Intellectual Traits Research Articles

TRANSVERSALITY AND MULTIRATIONALITY OF ENGINEERING THINKING: WAR AND PEACE OPTIONS

The article examines the phenomenon of engineering thinking in the context of a paradigm shift from scientific research to technological engineering. These changes delineate a new plane of research, where engineering thinking and engineering activity receive a new configuration that cannot be reduced to a linear understanding. The issue of representation of engineering thinking requires the involvement of an interdisciplinary methodology. The purpose of the article is to analyze, firstly, to explore engineering thinking as a multi-essential phenomenon, secondly, to characterize transversality and multi-rationality as attributive characteristics of engineering thinking; thirdly, to highlight the social significance of engineering thinking in war and peace options. To define engineering thinking, the concept of «design thinking» is used, which overcomes the understanding of the latter as reproductive thinking. The application of such concepts as «transversality» and «multirationality» allows to investigate engineering thinking as a phenomenon that flexibly responds to challenges and acquires the importance of a mediator whose task is to create projects to resolve existing contradictions and crises. Turning to the «interiorization – exteriorization» system allows you to represent the challenges that the community puts forward to the activity of the human engineer and to articulate the creative activity of the latter. The rhizome character of engineering thinking is emphasized, which overcomes its understanding only in the context of cognitive conceptualization, that is, in the system of abilities, skills, etc. Emphasis is placed on the expediency of using the affective dimension as a manifestation of independent thinking and testifies to the multi-rationality of engineering thinking. In this connection, intellectual traits («intellectual courage», «intellectual empathy», «justice», etc.) act as existentials that construct engineering thinking. We are talking about an engineer. The role of engineering in post-conflict scenarios is considered, which consists in helping to restore and stabilize society, ensuring its security in peace options. It is noted that engineering thinking plays a key role in the adaptation of military technologies.

The Ill-Thought-Through Aim to Eliminate the Education Gap across the Socio-Economic Spectrum

Background: In an era of dramatic technological progress, the consequent economic transformations, and an increasing need for an adaptable workforce, the importance of education has risen to the forefront of the social discourse. The concurrent increase in the awareness of issues pertaining to social justice and the debate over what this justice entails and how it ought to be effected, feed into the education policy more than ever before. From the nexus of the aforementioned considerations, concern about the so-called education gap has emerged, with worldwide efforts to close it. Methods: I analyze the premises behind such efforts and demonstrate that they are founded upon fundamentally flawed ideas. Results: I show that in a society in which education is delivered equitably, education gaps emerge naturally as a consequence of differentiation due to talents, the tendency for matched mate selection, and the heritability of intellectual traits. Conclusion: I issue a call for a redirection of efforts away from the ill-founded idea of closing the education gap to the understanding of the magnitude of its unfair contributions, as well as to those social aspects that can modulate it in accordance with what a society deems fair according to its values.

Segmenting the Malaysian female young adolescent market based on gender roles and identities

PurposeThis paper aims to understand the importance of young female consumers in Asia as a market and propose strategies for retail marketers to effectively engage with them while respecting their evolving gender roles and identities.Design/methodology/approachData are derived from self-administered questionnaires completed by Malaysian female secondary school students aged 13 to 19. Using statements about gender roles and identities, the authors first segment respondents based on their perceptions of ideal female gender roles and identities and subsequently investigate each segment’s shopping orientation.FindingsThis study identifies four segments of young female consumers based on gender identity: civic intellectuals, presentable intellectuals, career-oriented and family-oriented. While young female young consumers with higher presentable intellectual traits are more likely to go window shopping (recreational shoppers), those with higher civic intellectual traits are more inclined to look for things they wish to buy and spend less time doing so (utilitarian shoppers).Practical implicationsMarketers and retailers should continue to use profiling of young female customers to predict the psychological changes related to societal and economic changes. Merely focusing on females’ appearance and family responsibilities may no longer be relevant due to the evolving social order. This implication is especially critical for marketers and retailers targeting the female market.Originality/valueThe results of this study will have important theoretical and managerial implications for marketers and retailers interested in understanding the changing needs and beliefs among young female consumers and how these impacts their shopping orientation.

The effect of critical thinking-infused paragraph writing instruction on university first-year students’ intellectual traits

The purpose of this study was to investigate the effect of critical thinking-infused paragraph writing instruction on enhancing university first-year L2 students’ intellectual traits. The study involved two randomly selected first-year Social Science stream classes. The researchers employed the embedded design in the study because they mainly used quantitative data augmented by qualitative data. The researchers analyzed the questionnaire data and the interview data using the one-way between groups ANCOVA and thematic analysis method respectively. The finding of the questionnaire data analysis indicated that participants in the treatment group were better in their intellectual traits scores. The result of the interview data analysis also revealed that participants in the treatment group had a better interest in using elements of thought and intellectual traits after the intervention. Hence, integrating critical thinking instruction into APW lessons needs to be considered among all stakeholders to enhance university first-year EFL students’ intellectual traits. Keywords: Argumentative paragraph; critical thinking; instruction; intellectual traits; university first-year students.

PLANNING LESSONS FOR CRITICAL THINKING: A WAY TO IMPROVE LEARNING OUTCOMES IN THE ENGLISH AS A FOREIGN LANGUAGE CLASSROOM

Encouraging critical thinking (CT) in the EFL classroom is something that every professional in the educational field should be responsible for. The aim of this paper was to make an analysis of different studies on the topic. The methodology used was based on a descriptive study through the analysis of several primary sources such as research papers on the topic that have been published in scientific journals, books, records of or- ganizations, among others. These sources lead to the identification of important elements in a lesson plan for critical thinking: elements of thought, intellectual standards and intellectual traits. Writing good learning objectives is just as important as selecting effective activities and determining ideal assessments to facilitate that teachers and students perceive what is to be achieved in the class and how. Aligning the tenets of critical thin- king when planning a lesson promotes real learning in our students through the achievement of effective learning outcomes. In conclusion, critical thinking skills need to be developed on a daily basis rather than as a part of isolated lessons that uncommonly take place.

Effect of Critical Thinking-infused Paragraph Writing Instruction on University First-year Students’ Intellectual Traits

The purpose of this study was to investigate the effect of critical thinking-infused paragraph writing instruction on enhancing university first-year L2 students’ intellectual traits. Two randomly selected first-year Social Science classes were involved in the study – one as a non-treatment group (taught argumentative paragraph writing conventionally), and the other as a treatment group (provided critical thinking-infused paragraph writing instruction). The embedded design was employed for the study was mainly conducted using quantitative data augmented by qualitative data to probe reflections of some participants in the treatment group on the experience they gained from the treatment. The quantitative and the qualitative data were analyzed using one-way between groups ANCOVA and thematic analysis method respectively. The finding indicated that participants in the treatment group were better in their intellectual traits scores (F (1, 60) = 123.649, p = 0.000, partial Eta squared = 0. 805). The result of the interview analysis also revealed that participants in the treatment group had a better interest in using elements of thought and intellectual traits after the intervention. Hence, it was recommended that integrating critical thinking instruction into APW lessons needs to be considered among all stakeholders to enhance university first-year EFL students’ intellectual traits. Keywords: Argumentative paragraph; critical thinking, intellectual traits, critical thinking model DOI: 10.7176/NMMC/101-03 Publication date: April 30 th 2022

The Non-Linear Path from Gene Dysfunction to Genetic Disease: Lessons from the MICPCH Mouse Model.

Most human disease manifests as a result of tissue pathology, due to an underlying disease process (pathogenesis), rather than the acute loss of specific molecular function(s). Successful therapeutic strategies thus may either target the correction of a specific molecular function or halt the disease process. For the vast majority of brain diseases, clear etiologic and pathogenic mechanisms are still elusive, impeding the discovery or design of effective disease-modifying drugs. The development of valid animal models and their proper characterization is thus critical for uncovering the molecular basis of the underlying pathobiological processes of brain disorders. MICPCH (microcephaly and pontocerebellar hypoplasia) is a monogenic condition that results from variants of an X-linked gene, CASK (calcium/calmodulin-dependent serine protein kinase). CASK variants are associated with a wide range of clinical presentations, from lethality and epileptic encephalopathies to intellectual disabilities, microcephaly, and autistic traits. We have examined CASK loss-of-function mutations in model organisms to simultaneously understand the pathogenesis of MICPCH and the molecular function/s of CASK. Our studies point to a highly complex relationship between the potential molecular function/s of CASK and the phenotypes observed in model organisms and humans. Here we discuss the implications of our observations from the pathogenesis of MICPCH as a cautionary narrative against oversimplifying molecular interpretations of data obtained from genetically modified animal models of human diseases.

Group intellectual transparency: a novel case for non-summativism

Philosophical reflection on transparency, including group transparency, is beginning to gain steam. This paper contributes to this work by developing a conceptualization of transparency as an intellectual character trait that groups can possess, and by presenting a novel argument for thinking that such transparency should be understood along non-summativist lines. According to the account offered, a group’s being intellectually transparent consists in the group’s tending to attend well to its perspective and to share its perspective faithfully with others in order to promote their epistemic goods. It is argued that this kind of group intellectual transparency, pace summativism, does not always consist merely in group members possessing intellectual transparency. The argument given for this conclusion works differently from existing arguments for non-summativism about group character traits, and it retains persuasive power even if summativist views of most group phenomena, including other group character traits, are correct.

Identification of Pathogenic Mutations in Primary Microcephaly- (MCPH-) Related Three Genes CENPJ, CASK, and MCPH1 in Consanguineous Pakistani Families.

Microcephaly (MCPH) is a developmental anomaly of the brain known by reduced cerebral cortex and underdeveloped intellectual disability without additional clinical symptoms. It is a genetically and clinically heterogenous disorder. Twenty-five genes (involved in spindle positioning, Wnt signaling, centriole biogenesis, DNA repair, microtubule dynamics, cell cycle checkpoints, and transcriptional regulation) causing MCPH have been identified so far. Pakistani population has contributed in the identification of many MCPH genes. WES of three large consanguineous families revealed three pathogenic variants of MCPH1, CENPJ, and CASK. One novel (c.1254delT) deletion variant of MCPH1 and one known (c.18delC) deletion variant of CENPJ were identified in family 1 and 2, respectively. In addition to this, we also identified a missense variant (c.1289G>A) of CASK in males individuals in family 3. Missense mutation in the CASK gene is frequent in the boys with intellectual disability and autistic traits which are the common features that are associated with FG Syndrome 4. The study reports novel and reported mutant alleles disrupting the working of genes vital for normal brain functioning. The findings of this study enhance our understanding about the genetic architecture of primary microcephaly in our local pedigrees and add to the allelic heterogeneity of 3 known MCPH genes. The data generated will help to develop specific strategies to reduce the high incidence rate of MCPH in Pakistani population.

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The aim of the article was to substantiate the cognitive foundations of critical thinking that provide recognition of manipulative technologies. The substantiation of cognitive foundations of critical thinking, aimed at recognition of manipulative technologies, is carried out on the basis of available scientific achievements in the field of general matters of critical thinking, which are projected on the sphere of manipulative influence. The paper gives the definition of cognitive foundations that include knowledge, skills and abilities and personal attributes required for effective intellectual analysis. The following types of cognitive foundations of critical thinking are modeled and substantiated in the article: 1) knowledge; 2) skills and abilities; 3) personality traits that are actualized in the process of intellectual activity (intellectual traits). The first type of cognitive foundations are both awareness of the social context and awareness of the generally accepted value priorities of civilized society. Cognitive foundations of the second type include 10 skills, namely: finding of logical contradictions and errors; lie recognition; distinguishing between real and fictional facts; distinguishing between correct and erroneous statements; mastery of general scientific methods of analysis; establishment of the source base; argumentation; refutation of misconceptions; recognition of indicators of manipulative influence; modeling of solution options. Cognitive supports of the third type are as follows: observation, ability to perform analytical operations. The article demonstrates how skills and abilities are used in detection of textual and non-textual indicators of manipulation. Textual indicators include those that are contained in the very text of the message (logical contradictions, ambiguity of the statement, violation of the clarity of information and its completeness). Non-textual indicators are those for the recognition of which it is necessary to correlate the narrative with real events, with the logic of the relationship of events and facts as well as with ideological attitudes of the authors of the messages.

Perceptions of Giftedness and Classroom Practice with Gifted Children – an Exploratory Study of Primary School Teachers

The Decree-Law 54/2018 combined with Ordinance 223-A / 2018 - Article 33 regulates the inclusion of gifted students in Portuguese schools. This study aims to investigate primary school teachers` perceptions of giftedness and their experiences of working with gifted children in their regular classes. This is an exploratory study with 13 teachers and the data were collected through semi-structured interviews. Our participants tended to represent giftedness with an emphasis on the intellectual traits of gifted learners and to adjust their pedagogical approach accordingly. Their assessment practices focused essentially on product-oriented approaches instead of process-oriented approaches. Our findings suggest that there is still a long way to go, especially in terms of formal teacher training, to tailor teaching to the needs and characteristics of gifted learners.

MANAGEMENT KNOWLEDGE, INTANGIBLE ASSETS AND INTELLECTUAL CAPITALS IN THE COVID-19 ERA

The psychological studies of organizations, about human capital, have shown that this factor increases to the extent that the environmental demands are intensified, but it is the intellectual trait that acquires the greatest value when considered as the main intangible asset. of an organization. In this way, the objective of this paper was to expose the theoretical, conceptual and empirical frameworks related to human capital in order to establish discussion scenarios related to the value chain of an organization based on its intangible assets. A documentary study was carried out with a non-probabilistic selection of sources indexed to repositories, considering the year of publication and relationship between the concepts of organization and human capital. There are lines of research around empathy, trust, commitment, satisfaction and happiness as inherent factors of human capital as an intellectual asset of an organization.

Into the Animal Mind: Perceptions of Emotive and Cognitive Traits in Animals

ABSTRACT As incidences of human–wildlife interaction escalate, it is useful to increase understanding of the perceptions that might underpin these interactions or explain human behavior so associated. This study sought to identify public perceptions of the animal mind across wildlife species and to examine how states or qualities such as conscious thinking and feeling are perceived. We also aimed to evaluate whether people anthropomorphize species as readily as is often postulated. Using an online survey of 2,342 participants from the United States, we characterized perceptions of 36 wildlife species. In doing so, we also sought to stabilize inconsistent terminology in previous animal mind studies, by characterizing and measuring attributions of two specific traits, which we categorized as “cognitive” and “emotive.” We found that people differentiate between cognitive traits (intellectual traits) and emotive traits (experiential, emotional states). Contrary to some past studies as well as popular assumptions, cognitive traits were ascribed more frequently than emotive traits for all animals. In addition, different animal classes were perceived as having varying levels of capacity of both traits. Mammals were ranked highest on qualities that defined both traits, followed by birds, reptiles, amphibians, and fish. The ranges within class also varied. Our findings provide new insights on how the public view the mental capabilities of wildlife species. The study further suggests that perceptions regarding the cognitive ability of animals may be higher than previously believed and that emotive traits may not be as notable as traditionally assumed. Elucidating these points may contribute to further progress in wildlife discussions and conservation strategies.

Bulgaria and Hungary in the First World War: A View from the 21st Century

Bulgaria and Hungary in the First World War: A View from the 21st Century

ВПЛИВ КУЛЬТУ ОСОБИ НА УКРАЇНСЬКИЙ ІСТОРИКО-ПЕДАГОГІЧНИЙ НАРАТИВ (1920–1980-ТІ РР.)

У статті проаналізовано прояви впливу культу особи радянських політичних лідерів В. Леніна і Й. Сталіна на український історико-педагогічний наратив. Показано, що у наукових працях обидва радянські лідери завжди подавалися як геніальні вчені, інтелектуали, мислителі, які продовжують і розвивають теорію К. Маркса та Ф. Енгельса. Відзначено, що у творах обох більшовицьких вождів історики педагогіки дошукувалися тез щодо історичних обставин і прогнозів розвитку освіти і педагогіки. Встановлено, що культ особи Й. Сталіна у 1930–1940-х рр. в наративі істориків педагогіки потіснив культ особи В. Леніна. Підкреслено, що після ХХ з’їзду КПРС (1956) з історико-педагогічного наративу зникають згадки про Й. Сталіна і уводиться висновок про шкідливість культу особи для наукової роботи. Досліджено, що масштабних проявів культу особи М. Хрущова та Л. Брежнєва в історико-педагогічному наративі українських учених не було, а спроби звеличення їхньої діяльності мали фрагментарний характер.

“Vicious Minds”

Virtue Epistemology (VE) offers a specific approach to the problem of knowledge. The condition for the possibility of knowledge is the presence of certain intellectual abilities or traits in the subject – epistemic virtues. The task of VE is to compile a list of epis - temic virtues, the development and cultivation of which should lead individuals to epistemic success with a high degree of probability. The vice epistemology arises as a branch of VE, which focuses not on virtues, but on vices that hinder achievement and deserve censure. Vices can be attributed to both individuals and communities. As a rule, those who tend to question the scientific consensus are considered to be vicious knowing communities: conspiracy theorists, denialists, religious fundamentalists, etc. The article argues that the logic of imputing blame for bad epistemic traits used in vice epistemology tends to turn from an epistemological tool into an ideological and political one. Since in the logic of the vice epistemology, "vicious minds" pose a threat not only to themselves, but also to the health of modern democratic societies, the eradication of vices is a primary political task. Using the theoretical framework of S. Fuller's social epistemology, the author shows how the rhetoric of vice epistemology is used today in the fight against anti-intellectualism and epistemic populism.

Динамика психического состояния студентов в процессе трансформации шахматной системы подготовки

the urgency of the problem is due to the need to find a model for the qualitative growth of training of specialists, to create a socio-cultural environment at the university that allows not only to form professional competencies, but also to influence the mental state of students, organizing comfortable activities with a high level of motivation for learning. In this aspect, the transformation of the chess system of training students can have a positive effect not only on the development of intellectual properties and personality traits, but also on the mental state of students. The aim of the research was to study the changes in the mental state of students in the process of chess training on the basis of the developed author’s concept of the international grandmaster I.V. Mikhailova. The study involved 3–4 year students of the Russian State Social University, studying the discipline “Elective courses in physical culture and sports” with a total number of 168 people. Students learned using a variety of technologies and resources, including Chess Planet, chess. com and chessKing.com platforms. To study the mental states of students, standard tests were used: SAN (Feelings, Activity, Mood), a test for loneliness by the method of subjective feeling of loneliness by D. Russell and M. Ferguson and a test by the method of Ch.D. Spielberger in Y.L. Khanin’s adaptation to identify personal and situational anxiety. The results showed that the teachers, based on the author’s concept developed by I. V. Mikhailova, generally note an increase in the comfort of the mental state, a decrease in anxiety, and an improvement in the psychoemotional state.

Pedagogy of the Devil

I postulate that temptations of dehumanization get efficiently exercised by means of education. It is school, more than anything else, that is likely to perfect the art of distorting humanity with absolute sense given likelihood of fallacies on the functions and potential of mind—the entity setting mankind apart. The fallacy lies in rendering the free-thinking, creative mind artificial and mechanistic, by establishing strict correlations between intellectual traits and disciplinary or scholastic constrains, and by fixing the tangible flow of thoughts as connected with the living and spontaneous course of entities and incidents. The outcome of such practice is a constantly centralized prototype of a detached and reasoning shaped by prejudice, and it is deeply resilient to change in the minds of individuals. Keywords: pedagogy of the devil; education; learners; thinking DOI: 10.7176/JEP/11-29-09 Publication date: October 31 st 2020

The Virtue of Aesthetic Courage

Abstract Theorists have recently been exploring the prospects for a virtue-centred approach to aesthetics. Virtue aesthetics encourages a re-focusing of philosophical attention onto the aesthetic character traits of agents, in the same way that virtue ethics and virtue epistemology have encouraged us to focus on moral and intellectual traits. In this paper, I aim to contribute to the development of virtue aesthetics by discussing aesthetic courage, the aesthetic analogue of one of the most widely acknowledged moral virtues. In addition to proposing an account of the nature of this trait, I also argue that aesthetic courage is vital for any sort of aesthetically virtuous life. It is not possible to possess any aesthetic virtue without possessing aesthetic courage. It is important, therefore, for any future development of virtue aesthetics to acknowledge the central importance of aesthetic courage.

МЕТОДИКА ВИВЧЕННЯ ДИТИНИ: АКТУАЛІЗАЦІЯ ІДЕЙ В. СУХОМЛИНСЬКОГО У НОВІЙ УКРАЇНСЬКІЙ ШКОЛІ

У статті актуалізовано ідеї В. Сухомлинського стосовно методики вивчення дитини. З’ясовано, що, за В. Сухомлинським, методика вивчення дитини включала: вивчення загального фізичного розвитку дитини, стану її здоров’я, захворювання; вивчення сім’ї – батька, матері, братів, сестер, дідусів і бабусь, заняття батьків, побутових умов учня; вивчення темпераменту, характеру, самооцінки, емоцій, волі особистості, розвитку сприймання, мислення, почуттів, інтересів, прагнень, вольових процесів дитини. Запропонована педагогом методика передбачала також вивчення дитини як суб’єкта навчальної діяльності, аналіз інтелектуальних рис, ціннісних орієнтацій та мотивів поведінки. Педагог обґрунтовував доцільність дослідження моральних та духовних якостей дитини, моральної вихованості учнів, рівня їхнього культурного розвитку. Доведено, що ідеї та методичні напрацювання В. Сухомлинського стосовно вивчення дитини не втратили актуальності й у наш час.