Results for 'Viktor Beneš'
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- 3D reconstruction of grains in polycrystalline materials using a tessellation model with curved grain boundaries.Ondřej Šedivý,Tim Brereton,Daniel Westhoff,Leoš Polívka,ViktorBeneš,Volker Schmidt &Aleš Jäger -2016 -Philosophical Magazine 96 (18):1926-1949.No categories
- Implementing cluster forms into national education development strategy.Gryshova Inna,ZamlynskyiViktor &Shestakovska Tetiana -2017 -Science and Education: Academic Journal of Ushynsky University 25 (5):56-61.
- Reductionism and nihilismViktor E. Frankl.Viktor E. Frankl -1969 - In Arthur Koestler & John Raymond Smythies,Beyond reductionism: new perspectives in the life sciences. London,: Hutchinson. pp. 396.No categoriesExport citation
Bookmark - (1 other version)23 January 2011: An open letter toViktor Orbán from the New School in New York.Viktor Orbán -2011 -Thesis Eleven 105 (1):98-101.
- Why philosophical ethics in school: implications for education in technology and in general.Viktor Gardelli,Eva Alerby &Anders J. Persson -2014 -Ethics and Education 9 (1):16-28.In this article, we distinguish between three approaches to ethics in school, each giving an interpretation of the expression ‘ethics in school’: the descriptive facts about ethics approach, roughly consisting of teaching empirical facts about moral matters to students; the moral fostering approach, consisting of mediating a set of given values to students; and the philosophical ethics (PE) approach, consisting of critically discussing and evaluating moral issues with students. Thereafter, three influential arguments for why there ought to be ethics in (...) school are discussed, and each argument is interpreted given each approach to ethics in school, respectively. Thereby, we evaluate which interpretation of ‘ethics in school’ produces the strongest arguments, and thus, which approach is best supported by these arguments. The conclusion is that there ought to be PE in school. (shrink)
- Phenomenology of Online Spaces: Interpreting Late Modern Spatialities.Viktor Berger -2020 -Human Studies 43 (4):603-626.Sociological theories of space have so far not provided an in-depth analysis of online spaces. The paper addresses this issue by means of Löw’s relational theory of space. As this theory mainly focuses on material spaces, it is necessary to embrace the phenomenological perspective in order to apply it to the virtual realm. More recent phenomenological research has highlighted the ongoing mediatization or virtualization of the life-world. These theories, and presence research more generally, are useful for examining the layers of (...) virtual presence. This paper focuses on two emblematic types of spaces: multiplayer online role-playing games and Skype video chats. The first represents an online version of a Schutzian finite province of meaning, while Skyping is an example of how the paramount reality of everyday life expands into the virtual realm. Albeit differently, actors in both cases constitute hybrid, virtual-material spaces with various forms and degrees of virtual presence. User experiences in these spaces are in line with contemporary sociological diagnoses indicating the vanishing experience of living in space and the general tendency of late modernity to question previous social forms of modernity. (shrink)No categories
- Finding Soil in an Age of Climate Trouble: Designing a New Compass for Education with Arendt and Latour.Viktor Swillens &Joris Vlieghe -2020 -Journal of Philosophy of Education 54 (4):1019-1031.Journal of Philosophy of Education, EarlyView.
- I︠A︡dro dialektiki.Viktor Petrovich Chertkov -1963 - Moskva,: Izd-vo Akademii nauk SSSR.Export citation Bookmark
- Henry, Victor, Wissenschafts- und Unterrichtslehre.Viktor Henry -1920 -Kant Studien 25 (1).No categories
- Plato's Theodicy: The Forgotten Fount.Viktor Ilievski -2023 - Boston: BRILL._Plato’s Theodicy_ argues successfully that the earliest major contribution to the attempt to justify the ways of an omnibenevolent deity against the ubiquity of evil is made in Plato’s dialogues. It is the first published book-length treatment of this subject.
- Iskusstvo i chelovecheskoe mirootnoshenie.Viktor Aronovich Malakhov -1988 - Kiev: Nauk. dumka.
- Kabinet--kartiny mira.Viktor Mazin (ed.) -2001 - Sankt-Peterburg: Skifii︠a︡.
- Responding to the challenges of post-truth =.Viktor Poletko &Gregory Arblaster (eds.) -2019 - Lviv: Ukrainian Catholic University Press.Post-truth: from the public to the academy -- Post-truth and the person -- Post-Truth and the political.
- A polissemia do sujeito cartesiano.Benes Alencar Sales -2007 -Princípios 14 (22):79-92.O termo sujeito na filosofia aristotélico-tomista era empregado no sentido de fundamento, substrato, referindo-se a qualquer substância. Com a Idade Moderna surge Descartes que desencadeará uma verdadeira revoluçáo na concepçáo filosófica de sujeito: o homem passa a ser o fundamento primeiro de toda a realidade, sujeito único, inaugurando-se a filosofia da subjetividade. O sujeito cartesiano primeiro é o ego do cogito ( penso ), em que o homem é concebido apenas como espírito, substância pensante . Entretanto, o caminhar meditativo de (...) Descartes aponta para novos desdobramentos de sua concepçáo de homem e conseqüentemente do sujeito, permitindo-nos falar de uma subjetividade corporal. Por outro lado, a realidade das paixões nos leva também a considerar a existência de um sujeito resultante da uniáo alma-corpo. (shrink)Export citation Bookmark
- Voprosy kommunisticheskoĭ morali.Viktor Konstantinovich Skatershchikov -1974No categoriesExport citation Bookmark
- Figuras de lo imposible: trayectos de la mística, la estética y el pensamiento contemporáneo.Zenia Yébenes Escardó -2007 - Rubí, Barcelona: Anthropos.No categories
- On Translating Mathematics.Viktor Blåsjö &Jan P. Hogendijk -2018 -Isis 109 (4):774-781.Mathematical texts raise particular dilemmas for the translator. With its arm’s-length relation to verbal expression and long-standing “mathematics is written for mathematicians” ethos, mathematics lends itself awkwardly to textually centered analysis. Otherwise sound standards of historical scholarship can backfire when rigidly upheld in a mathematical context. Mathematically inclined historians have had more faith in a purported empathic sixth sense—and there is a case to be made that this is how mathematical authors have generally expected their works to be read—but it (...) is difficult to pin down exact evidentiary standards for this supposed instinct. This essay urges that both of these points of view, for all the tension between them, be kept in the historian’s toolbox. It illustrates these considerations with a case study from the Ptolemaic astronomical tradition on computing lunar model parameters from eclipse data. (shrink)No categories
- A Perspectival Version of the Modal Interpretation of Quantum Mechanics and the Origin of Macroscopic Behavior.Gyula Bene &Dennis Dieks -2001 -Foundations of Physics 32 (5):645-671.We study the process of observation (measurement), within the framework of a “perspectival” (“relational,” “relative state”) version of the modal interpretation of quantum mechanics. We show that if we assume certain features of discreteness and determinism in the operation of the measuring device (which could be a part of the observer's nerve system), this gives rise to classical characteristics of the observed properties, in the first place to spatial localization. We investigate to what extent semi-classical behavior of the object system (...) itself (as opposed to the observational system) is needed for the emergence of classicality. Decoherence is an essential element in the mechanism of observation that we assume, but it turns out that in our approach no environment-induced decoherence on the level of the object system is required for the emergence of classical properties. (shrink)
- ’you talk and try to think, together’ – a case study of a student diagnosed with autism spectrum disorder participating in philosophical dialogues.Viktor Gardelli,Ylva Backman,Anders Franklin &Åsa Gardelli -2023 -Childhood and Philosophy 19:1-28.We present results from a single case study based on semi-structured interviews with a student (a boy in school year 3) diagnosed with autism spectrum disorder and his school staff after participating in a short and small-scale intervention carried out in a socio-economically disadvantaged Swedish elementary school in 2019. The student participated in a seven week long intervention with a total of 12 philosophical dialogues (ranging from 45 to 60 minutes). Two facilitators, both with years of facilitation experience and teacher (...) degree and at least BA in philosophy, facilitated the majority of the dialogues and mainly followed a ”routine” procedure. The student was interviewed in direct connection to the end of the intervention about his experiences from the dialogues and his perceptions about whether and how the dialogues had influenced him. The student’s two teachers, who had participated in the dialogues as participants, were interviewed as a pair, also in direct connection to the end of the intervention, while the school principal was interviewed two years after the study. These staff interviews concerned the staff’s experiences of the influence of the dialogues on the students within the intervention as well as transfer effects to other contexts in school. The data from the study include detailed elaborations from a student perspective of different effects on the student’s communicative and cognitive development, which are in several respects supported also by staff reports. The results show that the student was able, interested, and willing to participate in philosophical dialogues, and our data point to several positive outcomes for the student in the communicative and cognitive domains. (shrink)
- In defence of geometrical algebra.Viktor Blåsjö -2016 -Archive for History of Exact Sciences 70 (3):325-359.The geometrical algebra hypothesis was once the received interpretation of Greek mathematics. In recent decades, however, it has become anathema to many. I give a critical review of all arguments against it and offer a consistent rebuttal case against the modern consensus. Consequently, I find that the geometrical algebra interpretation should be reinstated as a viable historical hypothesis.No categories
- Hegel and Ukrainian Philosophy of the 70-80th.Viktor Kozlovskyi,Illia Davidenko,Kateryna Kruhlyk &Daria Popil -2020 -Sententiae 39 (2):241-250.Interview of Illia Davidenko, Kateryna Kruhlyk, Daria Popil withViktor Kozlovskyi.No categories
- Hegel and Ukrainian Philosophy of the 70-80th. Part II.Viktor Kozlovskyi,Illia Davidenko,Kateryna Kruhlyk &Daria Popil -2021 -Sententiae 40 (1):175-199.Interview of Illia Davidenko, Kateryna Kruhlyk, Daria Popil withViktor Kozlovskyi.No categories
- The psychological present.P. Minkus-Benes -1957 -Mind 66 (262):195-209.
- Modelowanie i filozofia.Viktor Aleksandrovich Shtoff -1971 - Warszawa]: Państwowe Wydawn. Naukowe.No categories
- Dvadt︠s︡atʹ pi︠a︡tyi sʺ ezd KPSS i problemy ėstetiki.Viktor Konstantinovich Skatershchikov -1977Export citation Bookmark
- (1 other version)Über philosophische Fragen der modernen Physik.Viktor Stern -1954 -Deutsche Zeitschrift für Philosophie 2 (1):188.No categoriesExport citation Bookmark
- Hegel and Ukrainian Philosophy of the 70-80th. Part III.Viktor Kozlovskyi,Illia Davidenko,Kateryna Kruhlyk &Daria Popil -2021 -Sententiae 40 (2):115-160.Interview of Illia Davidenko, Kateryna Kruhlyk, Daria Popil withViktor Kozlovskyi.
- Operationalism: An Interpretation of the Philosophy of Ancient Greek Geometry.Viktor Blåsjö -2022 -Foundations of Science 27 (2):587-708.I present a systematic interpretation of the foundational purpose of constructions in ancient Greek geometry. I argue that Greek geometers were committed to an operationalist foundational program, according to which all of mathematics—including its entire ontology and epistemology—is based entirely on concrete physical constructions. On this reading, key foundational aspects of Greek geometry are analogous to core tenets of 20th-century operationalist/positivist/constructivist/intuitionist philosophy of science and mathematics. Operationalism provides coherent answers to a range of traditional philosophical problems regarding classical mathematics, such (...) as the epistemic warrant and generality of diagrammatic reasoning, superposition, and the relation between constructivism and proof by contradiction. Alleged logical flaws in Euclid can be interpreted as sound operationalist reasoning. Operationalism also provides a compelling philosophical motivation for the otherwise inexplicable Greek obsession with cube duplication, angle trisection, and circle quadrature. Operationalism makes coherent sense of numerous specific choices made in this tradition, and suggests new interpretations of several solutions to these problems. In particular, I argue that: Archytas’s cube duplication was originally a single-motion machine; Diocles’s cissoid was originally traced by a linkage device; Greek conic section theory was thoroughly constructive, based on the conic compass; in a few cases, string-based constructions of conic sections were used instead; pointwise constructions of curves were rejected in foundational contexts by Greek mathematicians, with good reason. Operationalism enables us to view the classical geometrical tradition as a more unified and philosophically aware enterprise than has hitherto been recognised. (shrink)
- To Describe, Transmit or Inquire: Ethics and technology in school.Viktor Gardelli -2016 - Dissertation, Luleå University of TechnologyEthics is of vital importance to the Swedish educational system, as in many other educational systems around the world.Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education.The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive (...) ethics approach, the value transmission approach, and the inquiry ethics approach – and studies in what way (if at all) they are prescribed by the national curriculum for the Swedish compulsory school, how they relate to students’ moral reasoning about technology choices and online behaviour, and what pedagogical merits and disadvantages they have. Hopefully, this both contributes to reducing the ambiguities of the field, and to answering the question of how ethics should be dealt with in education. The descriptive ethics approach asserts that school should teach students empirical facts about ethics, such as what views and opinions people have. The value transmission approach holds that school should mediate some set of predefined values to the students and make sure the students come to accept these values.The inquiry ethics approach is the view that school should teach students to reason and think critically about ethics and to engage in ethical inquiry. The role of ethics in the curriculum has not been studied in light of the above distinction, in prior research,and such an investigation is undertaken here.The results suggest that ethics has a prominent, but complicated, role in the Swedish national curriculum. Although no explicit distinction is drawn or acknowledged in the curriculum, all three approaches are prescribed throughout the curriculum, albeit to different degrees. In the general section of the curriculum, the value transmission and inquiry ethics approaches are more extensively prescribed than the descriptive ethics approach. It was found that most of the syllabi contained explicit references to ethics, while some only contained implicit references to ethics, and two syllabi lacked references to ethics altogether. In the syllabi, the inquiry ethics approach is the most dominant, both in the sense of being present in the most syllabi, and in the sense of being more strongly prescribed in many of the syllabi where several approaches occur.The value transmission approach has the weakest role in the syllabi. In total, the inquiry ethics approach is the approach most strongly prescribed by the curriculum. But prior research has shown that inquiry ethics is very rarely implemented in the classroom. In this thesis, it is found that the inquiry ethics and the value transmission approaches are incompatible, given certain reasonable interpretations, which makes the finding that inquiry ethics is rarely implemented less surprising, since value transmission is practiced in schools. Some possible causes, and some consequences, of this is discussed. The students, in their moral reasoning about technology choices, reasoned in accordance with several classical normative theories – including consequentialism, deontological ethics and virtue ethics – and in doing so, they expressed reasoning that in the discussion is found to be in conflict with the values of the value foundation in the curriculum. These findings complement earlier findings, for example that students in their actions contradict the value foundation, by adding that such conflicts also exist in their reasoning. The existence of these conflicts is found to be problematic for a value transmission approach. Many of the students defended very restrictive views on disclosing personal information online, and prior research as well as the present data has shown that adults typically hold views that are very similar to these, concerning how they think that young people ought to act online. On the other hand, youths’ actual online behaviour, as reported in earlier studies, differs considerably from this. In line with this, the students also seemed to endorse a form of private morals view, according to which moral choices are simply up to one’s own taste, which would yield an escape exit from the restrictive views mentioned above, and permit any behaviour. In the discussion, it is argued that this is the result of an attempt at value transmission from the grown-up community, probably including teachers, which might seem to work, since the students claim to hold certain views, but which likely instead constitutes a false security, since these values are not actually accepted, but only paid lip service to, and the adults are therefore wrong in their belief that the students are protected by a certain set of values (that they think the students are upholding), since the students in fact do not uphold, and therefore do not act based upon, these values. This situation risks making the students more vulnerable than had no value transmission attempt been taken in the first place. Hence, the attempted value transmission runs the risk of counteracting its purpose of helping the students acquire a safe online behaviour. Throughout the moral reasoning mentioned above, extensive variations in the students’ reasoning were found, both interpersonally and intrapersonally, both in the decision method and in the rightness criterion dimensions, as well as in between the dimensions.The existence of such variations is a novel finding, and while possible applications in future research are discussed, it is also noted that this existence constitutes a reason to question the successfulness of both the value transmission and the inquiry ethics endeavours of the educational system. The results and discussions described above highlight the importance of investigating the merits of the different approaches. Several arguments that arise from the material of this thesis are presented, evaluated and discussed. The ability of each approach to fulfil some alleged key aims of ethics education is scrutinised; their abilities to educate for good citizenship, to educate for quality of life of the individual, and to facilitate better educational results in other subjects are all investigated, as well as the ability of each approach to help counteract the influence from online extremist propaganda aimed at young people and to promote safe online behaviour in general. It is concluded that the inquiry ethics approach has the strongest support from the material of this thesis. Some consequences for school practice are discussed, and it is concluded that changing the role of ethics in the curriculum would be beneficial, downplaying the role of value transmission and further increasing, and making more explicit and clear, the role of inquiry ethics. It is also shown that there are strong reasons for the inclusion of a new subject in the Swedish compulsory education with special focus on ethics. (shrink)
- Quelques réflexions sur les responsabilités du physicien aujourd'hui.Gj Béné -1990 -Nova et Vetera 65 (3):226-237.No categoriesExport citation Bookmark
- Moralʹnyĭ oblik stroiteli︠a︡ kommunizma.Viktor Petrovich Chertkov (ed.) -1964 - Moskva,: Nauka.No categoriesExport citation Bookmark
- Zemli︠a︡ i pravo.Viktor Mikhaĭlovich Chernov -1917 - Petrograd,:Export citation Bookmark
- Goldziher, Ignaz, Vorlesungen über den Islam.Viktor Engelhardt -1930 -Kant Studien 35:305.No categoriesExport citation Bookmark
- Die Existenzanalyse und die Probleme der Zeit.Viktor E. Frankl -1947 - Wien,: Amandus-Edition.Export citation Bookmark
- (1 other version)Imago hominis.Viktor Emil Gebsattel -1964 - Schweinfurt,: Verlag Neues Forum.No categoriesExport citation Bookmark
- Problemy upravlenii︠a︡ nauchno-tekhnicheskimi programmami.Viktor Mikhaĭlovich Glushkov (ed.) -1979 - Kiev: In-t kibernetiki.No categoriesExport citation Bookmark
- (1 other version)Mathematik, Logik und Erfahrung.Viktor Kraft -1947 - Wien,: Springer Verlag.
- Puti k teorii inostrannogo i︠a︡zyka: mezhvuzovskiĭ sbornik nauchnykh rabot.Viktor P. Litvinov (ed.) -1992 - Pi︠a︡tigorsk: Pi︠a︡tigorskiĭ gos. pedagog. in-t inostrannykh i︠a︡zykov.Export citation Bookmark
- To Deviate from Maidan.Viktor A. Malakhov -2016 -Russian Studies in Philosophy 54 (3):212-222.Although far from being a supporter of Russian officialdom, in the present article the author will defend a position of dissent in relation to Maidan. In his view, the problem with Maidan is its lack of dialogue, overt or covert appeal to force, disregard for the fragility of Ukraine as a whole, and rejection of Ukraine's deep ties with Russia, which for Ukrainian culture are essential. According to this view, the phenomenon of Maidan, and the subsequent course of events, cannot (...) be made to fit the Procrustean bed of preformed ideological stereotypes. Therefore, the current crisis in Ukraine and surrounding areas requires a more realistic approach, and a better understanding among the parties involved on the basis of fundamental human values. If realized, such an understanding could be a profound historical outcome of the current crisis. (shrink)
- Stadii︠a︡ zerkala Zhaka Lakana.Viktor Mazin -2005 - Sankt-Peterburg: Aleteĭi︠a︡.
- Poisk edinit︠s︡y antropnoĭ t︠s︡ivilizat︠s︡ii.Viktor Vladimirovich Nikolin -2018 - Omsk: Izdatelʹstvo IP Sheludivchenko A.V..No categories
- Apologii︠a︡ amoralizma--kriticheskiĭ ocherk burzhuaznogo ėticheskogo reli︠a︡tivizma.Viktor Sergeevich Pazenok -1982 - Moskva: "Myslʹ,".No categories
- Epistemolohii︠a︡ i︠a︡k filosofsʹka teorii︠a︡ znanni︠a︡.Viktor Leontiĭovych Petrushenko -2000 - Lʹviv: Vyd-vo Derz︠h︡. universytetu "Lʹvivsʹka politekhnika".No categories
- Iskusstvo i chelovek.Viktor Pigulevskiĭ -1986 - Kishinev: Karti︠a︡ moldoveni︠a︡skė.
- Moskva -- Sibirʹ.Viktor Ivanovich Polishchuk -2017 - Moskva: Prondo.ru.
- K izuchenii︠u︡ osnov marksistsko-leninskoĭ ėstetiki.Viktor Konstantinovich Skatershchikov -1965Export citation Bookmark
- Naming and framing: understanding the power of words across disciplines, domains, and modalities.Viktor Smith -2021 - New York: Routledge.This book offers an innovative, unified theoretical model for better understanding of the processes underpinning naming and framing and the power of words in shaping our perceived reality.
- Unpacking noun-noun compounds: Interpreting novel and conventional foodnames in isolation and on food labels.Viktor Smith,Daniel Barratt &Jordan Zlatev -2014 -Cognitive Linguistics 25 (1):99-147.
- Zu einigen Fragen der marxistischen Philosophie.Viktor Stern -1954 - Berlin,: Aufbau-Verlag.Export citation Bookmark
- What Every CEO Should Know About AI.Viktor Dörfler -2022 - Cambridge, UK: Cambridge University Press.Dr.Viktor Dörfler combines his background in developing and implementing AI with scholarly research on knowledge and cultivating talent to address misconceptions about AI. The Element explains what AI can and cannot do, carefully delineating facts from beliefs or wishful thinking. Filled with examples, this practical Element is thought-provoking. The purpose is to help CEOs figure out how to make the best use of AI, suggesting how to extract AI’s greatest value through appropriate task allocation between human experts and (...) AI. The author challenges the attribution of characteristics like understanding, thinking, and creativity to AI, supporting his argument with the ideas of the finest AI philosophers. He also discusses in depth one of the most sensitive AI-related topics: ethics. The readers are encouraged to make up their own minds about AI and draw their own conclusions rather than accepting opinions from people with vested interests or an agenda. (shrink)
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Area Editors:
David Bourget
Gwen Bradford
Berit Brogaard
Margaret Cameron
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James Chase
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Ezio Di Nucci
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Jonathan Ichikawa
Monte Johnson
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Øystein Linnebo
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Michiru Nagatsu
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Jack Alan Reynolds
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