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The article presents to the audience the structure and thematic scope of the lecture course “Potestas-Political Ethnology”. The course aims to acquaint the students of Ethnology with the emergence, development and the subject of “Political anthropology” subfield discipline. There are distinct three thematic panels, presenting not only the historical and theoretical development of the science, but also attention is paid to the perspectives and the challenges facing both the lecture and the scientific field itself.
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Economically and ecologically, marine environment plays an important role in all aspects of our life. Throughout human existence, we have relied on the marine environment for food, recreational activities, economic opportunities, and so on. For that reason, it is vital to protect, sustain, and improve the coastal zone as an aquatic resources and a habitat for wildlife. Managing coastal zones require involvements from many different stakeholders; however, the integration of all knowledge types -- including local expertise and scientific knowledge -- with the policymaking is not without challenges. This paper looks at the resource based capability and knowledge-based capability perspectives in measuring the effectiveness of knowledge management in a rural coastal region, Southeast Maluku district. This research uses stepwise regression analysis method with 253 respondents. The results of this study indicate that resources based and knowledge based capabilities in this region are effective in supporting the application of knowledge capability management. However, the ability to obtain information and utilise information has not significantly impacted the development of knowledge capability management of fishery resources and marine in this region at the time of writing.
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This paper presents summaries based upon the five-year-long personal application of non-formal teaching methods with students aged 13 to 21 in the Republic of Cyprus. The authors present the main areas of non-formal education they have experienced and applied personally, namely: theatre, sports, music, arts, ecological education and photography. A special place takes the use of information and communication technologies presented by the iPads.
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In this short review of Immanuel Kant’s First Critique, the author Johann Georg Hamann (a friend, co-worker and even opponent of Kant) offers a synopsis related to the fundamental theses of the transcendental criticism of reason (a new approach in those days) while paying explicit attention to the supposedly common root of origin of the varieties of human knowledge and on some basic architectonic distinctions within Kant’s system as well.
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This essay explores the significance of changing styles of interpersonal greetings in Britain in the long eighteenth century (from 1700 to the 1850s). Everyday rituals of hat honour, when men removed their hats and women curtseyed, were increasingly undertaken in a brisker and much less elaborate manner. Yet there was also change within change. A new alternative style of greeting was emerging in the form of the handshake. The urban, social, cultural, and class contexts of such changes are analyzed, pointing to multi-directional historical trends in the intimate rituals of everyday life.
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This article devoted to the issue of functional literacy studied within the context of the personality-orientated approach directs our attention to the overall development of the student’s personality in the course of the educational process.The interaction between the functional literacy and the personality-orientated approach is directly related to obtaining competences in reading, mathematical and natural science literacy covered by the term of “functional literacy”, and in the other school subjects, too. Furthermore, the link between the mentioned concepts is due to the skills developed by the small pupils in the course of education in dealing with various information, by applying it in practice, by mastering their communication skills, social and emotional competence, and critical thinking, and by developing competences for solving problems at school and in life.
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In this article I critically discuss some of the benefits and limitations of using Ecological Systems Theory (EST) in research on Inclusion and Special Educational Needs/Disabilities (SEN/D). In support for this discussion I draw on reflections from a study I conducted on the social inclusion and participation of young people with dual sensory impairment in mainstream schools (author, 2012). The aim was to explore to what extent the young people were socially included in the mainstream environment and to identify any barriers to their participation. I used EST (Bronfenbrenner, 1979) as the theoretical framework for the study and accordingly perceived the mainstream school as a system, components of which continuously interact and influence social inclusion. The aim of this article is to argue that the conceptual framework of EST is a valuable tool for research exploring inclusion in education of learners with SEN/D, because it helps the researcher focus on the crucial interplay between the individual and the context, in which the individual is embedded. Challenges for researchers adopting this framework are also considered.
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There are cases when, intentionally or not, academics include in teaching material scientifically unfounded information that defame Roma ethnic group and promote the so-called “institutional racism”. Such cases affect the students' notions, reinforce or raise misconceptions about Roma and their problems. Such cases form a stable attitude of students - as future professionals, that Roma do not deserve their or state support.
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Health education is aimed at developing skills to create or maintain a healthy lifestyle, voluntary adaptation to health-friendly behavior. It is seen as a process of lifelong learning for people how to live, to maintain and improve their own and other people’s health. It is widely believed that in order to achieve the objectives of health education, approaches, forms and methods of pedagogical interaction should be appropriate and effective. According to a number of authors, effective health education repeats the natural processes through which children observe certain norms of behavior. Emphasis is placed on the discovery strategy for orientation of the child in a healthy and social environment, realized through a variety of variational solutions, based on the specifics of the research march. In a series of workshops that have the status of complementary forms of pedagogical interaction, which define goals, bring out basic content units - a combination of knowledge, skills and relationships that reflect key competences as a result of guiding the 6-7-year-old child into a healthy and social environment.
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The western world is slowly recognizing the threats resulting from the new ideology called transhumanism that started thirty years ago in the United States. The ideology of transhumanism draws from rapidly converging technologies such as nanotechnology, biotechnology, artificial intelligence, cognitive science and genetic engineering. Transhumanism wants to be a positive response to postmodernism and nihilism sweeping developed countries. It aspires to ignore the natural law and current anthropology. It aims to cover all dimensions of the human being to ensure unlimited earth-life extendibility, happiness and unfathomable pleasure. Transhumanism takes aim to eradicate current civilizations and cultures, rejects history, nationality, family and religion. Instead transhumanism wants to introduce global culture and civilization for a human as a product of biotechnology. Transhumanism reduces the human to a material dimension and intentionally confines him to this dimension. The progress of the new ideology appears difficult to stop and its catastrophic impact on humans and society is difficult to foresee. We must therefore explore the field of philosophy; mostly through returning to the metaphysics of existence by St Thomas Aquinas, through affirmation of biblical anthropology and finally through a comprehensive return to contemplative theology.
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The article examines a problem that is not posed on its own in the literary education methodology. There is no research answer to the problem “How to ask questions in a literature lesson?” based on the different question-response system in the pedagogical discourse. The essence of asking as an opportunity to explore the unknown through the word implies, on the one hand, some interest of the ignorant towards new knowledge, different than his prejudices, and on the other - sets directions for the discovery of the object of study (HG Gadamer). In the communicative situation of a lesson, however, the roles of the questioner and the respondent are usually exchanged – more often the knowledgeable (the teacher) asks the questions, and the unknowing (the student) responds. This reversal of positions also changes the essence of the question - it should help students learn how to ask questions about the subjects studied (unfortunately in practice test and disciplinary questions dominate). The literature lesson further complicates the formulation of good questions guiding the thought process due to the creative, essentially ambiguous subject of study. In an educational group reading of fiction, the questions of the teacher suggest a possible way to search and discover the meaning of the text through genre pointers of its creation. The examples in this article illustrate the principles for creating models of guiding question that will help the students develop as asking, active individuals - wanting to know and to be able to achieve what they need to.
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Information society can be defined from a technological, spatial, occupational, cultural or economic perspective. This is a society of technological, cultural, social and economic rapid change. But it is also a society that changes its purposes and ideals under the incentives of technologization and globalization via technology. Certain particular changes within the realm of information which are taking place in contemporary times induce significant consequences for society. A ”new class” can provide us with vocabularies for the social discourse of change, while creating new ideals for organising social affairs. Social capital gains a new virtual dimension. The Internet provided the means for an exacerbated development of investigation market methods and techniques which seems to come closer to a kind of totalitarian espionage. After the atom bomb, we are now facing the spectre of a second bomb: the information bomb, capable of using the interactivity of information to wreck the peace of mind for the individuals and maybe even the peace between nations.
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La complexité en mosaïque se définit par l’application de deux grands principes: juxtaposition d’éléments semblables, puis intégration de ces éléments dans un ensemble plus vaste dont ils constituent alors des parties. Comme dans une mosaïque au sens artistique du terme, les parties intégrées conservent alors une autonomie par rapport à l’ensemble. Cette conception, directement inspirée de l’anatomie des êtres vivants, peut aussi s’appliquer à divers traits culturels. Ainsi on peut montrer que sont des structures en mosaïques: le langage humain, la fabrication d’artefacts comme les objets techniques, la construction des villes, divers aspect du comportement animal etles bases de la morale. La dialectique philosophique elle-même est construite selon un schéma en mosaïque de juxtaposition, puis intégration. L’ensemble des exemples donnés dans cet article montre qu’au-delà de son adéquation à l’anatomie des êtres vivants, le modèle de la complexité en mosaïque peut aussi s’appliquer aux phénomènes d’ordre culturel.
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The paper is a critical review of the announced book, and its core is given by the analysis of the arguments and unfolded logic of the book put face to face with their effects.In this way, both the book and the review are parts of the necessary dialogue concerning the legitimacy of the irrational. The critical stance does not reproduce at all the mechanical view of the human rationality as mere cold logic, but is opposed to a “critique of the instrumental character of reason from the standpoint of faith”. From an epistemological point of view, this critique of extreme positions (the mechanical rationality and faith) draws attention to the necessity of a permanent awareness of researchers and common people, too, concerning the consequences of their theories.
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Whilst the artificial intelligence seems recently to approach its human-close specimen, artificial consciousness still has some way to go before becoming an experimental terrain for a bunch of sciences that deals with the problem of conscience, including philosophy and theology. Depending on our capacity to inseminate a machine transposition of natural ethics at the same time with increasing machine autonomy, a well guided artificial consciousness holds the promise to offer a representation of what natural consciousness could be in absence of distorting influences exerted by biologic (genetic) inheritance on human being as it presents nowadays. The most important, advances in the field of artificial intelligence & consciousness, and inherently related reflection upon the human ones, appear as salutary steps on the road towards the Society of Conscience as theorized by Mihai Drăgănescu from 2000 to his passing away.
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The text refers to “memory non-sites” scattered around Poland: empty plots of land, its past known only to locals. These are former concentration camps, mass graves, or kirkuts. History becomes a hypostasis here where palimpsest seems insufficient to describe their complicated nature. Detritus is also not an accurate notion. Recent developments in history may allow to see them as geological structures. Plaszow concentration camp will be a case study example. The author offers a metaphor borrowed from geology to describe its singularity: a prism. With this term she tries to analyse the nature of non-memory places as “refuse dumps” of “tectonic” forces of nature, history, politics, etc.
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The article’s subject is a topographical turn in literary research, considered in association with the spatial turn in humanities. It in particular concerns contemporary reconfigurations, both in the area of new concepts of space and the discipline itself which is open today for circulation of ideas and notions from other areas. The essay indicates the main directions of interest of the research current in question, including e.g.: new regionalism; ecocriticism; literary urban studies; relations between literary representations of space and individual/collective identity; interrelations between literature and geography. Characterised are the basic determinants of new concepts of space, e.g. connecting spatiality with temporality, reinstated category of site, interest in hybrid(ic)/transitive spaces and heterotopias, and the fundamental shift in the perspective – from a poetics of space to one of site.
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