scholarly journals — Trans —

2019 ◽  
pp. 240-245
Author(s):  
Petronela Schredlová ◽  
Tereza Haumerová
Keyword(s):  
General Education ◽  
Human Beings ◽  
Working Together ◽  
General Effort ◽  
European Architecture

To introduce ourselves first, we are a group of human beings working together only because of one hidden school — EASA ( European architecture student assembly). It works like a perfect filter. Filter for those that are looking for more than general education. Forming this vision about education was a general effort of 5 of us till the very end. Following text is not just about transdisciplinarity but about educating ourselves in communication, values, equality and daily choices. We´ve learned how to take a creative critique, how to trust each other, but mostly to understand that no one of us would make this alone.

Working Together: Emerging Roles of Special and General Education Teachers in Inclusive Settings

2004 ◽  
Vol 26 (3) ◽  
pp. 29-43 ◽  
Author(s):  
Kathryn L. Laframboise ◽  
Betty Epanchin ◽  
Karen Colucci ◽  
Anne Hocutt
Keyword(s):  
General Education ◽  
General Education Teachers ◽  
Inclusive Settings ◽  
Working Together

Thinking Collectively

2019 ◽  
Author(s):  
Paul Spicker
Keyword(s):  
Collective Action ◽  
Social Life ◽  
Common Good ◽  
Social Groups ◽  
Social Institutions ◽  
Human Beings ◽  
Democratic Deliberation ◽  
Wide Range ◽  
Working Together ◽  
The Common

Thinking collectively is a book about the meaning, implications and value of collectivism in social policy. Collectivism is not a single, unitary idea; it covers a wide range of approaches that depend on the importance of groups and organisations in social life. Substantive collectivism is the idea that we live, not as 'individuals', but as the members of social groups, like families, neighbourhoods and communities, and that many of our actions are done together with others in organisations and social institutions. Methodological collectivism looks for explanations and patterns of behaviour not in the actions of individual human beings, but in the actions of groups. Moral collectivism begins from the premise that collective social groups - families, businesses, institutions, governments and countries - are moral agents; that they have rights and responsibilities, that groups as well as individuals can take moral action, and that the morality of their actions can sensibly be assessed in those terms. Collective action is defined, not by what is to be done, but how. The practice of collective action, and the character of provision made, tend in their turn to influence the kinds of things that people want their services to do. Democratic deliberation, voice and empowerment become the expectation and practice of public services; co-operation, working together, sharing and solidarity come to be seen as virtues in themselves. The book makes a case for a collective approach to the common weal, based on society, the common good, solidarity, stewardship, rights, equality and a sense of common enterprise.

scholarly journals IMPLEMENTATION OF AL-GHAZALI�S ISLAMIC EDUCATION PHILOSOPHY IN THE MODERN ERA

2019 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Ahmad Muflihin ◽  
Muna Yastuti Madrah
Keyword(s):  
General Education ◽  
Religious Education ◽  
Education System ◽  
Islamic Education ◽  
Human Beings ◽  
Modern Education ◽  
Education Philosophy ◽  
Material Benefits ◽  
Modern Era ◽  
Value Of Education

ABSTRACTPhilosophy and education are two things that cannot be separated. Philosophy is the basic foundation or direction for achieving the implementation and goals of education. Education aims to shape human beings in achieving complete humanity. Even Islam offers a concept of human beings, namely the prototype of humans who carry out their duties as khalifatullah fil ardh; humans who not only have intellectual intelligence (IQ), but also spiritual (SQ) and emotional intelligence (EQ). The problems that arise, complaints about the increasingly widespread individualist, materialist, and pragmatic nature of the community are allegedly because the modern education system ignores the basics of the value of education and only pursues material benefits. This article offers a solution to answer the challenges of education in the modern era which refers to the philosophical value of education. Especially the concept of the philosophy of Islamic education taught by al-Ghazali. In his education philosophy, al-Ghazali did not recognize the separation between religious education and general education without linking of them. There is no aqliyah term without including syar'iyyah. Cognitive aspects are not developed without involving affective and psychomotor aspects at once. Because faith, knowledge, and charity always go side by side.�Keywords: Philosophy, al-Ghazali, Education, Modern Era, Islamic Education

scholarly journals Pemikiran Pendidikan Islam Pada Era Kontemporer

2018 ◽  
Vol 10 (1) ◽  
pp. 79-91
Author(s):  
Sain Hanafy
Keyword(s):  
General Education ◽  
Human Life ◽  
Islamic Education ◽  
Development Effort ◽  
Human Beings ◽  
Psychology Education ◽  
Educational Thought ◽  
Points Of View ◽  
The Right ◽  
Islamic Values

This paper discusses the development of contemporary Islamic education by describing the thoughts of Abdurrahman Mas'ud, Hasan Langgulung, and Abdul Munir Mulkhan. Abdurrahman Mas'ud offers the humanistic and religious format of nondikotomic education, which connects human beings with their God (Hablum Minallah) and between human and human (Hablum Minannas). The purpose of education according to him is to prepare life in the world and the hereafter. Hasan Langgulung offers an idea of the principles of Islamic education. According to him, education can be viewed from two points of view. First, from  the perspective of society, that education is a process of cultural inheritance, from the old generation to the younger generation, so that the community can maintain its personality with the basis of Islamic values. Second, from individual perspective, education means the development effort of individual potentials to be actualized concretely so that the results can be beneficial to individuals and society. Langgulung educational thinking is based on the perspective of psychology, education is needed to meet and maintain the sustainability of human life. While Abdul Munir Mulkhan's educational thought is more influenced by a sociological perspective critically. In general, education only prioritizes aspects of intelligence (cognition) and skills (psychomotor), thus ignoring the aspects of personality (emotional). Therefore, he argues, spiritual reasoning is the solution to the philosophical problems of education because the personality or consciousness of manners will increase religiosity (spiritual intelligence) as the base of creative consciousness. According to Mulkhan, education is the right of human beings in maintaining humanitarian agreements so that in their life will realize the awareness of pluralism in the society

scholarly journals How Factoring Ethics Encourages and Stimulates Innovative Development of IT Systems Responsive to Stakeholder Needs and Requirements

2021 ◽  
Author(s):  
Zvikomborero Murahwi
Keyword(s):  
Intelligent Systems ◽  
Well Being ◽  
Human Beings ◽  
Daily Lives ◽  
Use Of Technology ◽  
It Systems ◽  
Working Together ◽  
Innovative Thinking ◽  
Development Goals ◽  
Stakeholder Needs

Human beings have become increasingly dependent on IT in running their daily lives and doing business. The development and the increase in use of Autonomous Intelligent Systems in the last few years is making it increasingly impossible to ignore ethics in engineering and building IT Systems as more factors other than the traditional ones like financials come into play. As the use of technology continues to grow among people of all ages, there is also a growing awareness of the potential social harms such systems can have on human well being. Where there is such an awareness (of potential harms the systems may have on humans), there is a likelihood of resistance in adoption and use of the technology resulting in the loss of the benefits such systems are supposed to bring with them. Where potential harms have been ignored and people went ahead and adopted and used the technology, but eventually experienced cases of social harm, possible abandonment of the technology becomes a reality - a situation which also results in the loss of all the gains the technology could have potentially brought. Some good examples are societies which continue to keep under-aged children away from technology as a way of safeguarding them from the harms caused by technology. Situations like this have set limits to the effectiveness and reach of technology driven services such as autonomous eHealth systems and even educational programmes.There has also been a view mainly among technology creators that Ethics considerations are slowing down or getting into the way of innovation. In the proposed chapter, and driven by the theme “Ethics Considerations to drive innovative thinking in building systems which are responsive to the needs of the user and promote adoption, and safe use of IT” the writer argues for a unified front in the development of IT systems in an ethical manner - That is, it is time users and creators of technology start working together to build systems for the future. And with well-being among the UN Development Goals, and technology taking centre stage in many aspects of development and growth, Ethics in technology cannot be ignored.

scholarly journals Philosophical Thought of Al-Farabi as Models of Establishing Civil Society in the Era of Technology Disruption

2019 ◽  
Vol 8 (2) ◽  
pp. 5846-5850
Keyword(s):  
Civil Society ◽  
General Education ◽  
Industrial Revolution ◽  
Islamic Education ◽  
Educational Institutions ◽  
Time Interval ◽  
Human Beings ◽  
Philosophical Approach ◽  
Changing Times ◽  
Society Perspective

Islamic educational institutions or schools are educational institutions which have tersistem the first time in Indonesia before the Dutch introduced the school system. Their historical time interval that shows long-existence of Islamic educational institutions becomes a serious problem when Islamic education has not been able to produce human beings are ready to face the era of technology disruption (the industrial revolution 4.0) as it is today. The limited views on Islamic education is only concerned issues of religious materials, does not include a general matter, giving rise to the separation between Islamic educational institutions with general education institutions. So these problems, this study tries to introduce the conception of alFarabi's philosophical thinking about civil society and Islamic education to address and provide solutions for the development of Islamic education in today's changing times is the era of technology disruption (the industrial revolution 4.0). This research method using descriptive qualitative method with historical-philosophical approach and heuristic data analysis, verification, interpretation, synthesis. The results showed the order of life of civil society perspective of al-Farabi will materialize if the community prefers aspects of teaching and character formation in the era of disruption technology (industrial revolution 4.0) in order to reach happiness essentials (happiness physical and spiritual), which became the main feature of a civil society. In the middle era of technology disruption (the industrial revolution 4.0) element of physical and spiritual happiness into the main thing that technology can be used wisely and optimally.

scholarly journals Friendship Between Human Beings and AI Robots?

2021 ◽  
pp. 177-189
Author(s):  
Margaret S. Archer
Keyword(s):  
Genetic Modification ◽  
Error Detection ◽  
Human Enhancement ◽  
The Body ◽  
Human Beings ◽  
Popular Imagination ◽  
Working Together ◽  
Definition Of ◽  
Medical Advances ◽  
Positive Properties

AbstractIn this chapter the case for potential Robophilia is based upon the positive properties and powers deriving from humans and AI co-working together in synergy. Hence, Archer asks ‘Can Human Beings and AI Robots be Friends?’ The need to foreground social change for structure culture and agency is being stressed. Human enhancement speeded up with medical advances with artificial insertions in the body, transplants, and genetic modification. In consequence, the definition of ‘being human’ is carried further away from naturalism and human essentialism. With the growing capacities of AI robots the tables are turned and implicitly pose the question, ‘so are they not persons too?’ Robophobia dominates Robophilia, in popular imagination and academia. With AI capacities now including ‘error-detection’, ‘self-elaboration of their pre-programming’ and ‘adaptation to their environment’, they have the potential for active collaboration with humankind, in research, therapy and care. This would entail synergy or co-working between humans and AI beings.

Communication and Control through Words and Power

2011 ◽  
Vol 403-408 ◽  
pp. 982-993
Author(s):  
Reji M. Issac
Keyword(s):  
Holy Spirit ◽  
Electromagnetic Waves ◽  
Communication Technologies ◽  
Machine Intelligence ◽  
Perfect Conductor ◽  
Human Beings ◽  
Working Together ◽  
Control Electronics ◽  
The Media ◽  
And Control

Cognition and Communication are two processes that are interrelated through the sciences Noology and Electronics. Cybernetics is the art and science of understanding, which connects these two sciences together. In an age where human rights are inclusive of transformation of a human as a Cyborg, man and machine are closely working together, where machine intelligence means connecting machines with Noosphere. As we all know the basic difference between human beings and animals are with respect to thinking, where humans are more endowed with divine qualities and powers, which are controlled through the Words. Humans are also involved in the creation of the Words through their creative abilities. This paper aims to describe an idea about the communication and control through an invisible media known as Noosphere, where exchange of Words, generation of Words, rearrangement of Words, elimination of Words and modification of Words are done in the Heart and we inform the world about the invention of the Word. We use a methodology of analogous comparison with the communication through the Electromagnetic waves over a perfect conductor, where the media is a perfect conductor of words known as Holy Spirit. It also uses an analogy with electrons. This paper can be considered as a key paper related with Control, Cybernetics, Noology and Electronics, which gives the ultimate in all communication technologies and the ultimate status of Noosphere prophesied by intellectuals, through which Cybernetics can be raised to its original thought as the Science of Government, without any fear about unscrupulous Governments. This paper discusses how power is controlled through words and explains the weirdness in Control, Electronics, Computer Communications, and the Cyberspace communications. The communication system developed through this media can be called as Sky Mail or S-MAIL.

scholarly journals PEMIKIRAN PENDIDIKAN ISLAM PADA ERA KONTEMPORER

2018 ◽  
Vol 10 (1) ◽  
pp. 79-91
Author(s):  
Sain Hanafy
Keyword(s):  
General Education ◽  
Human Life ◽  
Islamic Education ◽  
Development Effort ◽  
Human Beings ◽  
Psychology Education ◽  
Educational Thought ◽  
Points Of View ◽  
The Right ◽  
Islamic Values

This paper discusses the development of contemporary Islamic education by describing the thoughts of Abdurrahman Mas'ud, Hasan Langgulung, and Abdul Munir Mulkhan. Abdurrahman Mas'ud offers the humanistic and religious format of nondikotomic education, which connects human beings with their God (Hablum Minallah) and between human and human (Hablum Minannas). The purpose of education according to him is to prepare life in the world and the hereafter. Hasan Langgulung offers an idea of the principles of Islamic education. According to him, education can be viewed from two points of view. First, from the perspective of society, that education is a process of cultural inheritance, from the old generation to the younger generation, so that the community can maintain its personality with the basis of Islamic values. Second, from individual perspective, education means the development effort of individual potentials to be actualized concretely so that the results can be beneficial to individuals and society. Langgulung educational thinking is based on the perspective of psychology, education is needed to meet and maintain the sustainability of human life. While Abdul Munir Mulkhan's educational thought is more influenced by a sociological perspective critically. In general, education only prioritizes aspects of intelligence (cognition) and skills (psychomotor), thus ignoring the aspects of personality (emotional). Therefore, he argues, spiritual reasoning is the solution to the philosophical problems of education because the personality or consciousness of manners will increase religiosity (spiritual intelligence) as the base of creative consciousness. According to Mulkhan, education is the right of human beings in maintaining humanitarian agreements so that in their life will realize the awareness of pluralism in the society.

scholarly journals Fact, Value and Philosophy Education

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Philip Cam
Keyword(s):  
Primary Schools ◽  
New South ◽  
National Curriculum ◽  
Human Beings ◽  
Philosophical Inquiry ◽  
South Wales ◽  
Ethical Inquiry ◽  
General Competence ◽  
Working Together

In Fact, value and philosophy education I tried to show how philosophy can help to overcome the fact-value divide that continues to plague education. In attempting this, I applied John Dewey’s suggestion that philosophy may help to integrate beliefs about matters of fact with values in society at large, to the curricular division between subjects that deal with knowledge of matters of fact and those that are largely devoted to subjective understanding and personal expression. The paper centres on the claim that philosophical dialogue about what we should believe and value can help to effect a mutual adjustment between our reason and our sentiments and bring us to think as whole human beings. It argues the case by first looking at the use of reflective practical reason to effect a change in our desires and conduct when we deem them to be undesirable. The use of reason to provide us with courses of action and other practical remedies to deal with what we see as defects in our character suggests that our cognitive and affective powers are capable of working together through mutual adjustment. By extension, I argue that reason can help us to examine the moral dimension of problems and issues in various areas of study, while making our understanding of them responsive to our feelings. The introduction of an educational means to give effect to this mutual adjustment brings us back to the role of philosophy. Philosophy provides the opportunity for reasoned dialogue that brings the factual material that students encounter into connection with what they are learning to value. It brings a normative cast to the study of history, society, literature, art, science and technology and enables the knowledge that students gain through their studies to be applied to matters of value. In general, it brings moral sensitivity to all kinds of subject matter and enables students to apply their knowledge and intelligence to the formation of values. In the years since I wrote this piece, I had the privilege to assist with the initial draft of documents on ethical understanding as a general competence in the Australian national curriculum and of constructing and implementing a pilot program for ethical inquiry in New South Wales primary schools, which led to ethics becoming an option for students who do not attend religious instruction. In different ways, both experiences brought home to me the importance of incorporating considerations of value throughout the curriculum and the value of philosophical inquiry as a means of doing so. Reflection on these experiences resulted in my book Teaching Ethics in Schools (ACER Press 2010).

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