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1

WHY AESTHETICS IS TOO DIFFICULT FOR ME. SOME QUESTIONS FOR EXPERTS ON META-AESTHETICS

100%
Pelc J.
Kwartalnik Filozoficzny
|
2007
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vol. 35
|
issue 4
5-21
EN
What is aesthetics? This question is answered by indicating the object, methods or tasks of aesthetics. Through the ages, the object of aesthetics has been variously described as the nature of beauty, the nature of loftiness, the aesthetic attitude, aesthetic experience, or as real or phenomenal or intentional objects, as cultural texts, etc. The methods and tasks of aesthetics depended on what was viewed as its object. Aesthetics is usually defined by means of normal definitions in which the specific difference is described by using the polysemic and vague terms 'art' and 'beauty', each of which is then defined using the other, resulting in circular definitions. Similar circular definitions arise in connection with the polysemic and vague concepts of aesthetic attitude, aesthetic experience, aesthetic object and aesthetic judgment, which are often being explicated with metaphors, personifications, hypostases, and polysemic and vague noun modifiers, which sometimes denote incompatibile attributes. This makes it difficult to distinguish between the aforementioned key concepts, for example, between descriptive, valuating and normative aesthetic judgments, which, to make matters worse, are harder to verify than descriptive judgments. Various doubts arise as a result, such as whether an experience becomes aesthetic thanks to our adopting an aesthetic attitude and therby endowing an object with aesthetic quality, or whether we adopt an aesthetic attitude by reacting to an aesthetic object, which is what evokes this attitude in us.
2

A THEORY OF EDUCATION: ITS AMBIGUITY AND FUNCTIONS AS A SUB-DISCIPLINE OF PEDAGOGICAL SCIENCE (Wieloznacznosc i funkcje teorii wychowania jako subdyscypliny nauk pedagogicznych)

100%
Tchorzewski d. A. M.
Ruch Pedagogiczny
|
2009
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vol. 80
|
issue 5-6
11-20
EN
It is a commonly prevailing persuasion that a theory of education is a quite autonomous sub-discipline of pedagogical science. Meanwhile, it has more and more increasing problems with defining its own identity. A different way of teaching it as a learning course at the universities confirms it as well. Certainly, for long time now, we have been dealing with the ambiguous understanding of the theory of education, with its both methodological and ontological weaknesses. Such ambiguity arises not only out of the various orientations, systems or concepts of directions of pedagogical thinking, but mostly out of the ambiguity of terms 'theory' and 'education', which jointly give name to this field of knowledge. It can be assumed that the term 'theory' should be understood as a set of inter-related statements related to an explored fragment of reality, which are strictly, coherently and consistently interconnected. Search for the definition of the term 'education' can be based on an explication method. It allows for acknowledging the education as a specific social entity which is a creation of at least two people, and which characteristic feature lies in the relationship occurring between them, in which an educator, in other words, a teaching person, who is guided by the universally acknowledged good, enables a learner to get to the subsequent maturity stages expressed by reaching self-identity. The education which has been understood in such a way takes into consideration its basic properties: continuity, dynamics and long duration. From the point of view of clarity and usefulness, in the scope of the theory of education, two areas can be singled out: teleology of education and technology of education. They provide basis for the definition of its most important functions: ideographical and diagnostic, analytical and prognostic, ordinary and intentional, communicative and complex, utilitarian and formative, heuristic and cognitive ones. Out of the above it arises that the theory of education is a pluralistic sub-discipline and to a small degree, it is conclusive.
3

CREATING THE “ASPECTS OF PRESENTING ALCOHOL RELATED POSTS ON FACEBOOK” METHODOLOGY FOR COLLEGE STUDENTS

88%
Magdová M., Bozogáňová M.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
|
2019
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vol. 22
|
issue 2
28 – 42
EN
Social networks, in particular Facebook, are part of the lives of almost every individual, and in addition to searching for people, making friends or communicating, they also enable self-presentation (photos, statuses, videos). Part of this, especially among young people, may be the presentation of risky forms of behaviour (e.g. alcohol consumption) that may have direct (attitudes) or indirect (normative beliefs) effects on behaviour. The aim was to prepare a methodology measuring the interconnection of Facebook and alcohol for the purposes of further investigation of the issue in the context of significant socio-psychological factors. The result was 2 factors. The first factor was named as the attractiveness of the alcohol related post (motivation to use alcohol after seeing a Facebook post with alcohol) and consisted of 3 items. The alpha coefficient was 0.87. The second factor was named the incidence of alcohol related Facebook posts of friends and consists of 3 items. The alpha coefficient is 0.74.
4

Historie oboru: jaký má smysl pro současnost?

88%
Karlik P., Pleskalova J.
Naše řeč (Our Speech)
|
2010
|
vol. 93
|
issue 4-5
171-179
EN
The contribution is based on the authors' experience gathered during the work on the history of Czech studies from the linguistic point of view that resulted in a book (Kapitoly z dejin ceske jazykovedne bohemistiky, 2007). The authors point out significant moments to be taken into consideration when the development of Czech studies from the linguistic point of view is considered (extralinguistic, theoretical, teleological circumstances) as well as their consequences. Their considerations lead to the conclusion that to know the history of linguistic thought is important not only in order to understand its development as such, but, based on the connections revealed, also in order to better understand the present-day orientation of Czech studies in the Czech context.
5

PREHĽAD VYUŽITIA PROGRESÍVNYCH METÓD V HISTORICKEJ ANTROPOLÓGII V PODMIENKACH SLOVENSKA

88%
Tonková M.
Studia Historica Nitriensia
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2016
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vol. 20
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issue 1
282 – 289
EN
In archaeological context, anthropologists focus on determination of main characteristics of human population, for example age, sex and ethnic origin. Overall, historical skeletal remains preserved as a complete intact skeleton is very rarely. Main factors which modify state of human bones in post-mortem interval are context and method of inhumation, environmental and ecological factors, biological aspects of an individual (age, dietary) and taphonomical changes affecting the organism after its death. Therefore, it is essential to approach to the evaluation of the historical skeletal material with available anatomic-microscopic methods, histological and molecularbiological methods.
6

KVALITATÍVNE, ALEBO KVANTITATÍVNE METÓDY V SOCIÁLNYCH VEDÁCH?

88%
Hanzel I.
Filozofia (Philosophy)
|
2009
|
vol. 64
|
issue 7
646-657
EN
The aim of the paper is to discuss the views, which approach of the qualitative or quantitative methods in social sciences is either separable, or irreconcilable. At first, the author gives an outline of those views and shows, how they deal with various aspects of the qualitative/quantitative divide. Next, he tries to indicate the roots of that divide in the works of Herbert Blumer. Further, his analysis of the categories of quantity, quality, and measure is designed to show that the divide in question is based on a wrong, one-sided understanding of the qualitative as well as quantitative approaches, which in fact can neither be separated nor conceived as contradictory.
7

Psychologia społeczna a neuronauki: Dominacja, separacja, czy satysfakcjonujący związek?

75%
Winkielman P.
Psychologia Społeczna
|
2008
|
vol. 3
|
issue 1(6)
11-22
EN
Contemporary social psychology makes rich use of theories and methods from neuroscience. The new discipline of social neuroscience also enjoys much popularity. In this article, I show historical and intellectual reasons behind the interest of social psychologists in biological explanations, and consider the role of such explanations in our discipline. I suggest that the background of the current acceptance of biological approaches lies in the weakening of the computer metaphor that sharply separated the mind and the brain, and in an improved understanding of the necessity for the multilevel analysis of social behavior. I also emphasize the development of powerful new technologies, conceptual advances, and an improvement in inferences about psychological variables from biological data. Due to these advances, psychophysiological research helps us identify new phenomena and solve theoretical debates in social psychology. Throughout this article, I also show dangers that come from naïve interpretation of physiological data, and highlight the uniqueness of psychological level of analysis. In conclusion, I state that social psychology and neuroscience not only need, but might be necessary for each other.
8

MOTIVATION - MOTIVATING - APPLYING REINFORCEMENTS (Motywacja - motywowanie - stosowanie wzmocnien)

75%
Podolski P.
Ruch Pedagogiczny
|
2010
|
vol. 81
|
issue 5-6
59-70
EN
This study compares the effectiveness of 3 patterns of motivation - reward for desired behavior, punishment for undesired behavior, reward for desired behavior with punishment for undesired behavior. Subjects were 70 women and 52 men between the ages of 17 and 18, students of secondary school. They were randomly divided into 4 groups, 3 experimental and one control (no reinforcement applied). An experiment was designed in which the rewards and punishments administered were of the nature of information supplied to subjects on their success or failure in solving the experimental tasks. The consequences of success and failure were differentially pleasant or unpleasant for students. Statistical analysis of the results of permit the following conclusions: 1. Reward is more effective than punishment for human behavior modification. 2. Reward for desired behavior with punishment for undesired behavior is less effective than reward for desired behavior.
9

Naukovo-praktychni zasady otsinky rozvytku innovatsiynoho potentsialu rehioniv

75%
Karintseva O. I., Kharchenko M. O., Matvieiev P. S.
Mekhanizm Rehuluvannya Economiky
|
2014
|
vol. 2 (64)
70-78
EN
This article focuses on the development of theoretical and methodological approaches to improve mechanisms for evaluating the level of innovation potential. This paper analyzes the essence of innovative capacity and improved structural model determining components of innovation potential, a system of indicators to measure innovation potential, which, along with quantifiable performance indicators included in the qualitative assessment of the region as well as methodological approaches to multi-level integrated assessment of regional innovation potential that in contrast to the existing methods takes into account the use of information and communication technologies, sustainable development indices and quality of life, and intangible assets of enterprises. Implemented direct assessment of the level of development of innovative potential of regions of the North-East economic region, in particular Sumy, Poltava and Kharkiv regions, on the basis of statistical data of enterprises engaged in innovation activities. Presented in the theoretical and methodological provisions, conclusions and recommendations can be applied in the development of programs of socio-economic development of regions.
10
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How Can We Account for Intersectionality in Quantitative Analysis of Survey Data? Empirical Illustration for Central and Eastern Europe

75%
Dubrov J. K.
ASK. Research and Methods
|
2008
|
vol. 17
65-100
EN
Qualitative research in political science and sociology commonly explores intersectionality, but practical methodological guides for the quantitative researcher are few. The author examines methodological challenges in testing intersectionality theory by comparing and contrasting two most frequently used statistical approaches to the quantitative analysis of intersectional demographics: the unitary, or additive approach and the multiplicative approach. To illustrate these approaches he uses the European Social Survey (2006) and focus on gender, ethnicity, and class, and their intersections, to explain soft political protest in Central and East European countries. Logistic regression with dichotomous explanatory variables, including multiplicative interaction terms and their main effects, is an acceptable way to explore variants of intersectionality theory and related hypotheses regarding cumulative disadvantage. The findings warrant the following guidelines for cross-national quantitative analysis of intersectionality: (1) multiplicative interaction terms are the best available way to measure an intersection as an identity beyond the sum of its parts; (2) because intersectionality frequently calls for more than two variables, care must be taken with the interpretation of main effects and higher and lower order interaction terms; and (3) each intersection has time- and space-specific consequences. Accounting for intersectionality in the quantitative analysis of large cross-national survey data sets is an opportunity to advance the intersectionality paradigm.
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