Reflexivity, Realism, and Consciousness

The author raises a puzzle about the compatibility of the two features which, according to Ayers, jointly characterize paradigmatic cases of seeing, viz. ‘perspicuity’ and ‘immediacy’. In Section 1, the author explains why Ayers’s explanation of these two features suggests an inconsistent combination of reflexivity and realism about sense experience. Some of Ayers’s comments about our awareness of causation suggest a way of giving up on reflexivity. In Section 2, the author uses a thought-experiment to support the view that realism rather than reflexivity ought to be given up. In Section 3, the author gives a further reason for Ayers to take this option: it furnishes a response to a troublesome challenge concerning the epistemic significance of consciousness, a challenge which Ayers himself anticipates at the end of Chapter 2 of Knowing and Seeing but does not fully resolve.

Body | Sense Experience: An Architecture of Atmosphere and Light

<p>This thesis explores notions of the immaterial and metaphysical in architecture. It seeks to ‘elicit a sense of wonder’ in a participant of experiential space by promoting awareness of the metaphysical through atmosphere, affect and light. Architecture is more than purely a physical tangible object - it also crosses into the realms of the intangible, ephemeral and perceptive. The immaterial within architecture is just as important as the physical, if not more so, where a participant’s perception of space is informed more by the swirling climate of atmospheric ephemera than that of material form. It is through light that architecture is enlivened and imbued with character and meaning and it is the immaterial aspect of light that evokes a sense beauty and wonder within built form. The body/sense experience, looked at through the lens of the affect, evokes an intimately humanistic response to architectural space that is unbound by race, religion, culture or creed. This allows for architecture to become the catalyst for an awareness of the metaphysical, evoked through atmosphere, affect and light. Ultimately this thesis argues that the intangible, elusive and transitory moments within architecture are just as important as the physically present tangible object. It stresses the importance of architecture that is understood and experienced holistically, where created atmospheres, interaction of light and bodily cognition of space shape the way in which the built world is perceived.</p>

Body | Sense Experience: An Architecture of Atmosphere and Light

<p>This thesis explores notions of the immaterial and metaphysical in architecture. It seeks to ‘elicit a sense of wonder’ in a participant of experiential space by promoting awareness of the metaphysical through atmosphere, affect and light. Architecture is more than purely a physical tangible object - it also crosses into the realms of the intangible, ephemeral and perceptive. The immaterial within architecture is just as important as the physical, if not more so, where a participant’s perception of space is informed more by the swirling climate of atmospheric ephemera than that of material form. It is through light that architecture is enlivened and imbued with character and meaning and it is the immaterial aspect of light that evokes a sense beauty and wonder within built form. The body/sense experience, looked at through the lens of the affect, evokes an intimately humanistic response to architectural space that is unbound by race, religion, culture or creed. This allows for architecture to become the catalyst for an awareness of the metaphysical, evoked through atmosphere, affect and light. Ultimately this thesis argues that the intangible, elusive and transitory moments within architecture are just as important as the physically present tangible object. It stresses the importance of architecture that is understood and experienced holistically, where created atmospheres, interaction of light and bodily cognition of space shape the way in which the built world is perceived.</p>

http://habibiaislamicus.com/index.php/hirj/article/view/150

Allah (swt) has elevated man to the highest position in all creation, and bestwed upon him the bounty of reason and knowledge. An in depth study of knowledge itself reveals that, there are two forms and ranks of knowledge in the universe; one is the divinely revealed instintintive level of awareness about reality, and the other is the earned and learned behavoiur based upon knowledge, that is gained through urge, effort and experience. Human beings, apart from the innate divine blessing of knowledge, learns through sense experience, reason and intuitive thinking. The higher form of knowledge is divinely transmission through revelation to the Prophets. The heavenly revealed knowledge has been preserved by human being in the form of Sacred Books; especially a body of knowledge about reality in the form of religion, namely in the Holy Bible and the Holy Qur’an.

FILSAFAT PENDIDIKAN DALAM UPOSATHA-SILA

Tujuan penelitian adalah menguraikan filsafat pendidikan dalam uposatha-sila dalam perspektif pengembangan karakter religius. Uposatha-sila sebagai upaya belajar harus memenuhi kajian filsafati, yaitu kajian ontology, epistemology, dan axiology. Metode penelitian adalah metode kualitatif dengan pendekatan studi pustaka. Peneliti menganalisa kajian filsafati uposatha-sila dengan sumber kepustakaan baik sumber primer maupun sekunder. Uposatha-sila merupakan latihan moralitas untuk mengembangkan karakter seseorang menjadi lebih baik. Karakter ideal dalam Buddhism adalah Saddha-carita dan Buddhi-carita, yaitu cerminan karakter kecerdasan intelektual dan kecerdasan spiritual, yang didasari oleh pandangan benar. Uposatha-sila merupakan pengetahuan yang diperoleh melalui pengalaman inderawi (Sense experience), otoritas (authority), dan keyakinan (faith). Uposatha-sila sebagai suatu upaya pengembangan karakter religius, memenuhi analisa: 1) Rasionalisme; 2) Empirisme, dan 3) Kritisme. Filsafat pendidikan uposatha-sila adalah metode belajar behavioristik yang menekankan pada proses belajar berdasarkan pengalaman. Uposatha-sila yang dilakukan dengan konsisten dan berkelanjutan akan menghasilkan hasil belajar berupa perubahan tingkah laku atau karakter yang teraplikasi dalam kebiasaan atau proses berpikir. Manfaat uposatha-sila adalah memperoleh kesejahteraan duniawi maupun kesejahteraan batiniah. Buah kamma baik akan menjamin seseorang dapat terlahir di alam Surga setelah meninggal. Kajian nilai etika dalam uposatha-sila adalah: 1) Pengendalian diri; 2) Kedisiplinan; 3) Kesederhanaan; dan 4) Nilai kebaikan atau moralitas.

The Practice of Project-Based Learning to Outdoor Ecological Education on the Promotion of Students’ Problem-Solving Capability

People evolve from the nature; being in the nature is the best learning; and, a real classroom is the nature outside the window. The atmosphere of outdoor ecological education is therefore gradually formed. Outdoor ecological education has become an international trend in past years. Outdoor ecological education means the learning outside a classroom, expecting learners’ learning, through exploration, observation, operation, interaction, reflection, and connection with five-sense experience, being closer to the life experience and to cultivate talents being able to adapt to future life. Applying non-equivalent experimental design to the experimental research, total 236 college students of universities in Taiwan, as the experiment objects, are preceded the 15-week (3 hours per week for total 45 hours) outdoor ecological education integrated project-based learning 2x2 experimental teaching. The research results summarize the significant effects of outdoor ecological education on problem-solving capability, project-based learning on problem-solving capability, and the practice of project-based learning to outdoor ecological education curriculum on the promotion of learning effect. According to the results to proposed suggestions, it is expected that college students would present deeper cognition and learning on outdoor ecological education to really achieve the application, exploration, and creation capabilities from outdoor ecological education curriculum.

Characterizing Smart Environments as Interactive and Collective Platforms: A Review of the Key Behaviors of Responsive Architecture

Since architect Nicholas Negroponte first proposed a vision of responsive architecture smart environments have been widely investigated, especially in the fields of computer science and engineering. Despite growing interest in the topic, a comprehensive review of research about smart environments from the architectural perspective is largely missing. In order to provide a formal understanding of smart environments in architecture, this paper conducts a systematic literature review of scholarly sources over the last decade, focusing on four related subjects: (1) responsive architecture, (2) kinetic architecture, (3) adaptive architecture and (4) intelligent buildings. Through this review, the paper identifies and examines interactive and collective behaviors in smart environments, thereby contributing to defining the properties of creative, smart spaces in the contemporary digital ecosystem. In addition, this research offers a means of systematically characterizing and constructing smart environments as interactive and collective platforms, enabling occupants to sense, experience and understand smart spaces.

Walking Pedagogy for Science Education and More-Than-Human Connection

This literary-visual métissage weaves together stories, scholarship and photographs. What can be unearthed—science education, embodied knowledge, environmental ethics—when we walk on the land? Embodied and sensorial engagement fosters relational and enlivening educational experiences. Whether preschool or post-doc, direct sense experience offers not only active and experiential pedagogy, but also a spiritual attunement with the natural world. Now, amid the climate crisis and screen fatigue pandemic, such Earth resonance is of utmost import. Let us walk through a snowy forest, ponder what counsel our shoeless feet (and David Abram) afford us, and envision the learning environment as an emergent and adaptable opportunity for connection and wonder.

Research of humanization transformations of the higher education system of Ukraine at the end of the 20th - early 21st centuries (1985-2012)

The article analyzes the theoretical and practical foundations of humanization and humanization of domestic higher education in the late twentieth - early twenty-first century. Based on a comprehensive historical and pedagogical analysis, the research identifies and characterizes the essence of humanization transformations of higher education in Ukraine. The research hypothesis is based on the thesis that special value-oriented pedagogical conditions in the process of professional training are a prerequisite for the acquisition of values and sense experience of future specialists in foreign philology, which creates important prerequisites for the formation of axiological competencies. The proposed study is aimed at determining the level of formation of values and sense experience among future specialists in foreign philology at the initial and final stages of the experiment. The paper analyzes the key concepts, the essence of humanization and humanitarianization and its established features. The main periods are singled out: the first (1985-1990) - directive humanization and humanitarianization of higher education in Ukraine; the second (1990-1995) - humanization and humanitarianization in the process of higher education reform; the third (1995-2004) - normative-legal institutionalization of the process of humanization and humanitarianization of higher education; fourth (2005-2012) - international integration of higher education in Ukraine in the process of humanization and humanitarianization with their inherent trends. The article has comprehensively researched tendencies, ways, innovative technologies of humanization and humanitarianization of higher education of Ukraine, the possibilities of the improvement taking into account the European educational standards, accumulated positive experience, national traditions and modern tendencies in the organization of higher education in the conditions of Ukraine’s integration into the European educational space. The course of scientific research has proved that the axiological approach to humanization and humanitarianization of the process of training future specialists in higher education is to focus the learning process on personal growth of the student, ensuring his/her comprehensive, cultural, socio-moral and professional development. The teaching of professional and methodological disciplines does not act as a transfer of information, but as activation and stimulation of the process of independent search for one’s own value position in relation to the world, formation of worldview, development of youth perception, ensuring students’ understanding of human values and harmony of human relations. The results of the study have confirmed the effectiveness of the author’s approach to the formation of the humanistic orientation of future professionals in the higher education system of Ukraine during the study period. The research on the humanization and humanitarianization of higher education in Ukraine in the late twentieth - early twenty-first centuries made it possible to involve in scientific circulation a wide range of materials that are representative in nature and reproduce certain aspects of the studied problem, and therefore need to be generalized. Various principles, methods and techniques of modern methodology used in the process of the research have allowed avoiding subjective and biased assessments, ensuring the scientific validity of the results obtained during the research, confirming a sufficiently representative character of the identified sources.

Analisa Pengaruh Sense Experience dan Store Atmosphere terhadap Minat Beli Ulang Konsumen dengan Kualitas Layanan sebagai Variabel Moderasi

This study aims to find out the Sense Experience and Store Atmosphere factors in influencing consumer Repurchase Interest which is moderated by Service Quality. In this case the researcher will find out how much influence the independent variable has on the dependent individually and collectively. The research was conducted at the Klinik Kopi Yogyakarta. The data were obtained from a questionnaire that was distributed directly to customers of Kedai Klinik Kopi who happened to be met at the location. Then the researcher processed the data using the SPSS application which generated numbers and could be explained in response to the hypothesis and problem formulation of this study.