Sean Mac Diarmada. The Mind of the Revolution

Author(s):  
Eoin Magennis ◽  
Gerard MacAtasney
Keyword(s):  
The Mind ◽  
1966 ◽  
Vol 71 (3) ◽  
pp. 1056 ◽  
Author(s):  
Charles A. Barker ◽  
Perry Miller

Author(s):  
R. R. Palmer

This chapter focuses on Germany during the revolutionary decade. The years of political change coincided with the supreme efflorescence of German thought and culture. It was the age of Goethe and Schiller, of Mozart and Beethoven, of Kant, Fichte, Hegel, Herder, Schleiermacher, and the Humboldts. Under the influence of such masters, a new German national consciousness was beginning to take form. An ambivalent attitude to revolution entered into the national outlook. The Germans neither rejected revolution in the abstract, nor accepted it in its actual manifestations. Nothing was more characteristic, in Germany before 1800, than to continue to hail the principles and goals of the French Revolution with enthusiasm, and to believe that in French hands, thanks to French faults, these principles had miscarried.


1976 ◽  
Vol 112 (ANIVERSARY) ◽  
pp. 1637 ◽  
Author(s):  
Merrill D. Peterson

Author(s):  
Santiago Torres Monrreal

RESUMENSe hace una revisión teórica de las funciones del ordenador, que se concretan en dos, la heurística y la instrumental. Dentro de una acepción restrictiva de los Sistemas Informáticos de Comunicación, se abordan dos aspectos claves: el realtivo a qué requisitos básicos son exigibles al usuario y el relativo a qué características deben tener los productos/programas informáticos para ser rentables. De fondo está la crítica a los EAOs y LAOs existentes, que generalmente no cubren los mínimos exigibles para hacer la "revolución" (cuando no se da la "evolución") de la mente a la que están llamados. La teoría computacional es considerada como una teoría de la mente y el ordenador, hoy personal y en el futuro unipersonal, se vislumbra como un artefacto mental, o sea, más cognitivo que instrumental.ABSTRACTA theoretical revision is made about the computer functions, specifically, the heuristic and the instrumental one. Within a restrictive sense of the Computer Systems of Communication, two key aspects are reviewed: wich basic requirements are demanded to users and which characteristics must computer products/software have to be profitable. In turn, this is a criticism to the existent EAO's and LAO's which usually are not capable of satisfying the minimal requirements to perform the revolution (when rhere is no evolution) of the mind that they are supposed to make. The computational theory is regarded both, as a theory of the mind and of the computer, nowadays personal but unipersonal in the future. It is begun to be seen as a metal artifact, that is to say, more cognitive than instrumental. 


2017 ◽  
Vol 4 (2) ◽  
pp. 180-190
Author(s):  
Moh. Soheh

Educational technology is defined as a design of learning that is designed by using certain methods and presented with various learning tools intended to facilitate learning. Learning media are all sesuau that can channel messages that can stimulate the mind, persaaan, attention, and willingness of students so as to encourage the happening of the process bejar to students. Learning technology began to emerge in line with the development of education that gave birth to the educational revolution. The educational revolution took place at four stages of the revolution. The first revolution occurs when parents are unable to provide education to their children so they have to entrust to a teacher, both because teachers have the desire to provide education to many students at once so that the occurrence of classical learning, the third occurs when teachers have the desire to provide education to many students at the same time in a shorter time because learners are equipped with learning materials. This revolution occurs when the development of advanced technology began rapidly, then the teacher wanted to use it for the purposes of education with the aim that learning bias done quickly and efficiently with students equipped with the expertise to use various technologies to prepare independent students.


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