Još o neopozitivizmu kod nas
article from iussue 1/1938 of the journal »ŽIVOT. ČASOPIS ZAPOPULARIZACIJU NAUKE«, there pp. 37 to 51
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article from iussue 1/1938 of the journal »ŽIVOT. ČASOPIS ZAPOPULARIZACIJU NAUKE«, there pp. 37 to 51
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The author re-examines so-called “normativity problem” in the light of some Derrida’s provisional definitions of the concept of deconstruction. Alleged unbreakable connection between the elementary Derridian conception and the concept of normativity here is criticized with help of “open question argument”.
More...A Theory of Philosophical Explanation
In his latest book Pivčević argues that the scope and limits of rational explanation are set by a number of fundamental categories and principles which are all mutually complementary and interdependent. This lattice of basic categories and principles not only helps make sense of what we experience but conveys how the world is actually made up. In developing this thesis Pivčević is at the same time outlining some of the key features that mark out specifically philosophical explanation as opposed to other types of explanation such as those commonly found in the natural sciences and in naturalistic theology. Reasons for belief can be all sorts, but when do such reasons amount to a rational explanation? The thesis advanced in this book is that the scope and the limits of rational explanation are fixed by a number of fundamental ideas and principles which are all mutually complementary and interdependent, and provide an insight into how the world is actually made up. It is a logical requirement of rational explanation that such ideas, and the principles that go with them, should form a self-supporting analytical system. One such idea and a vital component of the system is the idea of self. This runs counter to what might be described as a ‘naturalistic’ approach to explanation. A naturalistic explanation, essentially, is based on the assumption that the world is fashioned by factors that exist independently of the conditions under which they may feature as objects of belief, rational or otherwise. The ideas in terms of which we make sense of what we experience are treated, accordingly, as ‘emergent’ phenomena and products of human evolution. This feature of naturalistic explanations does not necessarily detract from their capacity to serve as useful prognostic tools. Nevertheless such pragmatic utility as they may have cannot hide their philosophical limitations.
More...Ontological Frameworks for Explanation from Contemporary Quantum Theories
Alice returns from Wonderland discusses scientific explanation and its importance for scientific knowledge. The classical ideal of coherence and completeness of physics was shaken in the early 20th century with the appearance of quantum mechanics, and this opened the floodgates of skepticism about the explanatory potential of science. Through extensive examination of principle and constructive approaches to methodology and explanation in quantum theory, Domazet discusses realist and antirealist approaches to scientific enterprise as a whole. The need for modification of the everyday conceptual framework through modification of some foundational units of the realist material ontology arises. The book argues for the reintroduction of the metaphysical component of science; to base explanations of empirical phenomena on ontological commitments. Despite the unfamiliar phenomena like quantum teleportation, imaginary Alice finds a way to hold on to familiar macroscopic objects, as one of many instances of durable generalized objects subjected not only to spatio-temporal constrictions but also to ontologically primitive fundamental laws of temporal evolution.
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The cultural approach is based on the belief that - despite even the most dramatic contradictions between strict and disciplined theory and the hardly perceived detachment and disparity of human habitation - philosophy is nothing but the life itself in the logos. To reconstruct the past philosophical system means not only to correctly restore the logical scheme of the respective doctrine, but above all, to manifest its living flesh, its beyond logical element.
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The monograph attempts to provide an empirically grounded answer to a number of discussional scientific issues related to individual decision-making differences by building a comprehensive conceptual model and constructing a specifically selected toolbox as a prerequisite for creating an empirically validated methodology in the field of research of individual differences in decision-making. Original empirical results have been obtained confirming that the style of decision-making is not identical to cognitive style (nor is it a subset, but contains a cognitive component that does not exhaust any of the styles) and is related to mental self-regulation due to individual differences, generated by the ways of satisfying the hedonistic motif (regulatory focus and fashion), the need to control excitement (stress control), and the need for connectivity and increased self-esteem. These results are a prerequisite for the further development of individual decision-making research as well as the decision-making theory itself, because it allows for a fuller consideration of individual differences and their interaction with the characteristics of the situation and the problem that is being solved.The methodological basis of the study is the cognitive survival theory of Seymour Epstein. The results and theoretical summaries obtained empirically confirm the validity of the global personality theory that has the potential to explain new scientific problems, incorporating private theories such as E. Tory Higgins' motivational theory and Mark R. Leary's sociometric mechanism.
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The collection of papers Philosophy as a Life Journey was published in honour of Jan Zouhar, a distinguished professor, an expert in the history of Czech philosophy and an organizer of university life. The volume begins with an interview in which Professor Zouhar outlines his philosophical creed. The core of the collection comprises six personal contributions (Laudationes) and sixteen original scientific works that focus on a wide range of issues related to philosophy, history, literature, language, ethnography and culture. The final part of the volume (Appendices) contains a brief curriculum vitae of Professor Zouhar and a selection of his works and photographs followed by a list of volume contributors.
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The field of didactics of mathematics, natural sciences and vocational education is an important area of education and training. Its importance is growing over time and, given the results of measuring different areas of pupil literacy, it can be assumed that it will not be otherwise in the future. The International Conference on Didactics, organized by the Pedagogical Faculty of Masaryk University, DTI University and The Unity of Czech Mathematicians and Physicists branch office Brno, is an important platform for sharing and developing the area of common interests of experts. The conference proceedings provide an overview of both the theoretical and practical problems in education, focusing on didactics of the above mentioned fields of study, and sharing good practice.
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Tato kazuistika se věnuje výuce matematiky na 1. stupni základní školy Hejného metodou vyučování matematice (dále H-metodou). Výuku vedla stejná vyučující ve stejné třídě jako v kazuistice Vondrové (Jak najít pravidlo pro umístění desetinné čárky při násobení desetinných čísel), takže srovnání těchto dvou kazuistik může být užitečné k hlubšímu porozumění strategiím při tvorbě učebního prostředí v daném pojetí výuky. Výuka v obou kazuistikách se odehrává s asi ročním odstupem.
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The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals.
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