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Psychology-based research has been a characteristic of empirical inquiry in sport coaching for over 50 years, and cognitive function is widely accepted as a fundamental component of sport coaching expertise. Within the academic literature, much empirical research on coaches' cognitions has tended to adopt retrospective approaches, such as postsession interviews or stimulated recall, thus capturing participant recall after the incident, training session, or competition. Methods such as these that rely on participants' retrospective recall are prone to memory decay, reordering of accounts, and confirmation bias. The aim of this research was to collect a different type of data to what is generated with retrospective approaches and, rather, capture coaching cognitions in situ using think aloud protocol. The data captured were broken down into meaning units and analyzed using a reflexive thematic analysis. Situated in the practice of six experienced rugby coaches, findings revealed that think aloud protocol generated rich data. However, engaging think aloud protocol was problematic as the site of inquiry was confounded by multiple social interactions and required coaches to provide frequent instruction and feedback. The interaction between cognition and action is conceptualized by the tentative offering of a conceptual model that includes cognitive triggers and thresholds. The implications of these findings can help academics and coach developers to understand the complexity of capturing coaches' in situ thinking within dynamic social environments. [ABSTRACT FROM AUTHOR]

Formal thought disorder (FTD) is a clinical key factor in schizophrenia, but the neurobiological underpinnings remain unclear. In particular, the relationship between FTD symptom dimensions and patterns of regional brain volume loss in schizophrenia remains to be established in large cohorts. Even less is known about the cellular basis of FTD. Our study addresses these major obstacles by enrolling a large multi-site cohort acquired by the ENIGMA Schizophrenia Working Group (752 schizophrenia patients and 1256 controls), to unravel the neuroanatomy of FTD in schizophrenia and using virtual histology tools on implicated brain regions to investigate the cellular basis. Based on the findings of previous clinical and neuroimaging studies, we decided to separately explore positive, negative and total formal thought disorder. We used virtual histology tools to relate brain structural changes associated with FTD to cellular distributions in cortical regions. We identified distinct neural networks positive and negative FTD. Both networks encompassed fronto-occipito-amygdalar brain regions, but positive and negative FTD demonstrated a dissociation: negative FTD showed a relative sparing of orbitofrontal cortical thickness, while positive FTD also affected lateral temporal cortices. Virtual histology identified distinct transcriptomic fingerprints associated for both symptom dimensions. Negative FTD was linked to neuronal and astrocyte fingerprints, while positive FTD also showed associations with microglial cell types. These results provide an important step towards linking FTD to brain structural changes and their cellular underpinnings, providing an avenue for a better mechanistic understanding of this syndrome.

Premenstrual Dysphoric Disorder (PMDD) is a cyclical mood disorder whereby symptoms are triggered by normal hormonal changes during the menstrual cycle. A better understanding of psychological changes that occur with PMDD can inform non-pharmacological and non-invasive treatment interventions. A systematic review was conducted of quantitative studies that measured any aspect of cognition or behaviour at a minimum of two time points in the menstrual cycle in those with and without PMDD. A narrative synthesis is reported. 94 outcome measures were extracted from 21 papers and a total participant sample of 1222. Risk of bias was noted in relation to lack of power analysis and inappropriate statistical methods. Cognitive performance was most often tested but evidence of change with PMDD was limited and inconsistent. Findings of studies exploring cognitive processes and content suggest that a negative attentional bias is central to the psychological experience of PMDD. A quantitative synthesis could not be conducted due to limited reporting of key data. Conclusions: Cognitive process, content, and behaviour are likely to be more informative in understanding PMDD than absolute cognitive abilities. Future studies should aim to investigate such in real-time and within the context of daily living. • Many cognitive and behavioural changes with PMDD have been studied. • Change in cognitive function is inconsistent in studies of PMDD. • Changes in how cognitive resources are used may help us understand PMDD. • Negative attentional bias occurs premenstrually with PMDD. • State and trait effects psychological effects need to be disentangled. [ABSTRACT FROM AUTHOR]

When learning about scientific phenomena, students are expected to mechanistically explain how underlying interactions produce the observable phenomenon and conceptually connect the observed phenomenon to canonical scientific knowledge. This paper investigates how the integration of the complementary processes of designing and refining computational models using real‐world data can support students in developing mechanistic and canonically accurate explanations of diffusion. Specifically, we examine two types of shifts in how students explain diffusion as they create and refine computational models using real‐world data: a shift towards mechanistic reasoning and a shift from noncanonical to canonical explanations. We present descriptive statistics for the whole class as well as three student work examples to illustrate these two shifts as 6th grade students engage in an 8‐day unit on the diffusion of ink in hot and cold water. Our findings show that (1) students develop mechanistic explanations as they build agent‐based models, (2) students' mechanistic reasoning can co‐exist with noncanonical explanations, and (3) students shift their thinking toward canonical explanations after comparing their models against data. These findings could inform the design of modeling tools that support learners in both expressing a diverse range of mechanistic explanations of scientific phenomena and aligning those explanations with canonical science. [ABSTRACT FROM AUTHOR]

Background: This research explores thinking and teaching strategy in sciencesteaching by analyzing 2027 research articles from the Web of Science.It is anticipated that groups of keywords, writers, and universitieswill highlight patterns, offer advice to scholars and teachers, andadd to the body of literature already available on the topic. Purpose: This study's purposes are to use the Web of Science to examine thecurrent state of the literature on thinking and teaching strategy insciences teaching, identify clusters of relevant keywords, authors,and universities, and investigate potential future research avenuesin this area. Sample: The Web of Science provided the data for this study, which comprised2027 scientific papers that were released between 1984 and 2022. Acomplete and representative sample was achieved by screening andchoosing a sample from a starting pool of 4000 articles. Design and methods: Data from the Web of Science Core Collection database were gatheredfor this study using bibliometric and content analysis methods. Frommore than 4000 sources, pertinent papers on teaching strategies andscientific education were chosen, and 2027 peer-reviewed publicationswere further assessed. Non-scientific sources were excluded. Results: This study investigated 2027 scholarly publications on teaching andthinking techniques in science education published between 1984 and2022 in the Web of Science Core Collection. Six study clustersspanning subjects including student knowledge and thinking, cognitivetechniques for creativity, and robots in science education werefound. The clusters included 59 universities, 89 keywords, and 199authors from 63 different countries. Conclusion: In order to fully understand thinking and teaching strategies in scientific education, this study carefully analyzed 2027 research publications from the Web of Science Core Collection. The results might aid researchers, instructors, and regulators in understanding the state of the literature and potential future study topics in science education. [ABSTRACT FROM AUTHOR]

People have always been makers, creatures of poiesis. However, in a time where many are growing sceptical about the desirability ofHomo Faber's gifts due to the ecological destruction they so often cause, this article investigates the emergent possibilities offered by co-creation or sympoiesis. In order to understand the implications of this shift from poiesis to sympoiesis, the article offers a hermeneutic attempt to come to grips with the essence and nature of the human making-event (poiesis), and the kind of thinking that lets this creative process unfold in a particularly revealing way. The article relies on the influential writings of the German philosopher Martin Heidegger (1889-1976) to plumb the depths of mortal making. For Heidegger, all making stands under the sway of the ancient Greek notion of poiesis. Despite sounding like the word used for poetry, poets merely practice one form of poiesis. This article attempts a more encompassing approach to mortal making by appreciating the ontological associations of poiesis as it relates to Heidegger's understanding of people as beings of care (Sorge). In order to elaborate on the richness and depth of mortal poiesis, and to show how a heroic understanding of poiesis may undermine the potential for sympoiesis, the article will study various making-narratives posited in the novel by Etienne van Heerden, The long silence of Mario Salviati, originally published as Die swye van Mario Salviati (2000). Drawing on the circular (hermeneutic) tendencies Heidegger identifies in mortal existence, and the role played by angels in the novel (and in the Duino Elegies of Rainer Maria Rilke), the article presents four spiralling flights dipping into aspects of poiesis as developed in Van Heerden's novel. The article is structured in three sections. The first section sketches an overarching interpretation of Heidegger's understanding of mortal poiesis and his formulation of inceptual thinking (das anfangliche Denken^) as alternative for the shortcomings of representational thinking (das vorstellende Denken) In the second section, the Heideggerian interpretation of mortal making is elaborated by interpreting various making-events in Van Heerden's novel. It is shown that the characters in The long silence of Mario Salviati carry an unnecessarily heavy burden when they attempt creative endeavours, because they misunderstand (and are not able to endure) the silent openness imbuing mortal poiesis. In an attempt at challenging their understanding of making, it is argued that Heideggerian Gelassenheit implies an additional move from poiesis to sympoiesis (making-with). The third section serves as conclusion and speculates briefly on the implications of this sympoietic augmentation of poiesis. As such, the article considers the way poietic thinking and poiesis are interwoven in the moment of creation, augments this interpretation by studying several making-narratives in Van Heerden's novel, and uses the resulting understanding to reappraise the way people think about making in terms of sympoiesis. Consequently, the article can be seen as a retrospective reflection on human making amid the harbingers of sympoiesis. The article is both an attempt at making-sense (of poiesis) and making-ready (for sympoiesis). Ultimately, drawing on the latent implications of Heidegger's notion of Gelassenheit, it is proposed that people need to abdicate their claim of being the sole authors of poiesis. To shift from poiesis to sympoiesis is to acknowledge that making is an open yet entwined endeavour: iterative, contingent, impure, awaiting yet guilty, dense, ecstatic-leaping, and fundamentally, care-full. In the same way that Heidegger challenged Cartesian dualism by proposing that people are intimately entangled in the world, making is also shaped by entanglements steeped in mortal care. Sympoiesis, by granting creative agency to these entanglements, is even more open and entangled than poiesis. Therefore, it could be argued that sympoiesis is more in tune with the way people live as beings of care than poiesis, since it engages more kinds of mattering. The article concludes that sympoiesis is the more venturesome form of making that Being seems to be calling us towards. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As a thinker and scholar, Martin Thrupp was attuned to the complexity of real-world situations and challenges in education. Things were never simple, and there was never just one thing going on. This has been one of the characteristics we have most admired about Martin. In this piece, we articulate some of what we have learned from Martin and consider what it might mean to think critically and well about education in our present moment and context. We identify a number of directions in which we might all think—and seek to think critically and well—following Martin's example. We reflect on how Martin, as a careful and critical thinker, was not always popular (including with governments and research fashions of the day) and was not always certain of the best way forward, yet remained committed to ideals of complex hope and the importance of us all raising our heads to contribute. [ABSTRACT FROM AUTHOR]

In his account of the individuation and creation of thinking in Difference and Repetition Gilles Deleuze claims that there belongs “an experience of death.” What does this mean and imply for an attempt to come to terms with Deleuze’s transcendental empiricism? The following article presents a reading that explores this question, arguing that Deleuze’s account of what it means to think has two aspects that must be understood in relation to each other. On the one hand, Deleuze’s ontology of intensive difference involves an image of human individuation grounded upon a “death present in the living.” On the other hand, Deleuze writes that in the creation of “thinking in thought” there is an experience of death. Understanding the relation between the individuating aspect of death – as the emergence of the pure and empty form of time as the basis for representational thinking and judgement – and the experience of this individuating factor in the creation of thinking in thought, Deleuze’s claim can be made sense of and its centrality in his system clarified. When death as an individuating factor becomes experience, thinking is transmuted from dead representation to intensive life, and transcendental empiricism is operationalized.

Hannah Arendt’s intellectual legacy includes a collection of poems that have not received much attention from scholars. Arendt began writing these poems in her youth and continued into adulthood. Her American period of poetry reflects on the experience of emigration and the loss of loved ones. The collection begins with a poem dedicated to the death of her friend, the philosopher Walter Benjamin. The lyrical necrology, entitled with the initials “W.B.” and dated 1942, is both a tribute to the dead thinker and a reaction to the first reports of German death camps. This article reconstructs the origins of the poem and provides a detailed analysis of it. The interpretation is based on clarifying the philosophical subtext of this work, which deals with themes important to Arendt and Benjamin. For this purpose, the article uses such Arendt’s writings as the essay “We Refugees” (1943), the lecture “Walter Benjamin” (1968), and the book “The Life of the Mind” (1978). The example of the poem demonstrates the continuity and consonance of Arendt’s ideas with Benjaminian concepts of aura (“The Work of Art in the Age of Mechanical Reproduction”), Jetztzeit (“On the Concept of History”), and remembrance (“Berlin Childhood Around 1900”).

This article continues a series of author's publications on the evolution of the theology of the Hellenic religion. The subject of the article is the theology of the period of formation of the culture of the late classics (first floor. IV century BC). It is shown that at this time the theater (drama, tragedy) ceased to be “objectified theology”, and the comprehension of the Hellenic religion became the task of philosophical consciousness, the subject of rational conceptual thinking. It was in the era of the late classics that the purposeful construction of an abstract-conceptual model of the sacred world began. The possibility of such a construction is generated by the fact that it is currently that the process of thinking as a system of interaction of operands (sensory images, their fragments and combinations, abstractions, idealizations, etc.) and operations on them from two-level becomes multilevel. It becomes possible to replace a real object with its abstract model, to study the regularities of the object through the identification of stable relationships between the properties of such a model. Theology is also transformed in such conditions. There is a growing need to replace the mythological (visual-figurative) model of the sacred world with an abstract-conceptual model of it. It was in the era of the late classics that the purposeful construction of an abstract-conceptual model of the sacred world began. This profound religious transformation will culminate in the birth of the world's monotheistic de-ethnized religions - Christianity, Islam, as well as the Hellenization of Judaism. Socrates and Plato are at the origins of such a cognitive transition from visual-figurative to abstract-conceptual modeling of the sacred world, who creates a new form of theology based on the doctrine of ideas - “transcendental mythology”. It is aimed at creative search and logical substantiation of new basic principles (monotheism, transcendence, creative activity, inner perfection, etc.) and semantic images of the abstract model of the sacred world. In a few centuries they will become the ideological framework of the theologies of Christianity and Islam.

In “Letter on Humanism,” Martin Heidegger juxtaposes the notion of homelessness (Heimlosigkeit) with home-coming (Heimholung), i.e. the reawakening to our original relationship to Being. This focus on dwelling in Being represents an interesting modification from his earlier study of “incipience” (Anfang), which emphasizes departure. We follow the critique of this shift in thinking in Hannah Arendt’s work, beginning with a short allegory titled “Heidegger the Fox” (1953). We suggest that reading this allegory in the light of Arendt’s decades-long debate with Heidegger illuminates the tense relationship between dwelling and incipience (or in her terms, “natality”). Though we do not attempt a complete analysis of Heidegger and Arendt’s works here, we aim to draw out specific movements of their thinking. We suggest that Arendt’s concept of natality, which, though partly influenced by Heidegger, ultimately challenges the authenticity of Heidegger’s solitary, silent thinker who dwells in the House of Being. In the back and forth between their thinking an unresolvable tension between dwelling and departure arises as the existential fissure.

The method of association experiment makes it possible to study human cognition and consciousness. The article reviews the particularities of the association experiment and its significance for cognitive sciences. It analyses the methods and principles of association experiment as a method of studying the bonds between psychical processes, cognitive functions, and speech. The author combined standard research methods with those of psycholinguistics to describe various types of association experiments. Association experiments yield important empirical results for the analysis and interpretation of human cognitive structures, thus boosting the development of cognitive sciences. Being interdisciplinary in nature, they provide data about the psychological, cultural, and linguistic personality, i.e., speech and mental operations. Association experiments can be of four types: free, chain, directed, and with continuous reaction. Each type has its own advantages and disadvantages. As auditory or visual, they can be written-to-written, oral-to-oral, written-to-oral, and oral-to-written. The stimulus can be verbal, nonverbal, or heterosemiotic.

Hannah Arendt notably remarked that thinking, understood as the non-conclusive inner dialogue of “me” with “myself,” is most indispensable in those historical moments when “things fall apart.” War often occasions such moments, not just because of the moral and political turmoil that accompanies it or the physical damage it inflicts upon people and their environments, but also because of its absurdity; this latter feature, the absurdity of war, is captured by Stanislav Aseyev, a Donetsk-born Ukrainian writer, in his books In Isolation: Dispatches from Occupied Donbas and The Torture Camp on Paradise Street. In this essay, I argue that Aseyev’s reflections on Russian occupation, imprisonment, and torture demonstrate both the special value of Arendt’s “thinking” for those enduring war and violence and reveal a pre-moral-political capacity of “thinking” latent but never explicit in Arendt’s work: the power to cope with the absurd qua absurd.

Hannah Arendt is one of the twentieth century’s foremost thinkers on totalitarian regimes. For her, such a political development becomes possible particularly because people abrogate their faculty of thinking. Totalitarianism, in turn, breeds conformity, engenders an ethics of alienation. Moreover, language, too, loses its hermeneutical ability to conjure up other possible, alternative, imaginative scenarios, as the regime clamps down on the use of words and phrases, creating a rhetorically univocal echo chamber from which it becomes increasingly more difficult to escape. The observations of Stanislav Aseyev, a Ukrainian journalist, corroborates Arendt’s reflections, underscoring her perennial relevance on this matter.

The article describes such systemic anthropological characteristics of thinking as multidimensionality, projectivity, inclusion in life relationships, transtemporality, and nonlinearity. On the one hand, these characteristics are inconvenient phenomenological "anomalies" for the classical psychology of thinking. On the other hand, in the context of progressive anthropologization of psychological cognition and interdisciplinary discourse, they make it possible to study thinking in a more holistic and human context, as well as to establish new conceptual links between the psychology of thinking and the psychology of human existence. Thinking is a multidimensional and nonlinear act that simultaneously unfolds in several registers of one’s mentality, capturing a variety of temporal, active, and noetic aspects of one’s being. The projective function of thinking consists in overcoming event uncertainty, building a semantic markup of living space, and producing semantic orientations in the activity and existential dimensions of the living environment. The fact that thinking is part of one’s life relationships ensures the integrity and transtemporal continuity of one’s life world. According to the polyphonic principle of mental dynamics, the dialectic unity of its spatial-temporal and modal correlations unfolds at each moment of thinking.

Abstract Background As ethical conflicts increase in the ever-changing healthcare field, nursing task performance, which is the overall ability of a nurse’s professional knowledge, attitude, and skills, is important for patient health and safety, the provision of quality nursing care, and the appropriate resolution of nursing ethical problems. This study aimed to evaluate the mediating effect of critical thinking disposition on the relationship between hospital ethical climate and nursing task performance. Methods A cross-sectional study was conducted. A total of a convenience sample of 200 clinical nurses from two Korean cities were recruited between November and December 2021. Direct questionnaires and online surveys were used to collect the data. The study variables were analyzed using descriptive statistics, correlations, and a model tested using the Hayes PROCESS macro (Model 4) mediation model. Results The mean scores for hospital ethical climate, critical thinking disposition, and nursing task performance were 91.86 ± 11.29, 97.74 ± 10.70, and 138.58 ± 14.95, respectively. Hospital ethical climate and critical thinking disposition were positively correlated with nursing task performance. In the mediation test model, hospital ethical climate was found to be positively and significantly associated with nursing task performance (ß = 0.46, p

The dream functions dynamically to organize data, to reinforce memory, to resolve conflict, and to perform many of the cognitive functions of what we refer to as waking thinking during REM and NREM brain periods that occur at night. Our understanding is informed by an understanding of sleep physiology and cognitive psychology, which introduce powerful changes in contemporary psychoanalytic theory, especially the research-based conceptualization of the implicit and explicit domains of learning, memory and knowledge, and by developments in the psychophysiology of sleep and dreaming, dream-content research and neuroscience. Rather than "lost on the royal road," perhaps paradoxically during these constructivist times, we know more about dreaming and its functions than ever before. Dreams can no longer be viewed as a royal road to the unconscious, but as a royal road to unconscious thinking. I have named this model as the organizational model of dreams. [ABSTRACT FROM AUTHOR]

The objective of this study is to analyze and describe the application of the STEAM learning method in fostering critical thinking skills in early childhood education. This type of research is qualitative research with the aim of analyzing the implementation of the STEAM learning method on thinking abilities in early childhood. This research is needed so that educators can implement the STEAM learning method for the thinking abilities of young children. The subjects in this research were 10 students of Kindergarten B RA Bina Insani Al-Ma'ruf in Nglaban hamlet, Maron village, Banyakan district. This research uses observation data collection, in-depth interviews, and documentation. This research resulted that the implementation of STEAM learning at RA Bina Insani Al-Ma'ruf was carried out in every children's play activity. This learning involves several aspects of child development that are integrated and fun for children. In STEAM learning activities, the teacher acts as a facilitator and motivator according to the plans that have been prepared. This learning involves several aspects of child development that are integrated and fun for children. In STEAM learning activities, the teacher acts as a facilitator and motivator according to the plans that have been prepared. Basically, the implementation of STEAM learning at RA Bina Insani Al-Ma'ruf has principles based on attitudes, skills and knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal for Quality Assurance in Higher Education is the property of University of Science & Technology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Belügyi Szemle / Academic Journal of Internal Affairs is the property of Ministry of Interior of Hungary and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Must you respect basic logical laws (BLL) – such as the law of non-contradiction – in order to think? Frege wrote that one must "acknowledge" BLL in order not to "abandon judgement altogether". Some have argued that Frege therefore thought of logic as somehow 'constitutive' of thinking. However, some interpreters contend, due to his strong commitment to logic's normative status, that Frege held the opposite view, namely the non-constitutivist view that (systematic) 'illogical' thinking is possible and that one need not accept or follow BLL in order to think as such, although one must do so in order to think correctly. The aim of this paper is to investigate the interpretative landscape regarding Frege's view on logic's constitutive role for thinking and suggest, against the non-constitutivist readings, that he indeed was committed to some version of the constitutivity thesis, but that this commitment is not, as some constitutivist interpretations suggest, inconsistent with the idea that logic is normative for thinking. I will, instead, propose to read his view in a soft and agent-relative sense, according to which it is a necessary condition for the possibility of thinking that the agent in question is sensitive to and acknowledges BLL. [ABSTRACT FROM AUTHOR]

Copyright of e-Education Research is the property of Northwest Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The title question recalls Heidegger's lectures of the same name and uses his existential-phenomenological method to problematise the dominant interpretation of thinking as mental processes performed by the human mind. The creators of artificial intelligence have set the goal that artificial intelligence should be able to mimic human thinking and, as a result, be able to carry out activities that can be called intelligent. But the attempt to reduce human thinking to logical operations and "calculative thinking" (Heidegger) overlooks its existential character. For thinking is not just an attribute of human beings, it is an essential way in which we exist (i.e. a mode of existing). Therefore, the phenomenon of thinking cannot be adequately described in a third-person perspective (of the empirical sciences) but requires a first-person (phenomenological) reflection. The article is also critical of attempts to use the phenomenological approach as a means of developing artificial intelligence (Heideggerian AI) and advocates an understanding of thinking that is integrated into the totality of human existence, enabling it to achieve its fullness and authenticity. [ABSTRACT FROM AUTHOR]

• Higher-level questions promote critical thinking among undergraduate students which is an essential skill in their professional career. • Various questioning strategies are used to improve undergraduate students' questioning; however, heterogeneity in research methods and results is found. • The need for additional empirical evidence by using a comprehensive strategy to promote CT in undergraduate students is highlighted. To explore and describe the evidence about questioning the training of undergraduate health and social sciences students and their critical thinking (CT). In addition, it identifies the gap to guide further research. A scoping review was conducted by using the population, concept, and context framework. Literature was searched in four databases which include the Education Resources Information Center, African Education Research Database, PubMed, and Cumulated Index to Nursing and Allied Health Literature. Ten articles were included in this review after screening for the set criteria. Most of the studies reported enhancement in CT dispositions and skills after implementing questioning strategies. Moreover, the level of questions changed from lower to higher after the intervention. However, the review found heterogeneity in discipline, intervention, tool, and time of measurement. The current evidence is inconclusive about the effect of questioning strategies on developing students' CT. This highlights the need for additional empirical evidence by using a comprehensive strategy to promote CT in undergraduate students. [ABSTRACT FROM AUTHOR]

Background: As ethical conflicts increase in the ever-changing healthcare field, nursing task performance, which is the overall ability of a nurse's professional knowledge, attitude, and skills, is important for patient health and safety, the provision of quality nursing care, and the appropriate resolution of nursing ethical problems. This study aimed to evaluate the mediating effect of critical thinking disposition on the relationship between hospital ethical climate and nursing task performance. Methods: A cross-sectional study was conducted. A total of a convenience sample of 200 clinical nurses from two Korean cities were recruited between November and December 2021. Direct questionnaires and online surveys were used to collect the data. The study variables were analyzed using descriptive statistics, correlations, and a model tested using the Hayes PROCESS macro (Model 4) mediation model. Results: The mean scores for hospital ethical climate, critical thinking disposition, and nursing task performance were 91.86 ± 11.29, 97.74 ± 10.70, and 138.58 ± 14.95, respectively. Hospital ethical climate and critical thinking disposition were positively correlated with nursing task performance. In the mediation test model, hospital ethical climate was found to be positively and significantly associated with nursing task performance (ß = 0.46, p <.001) with the mediation of critical thinking disposition (ß = 0.70, p <.001). Conclusions: Hospital ethical climate and critical thinking disposition may be important determinants of task performance among clinical nurses. Hospital administrators should make efforts to create a more positive ethical climate in hospitals and conduct education and campaigns on a positive hospital ethical climate for hospital staff to improve nurses' performance. [ABSTRACT FROM AUTHOR]

The aim of the study is to examine the relations between higher education students' lateral thinking dispositions and inquiry skills. Survey design and Structural Equation Modelling were used in the study. The sampling of the study consisted of 975 prospective teachers attending three faculties of education in three different state universities in Turkey. Inquiry Skills Scale and Lateral Thinking Disposition Scale were used to collect data. The collected data were analysed using R Studio programme. It was observed in the study that students' inquiry skills and lateral thinking dispositions were high. It was revealed in the study that inquiry skills predicted lateral thinking dispositions. Inquiry skills account for 31% of lateral thinking disposition. Thus, it can be concluded that lateral thinking dispositions of higher education students' depend on their inquiry skills at a percentage of 31%. [ABSTRACT FROM AUTHOR]

This article revisits W. R. Bion's theory of thinking by highlighting how thinking and linking are attacked. The author's theoretical reflections and clinical vignettes draw attention to the fact that patients may attack the analyst's thinking-function in two particular states: when they experience the analyst as attacking them precisely when the analyst is able to create a link, but one that is too threatening, painful, unsettling and frustrating or in response to the analyst's failure to create the link the patient had been expecting. How the analyst deals with and reacts to the complexity of the analytic relationship and to these two kinds of attacks is what will be internalized. In turn, it will affect the methods of communication within the psyche and with the environment and the development of a patient's emotional thinking. [ABSTRACT FROM AUTHOR]

This article wrestles with the question of the relationship between the digits of our hands and the digital in a dispersed but connected world. What can be held and what fails our grasp in such a universe? How the everyday and habitual skills of cooking and cleaning come into consciousness or vanish into habit, in a constant choreography of remembering and forgetting, with the digital as aid or hindrance. In the process of thinking through posture, gesture, and infrastructure, it reflects on the enduring contemporary challenge of doing ethnographic work at multiple transnational locations, by an ethnographer with a passport that does not travel well, made worse by the restrictions of a pandemic. In the process, it shows how the same hands that can heal, can also hurt. [ABSTRACT FROM AUTHOR]

Sometimes, thinking a thought and saying something to oneself are the same event. Call this the 'thinking-as-speaking' thesis. It stands in opposition to the idea that we think something first, and then say it. One way to argue for the thesis is to show that the content of a token thought cannot be fully represented by a token mental state before the production of the utterance which expresses it. I make an argument for that claim based on speech act theory. Many inner speech utterances are inner speech acts; as such they are individuated by an amalgam of semantic content and illocutionary force, which only come together with the performance of the speech act. Call the performance of a speech act its meaning and call its meaning its content. Since a token thought is individuated by its content it follows that the content of the speech act is not represented by any token mental state before the speech act is performed. Metaphysically, a thought, when it is an inner speech act, is not an object of any kind, but an action – the action of performing the speech act. I illustrate my argument with the action of deciding something. [ABSTRACT FROM AUTHOR]

The primary question addressed in this research is whether AI processes information and reasons analogous to human cognition, specifically by operating with idealized representations of real-world objects. Is it possible to claim that the external world is somehow represented in AI's cognition and thus exists for it? Based on the analysis of the available material, our research shows that the AI models developed from 1950-1999 were based on the early view of ontological naturalism. The article proposes a philosophical concept of reality as a function of the social activity of humans as vulnerable bodily beings. It is shown that for AI, reality is deontologized by translation into the language of mathematical meanings. In addition, the article proposes methods for the potential ontologization of AI thinking, aiming to align its processes more closely with human thinking. The development of game intelligence in AI provides a path for AI thinking to interact with reality and become more similar to human intelligence. However, the article concludes that modern models of generative AI inherit the shortcomings of their predecessors, with their effectiveness, particularly in passing the Turing test, being attributed to the emerging access to the vast reservoir of human cultural experience -- the Internet. [ABSTRACT FROM AUTHOR]

This article wrestles with the question of the relationship between the digits of our hands and the digital in a dispersed but connected world. What can be held and what fails our grasp in such a universe? How the everyday and habitual skills of cooking and cleaning come into consciousness or vanish into habit, in a constant choreography of remembering and forgetting, with the digital as aid or hindrance. In the process of thinking through posture, gesture, and infrastructure, it reflects on the enduring contemporary challenge of doing ethnographic work at multiple transnational locations, by an ethnographer with a passport that does not travel well, made worse by the restrictions of a pandemic. In the process, it shows how the same hands that can heal, can also hurt. [ABSTRACT FROM AUTHOR]

This research aims to find out in depth about the thoughts of KH Wahid Hasyim in the perspective of da'wah management. The reason for raising the concept of KH Wahid Hasyim's thought is because he is one of the national figures from the pesantren group who played a role in the independence. In addition, because of his contribution to pesantren education and religious education at the formal school. From these thoughts, the author intends to contextualise them with the conditions of Islamic organisations in Indonesia, so that Islamic organisations have a mindset like the thoughts of KH. Wahid Hasyim which brings novelty and a structured and systematic managerial concept. This research uses qualitative research with the type of literature study. The result of this research is that Wahid Hasyim is a reformer of Islamic education who has a very good managerial side in planning, managing, and implementing new breakthroughs in Islamic education reform. There are three points on the da'wah management. First, Wahid Hasyim is known as a figure who laid the foundation of reform in the pesantren education system by combining the classical religious education system with the western education system. Second, in NU, he contributed a lot of reforms to LP Ma'arif NU, namely overhauling human resource and establishing NU schools. Third, one of the concepts of his thoughts on religious education is when he served as Minister of Religious Affairs RI by issuing a decree to make religious education compulsory in each school. Abstrak: Penelitian ini bertujuan untuk mengetahui secara mendalam tentang pemikiran KH. Wahid Hasyim dalam perspektif manajemen dakwah. Alasan mengangkat konsep pemikiran KH. Wahid Hasyim karena beliau merupakan salah satu tokoh bangsa dari golongan pesantren yang berperan pada masa pra kemerdekaan hingga pasca kemerdekaan. Selain itu, karena kontribusinya terhadap pendidikan pesantren maupun pendidikan agama di jenjang sekolahan formal. Dari pemikiran tersebut, penulis bermaksud untuk mengkontekstualisasikan dengan kondisi organisasi ke-Islaman yang ada di Indonesia, supaya organisasi keIslaman mempunyai mindset sebagaimana pemikiran dari KH. Wahid Hasyim yang membawa kebaruan dan konsep manajerial yang terstruktur dan sistematis. Penelitian ini menggunakan penelitian kualitatif dengan jenis studi kepustakaan. Adapun hasil penelitian ini bahwa Wahid Hasyim adalah sosok pembaharu pendidikan Islam yang memiliki sisi managerial yang sangat baik dalam merencanakan, mengelola, dan melaksanakan gebrakan baru dalam pembaharuan pendidikan Islam. Ada tiga hal yang menjadi poin penting pada sisi manajemen dakwahnya. Pertama, Wahid Hasyim dikenal sebagai tokoh yang meletakkan fondasi pembaharuan dalam sistem pendidikan pesantren dengan memadukan antara sistem pendidikan agama klasik dengan sistem pendidikan barat. Kedua, dalam perjuangannya di Nahdlatul Ulama banyak memberikan sumbangsih pembaharuan pada LP Ma’arif NU yaitu melakukan perombakan pada manajemen SDM dan pendirian sekolah-sekolah NU mulai sekolah dasar hingga perguruan tinggi. Ketiga, salah satu konsep pemikiran beliau terhadap pendidikan agama yaitu saat beliau menjabat sebagai Menteri Agama RI dengan mengeluarkan surat keputusan untuk mewajibkan pendidikan agama di masing-masing sekolah.

German philosopher Martin Heidegger’s later thought is significant because of his attention to the meaning of “truth” (alētheia) and its connection to Protagoras’s thesis of anthrōpon metron (“of all things man is the measure…”), which Heidegger elevates to the “highest principle” of philosophy. Philosopher Werner Marx concurs with Heidegger that our time faces the “age of technology” as the completion of the Western tradition of metaphysics. With the “end of philosophy” in this sense, we stand to inaugurate “a new beginning” in thinking without reliance on the principles and standards that have their provenance in the tradition from ancient Greek philosophy onward to late European modernity. For Marx, this elicits the possibility of a non-metaphysical ethics, hence the question of “measure” that he engages in connection with Heidegger’s later thinking. However, it is problematic that Marx engages Schelling’s reflections on the essence of human freedom to articulate a possibility of measure. Here Marx’s reflections are engaged by considering his motivation and the thought of Schelling, Nietzsche, Heidegger, as well as the historical context of the twentieth century, all of which constrain Marx’s normative objective. Heidegger’s engagement of Schelling and Kant to elucidate the problem of human freedom raises questions whether Marx’s proposal for a measure “on this earth” can achieve the goal of a foundation for a post-metaphysical ethics.

Mathematics learning occurs within the context of classroom interaction. This interaction entails the engagement of students with their peers, both within the whole class setting and within smaller group settings. Furthermore, students interact with their teachers and utilize various learning resources during the process of mathematics learning. This study aims to explore the role played by students with field-independent and field-dependent cognitive styles in the context of mathematics learning in vocational schools. The research methodology employed for this study is a case study approach. The findings of this research revealed that there existed a division of student roles within the groups, which was determined through collaborative decision-making amongst the group members. The division of student roles during class discussions can be summarized as follows: 1) In order to successfully complete the activities assigned by the teacher, it is imperative to establish a division of roles within the groups. 2) Various interaction patterns were observed, including requests for help, provision of assistance, and negotiation. 3) The pattern of Thinking Interaction observed indicated distinct roles for the three students with field-independent cognitive styles. Consequently, this finding contradicts Witkin's assertion that field independents prefer to work independently.

To study the whole range of problems that should be resolved in the process of innovation management in education it is necessary to realize that teaching is flexible, supple and requires continuous research. The goal of the article is to corroborate rightness of theoretical vectors by permanently changing practice. Theoretical and methodological foundation of the step-by-step research presented in the article is formed by principles of economic and comparative analysis, methods of induction and deduction and finally the method of archive search. The authors proposed an innovation approach to achievements in the field of education and showed the efficiency of Russian experience of well-known economists and experts in economics, psychology and sociology.

Advancements in technology and global information infrastructure have transformed education, leveraging a constructivist approach that enhances knowledge construction through student interaction with computer applications. The research aimed to explore the facilitation of enhancing mathematical maturity through the integration of technology in mathematics education using computational thinking. This research employed a qualitative method with a case study approach. The participants in this study were 15 Grade XI students from various classes of the Vocational High School, selected from a total of 159 students. The data collection techniques used in this research included observation and open-ended test instruments. The data analysis techniques involved data reduction, data presentation, and conclusion drawing. The research results show: (1) technology enhances mathematics education; (2) computers deepen mathematical understanding; (3) technology creates contextual learning environments for problem-solving; (4) combining computational thinking and technology aids in mastering mathematical concepts. The conclusion is that integrating computational thinking with technology-enhanced learning significantly fosters mathematical maturity among students.

Background. Development of a creative personality is considered among the priority tasks for the modern education system of the Russian Federation. The article presents a critique of the education system imposed on Russia, which can be represented in the image of “up the stairs leading down”. The author emphasizes the relevance of providing the rationale for the essential factors in the educational process in order to ensure the development of students' creative abilities, which should not be reduced only to the development of their intelligence. Objective. Identification and justification of the dominant factors in the educational process aimed at developing the students’ creative abilities. Study Participants. Children (from older preschoolers to school graduates), university students, and specialists of various occupations took part in the long-term research. The studies were carried out in Moscow and the Moscow region, as well as in other regions of the Russian Federation and abroad. Method. The author's method “Creative Field” was implemented in a number of relevant techniques taking into account the age characteristics of the subjects. The techniques are based on different materials, which made it possible to conduct cross-sectional experimental studies on a large sample of subjects of different ages and professions, as well as a number of longitudinal studies lasting from 10 to 54 years. Results. The analysis of experimental studies shows that creativity as the ability to develop activity on one’s own initiative is possible only if there is a unity of the level of intelligence development corresponding to the task and the dominance of cognitive motivation in the personality structure. The integration of these factors determines the mechanism of creativity. The author has substantiated the dominant factors of the educational process aimed at developing the students’ creative abilities. Conclusions. The development of intelligence increases the possibility of mastering complex activities, and the dominance of cognitive needs gives rise to the ability to be creative. The decisive role in the development of a student as a creative personality is the teacher’s position as of researcher and the value of knowledge.

PurposeChildren's ability to adjust one's language according to discourse context is important for success in academic settings. This study examined whether second graders vary in linguistic and discourse features depending on discourse contexts, that is, when describing pictures in contextualized (describing the picture to an examiner while looking at it together) and decontextualized (pretending to describe the picture to a friend while sitting in front of the examiner) conditions.MethodA total of 330 English-speaking second graders in the United States (M age = 7.33 years; 53% boys; 55% Caucasian children, 35% African American children) described three pictures in contextualized and decontextualized conditions. Children's picture descriptions were transcribed verbatim and coded for linguistic (e.g., elaborated noun phrase) and discourse (e.g., proper character introduction, degree of decontextualization) features.ResultsType-token ratio was higher in the contextualized condition than in the decontextualized condition, whereas certain types of elaborated noun phrases (e.g., simple descriptive noun phrase, noun phrase with postmodification), coordinating conjunctions, and nonclauses occurred more frequently in the decontextualized condition, controlling for total productivity and student demographics. The proportion of proper character introduction was higher in the decontextualized condition, whereas higher degrees of decontextualization and complex perspective-taking were found in the contextualized condition.ConclusionVarious linguistic and discourse cues illustrated the extent to which primary grade students employ their discourse knowledge when producing oral language.

A somewhat prominent view in the literature is that language provides opportunity to program the brain with 'cognitive gadgets', or 'virtual machines'. Here, I explore the possibility that thinking itself – internal symbolic responses to stimuli that are either intrinsic or extrinsic, and computational procedures that operate on these internal symbolic representations – is such a software product rather than just an emergent phenomenon of the brain's hardware being 'complex enough', or the brain processing information in a manner that is 'integrated enough'. I also present a testable hypothesis that would indicate the presence of such a thought-gadget, and briefly overview some evolutionary pre-requisites for its existence. Further, I explore some consequences the existence of such a gadget would entail for our understanding of consciousness. The nature of the gadget is left unspecified as the article is not a blueprint for the thinking gadget, but an argument in favor of its existence. [ABSTRACT FROM AUTHOR]

This article is devoted to the study of the technology of developing critical thinking in Russian language lessons in elementary grades, considering the features of this technology and the effectiveness of its techniques. The main purpose of our research is to identify the effectiveness of using critical thinking techniques in Russian language lessons in elementary grades as a means of increasing mental abilities and developing the interest of younger students in the subject. In this article, we conducted a pedagogical study, where we studied the process of changing the quality of knowledge and the level of interest of children in Russian lessons when introducing critical thinking development technology into the educational process. In the course of our analysis of literary sources related to the technology of developing critical thinking, we identified and systematized existing knowledge about the technology of developing critical thinking, and also considered methods and techniques of technology for developing critical thinking from the point of view of elementary school, i.e. at the level of younger schoolchildren. The effectiveness of critical thinking methods was assessed through observation of changes in the educational process, namely in indicators of knowledge quality. [ABSTRACT FROM AUTHOR]

The main idea of the work is the concept of the formation of philosophy in Ancient India and Ancient Greece, based on the initial close connection of myth, religion, and science, which subsequently contributes to the separation of theoretical philosophy as a form of knowledge based on logic and pure reason. In the article, based on a summary of scientific studies published in recent years, it is shown that this trend is characteristic of the Turkic people, including the Kazakh people, who also did not stay away from this process. Each person, thanks to oral literature and folklore, which accumulates the basis of popular worldview, indulges in fleeting fantasies about life, and develops the ability to independently think about the existence of the world. The article also analyzes the question of the influence of the nomadic way of life on the perfection of deep thinking of the steppe people. The author comes to the conclusion that, despite the specific historical and cultural conditions, the knowledge and ideas of the ancient Greeks and the Kazakh people about the world, being, man, society, nature and life are very closely intertwined and demonstrate a deep connection. Such well-known scientists as Auezkhan Kodar, Seit Kaskabasov, Sagadi Bulekbaev in their studies of biogenetic laws and altered states of consciousness, based on typological analysis, note that this continuity and interrelationship of worldviews is not accidental, and cultural dialogue is not limited to a certain historical period. This is a continuous process that is reflected in the consciousness of each new generation, and thus goes beyond the space-time continuum. In their mythological knowledge, both peoples were among the first to try to generalize, classify and understand the systematicity, diversity and multiplicity of the universe. The result is the conclusion that both the formation of knowledge about the surrounding world and the realization of oneself and the meaning of life took place through the synthesis of conceptual thinking and artistic universals. [ABSTRACT FROM AUTHOR]

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