The intellectual characteristics of the information field: Heritage and substance

2013 ◽  
Vol 64 (12) ◽  
pp. 2468-2491 ◽  
Author(s):  
Ping Zhang ◽  
Jasy Liew Suet Yan ◽  
Katie DeVries Hassman
Keyword(s):  
Intellectual Characteristics

Role And Influence Of Intellectual Qualities On Thinking Functions In Acceptance Of Educational Material

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 193-198
Author(s):  
Abdurahmanova A. T
Keyword(s):  
Educational Material ◽  
Mental Function ◽  
Intellectual Characteristics

The “readiness” of learning and learning consists of the intellectual characteristics of a person who is able to concentrate on the mental function that plays a certain role in the success of the material under all equal conditions.

scholarly journals SOCIO-CULTURAL CONTEXT AND EDUCATIONAL SITUATION OF MODERN HIGH SCHOOL STUDENTS

2020 ◽  
Vol 34 (4) ◽  
pp. 43-53
Author(s):  
Lilia A. Belozerova ◽  
◽  
Valeria V. Vershinina ◽  
Sergey V. Danilov ◽  
Natalia S. Krivtsova ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Cultural Context ◽  
School Life ◽  
School Students ◽  
Generation Z ◽  
Third Stage ◽  
Educational Situation ◽  
Senior Students ◽  
Intellectual Characteristics

The article summarises the preliminary results of a three-stage study of the influence of the socio-cultural context on the life and educational manifestations of modern high school students. Firstly, data on the Russian representatives of «Generation Z» were specified. At the second stage of the research, the manifestations of «Generation Z» representatives, regarding everyday school life were studied. At the third stage of the research, there were analysed different educational learning situations as opportunities for senior students to show the behavioural and intellectual characteristics inherent in the digital generation. The main results of the study make it possible to set new tasks in the study of the socio-cultural context of the educational situation of modern high school students.

Intellectual Characteristics of Successful, Dropout, and Probationary Black and White University Students

1974 ◽  
Vol 34 (3) ◽  
pp. 951-953 ◽  
Author(s):  
R. E. Pandey
Keyword(s):  
University Students ◽  
Black Students ◽  
Significant Interaction ◽  
Verbal Comprehension ◽  
Black And White ◽  
Significant Difference ◽  
Intellectual Characteristics ◽  
Numerical Operations

Performance on Verbal Comprehension, General Reasoning, and Numerical Operations tests of 350 freshmen: “good,” dropout, and probationary, was studied. Analyses of variance did not yield significant status effects over the three tests, but a significant interaction of race and status was found for Verbal Comprehension scores. Whites did not differ over status categories, but there was a significant difference in favor of the “good” black students compared with those on probation. Black dropouts performed as well as “good” black students.

Characteristics of “Natural” Long and Short Sleepers: A Preliminary Report

1970 ◽  
Vol 27 (1) ◽  
pp. 63-66 ◽  
Author(s):  
Wilse B. Webb ◽  
Janette Friel
Keyword(s):  
Preliminary Report ◽  
Adult Population ◽  
First Year ◽  
College Entrance ◽  
First Year College ◽  
Young Adult Population ◽  
First Year College Students ◽  
Sleep Length ◽  
Intellectual Characteristics

A comparison of the psychological, physiological, and intellectual characteristics of long and short sleepers was made among first-year college students who indicated their typical sleep length on an entering questionnaire. 3 populations were obtained from follow-up interviews: 12 short sleepers, 10 continuing long sleepers, and 9 long-changed sleepers (originally long sleepers now sleeping less than 7 1/2 hr. per night). The data collected included a psychological test battery, college entrance scholastic scores, and physical examination statistics. Analyses comparing the 3 sleep-length groups on each measure yielded no statistical differences. The conclusion was that in an achieving young adult population, self-selected extremes in sleep length do not appear to result in obvious adverse consequences.

scholarly journals Missing Dimensions in Contemporary Islamic Movements

1995 ◽  
Vol 12 (2) ◽  
pp. 240-254
Author(s):  
Taha J. Al 'Alwani
Keyword(s):  
Twentieth Century ◽  
Muslim World ◽  
Islamic Movements ◽  
Peace Of Mind ◽  
Basic Assumptions ◽  
Liberation Movements ◽  
Intellectual Characteristics

Opening RemarksThis paper will examine dimensions that seem to be absent, whethertotally or partially, from the thought and practice of certain contemporaryIslamic movements in the Muslim world, many of which may be viewedas extensions of the liberation movements that played significant roles inmaintaining the ummah's identity at the tum of the twentieth century. Wewill address these movements and remind them, for "remembrance doesthe faithful a world of good" and "wisdom is the pursuit of the faithful;wherever it is found it should be cherished."Since God created Adam, people have fallen into two categories: thosewho perform their roles according to the teachings of revelation and thosewhose roles originate from their own ideas, desires, and views or thosethat have been passed down from their ancestors. The first type sees historyas the outcome of conflict between humanity and nature. In responseto the latter, the true religion-Islam-has been the indispensable sine quanon for correcting humanity's basic assumptions, rebuilding its vision,helping it to find peace of mind, and providing it with answers to quintessentialquesions.The use of Islam as the foundation for both thought and practice is theforce that drives activist Muslims. In the Qur'an, God revealed a perfecttext that responds to questions of existence at all levels.1 Moreover, Godhas linked the Qur'an's totality and all-encompassing explanatory nature tothe responsibility of witnessing that, after the Prophet, was passed on tothe ummah.2 Through the testimony of the Prophet and of the ummah, God will certainly cause His purposes to prevail.3 We define this witnessing asa consciously responsible type of witnessing that has its own economic,social, and intellectual characteristics based on a specific societal order, onthe one hand, and a specific scientific and methodological order on theother. Our responsibility in witnessing, then, is much greater than we haveenvisaged or put into practice in the past.Certain dimensions that are absent from our perspectives and practicesmay be uncovered by weighing them against the objectives manifest in therepsonsibility of witnessing.4 This process makes the issue of reform andchange a composite, as opposed to a simple, one. Moreover, both factorsrequire an awareness that must be "methodological" and that examines alldimensions at the levels of both theory and application. In this way, wemay gain an understanding of the agents that affect change and generatedeviation and the resulting crises ...

scholarly journals “At tale om fornödne ting, og at give nogen idée om historiens hærlighed” – Om Ludvig Holbergs lærebog verdenshistorie, Synopsis historiæ universalis (1733)

2015 ◽  
Vol 51 ◽  
Author(s):  
Karen Skovgaard-Petersen
Keyword(s):  
Political Institutions ◽  
Late Antiquity ◽  
World History ◽  
Young Readers ◽  
The World ◽  
History Of ◽  
Young Students ◽  
Latin Schools ◽  
Intellectual Characteristics ◽  
Point Of Departure

Among the lesser known works by the Danish-Norwegian enlightenment writer Ludvig Holberg (1684–1754) is a brief world history in Latin (208 pages in octavo), entitled Synopsis historiæ universalis. It was written as a textbook for pupils in the Latin schools and students at the University.Holberg structured his account in accordance with the traditional Protestant model of world history, according to which the world had been ruled by four successive world monarchies (the Assyrian, the Persian, the Greek and the Roman). The model had been promoted first and foremost by Melanchthon in the 16th century. However, the model was blatantly inadequate even in Holberg’s day because of its narrow European horizon. The article asks, as a point of departure, why Holberg nevertheless found the model suitable as structuring principle of his world history.To some extent Holberg himself provides an answer in his preface. The model, he explains, made it possible to outline the history of the world in a clearly structured way and to focus on topics that he considered important and useful for young students to reflect on. It is his aim, he declares, to impart on the young students ‘a love of history’, and he distances himself from other textbooks on world history that contain nothing but dry lists of rulers.Turning to the text itself, the article attempts to demonstrate how Holberg put these intentions into practice. In his account of the four world monarchies and (in the latter half) of the European nations, there are a number of recurrent themes: political institutions, reasons for changes of power, trade, religion, law, cultural and intellectual characteristics of a given society, etc. These are subjects typical of enlightenment historiography – including Holberg’s own works – and it was, paradoxically, in order to give proper attention to these enlightenment themes that Holberg limited his account of world history to the world encompassed by the old-fashioned model of the four monarchies.However, also in another respect Holberg’s Synopsis continued the Protestantic tradition from Melanchthon: it stresses the depravity of the papacy from late antiquity onwards. With all its enlightenment themes, often pedagogically illustrated through entertaining anecdotes, Holberg’s textbook still conveys an unwavering Lutheran view of history to its young readers.

Sign in / Sign up

Export Citation Format

Share Document