Concrete Objects Research Articles

Dialectic of Enlightenment?

This essay takes the 30th anniversary of Ingeborg Maus’ best-known book, ‘Zur Aufklärung der Demokratietheorie’ (‘On the Enlightenment of Democratic Theory’), as an occasion to examine the program of her critical theory in an independent research study. In the first chapter, the characteristic features of this program are presented, with Horkheimer’s and Adorno’s ‘Dialectic of Enlightenment’ as the point of reference. The second chapter then shows that Maus’ program of an enlightenment of democratic theory is characterized by a specific Rousseauism, which is to be seen as the ‘undialectical’ basic structure of her critical theory. The last two chapters are devoted to the concrete object on which Maus carries out her program: Immanuel Kant’s philosophy of state and the current reception of this philosophy. While the third chapter, looking at Kant’s late ‘Staatsrecht’ in the ‘Metaphysics of Morals’, demonstrates the power of Maus’s program in the field of Kant scholarship, the last chapter argues that her approach reaches its limits on this very object, Kant’s late ‘Staatsrecht’ of 1797. Because of her in crucial respects ‘undialectical’ epistemological interest, Maus is unable to recognize Kant’s thoroughly dialectically organized philosophy of state in the 1797-text. This negative insight opens up the possibility of modifying Maus’s program of a critical theory.

Fetyszystyczny wymiar samorozwoju (zarys problematyki)

In this text I would like to argue that individualistic culture of today is imbued with a specific notion of the self. Phenomena like life-style blogs, „cult” of celebrities and especially self-realization gurus and literature co-create a discourse on man where self is no longer regarded as an inner essence, substance or existential potency of a man but rather as a tengible and to some extent concrete object. Thus „being oneself” ceases to function as a verb and starts to be a noun – name of a form of psycho-somatic wholeness that we can and should incorporate. As a consequence the self is ultimately brought to a number of styles of living with its rules, worldviews and modes of behavior and ultimately is reified. Becomes a magico-religious object which in anthropological terms can be described as a fetish.

THE EFFECTIVENESS OF GROUP INVESTIGATION-BASED DISCOVERY LEARNING MODEL WITH THE HELP OF CONCRETE OBJECTS ON STUDENT'S SCIENTIFIC THINKING ABILITY

This study aims to describe the effectiveness of discovery learning model based on group investigation with concrete objects on students' scientific thinking skills. The type of research used in this case is an experiment with true experimental design and posttest only control design. This research was conducted to 60 students of class VIII SMPN 1 Jetis Ponorogo. This study used multiple choice tests and questionnaires as data collection instruments. The student test data were analyzed quantitatively using the two-tailed and one-tailed t-test. Based on the results of the two-tailed t test, the value of 0.011 <alpha was obtained, which means that there are differences in the scientific thinking ability of the experimental and control classes. Then from the results of the one-tailed t test, the value of 0.006 <alpha is obtained, which means H0 is rejected and H1 is accepted so can be concluded that the scientific thinking ability of experimental class students which use discovery learning and group investigation with concrete objects is better than the control class. This research can be used as a reference for educators in implementing active learning with discovery learning and group investigation models that can improve students' scientific thinking skill.

PENINGKATAN HASIL BELAJAR IPA MELALUI MODEL PROBLEM BASED LEARNING (PBL) DENGAN MEDIA BENDA KONKRETPADA SISWA KELAS V SD

This Classroom Action Research aims to improve Class V science learning outcomes through the PBL (Problem Based Learning) model with concrete object media at SD Negeri Kemiri 2 in 2020/2021, totaling 33 students. Methods of data collection are carried out through interviews, observation, tests and documentation. The results showed an increase in science learning outcomes with an increase in learning outcomes after the action. In practice, researchers conducted research using two cycles of action. In practice, this classroom action research is carried out repeatedly by following predetermined cycle stages so that goals are achieved. In the first cycle the increase in the class average increased from 67.18 in the pre-cycle to 71.36 after being given action in cycle 1. Students who reached the KKM in the pre-cycle 51.51% increased to 71.50% of the students reached the KKM so there was an increase 99%. In the second cycle the class average increased from 71.36 to 81.14. with 80.29% of students reaching KKM so that there was an increase of 8.79%. The conclusion of this study is that the PBL (Problem Based Learning) model with the media of concrete objects can improve the learning outcomes of grade V science learning at SD Negeri Kemiri 2.

Education and anthropomorphism in language through embodiment lens

Cognitive linguistics sets a stress on the importance of considering the phenomenon of “embodiment” through the prism of studying the core role of the human body, the corresponding cognitive and linguistic anthropomorphic structures, and their influence on man’s sensemaking of the world. Within the framework of the article, it has been demonstrated using the material of the lexical structure of the polysemantic word arm that the structure and functioning of the human body predetermines the vital aspects of our thinking, verbalization and existence in general. Lexical invariant of this polysemantic word is defined as a cluster of dominant features that underlies the figurative metaphorical meanings of this word which can be considered as a part of our educational system. The description of functioning of the human body is projected onto abstract and concrete objects and environmental phenomena around us.

Increasing the Learning Result of Early Mathematics Odd and Even Numbers through Montessori "Cards and Counters" Activity: A Quasi-experimental Study

Purpose – This study aims to obtain information about the effect of using the Montessori cards and counters’ mathematics activity on learning the result of odd and even numbers of 1 to 10 to the kindergarten students at the age of 4 to 5 years.Design/methods/approach – Quantitative research with a quasi-experimental model of non-equivalent control group design was carried out by applying conventional methods (lectures and giving questions by worksheets) to the control group and applying the Montessori learning model through the use of Cards and Counters apparatus in the experimental group with 30 samples of students, divided into two classes (control class and experiment class) at Kalyca Azzahra School, West Java, Indonesia.Findings – The result showed that students who used the Montessori Mathematics cards and counters achieved higher mathematics odd and even numbers are learning results than those who were not taught with the Montessori approach.Research implications/limitations – This research design used pre-test and post-test. Thus, the treatment results can be more accurate because they can be compared before and after treatment.Practical implications – The use of the Montessori apparatus becomes necessary in introducing early mathematics to children and attracting children’s attention to learn and facilitate teachers in teaching mathematics. Displaying the concrete objects as a medium will help teachers in teaching early mathematics to children. The cards and counters allow children to verify their understanding of the concept by matching the qualitative, concrete, quantitative, or abstract before slowly removing the concrete altogether.Originality/value – This research contributes to understanding learning strategies used in Early Mathematics, Odd and Even Numbers. The Montessori apparatus becomes more natural to understand it by the child’s cognitive development effortlessly.
 Paper type Research paper

A Constitution for the Anthropocene Body Politic Environment, Culture, and the Humanities in the Twenty-First Century

The following article is a slightly revised version of Serenella Iovino’s Keynote Address at the 2021 European Conference for the Humanities, jointly organised in Lisbon (5-7 May) by the UNESCO Social and Human Sciences Programme, the International Council for Philosophy and Human Sciences (CIPSH), and the Portuguese Foundation for Science and Technology (FCT). The theme of the Conference Section inaugurated by this lecture was “The Humanities in the Twenty-First Century”. By acknowledging the official approval of the BRIDGES Project on education for sustainability as a partner of the UNESCO Management of Social Transformation Program, Iovino evaluated the role of the Environmental Humanities in the agenda of the so-called ‘New Humanities’, paying special attention to their relevance during the COVID-19 pandemic. In this framework, Venice emerged both as a symbol and as a very concrete object of care, proving to be “a thinking machine” for contemporary natural-cultural dynamics, as Salvatore Settis has defined it. The lecture ended with the invitation to turn the current crisis into a constitutive moment for the ‘Anthropocene body politic’, namely, the earthly collective of agents and of processes, both human and nonhuman, natural and technological.

Education and anthropomorphism in language through embodiment lens

Cognitive linguistics sets a stress on the importance of considering the phenomenon of “embodiment” through the prism of studying the core role of the human body, the corresponding cognitive and linguistic anthropomorphic structures, and their influence on man’s sensemaking of the world. Within the framework of the article, it has been demonstrated using the material of the lexical structure of the polysemantic word arm that the structure and functioning of the human body predetermines the vital aspects of our thinking, verbalization and existence in general. Lexical invariant of this polysemantic word is defined as a cluster of dominant features that underlies the figurative metaphorical meanings of this word which can be considered as a part of our educational system. The description of functioning of the human body is projected onto abstract and concrete objects and environmental phenomena around us.

A MODAL-CAUSAL ARGUMENT FOR A CONCRETE NECESSARY OBJECT

Suppose that it is metaphysically possible that the mereological fusion of all contingent states of affairs has a cause. Whatever the nature of the state of affairs that causes such mereological fusion, it should be metaphysically necessary because, otherwise, it could be part of the mereological fusion it causes. It is possible, then, that there is at least one necessary state of affairs. This state of affairs is a causal relatum, so it must include at least one concrete necessary object. But if something is possibly necessary, then it is necessary because it is not metaphysically contingent whether something is necessary or doesn't. Then, it results that it is metaphysically necessary that there is, at least, a concrete necessary object. This work presents and discusses this argument.

UPAYA MENINGKATKAN PRESTASI DAN MOTIVASI BELAJAR MATEMATIKA MELALUI PEMBELAJARAN KOOPERATIF

The purpose of this class action research is to improve the ability of students in Class IV II semester 2017/2018 academic year SD Negeri Sidorejo II, Sugio Subdistrict, Lamongan Regency in comparing fractions through cooperative learning assisted by concrete objects. This study uses action research as much as two cycles. Each cycle consists of four stages, namely: planning, implementation, observation, and reflection. The target of this study was fourth grade students of SDN Sidorejo II Sugio District, Lamongan Regency 2017/2018 Academic Year. Data obtained in the form of formative test results and observation sheets of teaching and learning activities. The results of data analysis showed that student learning achievement had increased from cycle I to cycle II, namely the first cycle the average value reached 70 and the second cycle reached 79.17. Whereas learning completeness also increased from 66.7% in the first cycle to 91.67% in the second cycle.

Strong Analysis Of Bending Materials Galvalum Profile C As A Building Component

The C profile of light steel is a product made of steel base material and the basic properties of light steel are very rigid, so it is very strong to support heavy loads. The use of a lightweight steel C profile can make the building process faster and the cost of workmanship can be very short. And know the value of strong details of concrete bending by using lightweight steel C profile reinforcement and normal iron reinforcement concrete. This research aims to examine the feasibility of lightweight steel C profile reinforcement concrete as a building component. Expected in this study, the C profile of light steel gets strong bending test results with optimal effectiveness and quality so that it can be mass produced. From the results of research and discussion on strong bending concrete profile C lightweight steel and normal reinforcement concrete get a strong value of bending different. The results of strong test tests of concrete block test objects were consumed 7, 14 and 28 days for a strong value of normal reinforcement concrete bending 68 kg / cm², 92.5 kg / cm², 103.36 kg / cm² and a light steel C profile concrete value of 95.2 kg / cm², 106.08 kg / cm², 111.52 kg / cm².c

Sharing Our Concepts with Machines

As AI systems become increasingly competent language users, it is an apt moment to consider what it would take for machines to understand human languages. This paper considers whether either language models such as GPT-3 or chatbots might be able to understand language, focusing on the question of whether they could possess the relevant concepts. A significant obstacle is that systems of both kinds interact with the world only through text, and thus seem ill-suited to understanding utterances concerning the concrete objects and properties which human language often describes. Language models cannot understand human languages because they perform only linguistic tasks, and therefore cannot represent such objects and properties. However, chatbots may perform tasks concerning the non-linguistic world, so they are better candidates for understanding. Chatbots can also possess the concepts necessary to understand human languages, despite their lack of perceptual contact with the world, due to the language-mediated concept-sharing described by social externalism about mental content.

Developing an Educational Neuroscience of Category Learning

ABSTRACTThere is a disconnect between neuroscience research on concept learning and representation (focusing on categories of concrete objects), and concept learning challenges in science education (which concern systems of causal relationships among objects and events). Bridging this gap will both inform theories of science learning and expand our understanding about how the brain learns and represents knowledge. We examine both literatures, point to where they converge and diverge, and offer paths forward for collaboration between science educators and cognitive neuroscientists to the benefit of each. In cognitive neuroscience, we describe advances in neuroimaging analyses based on cognitive models that directly relate cognitive processes to neural activity. Adapting science education content to support these model‐based analyses offers unique opportunities to answer open questions about the cognition behind successful science learning. Further, adapting educational materials for use in neuroimaging may create useful learning exercises that offer unique affordances complementing typical classroom activities.

Introduction: Measurement at the Crossroads

Introduction: Measurement at the Crossroads

The processing of emoji-word substitutions: A self-paced-reading study

In computer-mediated communication, emojis can be used for various purposes. As small graphical images, many emojis depict abstract or concrete objects ideogrammatically. We report on a self-paced reading experiment of sentences containing emojis. We tested to what extent emojis encode lexical meanings when used in a sentence context. First, we confirm earlier findings that sentence comprehension does not suffer when emojis replace words. Second, we show that in addition to the graphically encoded concept, emojis in some cases enable the retrieval of an entire lexical entry, including the phonological value of the associated word. This means that even emojis showing a homophonous noun to the target word, such as “palm (tree)” for “palm (of hand)” can be interpreted correctly in context. Based on measured differences in the reading times between words, emojis depicting the intended target referent, and emojis depicting a homophonous noun, we propose a context dependent account of emoji interpretation.

Handgebaren in interacties met anderstaligen: een detailanalyse

Foreigner Talk refers to a repertoire of linguistic and non-verbal strategies that a language community regards as appropriate in interactions with less proficient L2 speakers. Such adaptations often include the use of hand gestures, as illustrated by different communication guidelines. However, research on gestures in Foreigner Talk has almost exclusively focused their ability to illustrate concrete actions and objects, limiting our understanding of how more abstract gestures can be helpful in interactions with L2 speakers. In this paper, we propose a qualitative analysis of gestures in four excerpts from a corpus of semi-spontaneous conversations between L1 and L2 speakers and we highlight gestures that motivate their meaning at different degrees of abstraction.

PROGRAM PENDAMPINGAN DAN PELATIHAN PENELITIAN TINDAKAN KELAS DENGAN MENERAPKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DI SMPN 1 LUMPO

The focus of this study is to analyze the problem-based learning model that can be applied to students holistically or holistically. The method used in this study is data collection on program implementation, workshops to improve teacher pedagogic competence in implementing problem based learning models, mentoring in classroom action research training, building cooperative relationships between partners and the Education Office at the District and Provincial levels and evaluation. The results of the study show that the learning process still depends on concrete objects and experiences experienced directly. The first problem that arises is the teacher, the second problem is learning activities, and the third problem is learning resources and learning models. While the solution is that the teacher is able to find a learning model that matches the results of the research and observations made by the teacher at school. The preparations carried out include: preparation of learning, implementation of learning, and evaluation of learning processes and outcomes.

Conceptual Metaphor in Kahitna’s Song Lyrics

Every song has lyrics and every lyric undeniably contains one or two messages or ideas that a songwriter wants to express. That being said, songwriters usually use conceptual metaphors to make their songs aesthetically audible and emotionally evoking to the heart of the listeners when they hear the song or when they understand of what was written in the lyrics. Unlike the previous research that merely focused on the types of conceptual metaphors but failed to analyze the image schemas of the metaphors, this research aims at finding and describing how conceptual metaphors as well as the image schemas of the metaphors are used in Kahitna’s song lyrics. The data were analysed on the basis of Conceptual Metaphor Theory from Lakoff and Johnson’s (1980) and Kovecses’s (2010) and also Saeed’s Image Schema (2016). The research shows that there are nine conceptual metaphors found in Kahitna’s song lyrics: “Passion of Love is Sea,” “Love Story is Journey,” “Difficulty in Relationship is Journey,” “Goal of the Lovers is Journey,” “Deepest Heart is Sea,” “Heart is Container,” “Love is Container,” “Love is Concrete Object,” and “Longing is Waves.” In addition, Containment schema, Path Schema, and Force Schema are also found in this research.

Perception and Cognition. All Colors of the World: Metaphorization of Color

The present study investigates relationship of conventional Russian color metaphors with a group of directly embodied basic colors and a group of colors of secondary embodiment for twelve color domains categories within the boundaries of one cognitive system. The tallying of the metaphor data allowed to sort all color metaphors into six groups based on the presence in the mapping as a source or target domain of a particular component (concrete objects, fabrics, materials, abstract, philosophical ideas, moral qualities, names of the animals, emotions, and embodied components. The results of the study suggest that color metaphors of the primary embodied color group were more numerous and more diverse in meanings and emotional implications than that of the secondary embodied color group. Many metaphors in all six color domains in the first group were embodied, while metaphors in only one group of colors were embodied for the second group. Finally, metaphors in the group of primary embodiment were equally diverse in mappings with that of the color metaphors in the group of secondary embodiment.

Development of Mandarin Chinese Vowel Perception in Young Children With Normal Hearing and Cochlear Implants.

Purpose Depicting the development pattern of vowel perception for children with normal hearing (NH) and cochlear implants (CIs) would be useful for clinicians and school teachers to monitor children's auditory rehabilitation. The study was to investigate the development of Mandarin Chinese vowel perception for Mandarin Chinese native-speaking children with the ages of 4-6 years. Method Vowel identification of children with NH and CIs were tested. All children with CIs received CIs before the age of 4 years. In a picture identification task with Mandarin Chinese speech stimuli, listeners identified the target consonant-vowel word among two to four contrastive words that differed only in vowels. Each target word represented a concrete object and was spoken by a young female native Mandarin Chinese talker. The target words included 16 monophthongs, 22 diphthongs, and nine triphthongs. Results Children with NH showed significantly better identification of monophthongs and diphthongs than children with CIs at the age of 6 years, whereas the two groups had comparable performance at age of 4 and 5 years. Children with NH significantly outperformed children with CIs for triphthong identification across all three age groups. For children with NH, a rapid development of perception of all three types of vowels occurred between age 4 and 5 years with a rapid development only for monophthong perception between age 5 and 6 years. For children with CIs, a rapid development of both diphthong and triphthong perception occurred between 4 and 5 years old, but not monophthong, with no significant development between 5 and 6 years old for all three types of vowels. Overall, Mandarin-speaking children with NH achieved their ceiling performance in vowel perception before or at the age of 6 years, whereas children with CIs may need more time to reach the typical level of their peers with NH. Conclusions The development of Mandarin vowel perception for Mandarin-native children differed between preschool-age children with NH and CIs, likely due to the deficits of spectral processing for children with CIs. The results would be a supplement to the development of speech recognition in Mandarin-native children with NH and CIs.