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The relevance of critical thinking makes it necessary to clearly define this concept and explore the steps necessary to acquire the skill that lies behind this concept. Today, in the specialized literature, you can find a variety of definitions of critical thinking, which can give the impression that this field is in a chaotic state. The author’s analysis made it possible to identify the essential features of this concept, based on which critical thinking is defined as the ability to analyze the process of thinking for its compliance with the criteria of rationality. Acquiring this skill involves mastering three main components: normative, descriptive and prescriptive. The normative component includes knowledge about the standards of rational thinking. These standards include not only the rules, principles and laws of logic but also the basic laws of statistics and probability theory, as well as the rules of scientific work. The descriptive component involves the acquisition of knowledge about how we actually think. First of all, we are talking about heuristics and cognitive biases, which are kinds of algorithms by which habitual thinking occurs, and which often lead us to mistakes. The prescriptive component includes knowledge of how to make the transition from habitual thinking to correct thinking. The author notes that critical thinking is an interdisciplinary project because mastering this skill requires the use of information from various fields of knowledge. At the same time, the article describes the special role of philosophical community both in the study and in teaching critical thinking. Accordingly, it is concluded that there is a need for more active development of this field by Ukrainian philosophers, which may become a promising area for the implementation of their professional skills.

In recent years, one can observe great interest in such a phenomenon as thought experiments in various fields of science and philosophy. In research, they are usually seen as tools for argumentation or presentation of some theory. The author of this article will consider thought experiments instead from the point of view of use in the educational process. Also, thought experiments will be analyzed as one of the options for checking the level of understanding of some material from the educational course, which adds creativity and creativity to the educational process not only for the teacher but also for other participants of the educational process (pupils, students, graduate students). The proposed classification of thought experiments will help improve the educational process and interest in the subject. The article provides examples from the history of philosophy and science, which illustrate the importance of thought experiments for learning and emphasize their use as a tool (or skill) when working in a specific field of science. Examples of the use of thought experiments in the educational process of different countries, recommendations from international educational organizations, and the provision of a specific algorithm for their application were given. An improvement of this process, which primarily appeals to everyday experience, is proposed. Some recommendations from the work of modern logic are given for a clearer and stricter use of such reasoning as reasoning by analogy. A comparison was made regarding the attitude to the thought experiments of such scientists as Thomas Kuhn, Karl Popper, and Georg Lichtenberg. Attention is focused on using thought experiments to improve understanding of concepts and theories and increase the creative component and interactivity during all types of classes.

The paper is an attempt at understanding the historic nature of the transition to postmodernity, metaphysically reflected in Nietzsche’s words “God is dead”, as it is, in its various aspects, manifested through the form of post-patriarchal society. Post-patriarchal society is interpreted here as an order of values anchored in the empty place previously held by original and ultimate authority. Within the context of the (un)certain end of metaphysics, it is, implicitly, necessary to explore the presuppositions on which religion and the meaning of language are based today. Thus, Nietzsche’s experience of the epoch will be considered in relation to Žižek’s perception of “a genealogical desert between man and God”, which provides a theoretical framework for the reinterpretation of our understanding of the relation between religion, atheism and modernity.

Viktor D. Kudryavtsev-Platonov is one of the most prominent representatives of Russian religious-academic philosophy of the second half of the nineteenth century whose theory of cognition bears an imprint of the Kantian theoretical philosophy. Kudryavtsev was not only thoroughly familiar with the Königsberg thinker’s work, but offered a critically reinterpreted version of Kant’s teaching on space, time and categories of understanding. But was the Russian philosopher original in his reading and critique of Kant? In his later works Kudryavtsev often cites the works of Friedrich Adolf Trendelenburg whose works turn out to be very close to the Russian philosopher. Could it be that Kudryavtsev read Kant through Trendelenburg’s optics? To answer this question consistently I give outlines of Trendelenburg’s and Kudryavtsev’s theories of cognition and compare their views on the basis of the sources. I then draw on archive materials to characterise Kudryavtsev’s acquaintance with the works of Kant and Trendelenburg. It turns out that Kudryavtsev was well-versed in Kant’s philosophical ideas already in the early years of his teaching activities — but not from primary sources, but largely through German historical-philosophical renderings. I establish similarities between the teachings of Trendelenburg and Kudryavtsev on space, time and the categories of understanding and their critique of the relevant Kantian teaching. Finally, Kudryavtsev’s early manuscripts attest to his acquaintance with Trendelenburg’s ideas. I conclude that Trendelenburg influenced Kudryavtsev’s own theory of cognition, a fact that should be borne in mind when reading the Russian philosopher’s epistemological works.

The author in the article considers the uniqueness of the Chechen poetic picture of the world and the role of metaphor as a figurative means and mechanism of thinking in the translation of ethnocultural meanings. Based on the analysis of the poetic works of Chechen authors, dominant metaphor concepts in Chechen poetry are distinguished, an attempt is made to establish the system, internal structure and connections of metaphorical models, reveal their mental intentions and determine the role of metaphor in creating imagery in the artistic structure of a lyrical text. A practical analysis of the representation of basic ethno-cultural metaphors in a poetic work is carried out on the material of the lyrics of the classics of Chechen literature by M. Isaeva, Sh. Aishanova, A. Dudaeva, M. Mamakaeva, etc. It is revealed how metaphor participates in the creation of artistic reality, how the idea of metaphor, which has developed in cognitive linguistics, correlates with the realization of the symbolic load of the image in the lyrical text. The author defines the dominant ethno-cultural metaphors of the Chechen ethnos “mountain, tower, river, burka, papakha, dzhigit (monk), wolf, eagle” and a number of others and correlates them with the national axiological scale, namely its categories such as “freedom, fearlessness, inflexibility, love for the native land, protection of the motherland, honor, dignity” and others. Attention is drawn to the fact that the author’s picture of the world is under the unconscious influence of his ethnic worldview. The analysis allows us to conclude that the Chechen poetic text implements a single metaphorical complex in which the basic ethno-cultural concepts of the Chechen linguistic worldview interact, complementing and enriching each other.

Critical thinking, an important construct in the educational dimension, is an active process which uses a specific set of skills and enables one to make appropriate decisions and discriminate between information received. Therefore, critical thinking is considered as an important aspect of information performance in library education. In the field of library and information science, so far, no coherent study has investigated the possible aspects of teaching critical thinking. Hence, this narrative study aimed to review the available literature to determine if critical thinking is considered in the librarianship education and research. To this end, four electronic databases, including Medline (PubMed), ERIC, ProQuest, and Scopus were searched using the following keywords: Critical Thinking; Thinking; Education; Curriculum, Teaching; Librarianship; Library and Information Science; Medical Library and Information Science; and Knowledge and Information Science. A total of 439 articles were identified. After the initial review of the titles and abstracts and the removal of irrelevant and repetitive articles, 67 articles entered the evaluation stage. After reviewing the full text of the remaining articles, 32 articles were eligible to enter the study. Based on our review, the literature on the critical thinking in library science could be categorized into four classes. Moreover, critical thinking should be improved through using different educational strategies and be integrated into education curricula.

Background: Sensory processing pattern is a unique characteristic in each human. Critical thinking is a well-known skill of successful individuals.Objectives: This study aimed to investigate the correlation between the critical thinking skills and sensory processing patterns of students of Medical Sciences.Methods: This cross-sectional study was conducted on 213 students (147 males and 66 females). Brown’s Adolescent and Adult Sensory Profile Questionnaire and Ricketts’ Critical Thinking Questionnaire were used for data collection. Data analysis was performed using SPSS software (version 24) and appropriate statistical tests (i.e., the Pearson correlation test and independent samples t-test).Results: Critical thinking had a significant positive relationship with sensory sensitivity (r=0.229) and a significant inverse relationship with sensory seeking (r=-0.249) and low registration (r=-0.223). Critical thinking had a significant positive relationship with students’ grade point average (r=0.875). Additionally, there was no significant relationship between critical thinking with sensory avoidance (r=0.099) and age (r=0.847). In the sensory processing patterns, only low registration had a significant relationship with gender (P

The purpose of this study was to find out a comparison of students' process skills with students' analytical thinking with the learning model at Batang Hari Middle School on student perceptions to determine the relationship of learning models to students' analytical thinking skills in Mathematics and to find out the relationship between learning models and process skills. The method used in this study is a quantitative method with a comparative type. The results of the description test can be concluded that one SMP in Batang Hari is superior to the others. Based on the results of the t-test, it can be concluded that there is a comparison between the thinking and processing skills of students using the STAD learning model. The correlation test results show a relationship between the learning model and the process skills and analytical thinking of Batang Hari Junior High School students.

Given the critical role of sport managers’ behaviors in developing efficient processes in sport settings, the aim of the current study was to provide a model of sports managers’ strategic behavior. The research participants were selected theoretically through a snowball sampling approach. Semi-structured interviews were conducted with professional sport managers to collect the research data. Grounded Theory (GT) with a Systematic Approach was applied for data analysis. The results of qualitative data analysis from the interview were presented as a paradigm model of strategic behavior of sports managers in the form of six dimensions of the paradigm model, including causal condition, the main phenomenon (strategic behavior of managers), contextual condition, intervening condition, action /interaction strategy, consequences. The categorization based on the relationships between the concepts around the behavior of managers presents the paradigm model of the strategic behavior of sports managers. According to the findings, managers can eliminate many of the strategic barriers in sports organizations by institutionalizing strategic thinking and making decisions based on strategic behavior.

This research was inspired by the fact that the affective domain has not become a priority scale and is a serious concern of the three domains (cognitive, affective, and psychomotor) in the teaching and learning process in schools. The purpose of this research was to describe the biography, work, and character education of Ki Hajar Dewantara and Abdullah Nasih Ulwan This research was library research. The data was collected by finding some relevant sources. The collected data was analyzed by comparing the sources concerning the three issues. In conculusion, both figures had different biography, work, and character education. But they also had same way of thinking concerningcharacter education.

Stemming from philosophical standpoints, which locate ‘passion’ in the realm of thought (Marcus Eremita, René Descartes, Hannah Arendt), this article endeavours to prove that passionate thinking was the basis of Stefan Żeromski’s creation of his own textual space of intimacy, namely journals. Because he made the phenomenon of passion the subject of this thinking (he learned the characteristics of this passion mostly from his own intimate experiences with women, and he verbalised it), the article exposes the understanding of this phenomenon by the writer, through an analysis of stylistic tropes in his journal entries. It becomes apparent that a verbal visualisation of passion brought with it an evolution of tropes he particularly favoured in creating an image of passion: similes and metaphors. These have been semantically deepened by the construction of certain enclaves of stylistic devices, which not only brought together their differing types, but most importantly accumulated them. The end result of this mechanism are suggestive images, through which Żeromski managed to verbally illustrate passion.

The CoRT programme is a series of thinking tools that aid in the development and maintenance of mental ability, which is necessary for learning various parts of the cognitive process. Writing is a crucial ability for expressing thoughts, feelings, and expressions. Writing proficiency in second language teaching is important because it allows the writer to generate, analyze, and communicate a variety of messages to readers, allowing the writer to have a positive connection with society. Composition writing improves students' ability to create an expressive text using their own words or inventing new ones by exposing them to a variety of topics. In order to develop successful outputs based on the quality of instructions, the thinking process requires creative skills.The problem explored in this study is students' low proficiency in English composition writing. The incapacity to develop their creative and critical thinking in composition writing could be one of the explanations. As a result, new cognitive thinking strategies, programmes, and procedures must be implemented in practical sessions when teaching composition writing.This study aims at:1- Finding out if there is any significant difference between the experimental group's achievement at the recognition and the production levels in the posttest.2- Finding out if there is any significant difference between the experimental group's achievement in pre and posttest.It is hypothesized that:1- There are statistically significant differences between the mean scores of the experimental group's achievement at the recognition and the production levels in the posttest.2- There are statistically significant differences between the mean scores of the experimental group's achievement in the pre and posttest

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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.)

To address the aggressive reform of the Department of Education focused on improving the quality of science education at the basic levels, this mixed-method research explores how high school students exemplified the predict-observe-explain (POE) strategy as a skill or strategy in performing science experiments. A survey questionnaire was administered to determine their practice of POE strategy during the performance of the experiment. Based on the result, a mental model of the predict-observeexplain (POE) strategy was generated, which will serve as a reference for the students when they use POE as a strategy in performing science experiments as well as the teacher's reference when using POE as a teaching strategy. Previous studies on POE have primarily focused on its effectiveness as a strategy, not as a thought process; thus, this present study proposed a mental model. A mental model is an explanation of how students process the way science experiments are performed. This mental model can help students to understand science concepts and to make better decisions to develop the scientific literacy of the students. [ABSTRACT FROM AUTHOR]

In this study, the redesign and implementation of an electromagnetism course for engineering students are presented using the methodology of backward design (BD), recognized for its attributes for the development of active learning and its possibility of specifying the fundamentals and principles of engineering education in the development of higher education syllabus. The purposes of this study were as follows: (1) to implement the backward design (BD) methodology to develop argumentative, purposeful, and interpretive skills in an electromagnetism course; (2) to design and apply rubrics to evaluate tests and laboratory reports and determine the level that best suits the knowledge, skills, and competencies of students; (3) to assess the perception of students regarding the use of the methodology and their contributions to the development and understanding of the concepts of the course. The results of this educational research experience showed that the BD teaching approach was pedagogical and significantly superior to conventional models for improving knowledge and skills of electromagnetism based on Hake's statistic (h) of 0.73, which led us to conclude that there was a learning gain in the students. This paper focuses on Sustainable Development Goal 4 (SDG 4) of the United Nations Agenda, which is aimed at "Quality education". The study's results reveal that fully integrated and sustainable solutions can be envisioned for higher education entities via the implementation of BD methodology, which can support the educational transformation of the higher education sector based on SDG 4, which promotes inclusive and equitable quality education for all. This can mitigate the risk associated with university dropouts due to subjects that are highly complex for many students like electromagnetism. [ABSTRACT FROM AUTHOR]

Background: Distorted thoughts are common in Major Depressive Disorder (MDD), and can impact patients' perceptions of depression severity, and predict chronicity and treatment response. This study aimed to investigate whether distorted thoughts mediate depressive symptoms in MDD over a 6-month period. Method: These are secondary results from a study that followed 119 patients diagnosed with moderate to severe MDD for 6 months. Diagnoses were confirmed by the Structured Interview for DSM-IV (SCID-CV). The analysis was composed of results from the Hamilton Depression Rating Scale (HAMD-17), the Montgomery-Asberg Depression Rating Scale (MADRS), the second edition of the Beck Depression Inventory (BDI-II), and the Depression Thoughts Scale (DTS) collected at weeks 1, 8, 12 and 24. Results: Results showed that the DTS mediated the relationship between depressive symptoms experienced approximately 3 months after starting antidepressant treatment. Conclusion: Cognitive distortions were linked as a mediator to depressive symptoms, highlighting the importance of early psychological interventions in patients with MDD who exhibit these distortions. Trial registration: NCT02268487. [ABSTRACT FROM AUTHOR]

To move beyond its industrial era mechanistic paradigm, western education needs to include knowledges that enable students to think with and engage an increasingly complex world. The teaching and learning of complex time is one such knowledge, and pattern thinking and understanding are useful for this undertaking. As part of their teaching practice, the author developed and implemented a patterns-based design and educational strategy called spiraltime patterning with secondary school students more than a decade ago. Recently, the approach was implemented with university students as part of a doctoral inquiry project that focused on general complexity thinking and understanding. Spiraltime patterning is designed to perturb the dominance of linear temporalities and reposition them within a multitemporal patterning of complex time. The broad aim of this work is to contribute to transformational education, by facilitating temporal coherence and wellbeing for students, through embodied understanding of time as a complex phenomenon. [ABSTRACT FROM AUTHOR]

The identification of the thinking styles plays an essential role in determining the educational methods according to the needs of the students. The aim of this study is determination of the relationship between thinking styles, metacognition, and academic achievement of occupational therapy students (OTS). In the 2018‐2019 academic year, OTS (n = 117) completed student data form, the Inventory of Thinking Styles, and the Scale of Metacognitive Skills. Kruskal–Wallis variance analysis was used to determine whether there was a significant relationship between thinking styles and class variables, and Spearmen correlation analysis was used to determine the relationship between thinking styles and academic averages. OTS prefer legislative, hierarchic, judicial, and liberal thinking styles most frequently. OTS tend to prefer the oligarchic, local, and liberal thinking styles towards the last year. Furthermore, a positive low to moderate correlation was found between the metacognition and the legislative, executive, hierarchic, local, internal, and liberal thinking styles. Thinking styles of OTS is crucial for occupational therapy education. To better understand the complexity of students thinking styles, future studies should conduct different regions. Practitioner points: Occupational therapy students (OTS) mostly prefer the legislative, hierarchic, judicial, and liberal thinking styles.There are relationships between metacognition and thinking styles in OTS.The thinking styles change towards the last year and according to academic achievement in OTS. [ABSTRACT FROM AUTHOR]

The scoping review aimed to describe differences in creativity between deaf and hard of hearing and typically hearing people. The research question for the review was: what are the differences in the creativity of deaf and hard-of-hearing people in comparison with people with typical hearing? A total of eleven databases were used for the search, as well as sources of the unpublished studies/gray literature. The scoping review was prepared following the Joanna Briggs Institute methodology and PRISMA frame as a basis for reporting scoping reviews. A total of 30 studies were analyzed concerning the selected research areas. Intrinsic creativity was the first area identified. Specific activities for the development of creativity formed the second area for analysis. The third area focused on differences in creativity between deaf and hard of hearing and typically hearing. The fourth area includes studies that call for an equitable research environment. [ABSTRACT FROM AUTHOR]

ABSTRACT Objective: To identify the supervisory strategies that Nursing students consider facilitators of the development of critical thinking skills in clinical teaching. Methods: This is a qualitative study, within the interpretative paradigm, using the focus group methodology. Eight undergraduate nursing students participated in the study. Results: Participants recognized the indispensability of critical thinking for professional responsibility and quality of care and highlighted the importance of using supervisory strategies adapted to their needs, learning objectives, and the context of clinical practice. Final considerations: This study highlights the urgent need to establish, within the Nursing curricula, clinical supervision strategies that promote critical thinking and favor the development of skills for good clinical judgment, problem solving, and safe, effective, and ethical decision-making.

This article introduces the book “The Problem of Understanding Hadiths” written by Salih Kesgin. The purpose of the book is to address the issue of understanding hadiths and how the interpretation by individuals influences the determination of their authenticity. The work by Kesgin is structured into an introduction, three chapters, and a conclusion. In the introduction, the significance of the subject is highlighted, and the research methodology and sources are mentioned. The first chapter focuses on theoretical issues, establishing the conceptual framework of the research. It defines the concepts of foreknowledge, pre-understanding, and prejudice, and explains their effects on the understanding of hadiths. In the second part, Kesgin examines the effects of the problem of understanding on determining the authenticity of the hadiths. It emphasizes that factors such as the transmission of the text and the method or person interpreting it can contribute to differences in understanding. The influence of these elements on the determination of hadith authenticity is discussed. In the third chapter, he explores the effects of the problem of understanding hadiths on the evaluation of narrations. Here, the impact of understanding on the evaluation and interpretation of hadiths is examined. In the conclusion, he provides a general evaluation of the research findings, emphasizing the role of those who understand in determining and evaluating the authenticity of hadith narrations. [ABSTRACT FROM AUTHOR]

This article puts on the agenda one of the rich and complex periods of philosophical, socio-political and literary thought in Azerbaijan at the beginning of the 20th century, which has been characterized by the development of industry, the aggravation of class contradictions and the widespread struggle for national freedom. The specific features of the enlightenment-realistic direction, which played an important role in the social thought and cultural life of Azerbaijan, are being studied. Purpose:To explore the socio-political, historical and cultural factors that determined the emergence of the enlightening-realistic trend in the Azerbaijani literature of the early twentieth century. Methodology: Systematic approach, historical method. Scientific novelty:The study of the influence of the educational-realistic direction, which plays an important role in the socio-political and cultural life of Azerbaijan with its specific features, on the development of the socio-philosophical thought of Azerbaijan at the beginning of the 20th century. [ABSTRACT FROM AUTHOR]

This response to Bruce Janz's African Philosophy and Enactivist Cognition (2023) uses the work of Martin Heidegger and Stanley Cavell to understand the relationship among philosophy, thinking, and place and, most crucially, Africa as a place from which philosophy might be thought, that is, might be proposed as native to philosophy. Invoking the late Heidegger, for whom thinking presents itself as the question, and Cavell's use of Ralph Waldo Emerson as a thinker native to America, the difficulty is raised as to how these relations manifest themselves in Janz's Enactivist Cognition. [ABSTRACT FROM AUTHOR]

The Dual Process Theory of Autism proposes that autistic individuals demonstrate greater deliberative (slower) processing alongside reduced (faster) intuitive processing. This study manipulated the reasoning time available to investigate the extent to which deliberative and intuitive processing are sensitive to time context in autism. A total of 74 young autistic people and 132 control participants completed the Cognitive Reflection Test to measure intuition and deliberation, with responses being either speeded (fast condition) or delayed (slow condition). The autistic group produced more deliberative and less intuitive responses than controls overall. Both groups showed more intuitive responses in the fast condition and more deliberative responses in the slow condition, demonstrating the reasoning style in autism is sensitive to context. What is already known about the topic Daniel Kahneman wrote a highly influential book titled 'thinking, fast and slow'. He proposes that people usually think in a rapid, automatic, intuitive style. When people realise their intuitive thinking may be wrong, a slower, effortful, deliberative style of thinking takes over. It has recently been proposed that thinking in autistic individuals can be characterised as usually thinking in the deliberative style (rather than the intuitive style that non-autistic people usually think in). What this paper adds As intuitive thinking is fast and deliberative thinking is slow, this research manipulated the time available to complete a series of reasoning questions. These questions have been developed to have intuitive answers (which are incorrect) and deliberative answers (which are correct). For the first time, a fast time manipulation (you must answer quickly) and slow (you must think about your answer before responding) was undertaken with autistic individuals. Autistic participants did produce more deliberative answers than the non-autistic participants. However, both groups produced comparably more intuitive answers and less deliberative answers in the fast condition. This shows that while autistic people tend not to use their intuition, autistic people can be encouraged to use their intuition. Implications for practice, research or policy Using rapid intuition can be useful in fast-changing contexts, such as some social situations. Future research can explore how to support autistic individuals to use their intuition when the need arises. In addition, the propensity for deliberation resulting in unbiased, correct responses reflects a strengths-based account of autism. This requires more mental effort and is less susceptible to bias and errors. This is called 'Dual Process Theory'. [ABSTRACT FROM AUTHOR]

Creative thinking is one of the higher-order thinking skills and is shown among the basic thinking skills. The aim of this study is to determine the creative thinking disposition levels of teacher candidates and to examine whether they differ significantly according to some demographic variables. The method of the research is the screening method from quantitative research. The study group consists of 416 pre-service teachers determined by the random sampling technique. The data were collected with the Marmara creative thinking tendencies scale. In the analysis of data, mean, independent t test, one-way analysis of variance and post hoc. tests have been used. According to the results of the research, there were significant differences in favor of those who were male according to their gender, average of 2.50-2.99 and 3.00-4.00 according to their academic averages, equal weight according to their fields of education in high school and 16-20 in order of preference. has. There is no significant difference according to grade level and departments. [ABSTRACT FROM AUTHOR]

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Developments and changes in the world of higher education are aimed at shaping and building quality human resource resilience now and in the future come. Evaluation Theory is an effort to achieve a form of higher education that is quality and superior. The aim is to find an overview related to the evaluation of students' thinking, implementation and knowledge abilities in higher education. Qualitative method through the observation process. Interviews and documentation. Focus: 1. How to Evaluate Students' Thinking Abilities in the field of economics; 2. How Evaluation of students' ability to carry out investigations in the field of economics; 3.How to Evaluate Students' Understanding Development Capabilities in a field economy. The research results show that students' thinking abilities need to be better developed with the HOT approach, Evaluation of Student Implementation Capabilities aims to create a forum for development and development that takes place in society. For evaluating knowledge capabilities in a process requires development a broad understanding of literacy with a more deeply convergent scientific basic build economic understanding in its development and development. Conclusion What is at the root of the value of this study is the evaluation of thinking abilities and skills implementation and development of understanding or literacy and knowledge are key success in building quality graduates, quality learning and higher education superior height. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Psychology & Sociology is the property of Al-Farabi Kazakh National 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 article indicates that building an active social welfare center is a challenge in the face of the crises of the modern world. Therefore, building learners and conceptual social welfare centers is crucial for solving complex social problems of the modern world. In view of the panorama of burning crises outlined in the article, the need for subjective care for residents, especially those using the support of a social welfare center, was pointed out. It was emphasized that every citizen, regardless of their living condition, must be treated with appreciation. His participation and contribution to the reconstruction of our local and global world are important. Therefore, designing an open social welfare center that is dynamic to the challenges of the modern world requires a conceptual system defining the given architecture. It is determined by the interrelated components of organizational processes - ideological, programming, communication. Within the considered architecture, the network of relations binding the physical environment of the social welfare center is significant with human actions and experiences. This "between" as a combination of "in" and "among" expresses the spatial and temporal location of the actions taken. This perceived inter-space shapes shared experiences of caring for others. Then, within the imagination of the dialogue and the element of thinking, it is possible to design activities for the renewal of the modern world in a multidisciplinary and cross-sectoral way and to co-create optimal solutions to rebuild the life condition of people. This is reflected in tender actions embedded locally but intertwined globally. Building tender actions can be treated in the category of resistance, an active response to the life of residents in conditions of a specific order and formatted institutional practices. As a result, the recognized need to build and renew the world becomes a vitally important orientation for action. The aim of the article is a theoretical reflection on the architecture of a social welfare center in the perspective of crises of the contemporary world. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research 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.)

In the dream and its interpretation, psychoanalysis, in its founding period around 1900, identified the "royal road to a knowledge of the unconscious in the psychic life." But already in the development of Freud's work itself, the dream lost its central position: As early as in the 1920s, psychoanalysis ceased to be a theory and practice defined by dream interpretation—a caesura in a process which completed itself in 1950. Two further developments proved, up to the present day, particularly momentous for the conception of the dream: Melanie Klein's development of the concept of "unconscious phantasy" and the extension of psychoanalytic treatment to psychosis, originally declared inaccessible to psychoanalytic therapy by Freud. This article draws an itinerary of this path and the subsequent fundamental changes in the psychoanalytic reflection on the dream affecting the whole of psychoanalysis until today, by casting spotlights on essential stations: conceptions of the dream developed by Hanna Segal and Wilfred Bion, the latter's theory perpetuating Freud's dream theory as well as it conceptualizes dreams, dreaming, and thinking in a fundamentally new way. [ABSTRACT FROM AUTHOR]

How best to summarise the professional work of sport scientists? What if we were to view them as artisans? As enskiled crafts-persons who think through and with their materials? What implications would this idea have for how we take up with research and ensuing scientific methods? Here, we explore these philosophical questions – of applied relevance – through Ingold's process of making. From this perspective, skilled artisans like potters, basket-makers and sport scientists, think through making and doing, as opposed to make and do through thinking. Where the latter imposes form onto matter by way of conceptualisation, the former goes along with materials in active participation, corresponding with what such things have to say with a skilled attentiveness and selective responsiveness. We argue that the implications of these propositions for research in sport science are profound; encouraging a progression from the traditional hypothetico-deductive theory of scientific method (make and do through thinking), towards an art of inquiry (think through making and doing). In the former, phenomena are studied about, (re)producing categorical (sub-)disciplinary knowledge by way of vertical integration, while in the latter, phenomena are studied with, growing storied knowledge of by way of correspondence. These arguments are not to be construed as a call for more 'qualitative research' within the sport sciences, but rather to underline the value of situating participant observation at the core of one's inquiry. Through a prologue and epilogue, we exemplify our arguments in the very process of this paper's becoming – detailing the careful attentiveness and selective responsiveness to the various invitations to write, emergent while thinking through making and doing. [ABSTRACT FROM AUTHOR]

In the article, the authors reveal the methods of expanding the formation of the scientific ecological worldview of student youth in the "Ecology" field of study. The modern educational process requires not only the assimilation of scientific knowledge, but also the education of a moral, ethical, responsible personality in relation to nature, the biosphere, any form of life, as the most important human value. Life is the most unique and highest value on the planet. Preserving life in all forms and manifestations is the main goal of a modern ecologist today. Creating an artificial environment for his habitat, man, in pursuit of economic profit, began to treat the biosphere in a consumerist way, destroying, destroying, bringing it to a tense state. This attitude towards nature leads not only to the destruction of ecosystems and the biosphere, but also to the impoverishment of the spiritual and moral foundations of a person's personality. In the conditions of the growing ecological crisis, it is necessary to change the attitude towards nature, to understand the value of any form of life. It is nature that can inspire and develop the spiritual and moral basis of a person. In this aspect, environmental education, aimed at changing and improving the scientific outlook, acquires special significance. Only on the basis of a new type of relationship between man and nature is a way out of this crisis possible. In the system of environmental education, new relevant environmental areas and training profiles are emerging. There are new tasks for students. Employers increasingly set high demands for future ecologists: they demand a high level of professional knowledge, skills and abilities, clearly navigate the problems of ecosystem disturbances, apply the latest methods of restoration, quickly and correctly make decisions in situations of a natural and man-made nature, the ability to own innovative technologies. In connection with the new requirements for a modern ecologist, there is a need to expand the educational process and innovative pedagogical approaches, to expand the scientific outlook of higher education students. [ABSTRACT FROM AUTHOR]

The State Standard of Primary Education defines the general and mandatory results of education, which reflects the personal achievements of students in the categories of competences. It was determined that the artistic text should be considered as a means that will help to explain the complex concepts of life to the child through artistic images, to form a more rational emotional response to possible human actions. Deep penetration into the artistic text, the emotional state of the characters helps to understand the motives of their actions, develop one's own attitude to what is read, forms the ability to empathize with the characters, empathic abilities of primary school pupils. The aim of the paper is to carry out an analysis of modern methods and methods of forming the emotional intelligence of primary school pupils; reveal the essence, content and signs of emotional intelligence. The author's interpretation of the definition of "emotional intelligence" is offered. This is the ability to understand, analyze, control and use feelings and emotions in life situations, understand the emotions of others and communicate with them. The methods and techniques of forming the emotional intelligence of primary school pupils in the lesson of literary reading are described. In our research, we came to the conclusion that emotional intelligence is one of the main skills of exchanging oneself and others. A person who is emotionally developed thanks to his emotions and the emotions of others, knows how to achieve life goals. Prospects for further research consist in the further search for methods of forming the emotional intelligence of primary school pupils. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

This article draws on two South African books published recently dealing with violence against women, namely Nechama Brodie’s Femicide in South Africa (2020), and Kopano Ratele’s Why Men Hurt Women and Other Reflections on Love, Violence and Masculinity (2022). Both authors explore strategies for the prevention of violence against women and this article supplements their strategies with an idea put forth by Hannah Arendt in The Life of the Mind (1978). The article argues that intimate femicide persists in South Africa, to an extent as a result of the construction of a certain type of ‘hard’, ‘patriarchal’, ‘traditional’ masculinity that cannot admit its own frailty, dependence, impotence and powerlessness, and attempts to conceal its needs by becoming violent. Arendt argues that violence and power are opposites and that equating male violence with power is a lie that violence perpetuates about itself. Arendt proposes that the antidote to this false mastery and control is the activity of thinking, as distinguished from knowing. The article argues that the activity of thinking acts as a brake on the fantasy of masculine mastery and control and can perhaps minimise violence.