Paradigm Of Thinking Research Articles

ОБРАЗОВАТЕЛЬНАЯ ТЕХНОЛОГИЯ ФОРМИРОВАНИЯ ОСНОВ СОЦИАЛЬНОГО МИРОВОЗЗРЕНИЯ

Based on theoretical and experimental research on the problems of education reform in the context of humanitarization of education, the authors elaborate and present a model of educational technology used to reform the activities in humanitarization of educational process, to create a flexible effective system at secondary school with the focus on teaching natural science disciplines. The theoretical study shows that humanization and humanitarization of education as a holistic system does not have a mechanism to implement social and pedagogical technologies and does not have a driver to realize this educational concept. This fact led to the development of educational technology aimed to form the basics of social worldview. The authors offer possible solutions for the problem by uncovering the pedagogic potential of natural sciences’ disciplines in forming the basic social determinants, namely, social competence and social intelligence of the students of secondary school. The main methods used are: the method of philosophical and subject expansion of natural sciences’ disciplines as a resource to form and develop social intelligence in the context of humanitarization of natural sciences, and statistical analysis to process the quantitative results of the pedagogical experiment. The development of a model of the author's technology is based on ecological approach to the research and design of educational environments. The methods of organizing educational technology that form the foundations of social worldview and paradigm of social thinking in modern conditions of scientific and technical progress are presented. The experimental data show that the organization of educational process of the secondary school students (7–11 forms) according to the model of social and pedagogical technology provides the increase of the level of quality of educational activity that satisfies the educational demand and meets the requirements of Federal Educational Standards of Russian Federation are present in the work. The authors considered the achievements of natural sciences from the point of view of the search for a public ideal. They made recommendations on the application of new scientific approaches, on the introduction of new interpretations, concepts of physical and natural-scientific outlooks. The developed educational technology contributes to the change of thinking paradigm, addressing the problem of authentic understanding of the world. This socio-pedagogical technology contributes to the creation of interdisciplinary interaction and interpenetration of the scientific and humanitarian understanding of the world within the framework of the modern concept of natural sciences.

Эволюция антропоцентризма в перспективе сложностного подхода

The evolution of human civilization in the 21st century is increasingly recog­nized as a convergent-divergent coevolution of a hybrid anthropo-techno-socio-reality, in the context of which digital reality plays a special role, the epistemo­logical-ontological status of which is still poorly understood. The hypothesis is put forward, according to which the digital reality is nothing more than an addi­tion or extension of the semiotic reality. Possible approaches to its comprehen­sion in the context of the emerging paradigm of complex thinking in the optics of a second-order network observer are discussed. This approach implies, among other things, the rejection of hierarchically understood anthropocentrism in favor of a new network-centric anthropocentrism, the restart of the dialogue between man and nature (Prigogine), in which nature is endowed, among other things, with an agent-subject status in a certain sense, on an equal footing with man. Quite often, this transition is referred to as the transition of human civilization to a new state of posthumanism or transhumanism, while linking the latter with the coming era of total digitalization. However, these terms are obviously insuffi­cient to characterize the “here and now” state of the earth’s civilization. Perhaps a more appropriate term-concept would be the concept of metahumanism

Multidimensional Thinking Paradigm in Multicultural Education (Study of the Thought of Musa Asy'arie)

The multidimensional educational paradigm departs from the understanding that human nature is multidimensional as material and spiritual beings, economic beings, political creatures, social beings, and also religious beings. Likewise, the problems faced in real life are multidimensional in nature including economic, social, cultural, legal, political and religious issues. To deal with these multidimensional humanitarian problems, undoubtedly requires a multidimensional thinking paradigm that is capable of providing multidimensional solutions. One of the application strategies for multidimensional thinking in the realm of education is to implement multicultural education. Therefore, this short article will discuss the multidimensional thinking paradigm of Musa Asy’arie's perspective in the field of multicultural education.
 Paradigma pendidikan multidimensi berangkat dari pemahaman bahwa hakikat manusia multidimensi sebagai makhluk material dan spiritual, makhluk ekonomi, makhluk politik, makhluk sosial, dan juga makhluk religius. Begitu pula dengan permasalahan yang dihadapi dalam kehidupan nyata yang bersifat multidimensi antara lain masalah ekonomi, sosial, budaya, hukum, politik dan agama. Untuk mengatasi permasalahan kemanusiaan yang multidimensi tersebut, niscaya dibutuhkan paradigma berpikir multidimensi yang mampu memberikan solusi multidimensi. Salah satu strategi penerapan pemikiran multidimensi dalam ranah pendidikan adalah dengan melaksanakan pendidikan multikultural. Oleh karena itu, artikel singkat ini akan membahas paradigma berpikir multidimensi perspektif Musa Asy'arie dalam bidang pendidikan multikultural.

Didáctica de la arquitectura (re) visitando el taller en clave pedagógica.

Este trabajo desarrolla aspectos sobre la enseñanza de la arquitectura, retomando el taller como modalidad pedagógica característica. A partir de este recorte, se propone describir sus aspectos esenciales con el objeto de inferir el tipo de formación que determina su impronta. En este sentido, se detallan fundamentalmente las interacciones que promueve, sus características y su vigencia en el abordaje de procesos proyectuales para una arquitectura contemporánea y situada. Como parte de las reflexiones, se expone que la lógica del taller, en el marco de los procesos de enseñanza-aprendizaje, determina y estimula una formación en competencias, que contribuye con la autonomía, el desarrollo personal y construye un posicionamiento personal –social y disciplinar. Y que estos valores, en torno de la práctica proyectual, promueven abordajes no lineales, en vínculo directo con el paradigma contemporáneo del pensamiento complejo.

Communication component of organization art events

The purpose of the work is to investigate the communication component of the organization and holding of art events. The research methodology involves the use of the analytical method, the method of synthesis, comparative and systemic methods, which were used in the study of communicative support of event events of artistic direction. The scientific novelty of the study is that the availability of a significant number of innovative ideas lead to the fact that the public perceives communication messages selectively. Given this, the choice of communication channels and the nature of the actual communications have a significant impact on the promotion of artistic events. A portfolio of integrated communication tools is proposed, which includes: a set of corporate events; B2B (business for business); a set of special events; a set of shock promotion tools; a set of tools for game promotion. Spiral dynamics (K. Graves' theory) was used for the first time, which is an effective approach to communication, given that this theory is based on differentiated paradigms of thinking, respectively, can be applied to different audiences. Conclusions. As a result, the study found that understanding the main features of the target audience is the initial stage in the process of understanding the communication problems, their inherent limitations, as well as a motivator for further development of events. In our opinion, the value approach to the process of public segmentation, which is based on the theory of spiral dynamics, allows to expand the worldview on the issue of ensuring high efficiency of communication tools for artistic events. Patterns of thinking are characterized by objective living conditions that determine the target audiences of contemporary art events and shape the demand for them. The issue of developing meanings and introducing them into the general consciousness becomes quite relevant.

Implementasi Kebijakan Pemerintah Provinsi Daerah Istimewa Yogyakarta tentang Hak Atas Tanah bagi Warga Keturunan

This research aims to examine the paradigm of thinking of pro and contra parties against the Instruction of The Deputy Governor DIY K.898/I/A/1975. How to implement and what are the factors that influence the implementation of the policy. The approach used in this study is that post positivism approach is qualitative. Implementation of the instruction can be said successful, because from 9 variables of successful policy implementation according to Grindle (Subarsono, 2005), 8 of which have been fulfilled. From the content policy, there are five indicators that have been implemented and three indicators implemented from context of implementation. In the variable content of the policy, the first indicator of interest - the influencing is judged quite well, that are: communication between land stakeholders in Yogyakarta has been going well; existing resources are considered sufficient in the implementation of the policy; the attitude of policy implementers are more required to commit in implementing it and realize its goals and targets; and the last bureaucratic structure in the form of the division of duties has been in accordance with main duties and functions in each of the relevant areas.

НЕПЕРЕРВНА ПРОФЕСІЙНА ОСВІТИ: ХАРАКТЕРИСТИКА ТА ВИКЛИКИ СУЧАСНОСТІ

The article reveals the essence of the definitions «lifelong education», «lifelong professional education», «system of lifelong education». An urgent problem today is to search ways to modernize and improve the system of lifelong professional education in order to make education meet the needs of society as a whole and each individual in particular at each level. The variability of surrounding reality is the basis for change in society and social institutions. Lifelong professional education cannot exist in isolation from other social systems. Education is the engine for the development of society (economic, political, social, etc.). The interpretation of the concept of «lifelong education» by different authors is analyzed, various contexts are considered (as a concept, as an aspect of educational practice, as a principle of educational organization, as a principle of state policy implementation, as modern trend, as a paradigm of scientific and pedagogical thinking). The roles of lifelong education (for an individual, for society, for the state, for the world community) are considered. Developmental stages of lifelong education (V. Onushkina, O. Tonkonoga, T. Desyatova, N. Nychkalo) are investigated. The problems of modern professional education are considered (subject education, elemental approach, separation of the subjects of the educational process from its results, the absence of quality requirements at each stage, etc.) and suggested ways to eliminate them. The characteristics of lifelong learning (duration, motivation, goals and objectives, network of educational services) are analyzed. The functions of lifelong professional education are considered: socio-cultural (developmental), general education (compensatory), adaptive and economic. The priority directions of lifelong professional education development are analyzed: intellectualization of education; personality-oriented approach; educational services market; modernization of all types of support; social partnership; international cooperation. The requirements for lifelong professional education at present stage of society development are formulated and characterized. The system of lifelong professional education is considered as a dynamic system that is in constant development.

Sustainable Development and Diversifying Competencies Curricula

This paper explores the question how to approach thinking about curriculum construction for European engineering schools in the age of sustainable development. We present a theoretical argument that curriculum thinkers need to broaden their focus from the “restricted competences” paradigm (RCP) in curriculum thinking to consider how to make curricula within a diversifying competences paradigm (DCP). We claim that the best response to the challenge of sustainability is to produce more skill-diversity among engineers while simultaneously training engineers to make the most of this diversity. We support this claim with two arguments. First, we explore the problem-solving power of diversely skilled collectives, suggesting that this increases relative to homogenous collectives when confronting complex problems. Then we show that sustainable development is not only a complex problem, but an extremely complex or wicked problem. Based on these two conclusions, we propose a mixed-medium curricular model which illustrates how engineering schools might be reformed in order to produce greater student competence diversification.

Austrian Economics as a Paradigm of Golden Mean Thinking

Austrian Economics as a Paradigm of Golden Mean Thinking

MODERN RATIONALISM AND EPISTEMOLOGICAL IDEAS OF RENE DESCARTES

The article discusses the main aspects of the paradigm of scientific thinking, which was created by Rene Descartes in the middle of the 17th century. The author focuses on the problem of metaphysical validity of the human mind, as well as the subject-object relations in the epistemological ideas of the French thinker. These questions are explored through the consideration of the “I”-God-nature triad, which is central to Descartes' philosophical concept. The idea of a created mind was for the philosopher the fundamental basis for obtaining reliable knowledge about the world and discoveries in the scientific field. Descartes defined the mind as an instrument of knowledge and paid great attention to the problem of controlling one's own thinking using the method he invented. The thought process becomes an object of observation and reflection on the part of the “I”. The article examines the relationship between freedom and necessity in Cartesian philosophy. One of the most important tasks set by Descartes is to free thinking from prejudice and build a new philosophy. The basic principle of the Cartesian philosophical system was total doubt. The act of doubt reveals the ability of thinking to manifest freedom. Free will is considered by Descartes as one of the registers of human thinking, through which the control of the thought process is carried out.

Gestión del Conocimiento desde una Mirada Compleja y Transdisciplinar en la Universidad Privada San Francisco de Asís – El Alto

La dinamización del contexto universitario a partir del proceso de Gestión del conocimiento en la relación contexto/realidad académica con el contexto/realidad sociocultural, conlleva a que los subsistemas internos que conforman el entorno universitario puedan promover procesos innovadores que faciliten la gestión de recursos y estrategias en pro de la gestión del conocimiento. La investigación revaloriza el conocimiento académico, inmerso en un conjunto de factores que activan el desarrollo de la sociedad, donde se dinamizan procesos de transformación de la sociedad en pro de prevenir riesgos psicosociales con acciones prácticas. implicando a toda una comunidad universitaria. La investigación tomó en cuenta el paradigma del pensamiento complejo, basado en el estudio de caso como método de investigación, utilizando la posición estratégica del investigador. La implicación de toda una comunidad universitaria, contribuye a la gestión del conocimiento que a la vez es un eje articulador que permite una amplitud en la toma de decisiones a nivel interno y posterior vinculación continua con la sociedad, convirtiendo a la universidad como espacio de referencia, gracias al vínculo contexto/realidad académica y contexto/realidad sociocultural mediados por el proceso de gestión del conocimiento basada en innovación, creatividad y promoción de procesos participativos. La gestión del conocimiento debe ser promovido de forma continua por las autoridades, acciones que facilita una gestión continua, participativa y activa; logrando implicar a todos los subsistemas que conforma la universidad, teniendo como resultado el mejoramiento de los vínculos y tipos de comunicación entre los implicados.

A calling into the wild

In this investigation to the author’s own artistic practice, cultural theory and ontology are applied to the notion of ‘wildness’ and ‘safari’ to establish a paradox between what we know and simultaneously will never know about the wild within dominant Western paradigms of thinking. Through her analysis of these contemporary philosophies, the foundation of Halsted’s artwork is explained as a culmination of both performative controlled movements and uncontrolled action. This is achieved through the medium of watercolour that allows for the pigment and representative objects of the non-Western wild to break through oppressive borders and colonial gazes. With the help of the wind, the scent of prey carries across the savannah. As it reaches the predator’s senses, deep feelings in the form of instincts create sudden and necessary action and the hunt begins. Although instincts are embedded within a predator, it has taken much time to develop the skills needed to ensure a successful hunt and there is still no guarantee for victory. Triumph is determined by constant trial and error, a never-ending journey of learning and the lesson always in motion. But who or what is the predator and who or what is the prey? Perhaps this behaviour is literal and confined to the animal hunt; or perhaps extends to human relations and power over others, whether it be other humans, non-humans and environment; perhaps it is about control and freedom; perhaps it can expand to how I feel about myself as being both the victim and perpetrator; or perhaps it is about all I have mentioned. As a Western assumption, the notion of wildness is acknowledged through ongoing interpretation, as a critical concept that points to the limit of our understanding by reminding us that there is something other. That is to say, knowing wildness suggests that there is an unknowing that is wild.

Limits of conservation agriculture to overcome low crop yields in sub-Saharan Africa

Conservation agriculture (CA) has become a dominant paradigm in scientific and policy thinking about the sustainable intensification of food production in sub-Saharan Africa. Yet claims that CA leads to increasing crop yields in African smallholder farming systems remain controversial. Through a meta-analysis of 933 observations from 16 different countries in sub-Saharan African studies, we show that average yields under CA are only slightly higher than those of conventional tillage systems (3.7% for six major crop species and 4.0% for maize). Larger yield responses for maize result from mulching and crop rotations/intercropping. When CA principles are implemented concomitantly, maize yield increases by 8.4%. The largest yield benefits from CA occur in combination with low rainfall and herbicides. We conclude that although CA may bring soil conservation benefits, it is not a technology for African smallholder farmers to overcome low crop productivity and food insecurity in the short term. Principles of conservation agriculture are widely promoted for sustainable agricultural intensification, but their effects on crop yields in sub-Saharan Africa are poorly understood. A meta-analysis covering 16 countries quantifies such effects and reveals the conditions under which they are maximized.

Соціально-комунікативний діалог як форма дискурсивної взаємодії у сфері публічного управління

The article explores the process of social and communicative dialogue as a form of discursive interaction in the public administration sphere. It was found out that the dialogueness acquires paradigmatic importance for public and administrative discourse as the plane of realization of political and managerial relations. Dialogic interaction through a systematic approach, based on globalization processes related to the modernization of public administration and the transformation (decentralization) of power relations, was actualized. Social dialogue as an institution of public administration, a certain form of social communication as well as an element of regulation and development of public relations was considered.In the author's sense, the concept of the dialogue was shown as a progressive transformation of power relations, which correlates with the paradigmatic foundations of the modern science of public administration, actualizing new forms of direct participation of citizens in the management of the public affairs. Peculiarities of dialogue between government authorities and civil society in Ukraine were found out as well as management aspects that need revitalization were highlighted.The purpose of the article is to analyze the features and implementation of social and communicative dialogue as a form of discursive interaction in the field of public administration.Conclusions. The successful formulation and implementation of public policy directly depends on the ability of public authorities to communicate effectively with the public, discuss alternative policy options and use public proposals to improve the quality of policy. In order to benefit from dialogue with the public, the authorities must be able to provide such dialogue. The most difficult and contradictory is the situation with the understanding of public authorities and citizens of their interdependence, and hence - the need to work together on the formation and implementation of public policy. That is why the competent answer to the need to improve the process of communication between government and society is the methodological possibilities of communicative philosophy and communication theory, aimed at changing the paradigm of thinking - from monologue to dialogue - and building a public deliberative process.Summarizing the results of the analysis of the category of social-communicative dialogue in the network, the main components are: subjects that are available in the context of the problem; the space of action provided by the world wide web as a whole and the specific platforms where communication takes place; time of action. The initiative of dialogue in the network arises as a reaction to objective reality. Social networks serve as a platform for public discussion and dissemination of information.

Features of teaching social disciplines in medical institutions as a requirement of present times

The 21st century is, above all, the era of new technologies, informatization, globalization, virtualization and multiculturalization. To move away from the traditional paradigms of thinking and to reason in a new way is a challenge of our time. The relevance of the studied issues is the reorientation of the medical direction of education in the innovative humanistic plane and, accordingly, the search for new models of scientific and pedagogical support for teaching public disciplines in medical institutions. The purpose of the article is to determine the need for teaching public disciplines in medical education institutions for both Ukrainian and foreign medical students. Research methods: analytical, descriptive, didactic, methods of analysis and synthesis. Scientific novelty lies in further studies of the necessity and specifics of teaching public disciplines in medical institutions, as well as in the study of new trends and challenges in the organization of the medical education system. Conclusions. The result of the study is the study of modern requirements on the need for the humanization of medical education by the example of the need to study social disciplines, as well as improving the pedagogical teaching methodology to achieve the maximum result

Romantic Idealism and Nationalism—Two Important Components of Juozas Tumas-Vaižgantas’s Worldview

The worldview of Juozas Tumas-Vaižgantas, who lived, worked, and created at the end of the 19th century and in the early 20th century, has not been discussed as a separate theme. Researchers have singled out and extensivelyanalyzed Vaižgantas’s nationalism, his commitment to national culture, social involvement, and synthetic nature of his notions and artistic styles. They have not discussed the preconditions for the formation of Vaižgantas’s worldview, its components and the various connections among them, systems and similar questions. Therefore, the article, based on the concept of worldview as human relationship with existence and the world, attempts to define two significant but not the only components of Vaižgantas’s worldview: romantic idealism and nationalism. It does not analyze the ‘ideal of religion’, which was guiding all Vaižgantas’s public and private activities, as it would require a separate study. In this article, the idealism and nationalism discussed in various sources are analyzed as components that establish a certain system of views, i.e., a worldview.The components of Vaižgantas’s worldview discussed in this article are based on his autobiographical sketch, “From Autobiography. My Turbulent Age,” a theoretical article, “Romantic Idealism Returns,” and a conspectus “A Review and Reviewers” from the lectures on the Lithuanian literature during the press ban. The article on romantic idealism, which seems to discuss the literary movement in Lithuanian literature, actually focuses on more general issues, which belong to the sphere of views, understood as a system of views about the world and a certain paradigm of thinking. In his article, Vaižgantas especially emphasizes the importance of an idealistic worldview for the progress of the human spirit and for the future of humanity as a whole. Nationality, the second component of Vaižgantas’ worldview, which is more broadly discussed in his lectures on the Lithuanian press ban and man‘s duty to the country that had formed because of it, belongs to the same sphere of ideals. Guided by the ideal of nationality, Vaižgantas chose to be a priest. This ideal became an imperative of his entire life—to serve the freedom and culture of the nation.

Inclusion of the Cyber Space in the Operational Environment of the Military Actions - A New Paradigm in the Military Thinking

Abstract The integration, coordination and synchronization of operations, missions and activities in the cyber space with those in the operational environment represent a significant challenge. The priority of the military operations is the accomplishment of the mission and in order for the cyber space to contribute to this purpose, a change of paradigm in the military thinking is necessary. From this perspective, the clarification of the terminological terminology is indispensable, especially in a domain that generates such different interpretations and reactions as those in the cyber field.

PENDIDIKAN DALAM PERSPEKTIF KRITIS-EMANSIPATORIS (Telaah terhadap Kurikulum dan Metode Pembelajaran)

The modern era is a time of development of the positivism philosophy. Modern world life is based on the paradigm of positivism thinking. The paradigm of positivism thinking believes that all science is mathematical which is characterized by objective, measurable, scientific, rational and universal thinking patterns. These four ways of thinking have brought modern civilization to the triumph of science. On the other side, a civilization based on the modern paradigm experiences various kinds of humanitarian problems. The paradigm of modern thinking is not suitable when it is associated with social problems including the education. Jurgen habermas, a Frankfurt school figure, offers solutions to overcome social problems that cannot be overcome by modern paradigms. Habermas developed a critical theory that had been put forward by the previous generation of Frankfrut figures. The theory he offered was a critical theory of emancipation and a theory of communicative action. Emancipatory critical theory and communicative action theory are able to answer problems in the world of education that cannot be answered by the positivistic thinking paradigm.

Trump’s “America first” energy policy, contingency and the reconfiguration of the global energy order

The global energy system is in transition to a new energy order characterized by the emergence of the United States as a net oil exporter, the shale revolution and the gradual shift towards low-carbon sources and renewables. The shale boom in the US was a game changer, as was the election of Donald Trump as US president. Trump pushed an ambitious “America first” agenda aimed at transforming the US into a global energy superpower. The purpose of this article is two-fold: first, it outlines the key pillars of the emerging global energy order. Second, it underscores the role of contingent events, a factor neglected by some previous studies because of their reliance on what A.O.Hirschman (1970) termed “paradigmatic thinking”. The recent transition in the international energy order is an outcome of two paramount, yet largely unanticipated events: the shale revolution in the US and Trump’s neomercantilist and unilateralist economic policies. While contingencies are an inherent feature of social reality, the scenario approach can be a useful heuristic for dealing with uncertainties. The article concludes by discussing the implications of these developments for global energy governance.

On the problem of legality-legitimacy in theory of law and philosophy of law

The subject of this research is the problem of understanding and interpretation of the meaning and designation of one of the key concept of modern legal lexicon – “legitimacy”. Legitimacy became an attribute of the current scientific paradigm of legal thinking, because broadening the area of application, it is used as a certain standard of highest legality, often perplexing comprehension of the problems of legal theory, as on etymological level its leans only on one of the Latin versions of the word “legal”. In the same platitude, legitimate legality and legal legitimacy are a common tautology, which in the context of theory of law and philosophy of law, insistently dictates the necessity to clarify this term and definition. Research methodology suggests the analysis of the problem of legality-legitimacy from the perspective of differentiating legal and other disciplinary approaches: political scientific, sociological, etc. The novelty of this study consists in the problematic-critical analysis of the concept of “legitimacy” on the context of theory of law and philosophy of law. The conducted research demonstrates that the problem of legitimacy represents is a terminological substitution within the framework of legal-positivistic doctrine for the so-called not “purely” legal aspects: sociological, psychological, political scientific, and other.