Hegel’s Philosophy of Memory in Its Psychological Dimension

A country's development is inextricably linked to its education, and education is inextricably linked to early childhood education. Early childhood learners' conceptual and logical thinking is one of the standards' main themes. It's important to look into teachers' classroom practices and how they affect preschoolers' thinking. It's also vital to see if teachers' classroom practices are effectively linked to learners' need for conceptual and logical thinking, therefore the study's goal was to assess the effect of teachers' classroom practices as indicated in the National Minimum Standards. The study's population consisted of two groups: early childhood school students and teachers from schools in Punjab that have ECE classrooms. The study employed a casual comparative research design. 300 learners and 30 teachers were chosen from 30 schools in Punjab province. Two instruments were used to collect data on two variables. To determine learners' conceptual thinking and logical thinking, an activity-based test based on the National Minimum Standards for thinking of preschool learners was developed. Teachers' data on their classroom practices for learners' thinking was also collected. The data also show that when it comes to learning, rural and urban students are completely different in the phase of thinking.

Defining nurses' ethical practices in the 21st century.

Background and Objective: Objectives: Critical thinking, as an art of analyzing and evaluating thought, leads to the improvement and enhancement of individual thinking through assessment. The present study aimed to investigate the impact of perceived social support and life changes on critical thinking with the mediating role of moral foundations. Methods and Materials: In a predictive correlational design, 404 young individuals (both male and female) about to get married were selected through convenience sampling and using Klein's sample size formula (formula 1 to 20). The research instruments included standard questionnaires of Perceived Social Support - Family Scale (PSS-FA), Young Adults Family Inventory of Life Events and Changes (YA-FILES), Critical Thinking Disposition Inventory (CTDI), and Moral Foundations Questionnaire (MFQ-30). Data analysis was conducted using SPSS19 and Smart-PLS software. Findings: Results indicated that 19.4% of the variations in critical thinking were explained by the variables of social support and life changes (P < 0.001). Additionally, results related to the mediating role of moral foundations showed that social support and life changes, through moral foundations, have no indirect effect on critical thinking, with values of 0.005 (0.661) and -0.008 (0.676) respectively (P > 0.05). Conclusion: Based on the research findings, it can be concluded that perceived social support and family life changes affect moral foundations and critical thinking. Therefore, paying attention to these mechanisms can be useful in developing effective preventive and therapeutic interventions for adolescents about to get married.

All illness has both psychological and physical dimensions. This may seem a startling claim, but on reflection it is uncontroversial. Diseases don’t come to doctors, patients do—and the processes by...

The article provides a comprehensive analysis of the concept of "ressentiment" in the humanities discourse within the context of mass culture. The study explores the philosophical, psychological, and social dimensions of ressentiment through an interdisciplinary approach that combines philosophical, psychological, and sociological analysis. Classical concepts of ressentiment are examined through the works of Friedrich Nietzsche and Max Scheler. The article also analyzes contemporary approaches to understanding the essence of ressentiment, particularly Francis Fukuyama’s concept, which views ressentiment through the lens of identity politics, as well as interpretations by leading Ukrainian philosophers. Special attention is given to the exploration of the relationship between ressentiment consciousness and mass culture. The article investigates the mechanisms behind the formation of ressentiment consciousness in the context of mass culture, including the mythologization of consciousness, the construction of the “enemy” image, the stimulation of consumerist consciousness, and the creation of quasi-reality. It is concluded that mass society and mass culture create specific conditions for the emergence and spread of ressentiment. On one hand, mass culture can intensify ressentiment through systems of imagery and stereotypes; on the other, it can provide mechanisms for its neutralization. The influence of ressentiment on society manifests in various spheres—political, social, cultural, and economic. Particularly dangerous is its impact on the formation of authoritarian and totalitarian regimes. The study demonstrates that overcoming ressentiment requires a comprehensive approach that includes political, social, cultural, and psychological dimensions. Ressentiment is defined not merely as an individual psychological phenomenon, but as a complex sociocultural phenomenon that demands a systemic strategy for overcoming it. This includes the effective functioning of social institutions, the development of social capital, the cultivation of critical thinking, and an appropriate cultural policy.

The researcher conducted a study on improving critical thinking skills of Form 5 students through 'Model Inquiry'. Students can be encounter with writing difficulties. This study was conducted with two objectives of analyzing the problems faced by Form Five students in their critical thinking. Second objective is improving Critical thinking of form five students through Model Inquiry. Bloom Taxonomy has been used by researcher in this study. The researcher has used fieldwork to conducted this study. The researcher has conducted this study through qualititative and quantitative approach. The researcher has conducted this study in Secondary schools in Alor Gajah District. Two Tamil Teachers and Form Five students were included in this study. The researcher has used pre test, post test and interview to gather information for his study. The information available in this study will help improve critical thinking skills. Through this study it was possible to improve the critical thinking of Form Five students through 'Model Inquiry'.

This research aims to determine differences in students’ conceptual and critical thinking of XI High School Students that teach using Problem Based Learning-STEM strategy on learning chemical equilibrium. This research use design quasi-experimental factorial 2x2 design with convenience sampling. Instruments used in this research are students’ conceptual and critical thinking tests. The result shows that (1) there are differences students’ conceptual and critical thinking in the group that learned by Problem Based Learning-STEM with the group that learned using Problem Based Learning Strategy, (2) there are differences in students’ conceptual and critical thinking based on initial abilities in the group that learned by Problem Based Learning-STEM with the group that learned using Problem Based Learning strategy, (3) there is no interaction of Problem Based Learning-STEM strategy and Problem Based Learning based on initial abilities to students’ conceptual and critical thinking

Ethical Practice in Foodservice Management

Ethical Practice in Foodservice Management

Throughout history, education has been experienced fundamentally as an institutionalised teaching and learning process in which societies attempt to impart knowledge and skills deemed valuable to them; either overtly or inadvertently, this process implicitly entails imposing upon the individual the traditions, norms, and taboos of conventional culture. Education in the higher sense, however, entails the development of advanced literacy skills, essential reasoning abilities, sound ethical principles, and, for many, refined aesthetic sensitivities; it also entails the development of the individual in his or her own right, in conjunction with contributing to a more egalitarian in the world. In addition to the natural ongoing conflict between education as maintaining dominant cultural ideologies, and education as cultivating reasonable ways of living, tension has always existed in schooling between, first, addressing the needs and desires of the individual and, second, moulding the desires of the individual in service to community (however such service and community may be defined within a given period). Perceiving systems of education as mechanisms to advance the social conventions and rules of a society, or, conversely, to pander to the whims, caprices, and impulses of students, can be – and often is – taken to the extreme. At all times in history, within and among cultures and countries, teachers and administrators in educational systems vary widely in wisdom, insight, and understanding; accordingly, they approach teaching and learning through widely divergent and often conflicting worldviews. Further, at any given time and at any given place, the quality of schooling will depend upon many variables – including political, cultural, religious, economic. Enlightened educators, aware that the norms in any given society will likely fall below the best thinking humans may command, will help students reach for the uppermost ideals, modes of living, ethical practices, and cultural sensitivities of which they are capable. This cannot be done through a passive approach, but requires that teachers help students learn to discipline and regulate their thoughts, take active command of their wills, and control their passions and emotions for the good. A true drawing-out of the best in students requires that they learn to actively and systematically correct faulty reasoning as they seek to develop their intellects as well as their emotional lives. (see Socratic Questioning and Critical Thinking). This entails learning to persevere through difficulties to achieve superior levels of creative and critical thought. It means learning to reason empathically within the viewpoints of others, to become well-informed about important and relevant issues, to be comfortable with divergent opinions and perspectives with a willingness to understand them, and to be moved by the best reasoning no matter from whom such reasoning emanates. It entails learning to distinguish at all times between what is known to be true without doubt, what is merely thought to be true but lacks sufficient evidence, what is known not to be true, what cannot be known at present, and what perhaps can never be known. It means following objective truth wherever it can be found, even when this means changing one’s beliefs and ways of living. It requires confidence in the highest forms and levels of reasoning as the best path for people to pursue if they are to achieve the utmost ground of which societies are capable. It entails pursuing the highest standards in human life and reaching for the highest ethical practices on the path toward becoming persons of integrity. And, again, for many people, it entails advancing cultural and aesthetic intellectual pursuits that capture sublime forms of living in music, art, and literature. It means living a life that is most rational, laudable, and fulfilling. It requires high-level thought within every important domain of human life. Eminent thinkers who have commented on education through the ages frequently distinguish between education properly so-called, and mere ‘schooling’, when the latter embodies propagandising rather than fostering appreciation for objective reality and the seeking of sound intellectual and ethical ground. To benefit from the thinking of these distinguished thinkers, it is helpful to consider the most insightful classic literature that illuminates characteristics of the educated person and the cultivated mind (see the section ‘Classical Contributions to Education’ herein).

Chemistry is characterized by abstract concepts and theories which is rather difficult and requires formal thinking skill. This research was aimed to describe student’s formal thinking skill, student’s learning achievement, and the correlation between of them. Students of XI IPA were used as population of this research, while 29 students from XI IPA 1 were chosen as samples. The sampling used purposive sampling technichuques. Student’s formal thinking skill data were collected using Test of Logical Thinking (Tobin and Capie, 1981). The results showed that 72,41% students were in formal thinking stage, while 24,14%, and 3,45% students were in transitional stage and concrete stage, respectively. Student’s learning achievement data were analyzed from student’s semester test and it was found that student average score was 70,86. Correlation between student’s formal thinking and student’s learning achievment was analyzed using pearson product moment. It was concluded that ‘formal thinking ability’ affected student achievement by 0,527 in coefficient correlation, and 0,2774 in coefficient determination.Keywords: learning results, formal thinking skill, chemistry learning, Test of Logical Thinking

Aim: The present research was conducted with the aim of investigating the effect of the child's attitude towards parents on critical thinking with the mediating role of moral foundations. Method: in the form of a predictive correlation design, 404 people (girls and boys) from young people about to get married were selected by available sampling method and using Klein's sample size formula (formula 1 to 20). The research tool included standard questionnaires of child's attitude towards father (CAF) and mother (CAM), critical thinking (CTDI), moral foundations (MFQ-30). SPSS19 and Smart-PLS software were used for data analysis. Results: The results showed that 30.4% of the changes in critical thinking are variables of the child's attitude towards the mother and the child's attitude towards the father (P<0.001). Also, the results related to the mediating role of moral foundations showed that the child's attitude towards parents through moral foundations does not have an indirect effect on critical thinking, respectively -0.005 (p=0.285) and -0.003 (p=0.214) (P > 0.05). Conclusion: Based on the findings of the research, it can be concluded that the child's attitude towards parents has an effect on the critical thinking of young people. Therefore, paying attention to these mechanisms can be useful in formulating effective preventive and therapeutic interventions for teenagers about to get married.

Diverse families with preschool-aged children are at an enhanced risk of marginalization in the United States. Whether they are of a different race, level of ability, gender, or socioeconomic background, they need early childhood leaders and educators who can focus on caring for their children. In this exploratory qualitative study, I conducted five open-ended interviews with Head Start education managers--a similar position to a preschool Director or a K-12 Principal. The objective was to understand better how Head Start Education Managers attend to equity and inclusion via critical awareness, critical reflection, and critical action. I utilized the three-element construct of critical consciousness as the study’s theoretical framework. I wanted to know how critical awareness and critical reflection influence critical action. The study found that education managers attend to equity and inclusion via critical awareness, reflection, and action on behalf of their children and families' general and immediate needs. The study also revealed that education managers have an integral role in Head Start that allows them to apply critical awareness, reflection, and action to practices, policies, and systems. However, they could use some professional development to establish, expand, and evolve their abilities to do so. I concluded with some policy approaches and a new graphic model for education managers to visualize their role concerning critical awareness, reflection, and action to adjust practices, policies, and systems.

Critical thinking skills are important to students' creativity in the production of visual artworks. Past studies have not delved deep into the role of these skills among students. Past findings also revealed that the level of critical thinking skills among the Visual Art Education (VAE) teachers are far from satisfactory. In fact, there is no specific guide for adopting the critical production process that can be referred to by VAE teachers and curriculum designers. Therefore, this study aims to identify the influence of critical thinking on students' creativity in the process of producing visual artworks. This study also aims to evaluate the ARD Critical Thinking Taxonomy (or known as Taksonomi Pemikiran Kritis ARD) that has been developed for teacher to use as a guide by VAE teachers. The Design and Development method has been employed with the inclusion of the Requirements Analysis, Design and Development, and Evaluation phases. Findings reveal that all ARD TPK constructs reach expert consensus in addition to successfully determining the ranking of critical thinking according to priority, starting with Routine Thinking, Advanced Thinking, Conceptual Thinking and Strategic Thinking. The findings of this study also display that ARD TPK is capable of increasing students critical thinking especially creativity. The findings also suggest that the ARD TPK is very vital to all parties, especially the Malaysian Ministry of Education (MOE) in emphasising the development of the individual's potential in an integrated and comprehensive manner in line with the Malaysian Philosophy of Education.

The advancement in Artificial Intelligence technology revolutionizes new opportunities and challenges, particularly with large language model ChatGPT, in various domains, especially in the educational platform. This research endeavors a comprehensive analysis to explore the concerns and expressions associated with this AI tool on the social media platform X and in academic contexts. Two distinct datasets, comprising X data and survey responses from academics, were utilized to achieve the objectives. This research examines the valuable concerns regarding ChatGPT among X users on social media platform. To implement the Natural Language Processing (NLP) techniques which included Sentiment Analysis and Topic Modeling using Latent Dirichlet Analysis (LDA), the study aimed to identify the significant insights expressed by the social media users. The analysis obtained that, most frequent discussed topic was “ChatGPT”. The majority of discussions among the X users were positive in sentiment (49%), focusing on the utility of ChatGPT. Comparatively, negative discussions (47%) were also expressed by the users (47%) about students’ cheating in exams, and the generation of inaccurate information, which could affect students’ learning skills, and their critical thinking. Furthermore, approximately 27% of the discussions were expressed neutral sentiment regarding the generation of contents by ChatGPT. Various machine learning models were implemented to predict the classification of sentiment labels correctly. The Random Forest model performed well to classify all the sentiment labels correctly compared to others with highest accuracy of 62%. This research also unveiled the academics’ opinion in the context of education. A case study was conducted among the academics, where approximately 59% reported using ChatGPT for academic purposes and academics (24%) use this tool occasionally. In terms of its usefulness, 32% academics consider it is as useful, especially for generating writing contents. Additionally, 29% of them believed that this tool primarily improves students’ language and writing skills but they also expressed the concerns about overreliance potentially impacting their critical thinking and violating academic integrity. The major concerned keywords for academics include “research”, “accuracy of information”, and “critical thinking”, while for students, “academic integrity”, “critical thinking”, “risk”, “copy-paste”, and “creativity skills”. The majority of the sentiments regarding the concerns were negative for students (38%), and minority for academics (28%). Overall, academics expressed positive sentiments about the utility of using ChatGPT. This research highlights these findings and recommends further exploration of using this tool in educational practices with a focus on the identified concerns to guide future implementation.