The Influence of Intellectual Traditions on the Diffusion of Scientific Ideas

The Constitution, as the main universal and comprehensive legal document, establishes fundamental principles and defines the legal basis for development of public and state life in all politically significant spheres, serves as a guarantor of legitimacy and order, gives a boost to the development of society. The special political and legal nature of the constitution, the issues of its operation and the mechanism of its implementation are of great importance. In accordance to the authors’ approach, the mechanism of implementation of the Constitution of the Russian Federation includes the following components: 1) entry of the constitution into legal force; 2) its functions; 3) constitutional algorithm of unity and differentiation of public authority; 4) forms of implementation; 5) ways of implementation; 6) subjects of implementation; 7) objects of implementation; 8) institutions for modernization; 9) guarantees of implementation. The authors conclude that the modern scientific ideas of a rational mechanism of implementation of the Constitution of the Russian Federation contribute to solving the issues of economic and cultural development of the Russian society, help creating favorable conditions for proper law enforcement, strengthening legitimacy and order.

Download Full-text

Some of Frontiers Education Articles: Around First to Eleven December 2020

10.35542/osf.io/8964e ◽

2020 ◽

Author(s):

thobias sarbunan

Keyword(s):

Knowledge Creation ◽

Publishing House ◽

General Point ◽

Human Race ◽

Future Studies ◽

Long Period ◽

Research And Innovation ◽

New Information ◽

Scientific Ideas ◽

Better Than

The research pathway is also an important point to lead researchers in creating and enriching knowledge from a fresh viewpoint, as wellas development for the human race. The frontier is the publishing house of a publication that has established information along with the'other agent' of knowledge around the globe. As a result, one of the sub-journals of this publication was education, expanded awarenesstime by time, by new information on innovation in science and technology. In the meantime, the pandemic, better than the science society,has alerted to the current developments in science aimed at strengthening and gaining some insight and awareness of how to maintainthe 'mode of knowledge creation'. So, through this discussion of the current edition of Frontier Education Journals, I thought that thisdiscussion theoretically involved encouragement and advancement in the middle of the pandemic, also influenced from a general point ofview, here as roadmap or step-stone for all research and innovation researchers. On the basis of the discussion in general, I saw that theroad map of the topic of frontier education is in significance to all branches of expertise of education. I agree that knowledge developmenttime-by-time needs to be reflected-analysed-synthesized-adopted or adapted-also developed for the purpose of education in addition tolearning from a general viewpoint. Note, knowledge is never-never sleeping tight, but it still evolves and progresses a long period with thenewest scientific ideas-concept-and hypothesis. In the other hand, it is possible that my study would miss a range of weaknesses inliteracy resources as well; but at least, I have sought, through this article, to see the importance of knowledge advancement that can enrichknowledge in the middle of the pandemic and for future studies.

Download Full-text

Islamic Acquisition of the Foreign Sciences

American Journal of Islam and Society ◽

10.35632/ajis.v9i3.2570 ◽

1992 ◽

Vol 9 (3) ◽

pp. 310-324

Author(s):

J. L. Berggren

Keyword(s):

Homo Sapiens ◽

Byzantine Empire ◽

Islamic World ◽

Whole Process ◽

Ancient Science ◽

Complex Process ◽

Scientific Ideas

The study of the transmission and transformation of ancient science ismore than a study of which texts were translated, when, and by whom. It wasa complex process, better seen as beginning rather than ending with the translationof relevant books, for the heart of the process is the assimilation ratherthan the simple reception of the material. Scientific ideas move because peoplestudy books, compute with tables, and use instruments, not simply becausethey translate books, transcribe tables, or buy pretty artifacts. It sufficesto recall that the scholars of the Byzantine Empire, despite their status as thedirect heirs of the classical Greek scientific tradition and their direct accessto whatever classical Greek manuscripts the Islamic world eventually cameto possess-indeed to more of them and from an earlier date-were largelyuninterested in this knowleldge. Hence no account of the transmission of scientificknowledge can be complete if it does not recognize that it is, at root,an account of the activities of what Dupree has called "homo sapiens in asocial context."Two CaveatsAt the outset of this paper, two points mu5t be taken into consideration.First, although we may wish to study the whole process of the Islamic acquisitionof the foreign sciences as it took place over several centuries and overan area extending from Spain to Afghanistan, it must be realized that theexamples given refer to specific events that took place at specific times andin specific places. As a result, eminent Islamic thinkers and writers are quotedwithout any accompanying claim that each one is representative of all Islamicthinkers at all times and in all places. It is sufficient that when a person suchwithout any accompanying claim that each one is representative of all Islamic ...

Download Full-text

Learning

10.1093/oso/9780198789710.003.0012 ◽

2018 ◽

Author(s):

Ulrich Kühnen ◽

Marieke van Egmond

Keyword(s):

Social Cognitive ◽

Relevant Literature ◽

Empirical Literature ◽

Learning Beliefs ◽

Good Person ◽

Intellectual Traditions ◽

Diverse Backgrounds ◽

Metacognitive Beliefs ◽

Ancient Times ◽

And Performance

Do metacognitive beliefs about learning differ across cultures? This chapter reviews relevant literature from different fields (in particular from educational science and from social, cognitive, and educational psychology). Building on previous work, it argues that Western students conceptualize learning primarily as the acquisition of knowledge and the development of mental skills (“mind orientation”). According to the “virtue orientation” that is more prevalent among Asians, learning encompasses in addition the pursuit of moral and social development. Both orientations are embedded in intellectual traditions that go back to ancient times (i.e., to Socrates in the West and to Confucius in the East). They are also associated with the culturally conferred understanding of what it means to be a good person, which differs between individualist and collectivist societies. The chapter reviews the empirical literature showing that discrepancies in learning beliefs between faculty and students from diverse backgrounds are detrimental for academic satisfaction and performance.

Download Full-text

Naming an Unnamable God

10.1093/oso/9780198805694.003.0004 ◽

2018 ◽

Author(s):

James A. Diamond

Keyword(s):

Hebrew Bible ◽

Biblical Narratives ◽

Jewish Intellectual ◽

Intellectual Traditions ◽

The Moment

One of the most crucial sources for divulging knowledge about the nature of God and his relationship with his creation are the various names by which God is identified throughout the Hebrew Bible and the rabbinic corpus. This chapter examines those names, especially the Tetragrammaton, based on God’s revelation to Moses recorded in Exodus of the name “I will be who I will be.” Close readings of the biblical narratives as interpreted by all the Jewish intellectual traditions, including rabbinic/midrashic, rationalist/philosophical, and kabbalistic/mystical, reveal a God of “becoming” rather than the philosophical God of “being.” The encounter and dialogue, between Moses and God, out of which the name emerges is the moment that transformatively envisages all future divine–human encounters.

Download Full-text