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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 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]

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 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.

• 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. 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.

Introduction: Identifying obstacles that prevent the adoption and implementation of statistical techniques (STes) could enlighten policymakers’ decisions and pave the way for fostering the attainment of predetermined targets in the health-care sector, in line with Saudi Vision 2030 and the transformational period in the health-care sector, including dental services. Aims: The study aimed to identify and discuss the challenges preventing the adoption of statistical thinking (STk) and statistical techniques in dental service organizations in Saudi Arabia. Materials and Methods: The study applied a mixed design to investigate the researched case. An exploratory approach was used to obtain an initial understanding of the case, explore it, and find factual evidence of its structure, dynamics, and context. On the other hand, an explanatory approach was employed to address inquiries of the mechanisms and rationales behind a specific event. This study employs a triangulation concept, combining survey results and a comprehensive examination of charts, reports, and documentation to unravel the intricate operational performance and decision-making (DM) facets. Results and Discussion: The survey, conducted over two time points with 57 and 49 participants, revealed a positive trajectory in crucial elements, notably a two-fold improvement observed in the STk factor. The regression analysis validated these trends, revealing numerical shifts in several elements and robust model fitting. Documentation analysis, spanning 120 documents, 23 reports, and 13 interview papers, enriched our understanding of the organizational landscape. The initial identification of 208 codes was thematically refined, encapsulating diverse challenges ranging from workforce dynamics to data quality and facility management. The discussion encompasses findings on organizational efficacy, resource constraints, structural inflexibility, and challenges in managerial DM. It highlights systemic inefficiencies, unbalanced demand-support dynamics, and consequences on service quality and stakeholder satisfaction. Conclusion: The study explored the adoption of new healthcare management systems in Saudi Arabia, focusing on STk and STes integration, and highlights significant cultural advancements.

The purpose of our article is to analyze the Phenomenological Scientific Approach to the characteristics of general intelligence of a personality; to consider Intelligence structure as a basic general category, to describe the problem of its origin and essence as one concept of the “eternal”, “planetary” problems; to show Measuring (or Testological) Scientific Approach to characterize the general intelligence of a person; to propose the characteristics of Associated-systems theory; to study the problem of general and social intelligence, to analyze correlation of these definitions according to the thoughts of teachers of preschool educational establishments. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, methods of the analysis, systematization, modeling, generalization. Also, in our research we used empirical methods, like statement study. The results of the research. We proved that in the paradigm of Cognitive Psychology the study of social cognitions and social intelligence has greatly enriched in the Psychology by the essence and the content of social intelligence, which previously had been developed in the psychometric tradition. Thanks to Cognitive Psychology, the actualization of the concepts of social representation was intensified. However, the analysis of existing models of representations of social knowledge suggests that the greatest attention in the history of Cognitive Psychology was given to abstract representations, and existing mental models (which relate to both verbal and figurative presentation formats of information) were not systematically checked. In addition, the functioning of these models, as a rule, plays a leading role in such a field of social cognition, as actualization of processes of social categorization and stereotyped thinking, in the field of perception of psychological features, the formation of the first impression, understanding of subjects of interpersonal interaction, etc. This situation, we deal with, sets the prospect of further empirical research on the development of social intelligence. Conclusions. So, Intellect (from the Latin Intellectus – feeling, perception, understanding, concept, mind) is a quality of the psyche of a personality, which is based on the ability to adapt to new situations, the ability to learn on the basis of acquired personally significant experience, understanding and application of both specific and abstract concepts to use their knowledge in order to influence and manage the environment. Intelligence is defined as the general ability of an individual to know and solve problems and tasks, which unite all cognitive processes and present human cognition: feelings, perception, memory, representation, imagination and thinking.

Some questions, such as the definition or name of certain feeds, the need for hay imports, new edition of Quality Standard of Fishmeal for Feed, fish and shrimp feed high protein, ideal feed, conditions under which feed products play their intended role, the order in which each component of a diet is supplied, the "direct supply theory" of dietary nutrients was put forward, in feed industry and feed science literature are listed in this paper. Regarding the above questions, the thinking and discussion are done for reference of colleagues in the industry. [ABSTRACT FROM AUTHOR]

Following the outbreak of the COVID-19 pandemic and its rapid spread around the world, the normality of people's lives was disrupted. Education was not immune from this. In many countries, to limit the spread of the infection, students were required by the government to study remotely. This social isolation in a limited space generated concerns among educators about the quality of learning, notably through virtual platforms. However, this crisis also brought with it an opportunity for change for the better. Social distancing could allow for a 'reflective space' that extended students' learning beyond the physical space. This research paper explores how the disruption of the normality of our lives and the provision of reflective space might enrich religious education, both in terms of curriculum and pedagogy. I will analyse this issue philosophically in light of Hannah Arendt's concept of 'thinking'. This thinking refers to the quest for meaning which occurs when we withdraw ourselves from inter homines esse (being among humans) into a solitary realm. Drawing on Arendt's ideas, I argue that the reflective space enables us to reimagine religious education such that it better prepares students from across the cultural and religious spectrum for a democratic society. [ABSTRACT FROM AUTHOR]

This essay deals with how to "bring things into languaging" ('enlanguaging´). The theoretical background is a humanistic perspective, Merleau-Ponty´s phenomenology and extended dialogism. It will be argued that the phenomenon of 'internal dialogue´, i.e., internal interaction within individual minds, are at play in such processes. This paper will consider different activities such as perception, thinking, speaking, planning for speaking, understanding, reading, interaction, and decision-making. It also pays attention to circumstances when public talk is evaded or inhibited. [ABSTRACT FROM AUTHOR]

The globalization of contemporary education is ensured by the incorporation of cutting-edge pedagogical techniques and active learning technologies, such as case-method technology, into the teaching and learning process as a whole. The primary objective of this research endeavour was to assess the efficacy of the case method when employed in the integration of virtual reality technologies into the educational process for students pursuing technical disciplines, with a particular focus on enhancing their academic and professional proficiencies. The sample included 286 National Research Mordovia State University n.a. N.P. Ogarev University third-year students who were enrolled full-time. The first group was trained using traditional teaching methods, while the second group attended virtual reality courses in the context of the case method. To assess the level of thinking and creativity, the Jerome Bruner questionnaire was used. Academic achievement was measured using a five-point scale. The study revealed that when comparing the groups using classical teaching methods and the case method with the help of virtual reality technology, students' learning achievements do not differ (p˃0.05); the average scores are 3.88 ± 0.75 and 4.16 ± 0.62 respectively; however, there was a tendency for an increase in the total score in the group where virtual reality was used. A case-method technology study in the context of virtual reality among engineering students revealed a connection between academic achievement and object, visual, iconic, symbolic thinking and creativity: the higher the basic type of thinking, the higher the academic achievement. This research paves the way for introducing case-method technology into higher technical education. Educators can use existing refinements and create full-fledged courses for some topics on the use of virtual reality software. [ABSTRACT FROM AUTHOR]

Copyright of Anales del Seminario de Historia de la Filosofía is the property of Universidad Complutense de Madrid 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 present research aims to improve the executive functions and constructive thinking skills of gifted middle school students through a brain-based learning program. The research sample consisted of (20) male and female students, whose ages ranged between (12-14) years, with an arithmetic mean of (13.3) and a standard deviation of (0.8). They were divided into two equal groups: an experimental group and a control group, each consisting of (10) students. The research tools included the Raven's Progressive Matrices Test (Arabic translation and standardization by Emad Hassan, 2016), the Renzuli Scales for Gifted Traits (prepared by the De Bono Center for Teaching Thinking, 2017), and the Executive Functions and Constructive Thinking Scales, as well as the training program (prepared by the researcher). The results showed statistically significant differences between the mean ranks of the experimental and control groups in the post-test for both executive functions and constructive thinking in favor of the experimental group. The results also confirmed the effectiveness of the prepared program, as there were no statistically significant differences between the post-test and follow-up assessments. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of the L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series is the property of L.N. Gumilyov Eurasian 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.)

Everything around us changes rapidly and to adapt to these constantly changing conditions and to understand the meaning of our life in the society in which we live, we must reflectively and consciously think about our actions in each given scenario. A school is a miniature form of society where learners are exposed to situations where they need to find solutions for every problem faced. No faultless solution and conclusions can be arrived at without a carefully employed reflective thinking process. In this context, the present study reviewed 19 intervention studies on reflective thinking in schools published between 2010 and 2021 and presents a brief summary. Various theories on reflective thinking, approach of educationists on reflective thinking of students and the relation between reflective thinking and students' academic performance, are extensively analyzed. The findings of the study reveal that there are a few generally accepted theories of reflective thinking; reflection is a useful learning strategy and reflective thinking is an essential characteristic of academic excellence. This study recommends future research with a wider scope to accommodate more theoretical perspectives and wide-ranging databases. [ABSTRACT FROM AUTHOR]

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul 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.)

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education 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 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 difference between Jaspers and Heidegger from Nietzsche's perspective Heidegger's thinking of being, which intentionally moves at the borders of philosophy and art, finds its form in interpretation of Nietzsche's philosophy, which for Heidegger meant a culmination of modern metaphysics of subjectivity. Jaspers, on the other hand, saw in Nietzsche's philosophy a space for a new rethinking of crisis of his era as well as of everlasting questions of mankind. It is the approach to Nietzsche's heritage, which functions as one of differentiating moments between Heidegger's search for new thinking, which constantly returns to Greek origins, and Jasper's dialogical investigation of human existence in relation to immanence and transcendence. [ABSTRACT FROM AUTHOR]

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.

Background: Anodal transcranial direct current stimulation (tDCS) over the right dorsolateral prefrontal cortex (DLPFC) has shown to have effects on different domains of cognition yet there is a gap in the literature regarding effects on reflective thinking performance. Objective: The current study investigated if single session and repeated anodal tDCS over the right DLPFC induces effects on judgment and decision-making performance and whether these are linked to working memory (updating) performance or cognitive inhibition. Methods: Participants received anodal tDCS over the right DLPFC once (plus sham tDCS in a second session) or twice (24 h apart). In the third group participants received a single session of sham stimulation only. Cognitive characteristic measures were administered pre-stimulation (thinking disposition, impulsivity, cognitive ability). Experimental tasks included two versions of the Cognitive Reflection Test (numeric vs verbal-CRT), a set of incongruent base-rate vignettes, and two working memory tests (Sternberg task and n-back task). Forty-eight participants (mean age = 26.08 ± 0.54 years; 27 females) were recruited. Results: Single sessions of tDCS were associated with an increase in reflective thinking performance compared to the sham conditions, with stimulation improving scores on incongruent base rate tasks as well as marginally improving numeric CRT scores (compared to sham), but not thinking tasks without a numeric component (verbal-CRT). Repeated anodal stimulation only improved numeric CRT scores. tDCS did not increase working memory (updating) performance. These findings could not be explained by a practice effect or a priori differences in cognitive characteristics or impulsivity across the experimental groups. Conclusion: The current results demonstrate the involvement of the right DLPFC in reflective thinking performance which cannot be explained by working memory (updating) performance or general cognitive characteristics of participants.

It is this article’s projection to think decolonised as an African (as my own Gestimmheid is from Africa), with Okolo’s proposition that African philosophy appeared only from the African-European connection. Okolo, was what can be point to, as utterances of philosophical proclivities that are not philosophically inherent, viewed as a (the) philosophy in Africa that originated and persisted in Africa. This can be explicated as an elementary cultural utterance of sapiens in Africa. Yet, original philosophy is defined by captious cogitation or thinking that originated post-World War II whereupon Africans should have seized some degree of precise scholarly and spontaneity, thus African philosophy. Still, it raises the inquiry: Why primarily inquire African philosophy? What is the motive behind African philosophy formulation of African sagaciousness, be a by-product of an African-European connection? A transparent enigma in Okolo’s stance is the assertion that the aggregated African, specifically the substance of being-African that he labelled with the phrase being-with is a non-African-radiation, and therefore not a realistic sapiens philosophy for European radiation on African philosophy. Contribution: This article investigates the theory or proposal that being or existential designate the evidence of existence that is at the heart or core of philosophy, an African-philosophy in its affirmative stance, without the European connection. This investigation then derives from: one, to evaluate the critique from sceptic authors against Okolo’s deficiency, two, to investigate the dating of the African philosophy thus the locality that philosophy has consistently abided and could be acquired in the dating’s spheres, and three, presupposes that what Africa is can then, with credibility, carry Africa.

This article is dedicated to the analysis of the role and importance of the argument of procedural acts in criminal proceedings. The article highlights the importance of persuasive argumentation and motivation of procedural acts in each phase of the criminal proceedings. Argumentation is seen as a prerequisite for a fair and legal trial and therefore contributes to the transparency of justice. Any procedural act issued in the course of criminal proceedings in each particular case should be a logically and structurally sound act containing a full analysis of the legal position of the person issuing it as well as an assessment of the existing evidence. Therefore, the reasoning, in itself, contributes to the validation of any act issued in the framework of the criminal proceedings considered as a whole.

Introduction. The article is devoted to consideration of the state of modern ontological thought. It is no coincidence that after Heidegger there is virtually no systematic consideration of the concept of being in philosophy. Does this mean that the problem of being has lost its relevance? Or does this indicate that the concept of being continues (albeit in a negative way) to determine the face of modern philosophy? The author proposes to consider the history of ontology through the sequential passage of three stages: ”ontology of being” – ”ontology of the due” – ”ontology of declaration”. Theoretical analysis. At the first stage, the example of the four limitations of being according to Heidegger's point of view is considered: ”becoming”, ”appearance”, ”thinking” and ”due”. At the same time, the fundamental difference between what should be and the other three restrictions is pointed out. The origin of the ”due” from the normative-legal mindset is analyzed. Then a brief description of the fundamental differences of the “ontology of declaration” versus the “ontology of being” and the “ontology of the due” is given. It is indicated that the source of the emergence of the “ontology of declaration” should be seen in the works of Gilles Deleuze and Felix Guattari, and its consistent development in the projects of object-oriented ontology. Conclusion. As a result, it is pointed out that a “declaration ontology” is not a “declaration of an ontology”. A preliminary forecast for the further development of the “ontology of declaration” is given.

Abstract Background The Racing and Crowded Thoughts Questionnaire (RCTQ-13) is the most widely used specific scale for the measurement of racing thoughts, but there is currently no Spanish version that allow the evaluation in Spanish-speaking patients. The objective of this study is to translate, adapt, and validate the RCTQ-13 in a Colombian population with affective disorders. Methods The questionnaire was translated and back-translated, and corrections were implemented following a pilot test to improve comprehensibility. We included patients with Bipolar I Disorder and with Major depressive disorder seen in three centers in the city of Medellín, Colombia. We evaluate structural validity with confirmatory factor analysis, internal consistency, and test-retest reliability. Construct validity was also assessed with the comparison between euthymic, maniac, and depressive episodes and the correlation with worry, rumination, and mania scales. Responsiveness was measured 1 month after the first evaluation. Based on item response theory (IRT), we also estimated item difficulty, discrimination, and fit using a generalized partial credit model. Results Two hundred fifty subjects were included. Confirmatory factor analysis revealed that the three-factor structure of the scale was appropriate. Internal consistency was adequate for the entire scale (Cronbach’s alpha = 0.95, 95% CI: 0.94-0.96) and for each factor. Test-retest reliability was good (intraclass correlation coefficient = 0.82, 95%IC: 0.70-0.88). For construct validity, we observed differences between patients with different types of affective episodes, a moderate positive correlation with the Penn State Worry Scale (r = 0.55) and the Ruminative Response Scale (r = 0.42), and a low negative correlation with the Young Mania Rating Scale (r = − 0.10). Responsiveness was proved to be adequate. Under IRT, the response thresholds for the response options are organized for all items. The infit was adequate for all items and the outfit was acceptable. Conclusions The Spanish version of the RCTQ-13 is a reliable, valid, and responsive scale and can be used for the clinical assessment of the construct of racing and crowded thoughts in patients with the spectrum of affective disorders in whom this experience can be expressed with different nuances. Further research is needed to expand the relationship with rumination and worry.

Creative thinking is open thinking that comes out of the usual sequence to be a diversified thinking that leads to the generation of more than one answer to the problem. It is defined as the mental process that we use to reach new ideas and visions, or that leads to amalgamation and harmony between ideas or things that were previously considered unrelated. Creativity is a blessing from God Almighty bestowed upon man, and that every person is in need of it; Because creativity makes human life more enjoyable, more entertaining, and more developed, and it is the basic tool that each of us needs to achieve and achieve what he wants to achieve in all its diversity, and to produce new, unfamiliar ideas that are characterized by originality. Creativity is not limited to a specific art or activity, it includes all types of arts, literature, sciences, various works, and so on. It is not limited to a group or an individual. Creativity is the highest level of human cognitive activity and the most important educational outcome, as it represents a means of self-expression, and when subjected to evaluation, it urges the individual to produce something new or different and at the same time carries the character of the individual that distinguishes him from others. Lateral thinking methods contribute to developing the designer's ability to deal with challenges and life situations in a more creative way. It gives him the power to produce original and unique ideas, so the research deals with how to take advantage of lateral thinking methods in support of the industrial design strategy and reach a new strategy supported by lateral thinking methods, in an effort to generalize and consolidate the concept and practice of lateral thinking among students and practitioners of industrial design to reach designs characterized by creativity. By studying creativity and presenting its concepts and characteristics, the research also presented the concept of creative thinking and lateral thinking, and then presented the design strategy and schemes for explaining lateral thinking methods and analysing them to determine points of compatibility and then developing a new design strategy supported by lateral thinking methods.

Creating "disposition to thinking" is an approach that has recently been taken into consideration for cultivating thinking in the world's educational systems; because simply by teaching the "skill" of thinking to the learners, it is not possible to guarantee becoming a thinker. Since intellectual disposition is a cultural phenomenon and originates from interaction with environmental beliefs, values and norms, it is very important to pay attention to cultural elements in the disposition to think. Therefore, the research aim is to identify the strengthening factors and barriers to the disposition to think based on the Holy Qur'an, and as a result, some suggestions for educational systems. For this purpose, 232 verses whose conceptual scope and themes represented the topic of thinking in the Holy Quran were identified and analyzed. After extracting the basic concepts (28 basic concepts), finally, 4 key axes for the strengthening factors and barriers to the disposition to think from the perspective of the Holy Quran were obtained. The results of the present research, from the perspective of the Holy Quran, indicated that making thinking flow requires factors such as: sources and topics for thinking, appropriate methods, protecting thinking from inhibiting factors (obstacles) and strengthening and guiding thinking through facilitating factors. Based on this, it is necessary for educators to play the role of a model for thinking, providing rich and useful content, providing opportunities and activities for thinking and intellectual challenges, hypothesis testing, expanding the capacity of intuitive and esoteric understanding, moral education and refinement of the self can provide the students with a disposition to think.

The paper discusses Kant's definition of a scholar as an intellectual in the Age of Enlightenment. Then the relationship between reason and understanding as set forth in the Critique of the Pure Reason is analysed. The analysis is complemented by considering the difference between public and private uses of the reason. The problem of freedom is also interpreted within this difference. The public use of reason as a scholarly position is linked to three basic requirements for thinking: think independently, think elsewhere, and think consistently. These three requirements are determined as necessary conditions in the formation of intellectual engagement. At the end of the paper, it is concluded that Kant's essay on enlightenment simultaneously places Kant in the position of a scholar and an intellectual.

Научный дискурс современной постнеклассической психологии характеризуется преодолением монодисциплинарного языка в описании многомерной феноменологии человеческого бытия и тех практик, посредством которых человек конституирует свою субъективность, воспроизводит осмысленный, человеческий способ жизни. К числу таких антропологических практик относятся мышление и искусство, которые позволяют непрерывно достраивать и трансформировать картину мира (и на уровне индивидуального, и на уровне общественного сознания). Произведение искусства, с позиции автора работы, является не только средством эстетического преображения действительности, но и символическим выражением самой жизни, концентрированной и эстезиозно нагруженной мыслью о ней. Размышляя над эстетическими и концептуальными сторонами произведения искусства, человек получает уникальные возможности: раскрыть смысл неочевидных знаково-символических соответствий между событиями собственной жизни и их художественными эквивалентами; продуктивно переосмыслить индивидуальный способ бытия, преодолеть инерцию повседневной рациональности. В статье раскрываются, получают теоретическое обоснование функциональная связь, феноменологическая близость, взаимная обратимость мышления и искусства. В обеих практиках обнаруживается известное единство аффекта и интеллекта, понятия и метафоры, фантазии и здравого смысла. Мышление выступает внутренним моментом всякого художественного творения, но оно в свою очередь получает интенциональный импульс от тех же ноэтических, мотивационных истоков, что и искусство. Показано сходство динамики мыслительного поиска (особенно первых ее фаз) с динамикой осуществления художественного акта, а также включенность в оба процесса специфических эмоциональных состояний. Неотъемлемым связующим звеном между мыслительным и художественным актом является воображение, основная функция которого здесь заключается в остранении вещей и расшатывании устоявшихся способов смыслоконструирования. Автор на примере отношений между центральной и неявной частями научной теории раскрывает феноменологию «прорыва» творческой мысли человека за границы рутинной мыслительной деятельности. Такой эффект является следствием неоднократного столкновения сложившихся способов концептуализации с фантазийными аномалиями, которые продуцирует воображение, тем самым открывая альтернативный поиск эйдетических и символических решений.

Introduction and purpose: Critical thinking and progress orientation are effective in developing entrepreneurial traits in undergraduate students. Therefore, this study was conducted with the aim of investigating the relationship between critical thinking tendency and progress goal orientation with entrepreneurial traits among students of Abadan University of Medical Sciences. Methods: The present study was a descriptive-analytical study. The statistical population of the study was the undergraduate students of Abadan University of Medical Sciences in 2022and 139 respondents were randomly selected. The research instruments included three questionnaires on critical thinking tendency, goal orientation of progress and measurement of entrepreneurship characteristics. To analyze the data from descriptive statistics (mean and standard deviation) and analytical statistics (two-sample t-tests (Mann-Whitney), analysis of variance (Kruskal-Wallis), correlation coefficient according to Pearson or Spearman) , the software SPSS. 26 was used with a significance level of 0.05. Results: A statistically significant correlation was found between the variables of entrepreneurial characteristics and goal-progress (P-value

Randomized controlled trials (RCTs) have demonstrated powerful efficacy of endovascular thrombectomy (EVT) for large vessel occlusion in the anterior circulation. The effect of EVT for acute basilar artery occlusion (BAO) in the posterior circulation remains unproven. Here, we highlight the latest findings of observational studies and RCTs of EVT for BAO, with a focus on the predictors of functional outcomes, the limitations of recent RCTs, and critical thinking on future study design. Pooled data from large retrospective studies showed 36.4% favorable outcome at 3 months and 4.6% symptomatic intracranial hemorrhage (sICH). Multivariate logistic regression analysis revealed that higher baseline NIHSS score, pc-ASPECTS

Background: The Racing and Crowded Thoughts Questionnaire (RCTQ-13) is the most widely used specific scale for the measurement of racing thoughts, but there is currently no Spanish version that allow the evaluation in Spanish-speaking patients. The objective of this study is to translate, adapt, and validate the RCTQ-13 in a Colombian population with affective disorders. Methods: The questionnaire was translated and back-translated, and corrections were implemented following a pilot test to improve comprehensibility. We included patients with Bipolar I Disorder and with Major depressive disorder seen in three centers in the city of Medellín, Colombia. We evaluate structural validity with confirmatory factor analysis, internal consistency, and test-retest reliability. Construct validity was also assessed with the comparison between euthymic, maniac, and depressive episodes and the correlation with worry, rumination, and mania scales. Responsiveness was measured 1 month after the first evaluation. Based on item response theory (IRT), we also estimated item difficulty, discrimination, and fit using a generalized partial credit model. Results: Two hundred fifty subjects were included. Confirmatory factor analysis revealed that the three-factor structure of the scale was appropriate. Internal consistency was adequate for the entire scale (Cronbach's alpha = 0.95, 95% CI: 0.94-0.96) and for each factor. Test-retest reliability was good (intraclass correlation coefficient = 0.82, 95%IC: 0.70-0.88). For construct validity, we observed differences between patients with different types of affective episodes, a moderate positive correlation with the Penn State Worry Scale (r = 0.55) and the Ruminative Response Scale (r = 0.42), and a low negative correlation with the Young Mania Rating Scale (r = − 0.10). Responsiveness was proved to be adequate. Under IRT, the response thresholds for the response options are organized for all items. The infit was adequate for all items and the outfit was acceptable. Conclusions: The Spanish version of the RCTQ-13 is a reliable, valid, and responsive scale and can be used for the clinical assessment of the construct of racing and crowded thoughts in patients with the spectrum of affective disorders in whom this experience can be expressed with different nuances. Further research is needed to expand the relationship with rumination and worry. [ABSTRACT FROM AUTHOR]

Copyright of Amman Arab University Journal is the property of Amman Arab 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.)

This research journal describes the process of providing solutions to museum ticketing problems with the application of an online ticket management system. The process of making this MTS (Museum Ticketing System) uses the Design Thinking method to complete the stages of making business processes with use cases, ERD (Entity Relationship Diagram), databases and their relations, programming with PHP, wireframes and UI/UX mockups. The final step is to carry out the functional testing process with the black-box method. And researchers tested the display using usability testing with the result of getting a value of 74.35 with 40 user respondents. [ABSTRACT FROM AUTHOR]

The article focuses on developing the entrepreneurial competence of vocational education students in the era of crises in public life. The relevance of the current study arises from the fact that the dynamics of the traditional methodological approach, given the global trends, determines the priority of focusing on the competence approach. The aim is to analyze the possibilities of innovative technologies for the development of entrepreneurial competence of vocational education students during the period of societal transformation and crises. Substantiated the structure of the entrepreneurial competence of future specialists, which synergizes professional and personal components. The identified vectors for improving the educational process aimed at forming information, digital, communication, and intercultural competence in vocational education students as essential components of their overall professionalism. Established that the need to actualize the phenomenon of entrepreneurial competence is caused by the specific requirements of today's professional qualities of a specialist, characterized by specific content and a specific focus on professional activity. Found that digital literacy, logical thinking, and effective communication skills are among the promising areas for forming students' entrepreneurial competence. They have outlined the basic principles of implementation and development of interdisciplinary integration of the educational process through innovative technologies. [ABSTRACT FROM AUTHOR]

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.)

In 2021, the United Nations Special Rapporteur on Freedom of Religion or Belief presented his 'Report on Freedom of Thought' to the United Nations General Assembly. This was the first substantive consideration of the right to freedom of thought at the United Nations level since the right was recognised in 1948. This paper provides interdisciplinary reflections on this report to support ongoing discussions on the appropriate content and scope of this fundamental human right. We begin by addressing reasons for the historical neglect of this right, namely the right being viewed as more symbolic than practical and relevant interests being perceived as already protected by other rights. Next, given there is no consensus on what the right protects, or how it protects, we consider its potential attributes. We then consider potential violations of this right, turning to its application to mental health. Finally, we consider the Special Rapporteur's recommendations, discussing how some may be realised through human rights-centered regulation in the form of the European Union's new Digital Services Act. In this context, we also briefly consider relevant aspects of the EU Commission's proposal for an AI Act. We conclude by outlining pressing challenges facing the development of this right. [ABSTRACT FROM AUTHOR]

What is pain? How is it perceived and how is it processed? Where is it situated and how can it be specified within the framework of a theory of the psychic apparatus? These problems arose for Sigmund Freud ever since his »Project for a Scientific Psychology« in 1895, and throughout the development of his œuvre, he encountered them again and again and in the most diverse of contexts, without, however, ever being conclusively resolved. This article traces how the phenomenon of pain has repeatedly defied theory, forcing it to be questioned and revised. Thus, it becomes apparent that pain is not just one phenomenon among many, but the most fundamental and essential in the development of thinking and in the formation of the psychic apparatus: Since pain is that what brings about the most fundamental form of bodily representation, and since every other form of representation always remains bound to the body, then it is pain itself that constitutes the ultimate ground for thought, while at the same time also eluding it – as something »beyond« thought that unfailingly reminds us of the here and now of our body. The necessity to think at all begins with pain. And when we think pain, we think our body. In this sense, thinking and the entire psychic apparatus develop out of pain. [ABSTRACT FROM AUTHOR]

This article investigates an artificial intelligence language model, ChatGPT, and its ability to complete graduate-level instructional design assignments. The approach subjected ChatGPT to a needs, task, and learner analysis for a 12th-grade media literacy module and benchmarked its performance by expert evaluation and measurements via grading rubrics. Initial results show ChatGPT's ability to write graduate-level instructional design assignments but with some challenges and frustration in the bot's ability to customize for location and school-specifics. Key benefits of the findings include new ways to challenge instructional design students, faculty customization of future assignments, and the potential of AI as a collaboration tool in the instructional design and educational process. [ABSTRACT FROM AUTHOR]

The paper delves into Spinoza's perspective on death and how the acquisition of genuine knowledge ensures the mind's survival after the body's demise. Spinoza is well known for characterizing the human mind as the idea of the body, which therefore reflects all of the body's states and is fundamentally connected to its physical destiny, encompassing growth and development as well as eventual extinction. However, Spinoza also holds that the mind possesses the capacity to transcend its limited perspective and contemplate things from the vantage point of God, freeing itself from its mortal fate. The paper's goal is to dissect the intricacies of this cognitive liberation and evaluate its logical soundness. [ABSTRACT FROM AUTHOR]

Copyright of Information Library Magazine 'INFOLIB' is the property of National Library of Uzbekistan named after Alisher Navoi 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.)