L. N. Tolstoy in search of spiritual sense of human.V. E.Gromov -2018 -Anthropological Measurements of Philosophical Research 13:134-141.detailsPurpose. To turn to the diaries and journalistic works by Leo Tolstoy, to study the content and method of his religious and ethical search. To doubt the faithfulness of his interpretation of the evangelical message of Christ. Theoretical basis. The author proceeded from the necessity of a dialectical understanding of the concepts of nonviolence, mercy, justice and a cultural-historical focus on the possibilities of society in realizing the spirituality principles. Originality. The author focuses on the unilateral nature of the methodology (...) that Leo Tolstoy uses to deny violence, as well as on the ambiguous role of Tolstoy's ideology in the morality of society. Conclusions. The spiritual activities an individual person is able to do and that are instructive for society from the point of view of its moral influence may not be sufficient means for educating moral responsibility in a society as a whole. Tolstoy's methodological approach to justifying the absoluteness of nonviolence principle is one-sided and not productive for a true interpretation of the spiritual nature of the Christ’s message about love and mercy. (shrink)
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Ṣaḍdarśanasaṅgraha.Ār Gaṇēś -2001 - Hubbaḷḷi: Sāhitya Prakāśana.detailsAn introductory work on the various school of Indian philosophy.
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Reflecting on a Radical Constructivist Approach to Problem Solving.E. S. Tillema -2014 -Constructivist Foundations 9 (3):383-385.detailsOpen peer commentary on the article “Examining the Role of Re-Presentation in Mathematical Problem Solving: An Application of Ernst von Glasersfeld’s Conceptual Analysis” by Victor V. Cifarelli & Volkan Sevim. Upshot: Cifarelli & Sevim outline the distinction between “representation” and “re-presentation” in von Glasersfeld’s thinking. After making this distinction, they identify how a student’s problem solving activity initially involved recognition, then re-presentation, and finally reflective abstraction. I use my commentary about the Cifarelli & Sevim article to identify two ways they (...) could extend their current line of research. (shrink)
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'Kubla Khan' and the Fall of Jerusalem: The Mythological School in Biblical Criticism and Secular Literature 1770-1880.E. S. Shaffer &Friedrich Hölderlin -1975 - Cambridge University Press.detailsDr Schaffer outlines the development of the mythological school of European Biblical criticism, especially its German origins and its reception in England, and studies the influence of this movement in the work of specific writers: Coleridge Hölderlin, Browning, and George Eliot. The 'higher criticism' treated sacred scripture as literature and as history, as the product of its time, and the highest expression of a developing group consciousness; it challenged current views on the authorship and dating of the Pentateuch and the (...) Gospels, on inspiration, prophecy, and canonicity, and formulated a new apologetics closely linked with the growth of Romantic aesthetics. The importance of this study is that it shows that readings of specific literary texts can intersect with general movements of thought and action through the scrutiny of a clearly defined intellectual discipline, here the higher criticism, which developed as a particular expression of the larger trends in the history of the period. Dr Shaffer throws light on individual works of literature, the formation between England and Germany, and the bases of European Romanticism. (shrink)
The radiant heat spectrum from herschel to melloni.—I. The work of herschel and his contemporaries.E. S. Cornell -1938 -Annals of Science 3 (1):119-137.details(1938). The radiant heat spectrum from herschel to melloni.—I. The work of herschel and his contemporaries. Annals of Science: Vol. 3, No. 1, pp. 119-137.
Investigating Teaching from a Constructivist Stance: A Model of Communication.E. S. Tillema -2016 -Constructivist Foundations 12 (1):70-72.detailsOpen peer commentary on the article “Negotiating Between Learner and Mathematics: A Conceptual Framework to Analyze Teacher Sensitivity Toward Constructivism in a Mathematics Classroom” by Philip Borg, Dave Hewitt & Ian Jones. Upshot: Borg et al. provide a framework that contributes to a growing body of research on how radical constructivism can help teachers and researchers to understand the complexity of classroom interactions. The bulk of my commentary is written to clarify theoretical points that I think are important to the (...) endeavor that Borg et al. set out for themselves. My points come in part from thinking about how non-constructivist readers may interpret what Borg et al. outline in their article. (shrink)
The Theaetetus Ends Well.E. S. Haring -1982 -Review of Metaphysics 35 (3):509 - 528.detailsON ITS surface the Theaetetus ends inconclusively. It has even been said to end in failure. Yet this dialogue is exceptionally full of promise. The speakers are singularly well disposed. Two of them are gifted and resemble one another in looks and interests. Inquiry progresses splendidly through most of a long conversation. Although Theaetetus's first two definitions have to be given up, he is in the process led through a meticulous survey of cognition. These and other circumstances are too auspicious (...) for the termination of the dialogue to be taken at face value. The present essay is meant to disclose a partly hidden successful ending. The latter has to be discovered by readers. However the dialogue itself licenses and encourages active interpretation. The last ten pages of discourse contain so many specific clues that the text can be read as a single development ending in an affirmative conclusion. There is indeed a way to construe "true opinion with logos" so it applies to a cognition worthy of the name "epistémé.". (shrink)