In this paper, we reconsider the notion of epistemic trespassing and attempt to explore possible scenarios in which it could lead to positive outcomes in scientific research and information dissemination. As we will point out, some of the significant discoveries in the history of science would not have been possible were it not for the epistemic trespassers, whose shift in paradigm changed the approach to specific issues for the better. Furthermore, we will present instances where individuals, often labeled as ‘trespassers’ (...) – those who venture into fields outside their expertise – can be considered trustworthy and reliable sources of testimony. Consequently, epistemic trespassing turned out to be essential for the advancement of science. Epistemic trespassing in our age is virtually inevitable – whether it be from a political perspective (to preserve democratic values) or due to purely practical reasons (i.e. searching for information online). There are interdisciplinary fields where a strictly negative characterization of epistemic trespassing would question their methodology since these disciplines rely on experts from various fields. For these reasons, we advocate for a more charitable approach to epistemic trespassing and greater public education to help them distinguish between correct and false information. (shrink)

Cilj ovoga istraživanja bio je ispitati povezanost osobina ličnosti, motivacije i strategija učenja kod učenika osnovnoškolske dobi. Ukupno 193 učenika ispunilo je Upitnik za ispitivanje osobina ličnosti kod djece, Upitnik za ispitivanje ciljnih orijentacija i Upitnik za ispitivanje strategija učenja. Rezultati istraživanja pokazali su da su učenici, u odnosu na učenice, skloniji ciljevima usmjerenima na druge i neakademskim ciljevima. Učenice, u odnosu na učenike, češće koriste meta-kognitivnu kontrolu i dubinsko procesiranje. Mlađi učenici važnijima su procijenili i ciljeve usmjerene na sebe (...) i na druge, a češće koriste i sve tri strategije učenja. Regresijske su analize pokazale da i osobine ličnosti i ciljne orijentacije učenika zasebno doprinose objašnjenju dijela varijance svih strategija učenja pri čemu su se od osobina ličnosti najvažnijim prediktorima pokazale savjesnost i emocionalna stabilnost. Ciljevi usmjereni na sebe značajni su prediktori meta-kognitivne kontrole i dubinskog procesiranja, dok su ciljevi usmjereni na druge značajan prediktor površinskog procesiranja. (shrink)

Though a common language of science allows for easier communication of the results among researchers, the use of lingua franca also comes with the cost of losing some of the diverse ideas and results arising from the plurality of languages. Following Quine’s famous thesis about the indeterminacy of translation, we elaborate on the inherent loss of diverse ideas when only one language of science is used. Non-native speakers sometimes experience epistemic injustice due to their language proficiency and consequently, their scientific (...) insights get marginalized. Thus, it is important epistemically to include the results of all researchers independent of their native language. As a solution, we promote epistemic equity and inclusion both on the individual level and on the level of the scientific community. Epistemic equity means that researchers who suffer disadvantages because of their language skills get support from the rest of the scientific community that will compensate for their disadvantage and at the same time facilitate their epistemic inclusion. This can be achieved through the introduction of mitigating agents – the individuals and organizations that ought to serve as a communication bridge between individual researchers and the scientific community. (shrink)

PURPOSE: The aim of this study was to assess the reliability and validity of the new judging system in DanceSport. METHODS: Eighteen judges rated the 12 best placed adult dancing couples competing at an international competition. They marked each couple on all judging criteria on a 10 level scale. Absolute agreement and consistency of judging were calculated for all main judging criteria and sub-criteria. RESULTS: A mean correlation of overall judging marks was 0.48. Kendall’s coefficient of concordance for overall marks (...) (W = 0.58) suggesting relatively low agreement among judges. Slightly lower coefficients were found for the artistic part (Partnering skills (W = 0.45) and Choreography and performance (W = 0.49)) compared to the technical part (Technical qualities (W = 0.56) and Movement to music (W = 0.54)). ICC for overall criteria was low for absolute agreement (ICC(2,3) = 0.62) but higher for consistency (ICC(3,3) = 0.80). CONCLUSION: The relatively large differences between judges’ marks suggest that judges either disagreed to some extent on the quality of the dancing or used the judging scale in different ways. The biggest concern was standard error of measurement (SEM) which was often larger than the difference between dancers scores suggesting that this judging system lacks validity. This was the first research to assess judging in DanceSport and offers suggestions to potentially improve both its objectivity and validity in the future. (shrink)

В книге изложены понятия, структуры, функции, основные типы юридического сознания, культуры и антикультуры в обществе. Особое внимание уделено психологическому механизму деятельности, мерам юридической ответственности и правовой защиты людей, их коллективов и организаций. Для юристов (ученых и практиков, аспирантов и адъюнктов), студентов магистратуры и бакалавриата юридических вузов и факультетов. Монография выполнена при финансовой поддержке РФФИ в рамках научного проекта № 18-011-01095.

The 2-c debate between the Greek Apologists and the pagan Graeco-Roman tradition is multifaceted and complex. Common ground can be found in the mutual commitment to reason as a reflection of the Logos: Reason, or the rationality embedded in things. Logos, in this picture, is participated in through a performance of reasoning whose reliability is presupposed in the discourses of both debating parties—contextualized here as the presupposition that the deliverances and activity of reason are reliable for uncovering reality. Presuppositions are (...) starting points and driving principles of inquiry, here designated as first principles. One presuppositional conflict between 2-c Greek Apologists, taking the apologetic works of Justin, Theophilus, Athenagoras, and the author of the Epistle to Diognetus as a sample, and the pagan tradition, taking Celsus as its 2-c culmination, is over how to justify the commitment to reason’s reliability in the above sense. My claim in this paper is twofold: first, that the pagan position is unable in principle to demonstrate the reliability of its own reasoning and that all such inquiry is circular: it is always a further question for the pagan why reasoning reveals reality. I propose that what would count as an answer to this challenge is a metaphysical ‘fit’ between human embodiment and reality. And second, that the Apologists avoid this unhappy conclusion by committing themselves to the embodiment of Reason in Jesus—that the embodied act of human reasoning reveals reality because Reason itself is embodied in the same way. The upshot is that unless the pagan abandons his position, he is trapped in a circular epistemology and cannot encounter the Christian witness on its own terms. (shrink)

Tracce dell'ascolto -- Ascolto in Essere e tempo -- Ascolto e poesia -- Ascolto e storia -- Ascolto e linguaggio.

In this paper, author discusses complexes from the standpoint of Carl Gustav Jung's analytical psychology, regarding their origin, manifestation and purpose. Like any scientific research, the research on psyche begins with the conceptualisation of certain natural phenomena. Concept of consciousness, unconsciousness and their dynamics is the basis of the theory of complexes. If there is a consciousness, then the unconsciousness is a direct implication for its existence. The author attempts to describe the work of unconscious on conscious and the changes (...) that assimilation of unconscious content brings, that is, the assimilation of complexes. It is concluded that the assimilation of unconscious content is the base of psychic development, both outside and inside psychoanalytic processes. (shrink)

Our aim in this study was to determine students’ and teachers’ attitudes towards cheating in assessing students’ performance. We used mixed methodology and the main research method was a case study. We aimed to describe how our respondents: 1. recognize ethical misconduct in several situations given through case studies, 2. understand the roles of each subject involved, 3. predict consequences of the EM and how they understand its possible causes, 4. create individual answers to EM or resolve problem situations. The (...) research sample of students includes participants from three basic study programs and two postgraduate programs in the field of education. A sample of teachers was obtained from a number of faculties by random selection. Our respondents have identified most forms of EM reasonably well, although in some situations, the respondents recognized other errors as EM. Therefore, the issues of ethics are not completely clear to all respondents, which leads to the conclusion that universities must organize training in this field. Both groups of respondents understand EM in a similar way, and whether it is a professor or a student who commits EM has not affected their responses. Our results suggest that it is necessary to work on the prevention of fraud by discussing the consequences, by learning ethical reasoning, by developing functional strategies of learning for the purpose of preventing fraud. (shrink)