The article explores the realm of sport from an aesthetic point of view. Making a sustained physical effort regularly may have a positive impact on our psycho-somatic being and can sustain our health and well-being. But what exactly is this aesthetic component in sport and is it possible that this aesthetic component prevails over other components when it comes to individual sport? Moreover, is this aesthetic component complex in its nature or can it be reduced to some unique underlying principle? (...) These are the main philosophical questions that this article strives to answer by exploring the aesthetic experience proper to sport. Abandoning the much-acclaimed perspective of the spectator (which consists of seeing sport as a spectacle or drama to be enjoyed and judged from a distance) entails that the aesthetic in sport has to be studied from the perspective of an active and individual participator. Ultimately, the article makes the claim that sport is both a way of interacting with one’s environment and a way of aesthetic self-fulfilment which allows the individual to lead a meaningful life rich in aesthetic experiences and events. (shrink)

The present paper outlines some basic concepts of Alain Badiou’s philosophy of the subject, tracking down its inherent and complex philosophical implications. These implications are made explicit in the criticism directed against the philosophical sophistry which denies the pertinence of the concept of truth. Badiou’s philosophical innovation is based on three nodal concepts, namely truth, event and subject, and it must be revealed how the afore-mentioned concepts are organized and interrelated, eventually leading to reformulating the concept of the subject. In (...) its exercise, philosophy is intimately affiliated to the four adjacent procedures of mathematics, art, love and politics that could be understood as overall conditions on the margins of which philosophical thinking takes place. Separating philosophy from ontology and charging philosophy with what exceeds being, Badiou transforms it to the general theory of the event. Consequently the concept of the subject is disconnected from that of the object, the subject being not an instance of knowledge, but always a part of generic procedures and thus definable simply as a finite fragment or an operative configuration of the traces of the event. Therefore, it could be stated that Badiou’s theory of the subject is formal and refuses all essentialist connotations. (shrink)

The present paper outlines some basic concepts of Alain Badiou’s philosophy of the subject, tracking down its inherent and complex philosophical implications. These implications are made explicit in the criticism directed against the philosophical sophistry which denies the pertinence of the concept of truth. Badiou’s philosophical innovation is based on three nodal concepts, namely truth, event and subject, and it must be revealed how the afore-mentioned concepts areorganized and interrelated, eventually leading to reformulating the concept of the subject. In its (...) exercise, philosophy is intimately affiliated to the four adjacent procedures of mathematics, art, love and politics that could be understood as overall conditions on the margins of which philosophical thinking takes place. Separating philosophy from ontology and charging philosophy with what exceeds being, Badiou transforms it to the general theory of the event. Consequently the concept of the subject is disconnected from that of the object, the subject being not an instance of knowledge, but always a part of generic procedures and thus definable simply as a finite fragment or an operative configuration of the traces of the event. Therefore, it could be stated that Badiou’s theory of the subject is formal and refuses all essentialist connotations. (shrink)

This book analyses some of the seminal texts of the Chinese tradition and shows how they exemplify aspects of embodiment theory: the Analects of Confucius, the Zhuangzi, and the Treatise on Music. Margus Ott also develops far-reaching possibilities of an embodied philosophy. The embodied understanding did not go unchallenged in Ancient China. There were important counter-currents, most notably the Mohists and the so-called Legalists. By using embodiment theory Ott demonstrates how these ideas can be seen as a decontextualizing tendency (...) of thought that plays an important role in human affairs. (shrink)

1. köide. [no special title] -- 2. köide. Filosoofilised esseed -- 3. köide. Pärimuslikud esseed.

This article draws on the ecological model of teacher agency and elaborates on how teacher agency is achieved, its components and how it could be strengthened. This model highlights professional competence, structural and cultural context, and professional purpose as the main elements of achieving agency. In this paper, we specify some elements of the ecological model and elaborate on how three types of reflection could be used to strengthen conditions for achieving teacher agency. These include, first, procedures aimed at articulating (...) the theory of action, including effective strategies, rules and principles for practice; second, procedures of practical reflection, aimed at fostering the conceptualization of practice and the understanding of oneself as a teacher; and third, procedures of critical reflection, which help to address the inequalities and malpractices of education and society. The main importance of this paper is to extend the practical relevance of the ecological model for teacher learning settings. (shrink)

While talking about comparative philosophy, we should presumably know what philosophy is. In this paper, the concepts of interpenetration, intensity, and juxtaposition are proposed as philosophical tools to analyse phenomena, including philosophy itself. The axis of interpenetration-juxtaposition is discussed in three domains: embodiment, speaking, and thinking. The role of philosophy is seen, on different levels of interpenetration, as redistribution of concepts, resonance of intensities, and thawing of actualities. In comparative philosophy involving texts from different traditions, these effects should be especially (...) notable. (shrink)

I discuss Extended Cognition theory in relation to Confucius’s Analects, the Mozi, and the Zhuangzi. Extendedness is treated as part of an approach that sees cognition as embodied, embedded, enacted, extended and affective. A common feature of extended cognition views is their resistance to the Cartesian split between extension and thinking and as squeezed between two other capacities that involve extension, namely perception and action. This creates the “classical sandwich”: extensive input —unextended symbolic processing —extensive output. In the Chinese tradition, (...) an embodied understanding of knowledge is dominant. Yet, we can discern two directions for its development by thinkers, either towards contextualization and engagement, or towards decontextualization and disengagement. I shall illustrate the two positions using examples from the Analects and the Mozi. They imply two different directions in furthering or extending knowledge, towards intensity and towards extensity. In the final part, the Zhuangzi is presented as an excellent example of an embodied and extended view of cognition, but which at the same time also takes the decontextualising direction to the utmost. (shrink)

Käesoleva artikli eesmärgiks on välja töötada olenditeooria mõningad põhimõisted. Olendit määratletakse teatavate eristumisprotsesside lõimimisena ehk "läbivaatusena". Nendel protsessidel on kaks külge, "esi-" ja "isekülg". Esikülg on kõrvutuvuslik, st. paljusus, mille elemendid on üksteise kõrval; isekülg on läbistuvuslik, st. paljusus, mille elemendid läbistavad üksteist. Need kaks külge ei sarnane teineteisega ja nende vahel liikumine kätkeb taandamatut ajalisust, ontogeneesi. Artiklis laiendatakse olendi mõistet "vertikaalis" erinevatele keerukustasanditele (eluline, molekuliline, atomaarne jt) ja "horisontaalis" erinevatele individualiseeritusastmetele. Isekülge käsitletakse liigendatuna piki afekteerimis- ja afekteeritavusviise, mis tähistavad (...) seda, mida olend suudab tajuda ja teostada, ehk seda, milleks ta on võimeline. Lõpuks käsitletakse esi- ja isekülge olemise kui protsessi kahe aspektina, esinemise ja isenemisena. Esinemise ja isenemise ringluste arvukus ja tempo variatiivsus määravad olendi väehulga. A Theory of Beings The paper proposes to work out concepts for describing the individualization of beings on various levels of organization. A being with a certain degree of individuality comes into being when certain processes of differenciation are being integrated together. It is conceived of as having two aspects, self-relation (isekülg) and other-relation (esikülg). The former is a multiplicity where the elements interpenetrate each other and the latter is a multiplicity where the elements are exterior to each other (juxtaposition). The articulations of interpenetrating multiplicity determine how a being can affect its surroundings and be affected by it, and the modes of this articulation can be seen as attractors of the "phase-space" of a being. Ontogenesis is on the one hand the actualization of this virtual phase-space in an actual form with its characteristic ways of spatialization and temporalization. On the other hand, ontogenesis means the revirtualization of juxtaposing elements and processes. The number and intensity of these circuits determines the degree of power of a being. The paper proposes to extend all these notions also to pre-biotic systems.  . (shrink)

In my paper I tackle the question of whether the term “philosophy” should be restricted to a specific tradition or whether it could be used also for other traditions. I argue in favor of the latter solution from extrinsic and intrinsic viewpoints. From extrinsic viewpoint, more liberal use of the term could facilitate exchanges between scholars of different traditions of thought. From intrinsic viewpoint, I propose an understanding of philosophy as creation of concepts and concepts as contractions and embodiment of (...) reality, not as abstractions or representations of it. (shrink)

The aim of this study is to provide a discussion on the definitions and conceptual dimensions of Responsible Research and Innovation based on findings from the literature. In the study, the outcomes of a literature review of 235 RRI-related articles were presented. The articles were selected from the EBSCO and Google Scholar databases regarding the definitions and dimensions of RRI. The results of the study indicated that while administrative definitions were widely quoted in the reviewed literature, they were not substantially (...) further elaborated. Academic definitions were mostly derived from the institutional definitions; however, more empirical studies should be conducted in order to give a broader empirical basis to the development of the concept. In the current study, four distinct conceptual dimensions of RRI that appeared in the reviewed literature were brought out: inclusion, anticipation, responsiveness and reflexivity. Two emerging conceptual dimensions were also added: sustainability and care. (shrink)

Shifting learning to distant formats especially at the higher education level has been unprecedented during the past decade. Diverse digital learning media have been emerging which allow learner autonomy, and at the same time, require the ability of efficient regulation of various aspects of the learning process for sustainable academic progress. In this context, supporting students in self-regulated learning in an optimal way becomes an important factor for their academic success. The present study attempts through a systematic review of 38 (...) studies to provide an overview of the interventions identified as supporting all areas of SRL, in its three phases in distance education environments at the higher education level. As the study results show, there are a number of SRL support interventions available with proven positive effect on SRL. However, their distribution has been found to be uneven. Whereas metacognition regulation and the performance phase of learning is vastly investigated, the emotion regulation, and the preparatory and appraisal phases of the SRL cycle are somewhat underexplored. As complex and multi-component as the process of SRL is, the combination of various interventions, and specific features, for more comprehensive support has also been found beneficial. Additionally, it has been revealed that the emotion regulation, in most cases, is closely related to motivation regulation, and similar interventions support these two. Future studies can further explore the efficiency and relevance of the identified interventions, taking closer look at the effects of various digital media, learner characteristics as well as different levels of education on learners’ self-regulation needs. (shrink)

The usage of social media in education is increasing as a result of perceived pedagogical benefits. The literature emphasizes the importance of teachers continuing to build their social media capabilities, experiences, and values. Critical thinking, problem-solving, and the ability to contextualize social media require intellectual, social, and ethical talents regardless of operational proficiency. We performed a semi-structured interview with 13 high school teachers who expressed their thoughts and experiences using social media in the classroom. The interviews’ recorded videos were transcribed (...) into text and coded inductively and deductively for analysis. The study’s findings agreed with a proposed conceptual framework that claims that regular interactions with social media enable teachers to better understand and teach with it. The paper presents a framework to assist education facilitators, educational technologists, teachers, and other affiliated agencies in refocusing their efforts on technology-assisted context training. It also emphasizes the significance of engaging with technology regularly. (shrink)