Sociological, philosophical and theological approaches to essence and role of a science are compared in offered article. Seven main principles by which Presidium NAS of Belarus and the Belarus orthodox church are guided in dialogue of a science and religion and in the cooperation are stated.
Praca jest esejem – zestawem luźnych myśli autora tyczących się nauki, sztuki, determinizmu i stochastyki. Liczne nawroty są metodą – Czytelnik jest zniewolony do zauważenia głównej idei szkicu. Podana literatura ma jedynie charakter pomocniczego światła pokazującego, że temat jest aktualny i ważny. Żyjemy w świecie zawładniętym sztuką i nauką.
One thing we cannot do is failing to address the issue of ‘what next’? Where are we heading? What are our objectives on the horizon of dreams and not short-term solutions? Where is mankind heading as a whole? It is you economists and managers I am aiming my questions at. I am incapable of finding a clear answer but I sincerely hope to discover it in your dissertations (going beyond your master, doctorate and habilitation theses). Thanks to the brilliant paradigm, our civilisation has made achievements which it tends to forget. Mankind today is living more comfortably than ever before. I want to raise a question if we are conscious of the fact that our privileges should be shared by all inhabitants of our planet. I wish to reflect on the good of a man – what does a human need to be fulfilled in all dimensions, not in the mere material one. How do we conceive of the future organization and identity of mankind? I asked school principals: Is it good to allow the sexes to become alike, to see women become masculine and men effeminate? Is the contrast of the sexes vital to the preservation of the human race? Does the tension resulting from the diversification matter? I do not intend to present my own intuitions; my wish would be finding some answers in humanities. Sadly, doctorate and habilitation theses tend to focus on marginal issues. Why does contemporary theology differ so considerably from what the contemporary world, contemporary physics or mathematics deal with on a regular basis?
After Poland’s regaining independence, a significant role in the organization of higher education institutions, the development of academic instruction and research as well as in the formation of awareness of the Polish academic community, was played by periodicals addressed to this group. One of such magazines was Szkoły Akademickie quarterly (1927-1928) and afterwards a yearbook (1928-1930). The article presents the questions of higher education addressed by this journal and the activities undertaken by the scientific community to solve them. The information included in the journal allowed moreover to indicate the most crucial activities of academic circles for the improvement of academic didactics and the development of scientific research.
PL
After Poland’s regaining independence, a significant role in the organization of higher education institutions,the development of academic instruction and research as well as in the formation of awareness of the Polish academic community, was played by periodicals addressed to this group. One of such magazines was Szkoły Akademickie quarterly (1927-1928) and afterwards a yearbook (1928-1930). The article presents the questions of higher education addressed by this journal and the activities undertaken by the scientific community to solve them. The information included in the journal allowed moreover to indicate the most crucial activities of academic circles for the improvement of academic didactics and the development of scientific research.
The subject of the debate was the main elements of the reform in the way higher education functions, implemented from October 2019. The background of the reform was discussed, including the historical and mental conditions of the academic community, and then the reform programming phase (e.g. consultation procedures), the phase of implementing changes (including the issue of adjusting the publication of regulations) and the sphere of new or additional incentives were discussed. which introduced new regulations into academic life (e.g. new rules for obtaining points by scholars for publications, new evaluation rules to which universities are subject, rules for creating statutes).
PL
Przedmiotem debaty były główne elementy wdrażanej od października 2019 r. reformy w sposobie funkcjonowania szkolnictwa wyższego. Omawiane było tło reformy, w tym uwarunkowania historyczne, mentalne środowiska akademickiego, a następnie dyskutowana była faza programowania reformy (m.in. procedury konsultacji), faza wdrażania zmian (m.in. problematyka dopasowania ukazywania się rozporządzeń) oraz sfera nowych czy dodatkowych bodźców, które wprowadziły do życia akademickiego nowe regulacje (np. nowe zasady uzyskiwania punktów przez uczonych za publikacje, nowe zasady ewaluowania, którym podlegają uczelnie, zasady tworzenia statutów).
In this paper we described three Art & Science projects organized by the Nencki Institute of Experimental Biology (Polish Academy of Sciences), Marcel Nencki Foundation for the Support of Biological Sciences and the Art Department of the University of Rzeszów. First project, celebrating the 100th anniversary of theNencki Institute, was entitled “Biological imaging: inspiration by invisible world” and took place in Mikołajki in 2017. Next two projects were relating to “Art of Biodiversity” (Rzeszów, 2018) and “Power of Biological Structures” (Przeworsk, 2019). The aim of the projects was to introduce ideas of modern experimental biology to artist. All symposia/workshops were followed by few exhibitions at the Nencki Institute of Experimental Biology, Art Department of the University of Rzeszów, etc. Some of paintings originated during these projects established Nencki Art Collection, collection of modern art at Nencki Institute of Experimental Biology.
The main object of this paper is to present the investigations that have been made during recent years in OBI on the problems of the science-faith relationships. The methodology of this investigation is described, and some of the most important results mentioned.
The Model of Educational Reconstruction provides a frame for research of subject related learning and teaching. By closely linking theory and practice the model aims at the development of learning and teaching sequences. Within the framework of the model three central tasks of research in science education are investigated: firstly, the clarification and analysis of science subject matter (e.g. in the field of genetics), secondly, the investigation into students’ perspectives with regard to phenomena related to the chosen subject (e.g. conceptions, principles), thirdly, the design of learning environments (e.g. guidelines for teaching the subject, learning activities, lessons or learning sequences). The investigations are carried out empirically. But there is no way of solving these three modes of investigation as single tasks one by one. Each of the investigations depends on the findings of the other two; all of the tasks are interrelated and have to be linked closely. The model of educational reconstruction also guides the creative designing process and leads to empirically based proposals for teaching designs and to conclusions for learning biology. In the contribution the investigation in the field of genetics is exemplified, findings of students’ conceptions, guidelines for teaching and general educational conclusions are given. Furthermore, the application of the model in several places and disciplines is reported.
Murav’ev was a poet of moderate importance for the eighteenth century Russian literature. He was also a tutor of Catherine II’s grandsons, Alexander and Constantine. In this capacity, he prepared numerous handouts to teach Russian history, politics, science, and ethics. Murav’ev stressed the preeminence of virtue in everyone’s life. The voice of the heart should be the guide in resolving moral problems. This voice is the gift of God and as such it can be usually trusted. Thus, morality is based on theology. Murav’ev’s theology presents a grand vision of providential God who appears to be viewed from the unitarian perspective.
The article presents the idea of the classification of science which may be useful at conferring the scientific titles and degrees. The proposed change consists in omitting of domains in the classification of science.
The article describes the notion of of the learning with its manifold functions and on this background set the intellectual and moral requirements to its creators.
The article explores the problem of nursing as a practical discipline and suggests that there are several kinds of nursing science. Following the lead of Jacques Maritain and Yves R. Simon, the authoress begins with an account of the distinguishing characteristics of theoretical knowledge, to which the term “science” has historically been applied, and distinguishes it from practical knowledge or prudence. Next she reviews Maritain and Simon’s discussion of two intermediate levels of inquiry that share some characteristics of both science and practical knowledge. Finally, using the writings of several nurse theorists whose seminal ideas in this area have established a basis for nurse theorist’s discussion of these issues, she distinguishes four kinds of nursing inquiry which range from the very theoretical to the very practical.
Numerous studies on Michael Faraday were published, but this article will shed some light on Faraday's diseases and disability, and on some of his scientific and medical achievements.
This paper aims to introduce Whitehead’s philosophical thinking in general while focusing in particular on his critique of modern science and the concrete solutions he presents in his works from both his London period and the beginning of his Harvard period. Whitehead’s main project was the critical revision of the ultimate facts of natural science. He saw the task of speculative philosophy as one of redefining the main concepts of natural science in accordance with the rising modern physics and with his own profound analysis of the structure of human experience. Finally, the paper attempts an examination of the specific role of metaphysics in the system of natural knowledge.
Childbirth is a physiological state that usually stirs – for obvious reasons – many emotions The attitude of the society towards childbirth has come a long way – from a natural approach, based on confidence in maternal instinct, up to a full medical-care one that deprives the woman giving birth of any influence on the process, and finally, slowly returning to the first stage The proposed learning tools use a wide range of sources of information on childbirth- from posts on Internet forums to scientific publications. The current postulate is consistent with the purpose of learning a new subject- Nature: understanding the scientific method, hypotheses generation and their verification by observation and experimentation. The reference material contains information concerning observational data.
PL
Poród jest stanem fizjologicznym który budzi – z oczywistych względów – wiele emocji. Stosunek człowieka do porodu przeszedł długą drogę– od podejścia naturalnego, opartego o zaufanie do instynktu rodzącej do głębokiej medykalizacji porodu, pozbawiającej rodzącą wpływu na jego przebieg i powoli powraca do punktu wyjścia. Proponowane narzędzia dydaktyczne korzystają z wielu różnorodnych źródeł informacji na temat porodu – od wypowiedzi na forach internetowych po opracowania naukowe. Przyjęte założenie jest zgodne z celem kształcenia nowego przedmiotu – przyrody: Rozumienie metody naukowej, polegającej na stawianiu hipotez i ich weryfikowaniu za pomocą obserwacji i eksperymentów.
Three types of scholars are identified: precursor, savant, and instigator. Scholars produce creative and seminal ideas that serve to advance science. In parallel, three types of researchers are singled out: replicator, erudite, and outsider. Their work lacks creativity and originality, being mostly imitative and derivative. Science (the body of knowledge) is advanced by some, and hampered by other factors.
This contribution is a polemical reaction to Jaromír Feber’s article which was published in this journal (year 56/2008, pp. 729-737) under the title Science, philosophy and faith. It reminds us of Feber’s call for the introduction of religious faith into science and it begs to disagree. The article attempts to place the polemic into the wider context of contemporary debates about the character of science and about the ever-growing tolerance towards various expressions of the esoteric and of pseudo-science. It calls for greater attention to the basic procedures of scientific work, attention which is required in philosophy as anywhere else.
Active participation in the internationalization of science and higher education would no longer be just a efficient tool to establish and promote a process of globalization with its strong unifying tendencies as quick as possibly, but could become free and equal dialogue between the independent nations and cultural circles in the equal and common pursuit of the listening each other in the pluralized world.
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