Precondition For Knowledge Research Articles

Is Art as Valuable to Society as Science?

In this article, I argue in favor of the idea that art is as valuable, perhaps even more so than science in a given society. I base this on the principles that art is well appointed to teach morality; as an educational tool; to foster empathy; enabling abstract thought through form and play and governed by aesthetic principles, the precondition for knowledge as it were. I believe this is a timely and necessary argument to be made in an increasingly technocratic and materialistic society where philosophical speculation and art as “deep” are often overlooked. I also believe there is a dialectic between art and science in the first place so that it is not a matter of pitting such disciplines against each other as it were.

SCIENTIFIC KNOWLEDGE STRUCTURE OF PREREQUISITES FOR THE CONCEPT OF HEALTH-FORMING TECHNOLOGIES AT THE PROCESS OF ADAPTIVE PHYSICAL EDUCATION FOR SCHOOL-AGE CHILDREN WITH HEARING IMPAIRMENTS

Introduction. Today the question of formation of health of children and teenagers is comprehensively considered by the general system of scientific knowledge representing rather independent, purposeful cognitive multilevel activity. Aim is to define and characterize in a projection of the theory of scientific knowledge preconditions of development of the concept of health-forming technologies in the course of adaptive physical education of children of school age with hearing impairments. Material and methods: analysis and generalization of data of special scientific and methodical literature; monitoring of information resources of the Internet; sociological methods (questionnaires); method of copying (review and selection of materials from medical records); pedagogical methods (pedagogical testing, pedagogical experiment), methods of mathematical statistics. Results. According to the theory of scientific cognition, based on theoretical and empirical levels and forms of its functioning, we present the structure of definition and scientific evidence base of the prerequisites for the concept of health technologies in the process of adaptive physical education of school-age children with hearing impairments. scientifically-based socio-pedagogical, socio-economic, biological-medical, biological-physiological, ecological-environmental, ecological-cultural, personal-motivational and personal-effective provisions. Conclusions. Turning to the basics of the theory of cognition, we have identified four main categories of prerequisites for the author's concept and hypothesis of its effective implementation, which involves their direct consideration, namely the inclusion of social, biological, environmental and personal principles in the theoretical and methodological foundations of health technologies in adaptive physical education school-age children with hearing impairments

“Deus vult aliquas esse certas notitias…”

The theory of notitiae naturales or κοιναὶ ἔννοιαι was part of the ancient Stoic epistemology. It served as precondition of any knowledge. Within the framework of the humanist rediscovery of ancient sources this theory became an important aspect of Philipp Melanchthon’s theological anthropology. This paper examines the polyvalent perspectives of the theory of notitiae naturales in Melanchthon’s philosophy and the role it played among Lutheran and Calvinist scholars, particularly regarding Rom 1: 19, where Paul stated some kind of a natural knowledge of God. The idea of notitiae communes or “common notions” as an a priori precondition of knowledge was widely spread both on the continent and in England in early modernity. It came to an end by John Locke’s critique in his Essay Concerning Human Understanding.

Neediness: the anthropology of Karl Barth

AbstractThe article argues that Karl Barth's Church Dogmatics presents human ‘neediness’ as the constitutive element of his theological anthropology. Since this element has had little notice in Barth scholarship, the article focuses on describing the consistent reiteration of this theme in theologically substantive locations throughout the Dogmatics. It begins with Barth's observation that the emergence of humanity on the sixth day discloses humans to be ‘the neediest of all creation’. Barth elaborates the dimensions of human neediness in his discussion of ‘the readiness of humanity for God’, propounding the human need for God as the precondition of knowledge of God that is in actuality undercut by the sin that denies any such neediness. Barth thus describes a potential ‘blessed neediness’ and an actual ‘wretched neediness’ that together define the glory and the tragedy of all that is human, and which inform not only Barth's epistemology and hamartiology, but also his accounts of christology, forgiveness, redemption, worship and Christian witness.

Relating Knowledge and Coordinated Action: The Knowledge of Preconditions Principle

The Knowledge of Preconditions principle (KoP) is proposed as a widely applicable connection between knowledge and action in multi-agent systems. Roughly speaking, it asserts that if some condition is a necessary condition for performing a given action A, then knowing that this condition holds is also a necessary condition for performing A. Since the specifications of tasks often involve necessary conditions for actions, the KoP principle shows that such specifications induce knowledge preconditions for the actions. Distributed protocols or multi-agent plans that satisfy the specifications must ensure that this knowledge be attained, and that it is detected by the agents as a condition for action. The knowledge of preconditions principle is formalised in the runs and systems framework, and is proven to hold in a wide class of settings. Well-known connections between knowledge and coordinated action are extended and shown to derive directly from the KoP principle: a "common knowledge of preconditions" principle is established showing that common knowledge is a necessary condition for performing simultaneous actions, and a "nested knowledge of preconditions" principle is proven, showing that coordinating actions to be performed in linear temporal order requires a corresponding form of nested knowledge.

Husserlio ir Heideggerio ginčas dėl fenomenologijos

Straipsnis yra skiriamas Husserlio ir Heideggerio ginčui dėl fenomenologijos prielaidų, ga­limybių ir tikslų. Pradžioje yra pažymimas abiejų filosofų angažavimasis fenomenologijai kaip naujam mąstymo būdui, kuris pašalina objektyvizmo naivumą ir veda į pirmapradį mokslą. Aptariamas Husser­lio ir Heideggerio ginčas ir abipusis nusivylimas istoriniu aspektu. Keliamas klausimas, kodėl Husserlio ir Heideggerio pozicijos nesuderinamos ir kodėl juos galima traktuoti kaip skirtingų plotmių filosofus bendrame fenomenologiniame judėjime? Nagrinėjami nesutarimai dėl žmogaus klausimo fundamen­talumo ir fenomenologijos antropologizavimo. Svarstoma, kokios duotys, intuicijos ir evidencijos tampa Husserlio atskaitos taškais, siekiant absoliučiai pagrįsto mokslo. Toliau eksplikuojama, kaip Heideggeris kritikuoja Husserlio duotis, atveria istoriškumo matmenį ir veda prie gilesnių nei transcendentalinis klau­simų, – kas yra žmogus ir kokia yra būties prasmė? Galiausiai fiksuojama, kad nors nemažai ginčijamų dalykų persidengia, abiejų filosofų gautiniai tikslai – absoliučiai pagrįstas mokslas, arba būties klausi­mas, – nuveda abu mąstytojus skirtingomis kryptimis, kurias susieti turi vėlesnė fenomenologija.

Quantitative Verification of Knowledge Precondition for Open System

A quantitative verification method is proposed to quantitatively verify knowledge precondition of actions and plans. Probability epistemic game structure (PEGS) is proposed to model knowledge preconditions in open systems, an extension of concurrent game structure with probabilistic transition. We introduce a probability operator P−λ into Alternating temporal epistemic logic (ATEL) and define a Probability alternating-time temporal epistemic logic (PATEL) for quantitatively model checking the properties of PEGS. We designed an algorithm to compute the probability aiming at model checking verification problems of PATEL based on DTMC and CTMC. We convert a portion of the PATEL verification problems into PATL problems by defining the knowledge formulas Ka φ, EAs φ and CAs φ as atomic propositions. We study a train controller using PRISM-games to demonstrate the applicability of above quantitative verification method.

Education and Entrepreneurship in the SME Segment in Economic Transformation

ABSTRACT. The issue of business environment for small and medium-sized enterprises is a very actual area of scientific research. Currently, the great importance is given to research people's personal and knowledge preconditions for conducting business. The aim of this article was to examine the relationship between education of entrepreneurs and several aspects of entrepreneurship in the SME segment.Our own research was conducted in the selected regions of the Czech Republic and Slovakia through a questionnaire survey. A total of 449 owners of small and medium-sized companies have been reached. The sample of respondents was divided into two groups: entrepreneurs with and without a university degree. To reach an above mentioned aim, Pearson statistics for a data count, series of 5000 Monte Carlo replication as well as tools of descriptive statistics have been used.Our results have showed that there are significant differences in the attitudes of these two categories of entrepreneurs in their motives for starting business and the knowledge of the lending criteria of commercial banks. On the other hand, the differences in other fields, such as the evaluation of the commercial banks approach, the change of their companiesprofitability, the ability to manage financial risks and the assessment of the academic knowledge usefulness were not confirmed by our research.JEL Classification : L26, O16, G21Keywords: Small and Medium Enterprises, entrepreneurs' education, motivation for doing business, financial risk, credit risk.IntroductionThe relationship between education and entrepreneurship is now being taken as a serious issue in the field of enterprise research due to increased competition in the market from both locally and internationally, availability of new technology, and consumer demand for new products and so on. To be aware of all those affects to the firm one needs to acknowledge the changes in consumer demand, the use of new technologies and analysis of the market competition from different approaches. Thus, education can enhance one's ability to know more in-depth about all those issues and this can create a competitive advantage for the business. Nevertheless, entrepreneurial success and selection of entrepreneurship as an employment can be influenced by various factors, including easy availability of finance sources (Carter et al., 2003; Orser et al., 2006), gender equality (Chowdhury and Audretsch, 2014), entrepreneur education level (Rauch and Rijsdijk, 2013; Naude et al., 2008), social mobility and structure (Lim and Envick, 2011), government support (Elam and Terjesen, 2010), Self-skills and confidence (Minniti and Nardone, 2007; Wilson et al., 2007). However, among the above variables, one factor can easily be identified as an entrepreneurial idiosyncratic quality, which can affect the choice between self-employment (being an entrepreneur) and other employment opportunities, is education.Researchers, while dealing with the importance of human capital in doing business found out that, entrepreneurs' education can have a positive impact on the entrepreneurship selection and performance (Lafuente and Vaillant, 2013; Naude et al., 2008; Bonte et al., 2007). It is also noticeable that, the formal education can increase the managerial ability of an individual and that can lead a person to become an entrepreneur. However, as argued by Velez (2009) and Mengistae (2006) education is not free of cost and for which it may then lead an individual to become a safe waged earner; since, the return from the enterprise is not guaranteed as like as the employed worker. Mamman (2014) and Oosterbeck et al. (2010) further argue that, the education system is not so well developed in many developing countries which can increase the self-confidence of an individual to start an own business. Hence, previous empirical researches in this area are not providing any conclusive answer about the relationship between education and entrepreneurship in the segment of the SME. …

Personal characteristics of entrepreneurs in the context of perception and management of business risk in the SME segment

Abstract. The issue of business in the segment of small and medium-sized companies is a very actual area of scientific research today. Currently, great importance is given to research of personal and knowledge preconditions of people for doing business. The aim of this article was to examine the relationship between personality characteristics and approach to the perception and management of business risks. Based on the preferred personality qualities and knowledge the entrepreneurs have been included into two categories, namely they are artist-entrepreneurs and businessmen-laborers, also the differences in their entrepreneurial attitudes have been examined. Both groups of entrepreneurs in our research rate market risk as the most important risk, which was demonstrated by a decline in performance of companies during the crisis. Our results showed that there are significant differences in the attitudes of these two categories of entrepreneurs in approaching credit risk, where it was found out that the defined categories of business have different approaches to knowledge of credit conditions of commercial banks. The results of our study have showed a high degree of confidence of individual groups of entrepreneurs when evaluating their ability to manage financial risks in the company and the high intensity of entrepreneurial optimism regardless of the personal characteristics of entrepreneurs.Keywords: small and medium enterprises, personal characteristics of entrepreneurs, financial risk, credit riskJEL classification: L26, O16, G21IntroductionSmall and medium-sized enterprises play an important role in the economic system of any developed country.In this context, it is clear that the issue of entrepreneurship in the small and medium-sized companies is very topical area of scientific research. Currently, great importance is given to research of personal and knowledge characteristics of people for business because many of the results that are mentioned below show the fact that to be an entrepreneur does not fit all the people and the business needs a specific properties. These properties may affect the approach to the assessment and management of business risks that significantly influence the success in business.Theoretical backgroundThe business environment is determined by personality characteristics and motives of individual entrepreneurs. Business situations are often unique in their unpredictability, complexity and changing requirements during the business process. Entrepreneurs must be capable to have the features of several personalities at once and as one person to demonstrate the ability to act as investors, inventors, accountants, dispute investigators, leaders, technologists, marketing specialists and top sellers. For this reason, the more knowledge and skills the entrepreneur is capable to demonstrate the better. (Frese, Gielnik, 2014)According to Deakova, Drazovska, Grznarik and Kondasova (2010) the most important personal qualities for an entrepreneur are: courage, self-reliance, responsibility, determination, perseverance, proactive approach, creativity and scholarship in a particular area, where this businessman intends to do business. The entrepreneurs have a tendency to choose themselves an area of business that has a consistency between their personal characteristics and requirements for success. In addition, they tend to manage their business by using their strong and specific qualities. (Sidik, 2012)Kvietok (2013) states, that decision to take on the business risk is symptomatic of a certain type of people. (According to Hvide and Panos, 2014 the individuals who are more risk tolerant are more likely to start up firms.) A significant part of the motivation to take risks in business follows from the success motivation. To achieve the set goals, successful people are willing to take on reasonable risks associated with feedback about the level of achieved results. …

The Neo‐Humanistic Concept of Bildung Going Astray: Comments to Friedrich Schiller's thoughts on education

Friedrich Schiller (1759–1805), German poet, dramatist, philosopher and publisher, was a prominent contributor to the educational neo‐humanistic concept of Bildung at the threshold to Romanticism. Schiller assigns a pivotal role to the aesthetic education arguing that aesthetic activity reconciles sensuousness and reason and thereby creates the precondition of knowledge and morality. The article examines elitist and sexist traits in Schiller's work and whether they are constitutive to his theory of aesthetics and education. By identifying problems in the philosophical foundations of the concept of Bildung the authors wish to contribute to its ongoing reconstruction in the Nordic Countries.

The logic of tasks

The paper introduces a semantics for the language of classical first order logic supplemented with the additional operators ⊓ and ⨅. This semantics understands formulas as tasks. An agent (say, a machine or a robot), working as a slave for its master (say, the user or the environment), can carry out the task α⊓β if it can carry out any one of the two tasks α, β , depending on which of them was requested by the master; similarly, it can carry out ⨅xα(x) if it can carry out α( x) for any particular value for x selected by the master; an agent can carry out α→ β if it can carry out β as long as it has, as a slave (resource), an agent who carries out α; finally, carrying out P, where P is an atomic formula, simply means making P true; in particular, ⊥ is a task that no agent can carry out. When restricted to the language of classical logic, the meaning of formulas is isomorphic to their classical meaning, which makes our semantics a conservative extension of classical semantics. This semantics can claim to be a formalization of the resource philosophy associated with linear logic, if resources are understood as agents carrying out tasks. The classical operators of our language correspond to the multiplicative operators of linear logic, while ⊓ and ⨅ correspond to the additive conjunction and universal quantifier, respectively. Our formalism may also have a potential to be used in AI as an alternative logic of planning and action. Its main appeal is that it is immune to the frame problem and the knowledge preconditions problem. The paper axiomatically defines a logic L in the above language and proves its soundness and completeness with respect to the task semantics in the following intuitive sense: L ⊢ α iff α can be carried out by an agent who has nothing but its intelligence (i.e. no physical resources or external sources of information) for carrying out tasks. This logic is shown to be semidecidable in the full language and decidable when the classical quantifier (but not ⨅) is forbidden in it.

Contract or coincidence: George Herbert Mead and Adam Smith on self and society

Although a number of commentators have remarked upon the simi larities between aspects of George Herbert Mead's social psychology and Adam Smith's Theory of Moral Sentiments, there has been no sys tematic attempt to document the connection. This article attempts to do precisely that. First, the legitimacy of the connection is established by showing the likelihood that Mead knew this particular work by Smith, and by bringing together the various treatments of the matter made by commentators. Since Mead himself does not reference Smith's theory, however, the continuity can be demonstrated only on the level of ideas. Second, then, the movement of Mead's thought is recon structed through the terms 'individual' and 'social epistemology'. An account based upon the former posits self-consciousness as the pre condition for knowledge about others, while the latter makes the development of self dependent on a concept of community. Mead's div ision of the self into the 'I' and the 'me' is central in forcing the shift from the one to the other. Smith's account of moral action, it is then argued, rests upon the same logic. His ideas of 'changing roles in the fancy', the 'impartial spectator', and division of the self, parallel Mead's 'taking the role of the other' and discussion of the self. The 'ideal' spec tator corresponds to Mead's 'generalized other'. The article concludes by drawing a parallel between Mead and Smith on the universal facts of human nature and the moral community.

Knowledge Preconditions for Plans

Knowledge Preconditions for Plans