Six palimpsest folios – or, to be accurate, three bifolios – of the Verona manuscript, Biblioteca Capitolare XL, contain fragments of a Latin translation of Euclid's Elements: fols. 331v–r and 326v–r, 341r–v and 338r–v, 336r–v and 343r–v. The folios are dated to around a.d. 500, and the text is written in capital script in two columns. Unfortunately the folios have suffered severe damage from various chemical substances, which were used by nineteenth-century scholars in attempts to retrieve the underlying text. Nevertheless, (...) an edition of the fragments finally appeared in 1964 by M. Geymonat. (shrink)

Dans sa lecture de l'Hommage de Lacan à Marguerite Duras pour Le Ravissement de Lol V. Stein, Erik Porge met en évidence, cinquante ans après, l'actualité de ce texte où Lacan lie la problématique de la sublimation à celle d'une fiction clinique faisant cas. Il montre en effet que la transmission de la clinique de l'analyste participe de la dynamique de la sublimation de celui-ci. La topologie du fantasme, avec laquelle cette folie féminine - qui s'inscrit dans la suite (...) de Marguerite Anzieu (cas Aimée) et des soeurs Papin - est abordée, ouvre le lecteur à une dynamique transférentielle et de sublimation par son articulation à la pulsion. En même temps que Lacan parle de la sublimation, il est ravi par le texte et fait acte de sublimation dans l'écriture de son Hommage, en nouant l'objet de sa propre pulsion au Ravissement de Lol V. Stein et à Marguerite Duras elle-même. Dans un mouvement de retour sur sa lecture de ce texte, Lacan élève la lettre à la dignité de la Chose (définition de la sublimation) ; le style devient condition d'accès au cas et fait lui-même cas. (shrink)

Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and Lisa D. (...) Bendixen; 5. An epistemic framework for scientific reasoning in informal contexts Fang-Ying Yang and Chin-Chung Tsai; Appendices; 6. Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others Rainer Bromme, Dorothe Kienhues, and Torsten Porsch; Part III. Students' Personal Epistemology, its Development, and Relation to Learning: 7. Stalking young persons' changing beliefs about belief Michael J. Chandler and Travis Proulx; 8. Epistemological development in very young knowers Leah K. Wildenger, Barbara K. Hofer, and Jean E. Burr; 9. Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students Lucia Mason; 10. The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture Erik De Corte, Peter Op 't Eynde, Fien Depaepe, and Lieven Verschaffel; 11. Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools P. Karen Murphy, Michelle M. Buehl, Jill A. Zeruth, Maeghan N. Edwards, Joyce F. Long, and Shinichi Monoi; 12. Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition Jeffrey A. Greene, Judith Torney-Purta, Roger Azevedo, and Jane Robertson; Part IV. Teachers' Personal Epistemology and its Impact on Classroom Teaching: 13. Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies Andrew Elby and David Hammer; 14. The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics Krista R. Muis and Michael J. Foy; Appendices; 15. Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework Helenrose Fives and Michelle M. Buehl; Appendices; 16. Beyond epistemology: assessing teachers' epistemological and ontological world views Lori Olafson and Gregory Schraw; Part V. Conclusion: 17. Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next? Lisa D. Bendixen and Florian C. Feucht. (shrink)

An elementary presentation is given of classical and relativistic collision dynamics based upon the principle of conservation of momentum. The concepts of mass are shown to be implicitly defined and their basic properties are rigorously derived and discussed. Luxons and tachyons are treated on the same footing as material particles.

Рассматриваются актуальные проблемы философской антропологии, проводится анализ парадоксов и противоречий, возникающих при изучении человека, тех кардинальных сдвигов в культуре, которые открыли новые стороны человеческого бытия. Для студентов.

Violence is a natural human state, a natural means of communication between one individual and another and it will remain so as long as society is in the stage of its "animal" evolution, as long as man in the mass remains, as Nietzsche put it, a "superchimpanzee." Violence is natural, and goodness and altruism are artificial; one must make a great effort to be good. To be good is an art. There are no laws that make us love one another. (...) But there are laws according to which we must fear or hate, or try to subjugate others. These are the laws of nature. (shrink)

The second half of the 1940s left its mark on the history of Soviet scholarship [nauka] as a special period in the interrelations between scholarship and society, as a time of direct encroachment on the development of scholarship by the totalitarian state. This direct ideological diktat over the activity of scholars [uchenye] took the form of scholarly [nauchnye] discussions, as they were called. They were an expression of the striving of Party-bureaucratic structures to unify the development of knowledge and to (...) impose like-mindedness on the basic directions of scholarly activity. References to the philosophical discussion, the Lysenko session of the Lenin All-Union Academy of Agriculture [VASKhNIL], the intrusion into the development of physics and chemistry, the discussions on issues of linguistics, physiology, etc., have become commonplace and have entered the textbooks, although the extent to which they have been studied varies. (shrink)

It is known that antiquity understood man as an organic part of the cosmos, which occupies the highest place among natural beings. Instead, the Middle Ages led man beyond the limits of cosmic natural life, proclaiming, on the one hand, an invisible connection with the transcendent God, and, on the other, humiliating the complete dependence caused by his fall upon Divine grace. The Middle Ages are about the discovery of the "inner man", who in the cosmos does not meet anything (...) and know the depths of which can only be obtained by the supernatural light of grace [Haydenko P.P. Evolution of the concept of science.- M., 1980.- C. 409, 425]. Self-knowledge, like the knowledge of God, medieval philosophical thought subordinated the religious task of saving the soul. She transferred the center of gravity of ethics from the sphere of knowledge to the sphere of faith, giving priority to freedom rather than reason - which led to the assertion of man as an active subject of action as opposed to the objectively contemplative attitude of antiquity. Such activity of the subject, despite its purely religious orientation, subsequently played an important role in the formation of the identity of the Renaissance individual. (shrink)

Gender is known to be a term used to define the sociocultural form of the existence of gender: man and woman act not as natural definitions but as sociocultural phenomena. If gender is determined on the basis of physical, organic and psychophysiological characteristics, then, unlike it, gender is derived from the social, cultural and historical features of human being. Human behavior in society and how it is perceived in it and defines gender as a social gender. Gender is thus one (...) of the ways of social stratification of a society that, in combination with such socio-demographic factors as race, nationality, class, age, organizes the system of social hierarchy. Because gender is not a natural thing but a social construct, it implies self-awareness and self-determination. Gender has always been and remains a meaningful term. In the social sciences, "gender" has become more narrowly defined, denoting "social gender", that is, socially determined roles, identities and spheres of activity of men and women, which depend not on biological sexual differences, but on the social organization of society. Central to gender studies is the problem of social inequality between men and women. (shrink)

In the article the problem of transformation of the information received by the user on the Internet into his knowledge is investigated. The paper uses the main special scientific and logical research methods used in the social and humanitarian sciences. At the same time, the methods of systematic and value-worldview analysis of the phenomena of the spiritual world of a person are distinguished by the degree of significance, which allow us to study the problem of the dialectic of knowledge and (...) information on the Internet not in isolation, but in connection with the main phenomena of the spiritual life of people, taking into account the priority of value-worldview structures. The goal of the work is to find a priority factor that provides a higher degree of accuracy in the transformation of information from the Internet into human knowledge. It is shown that the nature of the world wide web to a certain extent complicates the process of translating information coming to a person into his knowledge. It is concluded that the condition for the transformation of information received by the user on the Internet is the cognitive activity of a person, due primarily to the development of its value and ideological sphere. If the cognizing person has sufficiently developed and stable value – ideological foundations of personality, he successfully realizes himself as a developing subject, an active participant in knowledge. On the contrary, insufficiently stable value-worldview sphere can lead to passive perception of information by the individual, adaptation to reality, simplification of personality. Information from the Internet in the most adequate form is transformed into a person’s knowledge on the basis of his own cognitive activity, in the presence of intellectual and volitional capabilities for verifying the information available on the Network. (shrink)