Merleau-Ponty's phenomenological ontology engages deeply with visual art, and this aspect of his work remains significant not only to philosophers, but also to artists, art theorists, and critics. Until recently, scholarly attention has been focused on the artists he himself was inspired by and wrote about, chiefly Cézanne, Klee, Matisse, and Rodin. Merleau-Ponty at the Gallery expands and shifts the focus to address a range of artists (Giorgio Morandi, Kiki Smith, Cy Twombly, Joan Mitchell, and Ellsworth Kelly) whose work came (...) to prominence in the second half of the twentieth century and thus primarily after the philosopher's death. Véronique M. Fóti does not confine her analyses to Merleau-Ponty's texts (which now importantly include his late lecture courses), but also engages directly with the art. Of particular concern to her is the art's ethical bearing, especially as related to animal and vegetal life. The book's concluding chapter addresses the still-widespread rejection of beauty as an aesthetic value. (shrink)

Exhaustive commentary, with text and Gujarati translation, of a verse work on Jaina ethics and Jaina philosophy.

Man's interpretations of natural phenomena change and develop gradually in accordance with his knowledge of them and the accumulation of scientific data about them. In studying a subject, it is very important to understand the history of the development of the subject and the general state of theoretical thinking on the subject. By so doing, we can embrace the experience and knowledge secured by scholars in the past and broaden our vision in order to avoid tortuous paths. The author of (...) this article will review biological theories and the history of their development as the beginning of our study of the histories of natural science and philosophy. (shrink)

al-qism 1. al-Fikr al-ʻArabī qabla "al-falsafah" wa-ḥattá tukhūmuhā -- [2. Without special title].

This chapter examines Merold Westphal's critique on the works of Calvin Schrag about the relationship of philosophy and a theistic belief in God. It talks about why neither devils speak as atheist nor god as theist. It reveals that God refuses to appear on philosophy's terms because in God's transcendence, God would appear more otherwise than Being. Also, theism does not explain why the divine “otherwise” ultimately signifies that a personally loving Creator and Redeemer in loving unconditionally always already love (...) also impersonally. (shrink)

ObjectiveThe study aimed to enhance the learning motivation of college physical education students and improve their learning outcomes. Based on the perspective of the self-determination theory, this study explores the influence of “Small Private Online Course + flipped classroom” teaching on the learning motivation of students majoring in physical education and profoundly analyzes the influencing factors and promotion paths of learning motivation using this model.Materials and methodsA total of four classes of physical education majors in a university were selected and (...) randomly divided into an experimental group and a control group. The experimental group received “SPOC + flipped classroom” teaching, the control group received traditional teaching. Before and after the 16-week intervention, learning motivation, teacher support perception, basic psychological need satisfaction, and academic emotions of the 64 students were measured, and the data were analyzed by repeated-measures analysis of variance and partial least square regression.Results The instructional intervention reduced non-regulation, external regulation, and introjected regulation, while increased identified regulation, intrinsic regulation, and self-determination levels in the students. The levels of non-regulation, external regulation, identified regulation, and self-determination were also significantly different from those of the control group. After the intervention, the scores of support for autonomy, support for competence, support for relatedness, and need for relatedness in the experimental group were significantly higher than those in the control group. Support for autonomy, support for competence, support for relatedness, need for competence and need for relatedness positively predicted the self-determination level, and intrinsic regulation and identified regulation negatively predicted non-regulation, external regulation, and introjected regulation.Conclusion“SPOC + flipped classroom” teaching has a positive impact on students’ learning motivation of basketball skills and promotes students’ motivation autonomy. The improvement of support for autonomy, support for competence, support for relatedness, need for competence, and need for relatedness may be related to the improvement of learning motivation of college students majoring in Physical Education. “SPOC + flipped classroom” teaching enables students to obtain more demand satisfaction by giving them more demand support, while demand support and demand satisfaction can promote the internalization of learning motivation so that students can maintain high autonomy motivation. (shrink)

Explanation to 500 questions on Western philosophy, philosophers, and their works.

The preceding chapter listed the measures Ch'in Shih-huang took to consolidate the unification. Before all this, the state of Ch'in, through Shang Yang's reforms, had eliminated the hereditary privileges of the aristocracy, dealt a severe blow to the power of the slave-owning aristocracy, instituted the system of landownership by the landlords, established the system of commanderies, unified weights and measures, and carried out the policy of "emphasizing agriculture and restricting commerce," so as to enable the landlord economy to achieve greater (...) expansion in the state of Ch'in. Now Ch'in Shih-huang went a step further to propagate Shang Yang's Legalist policies, liquidated the aristocracy in the six states to the east, abolished the system of installing hereditary nobles to rule their domains throughout the country, and universally implemented the system of commanderies and prefectures. He also abolished the old aristocratic political structures maintained by the six states, established a centralized feudal system of dictatorship, and thus dealt a blow to the landownership system of the remnant slave-owning aristocracy. By means of laws and regulations, he established throughout the country the system of landownership by landlords and continued to adhere to the policy of "emphasizing agriculture and restricting commerce," promoted the development of the landlord economy, abolished the divergent laws and regulations of the six states, and put into effect throughout the country new laws and regulations representing the interests of the newly rising landlord class. He also standardized weights and measures, unified the written language, and fixed the length of axles of all carts. Generally speaking, during the first stage of the establishment of a unified, centralized feudal state, Ch'in Shih-huang, as the general representative of the newly rising landlord class, carried out a series of measures that "emphasized the present while slighting the past" and initiated a series of important political, economic, and cultural reforms. The "present" he "emphasized" was the newly rising landlord class, and the "past" he "slighted" was the declining old aristocracy. As a result, the Ch'in dynasty was able to exert a definite stimulating influence in the process of monumental historical transformation, to put an end to the prolonged period of division and rivalry among the feudal states, to unify our great multinational country, and to set up the largest centralized feudal state up to that time. To be sure, the Ch'in dynasty was after all a political regime of the landlord class. It was a machine of the landlord class to exploit and oppress the peasant masses. This is something we must recognize. (shrink)