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1
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Aquarium: augmented knowledge and wisdom in the age of the Fourth Industrial Revolution

100%
Paprocki W.
Journal of Management and Financial Sciences
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2019
|
issue 36
9-29
EN
The first two decades of the 21st century witnessed the emergence of technical and technological solutions that have enabled digital transformations in the global economy. Registration of unstructured data and bringing them together into large datasets have enriched the cognitive process comprising traditional generation of human knowledge and the digital transformation of data into information and then into industrial knowledge. As a result, we obtain augmented knowledge. Yet, robots and bots (i.e., a device which, unlike a robot, is not connected with mechanisms and other peripheral devices) fuelled by technologies collectively referred to as artificial intelligence, primarily by the machine learning technology, are not able to develop wisdom. That is because robots and bots operate only within two dimensions: perception and context, while a human being has his/her autonomous and subjectively defined axiological system, which shapes his/her capacity to make value judgements and generate wisdom. This system is the third dimension in the aquarium with the glass front wall and the remaining three walls carved in stone. It provides stability ensured by a solid foundation of an axiological system that is thousands of years old and has been approved by the entire global community. Subjectivity of value judgements made by individuals and social groups produces a great variety of assessments of available knowledge. That is evidenced, inter alia, by decisions about the use of nuclear energy or decisions regulating free access to personal data and interfering with private life.
2
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Didactic Significance of Modern Simulation Programs in Vocational Education – Divagations from Own Research

100%
Prauzner T.
Journal of Education, Technology and Computer Science
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2020
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vol. 11
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issue 1(31)
86-94
EN
Simulation programs in polytechnic (vocational) education have an important didactic function. On the one hand, they are a great example of modern didactic software, on the other hand, knowledge of the simulation software environment by a future graduate of a technical university increases the qualifications of the future employee and allows him to acquire an attractive profession. In the era of high requirements set by employers and competition on the education market, their knowledge seems highly justified. However, whether simulation programs, especially deterministic ones, can also act as teaching aids is not so obvious. In this article, in addition to purely theoretical considerations, will be presented stages of own research on didactic efficiency, or more precisely the impact of this group of software on the cognitive process during learning. More importantly, the didactic effectiveness was tested based on typical pedagogical research as well as by means of electroencephalographic tests using the QEEG method.
3
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Electronic music in the perspective of semiotics

86%
Humięcka-Jakubowska J.
Interdisciplinary Studies in Musicology
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2015
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issue 14
259-273
PL
The aim of the present article is to describe the unique idiom of electronic music in the perspective of semiotics. The starting point of this reflection is an attempt at a definition of what electronic music is. It then moves on to questions concerning the explanation of the two main concepts of semiotics, sign and meaning. Here, the goal is to outline the general tendencies in interpreting these concepts in the context of Pierce’s theory of sign and in the context of other concepts utilized in the field of narratology, i.e. diegesis and mimesis; with the aim of transferring these interpretations to the field of electronic music. The important nodes of this reflection are illustrated with specific examples of electronic musical works. The article also explores the semantic and cognitive attributes of electronic music and the relationships between them. The understanding of meaning in electronic music is explained in terms of analogies between the characteristics of cognitive processing of the sounds of everyday life and sounds utilized in electronic music.
4
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Getting to Know the (Cyber)World: The Literary Motifs of Playing Computer and Video Games in Two Polish Fantastic Novels for Children and Young Adults

86%
Kostecka W.
Filoteknos
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2019
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issue 9
263–274
EN
The aim of this paper is to analyze two examples of Polish fantastic novels for children and young adults with respect to the literary motifs of cyberspace and computer/video games. The following issues will be discussed: 1) Play as a process of exploring the (cyber)world: how does a virtual space shape the plot of the selected novels?; 2) Play as a process of shaping a player’s identity: how does a cyberworld influence the protagonist’s personality and attitude toward life? I will focus on the award-winning novels: Omega (2009) by Marcin Szczygielski and 5 sekund do Io (5 Seconds to Io) by Małgorzata Warda (2015, 2018). As Krystyna Miłobędzka has pointed out, many classic works of children’s literature are stagings for the cognitive process of getting to know the world. In Szczygielski’s novel, the heroine’s knowledge about the world is formed by a variety of pop-cultural stimuli. This knowledge is then reflected in the shape of the game. At the same time, the protagonist reproduces and modifies these elements of pop culture, using them to populate her postmodern initiation scenario that is carried out in cyberspace. In a way, she shapes her own identity, and ‘invents herself ’ (as Sherry Turkle would put it) by taking a stance on various postmodern and pop-cultural phenomena. Moreover, this is in a cyberspace where the protagonist of Warda’s novel really does have causative power, and thus becomes an active participant in her surroundings, rather than a passive spectator of events. Significantly, while playing, she creates – to use Antoni Porczak’s words – a shifting identity for herself.
5
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"Majú inú mentalitu." Esencialistické reprezentácie o Gabčíkovských žiadateľoch o azyl

86%
Maur N.
Český lid: etnologický časopis (Český lid: Ethnological journal)
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2009
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vol. 96
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issue 3
247-262
EN
In this paper author focuses on mental representation of ethnic and racial groups in Gabčíkovo village in Slovakia. The objective is to show, that to explain ethnic and racial classification, we need to regard two factors. The first one is social interactions. It means the social, cultural, historical and political conditions of social phenomenon. The second is the cognitive processes of the mind: in what ways the human mind operates particular external information. To explain ethnic and racial classification, the author uses the framework of cognitive anthropology, in particular theory of folk sociology.
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ОСОБЛИВОСТІ ЗАСТОСУВАННЯ ПОДКАСТІВ У ФАХОВІЙ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ АНГЛІЙСЬКОЇ МОВИ

72%
Cушкевич О.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 4(48)
370-375
EN
The article reveals the introduction of podcasts in English teacher training as a part and necessity of modern technocratic society. In regard of new technical and computer approaches to learning and mastering the English language methodology and technical side of the question are described. The paper also analyzes the benefits of using online audio files: free access, a variety of available topics, a stimulating effect, an expert opinion and exchange, options to change/modify or create any educational material, the possibilities of individual and group work. The basic principles, guidelines and stages of introducing and organizing the students’ work with audio material are characterized. Podcasts are regarded as a free source of knowledge and as a self-made product which the students and their instructor can create and post online at the same time. Such material can be used both in class and in extra curriculum activity. Before starting work with an episode the students should be thoroughly taught the basic principles of applying podcasts and special software (iTunes, Audacity etc). As soon as the students are adjusted they can be offered a number of tasks that stimulate creativity, cognition, partnership. Firstly they use ready-made files from the web learning or mastering phonological, lexical or grammatical items in a definite situation – context. At the second stage they can be involved into a communicative game based on the example of the audio. Only then the learners can develop their own episodes revealing the aspects of the topic they are interested in. (The article illustrates a few tasks which correspond to different levels of work with podcasts). At this stage co-editing is extremely important. It means that the instructor and the group mates turn to be one productive team. Mutual support and cooperation guarantee students’ outstanding achievements. More over the materials can be posted online and listened to by native speakers or an expert from a definite sphere. So the students’ work can be objectively evaluated via feedback. This very fact can urge the class to be more responsible while preparing the material. Thus academic work with authentic audio files meets modern requirements to English teacher training. It greatly contributes to the development of professional linguistic skills and competence.
7
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Conjuring a Reality: The Magic of the Practice of Accounting

58%
Mastrolia S. A., Zielonka P., McGoun E. G.
Management and Business Administration. Central Europe
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2014
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vol. 22
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issue 3
3-17
EN
Purpose: Recently, magic has been given increasing attention by psychologists for what it can reveal about how the human cognitive system works. This paper examines whether these same cognitive processes are at play in another arena, specifi cally, the presentation of financial accounting� information. Approach: The authors reviewed the fi ndings of cognitive scientists from their studies of magicians and applied these to the activities of professional accountants. Findings: Specifi c cognitive processes which magicians and accountants take advantage of, explicitly for one and implicitly for the other, are the same: good continuation, habituation, and attentional capture. Value: Further research regarding such interactions between accounting and cognition has potential for enhancing our understanding of both. Certainly at this particular point in accounting history, as standard setters seem to be moving ever closer to implementing some version of a principles-based accounting regime versus our current rules-based accounting regime, it is worthwhile to contemplate the conscious and subconscious effects of cognitive processes on how individuals perceive financial information.
8
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Cognitive Educational Transaction: Assessment and Mediation of Pupil’s Cognitive Capacities

58%
Kovalčíková I., Miecznik-Warda J.
Edukacyjna Analiza Transakcyjna
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2019
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issue 8
117-132
PL
At present, the subject of basic and applied research is becoming a specific type of educational transaction whose aim is to know the cognitive determinants of the educational process. Research findings relating to the brain and mind indicate that if we can gain a better understanding of a pupil’s cognitive apparatus, this may lead to more effective teaching of low-performing pupils. When considering the causes of a pupil’s unsatisfactory school performance, it is important to consider which elements of thinking require activation during information processing, or task performance. Knowing the aspects of motor and mental speed and cognitive flexibility of the pupil is the starting point for cognitive stimulus transactions. From this knowledge, subsequently generated transactions can be carried out in an individual intervention aimed at remediating the possible cognitive deficiencies in low performing pupils. In the paper we present the results of the pilot research (as a part of more complex experimental study ), the intention of which is to assess the suitability and the selection of appropriate research tools in the diagnosis of motor speed in pupils. The diagnosis is an introduction to research on the assessment of the impact of the relationship between the motor speed and the speed of information processing in a student on the their success in learning. The subjects are students aged 8-10, gender-diverse. During the diagnosis: Mira Stambak hatch tests, the "Looping" test, the rate of writing the word "house" by Elżbieta Grzegorzewska test, Rene Zazzo Card Test, Ozierecki test of motor speed development, test of cognitive functions Trail Making Test (TMT) Dean Delis, Edith Kaplan and Joel Kramer. The following have been taken into account: accuracy of the test, time needed to carry out the test, clarity of instructions, criteria for evaluation of results and interest of students. After analyzing the results, it has been found that the proper tests will be conducted with the following tests: Looping, Hatching and Trail Making Test.
9
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Kontrowersje wobec stanu flow w edukacji

58%
|
2018
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vol. 9
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issue 1
277-285
PL
W okresie, kiedy dziecko przekracza próg przedszkola i szkoły, dominujące znaczenie zaczyna mieć formalna edukacja. Uczenie się zostaje ograniczone ramami programowymi i jest usankcjono-wane obowiązkiem. W tych warunkach nie dostarcza jednak satysfakcji i związane jest z wysiłkiem poznawczym. W formalnej edukacji strategicznego znaczenia nabierają zatem techniki motywowania ucznia do podejmowania trudu uczenia się. W artykule mówiono zagadnienie motywowania i jego roli w procesie kształcenia. Główną uwagę skupiono na skondensowanej wewnętrznej motywacji prowadzącej do osiągania stanu flow. W prezentowanym refleksyjno-analitycznym artykule podjęto próbę wyjaśnienia problemu: jakie są możliwości i warunki osiągania przez ucznia stanu flow w procesie edukacyjnym oraz czy to autoteliczne doświadczenie ma wartość dydaktyczną?
EN
At the time when the child is at the threshold of pre-school and school, the formal education begins to dominate. Learning becomes limited with curricular frames and sanctioned as an obliga-tion. In these conditions, however, it does not provide satisfaction and involves cognitive effort. In formal education strategic importance is assigned to techniques that motivate the pupils to under-take the effort of learning. Thus, this paper discusses the issue of motivation and its role in the process of teaching. The main attention is focused on condensed inner motivation that lead to achieve the flow state. This reflexive and analytical article attempts to answer the questions: ‘What are the possibilities and conditions to achieve flow state by a pupil in the process of education?’ and ‘Does this autotelic experience have a didactic value?’
10
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Problematyka medytacyjnego wglądu i wiedzy wyzwalającej w soteriologii wczesnego buddyzmu. Krytyczna analiza problemu przy zastosowaniu podejścia interdyscyplinarnego

44%
Polak G.
Diametros
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2018
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issue 56
17-38
PL
Do najbardziej kontrowersyjnych kwestii badań nad soteriologią wczesnego buddyzmu należy ustalenie związków medytacyjnego stanu dźhany z rozwojem wglądu i wiedzy wyzwalającej. W samej Suttapitace oraz późniejszych tekstach buddyjskich poświęconych medytacji występują niespójności, które są trudne, lub wręcz niemożliwe do uzgodnienia. W tym artykule zaproponuję model medytacyjnego wglądu jako elementu organicznie powiązanego ze stanem dźhany. W tym celu posłużę się interdyscyplinarnym podejściem, opierając się na krytycznych badaniach filologicznych Suttapitaki, jak również na wynikach dynamicznie rozwijających się nauk o poznaniu. Wskażę i przenalizuję szereg istotnych trudności związanych z tradycyjnym buddyjskim modelem wglądu. Zaproponuję wyjaśnienie tego, w jaki sposób pierwotna koncepcja wglądu uległa znaczącemu przeobrażeniu. Aby zaproponować wiarygodny model wglądu jako organicznie powiązanego z dźhaną elementu, odwołam się do szeregu nowych wyników z dziedziny kognitywistyki. W celu wykazania, że ten model może funkcjonować w praktyce, wskażę także medytacyjne koncepcje, jakie pojawiły się w późniejszych dziejach buddyzmu, gdzie wgląd był postrzegany w podobny sposób.
EN
The relation of the meditative state of jhāna to the development of insight and liberating knowledge is one of the most controversial issues in studies on early Buddhism. In the Suttapitaka and later Buddhist meditative texts, one can find discrepancies which are difficult to reconcile. In this paper, I propose a new model of meditative insight using an interdisciplinary approach based both on critical philological studies of the Suttapitaka and the results of the dynamically developing cognitive science. I also highlight and examine the difficulties related to the traditional Buddhist model of insight. In order to propose a plausible model of insight as an element organically linked to jhāna, I refer to several new developments in the field of cognitive science.
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