to the body and bodily engagement by students, through a systematic qualitative analysis of 47 personal diaries. We structured the results and the discussion around five interpretative axes: (1) the production of diaries enables historicization, while the richness of bodily experience expands the boundaries of diaries into non-textual modalities; (2) curricular context modulates the emergent meanings of the body; (3) physical and symbolic spaces guide the matrix of bodily meanings; (4) the bodily dimension of the courses facilitates the emergence of an emotional dimension to get in touch with others and to register one's own emotional experiences; and (5) the body functions as a condition for biographical continuity. These axes are discussed under the light of the general process of consciousness-raising and resignification of the situated body in the educational practice.

scholarly journals Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage

2021 ◽  
Vol 11 (4) ◽  
pp. 177
Author(s):  
Brantina Chirinda ◽  
Mdutshekelwa Ndlovu ◽  
Erica Spangenberg
Keyword(s):  
South Africa ◽  
South African ◽  
Mathematics Teachers ◽  
Education System ◽  
Teaching And Learning ◽  
Face To Face ◽  
Global Pandemic ◽  
Education Community ◽  
South African Education

The COVID-19 global pandemic widely affected education across the world and engendered unprecedented scenarios that required expeditious responses. In South Africa, the pandemic came on top of pre-existing inequalities in the education system. Using a qualitative research method of exploratory and descriptive nature, this study engaged a social justice framework to explore the teaching and learning of mathematics during the COVID-19 lockdown in a context of historical disadvantage. A sample of twenty-three Grade 12 mathematics teachers at various public secondary schools in Gauteng, South Africa was used in the study. The teachers were selected through purposive sampling. A Google-generated open-ended questionnaire and follow-up telephonic interviews were used to collect data. Data were analysed thematically in five steps. The findings revealed that the WhatsApp platform is a valuable tool that can support the teaching and learning of mathematics beyond the classroom in the contexts of historical disadvantage. The findings also provided insights into how mathematics teachers became learners themselves during emergency remote teaching (ERT) as they had to adapt to digital teaching, find solutions to unfamiliar problems and acquire knowledge from a larger mathematics education community around the globe. The article discusses these findings and teachers’ challenges of transitioning from traditional face-to-face classrooms to ERT and how they were addressed. At the time of publishing the article, most learners in South Africa had started going to school on a rotational basis. Nonetheless, the study reported in this article is of importance as ERT in the context of historical disadvantage has foregrounded issues of inequality in the South African education system that must be dealt with urgently.

scholarly journals Alternative Forms of Spirituality and the Socialization of a Self-Enhancing Subjectivity: Features of the Post-Secular Religious Space in Contemporary Romania

2016 ◽  
Vol 61 (2) ◽  
pp. 97-124 ◽  
Author(s):  
Sorin Gog
Keyword(s):  
Spiritual Development ◽  
Religious Community ◽  
The Self ◽  
Traditional Religion ◽  
Religious Transformation ◽  
Technologies Of The Self ◽  
Counselling Services ◽  
Distinctive Type ◽  
Self Discovery ◽  
Development Literature

AbstractMy paper focuses on the shift in religious values in post-socialist Romania and explores the emergence of alternative spiritual beliefs and practices among the younger generations socialized during the post-communist period. It analyses some of the changes that occurred in the wider traditional religious field and looks at the various spiritualized technologies of the self that produce a distinctive type of religious subjectivity and an immanent ethics of authenticity. By departing from the idea of an integrated religious community and from the relational understanding of religious transformation, the field of alternative spiritualities operates a radical break with traditional religion and emphasizes the possibility of spiritual self-realization and self-discovery. It is this process of the individualizing sacralization of the self that constitutes the object of various workshops, blogs, personal and spiritual development literature, courses, spiritual retreats and counselling services. My research looks at how innovative technologies of the self are developed within these spaces that emphasize creativity, wellbeing and a new understanding of subjective interiority that learns how to find in itself the resources it needs to live in a spiritualized ontology of the present.2

William James, the Self, and the Selective Industry of the Mind

1990 ◽  
Vol 16 (4) ◽  
pp. 688-698
Author(s):  
Jerry Suls ◽  
Christine A. Marco
Keyword(s):  
William James ◽  
The Self ◽  
The Mind

Liberate our Library: doing decolonisation work at Goldsmiths Library

2020 ◽  
Vol 45 (4) ◽  
pp. 148-154
Author(s):  
Marilyn Clarke
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Study Skills ◽  
Racial Inequality ◽  
Ngugi Wa Thiong'o ◽  
The Self ◽  
Hierarchical Systems ◽  
Special Issue ◽  
Race Theory ◽  
The Mind

Library work now has a role to play when it comes to decolonisation. This article outlines what Goldsmiths Library, University of London is doing, through the Liberate our Library initiative, to diversify and decolonise its collections and practices against the backdrop of worldwide movements for education and social justice led by both students and academics to challenge the dominance of the ‘Westernised university’.2Examples of how we are doing this work are explained using critical librarianship as our guide, whilst recognising that we are still developing expertise in this evolving field of practice. This decolonisation work also uses critical race theory (CRT) as a means to dismantle racial inequality and its impact on higher education.Here, I would like to acknowledge the excellent and inspirational content of ALJ, Critical Librarianship: Special Issue (v.44, no.2) and I see this article as an ongoing companion piece.Goldsmiths Library's liberation work endeavours to empower its users with critical thinking and study skills whilst conducting their research using hierarchical systems and resources which in themselves are in the process of being decolonised.Decolonising a library collection and a profession must of course always begin or at least happen in tandem with the self, through a process that Kenyan author Ngũgĩ wa Thiong'o describes as ‘decolonising the mind.’3

Reasons to be Fearful: Strawson, Death and Narrative

2007 ◽  
Vol 60 ◽  
pp. 133-154 ◽  
Author(s):  
Kathy Behrendt
Keyword(s):  
Good Deal ◽  
The Self ◽  
General Tendency ◽  
Internal View ◽  
Rational Discourse ◽  
Continental Thought ◽  
The Mind

When attempting to face the prospect of one's own death, it has been said that ‘the mind blanks at the glare’. Perhaps we should not treat our attitude towards our death as rational or reflective of our views on the self and on life. But to exempt views on death from the scrutiny of rational discourse seems to be a last resort (albeit one we may need recourse to in the end). There is a general tendency to neglect death within those discussions of the self that fall outside the confines of a certain strain of continental thought roughly construed, or at best to treat it as a topic that resides beyond the borders of the rational. I do not aim to rectify this situation here, nor do I think it obvious that death is something that can be clearly and consistently dealt with by those theories of persons and selves that primarily represent, to use Thomas Nagel's words, ‘an internal view that sees only this side of death—that includes only the finitude of [one's] expected future consciousness’. But I do believe that those who have spent a good deal of time thinking about the life of the self ought to spare a thought or two for its demise, and that such thoughts may contribute to our over-all assessment of their view.

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