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This study has focused on the mystical experience which is one of the most important topics of psychology of religion, but it is a subject not examined enough in Turkey and also tried to determine the relationship between personality traits and personality. Data were collected from 345 students who were studying at Erciyes University Faculty of Theology by questionnaire method. “The Mysticism Scale” which is developed by Ralph Hood and widely used in international literature to measure the mystical experience and “HEXACO Personality Inventory” were used to measure the personality traits of students. In addition to descriptive statistics of demographic characteristics of the sample, The Pearson Moments Multiplication Correlation Analysis, Independent Sample t-Test and One-Way ANOVA techniques were used in the analysis. Findings show that participants have the highest average to Positive Affect and the lowest average to Temporal/Spatial Quality factor. In addition, they obtained close values in Ego Quality, Noetic Quality and Ineffability factors. When the students were evaluated in terms of gender, it was seen that there was a difference in level of significance only in terms of Unifying Quality. ANOVA analysis was carried out to determine whether there was any variation in class variable. As a result of this analysis, it is seen that all of the factors are significantly differentiated in terms of class variable. There is no difference in level of significance between age and mystical experience factors, the last independent variable. When looked at the correlations among mystical experience factors, it is understood that all of the factors are in a meaningful relationship with each other. Among the six factors of HEXACO, the students have the highest average on Humility-Honesty; the lowest average on extraversion. In terms of gender, there is a statistically significant difference in the level of Humility-Honesty, Emotionality, and Conscientiousness. There is no significant difference between class and age variables and personality traits. According to Linear Regression analysis, Agreeableness, Conscientiousness and Openness to Experience factors of personality traits are predictive of mystical experience in a statistically significant level.
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M. A. Aleksandrova’s pedagogical, social and organizational activities in Khabarovsk and Ryazan Teachers’ Institute is not studied sufficiently. The same could be said about warm and longstanding relationship with a prominent historian and enlightener S. F. Platonov and his family: it has never been the subject of any research. Previously unknown — to the wide range of specialists — letters specify little-known pages of the history of the first Ryazan University at the stage of its development; these letters also reveal behind-the-scenes struggle within the teachers’ staff. Some facts from M. A. Alexandrova’s personal life and scientific research during the last years of her life are represented.
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Two letters of the “Pythagorean” women Melissa and Myia, addressed to their female friends, are translated into the Russian for the first time. In the introduction, the reader will find background information about the origin of the letters, their textual tradition, their discovery in the beginning of the 19th century, and, finally, the formation of a critical approach to them in the context of the emerging studies of so-called Pseudopythagorica. In the complementary notes to the text, I am placing the letters in the context of an appropriate philosophical tradition and making some textual observations. The translation of these two letters is a part of the research project called on to open a much-neglected page in the history of philosophy, and to show that ignoring secondary sources can often lead to a serious narrow-mindedness in our understanding of ancient philosophical tradition.
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The paper discusses the peculiarities of V.I. Semevsky’s work as a secretary of the Department for Self-Education Promotion at the Pedagogical Museum of Military Educational Establishments and a compiler of the encyclopedic reading program for self-study and the program on Russian history. The relevance of this study is determined by the absence of works on the activity of this historiannarodnik as a popularizer of historical knowledge in modern Russian historiography. To achieve the goal of the research, historical-genetic, retrospective, and biographical methods, as well as the method of system analysis have been used. The following conclusions have been made as a result of the study of the vast source base. The historian was the permanent secretary of the Department for Self-Education Promotion, kept minutes of meetings, carried out written and spoken consultancy of interested individuals, conducted business correspondence of the Department, became a compiler of the encyclopedic reading program for self-study and the program on Russian history. The main objective of V.I. Semevsky and his associates was formation of a certain worldview within commoner intelligentsia using a variety of methods: organizing public lectures, preparing educational programs on natural sciences and the humanities, publishing. The activity of the Department and, in particular, V.I. Semevsky became a noticeable phenomenon in the cultural life of the capital despite it gave rise to numerous discussions in the periodical press. V.I. Semevsky’s scrupulous efforts contributed to effective functioning of the Department on the development of the system of self-education in Russia in the late 19th – early 20th centuries, consolidating the writing team, organizing the readers’ feedback, conducting diversified public readings. Over almost twenty years of the activity of the Department, six editions of “Reading Programs for Self-Study” with a total circulation of about 100 thousand copies were issued.
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The article is dedicated to the bright memory of the Doctor of Philosophy, associate professor, professor of the department of culturology and literature of the Shuisk Branch of the Ivanovo State University Y. N. Nazarov. Being his assistant, the author tried to analyze the scientific and pedagogical way of Yuri Nikolayevich, to evaluate his richest philosophical heritage.
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The dynamics of the age structure of university professors in Kazan, St. Petersburg, Moscow, and Dorpat has been analyzed from the time when the universities were established until 1884. The study is based on the prosopographical database containing records on the key events in the lives and careers of university professors compiled by the authors. New methods of data retrieval and visualization based on scripts created with the help of R programming language allow to analyze the temporal dynamics of the age structure in greatest detail. From the perspective of the temporal dynamics of the age structure, the history of universities can be subdivided into the periods of gradual simultaneous aging of a nearly stable population of professors followed by much shorter periods of rather dramatic rejuvenation. The latter are usually the (un)intended impacts of the active interventions of curators of the educational district or the Ministry of Education in the routine process of hiring and firing of university professors. The analysis has revealed a peculiar pattern of aging/rejuvenation periods at the Kazan University that differs significantly from more or less sustained dynamics of the three other universities under study. All critical rearrangements in the body of professors of the Kazan University, as well as their effects on the age structure have been discussed in detail. A number of factors contributing to the unique character of aging/rejuvenation patterns at the Kazan University (shortages of the early period of the Kazan University history, constant lack of qualified candidates for the vacant positions, and active interventions by the curators of the educational district) have been discussed.
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The study contains memories, ideas and opinions on modern school of four chosen representatives of Slovak intelligence in the twenties of the 20th century. It interprets the teacher's problems, focuses on the teacher and, in particular, on the question of folk schools, explains the importance of schools nationalization. At the end, the timeless validity of thoughts not only for the present is outlined. The original language is deliberately left in many places in this article, so that reader can have an authentic impression.
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The subject of the paper is a concise history of the penetration of the slovak matters in France in the works of French Slavists. Beginning from 19th century, Slovak matters started to be strongly promoted in the French environment. Especially 1830’s are an important period when the French environment started to notice Slavs much more intensively. The beginnings of the development of Slavic studies in France are linked to the arrival of Slavic immigrants in Paris and their activities. Later by the establishment of the Department of Slavic languages and literature and issuing of the magazine Revues des Deux Mondes. In the second half of the 19th century more and more information about the Slavic people, but also about expatriates in France became known. Slavic Studies began to be developed, which is represented by the personalities as E. Denis, L. Leger and many others. The result of their work is that the Slavic problem in France is gaining an important position and is of great importance especially for the Slavic peoples of the Habsburg monarchy, among them the Slovaks.
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In this study, 435 Turkish 8th grade High School Entrance Examination (LGS), Level Determination Examination (SBS), Middle Schools Selection and Placement Examination (OKS), and Transition From Elementary to Middle School (TEOG) mathematics examination questions of the years 1998-2015 are classified and compared in terms of TIMSS-2015 cognitive domains. Document analysis is used in order to collect and evaluate the data. Findings reveal that, of the items between years 1998-2015, 29% are in knowing, 58% in applying and 13% in reasoning cognitive domain. The results are discussed in the light of Turkey’s performances in the past years’ TIMSS technical reports. Due to the dramatic changes in cognitive domains of the questions year by year, it is concluded that there was no framework that is followed by the high stakes test developers concerning 8th graders in Turkey, but there must be.
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The Ottoman Empire began to lose its existing leadership as with many areas in the field of economics and production in the XVIII century began with the Industrial Revolution. It was thought that many resort for State's troubles to the rescue. One of them was given the speed of reforms in the field of education after the Tanzimat. This is one of the schools that were created within the framework of this reforms in the Workhouses that is Industry Schools. The establishment of Industry Schools were started for the first time in 1848 for meet the need for qualified personel, but this attempt failed. The Workhouse was given the name when it's installed not even a name for these schools afterwards. And it was began to be established after the 1860 year. But this time the economic reasons more subservient human emotion. Afterwards these schools it was also named to as Industrial Schools. Industrial Schools first opened for children of men which homeless and orphan children to have a profession and, at the same time, for the purpose of giving these children the education of morality. These organizations was to help and began to be established also for girls. In this study will be examined in Ottoman Empire workhouses the principal and will focus on opening reasons and this school of development processes.
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Mosques, masjids and foundations which play important role in the establishment and development of the Turkish - Islamic city are fundamental religious - architectural elements of the city of Revan. However, these elements were contributed to social life,economic life and education and training. According to the deed notebooks numbered 905, 633, 895, 898, 901 located in İstanbul Premiership Ottoman Archive, a very large number of madrasas and foundations had been established.The aim of this study is to reveal the educational institutions located in Revan between the XVIth and XIXth century. Thus, the wrong claims of Armenians on the Ottoman Empire would be disproved by reference to historical sources. For this, the main sources (archives), second-hand sources and the information contained in materials such as journals, articles and books were studied. Then the data obtained had been classified, analized and critized.
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The paper deals with the process of establishment and professionalization of logic and methodology of sciences in Slovakia after 1918. The study is divided into three periods that represent major milestones in the development of logic and methodology of sciences in Slovakia. The first period (1918 -1948) is characterised by the development of logic and methodology of sciences, especially after the start of logic teaching at the Faculty of Arts at the Comenius University. Special attention is paid to the analyses of a paradigmatic change, i.e. the transition from traditional logic to modern formal logic as well as to beginnings of establishment of modern methodology of sciences. Conditions and ideological context that were behind the process are described. Also, the author reports on character of teaching, changes in its content, topics of published works on logic and methodology of sciences, increase in number of studies aimed at modern formal logic and on formation of group of workers who were able to assimilate knowledge of formal logic into methodology of sciences and elaborate on this in their publications. The second period (1949 – 1962) brought some problems caused by the departure of several experts into Czech lands after 1939 from the political reasons. Others stopped to work and publish on logic and methodology altogether or just changed their research interests. Attention is paid to the process of gradual formation of research potential, to changes in logic teaching and to an increase in number of subjects of study that included logic and methodology of sciences in their curricula. Changes that enabled to establish Department of Logic at Faculty of Arts in 1962 are accounted. Examination of the last period (1962 – 1970) assesses in particular changes in logic and methodology of sciences teaching, organization and contents of the curriculum, increase in number of taught subjects and in number of institutions at other faculties in Slovakia, where logic and methodology started to be a part of their curricula. The analyses points to an increase in research potential and in quantity and quality of teaching. In the main, it was also an improvement in quality and quantity of publications on logic and methodology of sciences. In conclusion, the author analyses problems that were caused by the occupation of Czechoslovakia by Warsaw Pact troops in 1968, especially its consequences in 1969 and later in the period of normalization. As a result, research potential was weakened and possibilities of development of logic and methodology of sciences were temporarily hindered.
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The main aim of this study is to find out the attitudes of physical education and sport students at Balıkesir University towards the Turkish language course as it is not a major area course but the mother tongue of the students. Moreover, the other aim of this study is to identify whether there is a significant difference on the attitudes of physical education and sport students towards the Turkish language course in terms of demographic variables. The population of the study consisted of freshmen who take the compulsory Turkish language course at Balıkesir University in School of Physical Education and Sports. A Turkish language attitude scale has been used as a data collection instrument in the study. Descriptive statistics (frequency, percentage, mean, standard deviation) have been used for the analysis of data for Turkish language attitude scale. T-test has been conducted in order to find out the difference between two groups, and one way ANOVA test has been used in more than two groups for the comparison of data between groups. According to research results which have been obtained from 186 students; a significant difference has been identified in 17 items out of 29 with regard to gender variable from the scale (p<0,05 ve p<0,01). Moreover, there has been no significant difference with regard to variables such as age and educational status of the mother. However, significant differences have been identified in 2 items out of 29 with regard to the department they study at, in 1 item out of 29 with regard to educational status of the father, in 4 items out of 29 with regard to the mother’s profession, in 4 items out of 29 with regard to the father’s profession and in 6 items out of 29 with regard to the variable of the importance of the Turkish language course for the family (p<0,05).
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An important objective of Anadolu University is to reach the broader community through Open and Distance education. This objective was carefully examined with data running from 1982 to 2014. With this in mind, linear models were used to examine the relationship between time and the number of open access programs. Specific dummy variables were applied to represent the structural changes overtime in the models. The study also examines technological changes that also contribute to structural breaks. In historical evaluations, it has also been observed that new generations took place, especially depending on technological progress. Model III had the smallest standard error and was therefore the best applicable model in this study. The study also forecasted that, by 2016, the open and distance programs will reduce to about 35 and this signaled a need for increasing and providing variety of programs to reach the broader populace. Unlike other studies, this study was produced on program basis to make a future projection with the statistical methodology used. The information obtained in the study is shared with the Faculty. It can be understood that faculty management has taken into account the results of this study and increased the number of programs in 2016.
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Tanzimat Reform Era in Ottoman Empire was the period, in which the first Ottoman intellectuals emerged in Western sense. Ottoman intellectuals were brought up in schools that were opened to raise military and civil servants within the framework of Westernization politics, or come out from the staff who were studied directly in European cities. Their education allowed them to follow developments in the west, and transfer various political and cultural knowledge to the empire. Beshir Fuad (1852?-1887), an Ottoman intellectual who thinks that the survival of the Ottoman Empire will be possible by the wandering of western-modern knowledge, and also an important personality to be emphasized. What make him important that his areas of interest and accumulation in literature, biology, mathematics, physics, sociology, language and education, and philosophy. His reliance on positive sciences and truths, has made it possible for him to refer to positivist principles in every respect. In our article, Fuad’s intellectual identity will be examined upon his education, and western resources he bears together with features of 19th century in the background. It is important to emphasize the literary activities that make up a great part of his writing life not for solving only the meaning of his literary works but also for understanding his thoughts and ideas.
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At the end of the 19th century and the beginning of the 20th century Karaman was a district belonging to the central sub-province of Konya Province. It is seen that educational activities were intensified substantially throughout the country at the end of the century. The establishments of several educational institutions are observed. It is possible to find these studies carried out at Province and subdivision level in the annual record books known as Salnâme. Salnâmes are preapared by the State in order to identify the annual changes of related institutions. The Salnâmes for the state, ministries and provinces were arranged by the Ottoman Empire. One of the most important Salnâmes for the ministries is, without a doubt, the educational Salnâmes known as Maarif Salnâmeleri. The information contained within these Salnâmes are qualified to clarify the educational institutions and developments of the Ottoman Empire. It is also qualified to reveal the educational activities in detail. The first Salnâme was prepared in 1316/1898 and the last one was in 1321/1903. Five Maarif Salnâmes have been gathered so far (1316, 1317, 1318, 1319 and 1321) and the last one is bearing the expression of sixth year. If there exist a Salnâme for 1320, it has not been able to reach today. It has been tried in this study to reveal the educational status of Karaman district of Konya Province in line with the Province and Maarif Salnâmes. Moreover, the documents written between 1922 and 1923 by Hasan Husnu of Sapanca, the Maths teacher of Karaman High School, are also utilized. Several statistical information about the education in Karaman have been published in the Yearbooks on Educational Statistical Information. In these yearbooks the number of schools, teachers and the students are given. One can also find therein the budgets of each school allocated yearly. From the light of these information the existing state of the education in Karaman district from the decleration of the Republic to the year 1940 are in detail examined.
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The art of music stimulated the power of idea and imagery gradually in the stream of history, and found a unique style in every culture during every age and a way of expression which arose from the needs of that society. Although audio samples of Hellen music did not reach to medieval times, the idea and theory of Hellen music left many deep traces on western culture for centuries. During this period of time, the development of theater and lyrical poetry contributed to the development of music types and musical instruments significantly. In Hellen society, music was regarded as one of the types of art and science. In spite of the fact that there was a possibility for music to be used for the purposes such as; having rest, recreation and entertainment, it played significant and central role on daily and religious lives. Music had a large usage area and was used in nearly all the activities that constituted Hellen society. Particularly; religious ceremonies and theatrical performances in schools etc. In this context, various sources of information related to music were used in different literary and philosophical works. One of the most important reasons why music was quite significant in Hellen society arose from the importance given to music education. This research investigates the place and importance of music education in Hellen society. Teaching music in a right and proper way and providing education of one of the types of musical instrument while teaching prove that the art of music in education was highly regarded and taken seriously.
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Research on art education has been being carried out since 1970s as an academic research field in our country. These studies include different kinds of subjects, methods, problems, and solutions of art education. However, it is observed that generally there is a tendency towards pictorial representations both in the course “Visual Arts” carried out in the primary and secondary education; and research related to the field. From this point of view, this study aims at investigating and objectivizing the proposition stated above over postgraduate dissertations. In this sense, the subjects and methods of the dissertations, written in the master and doctorate programs of higher education institutes which give art education, aimed at three-dimension perceptions in visual arts course in primary and secondary education were investigated. Another aim of this study is comparing the results obtained from the dissertations with the attainments directed to three dimensional works in the Guidebook of Ministry of Education, Visual Arts lesson. Accordingly, this is a descriptive study utilizing survey research method. The samples of the study are the full-text dissertations on the National Dissertation Center Database created by Higher Education Council (HEC). When the explored dissertations were examined, the results of the study showed that quite similar or close subjects were repeated, the problematic situation was revealed with applications tried and discovered less. In the case of methods, it was found that qualitative research method was widely used. When the subjects of the dissertations were compared with the attainments, it was concluded that neither sufficient research was conducted on three-dimensional perception and practice in dissertations nor these attainments found sufficient place among Ministry of Education’s attainments.
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