scholarly journals Knowledge, ignorance and faulty knowledge in school

2007 ◽  
Vol 39 (1) ◽  
pp. 69-85 ◽  
Author(s):  
Zoran Avramovic
Keyword(s):  
Scientific Knowledge ◽  
Real Life ◽  
School Education ◽  
Point Of View ◽  
School Knowledge ◽  
The Third ◽  
Types Of Knowledge ◽  
Starting Point ◽  
The Difference ◽  
Elastic Form

The paper discusses the issue of school knowledge from the point of view of scientific knowledge, ignorance and faulty knowledge. The starting point is that neither school nor curricula pay attention to what knowledge is, what types of knowledge there are, and what kind of relationship exists between knowledge, ignorance and faulty knowledge. The first part offers an answer to the question what knowledge is. In the second part presented are some theoretical viewpoints on knowledge: gnoseological, sociological and psychological. The third part deals with the notions of ignorance and "faulty" knowledge. Pointed out are some forms of mystical ignorance. The forms of faulty knowledge are: erroneous notions, prejudices, illusions. In the final part, the author considers their relationship in school education. The starting point is that ignorance is a predecessor of any knowledge. The difference between knowledge, ignorance and faulty knowledge exists in every system of school education, but differs in extent and mode when it comes to nature, society, man and art. The author maintains that school should not be defined as an absolute carrier of knowledge, or the system of foolproof knowledge that the student should acquire uncritically. Instead of absolute confidence in scientific knowledge, the paper concludes with suggesting the option of an "elastic form" of school knowledge. This is a type of knowledge which, in its programme, counts on both ignorance and faulty knowledge and their differing roles in studying and real life of students.

Charops and Roman Policy in Epirus

1945 ◽  
Vol 35 (1-2) ◽  
pp. 58-64 ◽  
Author(s):  
H. H. Scullard
Keyword(s):  
Point Of View ◽  
Territorial Aggression ◽  
The Third ◽  
Individual Point ◽  
The Difference ◽  
Of Greece

In the settlement of Greece after the Third Macedonian War Roman policy was at times moderate, at times harsh. On occasion the difference might represent only an individual point of view: thus the terms imposed upon Macedonia might seem generous to a Roman who contemplated the grant of ‘freedom’ to the Macedonians, the reduction of taxation and the absence of territorial aggression on Rome's part, while they might equally seem harsh to a Macedonian who felt that his sense of nationhood had been violated by Rome's creation of the four independent Republics. But towards Epirus Roman policy seems to have been marked by two successive stages, the first moderate, the second brutal. It is the purpose of this note to attempt to consider the causes which determined this change and to examine what influence the Epirote Charops exercised upon the measures which turned his country into a playground for Roman brutality and ultimately into an abomination of desolation.

scholarly journals The Gender Factor Effect on Saudi Learners’ Perceptions of Using Social Media on Their Social Interaction

2018 ◽  
Vol 11 (10) ◽  
pp. 30
Author(s):  
Boushra Abdul-Aziz AlGhamdi ◽  
Shorouq Ali AL-Garni ◽  
Maysa M. Qutob
Keyword(s):  
Social Media ◽  
Social Interaction ◽  
Time Management ◽  
Real Life ◽  
Point Of View ◽  
Factor Effect ◽  
Males And Females ◽  
The Difference ◽  
Gender Factor ◽  
Positive Point

This study compares males and females perception of the effect of social media on their social interaction to understand the difference between both genders. The study follows a mixed-method methodology using a questionnaire with closed-ended items and open-ended questions. Responses to the questionnaire are collected form 207 male and female students from a public university in Saudi Arabia. In general, the results of the questionnaire are insignificant which indicate that there are no differences between both genders. However, the results of the open-ended questions show that females have a negative view of the effect of social media on human relations while males have a positive point of view. However, both genders have a positive point of view regarding balancing between friends and family in real life and virtual world through time management.

scholarly journals Smart Tools for Academic Information Seeking

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Eeva Koponen ◽  
Tiia Puputti
Keyword(s):  
Academic Dishonesty ◽  
Scientific Knowledge ◽  
Information Seeking ◽  
Academic Work ◽  
Research Process ◽  
Point Of View ◽  
Extensive Reading ◽  
Systematic Information ◽  
Search Terms ◽  
Starting Point

Systematic information seeking is an essential part of academic work. Research and information seeking go hand in hand, and both need planning. In the academic world you can hardly avoid the research plan, but you probably won’t hear that much about the information seeking plan. The information seeking plan guides you through the research process from the first sparks of an idea to the last dot in the bibliography from the point of view of the often invisible process of systematic information seeking.Systematic Information Seeking Framework designed in the Jyväskylä University Library has its roots in Carol Kuhlthau's Guided Inquiry Design Process. Our model, designed for more contextual adjustability, is presented in our Library Tutorial (https://koppa.jyu.fi/avoimet/kirjasto/en/library-tutorial), an open self-study material.The process starts with “Defining the topic and finding search terms”. This stage requires extensive reading about the subject matter, understanding the basic differences between everyday knowledge and scientific knowledge and distinguishing information resources for different kinds of needs.Analysis of concepts and understanding of their contextuality are at the core of scientific knowledge. With the information seeking plan and a mind map one can work on the search terms, discover connections and construct search statements for different resources and the search strategies they require.The second section is about “Finding sources”, which students often understand as the starting point for systematic information seeking. Knowledge of the publication cultures in different disciplines guide the information seeker to the different types of sources needed.Finally, “Citing and managing references”. One of the most essential skills in all academic work is the appropriate use of scientific sources, citing and managing references correctly. As academic dishonesty hurts the whole community, academic fraud, e.g. plagiarism, is taken very seriously. Sufficient skills in seeking and managing information are the key to avoiding it.

Is there Any Possibility of Reconciliation between Erasmus and Luther?

2021 ◽  
pp. 172-187
Author(s):  
Miikka Ruokanen
Keyword(s):  
Holy Spirit ◽  
Point Of View ◽  
Three Dimensions ◽  
Real Point ◽  
The Third ◽  
The Holy Spirit ◽  
Cross Of Christ ◽  
The Difference ◽  
Catholic Tradition ◽  
God's Grace

After five centuries, would it be possible to see any chance of reconciliation between Erasmus and Luther? Looking at this question from the point of view of the three dimensions of the doctrine of grace, we might say some hopeful words. As to the first (1) dimension of grace, at many points even Erasmus admits that human choice must be empowered by God’s grace in order to move in the direction willed by God. But here the real difference is that, for Erasmus, free choice is enabled by the grace given in the creation and it is still naturally efficient in the sinners, whereas Luther sees that there is no freedom because of the human being’s enslavement by unfaith —there is a need for the efficient prevenient movement of the Holy Spirit which alone can create faith. As to the second (2) dimension of grace, following the Catholic tradition, Erasmus knows the conception of (2a) the forensic-juridical forgiveness of sins based on the atonement by the cross of Christ—in this respect there is no real point of controversy between the two. But Erasmus knows nothing about (2b) the union of the sinner with Christ in the Holy Spirit, the Trinitarian participatory conception of justification, central for Luther. In respect to the third (3) dimension of grace, both see possible the cooperation of the believer with God, the difference being Erasmus’ more anthropocentric concept of sanctification if compared with Luther’s emphasis of growth in love enabled by the Holy Spirit.

Students’ perceptions of deductive and inductive methods in teaching reading skills

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Riitta-Liisa Valijärvi ◽  
Eszter Tarsoly
Keyword(s):  
Language Learning ◽  
Real Life ◽  
Point Of View ◽  
Teaching Reading ◽  
Advantages And Disadvantages ◽  
Inductive Methods ◽  
The Difference ◽  
Correct Understanding ◽  
Discovery Method ◽  
Guided Inductive

AbstractThis article explores students’ perceptions of inductive and deductive methods of teaching reading in Finnish and Hungarian in a higher education setting. A guided inductive discovery method of reading involves independent work and minimum vocabulary and grammar explanation before the reading assignment is given. A deductive pre-taught method involves grammar, vocabulary and content explanation before a text is read. Structured focus group interviews revealed that the advantages of the discovery method, i.e. guided inductive reading, are that it helps to maintain curiosity, enhances memorisation, encourages independent and active learning, and prepares for real-life reading situations. The deductive pre-taught method, on the other hand, feels safe and helpful, can keep one’s confidence up, saves time and effort for other language-learning tasks, and ensures a correct understanding of the text. The interviewees wanted to be given information about which grammar to expect in advance, some felt the same way about vocabulary. They were not always aware of the difference between the two approaches. By using both methods the teacher can help to maintain motivation and cater for different student preferences. Mixing methods also reflects how we treat information in real life. There appears to be no ideal method in teaching L2 reading: both methods have their advantages and disadvantages from the students’ point of view. Explicit instruction is crucial for reading development either before or after a text is read.

scholarly journals دلالة الباء التضمنية و المطابقية في آية الوضوء

2022 ◽  
Vol 6 (1) ◽  
Author(s):  
جيران ، حمد علي هارب
Keyword(s):  
Point Of View ◽  
The Third ◽  
The People ◽  
The Difference ◽  
Definition Of ◽  
The Impact

This research discusses the significance of the underlying and corresponding (B) in the verse of ablution .It consists of a preface , four chapters and a termination .Within the limits of the preface , it dealt with the clarification of the importance of the research .In the first chapter , it dealt with the definition of the underlying significance according to the jurists point of view , also the scientists, point of view who support the underlying significance and the people who agree with them , as well as the aspects of the Hanafia’s and the shafia's inference regarding the implication.   The research also deals with the definition of the corresponding significance according to the jurists' point of view as well as the scientists' point of view who support the correspondence of the (B) significance .These people are the Malikia and the Hanablah and the people who agree with them as well as the aspects of their inference in this issue .The third chapter tackles the more acceptable significance of the two discussed in the former chapters .The final one clarifies the impact of the difference between the underlying and the corresponding (B) according to the jurists' point of view .Finally the research is concluded by the most important deductions.

Lines in the Noology of Gregory Palamas. Palamism and Platonism

2021 ◽  
pp. 60-67
Author(s):  
Dmitry S. Biriukov ◽  
◽  
◽  
Keyword(s):  
Scientific Knowledge ◽  
Human Mind ◽  
The Self ◽  
Types Of Knowledge ◽  
Dionysius The Areopagite ◽  
Thinking Ability ◽  
Divine Mind ◽  
The Difference

The article traces the main lines of the teaching of mind (noology) by one of the largest Byzantine thinkers, Gregory Palamas, on the material of his treatise Triads (1337–1340). The author considers the question of the foundations of thinking ability according to Palamas. Two paradigms – natural and super-natural – manifested in the noology by Palamas are identified, and how these paradigms are manifested in the topics of knowledge and labor is shown. Different modes of mind functioning in Palamas’ teaching are distinguished: one of discursive thinking, one of self-contemplation of mind, and one of repose of mind. The author analyzes the topic of self-contemplation of mind and shows how this topic is integrated into Palamas’ coherent ontological system: the contemplation of the human mind takes place participating in the self-contemplation of the Divine Mind. The author shows that the seemingly contradictory topics of Palamas’ teaching about mind – the topic of self-contemplation of mind and the topic of repose of mind – do not conflict with each other, but do coexist complementarily in Palamas’ teaching. The author considers the concept of knowledge in Gregory Palamas and distinguishes between natural and super-natural types of knowledge in his teaching. Then he turns to the theme of scientific knowledge in Palamas and shows how Palamas’ view on scientific knowledge leads him to formulating the doctrine of dual truth. The author also identifies two Platonically loaded lines in the Byzantine prehistory of the topic of the self-contemplation of mind: one of Dionysius the Areopagite and one of Evagrius of Pontus. The author ties this Platonic background of Palamas’ noology with the specifics of his understanding of nature of the Tabor light, according to which this light is “intelligent” and therefore cannot be contemplated by beings who do not have an intelligent ability (i.e., who are non-human). The author offers the following understanding of the specifics of Palamite ontology distinguishing essence and energy in God: what distinguishes divine energy from essence is the participability and knowability of energy, but, at the same time, energy exists, distinguished from essence, in the situation of absence of someone who would participate in it and know it as well. The author links this ontological schema with the Platonic background of Palamas’ noology that has been identified above, namely, with the “intelligent” nature of the divine energies that Palamas declares, which, in its turn, is related to the thinker’s idea of the affinity between the divine energies and human mind. Finally, the author identifies essential connotations common to the Platonic “idea” and the Palamite “energy”, and points out the nature of the difference between these concepts.

Les fondements de la Rhétorique d'Aristote reconsidérés par Fārābi, ou le concept de point de vue immédiat et commun

1992 ◽  
Vol 2 (1) ◽  
pp. 133-180 ◽  
Author(s):  
Maroun Aouad
Keyword(s):  
Common Point ◽  
Point Of View ◽  
The Third ◽  
The Difference ◽  
Definition Of

The use of the immediate and common point of view (bādi' al-ra'y al-muštarak) is presented, in Arab philosophy, as characteristic of the rhetorical method. We will endeavour, in this article, to determine the importance, the significance and the origins of this concept in the works of Fārābī. The first part examines the concept's position in the structure of Kitāb where Fārābī, while following Rhet. I 2 (a veritable introduction to the discipline of oratory) tries to improve the structure of Aristotle's chapter around this concept, which is not in Aristotle. The concept is then defined in the second part. What is at issue is not the immediate point of view of an individual who might think of certain propositions as being universally accepted, when in fact they are not, but rather the point of view which is accepted without question by the majority. It relies on a kind of testimony (šahāda) rather than on the personal judgement of the auditor. It differs nevertheless from propositions which are really universally accepted because these can only be invalidated by an elite and not by any ordinary examination. In the third part, we will review those doctrines of Kitāb which depend on the concept of the immediate and common point of view, focusing in particular on the definition of enthymema. In the last part, we will investigate some philological and philosophical difficulties, such as the difference between rhetorical and dialectical premises, which constitute the background to the development of the concept.

scholarly journals Consistency

2017 ◽  
Vol 4 (1) ◽  
pp. 41
Author(s):  
Kiki Rahmatika
Keyword(s):  
Body Movement ◽  
Real Life ◽  
Point Of View ◽  
The Body ◽  
The Real ◽  
The Third ◽  
Practice Based Research ◽  
Thinking Process ◽  
Way Of Thinking ◽  
The Way

This choreography is started from Practice based Research. The research is about Dajang Rindoe’s manuscript which is deconstructed. In the process of cultivation of this work, the foundation of creation used text deconstruction, creativity, and choreography. Text deconstruction is implemented in finding the new point of view of the women freedom. Creativity approach is used for the reason that the artwork creation is not separated from the thinking process and work creatively. By this approach, the way of thinking and working creatively will be developed. The third approach that is choreography is used as the foundation in creating the dance aesthetic that involving the body movement, composition, unity, harmony, behaviour and other visual aspects. CONSISTENCY dance work is a description about woman toughness to get her freedom in order to maintain her integrity. The freedom that need the full struggle for her to get. Because the freedom itself has the meaning to be able to live independently and responsibly. In the real life, the freedom women who able to preserve her firmness independently and responsibly are very scarce. The imbalance of this firmness then fades the women integrity.

Freedom and Religious Worldview

2021 ◽  
Vol 64 (3) ◽  
pp. 137-159
Author(s):  
Mikhail Yu. Sergeev ◽  
Aleksandr E. Rybas
Keyword(s):  
Human Life ◽  
Real Life ◽  
Religious Faith ◽  
Point Of View ◽  
Religious Worldview ◽  
Starting Point ◽  
Philosophy And Religion ◽  
The Status ◽  
History Of ◽  
Philosophical Understanding

The article, written in the form of a dialogue/discussion, examines the problem of freedom in the context of its interpretation in religious and philosophical thought. The starting point for considering freedom is the thesis that the concept of freedom, as it is presented in the metaphysical and spiritual traditions, hinders both the philosophical understanding of freedom and its implementation in practice since the status of the concept requires the identification of freedom with the knowledge of freedom. However, the knowledge, as it always implies being universal, excludes the possibility of a different understanding of freedom, which leads to the confusion of freedom and necessity. While criticizing this thesis, Mikhail Sergeev insists that the adoption of a particular system of beliefs, including religious faith, does not necessarily make other people understand freedom the same way, which leads to the elimination of freedom in real life and to the substitution of freedom by necessity on theoretical level: as the history of philosophy and religion shows, there have always been many different concepts of freedom, even within the same school or tradition. From the point of view of Aleksandr Rybas, the variety of interpretations of freedom is such only formally since each of these interpretations is aimed at formulating the only one, “true” concept of freedom, resulting from the chosen point of view and therefore making it necessary to characterize alternative views as false: the very idea of “true” freedom is rooted in the specifics of metaphysical thinking, which should be seen the reason for the rejection of freedom. As a result of the discussion, however, some common views on freedom were developed. In particular, freedom was defined as the inherent ability of man to consciously initiate his own changes and determine the parameters of his own existence. Moreover, it was argued that there could not be the only valid or universal form of human life.

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