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Cuestiones Epistemológicas Relativas al Estudio Psicológico de la Vivencia Religiosa
Mu?oz,Antonio;
Psykhe (Santiago) , 2004, DOI: 10.4067/S0718-22282004000100011
Abstract: psychological research about religious cognition, behavior, and experience is one of the perspectives that aim to understand the religious dimension of human existence. the multidisciplinary approach is the most relevant way to describe and explain the religious experience. the integration of results that come from different methods and paradigms, and the acceptance of the idea that this perspectives are complementary, is a task that have no ended yet. this is specially important between psychology and theology. this article sets the epistemological foundations for a psychology of religion that considers theology's identity and contributions, through the development of empirical and theoretical knowledge based on logical positivism, experimental method, and the assumption of comprehension and description as a consequence of philosophical fenomenalism this involves an awareness of the fact that religious experience, religious knowing, and religious behavior depend on abilities, aptitudes, personality, and other components of our human identity.
Criticism of two issues regarding contemporary epistemological anti-realism Crítica de duas quest es relativas ao anti-realismo epistemológico contemporaneo  [cached]
Ciro Flamarion Cardoso
Diálogos , 2010, DOI: 10.4025/dialogos.v2i1.308
Abstract: This paper is a critical discussion of the epistemological anti-realism peculiar to post-modern theories from the diagnosis that they are based on the false notion that any codification necessarily means not only a selection or simplification bult also a deformation or adulteration of the object codified. In a first step in revising this thesis and supported by contemporary paleoanthropology and neurobiology it is questioned if the human nervous system adulterates reality while putting it at the reach of the mind through the coordination of sensorial information. Then questioning if there exists a relation between the narrative and the facts described follows an epistemological debate on the truthfulness of historical textbooks explanations. Discute-se criticamente o anti-realismo epistemológico próprio das atitudes teóricas pós-modernas, a partir do diagnóstico de que estas se fundam no entendimento falacioso de que qualquer codifica o significa, necessariamente, n o só uma sele o ou simplifica o como também uma deforma o ou deturpa o da coisa codificada. Num primeiro momento, na revis o dessa tese, pautando-se pelos ensinamentos da paleoantropologia e da neurobiologia contemporaneas, questiona-se se o sistema nervoso humano deturpa a realidade ao p -la ao alcance da mente pela coordena o das informa es sensoriais. Em seguida, partindo da indaga o de qual rela o existe entre a narrativa e os fatos que descreve, entra-se no debate epistemológico sobre a a veracidade das explica es dos textos históricos.
THE EPISTEMOLOGICAL ASPECT OF THE SOBOR VALUES Гносеологический аспект соборных ценностей
Barsukov G. V.
Polythematic Online Scientific Journal of Kuban State Agrarian University , 2013,
Abstract: The article is about the theory of epistemological aspect of the sobor values, and the analysis of the historical and philosophical beginning of this topic in foreign and national philosophy. This article is a continuation of the epistemological concept of the author
Ciencia, científicos y guerra en el siglo XX: algunas cuestiones ético-morales  [cached]
Sánchez Ron, José Manuel
Isegoría , 1995,
Abstract: Not available. En este artículo se estudian diferentes cuestiones relativas a la dimensión ético-moral de la ciencia, utilizando para ello aportaciones realizadas por científicos a las dos guerras mundiales de nuestro siglo. Entre tales cuestiones se encuentran la relevancia de la teoría de la guerra justa, la actitud trascendenmlista de los científicos y sus consecuencias político-morales, y la disuasión nuclear.
Es tolerable la tolerancia religiosa?  [cached]
Savater, Fernando
Isegoría , 2008,
Abstract: Tolerance is a basic value of our democracies, when it applies to life attitudes and to symbolic interpretations of our experience. However, usually there is no tolerance about statements of fact offered without scientific basis or from assumptions that proved to be false. Religions have a symbolic and poetic dimension which is not only tolerable, but even also fruitful for the interpretation of our life, but they also tend to present themselves as explanations of facts in competition with scientific explanations. It can be argued whether complete tolerance of this second use of religious ideology should be encouraged. La tolerancia es un valor básico de nuestras democracias, en cuanto se refiere a actitudes vitales y a interpretaciones simbólicas de nuestra experiencia. No suele haber tolerancia, en cambio, sobre las cuestiones de hecho presentadas sin base científica o desde presupuestos comprobadamente falsos. Las religiones tienen una dimensión poética y simbólica no sólo tolerable sino hasta enriquecedora de nuestra interpretación vital, pero casi siempre pretenden presentarse también como explicaciones de los hechos en competencia con la de los científicos. Puede cuestionarse si debe haber plena tolerancia para este segundo uso de la ideología religiosa.
Epistemological Views of Prospective Physics Teachers
Gül üNAL ?OBAN,?zlem ATE?,Serap KAYA ?ENG?REN
International Online Journal of Educational Sciences , 2011,
Abstract: In this study, the epistemological views of 147 prospective physics teachers, who are attending a faculty of education in Aegean Region, was tried to figure out. At the end of the research, it was seen that although there is no relationship between the learning centered epistemological views and academic grades, there is a meaningful but low relationship between the “justification of knowledge” factor of knowledge centered epistemological views and academic grades. On the other hand, while the learning centered epistemological views were not differentiated with gender, it was seen that the girls’ knowledge centered epistemological views were more developed regarding the “justification of knowledge”, “theory ladennes” and “creativity” factors. Finally, it was also determined that learning centered epistemological views were more developed in all grade levels and 2nd graders’ views were determined to be meaningfully differentiated from 3rd and 5th graders for the factor of “there is a single truth”. For the knowledge centered epistemological views, there was a significant difference between 1st and 4th and 5th graders in favor of 4th and 5th graders. Moreover, it was also seen that 4th and 5th graders’ knowledge centered epistemological views are more developed for the factor of “theory ladennes”. Some suggestions were offered according to the results obtained.
El empleo de simbología religiosa en Espa a  [cached]
Santiago Ca?amares Arribas
Boletín mexicano de derecho comparado , 2006,
Abstract: En el presente estudio, el autor comenta que en los conflictos más recientes que se han suscitado en la experiencia espa ola en relación con el empleo de simbología religiosa, ha intervenido como factor determinante la inmigración. En opinión del autor, el derecho está llamado a jugar un papel decisivo en cuanto conformador de estructuras de una nueva realidad social presidida por el pluralismo en sus más diversas facetas, y entre ellas, las relativas a la profesión del credo religioso.
THE EPISTEMOLOGICAL BELIEFS OF DISTANCE EDUCATION STUDENTS  [PDF]
Meral GUVEN
The Turkish Online Journal of Distance Education , 2009,
Abstract: The researchers have mostly emphasized the epistemological beliefs which were considered as significant in learning process along with the desire to reveal the nature of learning. Epistemological belief is defined as the “individuals’ subjective beliefs about what information means and how knowing and learning occur”. It is a fact that the teachers’ epistemological beliefs have important effect on the students’ learning process. Teachers are the models for the students with both their patterns of behavior and learning approaches. The aim of this study was to determine the epistemological beliefs of the students attending to pre-school education and English language teaching departments in distance education, besides it was attempted to investigate these beliefs in terms of certain variables, namely, gender, department and grade that the students attend, and their academic achievement level, lastly the education level of their parents. The study was conducted through a descriptive method and 697 pre-service teachers composed the sampling of the study. To collect data, “Epistemological Belief Scale”, which was developed by Schommer (1990) and adapted to Turkish by Deryakulu and Büyük ztürk (2002), was used. As a result, it was obtained that the epistemological beliefs of the students in distance education developed at low level. Additionally, it was found that the epistemological beliefs of the pre-service teachers differed in terms of gender, department, grade, academic achievement, education level of parents.
Escala de Interacción Triádica Precoz (EITP): Cuestiones relativas a su confiabilidad y validez
Stoppiello,Luis Alberto;
Subjetividad y procesos cognitivos , 2011,
Abstract: when the author started working with films regarding a triad family, he had to deal with two problems: the bias of the researcher and the criteria for sample fragmentation. the paper presents the two alternative solutions devised: concerning the first issue, the creation of a score instrument for early triadic interaction sequences and concerning the second issue, the theoretical justification for the beginning and end cuts of each filming session, according to greimas semiotics. finally, the author considers the scale created from the standpoint of reliability and validity of the instrument.
Algunas cuestiones teóricas relativas a la “memoria” como práctica social
Orme?o Karzulovic, Juan
Athenea Digital , 2004,
Abstract: In this paper I want to criticize the claim, familiar from some social-constructionist accounts, that "memory" be understood, largely or exclusively, as a "social discursive practice". I want to defend the argument that, to be intelligible, and to be properly used in social psychology, the notion of memory entails mental attitudes and the truth-conditions of language. Hence I plead for a wider understanding of what it is involved in the concept of "social practice".
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