Concept Of Reality Research Articles

Modern Novel Writing in the Eighteenth Century: ‘Classic’ and Later Perspectives

AbstractThis article provides a recapitulation of Ian Watt’s classic account of the rise of the novel in terms of the rise of the middle class which finds its ideological equivalent in the rise of formal realism. While this account has been frequently countered by revisionist approaches in a largely new historicist mode, which insist that the historical multifariousness of modern novel writing in the eighteenth century is not fully captured by Watt (Lennart J. Davis, Michael McKeon, J. Paul Hunter, Jane Spencer, Nancy Armstrong and Janet Todd in the 1980s, Marcie Frank, Jordan Alexander Stein and Mike Goode more recently), it has not really lost its persuasiveness to this day. As the article tries to show, this persuasiveness rests on the ideological implications of Watt’s account of early novelistic practice rather than its actual historical implementation. This diagnosis has recently been confirmed by Mike Goode’s approach to Sir Walter Scott’s and Jane Austen’s ‘synthesis’ of fully developed formal realism in terms of ‘media behaviors’ and their affordances. In the case of Jane Austen, for example, the fact that later media usage in fanfiction tends to turn to narrative techniques from before Austen’s synthesis (letters, journals, etc.) points to the (perceived) ideological limitations of her technical achievement of smooth assimilation of multiple points of view into a naturalized third-person narrator’s discourse. This opens up new perspectives on Smollett’s practice of unassimilated multiperspectivity, especially in his last novelThe Expedition of Humphry Clinker(1771).

Bracketing Ephemera: Robert Paltock’s The Life and Adventures of Peter Wilkins and Eighteenth-Century Book Culture

Abstract The article seeks to conceive of Robert Paltock’s The Life and Adventures of Peter Wilkins (1750) as a hybrid text that employs certain (formal) elements of what was to become ‘the realist novel’ as integrative bracketing mechanisms for the text’s more ephemeral as well as fantastical and subversive aspects. To do so, the article builds on recent research on the realist novel which has dragged into the light the intricacies and interdependencies of the seemingly clear-cut categories of formal realism and ephemeral writing. Accordingly, texts such as Peter Wilkins can be treated as sites of exchange or integration between these modes of writing. The article moves from the emerging divide between ‘the novel’ and ephemera in the mid-eighteenth century to Paltock’s frame narrative and to paratextual devices as well as the metaphorical function of flight. By doing so, it will be shown that Paltock’s integrative approach in Peter Wilkins hinges on a deep awareness of the bias between realist and ephemeral/fantastical writing.

Языковые преобразования в отражении цифровой медиареальности

The aim of the study is to identify the semantic and pragmatic transformations of language in the conditions of digital media reality reflection. The basic notions related to the transfer of the real world into the network information space are being defined based on the material of Russian, English and French, including such notions as ‘digital media’, ‘digital media reality’, ‘digital worldview’, ‘digital culture’ and ‘digital discursive practices’. The study is novel in that it is the first to outline the status of digital media reality as a substitute for the real worldview and digital media resources as a priority in receiving, processing and transmitting information involving a multi-format language material. As a result, the main characteristics of both digital media reality and the language transformations associated with the reflection of the digital worldview were revealed. Examples of discussion of smart home projects on various Internet platforms, including advertising texts, online dictionaries, blogs, social networks, forums and electronic corpora, were given as illustrations, as well as the possibilities of presenting the SMART HOME concept in the European digital media reality were shown.

Augmented Reality based Home Decor App

Abstract: In this paper, AR based Home Decor App is implemented which uses FAST corner detection. The Proposed System implements Home Decor App for furniture units using concept of Augmented Reality, which changes world of E-commerce by providing best solution to the customers while purchasing online products. The customer buys the product after virtual trial, which is possible through the concept of Augmented Reality. This is just completely new experience to online customers

The Universal Nature of a Spinozistic Substance

There is a longstanding alliance between rationalism and realism concerning universals. Spinoza does not disrupt that alliance. The nature of a Spinozistic substance, after all, is a universal. That is what I argue here. My central point is that a realist conception of universals is a key presumption behind Spinoza’s case for substance monism, a view historically recognized as a natural outgrowth of realism’s toleration of strict identity in diversity. After defending my central point (and, in addition, the secondary point that Spinoza is likely cognizant of this presumption), I respond to two concerns. First, I explain how the nature of a Spinozistic substance is a universal even though there can be only one instance of that nature. Second, I explain how Spinoza’s infamous rejection of universals does not contradict the fact that the nature of a substance is a universal.

ʿ⁠Abdullāh al-ʿ⁠Arwī’s ʾAwrāq: sīrat Idrīs al-dhihniyyah and the Aesthetics-Politics Dialectic

Abstract This article discusses the politics of form in ʿ⁠Abdullāh al-ʿ⁠Arwī’s 1989 ʾAwrāq: sīrat Idrīs al-dhihniyyah (Papers: Idrīs’s Intellectual Biography), an important contribution to Moroccan experimental literature in the postcolonial era. Together with Muḥammad Barrādah’s 1987 novel Luʿbat al-nisyān (The Game of Forgetting, 1996), Awrāq consolidated the experimental turn in the Moroccan literary scene, aiding thereby its ascent to the mainstream. ʾAwrāq is a two-layered text, presenting the reader with, first, a stack of papers of various sorts belonging to the diseased protagonist Idrīs, and second, the commentaries on this archive by the narrator and Shuʿ⁠ayb. The book constantly oscillates between these two layers, attempting in the process to shake the dominant realist form and its underlying European point of reference. ʾAwrāq’s search for its best form parallels Idrīs’s quest to restore, or be reconciled to, his identity in the context of France and Europe’s colonial project and its legacy. The text’s experimentalism is thus strategically harnessed to wrestle, within the diegesis, with various political and sociocultural challenges facing Morocco, and the Arab/Arabo-Amazigh world more broadly, in the postcolonial era—including the colossal task of reconciling the Islamic heritage (al-turāth) with hegemonic Western discourses of modernity.

Indoor Navigation and Tourist Guide Using Augumented Reality

The suggested project is based on augmented reality concepts for indoor route innovation. When travelling to a remote location, you can use a g-map to navigate outside, but when it comes to the interior, you are left in the dark and helpless. Here is our service that allows you to travel within a faraway city to an open area where you can receive our aid with the improvement of augmented reality. Our app uses augmented reality (AR) images to point users in the right direction inside. For instance, if you received confirmation from a college while travelling there, you don't need to wait for the inside navigation to be completed. It was secured by us. Our suggested strategy will enable you to move freely within the college grounds.

Introduction to the suite: The Child as Reader, Philosopher, and Social Critic: Evaluating the Vision of Gareth B. Matthews

Abstract Gareth B. Matthews (1929–2011) was a specialist in ancient and medieval philosophy whose conversations with young children led him to discover their penchant for philosophical thinking, which often enriched his own. Those conversations became the impetus for a substantial component of Matthews’ scholarship, from which our book, Gareth B. Matthews, The Child’s Philosopher, features essays spanning the length of his career. Contemporary contributors to the book critically evaluate Matthews’ scholarship in three fields he helped to initiate: philosophy in children’s literature, philosophy for children, and philosophy of childhood. They assess where he broke new ground and identify developments and debates in those fields. In the reviews that follow, Harry Brighouse, David Bakhurst, and Sheron Fraser-Burgess respond to Matthews’ original essays and those of the contemporary scholars. While recognizing Matthews’ significant contribution to advancing philosophy in the lives of children, all three reviewers indicate ways to push his agenda forward. We read Brighouse as calling for engagement with philosophy in media (including television and film) beyond classical and contemporary children’s literature. Bakhurst explicitly calls for further empirical study of children’s philosophical thinking to support more realistic conceptions of childhood and philosophy—including when philosophy might not be appropriate for children. Fraser-Burgess calls for an accounting of the ways that philosophy for children may reinscribe unjust hierarchies of race, gender, and culture, and of the ways it can be used to confront and combat them.

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Promoting climate actions: A cognitive-constraints approach

The present paper reports an experiment with a two-year-delayed (M = 695 days) follow-up that tests an approach to raising willingness to take political and personal climate actions. Many Americans still do not view climate change as a threat requiring urgent action. Moreover, among American conservatives, higher science literacy is paradoxically associated with higher anthropogenic climate-change skepticism. Our experimental materials were designed to harness the power of two central cognitive constraints — coherence and causal invariance, which map onto two narrative proclivities that anthropologists have identified as universal — to promote climate action across the political spectrum. Towards that goal, the essential role of these constraints in the causal-belief-formation process predicts that climate-change information would be more persuasive when it is embedded in a personal climate-action narrative, the evocation of which can benefit from exposure to parsimonious scientific explanations of indisputable everyday observations, juxtaposed with reasoners’ own, typically less coherent explanations, occurring in a context that engages their moral stance. Our brief one-time intervention, conducted in ten U.S. states with the highest level of climate skepticism, showed that across the political spectrum, our materials raised appreciation of science, openness to alternative views, and willingness to take climate actions in the immediate assessment. It also raised how likely were reports two years later of having taken those actions or would have taken them had the opportunity existed, suggesting a long-lasting effect. Our approach adopts the framework that conceptions of reality are representations, and adaptive solutions in that infinite space of representations require cognitive constraints to narrow the search.

Digital Twin of Experience for Human–Robot Collaboration Through Virtual Reality

The keyword “human digital twin” has received considerable attention in recent years, and information technology has been developed in healthcare and sports training systems to guide human behavior to a better state. In contrast, from optimizing the production and maintenance processes of industrial products, which is the origin of the term “digital twin,” intelligent robot systems can be interpreted as a mainstream of digital twin. In other words, assistive robots that support humans in their daily lives and improve their life behavior require the integration of human digital twin and conventional object digital twin. However, integrating these two digital twins is not easy from the viewpoint of system integration. In addition, it is necessary to encourage humans to change their behavior to provide users with subjective and immersive experiences rather than simply displaying numerical information. This study reviews the current status and limitations of these digital twin technologies and proposes the concept of a virtual reality (VR) digital twin that integrates digital twins and VR toward assistive robotic systems. This will expand the experience of both humans and robots and open the way to the realization of robots that can better support our daily lives.

The teaching apparatus: A material-discursive entanglement of tasks and friendship in the upper-secondary classroom

ABSTRACT This paper investigates the material complexity and relational emergence of ‘teaching’. Reporting on a video-based ethnographic study of an upper secondary classroom in Norway, the paper centres on the following research questions: Which material-discursive practices ‘matter’ in upper secondary teaching situations, and how are participants’ bodies shaping and being shaped by these practices? The paper combines sociomaterial practice theory with the agential realist concepts of material-discursivity and apparatus to trace the spatial and bodily enactment of a teaching situation. In the first part of the paper, I identify two material-discursive practices: the practice of tasks and the practice of friendship. Second, I examine the two practices’ material intertwinement, proposing that they entangle and coarticulate a larger material arrangement termed the teaching apparatus that regulates the possibilities and limitations for ‘doing’ in the classroom. The paper offers a perspective on teaching that increases our awareness of its interconnectedness and unpredictability, allowing for a more fine-grained understanding of the embodied liveliness and material complexity of everyday teaching encounters. Finally, I propose that thinking with a spatially, bodily and relationally produced teaching apparatus offers an affirmative and agential approach to discussing educational quality.

Motivations and Tools Relevant to Personalized Workspaces in VR Environments

In this paper, we propose a new virtual reality (VR) concept referred to as ‘context control’, which we use to describe VR workspaces that are dynamically reconfigurable based on the task at hand and the user’s individual learning and working style. To demonstrate the viability of the concept as well as how it could be applied in practical applications, we present an implementation framework that, at its foundations, relies on Kolb’s learning styles taxonomy, consisting of Assimilators, Accommodators, Convergers and Divergers. We propose a layout schema for each of these categories of learning style, and validate them based on an experiment involving 52 university students, showing that the test subjects preferred content layouts that represent cognitive profiles matching their own to a greater extent. We also propose a hierarchical schema template language with which the schemas can be formalized and made amenable to further dynamic customization.

C. S. Lewis: Christian Educator for a Post-Christian Era

According to Spears and Loomis, “Education is no longer understood in terms of training that enables us to pursue a true conception of reality. Formerly, education was conceived as a tool by which we came to properly understand our humanity, ourselves and our right role within society,” but this is often no longer the case. This essay will explore the implications of this important change for schooling, leadership, teaching, and learning. in the twenty-first century. In the post-Christian phase of our culture it has been asserted – plausibly – that education has in general ceased to have the aim of “pursuing and understanding objective value.” Given this context it is envisaged that the present essay will be especially relevant to those educators who seek to apply a Christian worldview based on objective truth to education and schooling.

The Essence of Ontology in Islamic Philosophy

This article seeks to analyze the concept of wujūd in Islamic philosophy, including the Peripatetic (al-Ḥikmat al-Mashā’iyyat) and Illuminationist (al-Ḥikmat al-Ishrāq) schools. The study employs a discourse analysis approach, using data collected from an analysis of Islamic philosophy literature with a focus on the concept of wujūd in these two schools. The findings of the study show that despite using the same term, the concept of external reality has different meanings in different schools of Islamic philosophy. The Peripatetic school interprets wujūd as the basis of reality, but its extension varies depending on the differences in māhiyat (essence). The Illuminationist school, on the other hand, interprets wujūd as an addition to external reality, as the fundamental element is māhiyat. One of the novel contributions of this study is to highlight the sensitivity of the concept of essence in Islamic ontology, as evidenced by the different meanings of wujūd in the two schools of Islamic philosophy. However, both schools agree that wujūd is manifested as a mental reality, a predication for māhiyat. In mental reality, the fundamental element is māhiyat.

Self and Reality: An Upaniṣadic View

Among 108 Upaniṣads, the central theme of the true knowledge of Self is consistent. The wholesome philosophy of Upaniṣad is focused towards the enlightenment or proliferation of mind through the knowledge of Self as the source which is both Constitutive as well as Regulative source. According to Upaniṣadic view, only when we understand and realize the true nature of self, we can understand the concept of reality. In this article, I would concentrate on the idea of Self and Reality from the perspective of Bṛhadāraṇyaka Upaniṣad, which portrays that the manifestation of the universe is done out of self, which is identical with the ultimate reality Brahman, through consciousness. Moreover, with the reference to Bṛhadāraṇyaka Upaniṣad, I would make an attempt to highlight the nature of Self, methodologies to understand the Self, the ground of this empirical reality with diversity, and the ungendered Self.

Взаимосвязь человека и робота как феномен социального взаимодействия

<p style="text-align: justify;"><strong>Objective</strong><strong>.</strong> Development of general theoretical and methodological concepts for the analysis of the interaction "human-robot" as a holistic human-technological gestalt; introduction into scientific circulation of the concept of human-technological reality; the formulation of the author's definition of personal space as a methodological basis for the study of human-technological relations.<br><strong>Background.</strong> The creation of high-tech computer cognitive agents and humanoid robots are becoming a priority subject of scientific research in various fields of knowledge. The main difficulty in moving towards any single generally valid results lies in the fact that in each discipline the problem is investigated within the framework of its inherent terminology. The multivariance of interpretations of studies of human-social robot interaction is especially observed between representatives of the humanities, specialists in the field of artificial intelligence and engineering programming. There is a need for a systematic elaboration of the conceptual and categorical apparatus used to describe the phenomena of human-technological reality, in which a person coexists with new technological beings, is called upon to establish a certain level of relations with them, redistribute personal space, and form new models of social interaction.<br><strong>Methodology.</strong> Convergent approach, system analysis, principle of integrity, typology of relations "I-Thou" by S.L. Frank.<br><strong>Conclusions.</strong> Consideration of the typology of I-Thou relations, the author's definition of personal space, the introduction into scientific circulation of the concept of human-technological reality, highlighting the features of human-technological relations are proposed for use as a conceptual and methodological toolkit for researching human-robot interaction as a phenomenon of social interaction.</p>

Student conceptions of the production of cow's milk-An exploratory interview study with 6th- and 10th-grade students.

The production of food and the associated livestock farming contribute significantly to climate change and the global loss of biodiversity, hindering the achievement of the United Nations Sustainable Development Goals (SDGs). To promote responsible consumption and production of food (SDG 12), ensuring that students understand the production of our food, the associated livestock farming, and the interrelatedness of production and consumption is essential. Thus, Education for Sustainable Development (ESD) is an important tool for achieving the SDGs. To develop effective teaching and learning strategies to educate students about the production of food from livestock, it is important to identify students' existing conceptions of this topic. Thus, this study examined sixth-grade (n = 4; M Age = 12 years; SD Age = 0.7 years; 50% female) and tenth-grade students' (n = 4; M Age = 16 years; SD Age = 0 years; 50% female) conceptions of milk production, focusing on dairy farming, the milking process and techniques, and the production of cow's milk. Semi-structured interviews were conducted with students from Osnabrück (Lower Saxony) to elicit student conceptions. The evaluation of the students' conceptions was carried out using qualitative content analysis. The results largely indicated that both sixth and tenth graders had realistic conceptions of dairy farming and the milking process and techniques. However, some students also expressed romanticized conceptions of pasture grazing and calf rearing. In addition, unrealistic statements regarding the formation of milk were identified. The conceptions of the sixth and tenth graders were compared, and with a few exceptions, no significant differences were found between the two cohorts. However, the tenth graders tended to have more differentiated conceptions about milk production than the sixth graders. In conducting the analysis, it became clear that students' conceptions of the production of milk are influenced by individual primary experiences with dairy farms. Finally, based on these results, educational recommendations for the school teaching framework in the context of ESD and implications for further research are presented.

Taking the Parallax View: Žižek, Karatani, Lacan, and the Plurality of Economic Thought

What is seen when one’s gaze falls upon the plurality of thought within economics? If one gazes from the perspective of Slavoj Žižek, of Kojin Karatani, and of Jacques Lacan, one finds a pronounced parallax within the differing perspectives of economic reality. This essay explores the application of parallax ontology—primarily as discussed in Žižek’s The Parallax View—to economic pluralism. Parallax ontology acknowledges that our conception of reality, economic or otherwise, is riven with parallax gaps, to be thought of as irreducible gaps or minimal distances between perspectives. It argues that one should consider these parallax gaps to exist within economic pluralism and to be subjects in and of themselves, a perspective that ultimately rejects any form of monism within economic thought.

When Reality Comes Knocking at Your Discourse: Foucauldian Notions of a “Fourth Industrial Revolution”

ABSTRACT Michel Foucault has put forward a number of concepts, notably “the imaginary”, “discursive formation” and “dispositif”, that have been used by various writers to understand the “fourth industrial revolution” (4IR). This article suggests that such concepts in his early writing (1954–1975) are misleading because they entail the idea that the 4IR is a discourse that acquires “materiality” only to the extent that it is enunciated in various human and social practices. The article goes on to argue that the later Foucault (1976–1980) presents us with much better, realist concepts that help us to understand that “the 4IR” is actually a hyperbolic ideology that perpetuates the myth that we currently live in a 4IR. Various examples of the use of these Foucauldian concepts in these different ways in relation to the 4IR are offered as the argument develops.