scholarly journals CATEGORIES FOR UNDERSTANDING INDIVIDUALITY IN ARCHITECTURE

2020 ◽  
Vol 2 (2) ◽  
pp. 185-192
Author(s):  
Smaliychuk A. ◽  
◽  
Kaushanskiy O. ◽  
Keyword(s):  
Theory And Practice ◽  
Temporal Context ◽  
Philosophical Discourse ◽  
Character Identity ◽  
Fundamental Categories

Individualism in creativity is one of foundation. Nevertheless that understanding of creativity neediness is deficient today. The category combine, as theory and practice by itself. For identifying individuality, we can use such architectural categories as style, boundary, norm, scale, and fundamental philosophical category as character, identity, method, phenomenon. The problem was researched theorist of architecture O. Rapparot in the context of individuality, creativity and identity. Individuality have multiply nature, that is necessary to fit it connection with , architectural fundamental categories. Temporal context and prevailing style is also worth to consideration. No less important factor influencing of economic to it nowadays. Economic, more precisely the price often acts as a determinant. Сonsidering the complexity of this concept, it is nesecity to define boundaries of individuality. We can divide the Individuality into deep and superficial. Deep individuality is always multiple and generated by many factors with complexity of their relationships. Superficial individuality rather easy to understand, often generated by artistic or compositional factors as usual. Individuality relates to design and architecture in different way. Individuality, as an architecture is generated by uniqueness. It is often the basis of identity, a fundamental category in philosophical discourse. Concept of typology can be a points of connection between architecture and individuality. Concept of individuality have phenomenological nature. We must know about it. Therefore, category of norm can often conflict with individuality, because they have very different foundation. The scale can determinate the borders of individuality. Technology, method and fashion can expand or straiten possibilities for individuality in architecture.

Introduction

2021 ◽  
pp. 1-35
Author(s):  
Charlotte Jones
Keyword(s):  
Twentieth Century ◽  
Theory And Practice ◽  
Literary Realism ◽  
Philosophical Discourse ◽  
Realist Theory ◽  
Early Twentieth Century ◽  
Critical Approaches ◽  
Late Nineteenth

The Introduction sets synthetic realism in the context of late nineteenth- and early twentieth-century culture and aesthetics to show why literary realism needs to be grasped in metaphysical terms. Ranging across contemporary periodical culture and works of literature, philosophy, and science, it examines the ways in which realist theory and practice grapples with the recalcitrance of ‘reality’ as a shifting referential cipher. The Introduction also considers previous critical approaches and suggests that the effects of these encounters between realist aesthetics and philosophical discourse were more various, ambiguous, and complex than we might have thought. It concludes with brief overviews of the book’s five main chapters and elucidates the overarching arguments that are developed within them.

scholarly journals The Modernity of Aristotle’s Ethics

MANUSYA ◽  
1998 ◽  
Vol 1 (2) ◽  
pp. 23-38
Author(s):  
Charles Freeland
Keyword(s):  
Political Discourse ◽  
Good Life ◽  
Theory And Practice ◽  
The Good Life ◽  
Human Beings ◽  
Philosophical Discourse ◽  
Course Of Action ◽  
Aristotle's Ethics ◽  
The Many ◽  
Theoretical Science

Aristotle understood ethics to be a practical rather than a theoretical science. It is a pragmatics, if you will, concerned with bringing about a good life . But the problem and the question from which Aristotle’s ethics begins arid to which it constantly returns concerns the relation of the theoretical to the practical: his concern is for the type or mode of discourse one could use in providing an account of the good life (Eudaimonia). Is this a propositional, apophantic discourse, a discourse claiming to represent the truth and what is true and from which one could then go on to prescribe a course of action, or, and this may be closer to Aristotle, is the philosophical discourse on ethics rather a descriptive one which takes humankind for what it is, not what it ought to be? This relation between theory and practice, between description and prescription, between science and action, is a question and a problem for Aristotle. It is my purpose to take up this question in connection with Aristotle’s texts on Eudaimonia. Another question shall be raised here: What is the relevance of Aristotle’s treatment of Eudaimonia to our contemporary, “modern” concern for ethics and the good life? I would assume, naively perhaps, that even today we are not indifferent to this question of what is a good life, and that we are not indifferent to the many ways in which the “good life” has been described. It would seem, then, that Aristotle’s texts have a particularly striking importance for us today insofar as we prolong the philosophical questioning of the possibilities for ethical and political discourse today and continue to ask who and what we are as human beings.

scholarly journals Temporal Levels of Criminal Law: Significance for Theory and Practice

Lex Russica ◽  
2019 ◽  
pp. 104-116
Author(s):  
S. V. Malikov
Keyword(s):  
Criminal Law ◽  
Human Life ◽  
Theory And Practice ◽  
Forced Labor ◽  
Health State ◽  
Short Period ◽  
Methodological Approaches ◽  
Fundamental Categories ◽  
The Right ◽  
Further Development

The use of methodological approaches of F. Brodel makes it possible to distinguish temporal levels in criminal law: finite and rapid changing. In the case of a crime, there are a number of crimes that have changed very slowly throughout history. The number of prohibited acts varied depending on the priorities of protection, leaving unchanged the protection of human life and health (murder, causing serious harm to health), state power (assault on the life of the sovereign and the foundations of public administration) and property (theft, robbery, robbery). Another temporal level of crime is rapid changing, which is determined by opportunistic (primarily political) considerations and undergoes significant changes at certain stages of development of society and the state. The content of this level can be filled through the criminalization and decriminalization of acts counteracting which is relevant in a relatively short period of time. Among all the available punishments, history also allows us to determine similar temporal levels. The death penalty, imprisonment and a fine can be referred to the finite one. All others (correctional labor, forced labor, exile, corporal punishment, deprivation of the right to occupy certain positions, etc.) are opportunistic or belong to the rapid changing temporal level. Methodologically, this division of the criminal law and its fundamental categories makes it possible not only to organize comparative legal research, develop rules of criminal law policy on criminalization and decriminalization, penalization and depenalization of acts, but also to predict the further development of criminal law, criminal law and criminal law doctrine.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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