إنّ الإنسان يستطيع أن يتجرّد من كلّ شيء إلا من نفسه التي هي عماد شخصيته وأساس ذاته، وإذا كانت الحقائق الكونية والمعارف المتنوعة تصل إلينا بالوساطة، فهناك حقيقة واحدة ندركها إدراكًا مباشرًا، ولا نشكّ فيها لحظة؛ لأن عملها دائمًا يشهد بوجودها، ألا وهي النفس، فالتفكير هو الدليل القاطع على وجود النفس. فَجُلّ اهتمام ابن سينا كان إثبات حقيقة مغايرة للجسم ومتميّزة عنه كلّ التميز، ولكي يثبت وجود هذه الحقيقة اعتمد على بعض الظواهر التي لا يمكن تفسيرها تفسيرًا ماديًّا، ورأى أنها (...) تستلزم قوة كامنة ومبدأ خفيًا هو النفس. يجيب هذا الكتاب عن الأسئلة الآتية، كما هي في فلسفة ابن سينا المنتشرة في كتبه الفلسفية: ما حقيقة الإنسان؟ وما الغاية من وجوده؟ ما تصوُّر ابن سينا للنفس؟ من أين جاءت النفس؟ وما علاقتها بالبدن؟ وما مصيرها بعد موت الإنسان؟ ما علاقة الإنسان بالله، والكون، والآخر في المجتمع؟ ما مسؤولية الإنسان؟ وما حدود هذه المسؤولية؟ كيف يُحقّق الإنسانُ سعادته؟. (shrink)

Discourses between Ayōttitācar, 1845-1914 and Ma. Ciṅkāravēlu,1860-1946 on Buddhism. These were published in Tamilan̲, Tamil magazine, published between 1907-1914.

Selected research articles on business ethics in Mongolia.

We present a dynamic programming model which is used to investigate hypothermia as an adaptive response by small passerine birds in winter. The model predicts that there is a threshold function of reserves during the night, below which it is optimal to enter hypothermia, and above which it is optimal to rest. This threshold function decreases during the night, with a particularly sharp drop at the end of the night, representing the time and energy costs associated with returning to normal (...) body temperature. The results of the model emphasise the trade-off between energy and predation, not just between foraging options, but also between foraging during the day and entering hypothermia at night. The value of being able to use hypothermia represents not just energy savings, but also reduced predation risk due to changes in the optimal foraging strategy. Conditions which give a high value of hypothermia are short photoperiod, variable food supply, low temperatures, poor and scarce food supplies. (shrink)

On the life, philosopy, and mythological interpretations of Śukadeva as portrayed in Puranas; a study.

Buddhist ethics on environment protection.

Guidelines for an ideal Islamic society and the responsibilities of Muslim according to Islamic teachings.

Sense and Uncertainty presents a phenomenological account of the possibility of rational action amid the challenges posed by violence, volatile conditions, uncertain outcomes, and social dependence. The book asks us to consider the following: We are often forced through violence to do things that do not make sense for us except to avoid retaliations, punishments, or the various evils that others might inflict on us. We inhabit a world that escapes our control. This involves living in uncertainty concerning the things (...) that we might suffer and do, that is, the things that might happen to us and the results of our actions. We are dependent on others and collaborate with them in ways that make it impossible to fully understand the sense of our own actions and practical intentions. Rationality involves insightful thinking about the world and our emotional responses to it, something we do in our everyday lives, whether consciously or without awareness. Sense and Uncertainty attempts to make explicit and to clarify the implications of this conceptually neglected aspect of our rationality: namely, that it involves paying attention to our emotions and values. An ethical life in which we can act meaningfully in the face of violence and uncertainty, and in which we can make sense of our vulnerability and dependence on others, demands that we think about and seek insight into how we love, why we hope, and in whom or in what we trust. The phenomenological ethics presented in Sense and Uncertainty draws on the works of Western canonical philosophers like Edmund Husserl, Max Scheler, Simone de Beauvoir, Anthony Steinbock, and José Ortega y Gasset, as well as on those of Latin American thinkers such as Luis Villoro, Rita Segato, and Augusto Salazar Bondy, among others. (shrink)

Context: Technology has not only changed the way we teach mathematical concepts but also the nature of knowledge, and thus what is possible to learn. While geometric transformations are recognized to be foundational to the formation of students’ geometric conceptions, little research has focused on how these notions can be introduced in elementary schooling. Problem: This project addressed the need for development of students’ reasoning about and with geometric transformations in elementary school. We investigated the nature of students’ understandings of (...) translations, rotations, scaling, and stretching in two dimensions in the context of use of the software application Graphs ’n Glyphs. More specifically, we explored the question “What is the nature of elementary students’ reasoning of geometric transformations when instruction exploits the technological tool Graphs ’n Glyphs?” Method: Using a design research perspective, we present the conduct of a teaching experiment with one pair of fourth-graders, studying translation and rotation. The project investigated how and to what extent activity using Graphs ’n Glyphs can elicit students’ reasoning about geometric transformations, and explored the constraints and affordances of Graphs ’n Glyphs for thinking-in-change about geometric transformations. Results: The students proved adept using the software with carefully designed tasks to explore the behavior of two-dimensional shapes, distinguish among transformations, and develop predictions. In relation to varied conditions of transformations, they formed generalizations about the way a shape behaves, including the use of referent points in predicting outcomes of translations, and recognizing the role of the center of rotation. Implications: The generalizations that the students developed are foundational for developing an understanding of the properties of transformations in the later years of schooling. Dynamic technological approaches to geometry may prove as valuable to elementary students’ understanding of geometry as it is for older students. Constructivist content: This study contributes to ongoing constructivism/constructionism conversations by concentrating on the transformation of ideas when engaging learners in activity through particular contexts and tools. Key Words: Geometry, transformations, constructionist technologies. (shrink)

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