Objective: This study examines how algorithmic recommendation environments reshape the dissemination mechanisms of health information disorder and explores why existing governance strategies have become increasingly ineffective. Methods: Drawing on the perspectives of philosophy of technology and the political economy of communication, the paper adopts a theoretical and literature-based analytical approach to construct a three-dimensional framework of technology, commerce, and cognition. Results: The study shows that health information disorder in algorithmic environments is generated through three interrelated mechanisms: probabilistic hallucination in large-model generation, systematic attention exploitation driven by platform logic, and multimodal hallucinatory effects that weaken users’ critical judgment, especially among older adults. These changes indicate that the traditional concept of the “information cocoon” is no longer sufficient to explain the complexity of current health information risks. Instead, a new form of risk, termed cognitive hallucination, has emerged. The findings further reveal that governance approaches centered on content blocking face temporal, spatial, and structural limitations. Conclusion: Effective governance should move beyond ex post deletion and toward front-end intervention. The concept of cognitive friction provides a useful theoretical basis for redesigning governance strategies and advancing age-friendly digital governance in algorithm-mediated health communication.

Toward a pedagogical model: insights from student perspectives in learning Islamic Education Philosophy

Introduction . In the context of the rapid digitalization of society, social scoring and social rating are becoming key tools of algorithmic surveillance, radically changing the interaction between individuals, the state, and digital systems. While social ratings were initially created as a system for incentivizing socially approved behavior (an example is the Chinese model of 2014), social scoring expands this practice, becoming a universal tool for assessing individuals based on their digital footprint. From a philosophical and anthropological perspective, these processes require a rethinking of human subjectivity: the boundaries of freedom, identity, and autonomy in the context of digital control. Michel Foucault's concept of biopower and Gilles Deleuze's ideas of the "society of control" allow us to consider social scoring as a manifestation of a new form of power, operating through a person's internal agreement with algorithmically determined norms. Methodology and sources . The study is based on hermeneutic and critical-analytical approaches, as well as methods of philosophical interpretation of the concepts of digital subjectivity and algorithmic governance. The works of M. Foucault, G. Deleuze and B. Stiegler are used, as well as contemporary studies of digital culture (M.T. Sablin, Yu. Tsvetkov, A.A. Lazarov). The empirical basis is provided by social scoring practices in China, the United States, and Russia, including the domestic experimental social rating platform “We", developed by the Russian State Social University as a test model for assessing citizens' social status. Results and discussion . Social scoring creates a new type of subject, whose identity is constructed based on digital data and predictive analytics algorithms. A phenomenon of digital conformism is emerging: people base their behavior on algorithmic expectations, striving to maintain a high rating, while, the boundary between moral choice and calculated utility disappears. The lack of transparency in algorithms increases the risks of discrimination and inequality. Russian practice demonstrates a trend toward expanding digital control under the guise of ensuring security, raising ethical questions about the permissible limits of state surveillance. Conclusion . Social scoring and social ratings represent a manifestation of a new paradigm of digital power, within which the subject loses autonomy and becomes the object of algorithmic assessment. They influence these relationships, transforming social trust into a manageable digital resource, and subjectivity into a product of computable rationality. Preserving the human dimension of digital society requires a philosophical and normative framework aimed at protecting dignity, freedom, and the right to anonymity. The humanization of technology and the transparency of algorithms are becoming crucial conditions for preserving the autonomous individual in the era of digital control.

Although from the perspective of modern mainstream Earth science, the Earth is not "growing", in this article, after analyzing some stratum structures, we discovered the fact that the stratum structure has periodic characteristics. Based on the philosophical perspective of analogical reasoning, we compare the periodic stratum structure with tree rings, thereby put forward a new viewpoint. The new viewpoint holds that there is a process of material accumulation on the Earth's surface. The sources of materials are from two aspects. The first is that plants on the Earth absorb sunlight through photosynthesis and convert light energy into substances. These substances gradually deposit, thereby continuously increasing the mass of the Earth. The second is that the Earth receives meteorites and cosmic dust from the universe every day. During its revolution around the Milky Way, the Sun, like the Earth, experiences different "galactic seasons". These "galactic seasons" cause the Earth to deposit materials at different speeds at various times, thus making the stratum structure periodic.

This study aims to analyze the dynamics of the national education system through philosophical, sociological, psychological, and juridical perspectives within the framework of educational management. This research employs a qualitative approach with a library research method, utilizing data from scientific journals, academic books, and official policy documents related to the national education system. Data were analyzed using content analysis techniques, including data reduction, data presentation, and conclusion drawing. The findings indicate that the national education system is a complex and dynamic system influenced by interconnected educational foundations. Philosophical foundations provide direction and values, sociological foundations reflect social contexts, psychological foundations emphasize learners’ characteristics, and juridical foundations ensure regulatory compliance. Furthermore, the application of systems theory in educational management enables a holistic understanding of the relationships between input, process, output, and outcome. The integration of these perspectives is essential in creating an effective, adaptive, and sustainable education system. Therefore, educational management must be conducted comprehensively by integrating these dimensions to improve the quality of national education.

This paper examines how mathematics can be approached in the context of Adult Learning and education for older adults. Senior Education in university settings can become a highly motivating, engaging, and meaningful experience for senior learners. Drawing on our teaching practice at the Senior Classroom Program of Pablo de Olavide University (Spain), this study analyzes how andragogical principles such as autonomy, relevance, life experience, and intrinsic motivation can shape powerful learning environments for senior learners (i.e., over 50 years old). By focusing on real-world connections and on historical or philosophical perspectives, the teaching of mathematics may become not only more accessible but also intellectually stimulating, particularly when the classroom climate is supportive and inclusive. From this perspective, mathematical content, often perceived as abstract or disconnected from reality, can be approached as a resource for critical reflection, personal growth, and intergenerational dialog. Our analysis suggests that mathematics does not necessarily constitute a barrier for senior learners; under appropriate pedagogical conditions, it may instead function as a bridge to lifelong learning, fostering curiosity about how the surrounding world works and encouraging engagement with meaningful real-life problems.

In the contemporary era of rapid technological advancement and material-oriented lifestyles, education often prioritizes cognitive development while neglecting the emotional, moral, and spiritual dimensions of learners. By combining ideas from the Bhagavad Gita, contemporary psychology and National Education Policy (NEP) 2020, this essay seeks to rethink comprehensive education through the perspective of the self. The Bhagavad Gita presents a profound understanding of self-realization, duty (dharma), and inner balance, which aligns with psychological constructs such as self-concept, self-regulation, and emotional intelligence. NEP 2020 advocates learner-centered, value-based, and experiential education, resonating strongly with both philosophical and psychological perspectives of the Self. The study proposes a conceptual framework that integrates these domains to promote a balanced and meaningful educational approach. The paper adopts a qualitative, analytical methodology based on textual interpretation and policy analysis. The results indicate that learners' general well-being and academic performance can be greatly improved by a well-balanced synthesis of psychological concepts and spiritual wisdom. The study concluded that to educate people for meaningful and responsible lives, education must go beyond academic success and foster the inner self. Key Words: Holistic education, Bhagavad Gita, Psychology, NEP 2020, Self-awareness.

This article analyzes the relationship between law, education, and democratic participation, investigating how Brazilian constitutional pathways can contribute to the development of a critical and emancipated citizenship. The study is based on the recognition that the Federal Constitution of 1988 establishes an educational project oriented toward the full development of the person, the exercise of citizenship, and qualification for work, thus configuring education as a fundamental right closely linked to democratic consolidation. The research examines the theoretical and normative foundations that sustain this project, articulating legal, pedagogical, and philosophical perspectives. Methodologically, the study adopts qualitative bibliographic research, with a critical analysis of works published between 2018 and 2025 in the fields of constitutional law, philosophy of education, democratic theory, and social sciences. Eighteen works by national and international authors were examined, selected for their academic relevance and availability in indexed databases. The results indicate a convergence between the constitutional foundations of the right to education and the demands of participatory democracy, although tensions remain due to structural inequalities, gaps in teacher education, and weaknesses in public policies aimed at citizenship education. The analysis also shows that citizenship education requires pedagogical practices that move beyond a purely transmissive model and incorporate dialogical, reflective, and participatory dimensions in line with constitutional principles. It is concluded that strengthening critical citizenship depends on the effective implementation of the right to education as a state policy, supported by solid teacher education and democratic mechanisms of school governance and social participation in educational processes.

Abstract It is well-known that the paraconsistent logic LP is not functionally complete: the set of LP propositional connectives is not sufficient to express all possible LP truth functions. In this note, we revisit this simple result, from a fresh philosophical and technical perspective. We investigate whether LP is ‘expressively complete’ after all—when the key definitions and proofs are re-situated in a non-classical metatheory. This is done by using a relational semantics rather than a functional semantics, and without classical negation in the metalanguage. We show that any connective with a truth table can be expressed in LP (suitably understood). More generally, we arrive at a more abstract view about the definability of connectives in an important family of non-classical logics.

This paper examines the comfort women issue between Japan and South Korea from both legal and ethical perspectives, focusing on the role of acknowledgment and continuous dialogue in achieving meaningful reconciliation. Drawing on international human rights law, including frameworks related to crimes against humanity, the right to truth, and the right to reparation, the analysis highlights the limitations of existing political agreements that have sought to resolve the issue without fully addressing survivors’ perspectives. In addition to legal considerations, the paper engages with key philosophical perspectives on responsibility, recognition, and forgiveness to explore the ethical dimensions of reconciliation. It argues that while legal accountability remains essential, ethical processes such as acknowledgment, memory preservation, and constructive dialogue are equally important in fostering long-term mutual understanding. At the same time, the study recognizes the potential challenges of continuous dialogue, including the risks of politicization, moral fatigue, and contested historical narratives. To address these complexities, the paper proposes two practical approaches: the development of joint educational initiatives and the establishment of coordinated support systems for surviving victims. These measures aim to bridge divergent narratives and promote dignity, recognition, and shared responsibility. Ultimately, the paper suggests that sustained, ethically grounded engagement with the past may contribute to more stable and cooperative international relations in East Asia.

Creativity has emerged as a central construct in contemporary scientific discourse, playing a critical role in education, innovation, and socio-economic development. Despite extensive interdisciplinary research, the nature, structure, and determinants of creativity remain complex and insufficiently defined. This study aims to provide a comprehensive and integrative analysis of the factors influencing the formation and development of creativity, drawing upon theoretical frameworks from psychology, pedagogy, philosophy, and socio-economic studies. The research systematically examines major theoretical approaches to creativity, including cognitive models emphasizing divergent thinking, humanistic perspectives highlighting intrinsic motivation and self-actualization, and systemic frameworks that consider the interaction between individual, environment, and cultural context. Particular attention is given to the relationship between creativity and intelligence, as well as the distinction between creativity and talent. The study also explores the role of domain-specific expertise, creative thinking skills, and environmental conditions in shaping creative performance. Furthermore, the paper analyzes classical and contemporary theories, including the componential model of creativity, the investment theory, and the systems model, providing a synthesized perspective on the multidimensional nature of creativity. The findings indicate that creativity cannot be reduced to a single factor but emerges from the dynamic interaction of cognitive abilities, intrinsic motivation, accumulated knowledge, and sociocultural influences. The study contributes to the existing literature by offering an integrative conceptual framework that combines philosophical, psychological, and socio-economic perspectives. It emphasizes the importance of fostering creativity through supportive educational environments, flexible thinking strategies, and policies that promote openness, innovation, and tolerance. The results have significant implications for educational practice, organizational development, and innovation policy, highlighting the need for interdisciplinary approaches to understanding and enhancing creative potential.

Developmental biology is one of the fundamental sciences for understanding the basics of life and often intersects with social justice challenges facing society. This article describes an inclusive teaching activity for students and instructors to explore the interface between developmental biology, genetic diversity, and social justice. The instructor and students will choose a recent publication and use it as the basis for exploring the roles of specific genes characterized in autism from educational, emulative, and ethical perspectives. The assignment for students will include a discussion and demonstration of developmental neurobiology and principles of gene function within the nervous system, as well as ethical considerations for how individuals, as well as society as a whole, should consider genetic variations. Two frameworks are introduced for instructors to create an inclusive learning environment, including universal design for learning and multipartiality. Resources and examples are given throughout the article for instructors to use, and a suggested rubric is also provided. A post-activity self-reflection performed by the students will facilitate their own assessment of how the teaching activity has impacted their philosophical and social perspectives on genetic diversity. The short-term goal of the activity is to promote an immediate appreciation of neurodiversity among the participating students, and the long-term goal is to demonstrate the importance of neurodiversity for developing a just society.

This article presents a comprehensive axiological examination of the principles of social justice and compassion as fundamental pillars in the protection and development of youth. By integrating philosophical, sociological, and educational perspectives, the study investigates how these ethical imperatives shape policy, social norms, and institutional practices affecting young populations. The research underscores the interplay between normative ethical frameworks and practical strategies for safeguarding youth rights, highlighting the moral responsibilities of families, communities, and state actors.

Algorithmic governance has emerged as a novel mode of power operation in the era of digital capitalism. Grounded in advanced technologies such as big data, cloud computing, and artificial intelligence, it exercises comprehensive governance over individuals and society through mechanisms including data extraction, personalized profiling, and behavioral prediction. From a Marxist philosophical perspective, this paper offers a systematic and critical analysis of the technological foundations, operational mechanisms, and power logic of algorithmic governance. As a key instrument of digital capitalism, algorithmic governance enhances the precision and efficiency of social governance on the one hand, while generating a range of structural problems, including algorithmic bias and discrimination on the other hand, privacy infringement and pervasive surveillance, as well as new forms of human alienation. These problems reveal the inherent contradictions of digital capitalism and demonstrate the deep penetration of capital logic into social life through algorithmic governance, thereby highlighting the existential predicaments faced by individuals in the digital age. To overcome the dilemmas posed by algorithmic governance, it is imperative to uphold a people-centered approach, accelerate the development of legal and regulatory frameworks, enhance individuals’ digital literacy, and construct a pluralistic model of collaborative governance. Only through such efforts can algorithmic governance be guided toward ethical ends and facilitate the harmonious advancement of both digital and social civilization.

From the perspective of the new development philosophy, this paper explores the influence mechanism and effect of the digital economy on the high-quality development of the cultural industry. The Entropy Weight Method is adopted to measure the development levels of the digital economy and the high-quality development of the cultural industry in 31 provinces of China from 2012 to 2023, and empirical tests are conducted by using panel regression, threshold model and regional heterogeneity analysis. The results show that: (1) On the whole, the digital economy significantly promotes the high-quality development level of the cultural industry, especially exerting an obvious upgrading effect on the dimensions of innovation, coordination and sharing, but has a negative impact on the opening-up dimension. This suggests that the opening-up mode of the cultural industry may be shifting from the traditional form relying on physical cross-border flow to a new form more dependent on digital platforms and ecological connection. (2) The impact of the digital economy has a single threshold effect based on the level of industrial agglomeration, and its driving effect is significantly enhanced only when the agglomeration degree crosses a certain threshold. (3) The analysis of regional heterogeneity shows that the digital economy has a more prominent promoting effect on the central and western regions, while its impact on the eastern region is not significant. The study suggests that efforts should be made to consolidate digital infrastructure, promote industrial agglomeration and ecological construction, implement regionally differentiated empowerment strategies, and improve the digital cultural governance and opening-up sharing mechanism, so as to systematically promote the deep integration of the digital economy and the cultural industry and achieve high-quality and inclusive development. This paper empirically analyzes the impact of the digital economy on the high-quality development of the cultural industry through panel regression model, threshold effect model and other methods.

The essay examines Vasilij Grossman’s work – particularly Life and Fate – as a key contribution to the moral and intellectual history of the twentieth century. His novels are presented as laboratories of ideas where ethical and psychological tensions of the age take form: totalitarian violence, human dignity, guilt, and the persistence of goodness amid evil. Special attention is given to the central role of motherhood and to the author’s personal experience of loss, which inspires a distinctive “maternal realism” that shapes both narrative and ethics. Through psychoanalytic and philosophical perspectives, the study shows how Grossman’s compassionate gaze transforms horror into understanding, offering a profound reflection on the endurance of humanity and moral consciousness under dictatorship and war.

Hospital security is a bioethical challenge that requires a balance between protection and respect for human rights. Hospital security involves bioethical principles that ensure the well-being of patients, healthcare professionals, and security forces. From a philosophical perspective, the ethics of care and distributive justice ensure respectful interventions. Legally, various countries have developed regulations to govern police actions in hospitals, aiming to prevent excesses and protect the integrity of those involved. Crisis management training and the implementation of integrated security systems help mitigate the emotional impact of hospital violence. Strategies include security protocols, bioethics training, psychological support programs, and coordination between security forces and healthcare facilities. Hospital security should not depend on the use of force but rather on preventive, coordinated measures based on bioethical principles, ensuring that hospitals remain environments for healing and protection.

The objective of this paper is to integrate knowledge of clinical psychology and psychiatry with existential philosophy to understand the theories and treatment modalities of existential psychologists. This paper centers around existential psychology pioneers Ludwig Binswanger and Rollo May, and how their work connects to existential philosophers. This paper broadens the understanding of clinical psychology by incorporating a philosophical perspective into the human mind. Existential psychology is a framework to better understand and treat cases of anxiety, despair, and other maladaptive thoughts or behaviors.

Science education is an interdisciplinary field of enquiry with conceptual frameworks drawing from the foundational disciplines of education, besides the multiple sub-disciplines of science. An interdisciplinary understanding has been critical to postgraduate courses in science education. However, students continue to have a conventional understanding of the nature and practices of science, based on predominant experiences at school and undergraduate education. This article analyses two assignments which draw upon philosophical and sociological perspectives in science. It discusses the development of hybrid spaces for students in understanding and navigating the disciplines and their interests. Conceptual and rhetorical elements, particularly emphasising students’ extension of inferences and projection of personae, are illustrated as elements of the forward and backward search strategies. Such assignments are essential to develop a richer understanding of the nature of science and its complex interpretation compared to typical deifications in textbooks and pedagogic approaches. They also support students with diverse interests and backgrounds to navigate different disciplines and unique interests through the development of ‘hybrid spaces’. Such spaces, at the boundaries of disciplines, writing conventions and students’ interests develop and reshape conventional understanding.

ABSTRACT Ontological emergence plays a substantial role in presenting a holistic picture of the relationship between scientific explanations and the inter-level structure of the world. It indicates the developmental process of cosmic phenomena from simple to complex phenomena in a hierarchy of bottom-up causation. Since the philosophical approach to the metaphysical concept of causation took a different path in the Islamicate philosophical tradition, the theory of emergence and its metaphysical content requires a reanalysis from this philosophical perspective. In particular, in light of the bidirectional theory of causation developed in Sadrā’s philosophy, one can conceptualize the developmental process of material beings, from the most fundamental particles up to the most complex living beings in a new metaphysical light. From this vantage point, although the inter-dependence and integral relation between lower and higher levels of reality is acknowledged, what causes the existence of higher-level phenomena is not the lower-level material constituents but their existence-giving cause.