Source Of Thinking Research Articles

A Thought Experiment On Gravity Based On Falling Objects: Investigation Of Science Teachers’ Thinking Process

This study aims to analyse the thought processes of science teachers who are master students in scientific education using a thought experiment on gravity based on falling objects. The phenomenological study approach, one of the qualitative research methodologies, was used to achieve this aim. Purposive sampling was used to investigate eight science teachers continuing their master’s degrees. Data was collected through interviews and a thought experiment on gravity based on falling objects. The teachers participated in Face-to-face problem-solving sessions, thinking aloud and backward questioning sessions. Results reveal that the teachers mostly showed secondary effects as establishing a new amount of relationship, carrying out thought experiments to predict, and preferring scientific concepts and hypothetical simulations as sources of thinking. Likewise, spatial reasoning-symmetry-compound simulation and experience were equally and less frequently preferred. Results also show that science teachers had strong self-efficacy judgments, a mastery of the curriculum, an unpleasant attitude when dealing with difficulties, and hypothetical thinking skills.

ИСПОЛЬЗОВАНИЕ ПЕДАГОГИЧЕСКОГО НАСЛЕДИЯ В.А. СУХОМЛИНСКОГО В ПОДГОТОВКЕ БУДУЩИХ УЧИТЕЛЕЙ ГЕОГРАФИИ К РАЗВИТИЮ ПРИРОДООХРАННЫХ ЗНАНИЙ У ОБУЧАЮЩИХСЯ

Nature is an important means of harmonious development of the child. Vasily Sukhomlinsky noted that “nature has a huge educational factor that leaves its imprint on the entire nature of the pedagogical process.” The development of environmental knowledge in geography lessons using the pedagogical heritage of V.A. Sukhomlinsky is relevant, we focus on the development of environmental knowledge, not ecological culture, we believe that ecology is a narrowly biological science, where the influence of the environment on living organisms and vice versa is considered. And Sukhomlinsky, after all, focused on nature protection. Therefore, it is necessary to develop environmental knowledge in geography lessons. Active communication with nature gives birth and strengthens a child’s priceless quality inherent in human personality, kindness. But how can a child experience the joy of the first discoveries when he enters the strange world around him? How to turn nature into a powerful means of educating humane feelings? And will the student be able to assimilate the connections between phenomena, to realize the dependence between natural objects? It turns out that maybe the easiest way to do this is observation. Children especially like to watch animals. Here noted very subtly A. Sukhomlinsky: it is necessary to develop in a child a careful and caring attitude towards helpless creatures that are so easy to offend, but, having protected them, you will feel kind and strong. V.A. Sukhomlinsky called the lessons journeys to the source of thinking and speech — to the wonderful beauty of nature. He advised to open a window into the world of beauty of the word gradually, so as not to overexert the child’s mind and not bother him.

KECERDASAN EMOSIONAL MAHASISWA ANGGOTA ORGANISASI TINGKAT FAKULTAS PROGRAM STUDI BIMBINGAN KONSELING

Emotional Intelligence of Student Organizational Members at the Faculty of Counseling Guidance Study Program. Throughout The Span Of Life Lived, From Birth To Death, Humans Need Other People. Various Kinds Of Ways In The Process Of Interaction Will Be Found Throughout Human Life. One Individual To Another, One Environment To Another Will Have A Different Way Of Interacting. Students' Social Skills Tend To Decrease Because They Only Communicate With A Few Friends. Some Students Feel Bored, Tired, Stressed, Scared And Relaxed Which Causes Them To Experience Difficulties In Completing Coursework, Difficulty Focusing When Paying Attention To Lecturers Teaching, Decreased Motivation In Doing Coursework. Universities Have An Academic Responsibility To Prepare Students To Face The Realities Of A Productive And Valuable Life. The Learning Process In Tertiary Institutions Is An Important Journey That Students Need To Go Through. The Research Design Used In This Research Is Qualitative Research. The Qualitative Research Design Was Chosen Because It Is Natural And Presented As It Is Without Elements Of Manipulation Or Special Treatment Of The Research Object. Emotional Intelligence Is A Strong Impulse That Directs Humans To Do Something. Each Emotion Can Direct A Different Action. Humans Have Two Sources Of Thinking, Namely Emotion And Reason. Emotions Take Action On Impulses Before Reason Has A Chance To Take Control Of The Situation.

Роль инновационных методов в развитии речи студентов на занятиях русского языка

Research relevance: critical thinking strategy application is the main direction of innovative method, which is important in development of students' thinking, in enriching the vocabulary and increasing the activity of students in the Russian language classes. Research objectives: to reveal the role and essence of the innovative method in the development of speech of undergraduate students. Research methods and materials: methodological advice is described on how to conduct classes based on strategy “We know, we want to know, we learned”. Research results: this strategy allows students to tell and write, remember what they know on a given topic at the moment, allows them to recall the knowledge gained on topics covered and directs them to new knowledge. Conclusions: strategy is a source of thinking and speech development, enrichment of vocabulary and activation skills of students.

Research on the Combination Technology of Cultural and Creative Industries Based on TRIZ Theory

In recent years, the cultural and creative industry has become an emerging industry that countries have vigorously supported and promoted in the new economic era. This article introduces the TRIZ innovation theory into the cultural and creative industry. As an innovative problem-solving theory, TRIZ has good practicability and operability. It seeks breakthroughs on the basis of original creative thinking and provides a scientific and efficient cultural creativity. Combining specific cases, analyze the innovative principles of TRIZ theory as the origin, stimulate creative methods that generate divergent thinking, aggregate thinking, and conversion thinking, and apply them to creative mechanisms and applications in cultural advertising creativity. The whole process is guided by rational principles to lead perceptual thinking, and concrete principles drive abstract imagination, exploring the source of thinking of the essence of cultural advertising creative design. This theory and its application mechanism have become a brand new thinking method and application attempt in the field of cultural advertising creativity.

The Relation between Emotion and Intellect: Which Governs Which?

This article contrasts two beliefs about the relation between the emotions and the intellect. Each sees emotional responses as fundamental and primary sources of thinking. Each sees a different role for the intellect following emotional responses to worldly phenomena. L. S. Vygotsky, articulating a belief common at his time, sees the intellect as a disciplining force, one that, after a pause or interlude, serves to temper emotions to produce a "catharsis" and what he calls "intelligent emotions," those subjected to rational thought and a higher plane of cognition than either emotion or intellect could produce alone. Jonathan Haidt, following Vygotsky by nearly a century, asserts that emotions control cognition, rather than as Vygotsky conceives, being subordinated by reason. Haidt, in the tradition of David Hume and with more empirical data than Vygotsky provides for his view, sees the passions ruling human thought and action. Any accompanying reason serves to rationalize gut feelings rather than to control them; reason, Haidt argues, is a "rationalist delusion" that gives emotional thinking the veneer of reason. This article outlines both positions and attempts to reach a synthesis of their views.

This is More of a Comment than a Question

Field Notes is the section in The Journal of Popular Music Studies devoted to chronicling and reflecting on the numerous ways people write about our subject. In that spirit, the journal convened a Field-Notes-themed plenary session at the 2019 IASPM-US meeting to discuss the current state of popular

A Few Problems with Mouffe’s Agonistic Political Theory

The main goal of examining a single philosophical theory, connected with social and political disciplines, is not just to identify its incoherence or to restate the theory in a more elegant way. More important in that kind of investigation is to show its possible impact on people’s lives and the functioning of communities. Thus, it seems more reasonable to conduct a critical analysis of the possible consequences for a real society than to undertake a simple study of the argument’s logical consistency. The main aim of this paper is to introduce doubts about the thesis of Chantal Mouffe presented by her in Agonistics. Thinking the World Politically and Passion and Politics. Main hypothesis is that thinking about the “political” and “politics” with reference to enmity as well as claiming that the source of every political and social activity is antagonism, can provoke an attitude that social and political scenes are battlefields rather than an agora or the space of human interactions. First of all, the author provides the critical analysis and reconstruction of the most important claims connected with the “political”, which can have strong negative effects-i.e. brutalization and creating a negative basis for social relation. Then presents a few possible sources of thinking of “political” as a “competition” or rather “enmity”. The last part it is the critic of what Mouffe claims about reason why people get involve into politics, based on the psychological experiments and in result of this the author shows the importance of validity the high standards in politics, diplomacy and relation on the social level.

JUSTIFYING THE WORLD AS AN AESTHETIC PHENOMENON

This article scrutinises one of the most challenging theses of Nietzsche'sBirth of Tragedy, that only as an aesthetic phenomenon can existence and the world be (or appear to be) ‘justified’. Through a close examination of the work's frequently masked revaluation of a series of Greek sources of thinking, not least its ‘inversion’ of both the metaphysics and the aesthetics of Plato'sRepublic, the article shows how the thesis of aesthetic ‘justification’ is caught up in a tension between Apolline and Dionysian interpretations, the first entailing a quasi-Homeric sense that the Olympians justify human existence by living a transfigured form of it themselves, the second involving a tragic insight into reality as itself the creative work of a ‘world-artist’, the latter allusively associated by Nietzsche with the philosophy of Heraclitus.

Thinking with Beauvoir on the Freedom of the Child

Among philosophers, Simone de Beauvoir is unique in treating childhood as a philosophical phenomenon. In both The Ethics of Ambiguity and The Second Sex, she examines the relationship between childhood and human freedom and considers its role in the development of subjectivity. Despite this, few sustained analyses of her treatment of the phenomenon exist. I argue that Beauvoir's conception of childhood is not uniform, but changes from The Ethics of Ambiguity to The Second Sex. Whereas the former presents children as lacking moral freedom, as not fully sovereign individuals, the latter suggests that children are just as free as adults. When children do not fully possess or exercise freedom, it is not because they are not in a position to do so, but rather because various social institutions hinder them. I find this position useful for developing a phenomenological account of childhood as a site for freedom. Hence, Beauvoir becomes a source for thinking of issues in philosophical anthropology concerning the temporality of human existence and the nature of human agency over a lifespan.

Overcoming Oneself as Subject in Dickinson's Poetry

Critics have discovered values and meanings Emily poems by placing them certain historical/cultural contexts or interpretive/theoretical frameworks. Among these contexts, major criticism suggests preference historicism. Such preference is demonstrated two trends of thought: first, after the dominance of modernist interpretation of work, it is time to examine its potential misplacement and place back to original historical and literary backgrounds; second, as different critical discourses should help bring out different signification of work, it is thus productive to explore connection with discourses of philosophy, science, or religion of time. DOMINANT HISTORICISM While calling modernist since met the aesthetic expectations of the modern era, Cristanne Miller nonetheless focuses discussion mainly on how contemporaries (such as Henry Wadsworth Longfellow, Julia Ward Howe, etc.) had influenced both The Sound of Shifting Paradigms and Immediate U.S. Literary Predecessors. Mary Loeffelholz also argues that nineteenth-century American poetry always stands in place as background to and that the cultural work of the nineteenth century has most often been assumed as known than read for its possible surprises [...] (Dickinson's 'Decoration' 664, 669). Loeffelholz's purpose is to bring this foreground/background into question because it denies the two-directional influence and interaction between and those of contemporaries, such as Thomas Wentworth Higginson discussed Dickinson's 'Decoration' and Josiah Holland Really Indigenous Productions. However, if placing modernist context is problematic because it disregards interaction with contemporaries, it might be equally problematic to place the historical context of the nineteenth century without considering how might resist the historical influence of the nineteenth century. In other words, Loeffelholz's questioning of the foreground/background might end up being reversal of the model and not touched upon the inherent controversy of the relation between and its external contexts. On the second trend of thought, critics aim for discovering different through diverse critical discourses but still stay within the historical boundary mostly. What could be more exemplary of this trend of thought than Eliza Richards' statement, while quoting Loeffelholz, that historicism is certainly an au courant current studies today introduction of the book Emily Context (5). Jed Deppman is one of the few who attempt to explore the possibility of philosophical signification work. In Trying to Think with Emily Dickinson, he discovers some potential resonance between and ideas of some philosophers/theorists such as Bacon, Locke, Kant, Lyotard, Nietzsche, Nancy, Richard Rorty, Gianni Vattimo, and others. While Deppman recognizes that his idea of 'postmodern' may suggest to some readers, he nonetheless claims that historical context is absolutely required for one's best reading (10). In the review of Deppman's book, Melanie Hubard points out that ahistoricism is a weakness Deppman's approach because those postmodern thinkers are quite alien to Dickinson (no). It is intriguing that historical context seems to easily grant the legitimacy of one's critical approach as if the link between text and its historical context is simply natural and nothing arbitrary. Even though Deppman's approach is ahistorical its nature, he often finds recourse historicity. On the one hand, Deppman speculate[s] on sources of thinking (18). On the other hand, he claims that her reworking can actually predict the modernist ideas of Lyotard and Nancy (185). …

Sociocultural source of thinking and its relevance for second language acquisition

Second language acquisition research is coming to recognize the influence of the sociocultural environment in the L2 learning. For example, beginning with the early work of Frawley and Lantolf (1985), a group of L2 researchers have been exploring the implications of L. S. Vygotsky's (1978, 1986) sociocultural theory of mind (henceforth, SCT) for the learning and teaching of languages beyond the first. Similarly, scholars working within the Conversational Analysis tradition, stimulated in large part by the seminal article of Firth and Wagner (1997), have also been investigating the impact of conversation on L2 development. It should come as no real surprise that researchers interested in dynamic systems theory (henceforth DST), and its variants (emergentism, chaos and complexity theory) have also shown an interest in the implications of their theoretical stance for SLA. Larsen-Freeman (1997, 2002), to my knowledge, the first researcher to make a case for the potential relevance of chaos and complexity theory for L2 acquisition, argues for the need to expand the scope of factors impacting on L2 learning to consider more than what goes on inside of a learner's head. In addition to Larsen-Freeman's publications, a special issue of Applied Linguistics (N. Ellis and Larsen-Freeman, 2006) and an invited colloquium at the 2006 Annual Conference of the American Association for Applied Linguistics (De Bot, 2006) have been devoted to the topic. The contribution by De Bot, Lowie and Verspoor (henceforth, DBL&V) represents a significant continuation of this trend.

Twelfth-century matter for metaphor: the material view of Plato's Timaeus

Much has been made of Plato's influence of medieval minds, yet as Raymond Klibansky reminds us, much remains to be learned. The twelfth-century Platonist writings are notably various: Brian Stock and Winthrop Weatherbee have examined the effect of Platonic tradition on twelfth-century poetry and Tullio Gregory and Richard Lemay have added to our understanding of its effect on philosophical and theoretical thought in this period. The rich accretions of Hermetic and astrological material have been studied along with the older Plotinian interpretations and the whole complicated orchestration of these various themes has received minute attention. Moreover, in this diversity of Platonic writings, a strongly imaginative quality is often present. Indeed, as Peter Dronke says,They are achievements not only of the rational intellect but of the active imagination. Their cosmological insights are nourished by imaginative springs as much as by the disciplined sources of abstract thinking. Theirs is a realm where sacred visions and profane myth can combine with analytic thought, poetic fantasy with physical and metaphysical speculation. In terms of scholarship it is a realm which, because it is at the borders of several genres, is still in many ways a neglected one.