Kritičko čitanje Alchourrónove i Bulyginove skupovnoteorijske defnicije normativnoga sustava pokazuje da njegova deduktivna zatvorenost nije neizbježno svojstvo. Slijedeći von Wrightovu pretpostavku da aksiomi standardne deontične logike opisuju svojstva savršenoga normativnog sustava, uvodi se algoritam za prevođenje iz modalnoga u skupovnoteorijski jezik. Prijevod nam otkriva da plauzibilnost pojedinih metanormativnih načela leži na različitim osnovama. Koristeći se metodološkim pristupom koji prepoznaje različite aktere u normama upravljanome međudjelovanju, pokazuje se da su metanormativna načela obveze drugoga reda upućene različitim ulogama. Poseban slučaj jest zahtjev (...) koji se odnosi na deduktivnu zatvorenost jer se pokazuje da je upućen ulozi koja primjenjuje, a ne onoj koja izdaje norme. Pristup je primijenjen i na slučaj čiste derogacije, što dovodi do novoga rezultata; svojstvo neovisnosti biva svojstvom savršenoga normativnog sustava u odnosu na moguću derogaciju. Ovaj članak na polemički način dodiruje nekoliko točaka iznesenih u Kristanovome nedavnom članku. (shrink)

Prijateljstvo prati čovjeka od njegovih samih početaka, a očituje se u trajnoj dvostrukoj raspoloženosti: biti s drugim i biti netko drugome. U izlaganju se analizira Aristotelova filozofska refleksija o prijateljstvu. Osobita važnost posvećuje se trima različitim motivacijama koje ljude potiču na stupanje u različite oblike druženja ili prijateljevanja, a to su: zbog koristi, užitka ili, pak, zbog kreposti. Pokazuje se kako prijateljstvo vođeno kriterijem koristi nije istinsko prijateljstvo, jer se njime ne ostvaruje dobro osobe, nego neko korisno dobro koje osoba (...) ima, a koje drugoj osobi treba. Takvo je prijateljstvo, prijateljstvo reciprociteta u kojem se nešto dobiva, umjesto da se netko susretne radi njega samoga. Ovom tipu prijateljstva slično je prijateljstvo iz užitka, budući da ni jedan ni drugi tip prijateljstva ne počiva na bitnom principu zasnovanom na vrijednosti i dostojanstvu ljudske osobe, nego na principu ugode ili koristi kojim se ostvaruje isključivo simbiotsko-egoistični odnos.Posebno se apostrofira kako je pravo, istinsko prijateljstvo ono koje svoje utemeljenje pronalazi u sličnosti prema kreposti, te se stoga ostvaruje u blagotvornoj sličnosti prema dobroti. Naime, samo dobri mogu dobro željeti onom drugom prijatelju koji je također dobar. Prijateljstvo koje počiva na temeljima dobrote biva više prijateljstvo ukoliko se širi horizont dobrote, prave, istinske, nesebične dobrote, u kojoj se prijatelju želi dobro radi njega samoga, a ne zbog možebitne koristi koju očekujemo od njega. Kritički se propituje Aristotelovo mišljenje da nije potrebno doći samo do kreposti na osobnom planu, nego je potrebno postići i krepost na području zajednice, te je stoga za prijateljstvo od presudne važnosti, kao svojevrstan poligon kreposnog djelovanja, kakvi će odnosi vladati u društvu.Freundschaft begleitet den Menschen von Anfang an, und diese offenbart sich in einer dauerhaften zweifachen Verfügbarkeit: mit jemandem sein und für jemanden da sein. In dem Aufsatz wird Aristoteles’ philosophische Reflektierung der Freundschaft analysiert. Besondere Aufmerksamkeit gilt dabei dreierlei Motivationen, die die Menschen zu verschiedenen Freundschaftsbeziehungen anregen. Die Gründe dieser Beziehungen können Eigennutz, Vergnügen oder auch Tugend sein. Es wird gezeigt, dass die auf Eigennutz basierende Freundschaft keine wahre Freundschaft ist, weil dadurch nicht das Gute der Person verwirklicht, sondern das Gute, das eine Person hat, von einer anderen Person ausgenutzt wird. Eine solche Freundschaft nennt man Reziprozitätsfreundschaft, da man von dem anderen etwas erwartet, statt mit ihm seiner selbst wegen Umgang zu pflegen. Diesem Freundschaftstyp ähnelt die zum Vergnügen geschlossenen Freundschaft. Weder der erste noch der zweite Freundschaftstyp lehnen sich an das wesentliche, auf dem Wert und der Würde des Menschen basierende Prinzip an, sondern an das Prinzip des Eigennutzes bzw. des Vergnügens, womit ausschließlich eine symbiotisch-egoistische Beziehung verwirklicht wird.Besonders betont wird die einzig wahre Freundschaft, die sich auf der Tugend gründet und daher ihren Höhepunkt im Guten erreicht. Nur derjenige, der gut ist, kann gut zu dem anderen sein, der auch gut ist. Die auf dem Guten basierende Freundschaft ist ein erhabener Freundschaftstyp, da sich dabei der Horizont des wahrhaftigen Guten und der Selbstlosigkeit weitet und man dem Freund seiner selbst wegen das Gute gönnt und nicht, weil man von ihm etwaserwartet. Auf kritische Weise wird der Standpunkt Aristoteles’ ausgelegt, dem zufolge Tugend auf dem persönlichen Plan allein nicht ausreicht, sondern auch auf dem Plan des Gemeinwesens angestrebt werden muss. Deshalb hängt von der Freundschaft als einem Ausübungsplatz tugendhaften Handelns ab, wie sich die zwischenmenschlichen Beziehungen in der Gesellschaft gestalten. (shrink)

I argue that predicativism, the view that proper names are predicates, is a viable theory of the semantics of proper names given a certain hypothesis about the grammar of definiteness. Extant versions of predicativism hold that a singular name in argument position constitutes the predicative component of a covert definite description. I show that these versions cannot accommodate semantic and typological data, specifically: syntactic and semantic disparities between bare and non-bare occurrences of such names in English, the distinctive modal rigidity (...) displayed by names, as opposed to common noun definite descriptions, and cross-linguistic data that feature seemingly distinct determiners for names in argument position. I propose that predicativism needs to embrace a view of definite marking as complex, consisting of a definite article and a bindable, familiarity-tracking constituent, which I call _index_. I show that this view is empirically motivated and typologically attested. The resulting version of predicativism can accommodate elegantly the observed semantic data when coupled with language-specific morpho-phonological generalizations. I finally address criticisms of and alternatives to my version of predicativism. (shrink)

Naša stvarnost bilježi dramatične promjene u moralnim stavovima ljudi. Kršćanskim i pravno-filozofskim pristupom nastojimo, u svjetlu tih promjena, promišljati pitanje etičkog aspekta zahtjeva kompetentnog pacijenta da umre te odluke liječnika povodom toga zahtjeva. Ovo promišljanje spada u područje ispitivanja osnovnih ljudskih vrijednosti. Ističemo da ljudsko dostojanstvo – kao središnja vrijednost – nije određeno vanjskim uzrocima i ne ovisi o stanju čovjekova zdravlja ili bolesti, ono je nešto unutrašnje, bitno i neotuđivo. Dakle, izvire iz cjelokupne kvalitete čovjekovog života kao osobe, kao (...) duhovno-tjelesnog bića, obdarenog razumom i slobodom, samoodgovornošću i mogućnošću samoodređenja – ukoliko prihvaćamo da je stvoren na sliku Božju . Historijska prizma promatranja ovog problema je zaista šarolika, od potpunog opravdavanja ovakvih zahtjeva, preko jedinstvene osude, sve do danas kada ovo pitanje dovodi do vrlo teških i skoro nerješivih rasprava na područjima morala i prava, uz naglašavanje da dekriminalizacija ovakvih postupaka može dovesti do »klizave nizbrdice«.Naš je polazni stav, s kršćanske pozicije, da ne postoji tako nešto kao što je život bez vrijednosti. Dakle, ističemo kršćanski pristup ljudskom životu i dostojanstvu, koji podrazumijeva postavku da čovjek ne dodjeljuje život te ga samim time niti ne može oduzeti, bez obzira na okolnosti i teškoće koje ga prate.Our reality is facing dramatic changes in the moral attitudes of people. In the light of those changes we are trying to consider the issue of ethical aspect of the competent patient’s request to die and the physician’s decision about it. This elaboration is situated within the field of questioning the basic human values. It is emphasized that the human dignity – being the central value – is not determined by external causes and not dependable on the condition of a person’s health or illnesses. Human dignity is something integral, essential, and inalienable. Thus human dignity springs from the overall quality of human life as of a unique human being, spiritual and physical being gifted with reason and freedom, self-responsibility, and the possibility of self-defining – in case we accept that a man is created in the image and likeness of God . The historical prism of considering this problem comes in varieties of forms, from the complete justifications of these requests, or their condemnation, till the contemporary disputes in the field of morality and law, with an emphasis on the possibility of “slippery slope” argumentation this decriminalization might lead to.Our starting point, from the Christian position, is that something like life without the value does not exist. Therefore we are pointing out the Christian approach to human life and dignity which presupposes the thesis saying that man does not give a life and therefore can not take it away, regardless of the hardship he might be experiencing. (shrink)

Immanuel Kant, svojim kopernikanskim obratom, vraća čovjeku središnje mjesto u svijetu. Čovjek se, u njegovoj filozofiji, shvaća kao individua koja posjeduje slobodu. Ta sloboda izvor ima u umu, a čovjek je postaje svjestan tek kada djeluje u skladu s moralnim zakonom. Na taj način Kant slobodu pridružuje svakom pojedincu, kao prirođeno pravo, koje nijedan pozitivni zakon ne može dovesti u pitanje. Svojim moralnim zakonom on čovjeka čini odgovornim, kako za sebe tako i za čitav svijet. Ta se odgovornost za svijet (...) krije u ideji vječnoga mira za koju se Kant zalaže. Vječni mir jest ideja uma kojoj svaki pojedinac treba težiti. Tek će se u miru moći realizirati sva ljudska prava, a prvenstveno sloboda. Svojim je shvaćanjem slobode – ali i jednakosti, tolerancije, samostalnosti i javne upotrebe uma – Kant neupitno snažno utjecao na liberalnu misao. Ono što ih najviše povezuje jest vjera u pojedinca. I Kant i liberali vjeruju da je svaki pojedinac sam po sebi poseban i da želi ostvariti ono najbolje u sebi i za sebe, ali time i pridonijeti razvoju boljeg i pravednijeg svijeta.Immanuel Kant, with his Copernican Revolution, returns to human being central place in theworld. In his philosophy human being is understood as an individual that possess freedom. Thatfreedom has source in human mind but person is aware of it only when he acts according to themoral law. Thus Kant attaches freedom to every individual as a natural right which no positivelaw cannot get into question. With the moral law Kant makes every human being responsiblefor itself, but also for the whole world. This responsibility for the world has been contained inKant’s idea of perpetual peace. For him perpetual peace is an idea of the mind that every personhas to incline. Only when peace is going to role in the whole world, human rights, especiallyfreedom, are going to be realized. Kant’s concept of the freedom, but also of the equality, tole­rance, indipendence, public use of mind, has done a big influence on liberal thought. The thingthat brings them together is trust in an individual. Both Kant and liberals belive in the fact thatevery person is specific and wants to accomplish the best things in himself and for himself, butalso with that makes contribution for the development of a better and justly world. (shrink)

Svrha ovog rada bila je utvrditi učestalost sudjelovanja učitelja Glazbene kulture u različitim aktivnostima informalnog cjeloživotnog učenja te saznati njihovo mišljenje o važnosti i doprinosu navedenog razvoju vlastitih kompetencija potrebnih za poučavanje Glazbene kulture. Utvrđeno je da učitelji najviše sudjeluju u informalnim aktivnostima učenja koje ne zahtijevaju dodatno izdvajanje vremena te shodno tome rjeđe sudjeluju u aktivnostima koje zahtijevaju veću njihovu pažnju. Osjećaju se kompetentnima u izvođenju svih glazbenih aktivnosti koje se provode u nastavi Glazbene kulture. Nadalje, vide doprinos i (...) važnost sudjelovanja u aktivnostima informalnog učenja, no podijeljeni su u razmišljaju trebaju li posvetiti više dodatnog vremena aktivnostima informalnog učenja te kada razmišljaju o tome bi li njihova nastava bila jednako kvalitetna da ne primjenjuju nova znanja stečena informalnim učenjem. (shrink)

Increasing the ethicality of a project and the usefulness of the data enhances the probability that social good will result from the research; a combination of ethical and methodological soundness is therefore crucial. From 1999‐2002 I conducted a qualitative study of women’s, men’s, and mixed Internet chat room conversations. In this article, I discuss the particular ethical issues that arose, outlining my ethical decision‐making process within the context of current debates. I also describe the methodological concerns, demonstrating why a synthesized (...) method responsive to the advantages and disadvantages of cyberspace was necessary, and how the data were enhanced by this choice of method and by certain characteristics of cyberspace. In discussing the details of my study, my overall goal is to provide an assessment of the social good of the project with a view to increasing the probability of more ethical and useful Internet‐based research outcomes more generally. (shrink)

U novije vrijeme smatra se da učitelji imaju ključnu ulogu u suočavanju s problemom vršnjačkog nasilja, a za kvalitetne intervencije važna je kompetentnost učitelja. Cilj ovog istraživanja je ispitati odnos kompetentnosti i percipirane ozbiljnosti nasilne situacije u predviđanju intervencija učitelja u slučajevima vršnjačkog nasilja. Istraživanje je provedeno na nacionalno reprezentativnom uzorku učitelja osnovnih škola u Republici Hrvatskoj, prosječne dobi 43 godine. Za prikupljanje podataka, uz upitnik sociodemografskih karakteristika, korištene su Vinjete te Skala samoprocjene kompetentnosti za rad učitelja na problemima vršnjačkog (...) nasilja. Uz analizu temeljnih odrednica kompetentnosti utvrđeno je da će učitelji koji su kompetentniji procjenjivati nasilje ozbiljnije od svojih manje kompetentnih kolega, a oni koji nasilje percipiraju ozbiljnije češće će i intervenirati. Rezultati pokazuju da kompetentnost ima značajnu prediktivnu ulogu u predviđanju intervencija, a u tom odnosu ozbiljnost nasilja ima moderatorski efekt. Najnižu vjerojatnost intervencije imaju učitelji s niskom kompetentnosti i niskom percepcijom ozbiljnosti nasilja, a najvišu vjerojatnost intervencije imaju učitelji koji imaju visoke razine kompetentnosti i procjenjuju nasilje ozbiljnim. Uz temeljno određenje kompetentnosti, ovaj rad nudi i relevantne smjernice za edukaciju učitelja. In recent times, teachers are considered to play a key role in dealing with the problem of peer violence and their competence is very important for quality interventions. The aim of this study was to examine the relationship between competence and perceived severity of a violent situation in predicting teacher intervention in cases of peer violence. The research was conducted on a nationally representative sample of primary school teachers in the Republic of Croatia, average age 43 years. In addition to the socio-demographic characteristics questionnaire, data was collected via Vignettes and the Self- Assessment Competence Scale for Teachers’ Work on Peer Violence Problems. In addition to the analysis of the basic determinants of competence, it was found that teachers who are more competent will assess violence somewhat more seriously than their less competent colleagues, and those who perceive violence more seriously will also intervene more often. The results show that competence has a significant predictive role in predicting interventions, and in this respect the severity of violence has a moderating effect. Teachers with low competence and low perception of the severity of violence have the lowest probability of intervention, and teachers with high levels of competence who assess violence as serious have the highest probability of intervention. (shrink)

This article suggests that the historical figuration of Islam as well as the discourse of secularization has played a fundamental role in the constitution of Islam’s externality to Europe. The historical figuration of Islam as Europe’s enemy is haunting Europe. The European secularist anxiety today, which insists on the separation between the domains of the private and the public needs to be understood against the backdrop of this history. If Islam’s inability to separate the religious and the political was historically (...) the dominant motif through which Islam was registered as the arch-enemy, the post-secular, post-Enlightenment period registers Islam as an enemy through a cultural gesture. Derrida’s understanding of spectrality and the concept autoimmunity are deployed to suggest that Islam as a specter haunting Europe undermines the sovereign constitution of a self-identical Europe, but this haunting needs to be seen as Europe’s chance for a self-destructive conservation of Europe. European identity has to be rethought and renewed differently and this rethinking requires that we attend to the present as well as the past and future of Europe, which requires the opening of Europe to otherness and responsibility to the other. Such a rethinking of Europe’s history necessitates thinking about colonialism as well the living embodiments of this colonial legacy today, which are the immigrants. (shrink)

Vrednovanje i ocjenjivanje u nastavi Glazbene kulture važna je sastavnica odgojno-obrazovnog procesa koja sa sobom nosi razne poteškoće i subjektivnost. U nastavi Glazbene kulture realiziraju se različite glazbene aktivnosti i sadržaji, koji su više ili manje specifični te se navedeno odražava i na vrednovanje i ocjenjivanje. Navedene aktivnosti i sadržaji u okviru Kurikuluma nastavnog predmeta Glazbena kultura za osnovne škole i Glazbena umjetnost za gimnazije organizirane su u okviru tri domene/nastavna područja: Slušanje i upoznavanje glazbe, Izražavanje glazbom i uz glazbu (...) i Glazba u kontekstu. U radu je prikazano istraživanje provedeno tijekom 2019. godine, a koje je obuhvatilo 269 ispitanika, tj. 30 osnovnoškolskih učitelja Glazbene kulture i 239 učenika osmih razreda. Istraživanje je provedeno u Osječko-baranjskoj i Požeško-slavonskoj županiji te je obuhvatilo učitelje Glazbene kulture i učenike osmih razreda šest osnovnih škola od kojih se četiri nalaze u urbanom, a dvije u ruralnom području. Cilj ovog istraživanja bio je doznati stavove učenika i učitelja o vrednovanju i ocjenjivanju u nastavi Glazbene kulture, utvrditi moguću povezanost sociodemografskih varijabla i mišljenja učitelja i učenika te utvrditi na koji se način provodi ocjenjivanje u nastavi Glazbene kulture. Slušanje glazbe i pjevanje su aktivnosti koje se, prema mišljenju i učitelja i učenika, najčešće vrednuju i ocjenjuju u nastavi Glazbene kulture. Ujedno, učitelji u većoj mjeri smatraju da provode individualno i skupno ocjenjivanje nego li to smatraju učenici. Utvrđeno je da učitelji najčešće ocjenjivanje provode tako što tijekom svakog sata prate učenike, skloni su učenike ocijeniti odmah na satu i najčešće usmeno. Utvrđeno je da su učitelji i učenici mišljenja da učenik ne treba imati razvijene glazbene sposobnosti za ocjenu ‘odličan’ u predmetu Glazbena kultura. S obzirom na povezanost sociodemografskih varijabla i mišljenja ispitanika o vrednovanju i ocjenjivanju, pokazalo se kako su područje na kojemu se nalazi škola i spol značajni prediktori učeničkih stavova, dok se kod učitelja nijedna varijabla nije pokazala prediktorskom. Evaluation and grading in the teaching of Music Culture is an important component of the educational process that carries various difficulties and subjectivity with it. In the course of Music Culture, various music activities and contents are realized, which are more or less specific and also reflect on the evaluation and evaluation. The activities and contents of the Curriculum for the Elementary School Music Culture and High School Musical Arts curricula are organized within three domains/teaching areas: Listening and learning about music, Expressing music and with music, and Music in context. The research was conducted in 2019 and included 269 respondents, i.e. 30 elementary music teachers and 239 eighth grade students. The survey was conducted in Osijek-Baranja and Pozega-Slavonia counties and it included Music teachers and eighth grade students from six primary schools, four of whom are in urban and two in rural areas. The aim of this research was to find out students’ and teachers’ views on evaluation and assessment and to determine the possible correlation of sociodemographic variables and teachers’ and students’ opinions on evaluation and assessment in Music Culture teaching and to determine how the assessment is conducted in Music Culture teaching. Listening to music and singing are activities that, in the opinion of both teachers and students, are most commonly evaluated and graded in teaching Music Culture. At the same time, teachers are more likely to carry out individual and group assessments than students. Teachers usually conduct their assessment by monitoring students every class, they tend to evaluate students during class and most often orally. Teachers and students think that student should not have the developed musical skills to score excellently in Music Culture. Considering the correlation between sociodemographic variables and the respondents’ opinions on evaluation and grading, it was shown that the area in which school is located and gender are significant predictors of students’ attitudes, while in the teachers no variables proved to be predictive. (shrink)

U radu je istražen utjecaj završenog srednjoškolskog obrazovanja i dobi/godine studije na interkulturalnu efikasnost studenata i njihove preferencije glazbi svijeta, zatim povezanost između interkulturalne efikasnosti i preferencija glazbi svijeta te utjecaj poznatosti na preferencije glazbenih ulomaka. Istraživanje je provedeno na uzorku studenata različitih fakulteta Sveučilišta u Splitu i Sveučilišta u Zagrebu, pomoću upitnika sastavljenog od tri dijela: Upitnik općih podataka, Upitnik interkulturalne efikasnosti te Upitnik za ispitivanje glazbenih preferencija. Rezultati ne potvrđuju utjecaj vrste završene srednje škole ni dobi/ godine studija (...) na razinu interkulturalne efikasnosti studenata, niti na njihove preferencije glazbi svijeta. Potvrđeno je postojanje povezanosti između razine interkulturalne efikasnosti i preferencija glazbi svijeta te između poznavanja glazbe i preferencija glazbenih ulomaka. Dobiveni rezultati imaju značajne glazbeno-pedagoške implikacije, posebno u kontekstu visokoškolskog obrazovanja. The paper explored the influence of high school education and age/year of study on students’ intercultural effectiveness and their world music preferences, the relationship between intercultural effectiveness and world music preferences, and the influence of familiarity of music on music preferences. The research was conducted on a sample of students from different faculties of the University of Split and the University of Zagreb, using a questionnaire composed of three parts: The Sociodemographic Questionnaire, The Intercultural Effectiveness Scale and The Music preferences Questionnaire. The results do not confirm the influence of the type of high school education or age/year of study on the level of the students’ intercultural effectiveness, nor on their world music preferences. The existence of a relationship between the level of students’ intercultural effectiveness, world music preferences and between familiarity of music and music preferences has been confirmed. The obtained results have significant implications for music pedagogy, especially in the context of higher education. (shrink)

Glazbenim aktivnostima u vrtiću pripada značajna uloga, s obzirom da bavljenje takvim aktivnostima pridonosi razvoju glazbenih sposobnosti, ali i intelektualnom, socijalnom, emocionalnom i tjelesnom razvoju djeteta. U radu su istraženi stavovi odgojitelja predškolske djece prema glazbenim aktivnostima u vrtiću te samoprocjena kompetentnosti za njihovu realizaciju. Rezultati potvrđuju da slušanje glazbe predstavlja značajnu aktivnost slobodnog vremena odgojitelja predškolske djece. Potvrđeno je da odgojitelji kojima se sviđa klasična glazba imaju pozitivnije stavove prema glazbenim aktivnostima u vrtiću. Nije uočena povezanost odlazaka na koncerte (...) klasične glazbe, pohađanja dodatne glazbene poduke, pjevanja u zboru ili klapi te godina radnoga staža sa stavovima prema glazbenim aktivnostima. Rezultati istraživanja ne potvrđuju ni povezanost godina radnoga staža sa samoprocjenom kompetencije za realizaciju glazbenih aktivnosti. I, konačno, većina odgojitelja zadovoljna je opremljenošću vrtića instrumentima za djecu te računalima i projektorima, ali ne i instrumentima za odgojitelje. Musical activities in kindergarten play an important role, especially since engaging in such activities contributes to the development of musical capabilities and intellectual, social, emotional, and physical child development. This research examines the opinions of kindergarten teachers towards musical activities, as well as a self-assessment of their competencies to perform them. The results affirm that listening to music is a significant free time activity for kindergarten teachers. It has also been affirmed that teachers who enjoy classical music have more positive opinions towards musical activities in kindergarten. No connection was noted between opinions towards musical activities and attending classical concerts, additional musical education, singing in choirs or traditional a cappella groups, or years of work experience. The results of this research also did not affirm a connection between years of work experience and self-assessments of competencies to perform musical activities. Finally, the majority of teachers were satisfied with their schools’ stock of children’s instruments, computers, and projectors, but not with instruments for teachers. (shrink)

This paper offers a novel, qualitative approach to evaluating the outcomes of integrating humanities and ethics into a newly revised pre-clerkship medical education curriculum. The authors set out to evaluate medical students’ perceptions, learning outcomes, and growth in identity development. Led by a team of interdisciplinary scholars, this qualitative project examines multiple sources of student experience and perception data, including student essays, end-of-year surveys, and semi-structured interviews with students. Data were analyzed using deductive and inductive processes to identify key categories (...) and recurring themes. Results suggest that students not only engaged with the curricular content and met the stated learning objectives but also acknowledged their experience in the humanities and ethics curriculum as an opportunity to reflect, expand their perceptions of medicine (and what it means to be “in” medicine), connect with their classmates, and further cultivate their personal and professional identities. Results of this qualitative study show how and in what ways the ethics and humanities curriculum motivates students past surface-level memorization of factual knowledge and encourages thoughtful analysis and evaluation about how the course material relates to and influences their thinking and how they see themselves as future doctors. The comprehensive qualitative approach reflects a holistic model for evaluating the integration of humanities and ethics into the pre-clerkship medical education curriculum. Future research should examine if this approach provides a protective factor against the demonstrated ethical erosion and empathy decrease during clinical training. (shrink)

An analysis of students’ difficulties for a curricular topic may help the educator to gain better insight into students’ reasoning about that topic which is a prerequisite for high-quality teaching. The purpose of this study was to demonstrate how distractor analysis may be used for identifying students’ difficulties in a certain topic. In order to be in position to perform invariant measurement and to easily relate students’ difficulties to their achievement levels, we decided to take a Rasch modeling approach. Our (...) study included 14 wave optics items and 286 students from five universities in Slovenia, Croatia, and Bosnia and Herzegovina. Rasch modeling was used to estimate item and student measures, as well as to create option probability curves which allowed us to relate students’ achievement levels to the choice of individual distractors. It has been found that all 14 included items function in line with the Rasch model. In 10 out of 14 items there were distractors chosen by at least 25% of students. For several out of these 10 items, the option probability curves indicated that attractiveness of individual distractors depended on students’ ability levels. We could conclude that the Rasch-based distractor analysis may provide very useful information for differentiation of physics instruction. Analiza studentskih poteškoća vezanih za određenu nastavnu temu može pomoći predavaču u stjecanju boljeg uvida u studentsko razumijevanje određene teme, što je preduvjet za visokokvalitetnu nastavu. Svrha ovog istraživanja sastojala se u demonstriranju načina na koji analize ometača mogu biti iskorištene za identificiranje studentskih poteškoća u određenom području. Kako bismo mogli provoditi invarijantna mjerenja i lako povezati studentske poteškoće s razinama njihovih postignuća, odlučili smo se studiju provesti u okviru Rasch formalizma. Naše istraživanje obuhvatilo je 14 zadataka iz područja valne optike i 286 studenata s pet sveučilišta u Sloveniji, Hrvatskoj te Bosni i Hercegovini. Rasch modeliranje korišteno je za procjenu težine zadataka i sposobnosti studenata, kao i za kreiranje krivulja vjerojatnosti ponuđenih opcija što nam je omogućilo povezivanje razine razumijevanja studenata s izborom pojedinačnih ometača. Utvrđeno je da svih 14 zadataka funkcionira u skladu s Rasch modelom. Za 10 zadataka imali smo ometače koje je odabralo najmanje 25 % studenata. Kod nekoliko od ovih 10 zadataka krivulje vjerojatnosti ponuđenih opcija ukazuju na to da atraktivnost pojedinačnih ometača ovisi o razinama sposobnosti učenika. Možemo zaključiti da analiza ometača primjenom Rasch modeliranja može dati vrlo korisne informacije za diferencijaciju nastave fizike. (shrink)

With the advent of the relativity theory science has entered a transformative period in which previous certainties are undergoing critical scrutiny and renovation. Critical movements in science arise at periods of its history when its foundations are brought into question. True it is that natural philosophers still regard science as a growing body of propositions dealing with natural events enabling them to find the structural laws of the external world. But this “external world” about them changes in significance, interpretation, and (...) meaning as new epoch-making theories are propounded and experimental verification of some of their consequences tend to give them scientific plausibility. (shrink)

Noam Chomsky (1928 – ) Noam Chomsky is an American linguist who has had a profound impact on philosophy. Chomsky’s linguistic work has been motivated by the observation that nearly all adult human beings have the ability to effortlessly produce and understand a potentially infinite number of sentences. For instance, it is very likely that … Continue reading Noam Chomsky →.

Trata-se de uma análise das afinidades da filosofia de Schopenhauer (1788-1860) no pensamento de Emil Cioran (1911-1995). Autor influente na Romênia desde o século XIX, Schopenhauer é considerado uma das principais referências de Cioran. As fichas de leituras, cartas, expressões e os temas abordados por Cioran constituem uma gama de argumentos para aproximação do filósofo romeno ao filósofo do pessimismo.

Excerpt from Activism It is not without hesitation that the present essay is submitted to the public. It would seem, however, at this time especially, when all of us are groping for whatever stray gleams of light may come our way, that a possibly fresh point of view may not be entirely supererogatory. For in the midst of the cataclysmic changes taking place on every side many of us find ourselves forced to a new searching of the spirit. The older (...) creeds and philosophies are crumbling or becoming metamorphosed. And in the intellectual world, no less than in the sphere of politics and industry, we are everywhere faced with the necessity of a revaluation of values. In philosophy a newer Idealism, Realism, and Pragmatism, as well as such iconoclastic doctrines as Behaviorism in psychology, and the Relational theory in physics, have swept many of the long received dogmas into a historic past; while many old questions have been answered with surprising solutions, and many strange and hitherto unsuspected problems have been discovered to confront us. To meet some of these newer conditions - to envisage some of these many problems from a possibly fresh angle - is the endeavor of the hypothesis here briefly outlined. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)