An existential-ontological approach to education with special attention paid to language education

Author(s): Agnieszka Rumianowska / Language(s): English / Issue: 1/2019

The article discusses the ontological foundations of language education with special attention paid to the essence of language in human existence. After briefly defining what existential philosophy means, the following issues are considered in detail: the concept of existence, being authentic or inauthentic, the problem of choice, ambiguity, curiosity and idle talk as opposed to critical, reflective thinking and finding one’s own voice. In the further part of the article, pedagogical implications arising from the ontological assumptions concerning human existence and language are presented. The guiding idea of the article is the assumption that ignoring fundamental ontological issues in the process of language education deepens the pervasive feeling of emptiness and meaningless of existence and reduces thinking about education to instrumental and pragmatic issues associated with obtaining qualifications and developing language skills.

Caring for Life before Birth. Pre-Natal Rites of Passage in Hindu Tradition

Author(s): Hilda-Hedvig Varga / Language(s): English / Issue: 1/2021

Man is often told that life begins with birth. Hindu tradition is one of those examples that highlight the fact that life begins much earlier, with early stages of pregnancy. We shall not adopt a position from a medical or ethical point of view, but will emphasize this claim judging by the care and effort put into the well-being and good health of foetus and expectant mother by members of this religious tradition from ancient times. Archaic Hindu society was very strongly under the spell of the supernatural and magical, which surfaces in many sacred texts. It is interesting to notice and understand how the supernatural, religious and social intertwine and bring order into the lives of its people.The present paper focuses on pre-natal rites of passage as having an ordering quality in man’s life, mentioning key examples from sacred texts related to cultural and religious details that are the backbone of Hindu tradition. It is a shy attempt to bring to light features in the thought process of the ancient Hindu society in order to better relate and comprehend the treasures of its rich past.

Cosmological and Cultural-Anthropological Turns in the Christian Philosophical Theology: Educational Implications in the Post-secular Contexts

Author(s): Maria Kultaieva,Nataliia Radionova,Lesya Panchenko / Language(s): English / Issue: 26/2021

The article proposes the analysis of the changes in self-understanding of the Christian theology, which is regarded as a hybrid philosophical discipline in the post-secular cultural and social contexts with references to cosmology. This transformation is caused by the cosmological and cultural-anthropological turns in the Christian theoretical theology and its practices, which were enriched with the actual cosmological and philosophical knowledge about human and non-human nature. The new perspectives of philosophical theology are showed with its cultural and educational implications. The psycho-therapeutical potential of philosophical theology is explicated.

FEN BİLİMLERİ ÖĞRETİM PROGRAMININ EĞİTİM FELSEFESİ AKIMLARI AÇISINDAN İNCELENMESİ

Author(s): Aslı Görgülü Arı,Kevser Arslan / Language(s): Turkish / Issue: 53/2020

The philosophy of education, known as a sub-discipline of philosophy, forms a basis for the curriculum, and can affect the decisions made in the teaching process. Philosophy interferes with science education in terms of its effort to reach knowledge. Therefore, it can be said that the relationship between science and educational philosophy is in an important position. In this respect, it was predicted that it would be beneficial to reveal the effect of educational philosophy, which is present in science teaching programs. In this respect, the aim of this study is to examine the science curriculum in terms of educational philosophy. Within the scope of the study, the content of the science curriculum was investigated by targeting the breeding, essentialism, progressivism and reconstruction currents of education philosophy. In the study, the data obtained as a result of scanning the curriculum and educational philosophy literature by using the document analysis method from qualitative research approaches were examined. The data sources of the study are the studies in the current science curriculum and the literature dealing with educational philosophy trends. The data obtained as a result of the document analysis were analyzed by using the descriptive content analysis method. As a result of the study, it was determined that the science curriculum was influenced by the progressivism and reconstructivism currents of the educational philosophy.

Forgiveness as a method of (self)healing: a procedural-psychological analysis

Author(s): Narcisa Loredana Posteuca-Esi / Language(s): English / Issue: 14/2020

Modern psychological approaches include forgiveness as a landmark in the healing process, considering that its benefits do not resume to mind comfort, but it also address to emotional, relational, social and general health issues. Therefore, this paper aims to analyze the role of forgiveness as a coping mechanism, but also as a major focus point when dealing with healing strategies. This analytic approach intends to offer a clarified overview concerning the dimensions that forgiveness enact in human life, but also its role and functions within the acceptance – rebalance – reconciliation strategies. Moreover, incorporating this concept in guided healing and self-healing depends on the experimental evidences, but also on a good understanding forgiveness as a process, but also as a final or intermediary objective in therapy is required.

Idealism in Education. Tradition and the Present. Selected Approaches and Implications

Author(s): Andrzej Ryk / Language(s): English / Issue: I/2020

The paper present selected approaches to ancient and modern idealistic thought and its ability to influence how we think about education. Idealism has evolved from systemic understanding and interpreting reality to more subjective forms where an idea is rooted within the subject, its consciousness or self-consciousness in the first place. It turns out that idealism understood in such a way can still inspire the way educational activities are viewed. This refers in particular to the following categories: subjectivity, individualism, cognition, understanding, surrounding world, experienced world, mutual infiltration of individuals and systems.

In Search of Peacebuilding Strategies for the Global Civilization: from “Education for War” to “Education for Peace”

Author(s): Serhiy Terepyshchyi / Language(s): English / Issue: 27/2021

The article offers a philosophical view on the problem of strengthening the potential of education in the field of peacebuilding, taking into account both current and future challenges: globalization, local conflicts of various scales, hybrid wars. At the heart of the research is the question: what is the role of education (notably higher education) in these processes? It is proved that, on the one hand, education is a “victim,” one of the components of the humanitarian problem, and on the other - an arena of clash of opposing forces, which embody two phenomena: “education for war” and “education for peace.” The tasks of our research need attention, first of all, to the philosophical context of the problem of ideologizing educational discourse. Communicative ethics was considered as one of the alternatives to ideology. We have demonstrated that communicative ethics is primarily the opposite of modern liberal ideology based on John Rawls’ theory of justice. We outlined the positions of Karl-Otto Apel and Jürgen Habermas on the concept of communication and mutual understanding. We have summarized Appel’s research, pointing to the basic moral principle of his discursive ethics, which is the regulatory requirement for realizing an ideal communicative community in a real communicative community. Based on the methodological framework proposed by Zvi Bekerman and Michalinos Zembylas, we have proposed three principles of peacebuilding for Ukrainian education: 1) strengthening the analytical tools for research on problematic issues of history, economics, and the current political situation; 2) rejection of stereotypes “we” and “they” in favor of the practice of incremental interaction; 3) implementation of the Ukrainian language in all educational programs, media, and public space.

INFINITY: AN INTERDISCIPLINARY ACCESS KEY TO PHILOSOPHICAL EDUCATION THROUGH MATHEMATICS

Author(s): Paolo Bussotti / Language(s): English / Issue: 1/2014

In some previous contributions of mine written for Scientia Educologica’s journals (Bussotti 2012; Bussotti, 2013; Bussotti, 2014) I dealt with the possible use of history of mathematics and science inside mathematics and science education. There is an abundant literature on this subject and I only tried to offer some ideas on possible educative itineraries in which history of mathematics and science could play a role. I had no claim to supply elements for a general theory on the relations history of mathematics-mathematics education and history of science-science education. In this editorial, I would like to deal with a possible interdisciplinary link between philosophical education and mathematics. This link is given by the infinity. The following considerations are valid for all those countries in which some high schools exist where philosophy is taught and, in general, for every course at a philosophical faculty in which the problem of the infinity is faced. Furthermore, they can also be useful in the teaching of mathematics at the high school when the concepts of infinity and infinitesimal (typically while dealing with calculus) are introduced.

INTEGRATION OF FUTURE ECONOMISTS IN THE LABOR MARKET THE IMPACT OF TECHNOLOGY ON THE PROFESSION OF ECONOMIST

Author(s): Alina SOMITCA,Sorin SOMITCA / Language(s): English / Issue: 15/2021

The professions in the economic field, especially accounting, belong to an area where most of the activities are suitable for digitalization, and more and more companies are interested to move towards efficiency in this segment in order to benefit by reducing the costs for obtaining the highest possible performance. The special current context, namely the health crisis caused by the Covid pandemic transformed immediately afterwards into a global economic crisis, has attracted countless restrictions on population movement while social distancing has led the business and political environment to put a special emphasis on digitalization. In is well known and no longer stranger for anyone that repetitive actions in a company should be replaced by automated processes, so as to reduce the inevitable human errors, but also to make the activity as efficient as possible. The use of technology and digitalization does not mean that the professions of economists, accounting experts, will disappear and be replaced by technology. On the contrary, their role will be transformed into the voice of experts who makes checks and gives advice to entrepreneurs, an expert who will be relieved by technology of repetitive tasks.Digitization will lead to major changes so that the activities carried out by professionals in the economic field will be interdependent with the use of sophisticated computer systems and artificial intelligence to analyze, report and develop the desired results. The need for digital skills for students with economic profile is essential for their integration into the labor market.

Integration of Learning and Neuroscience Theories with AI-based Technologies in Intelligent Learning System in Accordance of Whiteheadian Tradition and Contemporary Process Theory

Author(s): Rossitza Kaltenborn / Language(s): English / Issue: 2/2021

The purpose of the article is to present the possibility of integrating basic learning theories into the Extended Intelligent Learning System for data processing, optimization, adaptation and decision making in learning, which is based on the combination of teacher and intelligent tutor with artificial intelligence implemented, which supports the target formation, learning strategy, pedagogy and control. As a framework for the creation of the integrative model of theories, process philosophy is used, which enables a better understanding and explanation of the different paradigms and their functional combination. The article explores the strengths and weaknesses of selected theories and focuses primarily on constructivism, as numerous studies on learning theories have found that a constructive approach to learning is at the heart of many models in both traditional and digital learning in the Era of Big Data. The article explores certain influential learning theories, including the AI methods, their advantages, flaws and fields of intersection with neurosciences in terms of their application in intelligent training systems. The goal of developing the integrative model is to realize the learner's potential in personalized knowledge formation in an intelligent learning environment and to enhance the efficiency of learning.

Learning Emotion Concepts: Further Thoughts on Emotional Granularity

Author(s): Marina Bakalova / Language(s): English / Issue: 2/2021

This paper reveals the importance of learning emotion concepts due to the efficiency of emotional granularity during the categorization of emotions. There are two ways of learning emotion concepts that can contribute to emotional granularity. First, we can learn emotion words. Second, we can learn the implicit content of our emotion concepts, i.e. how emotions feel to us. In order to complete the second task, we need to acquire vivid awareness and vivid memory of the implicit content of our emotion concept. I claim that only after completing the second task can we learn emotion words in a way that is efficient for the categorization of emotions. The problem with that claim is that we do not know how to study the implicit content of our emotions, and how to obtain vivid awareness of it. In this article, I sketch a basic solution to this problem. The article has three parts. In the first part, I outline Lisa Barrett’s Conceptual Act View in order to reveal the functional role of emotion concepts in our brains. In the second part, I explain Anna Wierzbicka’s classical attempt to define emotion concepts. In the third part, I suggest how it is possible to study the fine-grained details of our emotional experience in a scientific way. The goal of developing the integrative model is to realize the learner's potential in personalized knowledge formation in an intelligent learning environment and to enhance the efficiency of learning.

Learning with ANIMA

Author(s): Rosen Lutskanov / Language(s): English / Issue: 2/2021

The paper develops a semi-formal model of learning which modifies the traditional paradigm of artificial neural networks, implementing deep learning by means of a key insight borrowed from the works of Marvin Minsky: the so-called Principle of Non-Compromise. The principle provides a learning mechanism which states that conflicts in the processing of data to be integrated are a mark of unreliability or irrelevance; hence, lower-level conflicts should lead to higher-level weight-adjustments. This internal mechanism augments the external mechanism of weight adjustment by backpropagation, which is typical for the standard models of machine learning. The text is structured as follows: (§1) opens the discussion by providing an informal overview of real-world decision-making and learning; (§2) sketches a typology of decision architectures: the individualistic approach of classical decision theory, the general aggregation mechanism of social choice theory, the local aggregation mechanism of agent-based modeling, and the intermediate hierarchical model of Marvin Minsky's “Society of Mind”; (§3) sketches the general outline of ANIMA – a new model of decision-making and learning that borrows insights from Minsky's informal exposition; (§4) is the bulk of the paper; it provides a discussion of a toy exemplification of ANIMA which lets us see the Principle of Non-Compromise at work; (§5) lists some possible scenarios for the evolution of a model of this kind; (§6) is the closing section; it discusses some important differences between the way ANIMA was construed here and the typical formal rendering of learning by means of artificial neural networks and deep learning.

Ludzkie wady jako wyzwania etyczne i wychowawcze. Rozważania na kanwie dziejopisarstwa Wincentego Kadłubka

Author(s): Alicja Żywczok / Language(s): Polish / Issue: 4/2020

The article presents a hermeneutic interpretation of a less known part of the literary output of Wincenty Kadłubek, medieval thinker and chronicler, whose work belongs, in the author’s view, to a cultural heritage of particular importance for Polish history. The author provides a detailed discussion not only of negative moral dispositions (their manifestations, causes, and effects) as opposed to virtues, but also of the criteria which make it possible to effectively identify and distinguish different kinds of vices. An analysis of such negative dispositions seems helpful in eliminating them from both individual and social life. The aim of the presented research is to answer the following questions: What negative moral dispositions does Kadłubek identify and how does he evaluate them? What are the manifestations, causes, and effects of the vices he describes? How, in his view, should such dispositions be prevented and eradicated in the process of educating the younger generation? What ethical and educational message can be drawn today from the chronicler’s literary output?

Moć obrazovanja

Author(s): Jeremy Henzell-Thomas / Language(s): Bosnian / Issue: 2/2019

Moral Paradoxes of Emerging Technologies in the Education Sector

Author(s): Maya Trynyak,Oksana Yakymchuk / Language(s): English / Issue: 27/2021

The authors formulated and answered the question, “Can emerging technologies in education be evaluated from the point of view of morality?” The authors used the methods and tools of normative ethics and cognitive psychology, i.e., the comparative-analytical method, axiological method, as well as tests, questionnaires, correlation research, observation method, and bibliographic method. The essence of the concepts “moral worth” and “disclosedness of arete” as the supreme moral value, were investigated. A universal and defining criterion for moral evaluation was established, i.e., the actions disclosing arete are of the supreme value from the point of view of morality. The authors found that the influence of emerging technologies on the disclosure of arete creates moral paradoxes. Moral paradoxes exclude the possibility of developing objective and sustainable criteria for evaluating emerging technologies and, accordingly, their acceptance/prohibition in the education sector. Uncertainty is asserted as a criterion for evaluating emerging technologies.

Nature – a Medium of Value in a Constructivist Pedagogy

Author(s): Elżbieta Buchcic / Language(s): English / Issue: I/2020

In Polish pedagogy, at the time of change, there is a reflection on the way of educating young people and on the need of creating a new educational system. Groundbreaking systems and educational methods are being searched for. The new ones are being created but also the old proven ways that have permanently made the educational process, both in formal and informal education, are used again. In the article, it is brought to attention that nature is an inherent element of every human’s life and should be a value to them. It should also be kept in mind that knowledge is not only facts, laws and theories drawn from observation of phenomenons and occurrences but is also the ability to use it rationally and to interpret information in everyday life. Using premises of constructivist pedagogy in formal and informal education, one can or even should form axiological paradigms of nature.

O potrzebie odnalezienia swojego miejsca w świecie – humanistyczne inspiracje do działań wychowawczych

Author(s): Magdalena Joachimowska / Language(s): Polish / Issue: 52/2020

RESEARCH OBJECTIVE: The aim of the undertaken analyzes is to indicate coherent – in their significance and meaning, although variously defined – ways and processes read as educational inspirations flowing from the discussed authors. THE RESEARCH PROBLEM AND METHODS: The research problem is to realize the possibilities of managing your life, to experience responsible agency in your activities in various spheres of human life. The research methods used constitute an analysis isolating the concepts and categories relevant for our purpose (comparative analysis) and reading their sense and meaning in the context of the adopted research issues (content analysis) using elements of the method phenomenological insight and elements of philosophical hermeneutics. THE PROCESS OF ARGUMENTATION: The paths indicated by selected authors are opportunities for finding yourself and thus your place in the world in a sense of agency and self-determination. They constitute certain processes and mechanisms that can and should inspire to educational activities in the spirit of humanities. RESEARCH RESULTS: They can be included in five key categories necessary to achieve the indicated goal, which are: narrative of yourself and your activities (reflection, self-reflection, internal conversation, dialogue and narrative imagination); asking yourself questions about the sense of being in the world in a sense of authenticity; understanding of yourself and the surrounding reality; responsibility for your own thinking, speaking, understanding and acting; commitment to personal and social development, taking a position (a conscious way of being in the world). CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: They are read inspirations such as waking up, moving, shaking to change, to be better yourself, to develop in the process of education. It is actions (praxis) that create self-awareness and identity by defining a place in the world, which is why education should be the art of a responsible and satisfying life.

On Some Aspects of the European Knowledge Economy

Author(s): Petar Iliev / Language(s): English / Issue: 2/2021

We survey some of the consequences of the managerialism of science and education as practiced in European countries and its main results: the Bologna declaration and the Bologna process. One notable feature of this process is the gradual introduction of currently fashionable management terms into school curricula. These linguistic changes are the direct result of the neoliberal philosophy behind the concept of knowledge economy, namely, that all sciences must justify their economic value; moreover, the introduction of such terms is via government “strategic documents” that are never the result of a democratic public debate. As a case in point, we examine two such strategic documents issued by the Bulgarian ministry of education.

Path2Integrity Learning Cards: First Year Experiences of an Educational Programme to Foster Research Integrity

Author(s): Julia Priess-Buchheit / Language(s): English / Issue: 1/2020

This article outlines the experience gained in the first twelve (12) months of the Path2Integrity (P2I) learning programme, an initiative designed to promote reliable research results and responsible research practices with all students, not only those destined to be researchers. Path2Integrity learning cards are student-centred instructions with a dialogical approach, using role-playing and storytelling aimed at fostering a culture of research integrity. This report shows that feedback gathered in this first year of the P2I programme supported the following three actions. First, the feedback informed distinctions between the different contexts of research education and citizen education. Second, a handbook was prepared to accompany the learning cards. And finally, students will be asked in the future to reflect on the competencies each learning card features. A review of the feedback and actions will be followed by an overview of the implications for the programme itself and for research integrity education in general.

Pepka Boyadjieva, Petya Ilieva Trichkova (2021). Adult Education as an Empowerment. Re-imagining Lifelong Learning through Capability Approach, Recognition Theory and Common Goods Perspective. Pallgrave Mcmillan, 354 рages

Author(s): Nina Ivanova Dimitrova / Language(s): Bulgarian / Issue: 2/2021