“The old burden” of subjectivity in criticism of L. Feuerbach and Junghegelianer

The article is devoted to the consideration of key aspects of the socio-political meaning and direction of the philosophical and theological doctrine of the Junghegelianer. The nomination of philosophy as the “mother of sciences”, combining the old metaphysics and new dialectic, to the center of the social “agenda” is explained both by internal reasons (split in the Hegel “school”, competition from positivism, renaissance of theological thought), and the impact of external factors. The problem of understanding “subjectivity” in the philosophical critique of the 1840s, which turned out to be a stumbling block for many panellists, is explored; the categorical content of the concept has not been clarified. The task is to identify the basic characteristics of such widely interpreted “subjectivity” and clarify the positions of the parties. Replacing the speculative practices of the “old” Kantian school with intellectual (going from Schelling) “procedures” of philosophizing formed a completely new philosophical paradigm of a different era. The revolution of 1848 updated many philosophical ideas, filling them with social content. The conclusions state the contradiction and a certain eclecticism of the philosophical designs of the Junghegelianer.

Venues for Analytical Reasoning Problems: How Children Produce Deductive Reasoning

The research on deductive reasoning in mathematics education has been predominantly associated with the study of proof; consequently, there is a lack of studies on logical reasoning per se, especially with young children. Analytical reasoning problems are adequate tasks to engage the solver in deductive reasoning, as they require rule checking and option elimination, for which chains of inferences based on premises and rules are accomplished. Focusing on the solutions of children aged 10–12 to an analytical reasoning problem proposed in two separate settings—a web-based problem-solving competition and mathematics classes—this study aims to find out what forms of deductive reasoning they undertake and how they express that reasoning. This was done through a qualitative content analysis encompassing 384 solutions by children participating in a beyond-school competition and 102 solutions given by students in their mathematics classes. The results showed that four different types of deductive reasoning models were produced in the two venues. Moreover, several representational resources were found in the children’s solutions. Overall, it may be concluded that moderately complex analytical reasoning tasks can be taken into regular mathematics classes to support and nurture young children’s diverse deductive reasoning models.

Qualities of Criminology Teachers: Their Influence on Learning Motivation of Students

A motivated teacher is crucial to a successful classroom. The main objective of the study was to determine the qualities of Criminology teachers and their influence on the learning motivation of students. The study employed the quantitative, nonexperimental, and descriptive type of research involving the 3rd and 4th-year Criminology students of Saint Francis Xavier College (SFXC) and Southway College of Technology (Socotech) in San Francisco, Agusan Del Sur, as respondents of the study. A universal sampling technique was utilized, covering 355 respondents. Mean, and Pearson r were the statistical tools used in treating the data. The findings reveal a high level of the qualities of criminology teachers in terms of personal and professional qualities. In addition, there is a high level of learning motivation of criminology students in terms of school competition, reward, scholarship, privilege, and incentive. Moreover, there is a significant relationship between Criminology teachers’ qualities and the learning motivation of Criminology students. This shows that the higher the level of qualities of a teachers, the higher the students’ motivation. It was recommended that the School administrators consider the study results as their guide in creating and supervising teachers’ vision and mission and in monitoring teachers to ensure quality education.