This article sheds light on the diversity of meanings and connotations that tend to be lost or hidden in translations between different conceptualizations of nature in East and South-East Asia. It reviews the idea of “nature” in Chinese, Japanese, Vietnamese, Filipino, Tagalog, Cebuano, Lumad, Indonesian, Burmese, Nepali, Khmer, and Mongolian. It shows that the conceptual subtleties in the conceptualization of nature often hide wider and deeper cosmological mismatches. It concludes by suggesting that these diverse voices need to be represented in (...) global reports on sustainability, which can be fostered by the direct involvement of experts from diverse traditions of thought who have access and interpretative knowledge of sources in languages other than English. To take into consideration the diversity of conceptualizations of nature can lead to better decisions about sustainability and improve the acceptability and efficiency of environmental policies in each local context, as well as internationally. Solutions and policies on the ground must be designed based on the local conceptual and cultural frames. (shrink)

Modular learning was used to assist elementary learners in continuing their education during the pandemic. This modular learning posed academic challenges. This phenomenological study delved into the academic challenges of modular learning of public-school elementary school learners. Validated In-depth interview protocol (IDI) was used to collect the data from ten (10) Grade six learners. Findings revealed that these academic challenges include unfavorable learning environments, reading comprehension issues, lack of motivation, and poor quality of printed learning modules that affect the learners (...) ability to comprehend and finish the module effectively. Consequently, modular learning allows learners to take responsibility for their learning by utilizing the available answers key, optimizing internet usage, scheduling time properly, and guessing answers. Considerably, the learners used face-to-face conversations, personal messages, and phone calls to communicate their educational queries. Moreover, the structure of self-learning modules facilitates independent study and complicates learners understanding. It is recommended that there is a need to enhance policies for improving module quality, allocate sufficient funds to improve the printed module quality, conduct relevant teacher training and workshops for developing quality printed modules, and sustain the home visitation program to monitor students modular learning progress. (shrink)

In his recent paper, C. Fuchs formulates QBism in the form of eight postulates. We criticise QBism as an anti-realist position and propose an alternative – contextual quantum realism (QCR). 1. A quantum state is not “an agent’s personal judgement” (QBism), nor is it subjective (QBism), but objective (QCR). It describes not the current experience (QBism), but a state of a physical system in context (QCR). 2. A quantum measurement is a (literally) measurement of quantum reality (QCR), rather than an (...) agent’s action upon its external world (QBism). It can only be regarded as an action in the sense in which a cognitive Wittgensteinian language game is an action (QCR). 3. The result of a quantum meas- urement is objective, though context-sensitive (QCR), rather than subjective (QBism), personal to the agent performing the action (QBism). 4. The quantum formalism is normative (QCR and QBism) and at the same time descriptive (QCR). The wave function tells us what to expect and how a quantum experiment should be conducted (i.e. plays the role of a norm), and also describes the state of a quantum system in context (QCR). 5. Unitary evolution is objective (QCR), not subjective (QBism). It does not express an agent’s degrees of belief (QBism). 6. Probability 1 is ontic (QCR), not an agent’s maximum degree of subjective certainty without ontic content (QBism). 7. In general, measurement outcomes are not predetermined (QCR and QBism), i.e. “unperformed measurements have no outcomes” (for QCR, this is an analytical judgement; for QBism this is a thesis), but they are predeter- mined in the case of probabilities 1 and 0 (QCR). In the case of probabilities 0 and 1, one can speak of performed measurements (QCR). 8. Quantum theory is a universal Wittgen- steinian rule (norm), i.e. a rule (norm) rooted in experience, reality (QCR). It can be used by any competent subject (QCR and QBism). We illustrate the difference between QCR and QBism on the example of how they treat “Wigner’s friend” thought experiment and consider their attitude to phenomenology. (shrink)

The subject of this article is Modal-Epistemic Arithmetic (MEA), a theory introduced by Horsten to interpret Epistemic Arithmetic (EA), which in turn was introduced by Shapiro to interpret Heyting Arithmetic. I will show how to interpret MEA in EA such that one can prove that the interpretation of EA is MEA is faithful. Moreover, I will show that one can get rid of a particular Platonist assumption. Then I will discuss models for MEA in light of the problems of logical (...) omniscience and logical competence. Awareness models, impossible worlds models and syntactical models have been introduced to deal with the first problem. Certain conditions on the accessibility relations are needed to deal with the second problem. I go on to argue that those models are subject to the problem of quantifying in, for which I will provide a solution. (shrink)

In a recent paper, Stefan Wintein criticizes my responses to the objections he raised to my modal-epistemic argument (MEA) for the existence of God. In this paper, I continue our debate and respond to Wintein’s criticisms of my previous responses. I argue that Wintein’s criticisms are unsuccessful. As a result, the MEA still stands.

Philosophers have committed sins while studying science, it is said – philosophy of science focused on physics to the detriment of biology, reconstructed idealizations of scientific episodes rather than attending to historical details, and focused on theories and concepts to the detriment of experiments. Recent generations of philosophers of science have tried to atone for these sins, and by the 1980s the exculpation was in full swing. Marcel Weber’s Philosophy of Experimental Biology is a zenith mea culpa for philosophy of (...) science: it carefully describes several historical examples from twentieth century biology to address both ‘old’ philosophical topics, like reductionism, inference, and realism, and ‘new’ topics, like discovery, models, and norms. Biology, experiments, history – at last, philosophy of science, free of sin. (shrink)

Socrate a practicat dialectica pentru obținerea cunoașterii, prin metoda dialogului oral, ceea ce el numea arta „nașterii sufletelor”. La Platon, dialectica era un tip de cunoaștere cu rol ontologic și metafizic, la care se ajunge prin confruntarea mai multor poziții pentru a depăși opinia (doxa), o deplasare din lumea aparențelor (sau a „sensibilului”) către cunoașterea intelectuală (sau „inteligibilul”) până la primele principii. Pentru ca o descriere, declarație sau afirmație să fie cunoaștere, trebuie ca aceasta să fie o credință, să fie (...) adevărată, și să fie justificată. O declarație de credință este o expresie a credinței în cineva sau ceva. Credința trebuie să fie adevărată pentru a fi cunoaștere. Definiția cunoașterii ca o credință adevărată justificată a fost acceptată pe scară largă până în 1960, când filosoful american Edmund Gettier a provocat discuții majore pe scară largă. Cunoașterea științifică se bazează pe colectarea probelor observabile și măsurabile supuse unor principii specifice de raționament și de experimentare. În ciuda criticilor teoriei falsificabilității propuse de Karl Popper pentru demarcarea între știință și ne-știință, în principal pseudoștiință, acest criteriu este încă foarte util, și perfect valabil după perfecționarea lui de către Popper și adepții lui. Metodologia programelor de cercetare științifică a lui Imre Lakatos este o revizuire radicală a criteriului de demarcație al lui Popper între știință și neștiință, conducând la o teorie nouă a cunoașterii științifice. În lucrare prezint propunerea mea de extindere a metodologiei lui Lakatos cu doi noi termeni, programe bifurcate și programe unificatoare, cu caracteristicile lor specifice. (shrink)

Sinodul Bisericii Ortodoxe Române a declarat anul 2017 ca Anul Omagial al sfintelor icoane, al iconarilor și pictorilor bisericești, dar și Anul comemorativ Justinian Patriarhul și al apărătorilor Ortodoxiei în timpul comunismului în Patriarhia Română. Având în vedere tema propusă de organizatorii acestei dezbateri, dar și anumite reacții negative după Sfântul și Marele Sinod al Bisericii Ortodoxe, desfășurat în Creta între 18–26 iunie 2016, prezentarea mea va avea ca subiect legătura dintre Biserica Ortodoxă Română și Consiliul Mondial al Bisericilor (CMB) (...) în perioada comunistă dintre anii 1948–1989. Voi analiza critic anumite momente cheie din istoria acestei legături, care au lăsat anumite amprente în istoria Bisericii Ortodoxe Române și de care nu trebuie să uităm așa curând. În același timp, personalitățile care au marcat această perioadă nu pot fi trecute cu vederea, printre care personalitatea Părintelui Patriarh, Justinian Marina, rămâne una de amintit. (shrink)

This paper examines the narrative contribution of the humorous gag, as a dynamic image intended to create ambivalence, in the biblical stories. Despite being one of the most important resources used to produce comedy in the visual arts, the gag can also be observed from a narratological point of view to meas-ure its involvement in a plot. Storytelling through gags provides an alternative means of approaching issues, developing threads and concluding episodes. The distinctiveness of the gag lies in the (...) strength of the images it suggests. The more shocking or misplaced a gag appears, the greater its contribution to the general narrativity, which may become more evident according to the strength of the image built. This argument is shown through some biblical examples. (shrink)

Ce înseamnă mai exact idoli? Sunt multe definiţii dar şi multe incorectitudini. Este adevărat că fiecare religie are idolii săi, o caracteristică politeistă. Cuvântul apare cu o încărcătură puternică şi cu un caracter pur negativ, aş putea spune eretic în Biblie. Idolii sunt soldaţii Infernului. Biblia ne spune că un chip cioplit este un idol, o înfăţişare făcută după mintea ta. Este de fapt obiectul unei adorări exagerate o supunere voită faţă de un lucru sau o fiinţă. Drumul pe care (...) un idol merge este urmat de cohorte de frenetici dar şi de fanatici. În opinia mea un idol este un obiect fizic sau o reprezentare imaterială având în componenţa sa ideea de supunere, de pierdere a suveranităţii personale. (shrink)

Mentionez ca, in raport cu colegii mei, la acest departament si facultate, eu am avut am avut cea mai slaba promovarea de-a lungul carierei mele, desi CVul meu a fost, inca de la inceput, cel mai bun raportat la cei din generatia mea sau apropiati de generatia mea. La ora actuala, raportat la criteriile INTERNATIONALE, CVul meu este cel mai bun de la aceasta facultate.