The ultimate purpose of this research is to investigate how far Google Sites can develop students' learning outcomes in writing ability. The need for English becomes one of the reasons why the requirement of universities in public consisting of speaking English. This research was conducted as a case study, with the objective of investigating the integration of Google Sites into language teaching strategies, specifically the design and execution of creating web-based instructional resources in Google Sites, and the benefits it provides (...) in inspiring students to enhance their authentic writing skills. This research included 31 second-semester students, all of whom were enrolled in one of the universities in Indonesia. Among these students, 19 were female (61.29%) and 12 were male (38.71%), and they were all enrolled in the Department of English Education. These individuals were chosen based on their prior experience in language education, as they had received instruction in the subject. Based on the outcomes of the teaching treatment that utilized Google Sites to enhance students' writing skills, it can be inferred that Google Sites serves as an effective media blog for improving students' writing abilities. These results show the effectiveness of using Google Sites in both face-to-face and non-face-to-face learning settings for teaching English to students with various text materials and categories, as determined by a p-value of less than 0.01. Therefore, Google Sites can be considered an effective tool for teaching English. (shrink)

Filosofi og pædagogik er gamle fæller, og der er et overlap mellem filosofiens historie og pædagogikkens historiske litteratur. Store tænkere som Platon, Aristoteles, Augustin, Descartes, Locke, Rousseau, Kant, Hegel, Schleiermacher, Herbart og Dewey hører hjemme begge steder. I den pædagogiske filosofi kan almene teoretiske og praktisk filosofiske spørgsmål udforskes systematisk og historisk. Gennem diskussioner af sådanne spørgsmål kan man forholde sig mere nysgerrigt, bevidst, begrundet og kritisk til pædagogisk praksis såvel som til pædagogisk teori, empiri og undervisningsteknologi. -/- Fællesskabet er (...) ikke uproblematisk. Pædagogik er ikke filosofi, og pædagogisk filosofi ikke kun pædagogik. Både didaktik og almen pædagogik kan komme i konflikt med pædagogisk filosofi. Hvordan kan almene pædagogiske spørgsmål overhovedet belyses filosofisk, og hvad betyder de for filosofien selv? En pædagogisk filosofisk tilgang forandrer kanon i både pædagogik og filosofi. Udvalget af nøgletekster ændres. Emner, der er værd at diskutere, forskydes. Nye forskningsspørgsmål og prioriteringer viser sig. Et pædagogisk perspektiv på filosofiens udvikling vil fremhæve dens bidrag til at forstå ’den pædagogiske problem- og fænomenverden’, ligesom et filosofisk perspektiv på pædagogikken vil flytte – eller rettere udvide – fokus med hensyn til dens idéhistorie såvel som dens aktuelle teoretiske praksis. Som i al anden filosofi kan man i den pædagogiske filosofi diskutere teoretiske og praktiske, såvel som poetiske og æstetiske spørgsmål; men det er typisk med en særlig vinkel, nemlig den pædagogiske. Man kan således diskutere erkendelse, viden og sandhed, ligeså vel som man kan undersøge ret, retfærdighed og skønhed. Ofte vil det være med en særlig tvist. Den pædagogiske filosofi kan vise sig som særegen både ved sin særlige position og ved at relatere sig til det pædagogiske som genstandsfelt. Hvad denne position og dette genstandsfelt egentlig er, er der dog ingen enighed om. Det kan ikke engang siges at være udelukkende pædagogisk defineret, og derfor må den pædagogiske filosofi forholde sig åbent til begge dele. Studier i pædagogisk filosofi indbyder til denne drøftelse. (shrink)

Artiklen perspektiverer på den almene pædagogiks aktuelle, pressede tilstand, i lyset af de centrale, transnationale udviklingstendenser inden for uddannelsesstyring der har gjort sig gældende de sidste ca. 25-30 år. Dette gøres, ved at tage afsæt i de såkaldte antinomier, som en række pædagogiske forskere har forholdt sig til som definerende for moderne pædagogik. Denne tematik blevet sat på dagsordenen af aktuelle uddannelsesforskere som bl.a. Alexander von Oettingen; Michael Uljens; Lars Løvlie; Gert Biesta, Birgit Schaffar og Dietrich Benner. Oettingen ser nærmere (...) bestemt spørgsmålet om pædagogisk professionalitet som spaltet i fire antinomiske paradokser, der angår Rationalisering ; Pluralisering ; Individualisering og Civilisering. Disse pædagogiske paradoksaliteter har en rod bl.a. hos Kant, Rousseau og Herbart. Artiklen søger gennem fokusering af sådanne pædagogiske antinomier eller paradokser at vise, hvorledes den transnationale uddannelsesrevolution de sidste 25-30 år har udtyndet den almenpædagogiske undermuring af begreberne: I. professionalitet, II. læring, III. autenticitet og IV. dannelse. Dermed fokuseres de almenpædagogiske problemstillinger der kendetegner disse fire begreber. Dette gøres for at vise, hvorledes den transnationale uddannelsesstyring i dette lys udgør en bekymrende afvikling eller sammenklapning af pædagogikkens almene grundtræk. (shrink)

I bestræbelsen på at placere et gennemført forskningsprojekt undersøges om det kan knyttes an til den åndsvidenskabelige pædagogik, der i Tyskland og Nederlandene dominerede den akademiske pædagogik i den første to tredjedel af det 20. århundrede. Der var gode grunde til at denne akademiske disciplin blev udkonkurreret at hhv. en empirisk-analytisk og en kritisk-emancipatorisk tilgang, men udfordringen af at etablere en pædagogisk videnskab der hverken er teknisk eller normativ er fortsat aktuel. Den åndsvidenskabelige pædagogik fik sin egenart af, at den (...) søgte at manifestere sig på feltet mellem det man kan vide om barnet og det barnet kan blive til. I en kritisk gennemgang foreslås, at det er muligt at holde fast ved ønsket om en pædagogisk videnskab om og for praksis, når man forankrer den i pædagogikkens karakter af at være et projekt. Pædagogik bliver derved til en handlingsvidenskab, der er hjemsted for forskningsprojekter som det projekt der præsenteres i artiklens begyndelse. (shrink)

Although worship of the relics of the Buddha — and its corollary, st?pa worship — is a widespread feature of Buddhist devotional practice among both lay Buddhists and monks, there is in some quarters a view that, while recommended to lay followers, it is forbidden to monks. This controversy started very early after the Buddha’s parinibb?na and has reverberated throughout the centuries till the present time. Its source is in the Mah?parinibb?na Sutta, and it stems from the ambiguity in the (...) meaning of the compound sar?ra-p?j? in the Buddha’s reply to?nanda’s two questions concerning the actions to be taken after the Master’s death with respect to his body. The resolution of the controversy depends on a correct understanding of the nature of the Buddha’s replies to the two questions. This paper analyses the relevant passages of the sutta and the way they have been translated, correctly or incorrectly, into Western languages and into Chinese, and finally arrives at a solution derived entirely from within the text of the Mah?parinibb?na Sutta itself. (shrink)

I anledning af 50-året for udgivelsen af et af de mest betydningsfulde værker i det 20. århundredes filosofi, Emmanuel Lévinas' Totalitet og uendelighed, behandler artiklen et grundtema i værket, nemlig forholdet mellem etik og undervisning. Det sker under inddragelse af den pædagogiske model, som Lévinas anser for at stå i et modsætningsforhold til sin egen etiske forståelse af undervisning, den sokratiske maieutik. Den udførlige behandling af de to «positioner» skal imidlertid vise, at de har mere til fælles, end det kommer (...) frem i den første modstilling, hvilket giver mulighed for at formulere en mellemposition, der fastholder det etiske ved begge, og som er mere praktisk anvendelig i undervisning end nogen af dem taget hver for sig.Nøgleord: etik, undervisning, Lévinas, åbenbaring, Sokrates, maieutik, dialogEnglish summary: The Ethical Dimension of Teaching – Based on a Main Theme in the Work of Emmanuel LévinasOn the occasion of the 50th anniversary of one of the most important works in 20th century philosophy, Emmanuel Lévinas' Totality and Infinity, the article presents a main theme of this work, the relationship between ethics and teaching. The discussion draws on another pedagogical understanding, which Lévinas considers to be opposed to his own ethical understanding of teaching, Socratic maieutics. A thoroughgoing interpretation of the two «positions» shows, however, that they have more in common than what the opposition seems to elucidate at first. The sublation of the two will make it possible to sketch out a third ethical point of view, more applicable to teaching in practice than either of the two taken on its own. (shrink)

Carl Henrik Koch har i denne bog samlet en række af sine artikler om fremtrædende danske filosoffer. Med start ved Holberg i 1700-tallet arbejder Koch sig op gennem den danske filosofihistorie og strejfer blandt andre Eilchov, Sibbern, A.P. Adler, Brøchner og naturligvis mastodonterne Søren Kierkegaard og Georg Brandes. Bogen giver en hurtig, men spændende indførsel i en vigtig del af den danske kulturhistorie, som gennem de sidste 250 år har haft stor indflydelse både herhjemme og i udlandet.

The author has made this treatise on Madhva’s realistic school of Ved?nta philosophy convincing to the modern mind by employing western logical apparatus in substantiating Madhva’s ideas. Following the Indian classical tradition, the author has examined the validity of Advaitaved?nta, the Absolute Monism of ?a?kara and Bh?skara as P?rvapak?a, and logically proved its inconsistencies. He has then established the Dvaitasiddh?nta i.e., the Monotheistic Dualism of Madhva. He has successfully brought out the nuances of the realistic school of Indian philosophical thought (...) in this work. A Modern Introduction to M?dhva Philosophy is Prof B H Kotabagi’s posthumous publication. (shrink)

Den form for anvendt etik, som denne antologi repræsenterer, sigter mod at anvise løsninger på de etiske problemer, som samfunds- og teknologi-udviklingen fører med sig. De helt konkrete aktuelle etiske udfordringer, som tages op i denne bog er: Virksomheders adgang til jobansøgeres straffeattester, det fælles medicinkort, fordelingsretfærdighed i forhold til miljøudfordringer, Al Qaedas brug af de elektroniske medier, Irak-krigens legitimitet, evidensbaseret pædagogik samt personers ansvar for egen sundhed. Bogens syv bidrag er skrevet af forskere ved universiteterne i Aalborg, Roskilde, Aarhus (...) og Syddanske Universitet og forsynet med en indledning ved de to redaktører Patrik Kjærsdam Telléus og Mogens Pahuus. (shrink)

Richard Taylor was born in Charlotte, Michigan on 5 November 1919. He received his A. B. from the University of illinois in 1941, his M. A. from Oberlin College in 1947, and his Ph. D. from Brown University in 1951. He has been William H. P. Faunce Professor of Philosophy at Brown University, Professor of Philosophy (Graduate Faculties) at Columbia University, and Professor of Philosophy at the University of Rochester. He is the author of about fifty articles and of five (...) philosophical books. This volume consists of essays presented to Richard Taylor on the occa sion of his sixtieth birthday. Some of the contributors have been Taylor'S students; some have been his colleagues; and all have been, and continue to be, his admirers. I have made several attempts to articulate what it is I (I would not presume to speak for anyone else) admire about Richard Taylor: (1) There is a particular 'flavor' to Taylor's philosophical writing and con versation that is wholly delightful. Like any other flavor, it can be tasted and enjoyed and remembered but never adequately described. (If there should be someone who has picked up this book who does not know what I mean, I recommend that he read the chapter on 'God' in Taylor's Metaphysics. ) (2) Taylor is a masterful dialectician. (shrink)

On his very first page Feldman ascribes to me a claim about the relation expressed by 'is identical with'. Feldman's way of speaking is, as Ryle might say, systematically misleading: for of course I deny that any one relation, even a relative relation, is the relation expressed by 'is identical with'. My whole thesis was that 'is identical with' expressed now one, now another, relation, according to the context of utterance.

Given a physical system, one knows that there is a logical duality between its properties and its states. In this paper, we choose its states as the undefined notions of our axiomatic construction. In fact, by means of well-motivated assumptions expressed in terms of a transition probability function defined on the set of all pure states of the system, we construct a system of elementary propositions, i.e., a complete orthomodular atomic lattice satisfying the covering law. We also study in this (...) framework the important notion of compatibility of propositions, and we define the superpositions and the mixtures of the states of the physical system. (shrink)

The desire to see a sign phenomenon in different ways always has a reason to interpret it in an unbiased, panoramic way, and in some places - even allowing for contradictions in its understanding by different participants in the interpretative process. For modern humanities, this disposition is quite understandable, since it follows from its very postmodern nature, thereby defining the semantic semantic fields of the leading humanities. True, it is not so wide-spread, but instead, it is evident that Ukrainian religious (...) thinkers of the Middle Ages and Baroque have interpreted the iconic phenomena more deeply. In the story of Petro Mohyla "On the Wonderful Elder Grigory Mezhyhirsky" the metropolitan Mohyla clearly expresses the need to build before the thinking gaze of the reader his own, immanently religious-philosophical conception of the Divine, which every time would present him not just as an act of manifestation, otherwise he appears before the person, while remaining alone. The contemporary study of this issue in order to integrate its leading concepts in the religious-philosophical and general cultural discourse of the postmodern era has largely determined the relevance of the proposed article. The study of the phenomenon of "leaving" by itself in changing forms of the phenomenon of the Divine is also one of the key ones in the proposed studio, because it expresses the very meaning of the Divine as a religious, and therefore a cultural phenomenon. (shrink)

The book pays close attention to Wittgenstein's own remarks on religious belief, arranging them against the background of his broader philosophical methodology, ...

This essay engages Mary Shelley’s Frankenstein or The Modern Prometheus as a salient intervention into modern political theory. I analyze the work as a cipher for the tensions inhabiting Euro-modernity’s stitched together fictions of racial determinism and racial dynamism legible in slavery, assimilationist projects and White fears reverberating throughout. Adapting the mythical ancient Prometheus as one who steals fire from the gods to create humans and civilization, Frankenstein dramatizes the risks and monstrous results of White imperial masculinity as a Euro-colonial (...) Promethean project of subject formation and race-making. Viewed through the prism of the Modern Prometheus, modernity in general and liberal humanism in particular are recast as monster-making projects. The European “discovery” of Indigenous peoples amplified Promethean aspirations to create subjects through civilizational processes of religious conversion, the infusion of Enlightenment rationality, and assimilation into whiteness. Politically, the Promethean capacity to engineer humans and proto-humans using Native peoples as raw material allowed progressives to argue against outright extermination in favor of cultural genocide. Seeking to create a subserviant species, Victor Frankenstein confronts a revolting insurrection of his own making—a Creature who refuses slavery, claims mastery over his creator and demands a female companion. Yet Frankenstein’s fear of creating “a race of devils” betrays a terror of what Whites know, but refuse to acknowledge, about themselves and racial others. (shrink)