The Qurʾān was taught in the letter method for many years. After the names of the letters in the Arabic alphabet are memorized in this method, the teaching of origins and signs begins. The syllabic method was developed over time as an alternative to this method, and the letters were taught directly with their superior vowel signs without memorizing their names. Unlike these two methods, the sound-based alif ba method has begun to be used in recent years. This method coincides (...) with the primary literacy teaching method based on the sounds thatwere adopted in Turkish teaching since 2005. Basic principles such as teaching the letters one-by-one, following the sound learning stages in teaching each sound, conducting the lessons in class, reading the syllables and words formed with the learned letters from the first day are adopted in both teaching methods. The purpose of the present study was to find out how the Qurʾān can be taught by applying the sound-based alif ba method and to draw attention to the original aspects of this method for learning the Qurʾān with the right sounds. Since the correct teaching of the Qurʾān is closely related to the teacher’s content knowledge and teaching skills, the alif ba that will be used and the method to be applied are important in reaching the target more systematically and faster. The case study design was used in the study in which the qualitative method was employed. The primary data of the study were Sound-Based Alif ba, for which I was the project assistant of, and the book with the title A New Approach in Teaching the Qurʾān: Sound based Alif baand Tajwīd Method, which was an editorial book of which I was one of the authors, and the thirty-episode series We Are Children and We Are Reading the Qurʾān, published on Diyanet TV, for which I was the production coordinator. Also, to see the applicability of the method, interviews were conducted with eight instructors who used Sound-Based Alif ba in their lessons. The study received ethical approval from Ankara Social Sciences University Rectorate Social and Human Sciences Research and Scientific Publication Ethics Committee on 8 July 2021 with the decision no 12450. The main thing in the sound-based alif ba method is the correct vocalization of the Qurʾān. The letters in alif ba are arranged differently from the classical alphabet order and are divided into six groups considering the frequency of occurrence in the Qurʾān and the degree of difficulty of origins. Each letter is taught in a separate lesson with the support of the ḥarakas and the sukūn (such as اَلْ, اِلْ, اُلْ). During the teaching, attention is paid to the sound learning steps, and the student is expected to feel the sound of the letter to be learned, distinguish it from other letter sounds, and then pronounce it from the correct origin as much as possible. In the sound-based alif ba method, the teaching of the shape of the letter is done after the sound of the letter is pronounced. During the teaching of the shapes of the letters, the part of the letter that does not change when written within a word is emphasized, and the writing is used so that the shape of the letter can be placed in the mind of the student. In the sound-based alif ba teaching, reading from the Qurʾān is done in every lesson, starting from the teaching of the first letter. During the teaching of alif ba, educational games, question-answer, and narration methods are used, primarily with the taʿlīm method. In this way, the teaching of Sound-Based Alif ba is spread over a period of 40 lessons. The study findings showed that the sound-based alif ba method has similar characteristics with the sound-based primary literacy teaching method; however, Arabic has its own unique aspects with its language structure. Among these originalities, which is adopted in the teaching of letters, firstly teaching the letter with the sukūn and with the support of movable ا and then showing the shape of the letter is carried out. As a matter of fact, the teachers have the opinion that this vocalization method, which is adopted, facilitates the learning of the correct sounds, and that teaching the letters in line with the sound learning steps increases the efficiency of the lesson. Although most of the instructors pointed out to the positive aspects of teaching tajwīd sounds in alif ba, one of the instructors did not find it necessary. The opinions of the teachers showed that the sound-based alif ba method can be applied efficiently in online lessons, but the teacher-student relation is affected negatively when compared to the classroom setting. All of the instructors said that the materials used in the lessons and demonstration and educational game methods increased the quality of the course, and that the We Are Children We Are Reading the Qurʾān program is an important resource for them. (shrink)

On propagation of rationalism in Sri Lanka, pioneered by Abraham T. Kovoor, 1898-1978.

Le Tractatus Logico-Philosophicus, publie en 1921, est la premiere oeuvre de Wittgenstein. L'ouvrage, unique par sa forme et son contenu, a ete souvent traite de meteorite et tenu pour l'oeuvre d'un genie inclassable - maniere de le mettre a l'ecart a la fois de la pensee du second Wittgenstein et des grands courants philosophiques de l'epoque. Le present livre a pour ambition de retablir l'objet du Tractatus, celui d'une comparaison et d'une discussion attentive des travaux de Russell et de Frege. (...) Wittgenstein connait parfaitement les deux pensees. Il elabore sa propre reflexion a partir de leurs divergences. C'est ainsi en se fondant sur les differences et les oppositions entre les theories russellienne et fregeenne de la proposition, de l'objet, du symbole et de l'analyse, qu'il renouvelle profondement la philosophie de la logique et du langage. (shrink)

Apresenta as orientações teóricas que serviram de fundamentação para a criação e metodologia da produção da hipermídia. Ele acompanha a hipermídia que se apresenta na forma de CD-ROM, inserido no interior da própria capa do livro. A obra oferece uma navegação reticular sobre as mais diversas relações entre a psicanálise freudo-lacaniana, a história da cultura e os sistemas hipermidiáticos. Animações, vídeos, hipertextos, trilhas e locuções mesclam-se no interior de um labirinto, interagindo com conceitos teóricos que oferecem os links entre as (...) diversas áreas. (shrink)

Root text accompanied with autocommentary on Bon logic.

La musique est susceptible de révéler le corps et la corporéité et quelque chose du temps. Altération devient alors le concept qui englobe les diverses puissances générées par la musique.

L’humanité a inventé environ 12 000 types différents d’instruments de musique, chacun exprimant une facette de l’imagination humaine. Mais on s’étonne que de ce que la philosophie néglige cet objet, dont se sont emparés acousticiens, musicologues, ethnomusicologues et historiens. Relevant le défi d’une exploration philosophique, Bernard Sève défend la thèse originale de la « condition organologique de la musique » : la musique n’est complètement elle-même que lorsqu’elle se sert d’instruments ; la musique, d’une certaine façon, « commence » avec (...) l’instrument. Mais à condition d’ajouter que l’instrument n’est rien sans l’instrumentiste qui le met en œuvre. On peut alors distinguer deux corps de l’instrument : son corps physique, qui peut produire toutes sortes de bruits, et son corps musical, qui ne produit que les sons musicaux voulus ; réciproquement, le musicien qui apprend à jouer d’un instrument transforme son corps physique naturel en corps musicien. Bernard Sève étudie enfin les rapports entre l’instrument et le temps et propose une ontologie de l’œuvre musicale dans laquelle l’instrument joue un rôle essentiel. L’instrument de musique n’est totalement lui-même que lorsqu’il joue, et l’œuvre musicale n’est totalement elle-même que lorsqu’elle est effectivement jouée. Et la musique est le seul art dont les instruments sont utilisés tout au long de la réalisation de l’œuvre : une fois la toile achevée, le peintre n’a plus besoin de son pinceau, mais, la partition terminée, le musicien a plus que jamais besoin des instruments... (shrink)

This book explores a pivotal dimension of Mou Zongsan’s philosophy—that is, his project of reconstructing a moral metaphysics based largely on a dialogue between reinterpreted Chinese thought and Kantism—and thoroughly analyzes a ...

How does a company achieve long-term survival? This study starts with the question of why, among companies on the verge of bankruptcy, some survive and some break up. This study argues that the long-term survival of a company is determined by not only its economic performance but also its social performance. It clarifies that sustainable corporate social responsibility practices facilitate long-term survival. Thus, this study analyzed 259 CSR actions performed by eight representative long-lived companies in Korea and how the various (...) CSR actions helped these companies overcome crises and survive. The common CSR actions practiced by all the long-lived companies had a positive influence on forming social capital with primary stakeholders and securing legitimacy from secondary stakeholders, which in turn had a significant influence on maintaining survival. This study provides significant implications for the value of CSR practices that have been controversial, by presenting a model of how CSR actions facilitate corporate longevity. (shrink)

Human resource management in managing environmental, social, governance, or corporate social responsibility initiatives has been recently raised. Yet, little attention has been paid to integrating CSR and HRM. Our primary goal was to identify how and whether certain HR practices are critical for developing employee capability to operate in firms with active CSR initiatives. We first examine the impact of external CSR activities on firm-level work outcomes. Moreover, we attempt to identify a choice of particular HR practices that could be (...) aligned with external CSR activities. We then empirically examine how each HR practice interacts with external CSR activities that influence employee retention and labor productivity. Using three longitudinal datasets conducted by the government-sponsored research institution over 154 publicly traded Korean firms for five waves of survey years, the results show that external CSR has a limited impact on employee retention and labor productivity. However, when external CSR activities are combined with a specific set of HR practices, including person-organization fit-based selection, performance-based pay, extensive investment of training and development, and employee suggestion program, the impact of external CSR on employee work outcomes is more substantial. The results indicate that external CSR and a particular set of HR practices as internal CSR can be complementary and generate a positive interaction on creating sustainable human capabilities. (shrink)

Sébastien Richard se propose dans ce quinzième volume des Cahiers du Centre de logique de présenter ces résultats, à la fois du point de vue des concepts philosophiques et du point de vue de la technique logique mis en jeu dans la ...

APPRENDRE A PHILOSOPHER AUJOURD'HUI : LE POIDS D'UN HERITAGE MYTHOLOGIQUE. Situation de l'enseignement de la philosophie. Fin de siècle : la possibilité d'une ouverture?. QUI EST CONCERNE PAR LA PHILOSOPHIE? DU PUBLIC IMAGINAIRE AU PUBLIC REEL. Le public (imaginaire) de l'humanisme abstrait. Que peut nous apprendre le refus d'enseigner la philosophie au deuxième sexe?. A QUOI JOUE L'ENSEIGNEMENT DE LA PHILOSOPHIE? MODES PEDAGOGIQUES DE L'ESPRIT DE SERIEUX. Quelles sont les impasses de l'idée de "jeu sérieux"?. Comment les modes pédagogiques se (...) sont-ils (elles) succédé?. LA PHILOSOPHIE PEUT-ELLE DEMEURER CRITIQUE DANS L'INSTITUTION SCOLAIRE?. Comment mettre une note à la liberté?. D'où viennent les amours philosophiques? (shrink)

ObjectivesHostile attribution bias is reportedly common from non-clinical population to those with serious mental illness, such as schizophrenia, and is known to be closely related to theory of mind. This study aimed to investigate whether ToM skills mediate the relationship among neurocognitive ability, personality traits, and attribution bias.MethodsA total of 198 non-clinical youths were recruited. To assess their neurocognitive ability and ToM skills, the participants were asked to complete Raven’s Standard Progressive Matrices and the Korean version of the Reading the (...) Mind in Eyes Test. To determine their personality traits, the Eysenck Personality Questionnaire and interpersonal reactivity index were used. To evaluate hostile attribution bias, the Ambiguous Intentions Hostility Questionnaire was administered. Path analysis and bias-corrected percentile bootstrap methods were used to estimate model fit and the parameters of the mediating effects.ResultsBased on model comparison, the best model characterized two direct pathways from psychoticism and the K-RMET to hostility attribution bias and three indirect pathways, wherein SPM, perspective taking, and psychoticism influenced hostile attribution bias through K-RMET. The final model fit indices were good [x2/df = 1.126; comparative fit index = 0.996; root mean square error of approximation = 0.026; standard root mean square residual = 0.026 and Akaike information criterion = 28.251] and the K-RMET fully mediated the association between SPM, perspective taking, psychoticism, and hostile attribution bias.ConclusionThe main findings suggested that ToM skills, such as the RMET, play an important role in explaining the relationship among neurocognitive ability, personality traits, and hostile attribution bias. ToM skills and a remediation strategy may need to be developed to balance the enhanced hostility bias that underlies the paranoia. (shrink)

1. Hyŏndae munmyŏng i majuhan saengmyŏng wigi -- 2. Sarang kwa konggam ŭi Kongja Yuhak -- 3. Tolbom kwa haengbok ŭi Maengja Yuhak -- 4. Sangsaeng kwa kongsaeng ŭi Yugyo -- 5. Wang Yang-myŏng ŭi tolbom kwa kongsaeng ŭi sam, 1 -- 6. Wang Yang-myŏng ŭi tolbom kwa kongsaeng ŭi sam, 2 -- 7. Ch'ŏnji manmul kwa in'gan i han mom in segye -- 8. Tolbom kwa kongsaeng ŭi ch'amdaun in'gan -- 9. Kamŭng kwa t'onggak ŭi chuch'e in yangji -- (...) 10. Tolbom kwa kongsaeng ŭi yangji sirhyŏn ŭi kil -- 11. Yangji sirhyŏn kwa ch'amdoen chŭlgŏum -- 12. Tolbom kwa kongsaeng ŭi ch'inmin chŏngch'i -- 13. Paeryŏ wa tolbom ŭi ch'amdoen chaa sirhyŏn ŭi kyoyuk -- 14. Paeryŏ wa tolbom ŭi ch'amdoen chaa sirhyŏn ŭi kyoyuk -- 15. Che 4-ch'a sanŏp hyŏngmyŏng sidae, tolbom kwa kongsaeng ŭi kil. (shrink)

Les développements de la logique et de la mathématique nous ont donné accès à une conception renouvelée du formel. Mais le formel se limite-t-il à la déduction? Y a-t-il au contraire une portée proprement ontologique de la forme? C'est ce qu'a soutenu Edmund Husserl au tournant des XIXe et XXe siècles avec la notion d'ontologie formelle. Cette théorie de l'objet en général n'est toutefois pas sortie toute armée de la tête du futur fondateur de la phénoménologie. Le présent ouvrage a (...) pour but de montrer qu'un tel projet ontologique émerge d'un réseau conceptuel complexe, où se rencontrent l'ontologie moderne et médiévale, la logique formelle, les mathématiques abstraites ainsi que la psychologie scientifique. La rencontre de ces différents champs a donné naissance chez Husserl à une conception profondément originale de l'ontologie, qui nous enjoint de concevoir les relations qui structurent la réalité moins en termes de substance et d'accident qu'en termes de tout et de partie. La méréologie se voyait ainsi pourvue d'un rôle central au sein de l'ontologie, rôle qui est encore largement le sien dans la métaphysique analytique contemporaine. (shrink)