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Teachers need to develop and improve their knowledge to be in favor of the newest methods and ways of teaching. They also need to share their practices both in personal and professional way. This opportunity was given by a new educational forum – a National Conference “Thematic and Value models in Education and Philosophy Teaching”. The event was held in South West University “Neofit Rilski”, Blagoevgrad on May, 10th – 11th, 2019. The organizers of the event were the Faculty of Philosophy from the South-West University and Regional Department of Education in Blagoevgrad. The conference aimed at enriching knowledge of teachers in both schools and universities, as well as giving opportunities for sharing good practices and finding innovative and common solutions of current issues in teaching and learning Philosophy. This was the second conference of the kind and it attracted more participants. There were different sessions in two days based on the humanity in Philosophy, new educational standards, civic education as a new school subject, innovative and modern methods of teaching and how to put films and video materials into practice in teaching. The second day of the conference aimed at new understanding about reason. There were valuable discussion about Religion as a school subject and an interesting article on Axiotopics. The final discussion pointed at the importance of such events finding common ways to deal with problems and presenting innovative methods and achievements which is a challenge for the new forum next year.
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Sudionici znanstvenog savjetovanja održanog 26. studenoga 2009. u Bjelovaru pod nazivom "Bjelovarsko-bilogorska županija: razvoj temeljen na znanju", a nakon šest uvodnih izlaganja i sedam rasprava, svoje su zaključke, na temelju istraživanja, i preporuke saželi u dokument pod nazivom Bjelovarsko priopćenje.
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The aim of this paper is to analyse femininity as a cinematic depiction of uniqueness in three of Abbas Kiarostami’s films, Certified Copy, Like Someone in Love and a short film included in the anthology film Tickets, investigating the problem of universality and individuality in close connection with Jacques Lacan’s formula “The Woman does not exist”. Following the psychoanalytical approach that leads us to the problem of feminine jouissance and the way women escape from the phallocentric generalisation, we will emphasize the philosophical relevance of three recurring themes in Kiarostami’s films: woman’s identity, past-present continuity and artwork originality. This approach will allow us to grasp the problem of time, uniqueness, continuity and perception in Husserlian phenomenology and Gadamer’s philosophy of art, alongside the critique of truth in Heidegger’s ontology as well as in Austin&Searle’s “speech act theory”. The nodal point of these theories will be a concept of reality involving the consciousness and the interpretive acts of a subject and the woman’s role in expressing originality
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From the marriage of Zeus with Mnemosyne, the nine classical muses came from. Among them, Urania (the muse of astronomy) and Cleo (the patron of history) were in a peculiar relationship at a time when the inspiration played a fundamental role for the intellectual work which was considered an art. The very name of Cleo (the “Glorious”) points to one of the concepts for the mission of history to tell about bygone events and to celebrate someone’s deeds. This makes it a subjective occupation, the results of which depend on the skills of the narrator and his attitude toward the target object, which is why issues, events and personalities receive conflicting assessments. The acts of Cleo and Urania in antiquity were often mixed up, and this creates confusion in clarifying the relationships of individual characters. But the interaction between the two sisters gave birth to the fruit of a knowledge combining the scent of the universal infinity with poetry united in the essence of history. The very name (from the Greek ἱστορία – study, knowledge acquired through research) shows that the main task of a historian in his work is to study and verify the information, and only then comes the narrative, dressed in an appropriate form. Sources are of a various nature, so the individual disciplines involved with their analysis are also numerous. Thus, from the embrace of Urania with Cleo, the fundamental disciplines of history were born without which it could not claim to be a science. 1681 is considered to be the birth date of the auxiliary sciences of history. In this year Jean Mabillion’s profound work set the beginning of scientific diplomatics and palaeography. Subsequently, other works on the two disciplines were published; genealogy, heraldry, sigillography and historical chronology began to establish themselves as separate scientific and practical fields; over time a number of other specific areas in the study of source material occurred which gave rise to new and new special historical sciences. Then the nineteenth century came, which is perhaps the “classical century” of history, when having mastered the critical approach to the past and its sources, seekers of retrospective knowledge attempted to establish the norms in the historical process, and positivism was about to glorify history as a relatively objective science. However, the disappointment in the results, reinforced by the stress accompanying the ruination during the two world wars, contributed to the staggering at the other extreme and overestimation of the subjective moment in the past. Today historical science, as we have known it until recently, still attracts the attention of the general public, but has long since ceased to be a “fortress of high knowledge”. The walls are dilapidated, the princess is abducted, the treasure of the shattered vault is dragged in an unknown direction and laity barbarians are wandering along the narrow labyrinths of the castle, announcing their own “truth” about past times. History has ceded more and more of its territories to science disciplines “sprouted” from it, satisfying itself with the role of a “side dish” and “appetizer” to the main dishes of politology, sociology, culturology, ethnology, anthropology. Still the hope remains that Foucault’s pendulum may swing back and the combination of the “subjectivist” experience with that of the verifiable “exact” sciences may produce a new vision of history not only as a fundamental interpretative science but also as an applicable in practice (experimental) science. The article undertakes a brief attempt to trace the development and critical reflection of the studies of sources in Bulgaria focusing on the achievements of The Auxiliary Historical Disciplines Department at the Unified Centre of History at the Bulgarian Academy of Sciences, the successor of which is today’s Department of Auxiliary Historical Sciences and Informatics. The author expresses concern about the tendency of uncontrolled “swarming” of the science, the result of narrow specialization, but he also conveys optimism about the achievement of various qualitatively new forms of collaboration between history and “exact sciences” with the help of digital humanities.
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Documentary compilation review
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Who is Ivan Stranski, you ask? If you Google his name you will find thousands of sites that talk about him. In fact, the Kossel – Stranski model of crystal growth and the Stranski–Krastanov mode of growth of thin epitaxial films are named after him – just of two of the many scientific ideas and concepts Professor Stranski introduced in science (and through which a whole new field in science was born). Today thousands of physicists, chemists and material scientists all over the world are working in the field of crystal growth, particularly in epitaxial growth and nucleation which are necessary for the invention of new materials and high technologies. In this respect, the life, personality and way of thinking of this remarkable scientist should be of great interest in both beginners and professionals in science. The book describe the life and scientific achievements of Ivan Stranski, Bulgarian – German physical chemist and the father of crystal growth, against the historical backdrop of wars, massacres, and remarkable scientific discoveries in the 20th century. It covers his family roots, which are remarkable in their own right, the life and career both in Bulgaria and Germany (West Berlin), and his scientific achievements, including his most important contribution to the physics of crystal growth. The book captures Professor Stranski’s personality and way of thinking as much as possible from the recollections of his disciples and contemporaries. Short biographical notes about the most renowned students in Bulgaria, Rostislav Kaischew and Lyubomir Krastanov with whom Stranski developed his most fundamental ideas are also included (World Scientific).
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Chemistry Education: Current Bibliography (2018)A list of chosen papers on History and Philosophy of Chemistry, published in 2018 in the basic international journals in the field is presented. The modern trends in educational research in chemistry education are presented by another chosen collection of papers, published in the contemporary literature.
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