“A Mark by Any Other Name…”: Reconciling Historical and Descendant Terms and Concepts for Indigenous Petroglyphs and Pictographs – ERRATUM

We address the identity of biological organisms at play in experimental and modeling practices. We first examine the central tenets of two general conceptions, and we assess their respective strengths and weaknesses. The historical conception, on the one hand, characterizes organisms' identity by looking at their past, and specifically at their genealogical connection with a common ancestor. The relational conception, on the other hand, interprets organisms' identity by referring to a set of distinctive relations between their parts, and between the organism and its environment. While the historical and relational conceptions are understood as opposed and conflicting, we submit that they are also fundamentally complementary. Accordingly, we put forward a hybrid conception, in which historical and relational (and more specifically, organizational) aspects of organisms' identity sustain and justify each other. Moreover, we argue that organisms' identity is not only hybrid but also bounded, insofar as the compliance with specific identity criteria tends to vanish as time passes, especially across generations. We spell out the core conceptual framework of this conception, and we outline an original formal representation. We contend that the hybrid and bounded conception of organisms' identity suits the epistemological needs of biological practices, particularly with regards to the generalization and reproducibility of experimental results, and the integration of mathematical models with experiments.

هدفت الدراسة الى التعرف على فاعلية المتاحف الافتراضية وقد أکدت الدراسات السابقة على أهمية التربية المتحفية في مرحلة ما قبل المدرسة، بالإضافة إلى قلة الدراسات في هذا المجال بالنسبة لأطفال ما قبل المدرسة. کما أن المفاهيم التاريخية مفاهيم حديثة على مناهج رياض الأطفال حيث إنها ظهرت مع تطبيق المنهج الحديث وأصبحت من معايير محتوى المنهج، لذا تم تناولها تماشيا مع معاييرالتعلم بالطفولة المبکرة.وقد استخدمت الدراسة الأدوات التالية: 1) قائمة المفاهيم التاريخية المناسبة لطفل ما قبل المدرسة. 2) استطلاع رأي للمعلمات لمعرفة المفاهيم التاريخية التي يصعب إکسابها لطفل ما قبل المدرسة بطرق التعلم التقليدية. 3) اختبار المفاهيم التاريخية المصور لطفل ما قبل المدرسة. 4) برنامج المتحف الافتراضي لتنمية بعض المفاهيم التاريخية لطفل ما قبل المدرسة درست المجموعة التجريبية المتحف الافتراضي للمفاهيم التاريخية (طفلا) بروضة جمعية انسان بالرياض، المجموعة الضابطة وعددها 20 طفلا، لم لم يستخدم معها المتحف الافتراضي للمفاهيم التاريخية النتائج: 1) توجد فروق ذات دلالة إحصائية بين متوسط درجات أطفال المجموعتين التجريبية والضابطة في التطبيق البعدي لاختبار المفاهيم التاريخية لصالح المجموعة التجريبية. 2) توجد فروق ذوات دلالة إحصائية بين متوسط درجات أطفال المجموعة التجريبية في التطبيقين القبلي والبعدي لاختبار المفاهيم التاريخية لصالح التطبيق البعدي. 3) توجد فاعلية لاستخدام المتحف الافتراضي في تنمية بعض المفاهيم التاريخية لدى طفل ما قبل المدرسة. The Effectiveness of The Virtual Museum in Developing Historical Concepts In Early Childhood Abstract The problem of the study represented in the study and investigating the virtual museums and the confirmation of the previous studies on the importance of the museum education for the pre- school stage in addition to shortage of studies in this field for children at pre- school. As the historical concepts are modern concepts for childhood’s curriculums in S-A as it appears accompanied to the applying of the modern method (my E-Learning) and becomes one of the standards of the curriculums content. The researcher concerns to discuss these standards in her study and the development along with the modern standards for pre- school. Study tools: The researcher used the following tools: 1) A list the appropriate historical concepts of pre‌school. 2) Poll to see the historical concepts that are difficult to acquire for pre- school learning tradition ways.) Testing photographer historical concepts for pre‌school) 3) Virtual museum in the development of some historical concepts for pre-school. The two groups of the study of the children have been chosen from the second level children one of them is the experimental group that studies the virtual museum for the historical concepts which includes 20 child and the other is the control group that does not study the virtual museum for the historical concepts which includes 20 child. Results: 1) There are significant differences between the average scores Children experimental and control groups in the post application to test the historical concepts for the experimental group. 2) There are significant differences between the mean scores of the children in the experimental group two applications for pre and posttest historical concepts in favor of the dimensional application. 3) There are significant differences between the mean scores of the children in the experimental group two applications for pre and posttest concepts in favor of the dimensional application. 4) There is an effective use of the virtual museum in the development of some historical concepts for pre-school..

The study aimed to reveal the effectiveness of virtual tours to the archaeological sites in Al-Ahsa in developing historical concepts among kindergarten children and to identify the differences between boys and girls in acquiring historical concepts. To achieve these objectives, a quasi-experimental approach based on one group design was used. The sample of the study consisted of (30) boys and girls between the ages of (5-6) years in the third level in the kindergarten attached to the third elementary school for early childhood in Hofuf in Al-Ahsa Governorate. The pictured historical concepts test was applied after calculating the coefficients of validity and reliability. The virtual tours to the archaeological sites in Al-Ahsa included "Al-Qarah Mountain, Suq Al-Qaysariyya, Ibrahim Palace, Jawatha Mosque, Al-Amiriya School, Al-Bay’ah House, Al-Uqair Port, and Al-Asfaar Lake". The results showed statistically significant differences at (0.05) between the means of the scores of the experimental group in the pre-and post-applications in the pictured test of historical concepts in favor of the post-application. Also, there was an effect size of virtual tours to archaeological sites on the development of historical concepts among kindergarten children. In addition, the results showed no statistically significant differences at (0.05) between the means of the scores of boys and girls in the historical concepts test pictured in the post application. The study recommended the inclusion of virtual tours and historical concepts in the self-learning curriculum for kindergarten.

SUMMARY: The article deals with the historical and political writings of one of the leaders of the Ukrainian émigré conservative movement, Stepan Tomashivs’kyi (1875–1930). It traces his impact upon the formation of the various historical narratives, myths and symbolic geography at the beginning of the twentieth century. In particular, the article aims at reconsidering the role of geographical factors in Tomashivs’kyi’s historical concept, outlining the originality of his triune model of Ukrainian geopolitics (“Ukrainian triangle”). The author attempts to place Tomashivs’kyi’s writings within the framework of various theories of nationalism and models of constructing symbolic geography in Ukrainian historiography. The article consists of three parts. The first deals with Tomashivs’kyi’s historical and political concepts; the second is devoted to Tomashivs’kyi’s intellectual surrounding and various models of Ukrainian historical narrative at the turn of the nineteenth century; the third part analyzes contemporary forms of Ukrainian historical mythology’s relevance to early twentieth century intellectual discourse.

Milieu therapy for short stay units: A transformed practice theory

‘Culture as a Historical Concept’ asks why culture as a historical concept was invented and what was to be achieved with this invention. Attempts to define culture are so abundant and apply to so many contexts that there is a danger the term includes everything and anything. In order to overcome these challenges and still be able to formulate an answer to the question, the chapter chooses the path of historical analysis. This path reveals that the modern usage of the term has emerged only in the second half of the eighteenth century. It is in this period when an interest in geographical and historical comparisons becomes broader and deeper. What now is compiled, reviewed, critically evaluated, and organized cannot be contained within the structures of a stratified society and its principles. Instead, culture is sent in search of principles, and it comes into existence whenever our gaze strays to other forms and other possibilities. The principles emerge with culture doubling everything that exists. Something is compared to something else, and this very comparison can be compared with something else, thus opening up new possibilities. The social consequences of this transformation have a profound impact, leading to a reordering of the memory of society, because culture offers a new perspective for the observation of observers.

هدف هذا البحث إلى التعرف على فاعلية برنامج في التربية السياسية قائم على المحاكاة ولعب الأدوار لتنمية استيعاب المفاهيم التاريخية والدافعية للإنجاز لدى تلاميذ المرحلة الإعدادية، ولتحقيق هذا الهدف سعى البحث الحالى للإجابة عن التالي: كيف يمكن بناء برنامج فى التربية السياسية قائم على المحاكاة ولعب الأدوار لتنمية استيعاب المفاهيم التاريخية والدافعية للإنجاز لدى تلاميذ المرحلة الإعدادية؟، ما فاعلية برنامج في التربية السياسية قائم على المحاكاة ولعب الأدوار في تنمية استيعاب المفاهيم التاريخية لدى تلاميذ المرحلة الإعدادية؟، إلى أى مدى يوجد ارتباط بين استيعاب المفاهيم التاريخية والدافعية للإنجاز لتلاميذ المرحلة الإعدادية. واتبعت الباحثة المنهج الوصفي التحليلي- والمنهج التجريبي، وتكونت عينة البحث من (30) تلميذًا من تلاميذ الصف الثاني الإعدادي بالمرحلة افعدادية بمدرسة (السلام الإعدادية المشتركة) التابعة لإدارة كفر صقر التعليمية محافظة الشرقية، استخدمت الباحثة اختبار تحصيلي لاستيعاب المفاهيم التاريخية، مقياس الدافعية للإنجاز، وتم تطبيق هذه الأدوات في الفصل الدراسي الثاني خلال العام الدراسي (1445/2023م) علي تلاميذ المرحلة الإعدادية؛ وقد توصلت نتائج البحث إلى: فاعلية برنامج في التربية السياسية قائم على المحاكاة ولعب الأدوار لتنمية استيعاب المفاهيم التاريخية والدافعية للإنجاز.

Historical concepts are repeatedly used for description and explanation in political science, despite their attempted prohibition by the received view of general theory. Historical concepts are of two kinds. They are either those concepts with histories of their own in the sense that their meanings change with political changes, or they are those concepts that delimit a specific historical period. Revolution is a concept of the former kind largely because it is an essentially contested concept between revolutionary actors as much as it is a theorists' concept. Only a conceptual history can capture its full meaning. Recent attempts to fashion an ahistorical concept of revolution fail, so it is argued here. Moreover, we should expect future conceptual changes, not only in revolution but in most of our key political concepts; and such future conceptual change is unpredictable in principle. Given these various methodological considerations, we should abandon the received image of political science as an immature version of physics. Rather, political science is an essentially historical science.

The research aims to identify the effect of using the six-dimensional strategy (PDEODE) on acquiring and retaining historical concepts among seventh grade students. The experiment had started on Sunday (17/09/2023) with two lessons weekly for each group, and the two research groups were taught in the first semester. For the year (2023-2024), The experiment had ended on Wednesday (30/11/2023). The research sample was chosen randomly from Ardalan Mixed Basic School in the center of the Governorate of Erbil. as (33) students for the experimental group which studied according to the six-dimensional strategy, and (33) students for the control group they were studied according to the usual method. an achievement test was prepared and consists of (34) multiple-choice items, and the reliability estimate was (0.83). There was statistically significant difference on historical concepts and retaining historical concepts test for the experimental group. The study recommended several recommendations, including It is necessary social studies teachers to use the six-dimensional strategy, as it has a significant impact on the achievement and retention of historical concepts.        

In this paper, I offer both a brief study of Collingwood’s conception of historical explanation and epistemological historicity, and an examination of the influence of Collingwood’s work on the historical methodology of Quentin Skinner and on Gadamer’s hermeneutic philosophy. Collingwood’s work on the philosophy of history manifests a tension between the realist implications of the doctrine of reenactment and the logic of question and answer on the one hand, and, on the other, the constructionist tendency of the rest of his work on the logic of historical inquiry and on the hermeneutic character of his more general conception of human historicity. This tension is displayed in the divergent interpretations of Collingwood by Quentin Skinner and Hans-Georg Gadamer, and in the inherent difficulties of each man’s philosophy of history. I argue that the weaknesses of Skinner’s methodological historicism are present already in his reading of Collingwood and reflect the difficulties inherent in understanding Collingwood as offering primarily a methodology of history. I also claim that Gadamer’s hermeneutic philosophy, while presenting a more plausible reading of Collingwood, suffers from tensions similar to those within Collingwood’s work between the logic of explanation and the logic of practical recommendation, and between the character of historical explanation and the character of philosophical understanding.

The problem of the origin of geometry is crucial for understanding the formation and development of Derrida's early conception of historicity. Mathematical idealities offer the most powerful example of meanings that are fully transmissible through histor

This study aimed to investigate the effectiveness of the Circle Discussion strategy in acquiring historical concepts among seventh-grade basic students. The researchers adopted an experimental approach with a two-group design (experimental and control groups). The study sample consisted of 57 seventh-grade female students from Soz Elementary School, distributed into two groups: the experimental group (32 students) who studied using the Circle Discussion strategy, and the control group (25 students) who studied using the conventional method. A historical concepts acquisition test consisting of 36 items was developed, distributed across three levels (definition, discrimination, and application). The results showed a statistically significant difference at the 0.05 level between the mean scores of the two groups in favor of the experimental group, where the experimental group's mean was (28.06) compared to (24.12) for the control group. The effect size calculation using eta squared showed a value of (0.206), indicating a very large effect of the strategy. The study concluded that the Circle Discussion strategy is effective in improving the acquisition of historical concepts among students.

We consider conceptions of history as schematathat integrate large portions and many aspects of knowledge. We describe the use of cognitive mapping for the identification of historical conceptions by examining whether adolescents' historical knowledge can be characterized according to widespread lay distinctions between critical and traditional orientations towards the past. We present cognitive maps of three of 12 18-year-old students which were identified as possessing qualities that make them come close to serving as 'ideal conceptions' of Jewish history: the 'theological', 'sociological', and 'critical/historical'. These conceptions are considered in relation to a discussion concerning (1) the applicability of cognitive mapping in the face of an apparent contrast between the seemingly linear character of historical knowledge and its spatial representation; and (2) the conception, held by many faith schools, of the development of historical knowledge as a contest between tradition and criticism.

More than a decade after the breakdown of the Soviet Empire and the reunification of Europe, historiographies and historical concepts still are very much apart. Though contacts became closer and Russian historians joined their Polish colleagues in the effort to take up western discussions and methodologies, there have been no common efforts yet for joint interpretations and no attempts to reach a common understanding of central notions and concepts. Exploring key concepts and different meanings in Western and East-European/Russian history, this volume offers an important contribution to such a comparative venture.

This article critically examines the dominant narrative myth of Anzac secularism in relation to the new NSW Stage 5 History syllabus, exploring the active engagement with spirituality by the soldiers. The article advocates for history educators to empower students with a critical and empathetic engagement with sources. This approach aligns directly with the new NSW Stage 5 History syllabus, particularly the Making a Nation — Federation to WWI (1889—c1919) Depth Study, which requires students to explore perspectives on the impacts of WWI and aspects of the daily life of soldiers. The ‘Perspectives’ points in the ‘Historical Concepts’ sections of the syllabus are also covered here as they ask students to interrogate ‘how points of view can be shaped by available sources of information’ while ‘thinking critically and identifying bias and omissions’. Looking at the Anzac story in this way allows students to develop their skills in historical inquiry and the interpretation of sources. Recognising the complexities of Anzac spirituality enriches classroom teaching, challenges national myths, and offers a deeper understanding of Australia’s evolving cultural and religious identity.