Philosophical Discipline Research Articles

Art of Music Taring In Sanggar Tunas Muda Lahat District In Perspective Aksiologi: Study In The Context Of Socio Culture

The art of Terbangan music in Lahat district is a cultural product derived from the customs of Semende people who migrated to the district of Lahat South Sumatra. With regard to this, the purpose of this study is to examine the issue of the form of the music of Terbangan and the axiological values ​​in it. This research uses an interdisciplinary approach involving the disciplines of musicology and philosophy. Science of Musicology is used to analyze the elements and forms of music on the art of flying. The discipline of philosophy is used to analyze the values ​​contained in the Art of Music Terbangan. Sources of data in this study using a qualitative source consisting of primary and secondary sources with techniques perngumpulan observation data, interviews and document studies. Data validation technique used by source triangulation while data analysis technique is done by reducing data, presenting data, and verifying data. In this verification process, conclusions are drawn with interpretations that use emic point references (field opinion sources) and ethical perspectives based on the theoretical concepts used. Based on the results of research shows things as follows the first form of musical structure among other elements, motives, clauses, sentences or periods that exist in the art of music Terbangan. The two human values ​​in the art of Terbangan which are part of man are holiness, goodness, truth and beauty.

Od reformne do alternativne pedagogije: pokušaji drugačije škole u Hrvatskoj u 20. stoljeću

Modernizacijski procesi na svim razinama koji su se odražavali na svakodnevni život i bili glavnim uzrocima reforme života, društvenih, kulturnih i pedagoških pokreta europskog fin de sièclea reflektirali su se i na Hrvatsku, osobito na njezina urbana područja. Europska je reformna pedagogija sa svojim glavnim predstavnicima i koncepcijama, barem na informativnoj razini, dopirala do hrvatskih učitelja. Začetnici reformne pedagogije u Hrvatskoj su zagrebački učitelji Vjekoslav Koščević i Ivan Tomašić. Njihova reformska nastojanja manifestirala su se u istupima protiv herbartovske pedagogije, u prikupljanju iskustava i spoznaja o reformnim pedagoškim pokretima u srednjoeuropskim zemljama i njihovoj implementaciji u vlastitu pedagošku praksu te u pokušajima organiziranog promicanja ideja reformne pedagogije kroz Hrvatsko društvo za unapređenje uzgoja i časopis Preporod. Brojni su učitelji i učiteljice osluškivali puls početka „stoljeća djeteta“ i diskretno prilagođavali svoju pedagošku praksu novom duhu. Nakon Prvoga svjetskog rata – u novoj državnoj zajednici Kraljevini Srba, Hrvata i Slovenaca (od 1929. Kraljevini Jugoslaviji) – hrvatski su se učitelji angažirali na području praktične školske reforme odnosno didaktičko-metodičke obnove, koja je značila nastavak procesa započetog prije Prvoga svjetskog rata. Radna škola kao glavni cilj didaktičko-metodičke obnove postala je tridesetih godina 20. stoljeća i službeno pedagoško usmjerenje, pod snažnim uplivom prosvjetne politike i ideologije ondašnje jugoslavenske države. Funkciju učiteljskih ferijalnih tečajeva radne škole, kao modela stručnog usavršavanja učitelja za novu školu, od sredine tridesetih preuzimaju državne ogledne škole. Glavni predstavnici pokreta radne škole u Hrvatskoj bili su: Ante Defrančeski, Josip Demarin, Mate Demarin, Salih Ljubunčić, Marijan Markovac, Zlatko Špoljar, Stjepan Zaninović i drugi. Tijekom dva međuratna desetljeća u Hrvatskoj se profiliraju akademski obrazovani pedagozi, teoretičari koji su se bavili ključnim pitanjima pedagogije kao (duhovno)znanstvene ili filozofijske discipline i istodobno održavali vezu s aktualnom pedagoškom zbiljom i kritički upozoravali na neke negativne pojave u praksi nove škole: Stjepan Matičević, Pavao Vuk-Pavlović, Stjepan Pataki, Vladimir Petz i drugi. Refleksije reformne pedagogije zamjetne su i u ostalim sferama odgojno-obrazovnog rada kao što su: obrazovanje odraslih, zdravstveno prosvjećivanje, socijalna skrb i zaštita djece, organizacije djece i mladih, suradnja roditeljskog doma i škole te različiti oblici kulturnog i umjetničkog rada s djecom i za djecu. Alternativni pedagoški koncepti odškrinuli su 1990-ih vrata pedagoškom i školskom pluralizmu u Hrvatskoj, no on je i nakon dva desetljeća u početnoj fazi razvoja.

Doprinos J. H. Newmana rješenju problema odnosa vjere i razuma

Pitanje odnosa vjere i razuma spada među najstarija filozofska pitanja te su kroz povijest filozofije razni mislioci pokušali na nj dati odgovor. Neki su razum pretpostavljali vjeri, drugi vjeru razumu, dok su treći pak polazili od toga da je odnos vjere i razuma komplementaran i harmoničan odnos. Među mislioce posljednje filozofske tradicije ubrajamo i J. H. Newmana, velikog engleskog mislioca, čije ćemo shvaćanje i doprinos navedenom pitanju proučiti u ovomradu. Pitanje odnosa vjere i razuma, možemo slobodno reći, spada među najznačajnija pitanja Newmanove filozofske misli te ga je on prvenstveno obrađivao unutar dvije filozofske discipline: filozofije spoznaje i filozofije religije. Naš autor polazi od toga da vjera kao specifično ljudski čin ima racionalni karakter te da joj razum može poslužiti pri objašnjenju i jednim dijelom pri prihvaćanju nadnaravnih istina omogućavanjem čovjeku da uvidi da ne postoje nikakve racionalne prepreke koje bi ga spriječile u prihvaćanju objavljenih istina. U radu ćemo se također upoznati s Newmanovom shvaćanjem uloge razuma u shvaćanju i prihvaćanju misterija, te njegovom podjelom rasuđivanja na dvije vrste, formalnog i neformalnog. Unutar proučavanja posljednje vrste rasuđivanja susrest ćemo se s Newmanovim originalnim shvaćanjem posebne uloge koju neformalno ili implicitno rasuđivanje ima u pristanku na navedene istine, te njegovom jasnom distinkcijom između psihološke i logičke strukture procesa rasuđivanja zahvaljujući kojoj je pokazao da formalno rasuđivanje nije jedina racionalna vrsta rasuđivanja, pa samim time nije jedino mjerilo racionalnosti pristanka.

FUNDAMENTALIZATION OF THE CONTENT OF PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN THE FIELD OF INFORMATION TECHNOLOGIES TO PRODUCTIVE ACTIVITY

Improving the quality of professional training of future IT specialists for productive activities requires the fundamentalization of the content of computer disciplines. There has been substantiated the necessity of fundamentalization of the content of professional training of future IT specialists on the basis of the concept of systematic, differential and integrative fundamentalizationaccording to the principle of two-level continuous fundamentalization on the basis of philosophical, mathematical and natural laws and concepts. It has been proved that in order to effectively prepare future IT specialists for productive professional activities, it is necessary to develop a unified system approach to the presentation of educational material of various computer disciplines, which will allow students to form basic knowledge and skills in creating new software or hardware for computer equipment. For this purpose, a model of the fundamental concept of the object of computer discipline has been developed, according to which a technical object can be described as a set of its fundamental foundations of purpose, structure, principle of action and characteristics. This approach to the presentation of concepts contributes to a deeper learning of the learning material through the definition of causal relationships between the purpose, structure, principle of action and certain characteristics of the IT object. The generalized scheme of obtaining a new IT object of computer discipline on the basis of changing the fundamental foundations of the basic IT object is given. It has been shown that importance of fundamentalization of professional training of the future IT specialists to productive professional activity consists in the awareness that reproductive (basic) and productive (new) IT objects should be mastered in the process of productive educational and cognitive activity. There has been developed a structural and functional model of the fundamentalized content of professional training of IT specialists for productive activities, which reflects the logic of the development of IT objects on their fundamental foundations. It consists of three levels: generally scientific, current IT branch and perspective general scientific and IT industry basic concepts. It has been shown that the general scientific foundation of professional training of future IT specialists forms a differentiated content of philosophical, mathematical and natural disciplines. The current IT branch foundation is the content of teaching computer disciplines, which consists of the concepts of basic IT objects and their fundamental foundations.The perspective general scientific and IT branch foundation is the philosophical, mathematical and natural laws and concepts that can become the foundation for future IT objects, as well as the concept of the prospects for the development of existing IT objects.

The human condition as the subject of media ecological investigation

ABSTRACTMedia ecology has been regarded as a field of inquiry that can be defined as the study of media as environments. This definition indicates that media ecology can be understood as a particular approach to studying media, and it also follows that media ecology can be defined as a particular way of studying environments, the study of environments as media. Understood as a philosophical pursuit, albeit one that is not reducible to the formal discipline of philosophy, media ecology can be viewed as an approach to understanding the human condition. Drawing upon Hannah Arendt’s three categories of human activity—labor, work, and action—this article examines how they can be situated within three types of environment or media—the biophysical, the technological, and the symbolic.

Influence of Late-Antique (ca. 200–800 A.D.) Prolegomena to Aristotle’s Categories on Arabic Doctrines of the Subject Matter of Logic: Alfarabi (d. ca. 950 A.D.), Baghdad Peripatetics, Avicenna (d. 1037 A.D.)

Abstract:In this article, I explore how Avicenna’s (d. 1037) views about the subject matter of logic relate to earlier debates about Aristotle’s Categories among Aristotle’s Platonist commentators and the Baghdad Peripatetics, chief among them being Alfarabi (d. ca. 950). I argue that Alfarabi invents the idea of secondary intelligibles (or “second intentions”). I show, however, that under the influence of the middle and late Platonist commentary tradition on the Categories, he insists that primary intelligibles, not secondary intelligibles, are the subject matter of logic. While Avicenna thus takes over the idea of secondary intelligibles from Alfarabi, I show that Avicenna rejects Alfarabi’s view that primary intelligibles are the subject matter of logic. I conclude that what motivated Avicenna to hold that secondary intelligibles are the subject matter of logic was his belief that logic is a discipline of philosophy and not merely an instrument of it.

A Relação Professor-Aluno no Ensino Médio: Percepção do Professor de Escola Pública

Resumo Esta pesquisa buscou identificar a percepção dos professores quanto à relação professor-aluno a partir de indicadores de conflito e afinidade, relacionando-os com as variáveis desempenho acadêmico, idade, sexo dos alunos e dos docentes. Realizou-se pesquisa transversal de caráter correlacional, com 10 professoras do ensino médio de uma escola pública estadual, que avaliaram 10 alunos utilizando a Escala da Relação Professor-Aluno (ERPA). Os resultados sugerem que as professoras tendem a ter maior afinidade com alunas e relação conflituosa com os discentes do sexo masculino. Ao correlacionar a variável de desempenho acadêmico com os indicadores de afinidade e conflito verificou se que existe correlação positiva fraca entre o indicador de conflito e o desempenho acadêmico da disciplina Filosofia. Contudo, na disciplina de Geografia, existe também uma correlação positiva fraca, mas com o indicador de afinidade. Conclui-se pela necessidade de novos estudos que aprofundem o tema abordado considerando outros contextos.

A brief introduction to the philosophy of information

The term “information” and its various meanings across several domains have spawned a growing research area in the discipline of philosophy known as the philosophy of information (PI). The following briefly outlines a taxonomy of the field addressing: 1) what is the philosophy of information; 2) what is information; 3) open problems in the philosophy of information; 4) paradoxes of information; 5) philosophy as the philosophy of information; 6) information metaphysics; and 7) information ethics.Keywords: Philosophy of information. Information.Link: http://revista.ibict.br/fiinf/article/view/3005/2755

Logic and Philosophy of Logic in Wittgenstein

ABSTRACTThis essay discusses Wittgenstein's conception of logic, early and late, and some of the types of logical system that he constructed. The essay shows that the common view according to which Wittgenstein had stopped engaging in logic as a philosophical discipline by the time of writing Philosophical Investigations is mistaken. It is argued that, on the contrary, logic continued to figure at the very heart of later Wittgenstein's philosophy; and that Wittgenstein's mature philosophy of logic contains many interesting thoughts that have gone widely unnoticed.

O ensino e a pesquisa em filosofia da educação: um dilema histórico e uma alternativa contemporânea

O presente artigo tem por objetivo investigar a questão relativa ao predomínio filosófico ou pedagógico no ensino da disciplina filosofia da educação e apresentar alguns aspectos de variantes propositivas de superação do referido dilema no âmbito do campo filosófico-educacional brasileiro contemporâneo. No intuito de contribuir para posteriores discussões sobre tal tema, bem como buscar novos sentidos para o ensino de Filosofia da Educação, nos amparamos em referenciais teóricos como: Albuquerque (1998; 2010), Tomazetti (2003; 2010), Valle; Kohan (2004), Tadeu e Kohan (2005), Gallo (2008), Pagni (2008; 2011; 2013), Deleuze; Guattari (2010), Deleuze (2010; 2011), dentre outros. Após a exposição do histórico dilema entre o domínio filosófico e o domínio pedagógico que permeia o ensino e a pesquisa no campo da filosofia da educação no Brasil, indicamos algumas recentes experimentações, inspiradas nos escritos de Gilles Deleuze e Michel Foucault, como uma alternativa para a superação desse problema.

Schriftgezag op het speelveld van de hermeneutische ethiek

Scripture on the playground of hermeneutical ethics. As a tribute to Jan G. van der Watt, in this article I offer a reflection on the authority of Scripture in ethics, in attempted loyalty to the motto of our theological faculty: Fides Quaerens Intellectum. The main thesis of this article is that ethics not only requires hermeneutics, but that the core task of ethics itself is interpretation. From an evangelical-reformed perspective, I will present a phenomenological and hermeneutical model, inspired by thinkers such as Gadamer and Ricoeur, defining ethics itself as a hermeneutical exercise, an act of interpretation, inherent to life itself. Defining ethics as such will influence the way in which we will integrate Scripture in our moral discourse. The playing field of hermeneutical Christian ethics is described by four points we will briefly discuss. Firstly, we will describe ethics as a philosophical and theological discipline with a hermeneutical task. Next, I offer three anchor points for the unique contribution of Scripture to this hermeneutical process: (1) faith as the entry point for interpreting Scripture as a source for Christian ethics; (2) the church in the world as the context in which one uses Scripture; and (3) in the Augustinian tradition, the double commandment of love as the ultimate rule of interpretation, the measure against which every text should be read. Despite the fact that these three anchor points all have their negative counterparts (idolatry, individualism and resentment), they are vital to the interpretation of Scripture in Christian ethics. Pastors who use Scripture for moral direction have to be aware of the characteristics of moral

Discriminating Well: On Excellence in Philosophy and Ways of Seeing Disciplinary Space

The current discourse on gender equity in universities most often situates itself in relation to eliminating bias and thus ensuring objectivity in rankings of excellence. With a focus on the discipline of philosophy, the article asks whether we thereby miss what it is important to contest but also cultivate in social worlds organized by their ever-partial and imperfect forms of discrimination in judgment? An approach based in efforts to engage in socio-political regulation of discrimination is proposed as advantageous.

Correcting the Scholarly Record in the Aftermath of Plagiarism: A Snapshot of Current‐Day Publishing Practices in Philosophy

AbstractIndividuals discovered to have engaged in serial plagiarism in philosophy are few, but the academic publishers falling victim to them are many. Some of the most respected publishing houses in philosophy have recently dealt with the problem of having published plagiarized material. The various responses by these publishers to an instance of serial plagiarism, one that involves forty‐three articles and book chapters, provides a real‐time snapshot of the practices for correcting the scholarly record. The analysis offered in this article yields a twofold conclusion: first, there is relatively little uniformity among publishers in philosophy for responding to plagiarism; and second, in comparison with the natural sciences the discipline of philosophy often falls short of the accepted practices for correcting the scholarly record. The article considers only public, documented cases of academic plagiarism in philosophy and makes no new allegations of plagiarism.

Thomas W. Laqueur. The Work of the Dead: A Cultural History of Mortal Remains.

Thomas W. Laqueur’s The Work of the Dead contains 711 very full pages, including 119 pages of notes, 30 of index, numerous black-and-white and color illustrations that I would call iconographic documents, and hundreds of interesting archival sources consisting of texts from the sixteenth century to the present and others going back to antiquity. Laqueur furthermore draws from the disciplines of philosophy, literature, anthropology, political science, art, sociology, and archaeology—all of this wrapped in a book of cultural history. First, we look at the masterpiece with awe: How is it possible to do so much, to say so much about the dead in so many societies over such a broad sweep of time, even in a book as capacious as this? The title is an oxymoron: the dead do not work—it is the individuals who bury them (or not),who tend their graves or forget, who mourn (or not), who work through their grief (or not) in philosophical, material, ritual, and spiritual ways. Moreover, corpses are nothing, all is in the “soul”—whatever that term means—and yet to take care of the dead is the epitome of humanity; caring for the dead while one is still living ensures that one’s own humanity will not be lost in death.

Проектирование самостоятельной работы обучающихся по дисциплине «Философия» на основе компетентностного подхода

The article deals with the planning of independent work
 of students in higher education, taking into account the competencebased
 approach. Independent work occupies a significant portion
 of time provided by the Federal state educational standards of
 higher education in the development of educational programs, but
 its organization and methods of assessment are not regulated. The
 article reflects the authors´ experience in designing tasks of independent
 work on the discipline of philosophy. The method of tasks
 development of independent work in accordance with evolving
 competencies, methods of their implementation within the classroom
 and extracurricular self-study, forms of assessment of their contribution
 to the formation of competencies are offered.
 Essential feature of the developed tasks of independent work, according
 to the authors, should be their production, which involves
 a subjective position of students in their implementation. Attention
 is drawn to the special role of various forms of self-evaluation in
 the development of ways to assess the tasks of independent work,
 allowing to determine not only the knowledge-but also communicative,
 and value components.

Battling for Metaphysics: The Case for Indispensability

Abstract The aim of this paper is to propose that both Hegel and Peirce are committed to two arguments against the notion that metaphysics is impossible, where not only do they claim metaphysics is possible, but that they also insist on the indispensability of this philosophical discipline. In the first argument, both Hegel and Peirce argue that it is impossible to eliminate metaphysical concepts from ordinary language and our scientific practices. In the second argument, both Hegel and Peirce argue that metaphysics is a necessary part of intellectual enquiry on the grounds that metaphysics is indispensable for human development. Such is the philosophical significance of both their views on the indispensability of metaphysics that there is every reason to regard Hegel and Peirce as representing powerful challenges to eliminativist attitudes to metaphysical enquiry. The purpose of my paper is to justify the exercise of metaphysics as a “humanistic discipline”, to use an expression from Bernard Williams. Using perfectionist approaches to ethics as a framework in which to contextualise the question of whether it could ever be desirable to eliminate metaphysics is under-explored and potentially a major avenue through which to explore the way we do metaphysics today.

‘A power that deifies the human and humanizes God’: the psychodynamics of love and hypostatic deification according to Maximos the Confessor

ABSTRACTMaximus the Confessor has been the subject of numerous subsets of the historical, philosophical, and theological disciplines, but the prominent role virtue – and above all else love – plays in his corpus remains vastly underexplored or misunderstood in secondary scholarship. The ascetic thinker’s understanding of virtue is fascinating in its own right since it implies and decodes the enormity of his theological vision by serving as the locus in and through which the created and the uncreated encounter each other. But the distinctive edge of his aretology is all the more peculiar by the way in which he forged it from the remaining shards of the late antique philosophical schools and honed it against the theological touchstones of anchorites, monastics, and Biblical commentators. The result was a multilayered theology of virtue that reimagined the place of love in the Christian life and remained a constitutive aspect of Greek monastic practice and lay piety until the fall of Constantinople and beyond. This chapter situates Maximus within the intellectual horizons wherein he expressed his theology of virtue, analyzes the relationship of love to knowledge and personhood, and examines how the virtues, and especially love, function as the mediating principle between divine condescension and human deification.

«Axiological communication» and «value relation» concepts relationship in the context of pedagogical knowledge

This paper deals with the problem of axiological communication and value relation concepts relationship. The importance of these concepts relationship is due to the need to fill gaps in pedagogical knowledge about the concept axiological communication. The author thinks that it is possible to consider the concepts axiological communication and value relation as interchangeable ones. The paper contains similarities and differences regarding the interpretation of these concepts. The author regards axiology as a philosophical discipline and discusses different approaches to the category of communication. Particular attention is given to approaches in which communication is regarded as a kind of attitude that carries a positive or negative coloration. The paper emphasizes the importance of communication and axiological value relations in the educational process in accordance with modern tendencies in educational standards, which are based on spiritual and moral education of the younger generation. The author analyses the problem of value relations in the framework of the object of pedagogical science, considers and explains the subject-object system and subject-subject relationship between the participants of the educational process in the teacher-student system. The observed relationship between the concepts axiological communication and value relation is the theoretical basis for the creation of a system that develops students readiness for axiological communication.

ОД ГЛОБАЛНЕ БИОЕТИКЕ ДО НЕУРОЕТИКЕ/FROM GLOBAL BIOETHICS TO NEUROETHICS

This paper is a sociological analysis of the development, possible range, and real effects of one of the latest disciplines to emerge - neuroethics as well as bioethics. The starting premise is that the humanities perspective to a medical and philosophical discipline contributes to the very research done by neuroethics itself. This premise is significant given that the study of the brain surpasses current epistemological frameworks, forcing the examination of whether we perhaps need a new “brain” epistemology. New research on the brain, consciousness, and artificial intelligence has presented the public at large with a myriad of benefits in medicine and illness prevention; however, at the same time, it has opened certain social and ethical questions. The projected possibilities in the development of brain medication and interventions have motivated certain scientists today to speak of neuroscience exclusively from the perspective of bioethics. In other words, the challenges to human survival are directly linked to artificially caused advancements in human consciousness, cognition, intelligence, and to an extent even morality, insofar as these characteristics and capacities depend on biochemical and molecular processes. Considering the potentially real societal consequences of such development of a single discipline, we thought it relevant to seek certain answers by analyzing dilemmas and particular medical cases, along with their effects, through the optics of social, humanities, and biomedical phenomena.

Active Role Played by Education to Develop Environmental Ethics among Indian Teenagers

<em><span lang="EN-IN">Education plays a vital role in overall development of a child i.e., cognitive, affective and psychomotor. It acts as a lighting lamp to show the right path to guide the human being in a rational manner. Education makes a person competent enough to judge what is right or what is wrong, as well. At present the problem of environmental degradation is very much in limelight. It is observed that lack of proper knowledge and awareness among the citizen regarding conservation of environment is the prime reason for the environmental degradation. Since, India has an advantage of demographic dividend thus; it will be very useful to educate its youth especially the teenagers/adolescents regarding conservation of environment. The adolescents must be aware of environmental morality that should be taught to them in learning centres. The environmental ethics</span></em><span class="apple-converted-space"><em><span lang="EN-IN"> </span></em></span><em><span lang="EN-IN">is the philosophical discipline that considers the moral and ethical relationship of human beings to the environment. In other words: what, if any, moral obligation does man has to the preservation and care of the non-human world? Thus, the present paper focuses on the role of education for developing environmental ethics among adolescents in India. It can be inferred that, education can serve as a potent tool in developing environmental ethics among Indian adolescents because; they are the future of the country and have huge potential to incorporate the ethics in environmental conservation to manage the degrading environment. </span></em>