Horizon Of Thinking Research Articles

Floriana Znanieckiego kategoria porządku – nieporządku w odczytaniu Lecha Witkowskiego a dyskurs pedagogii instytucjonalnych

In her article, Ewa Marynowicz-Hetka responds to Lech Witkowski’s postulate, formulated in his monograph on Florian Znaniecki. Witkowski suggests searching for “between” connections in analysis, thus expressing the trans-topicality of Znaniecki’s work. Marynowicz-Hetka is interested in searching for temporal and spatial bridges, for ways of connecting space and historical time with our present moment. Her analysis in this article focuses on transversally outlined concepts and approaches to practical activity, as clearly expressed in the reception of Florian Znaniecki’s work. Their frameworks and analogies can be found in recent conceptions of order and disorder, important for the socio-pedagogical horizon of thinking. This insight, formulated in Lech Witkowski’s book, constitutes the central premise of this article, its considerations inspired by the insights that the category of chaos present in Znaniecki’s work requires an intense focus on the content and manner of speaking about the following triad: order – disorder/chaos – re-ordering/new order. This insight also justifies a revisiting of the issue of the scope of transformations and institutional movements essential to the understanding of practical activity.

Pendidikan di Masa Pandemi Covid-19 (Pemanfaatan Information Communication and Technology)

The era of the industrial revolution 4.0 brings challenges for educators to improve learning. In the 21st century learning framework requires easy generations to have skills and knowledge in the field of technology. Especially during the current covid-19 pandemic,itrequirs generations to utilize Information Technology and Communication in the learning proces. This study aims to discuss issues realated to the use of Information and Communication Technology in improving education in the era of the Covid-19 pandemic. The research methodology used is a qualitative research type through library research which is interpreted to produce information in the form of knowledge.The results of the discussion of this research show that Information and Communication Thechnology has a major influence in the era of the Covid-19 pandemic. The Ministry of Education issues a policy with distance learning (online) with the From Work Home System. Information and Communication Technology has several benefits including:(1) increasing student motivation;(2) Gaining insight from the horizon of thinking;(3) Fostering a spirit of togetherness;(4) Effektive and efficient digital portfolios;(5) Being a measuring tool used at school. The application in the online learning process are: Zoom application,google Hangouts application,whatsapp application,teacher room application,zenius learning application, and e-learning application.Learning media used to improve distance learning process (online) such as:internet,e-learning,e-mail,PowerPoint, and learning CDs. By utilizing learning media and application like this,it is easy for generations to have skills and abilities in terms of using and utilizing Information anf Communication Technology properly.

Widyaiswara's Role in Apparatus Development in the Pandemic and New Normal Era

This research aims to provide an overview of the challenges and role of Widyaiswara in the Ministry of Finance in improving ASN competence through adaptation and innovation in the pandemic and new normal era. Using a qualitative descriptive approach, this study found that widyaiswara is required to be able to think creatively and innovatively. The challenge is whether widyaiswara is able to make interesting multimedia teaching materials. Widyaiswara was challenged and required to continue to improve and change. Widyaiswara should be able to utilize technology to open the horizon of thinking and view technology as an opportunity to improve ASN competence in the future. To answer the challenges and demands of change in this pandemic and new normal era, widyaiswara can act as facilitator, motivator, inspiration, innovator, dynamicator and role model through innovation and adaptation in the pandemic era and new normal through its roles in aspects of bureaucracy efficiency, digital literacy, agile organization mindset, public service responsiveness, and integrated and flexible working space.

Al-Farabi and the question on existence

Farabi’s (also Al Farabi) fundamental question is the question of existence. Metaphysics, physics, ethics, politics and civil science of Farabi can be understood and evaluated within the problem of existence. Exploration of the meaning of existence has overshadowed his whole philosophy. Farabi must be seen as the systematic beginning of Islamic Philosophy not as its fountain-head. Farabi owes his own ontological system more to the religious teachings, Islamic culture and thought and Iranian wisdom, heritage and tradition. Precisely speaking, main and true origin of Islamic philosophy is not Greece rather Quranic verses and prophetic traditions as well as prayers and scriptural texts. Emergence or uncovered-ness of existence in Farabi becomes connected with thinking. Wherever there is no thinking, existence will be in covered-ness or hiddenness. In search of the meaning of existence, Farabi does not ask of its quiddity (what-is-it-ness). Question of quiddity of existence is basically wrong and makes one to get stuck in the swamp of verbalism and more dangerous than it, turns the existence into an object. Existence is not separated from thinking. Existence is not an object along with other objects in the outside world so that we can ask of its nature or quiddity. Existence is of uncovered-ness (Unverborgenheit) only within the horizon of thinking. Question of quiddity or what-is-it-ness of existence is tantamount to its forgetfulness and covered-ness. Has Farabi had any innovation in the domain of ontological issues that would make him distinguished by us as compared to his predecessors? Does he speak of a type of novel ontology that can serve as an alternative to the existing ones? What are differences between his philosophy and those of Plato and Aristotle? Are we encountered with different definitions, types of notions, categories or approaches in Farabi? If there are such inventions, would they be to the extent that could they lead to the establishment of a system within the sphere of ontology? Examination of these questions shows that Farabi has a distinguished concern in philosophy different from those of the Greek philosophers. Religious teachings, paying attention to the role and influence of oriental wisdom or Sophia Iranica in philosophical thinking, search for true wisdom and separation from Greek notions and finally providing a theory of synthesis and reconciliation of religion and philosophy constitute Farabi’s main approach. Key words: Farabi, Existence, Epistemic Detachment, Greek Tradition, Aristotle.

Образование будущего: репродуктивно-продуктивный переход

Education of the future is a fundamental challenge of the present time that de­fines a horizon of thinking of society and about society. The knowledge society stepping into the role of a horizon brings the substance of the matter to the ability of education to cultivate the creative function of thinking. From the ontological point of view, this article deals with the problem of the education transformation from reproductive to productive forms of working with knowledge (the repro­ductive-productive transition). The prevailing reproductive model of modern ed­ucation is a class-and-lesson (or lecture-seminar) system. Institutionalization of class-and-lesson education in the Reformation years in the XVI c. is ana­lyzed, and key didactic and organizational principles laid down in its basis by Ph. Melanchton are identified. Arguments are presented against qualification of educators in the age of Reformation as humanists. The concept of epistemic dominant is introduced for the purpose of explaining the education transforma­tion process. It is shown that the reproductive-productive transition belongs to the essence of our time. The stability of the class-and-lesson system can be ex­plained by resting on an essential part of educational universals that are timeless in nature. Based on the theory of non-Kuhn’s paradigms, the relationship be­tween the reproductive-productive transition and a shift in the ontological foun­dations of the education phenomenon as to its forms, ways, functions, and gener­alization of its being is shown.

A literary work as self-reflection of the author: Why and how it is manifested

Anyone on earth may at one time or another reflects him or herself in a way he or she feels comfortable—be it as simple as writing up a phrase “Go to Hell with Communism!” on a wall of an old building. In this respect, he or she has reflected him or herself that he or she does not agree with the ideology of communism. The current study investigated to justify that literary works reflect the ‘selves’ of the authors in one or more possible ways. A poet may, to reflect him or herself, be characterized as employing particular styles or diction. A novelist may try to involve in one of the characters he or she has developed in order to reflect him or herself. In this study, a novel entitled “Pride and Prejudice” by Jane Austen (1813) was investigated to justify that the author (Austen) reflected herself in one of the characters in the novel. The findings reveal that Austen tried to manifest herself in one of the characters called ‘Elizabeth Bennet’ in three different ways: (1) how she behaved in her family (loving all family members, especially being close to her father), (2) how she spent most of the time—reading to broaden the horizon of thinking. As a result, she could (3) skillfully negotiate with other people through their positive sides. The study concludes that everyone, of whatever professions he or she has, will reflect him or herself in a way he or she may not realize.

Pedagogía de la resistencia: la negación como pieza de (de) formación

In this article, the authors propose a reflection on the idea of negativity in a critical and philosophical perspective that can approach in other ways the meanings and purposes of the formation of both the individual and the thought in current times. The denial, or yet, a philosophy of negativity (Adorno, 2009) is presented as a breeding ground for a reconfiguration of the pedagogical ideal and its possibilities to question the anthropological and historical features of what is introduced to us as the truth. The attitude of resistance is, in this text, a key component to the possibility of this philosophy of negativity, which allows us to expand our horizon of thinking and action. The actual intent couldn’t be further from an irrefutable conclusion, quite the contrary. We intend to inspire a provocative debate that destabilizes both the idea of the selfconscious individual and of how they relate with the world. We understand that this is a way to open possibilities to other experiences and narratives about the process of formation and (de)formation in the education.

Let It Encrypt (LIE)

Living in the era of Information technology has leveraged the mankind. The technology has made the life so easy and convenient. It has given the power to speed up the task. Starting from the very basic daily routine shopping, to paying bills, updating passbooks, reserve a table, book a movie ticket or plane ticket etc. has widened the horizon of thinking and relying so much on the technology in the form of Microwave, Washing Machines, GPRS enabled cars and many more. The society experiences the benefits from the technology; at the same time the technology has its own ill effects. Which are horrifying the customers, the customers are little more reluctant, cautious and hesitant to share their information; especially when it comes to the finances and personal demography. The technology advancement has proven as a boon until someone becomes a victim of the same. The banks have turned more vigilant and they are concerned for their customer’s privacy, confidentiality and integrity. The banks are going a step forward to help the customers feel more secure to transact online. Therefore, banks are coming up with better security measures like virtual keyboard, OTP, 3D secure pin, Grid matrix etc. Banks are simultaneously looking for a good secure algorithm so that the transactions could be more secure in case they reach wrong hands. In this paper, LIE (Let it Encrypt) as the name suggests an algorithm has been proposed with a vision to secure the online transactions. This paper focuses on Symmetric Key Cryptography algorithm. This paper proposes a new encryption algorithm – LIE and discusses and compares it with few of the symmetric key algorithms like DES, 3DES, Blowfish and AES. General Terms Security, Algorithms et. al.

DINAMIKA SOSIAL KEAGAMAAN MAJELIS TAFSIR AL-QURAN (MTA) PUSAT DI KOTA SURAKARTA JAWA TENGAH

In Surakarta city occur the dynamics which lead to tensions and conflicts caused by the incessant propaganda by Tafsir Qur’an Assembly (MTA). This research is necessary, to understand and manipulate the social condition in order to create harmonious and tolerant situation. Focuses of the research are the historical development of MTA, propagation models, developed basic teachings and religious leaders and the government’s responses to MTA. Social religious fidgetiness and tension due to the appearance of MTA indicated caused by the immature attitude and horizon of thinking of the society, especially the bottom stream of society (grassroots). They would hear the appeal of religious scholars (kyai) rather than to forward the reasoning of logical thinking. The conflict was caused by the self-defense expression, backed into a corner and then hit back with physical and rhetoric. This study used a qualitative approach.

Aristotelism of Difference

There is a central doctrine in Aristotle that usually isn’t recognized in its importance: the affirmation of the difference and the plurality. In the course of the centuries, Aristotelism lost which was perhaps its most characteristic and specific feature versus Platonism, that is, its criticism of unity and its defense of plurality. The first principle is not the One but the plurality. The horizon of thinking is not the unity but the diversity of the logos. The unity of the logos presupposes the differences within reality. Heidegger attracted attention to the peculiarity of the practical philosophy of Aristotle. It was the case of dialectics, rhetoric, poetics, ethics, politics, etc. We are referring to knowledges that are art rather than science. Nothing is so differentiated as human action, as it is always performed from a new starting point. Dialectic and rhetorical speeches are always circumscribed to the individual.