Concept Of Character Research Articles

Тhe concept of character (behavior) in the poems of abai

  The article discusses the concept of behavior and character of a person reflected in the poetry of Abai. In modern domestic linguistics and literary criticism, there are many significant research works devoted to the term of the concept in its various aspects, but the concept of personality behavior in the context of poetics has not yet become the object of comprehensive analysis and study. The very concept of the character and behavior of an individual is a complex phenomenon that includes manners of action and conversation, moral education that begins with the individual and forms a stereotype of the behavior and character of the whole nation. The poetry of Abai is one of the valuable sources of information showing the essence of the character and behavior of a person of his time at a conceptually poetic level. The descriptive and evaluative conclusions of the poet, starting from universal human virtues and misdeeds to the behaviors and actions of certain sections of society (tore (special class of people in Kazakh Khanate), bai (rich people), common people) are relevant to this day. Therefore, in this article, the character and behavior of a person in the poet's poetry is considered as a set of actions and moral attitudes, interpreted at the level of thick and thin concepts. The poet almost never calls a person simply good and bad, he masterfully conveys everything with a detailed description of the manner and actions of the individual. Abai does not use "subtle" obvious concepts, his poems reflect complex author's concepts that originate from the depths and provide information about the human essence of an entire people of a certain historical period. &nbsp

Troubled Hedonism and Social Justice: Mill and the Epicureans on the Ataraxic Life

J. S. Mill is typically thought of as a liberal utilitarian disciple of Jeremy Bentham, and in other readings as a modern Socratic or even a modern Epicurean. Mill and the Epicureans are alike in several respects: they theorize personal freedom and active character versus determinism and passivity, they oppose excessive love and praise friendship, and they are critical of traditional religiosity. In spite of these similarities, Mill and the Epicureans have a different conception of active character and citizenship, stemming from a difference in first principles. Mill's philosopher does not share the Epicurean aim of untroubledness (ataraxia), and Mill accepts the demanding task of educating and regenerating a mass democratic society. Below, I assess Mill's troubled hedonism, that is, his acceptance of often intense and long-term mental perturbations, justified by a decidedly non-Epicurean social reform project.

An Investigation of the Identity of Character Through the Fundamental Cognitive Mechanism

Character education in Korea has been strengthened since the Promulgation of the Character Education Promotion Act in 2015. But the concept of character itself is not clear and there is no consensus regarding it, causing confusion and certain side issues when it comes to character education. As part of resolving this essential problem of character education, this study looked at what character is from its cognitive origin, from which various human minds are formed. It also looked at the mechanism of how character emerges from the cognitive origin.The results showed that character, that is, human nature, is composed of two contradictory natures: a nature for ‘emptiness,’ which is a mind that one tries not to think and thus any cognitive structure (knowledge) does not appear internally, and a nature for ‘appearance,’ which is a mind that one try to think to form knowledge and thus knowledge appears internally. Furthermore, humans are born with natures of sensibility, memory, thinking and knowledge, and innate abilities such as sensory ability, thinking ability, and knowledge formation ability (intelligence) for the manifestation of appearance. Due to these natures and innate abilities, human beings form knowledge about the world and form various fields of mind based on this knowledge. Thus, we have the so called ‘virtues in character education.’Based on these results, this thesis discusses the debates related to character, such as nature, as well as the debate of good versus evil, and suggests the right direction and method of character education.

XR기반 트랜스미디어 콘텐츠 디자인 연구

This study is about XR-based transmedia content, focusing on connectivity. This type of connectivity does not mean merely connections between media or content but rather between users and reality with virtuality. This study sees XR-based transmedia as appropriate for realizing connectivity and aims to explore its possibility through an actual project. As a research method, this study includes literature review and a case analysis, and by analyzing XR-based cases, the researcher found a lack of connectivity in the current cases and thus conducted a project. With content from ASEAN CULTURE HOUSE, the researcher proceeded with the project with students and designed the concept of friendly characters with colors and easily readable text and intuitive typography considering a family with children. To construct transmedia experiences, publishing-based media was applied for understanding and delivering information and XR-based media were applied to add new characters and for better storytelling. Then, the publishing-based media were used again to document results and were shared via SNS amongst users. The resulting two prototypes were evaluated by expert heuristic evaluations and interviews. It was found that simple design and consistency in media interfaces were positively evaluated with the related categories, whereas the categories related to preventing errors or providing help were criticized. In the interviews, experts complimented the trial-making experiences of new content when circulating the media experience. This study attempts to connect virtual content, providing new characters and events to actually existing media content and then returning to the sharing of the experiences of users to realize connectivity, i.e., the direction of transmedia, as mentioned earlier. This study has a limitation as the projects were created as prototypes; however, as XR has the potential to be involved in transmedia more, this study aims to contribute to the XR-based transmedia content realm, which is currently in the very early stages.

Toward the virtuous mover: a neo-Aristotelian interpretation of physical education

ABSTRACT Background The philosophy of the discipline of physical education among school, further and higher education curriculums remains misunderstood, understudied and underdeveloped. With growing levels of uncertainty concerning its philosophical nature, general future (e.g. eradication, more of the same, radical change), and the role the profession plays within modern educational institutions, there is an urgent need to acknowledge, problematize, interpret and to study the unavoidably philosophical nature of the subject. Purpose The purpose of this paper is to strengthen the justification for movement-oriented character education in schools by articulating a neo-Aristotelian interpretation of physical education. Key Concepts Aligned with this goal, I begin by clarifying my guiding philosophical framework of neo-Aristotelian virtue ethics by synthesizing the concepts of virtue, character, phronesis and eudaemonia. Subsequently, I deconstruct contemporary practices associating character education to physical education circles with the goal of illuminating the potential of a philosophically informed approach compared to the dominant practice-driven and anecdotal view of character. In summary, I address the field’s; overreliance on caught character; overemphasis on performance virtue; disproportionate focus on résumé virtues over eulogy virtues; the use of character as a peripheral curriculum activity; and lack of emphasis on wisdom and eudaemonia. Thereafter, I articulate one Aristotelian interpretation of physical education as if (neo) Aristotle was the teacher himself. From this position, I describe an education fixated on the affective domain, primarily concerned with helping youth to comprehend their moral potential in life through movement and inspired by the view that the cultivation of virtuous skills, agency, and reasoning are foundational to a flourishing society. Conclusion By taking this approach, I philosophize the concept of the ‘Virtuous Mover’ and the potential ways in which school-based physical educators might begin to help future generations of youth to flourish.

«Тайна» псевдонимов Кьеркегора

Unriddling S. Kierkegaard’s pseudonyms is important for interpretation of his philosophical views. That is why the issue of his pseudonyms remains one of the most important problems for historians of philosophy and commentators on Kierkegaard’s works. This paper analyses various points of view on the reasons for Kierkegaard’s use of pseudonyms in his philosophical works. Among the opinions of various philosophers presented in the article, key hypotheses can be distinguished viewing pseudonyms as the following: literary characters; Kierkegaard’s experiment; a search for self-identification; understanding the past; an alternative to Hegel’s The Phenomenology of Spirit; alternative forms of human existence; roles played by S. Kierkegaard, who is also the author of these plays; demonstration of representative figures showing the boundaries of forms of human existence; a way to overcome loneliness; means of indirect communication; dissociation of Kierkegaard’s personality. The author believes that the concept of conceptual persona (or character) used by Deleuze and F. Guattari allows us to reveal the “secret” of Kierkegaard’s pseudonyms, since this concept demonstrates the complexity and multidimensionality of pseudonyms. Applying the concept of conceptual persona is relevant since pseudonyms have the same properties as conceptual personae: 1) like conceptual personae, pseudonyms are autonomous from their creator and express their own worldview; 2) dialogism, intrinsic to them, allows them to reveal through dialogue the idea embodied in a pseudonym; 3) among the pseudonyms there are no sympathetic pseudonyms expressing the author’s point of view or antipathetic pseudonyms opposing the author; 4) like conceptual personae, pseudonyms form a plane of immanence; 5) pseudonyms are not identical to a social role or the concept of literary character.

A CALL-based approach to understanding the concept of character and characterization in literary texts: A case study of SHS three “B” learners of Chereponi SHS/T in the North East Region

A CALL-based approach to understanding the concept of character and characterization in literary texts: A case study of SHS three “B” learners of Chereponi SHS/T in the North East Region

Why Read the Masters?

The present article is a plea for the value and the obvious relevance of reading in the formation of every generation of students and teachers. Reading brings us knowledge and it usually comes as a pleasant surprise. It helps us and it guides us in our quest for knowledge, especially when we break open different kinds of texts – scientific, philosophical, literary, historical, to name a few. Are there any lessons to be learned? Can we really find role models? What is the main thing that reading can do to make us better people? A quick introduction about history, followed by quotations from various scholars like C. S. Lewis, takes us back to the experience of (re-)reading Plato and Aristotle. When recent or contemporary scholars continue the conversation, we segue into the concepts of a good character and the value of virtue, which lead us to moral education and moral imagination. They all confer reading a unique quality that eventually gives us a chance to savor its greatness and at the same time hope to achieve something equally rewarding.

Konsep Karakter Kepemimpinan Nabi Ibrahim AS Dalam Membentuk SDM Unggulan Perspektif Al-Qur’an


 This article describes the concept of the leadership character of Prophet Ibrahim as the superior character of leaders and a reference for empowering Human Resources (HR) in the perspective of the Qur'an. The research was conducted using a library research approach with the maudhu'i interpretation method (thematic interpretation). Among the leadership characters of Prophet Ibrahim in this study are mastering interpersonal communication skills, strategists, argumentative, exemplary, religious, peace-loving, and responsibility. These characters are obtained based on historical studies between Prophet Ibrahim and his father, his people, King Namrudz, Prophet Lut, King of Egypt, mysterious guests and his son (Ismail) which were adapted from his story in the Qur'an. These leadership characters are expected to serve as role models for today's leaders in implementing their leadership according to Ibrahim's prophetic leadership guidelines in the contemporary context in Indonesia. Be it in the context of personal relationships with individual families, local communities, community leaders and so on. Thus, this research is expected to contribute to the development of the concept of prophetic character for office holders at all levels of life.
 Keywords: Character; Leadership; Human Resources

Application of cartoon Modeling in VI Design

As an art form, cartoon modeling is not only the embodiment of human imagination and creativity, but also a form of expression of human spirit and culture. Article first from cartoon characters to illustrate the concept of cartoon characters and the development of cartoon characters in people's minds of cognition and positioning, secondly from cartoon characters of happy, culture, innovative and comprehensive characteristics of four aspects, such as with 2 d and 3 d application of two application forms, to illustrate the rationality of cartoon modelling application in enterprise VI design. According to the above theory, through the "eclipse", for example, from the perspectives of its design concept brand concept, marketing positioning, design idea and design method of model reconstruction, and then based on the basic elements of the solar eclipse, such as color, graphics, fonts, and effects of these four aspects carries on the analysis, finally according to all previous design content and theoretical summary itself is not enough, the design proposed.

Rule is a dual character concept

Recent experimental work revealed that rule violation judgments are sensitive to morality. For instance: when someone blamelessly violates a rule's text, about half of the participants say that the rule was violated, with the remainder saying that it wasn't. Why is that so? Current evidence is compatible with three distinct explanations. According to the pragmatic view, rule violation judgments pragmatically imply judgments of blame. Hence, the results don't tell us anything about the concept of rule itself. Instead, they are simply caused by conversational pragmatics. On the other hand, the mixed character view states that the concept of rule simultaneously combines text and purpose into a single criterion. Finally, the dual character view states that the concept of rule is similar to the concepts of scientist and father. These concepts have two distinct sets of criteria, each sufficient to determine one sense in which the concept applies. One of the criteria is descriptive, while the other is normative. In this paper, we report the results of four studies designed to adjudicate between these alternatives. Studies 1A and 1B find results that are incompatible with the pragmatic view, while Study 2 shows that the concept of rule behaves in a way that is notably different than some mixed character concepts on a linguistic test. Finally, Studies 3–5 support the idea that the concept of rule has a dual character. We consider the jurisprudential implications of each alternative.

Ценности российской молодежи как элемент политической культуры общества

The article presents an analysis of the values and orientations of modern Russian youth in the context of classical political theories. It established that the majority of young Russians could be characterized as representatives of a non-parochial political culture. Representatives of the subject political culture dominate over representatives of civil culture. Social media erases clear boundaries between different types of culture; creates hybrid forms of political culture. The institutions of the presidency, volunteerism, and the army enjoy the greatest trust among young people, while the institutions of civil society do not arouse significant trust. The preference for democracy is combined with the preference for a strong national leader. Most of the representatives of generation Z do not identify themselves with western culture. S. Huntington's concept of the broken character of Russian civilization is confirmed. It is possible to state the dominance of materialistic values over post-materialistic ones. Socio-economic conditions and dominant cultural attitudes of Russia do not contribute to a generational shift towards post-materialistic values. Young Russians are influenced by the soft power of foreign countries, but this does not change the attitude of the absolute majority of young people to these countries as to strangers.

BANJARBARU ENGLISH COURSE CENTER

English Course Center Banjarbaru aims to make the place a gathering center for activities to introduce or show the importance of speaking English in life for the general public, where there is a lot of potential that requires foreign language skills, especially English. Even so, Banjarbaru as an education city still does not have it, due to the lack of public interest in English. Therefore, the Banjarbaru English Course Center was designed, using the concept of character and the metaphorical method, which is expected to create an English course center that represents the identity of the country of origin and is translated into architectural visuals. The character concept, which takes the English variable and uses a landmark metaphorical approach in England, was chosen because it is able to represent the English Course Center.

Wissen von Gawain

Abstract With the narratological concept of a literary character existing only within the literary text, medieval literary characters pose a problem as they often appear in several texts that sometimes depict very different versions of them. Looking at King Arthur’s nephew Gawain as a character very much afflicted by this, the article suggests an approach to character that sees every single text drawing from an always-growing amount of collective knowledge about the character. Assuming that the perception of each version of the character is influenced by knowledge about the other versions, this approach sees the emergence of a complex character in medieval literature as a process that goes beyond any one single text.

Досвід перекладу Передмови до «Критики чистого розуму» Імануеля Канта

The article provides a substantive philosophical, philological and translation­al analysis of each paragraph of the Preface to Immanuel Kant’s Critique of Pure Reason. It is revealed the conceptual character of the Preface’s formulations, which shows the logic of the movement of Kant’s thought in philosophy. In particular, the complexity of the problems of Kant’s philosophical research and the unity of his phil­osophical position, which can be traced in various works of Kant, are visualized. In this light, the Preface acts both as a certain summary and as a general direction for Kant’s subsequent philosophical developments. Pitfalls of possible misunderstand­ing and, accordingly, inadequate translation of individual provisions set forth in the Preface have been identified. The translation of the Preface must take into account Kant’s respect for metaphysics, which the German thinker seeks not so much to sur­pass as to improve. Kant’s metaphysics appears not as a frozen doctrine, but as a path of reason, his creative search for answers to the last/first questions of philoso­phy. This search for reason has been ongoing throughout the history of philosophy and will obviously not be completed by the philosophy of Kant, as he himself was well aware. Criticism of skepticism appears in this light not as a denial of metaphysics as such, but as an identification of weaknesses in one or another historical version of metaphysics. In addition, the study of metaphysics is a matter of discourse – a com­petition of judgments of different thinkers. Metaphysics concerns not only and not so much the reason of a person, but the person himself as the bearer of the reason. At the same time, Kant emphasizes the self-sufficiency of the reason (with all the men­tioned multiple ways of it) as a means of achieving the completeness of metaphysics. This article is an accompaniment to the new Ukrainian translation of the Preface, which is presented below in the same issue of “Philosophy of Education”. The author previously presented these theses for public discussion, but here they received their first academic edition.

EĞİTİM AHLAKINDA TEMEL KAVRAMLAR

Bu makalenin amacı; ahlak, erdem, huy, mizaç, kişilik, karakter, inanç ve tutum vb. kavramları tarihsel olarak açıklamak ve anlamlandırmaya çalışmaktır. Bu amaç doğrultusunda yıllardır vermiş olduğum derslerden ve öğrencilerle olan etkileşimden dolayı, öğrencilerin bu kavramları özümseyemedikleri, bu kavramların üzerinde fazlaca duramadıkları, ilgilenmedikleri ve alan yazınında bu konuda eksiklerin tespit edilmesi üzerine bu çalışmanın hazırlanması hâsıl olmuştur. Bu alanda bu çalışmanın özellikle öğrenciler üzerinde iyi bir katkısının olacağı ve literatüre katkı sağlayacağı düşünülmektedir. Bu temel kavramlar toplumlardan, kültürlerden ve filozofların bakış açısına göre çok farklılık gösterdiği ve çok genel kavramlar olduğu için sadece belli noktalardan ve belli bir perspektiften çözümlemeye çalışılacaktır. Bu makaledeki en büyük zorluk bu temel kavramların her topluma ve kültüre göre farklılık göstermesidir. Bundan dolayı da konuyu biraz daha sınırlayıp daha dar bir anlamda ifade etmeye çabalamak olacaktır. Diğer taraftan farklı dinler, farklı toplumlar, farklı kültürler olmasına rağmen, özellikle ahlak, erdem, karakter, inanç ve tutum kavramlarının birçok kültürde aynı anlama gelmesi konuyu kavramada daha büyük bir kolaylık sağlayacağı düşünülmektedir.

WASATHIYAH (MODERASI BERAGAMA) DALAM PERSPEKTIF QURAISH SHIHAB

Quraish Shihab is one of the Indonesian Islamic thinkers who developed the concept of wasathiyah or religious moderation. This concept can be seen in his various books such as Wasathiyyah Wawasan Islam on Religious Moderation (2020), Misunderstood Islam: Dispelling Prejudice to Eradicate Errors (2019), Islam That I Understand: Diversity Is Grace (2019), Islam That I Adhered to: The Basics Islamic Teachings (2018). This study attempts to describe the concept of wasathiyah Quraish Shihab from his works. This study uses a qualitative approach to the type of library research. Primary data are 3 books of Quraish Shihab on Moderate Islam. Then analyzed by content analysis technique. Based on data analysis, it can be concluded that the concept of wasathiyyah character in the application of the appropriate concept will lead and direct humans to character and behavior that is fair and proportional in every way. In addition, Quraish Shihab also defines the concept of wasathiyyah based on several different paradigms, but all of them substantially complement each other. Among the things that are very important to note are: first, the middle position makes humans not side with the left and right. Second, the understanding of ummatan wasathan in the concept of wasathiyyah with a middle meaning in the view of God and the world. Wasathiyah also contains the main principles of fairness, balance and tolerance.

TEACHING MORAL VALUES THROUGH EYL LITERATURE: HOW?

Abstract: Nowadays, teaching moral values is an obligation for every teacher in Indonesia. One of the ways to promote the moral values to young learners is through literature. As one of the literacy skills, reading skill must be prioritized as early as possible. English teacher as the agent of change can teach the moral values at the same time with teaching English, especially in teaching reading. Applying appropriate strategies and using relevant EYL literatures are assumed as the most effective methods to teach English and core moral values in the classroom. This paper will highlight theoretically the concept of moral value, the concept of good character, and the various strategies and activities to promote the core moral values through EYL literature.
 Keywords: character education, literature, moral values, teaching, TEYL

Seeing colours unconsciously

According to unconscious perception hypothesis (UP), mental states of the same fundamental kind as ordinary conscious seeing can occur unconsciously. The proponents of UP often support it with empirical evidence for a more specific hypothesis, according to which colours can be seen unconsciously (UPC). However, UPC is a general claim that admits of many interpretations. The main aim of this paper is to determine which of them is the most plausible. To this end, I investigate how adopting various conceptions of colour and perceptual phenomenal character affects UPC’s resilience to objections. This brings me to the conclusion that the most plausible reading of UPC is the one according to which the phenomenal character of colour perception (i) is constituted by colours qua primitive mind-independent qualities of the environment and (ii) is not essentially tied to consciousness. My conclusion not only identifies the most plausible interpretation of UPC, but also highlights and supports an unorthodox version of the relational theory of perception, which is a perfectly viable yet so far overlooked stance in the debate about unconscious perception.

Romanticism and Probability in Newman and George Eliot

Romanticism and Probability in Newman and George Eliot Dwight A. Lindley III (bio) For a variety of reasons, the last three centuries of intellectual culture have seen a rise in the status of imaginative, or poetic, understanding. In the eighteenth century, this change could be felt in the way history was being narrated. "Poetry," wrote J. G. Hamann in 1762, "is the mother-tongue of the human race, as the garden is older than the plowed field; painting, than writing; song, than declamation; parables, than logical deduction; barter, than commerce."1 The German thinker Hamann was echoing, unconsciously for all we know,2 a thought voiced two decades earlier by the Italian philosopher, Giambattista Vico, that poetry, in the order of experience, comes before philosophy. "As much as the poets had first sensed in the way of vulgar wisdom," wrote Vico in 1744, "the philosophers later understood in the way of esoteric wisdom; so that the former may be said to have been the sense and the latter the intellect of the human race."3 This "sense" of things available to the poet, and to people in general through poetic thinking, came more and more to the fore in the nineteenth century, as various Romantic movements arose throughout Europe. For the German Friedrich Schlegel, and the English William Wordsworth, among many others, the way of imagination afforded a kind of primitive insight into human life, and things in general, that the way of reason did not have access to.4 Alongside the Romantic turn to nature lay an equally earnest Romantic turn to imaginative, or poetic, thinking. [End Page 5] Over the course of the nineteenth century, one broad result of the Romantic shift toward imagination was a general rise in narrative thought. Many of the most important works of the century, especially in the Anglosphere, took the form of novels, histories, or personal narratives,5 the thought being that these could disclose something more basic and essential than a treatise could. In 1864 John Henry Newman wrote his autobiographical Apologia Pro Vita Sua, for example, to "give the true key to my whole life," by drawing out "as far as may be, the history of my mind."6 It will perhaps be obvious that a novelist such as George Eliot wished to unveil the soul of life in similar ways in her many fictional works.7 What is less understood is that Newman, even in his more theoretical works on epistemology and doctrinal development, followed a broadly narrative, dramatic framework of thought that is, I argue, more Romantic and imaginative than might at first appear.8 Reading Newman alongside Eliot, one of the two greatest novelists of his day, will actually illuminate that narrative, dramatic structure in fascinating ways. I propose to draw out his lines of convergence with Eliot, uncovering their shared mode of literary intelligence: they have in common a broadly Aristotelian conception of character, plot, and ethical probability. Putting the two together brings out elements of a common project we have not usually noticed or appreciated and suggests what is most unique and helpful in the contribution of each author. The connection between Newman and Eliot is in some ways present on the surface and is expressed in some shared terminology. They both frequently use the language of probability in relation to the practical judgments of life, a language with an Aristotelian theoretical framework beneath it. To get an idea of the way the theory works, it will be helpful to look first at a circle of concepts in Aristotle himself, then at the way they come out in Eliot and Newman. [End Page 6] ARISTOTELIAN CONCEPTUAL FRAMEWORK The relevant ideas in Aristotle come from his ethical, or "human," works,9 and have to do with the consistency and knowability of human character. One's character, or êthos, for Aristotle, is a kind of second nature developed by means of habit: habitual ways of acting and choosing come together to give one a semi-solid, predictable personality that can be known with some confidence.10 The kind of knowledge we can have of someone's character is probabilistic: he or she is likely (eikos) to...