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In her Editor’s Introduction to the Collected Paper Volume, Raynova presents the different assessments of Polikarov's philosophical contribution in Bulgaria and abroad, as well as his own self-assessment. Hence, she raises a broader question for discussion, namely of how to interpret more completely the legacy of an im-portant thinker and its place in a particular philosophical tradition. In addition to hermeneutic and comparative procedures, Raynova emphasizes the importance of more detailed analyzes of the cultural context and the sociopolitical situation in which the author lived and worked.
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On the basis of Azarya Polikarov's speech in 1962 at the Scientific Conceal of the Institute of Philosophy in Sofia, an attempt is made to sketch some leading trends in the scientific and socio-psychological atmosphere at the Institute of Philosophy in the 1960s, outlining two conflicts: Azarya Polikarov versus Todor Stoychev (Communist Party secretary of the Institute), and the defense of the philosopher Bernard Muntyan by Azarya Polikarov.
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The divergent-convergent approach developed by Polikarov presents the problemsolving process as consisting of two phases: a phase of divergence and a phase of convergence. The divergence phase ends with the generation of the fullest possible field of possible solutions. Proliferation is a process that serves this purpose. The convergence phase ends with the selection of the best solution. Sometimes, however, the best solution is not among those available in the field of possible solutions, but is achieved by synthesizing some of these solutions. For Polikarov, synthesis is always a conscious goal. This paper examines an example from recent philosophy of science related to the discussions on the factivity of understanding, which shows that a tendency towards synthesis can arise without it being consciously sought, as a by-product of the proliferation process.
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The psychophysical problem defines the hybrid structure of the shared field of neuroscience and psychopathology. In that field there collide nomothetic and ideographic notions and methods, which imply very often heterogeneous meaning. This paves the ground for the incoherence in the theories of mental life, which vary from extreme and deterministic forms of reductive materialism to incongruent tacit positions of interactionist dualism. By means of Polikarov’s divergent-convergent method we were able to trace the co-evolution of neuroscience and the sciences about mental health, through divergent field of possible solutions in the discourse of the XIX century, to a reduced group of predominant project-solutions based on evidence from neuroscience. This group is comprised of identity theory of mind, applied to more basic mental phenomena, and supervenience theory of mind, applied to complex psychological functions. Those project-decisions were tested empirically by use of innovative paradigm for functional magnetic-resonance imaging of the brain, where brain signal is registered simultaneously with the item responses to psychological diagnostic tools. The results support to a great extent the proposed project-solutions of the psychophysical problem in psychopathology. Our data on conceptual, empirical and meta-empirical level confirm the validity of the heuristic divergent-convergent method for problem solving, by Polikarov on transdisciplinary level.
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Science was an important factor in the "construction of socialism" in Bulgaria, and Prof. Azarya Polikarov played a significant role in this respect. He developed the so-called divergent and convergent method in solving of scientific problems and applied it to different sciences (history, logic, physics and cosmology as well as philosophy and philosophy of science). Among the results obtained in this way are: the possible and legitimate interpretations of the relations E = mc2; the relevant conceptions of determinism and causality in physics, the conceivable hypotheses about quasars, and the relations between empirical and theoretical knowledge. In addition, Polikarov made proposals for a metaparadigm of scientific development, for a typology or classification of the sciences, as well as a classification of interdisciplinary fields.
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The scientific method represents a way of critical thinking. Science strengthens the ability to have an opinion founded more facts than personal feelings. We assume that scientific thinking provides many skills for cognitive development of every person. Those skills can be transferred to other learning and general social contexts. Our research study presents the university students opinions and ideas which could help identify the causes of the problem why students get taught so little about the science as whole?
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K zamyšlení nad tím, proč mají někteří žáci v matematice problémy, vyjděme ze dvou citátů Jana Amose Komenského: • Není zrcadla tak zdrásaného, aby se vypulírovati nedalo, proto raději začněme stokrát znovu, než se jednou vzdát. • Nad zlato dražší klenot je dítě, ale nad sklo křehčí. Snadno se může ublížiti a škoda odtud nesmírná.
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There are not many scientists who have managed to lay the foundations for an entire scientific field. And there are certainly not many who have achieved such a feat in this country. Therefore great respect is due Gregor Johann Mendel, considered the founder of genetics, who worked for most of his life in the Augustinian monastery at Old Brno and, on the basis of his experimental work, formulated the laws of heredity that are now called by his name throughout the world. However, Mendel was a much more interdisciplinary scientist, involved in many different fields. In addition to conducting thousands of challenging experiments investigating the inheritance of individual traits in peas, Mendel was also interested in meteorology, beekeeping and breeding. In addition, he also served as a priest, abbot of the St. Thomas Monastery, and even as a bank director. We can hardly imagine such a wide range of activities among contemporary scientists.
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Johann was born on 20 July 1822 in Hynčice, Silesia, into the family of German-speaking small farmers Anton and Rosina Mendel. He had an older and a younger sister (two of this other sisters died early in childhood). • From an early age, the boy was very curious. He found many stimuli in his father’s orchard and apiary. Already at elementary school, his teacher noticed his unusual interest in learning. From this time, his life took a course different from that which one might expect from his family background...
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From the very first stages of planning the project to study the genome of Gregor Johann Mendel, it was clear that if Mendel’s remains were found in the tomb, it would not be possible to unequivocally identify them without a reference genetic material. The Augustinian tomb at the Brno Central Cemetery, where Gregor Johann Mendel is buried, has been used for more than 150 years, and the coffins are placed there more or less anonymously, and not in any order.
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