The high prevalence of brain injury incidents in adolescence and adulthood demands effective models for re-learning lost cognitive abilities. Impairment in brain injury survivors’ higher-level cognitive functions is common and a negative predictor for long-term outcome. We conducted two small-scale interventions (N = 12; 33.33% female) with persons with acquired brain injuries in two municipalities in Sweden. Age ranged from 17 to 65 years (M = 51.17, SD = 14.53). The interventions were dialogic, inquiry-based, and inspired by the Philosophy for (...) Children Programme, a participatory thinking skills approach with documented higher-order cognitive outcomes, such as developed argumentation skills, in other target groups. Philosophical dialogues were conducted once a week in the two groups, totalling 12 dialogues per group. Group argumentation development was measured through compared scores from structured observations of filmed dialogues early and late in the intervention. Large positive changes in mean scores from early to late in the intervention, together with constantly high facilitator quality, suggest argumentation development in the sample due to the intervention. (shrink)

The present paper is a continuation of [6] and [7]. Thus the content of this paper is the following. At first we establish properties of systems S 2 n and S 2∗ n , where systems S 2 n and S 2∗ n are extensions of Rasiowa-S lupecki’s systems Sn and S ∗ n . Then we shall show that for every cardinal number m there exist a system ST 4 m of propositional calculus and a system SP 4 m (...) of predicate calculus such that the system ST 4 m has exactly m Lindenbaum’s oversystems and the system SP 4 m has exactly m Lindenbaum’s oversystems, where 1 ≤ m ≤ 2 ℵ0. (shrink)

On the eminence and dignity of parents; in the light of Koran and Hadith (Islamic traditions).

Theravada Buddhist teachings and philosophies, and the cause and effect of human deeds.

"Éltem--és ebbe más is belehalt már."--Egy élet szenvedélye.--Vád és valóság.--József Attila társadalmi helyzete és kritikai fogadtatása.--Lukács György szellemi Odüsszeiája.--A marxista esztétika kérdőjelei.--Életpraxis és elvontság.--A manipulált manipuláció. -- Értékmonopólium vagy értékhierarchia.--Normatív történelem vagy történelmi normák.--Tudományos igényű tárgyilagosság.--A történelem dimenziól és az emberi dimenziók.--A mai kulturális politika elveinek összefoglalása.--Az egydimenziójú esztétika.--A fantasztikum lehetőségei és a szatíra.--Nem középiskolás fokon.--Párbeszéd Assisiban. 38.00Ft.

In this article I am making what is, as far as I know, the first systematic analysis of Justin books 7, 8 and 9. The method is that which I employed in analysing the sources of Diodorus 16 in CQ 31 , 79ff. and 32 , 137ff. Previous scholars had looked for similarities between the fragments of ancient historians and details in the text of Diodorus, and they had taken any such similarity as proof of a particular source being followed. (...) They had carried their method to extremes: A. Momigliano, for instance, had concluded that Diodorus changed his source 12 times within 23 chapters, and R. Laqueur 18 times within 4 chapters in book 16. My system was to define separable Groups of narrative on the basis of fullness, accuracy, military and political detail, and attitude to the general theme, and to see how far any one Group could be attributed to an ancient author. I begin, therefore, with separable Groups of narrative. (shrink)