To analyze some sсeptical arguments was build the epistemological model about only one perceiving subject “Enarch”: he is one (ἐνᾴϛ) and has beginning (ἀρχῄ) in itself. This model was applyed for critical analysis of Husserl’s and Putnam’s attempts to overcome scepticism (i) by using “the intersubjective program” in a first case and (ii) argument “brains in a vat” in a second one. To justify the equivalence of the “intersubjectiveness” and “objectiveness” Husserl suggested the existence of transcendental Community. The main goal (...) of the paper is to show that intersubjective epistemology faces the difficulty: the equivalence of the“intersubjectiveness” and “objectiveness” is not feasible. Developing Putnam’s model “brains in a vat” about boundaries of scepticism has been formulated the argument about “back of the head”. It showed that skepticism is much more strictly doctrine than it was suggested by Putnam. (shrink)

In this paper we prove that any Δ30 degree has an increasing η -representation. Therefore, there is an increasing η -representable set without a strong η -representation.

Gene transcription in eukaryotes is associated with conformational changes of a large area of chromatin adjacent to a gene. This rearrangement may involve the whole loop (topological domain) to which a given gene belongs.Regulatory events associated with activation or inactivation of transcription are found to act through relatively short nucleotide sequences, often located several thousand base pairs apart from gene. These sequences, termed enhancers may act independently on their distance from or orientation with respect to the gene.Both long‐range conformational rearrangements (...) of chromatin and any long distance effects of enhancers may be associated with elastic torsional strain in DNA, arising in transcriptionally active chromatin loops. Enhancer effects, in particular, may be associated with conformational transitions in DNA competing for the energy deposited in the elastic spring of the DNA. (shrink)

We characterize the linear order types $\tau $ with the property that given any countable linear order $\mathcal {L}$, $\tau \cdot \mathcal {L}$ is a computable linear order iff $\mathcal {L}$ is a computable linear order, as exactly the finite nonempty order types.

In this work author analyses names with the period of existence greater than zero. The whole body of names is divided into 1) “long-timed words” and 2) “singular words”. It is shown that in Peirce Triangle the name itself, its denotation and meaning may last in different combinations. Typology of “long-timed words” and “singular words” is described. New notion describing the world of possible and real objects is introduced - Ontological Space or Writing Sample. Tetrahedron of Propis is also introduced (...) with meaning rather than name as its apex. It is shown than neither “name” nor “denotate” can exist without sense whilst sense can exist without “name” or “denotate”. The fact that Writing Sample consists of “segments-streaks” is justified. It is also shown that “long-timed words” do correspond to these “segments-streaks” of the Propis. Analysis of the Propis led to formulating fourteen axioms that its “segments-streaks” and “long-timed words” obey. (shrink)

Andrey Tashchian | : Chez saint Augustin le numerus sert de principe ontologique de la beauté finie en révélant l’ascension métaphysique du sensible vers l’intelligible. De plus, se divisant en sphères objective et subjective, le numerus s’avère être une totalité, « l’idée ». Toutefois, comme une forme de la culture antique, ce concept n’est pas connu comme une contradiction réelle, et ainsi les numeri éternels ne sont pas postulés comme un processus où la subjectivité finie, le moi, deviendrait nécessaire (...) pour la substance infinie. Donc, dans la doctrine de saint Augustin, l’essence de la science de la musique n’a pas la valeur de l’activité humaine consciente de soi. | : In St. Augustine’s doctrine of rhythm numerus manifests the metaphysical ascent from sensuousness to rationality and is the ontological root of finite beauty. Moreover, numerus is differentiated into the objective and subjective spheres, proving to be a totality, the “idea.” Meanwhile, as a formation of antique culture, this concept is not known as a real contradiction, and thereby eternal numeri are not posited as a process in which finite subjectivity, I would be a necessity for the infinite substance. So, in St. Augustine’s doctrine the essence of the science of music has not the value of man’s self-conscious activity. (shrink)

This note is part of the implementation of a programme in foundations of mathematics to find exact threshold versions of all mathematical unprovability results known so far, a programme initiated by Weiermann. Here we find the exact versions of unprovability of the finite graph minor theorem with growth rate condition restricted to planar graphs, connected planar graphs and graphs embeddable into a given surface, assuming an unproved conjecture : ‘there is a number a>0 such that for all k≥3, and all (...) n≥1, the proportion of connected graphs among unlabelled planar graphs of size n omitting the k-element circle as minor is greater than a’. Let γ be the unlabelled planar growth constant . Let P be the following first-order arithmetical statement with real parameter c: “for every K there is N such that whenever G1,G2,…,GN are unlabelled planar graphs with Gishrink)

Cohesive powersof computable structures are effective analogs of ultrapowers, where cohesive sets play the role of ultrafilters. Let$\omega $,$\zeta $, and$\eta $denote the respective order-types of the natural numbers, the integers, and the rationals when thought of as linear orders. We investigate the cohesive powers of computable linear orders, with special emphasis on computable copies of$\omega $. If$\mathcal {L}$is a computable copy of$\omega $that is computably isomorphic to the usual presentation of$\omega $, then every cohesive power of$\mathcal {L}$has order-type$\omega + (...) \zeta \eta $. However, there are computable copies of$\omega $, necessarily not computably isomorphic to the usual presentation, having cohesive powers not elementarily equivalent to$\omega + \zeta \eta $. For example, we show that there is a computable copy of$\omega $with a cohesive power of order-type$\omega + \eta $. Our most general result is that if$X \subseteq \mathbb {N} \setminus \{0\}$is a Boolean combination of$\Sigma _2$sets, thought of as a set of finite order-types, then there is a computable copy of$\omega $with a cohesive power of order-type$\omega + \boldsymbol {\sigma }(X \cup \{\omega + \zeta \eta + \omega ^*\})$, where$\boldsymbol {\sigma }(X \cup \{\omega + \zeta \eta + \omega ^*\})$denotes the shuffle of the order-types inXand the order-type$\omega + \zeta \eta + \omega ^*$. Furthermore, ifXis finite and non-empty, then there is a computable copy of$\omega $with a cohesive power of order-type$\omega + \boldsymbol {\sigma }(X)$. (shrink)

In Andrej Belyjs Roman Petersburg (entstanden 1911-1913) kulminiert der Mythos dieser Stadt und wird zugleich ironisiert. Stadt und Roman sind bestimmt von Gegensätzen wie dem von Russland und Europa, Vater und Sohn, Zarismus und Revolution etc. Im Krisenjahr 1905, in dem der Roman spielt, sind diese Gegensätze allenthalben am Werk, aber sie erlauben dennoch keine Orientierung: Denn die Staatsmacht steht nicht nur rebellischen Elementen gegenüber, sondern übt selbst Terror aus, z.B. durch Doppelagenten. In einem Klima gegenseitiger Bespitzelung und Bedrohung sind (...) alle Zuordnungen ungewiss. Welche Funktion haben hier die zahlreichen geometrischen Referenzen: Punkt, Linie, Quadrat, Kubus und die Rede von der ›vierten‹ oder ›n-ten Dimension‹? Der Essay geht diesen Fragen nach und stellt u.a. Beziehungen zur Popularisierung der n-dimensionalen Geometrie und zu avantgardistischer Kunst(-theorie) her, namentlich zu Kandinsky und Malewitsch. In Andrey Bely’s novel »Petersburg« (written between 1911 and 1913), the myth of Petersburg comes to a peak while being simultaneously ironized. The city and the novel are determined by oppositions such as those between Russia and Europe, father and son, tsarism and revolution, and so on. Set in 1905, a year of deep crisis, these oppositions are at work everywhere in the story. Nevertheless, they do not permit any understanding of what is going on: this is because the state is not only challenged by rebellious elements, but also acts as a terrorist itself; for instance, with the help of double agents. In a climate of threat and fear, everything becomes uncertain. What is the function of the numerous geometrical references – point, line, square, cube, and of the ›fourth‹ or the ›nth dimension‹ – in such a context? The essay asks these questions and links the novel to the popularisation of n-dimensional geometry, as well as to the art and art theory of the early 20th century, namely to Kandinsky and Malevic. (shrink)

Open peer commentary on the article “A First-Person Analysis Using Third Person-Data as a Generative Method: A Case Study of Surprise in Depression” by Natalie Depraz, Maria Gyemant & Thomas Desmidt. Upshot: Given the claims of Natalie Depraz regarding what she called in 2004 the “practical turn of phenomenology,” I ask the authors how they conceive the research they presented in their 2017 article, particularly regarding transcendental phenomenology.

One of the primary goals of Religious Education is to make students come together with Qur’an text and religious content seamlessly. In order to reach this goal, religious educators usually support students to have the knowledge of the text and sometimes students only memorize the content. But although “knowing” and “memorizing” stages are important for educational processes, they are not functional enough in the long term. For providing a permanent learning, students should also “understand” the text. Besides, students cannot create (...) their own ideas and interpretations by the ways of knowing and memorizing. Because they can achieve to make their “own” senses only by their understanding. For these reasons, setting “understanding” as a goal for RE and defining the bases of an “understanding focused religious education” are an important responsibility of all.There are lots of bases for understanding focused religious education. One of them is “asking question”. Asking question to the religious texts and questioning the content have crucial effects for understanding processes due to their role of being a chance for having a dialogue with the text and its author. Therefore, it is necessary to determine which types of questions are useful for permanent learning and which types of contributions to understanding are limited. In Religious Education which is a social discipline, in order to reveal the meaning, the questions that are convenient to open a field for individual interpretations of the students can be functional. These questions are mostly open-ended questions and high level cognitive questions offering students an opportunity for their ownevaluations. However, students can establish the healthiest communication with Qur’an text and religious content through contextual and existential questions that they will pose to them. (shrink)

The II. constitutional period is a period of renewal in many areas. Political, social and educational changes also had influences in the field of religious education. One of the examples of these changes is the ʻAmelī I҆lmiḥal textbook written by Halim Sabit (DOD. 1946) in five volumes for both teachers and student. This study particularly aims to assess this textbook in terms of religious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written (...) for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. Summary: Education I҅lmiḥal, occupies an important place in the history of Islamic religious education. According to the religion of both adults and children to learn the principles of faith and worship, it is aimed to shape the daily life. In this context, for example, during the Ottoman period, In the period of II. Mahmut, boys were required to attend the primary school. Thus, it was ensured that children could learn I҅lmiḥal and Islamic sharia properly. Children are taught alif ba for Qurʾān readings in primary schools, as simple as required by religious duties, writing skills have been acquired and the four processing rules are memorized. The II. constitutional period is a period of renewal in many areas. Extreme innovative thinking is also reflected in education. Especially after the Balkan wars, the idea that the collapsing state would be saved through education was dominant. For the first time, a higher education institution for girls and a kindergarten for young children were opened. By recognizing the importance of pedagogy knowledge in teaching, the students have switched to a system where they can search for observation and experiment. Innovations in educational methods have started to be seen. It was seriously opposed to memorization, and the question and answer was seen as old methods. Instead, it was proposed to use sightseeing observation and discovery. Political, social and educational changes are also reflected in the field of religious education. As a reflection of the newly introduced methods, there have been changes in the ʻAmelī I҆lmiḥal books prepared for children. One of the examples of this is the ʻAmelī ʻIlmiḥal textbook, which was written by Halim Sabit in five volumes. This ʻAmelī I҆lmiḥal was prepared in 5 volumes for teachers and students.The main purpose of this study is to evaluate ʻAmelī I҆lmiḥal textbook in terms of religious education This study particularly aims to assess this textbook in terms of reigious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. The textbook prepared for the students of the first year consists of 21 boards/sheets. The sentences are quite self and short. The contents of the board/sheet are well suited to be discussed and explained. There are no headlines on the boards/sheets. The language of text is Ottoman. It is possible to express the topics covered in the book under the following themes:Prayer and Sūras: Basmala, Kalima Tawḥīd, Kalima Shahāda, Fātiḥa, Subḥana Rabbiyal Aʿala, Subhana rabbiyal ʿAẓim, As-salāmu ʿalaykum va Raḥmatullah, Taḥiyyat, Salawat Sharif, Iḥlas, Kawthar, Subḥanaka Prayer, Qunut Prayers.Faith Issues: Allāh, the fear of Allāh, thanks to Allāh, the Qurʾān, Prophets, Prophet Muḥammad, The Hereafter, Heaven Hell, Angels.ʿIbādat Issues: Zakāt, Ablution, Prayer, Adhān, worship in General (Salāt, Ṣawm, Zakāt, Ḥajj)Social Issues: Friendship, affection for minors, affection for parents, Muslims are Brother, human love, respect for the elderly, respect for scholars.The textbook prepared for the teachers of the first year; consists of 21 pages, 69 pages and Ottoman. As the students do not include the topics in the textbook, it is appropriate to mention the names of the subjects in the textbook of the teacher:1. Subject: Memorization of the Word of Tawḥīd and word of Shahāda; 2. Topic: Raising ideas about the nation in children; 3. Subject: The adjectives of Allāh Almighty; 4. Subject: Love of Allāh; 5. Subject: Angels; 6. Subject: The Divine Books; 7. Subject: Prophets 8. Subject: The Hereafter; 9. Subject: Thank Allāh; 10. Subject: Repentance; 11. Topic: Protecting the language from bad words and threats; 12. Subject: Zakāt and charity; 13. Subject: Riya҆ and his goodness engrave; 14. Subject: Love to the prophet Muḥammad; 15. Subject: Parental love; 16. Subject: The brotherhood of Islam; Subject: Human love; 18. Subject: Ablution; Subject: Prayer; 20. Subject: Respect for the elderly; 21. Subject: Love to ʿulamāʾ; 22. Subject: Fear of Allāh.Halim Sabit also gave information about the methods and techniques to be used in the course and emphasized that the teacher told his / her not by looking at the book. He thought it would be only influence the student in this way. It is recommended to use the appropriate language for the child, to make an introduction in the subjects that will be learned in the new subjects and to draw attention to the subject and to teach the subject gradually. An important advice is the knowledge that the teacher wants him / her to do in the long-term memory in the present sense. The teacher must repeat a subject several times while teaching a subject, and should not immediately remind a student of forgotten subjects, talk to a student and has finded to him. A subject should not be passed without being thoroughly understood, and the classroom needs to be opened by the teacher in order not to forget the learned subjects. The first fifteen minutes of each course should be reserved for the repetition of previously learned subjects. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. (shrink)

The foundations of Christian culture were formed by Byzantium, which became a kind of "bridge" between the West and the East, between antiquity and the Middle Ages. For the Byzantine culture of the IV-XII centuries, there was a characteristic existence of three directions - the official theology, ascetic and "anti-knitting". The relationship between them varied in different ways during the history of Imperialism, which was reflected in its culture. In the IV-VI centuries dominant were patristic and ascetic directions. The official (...) theology at this stage of history was closely connected with the "anti-knotting" and sought dialogue with the ancient tradition. Only during the "Comnenian Renaissance" in the XI-XII centuries was the confrontation between ascetic and "anti-knitting" directions. (shrink)

For Byzantium, the XIV century was the time of its last elevation in culture, which was called "Paleologic Renaissance." His main content was "hesychast disputes", which lasted for thirty years and took frequent political forms. The main subjects of this discussion were, on the one hand, the Calabrian monk Barlaam, who came from Italy, where he received Latin education, and on the other hand, the Thessalonian Metropolitan Gregory Palam, who spoke on behalf of the Athos monks. The followers of Palami (...) received the name "Palamit". Varlaam and Palama were representatives of two opposite directions in Byzantine culture of the XIV century. - "anti-knitting" and monastic-church. (shrink)

As is known, the specifics of the domestic philosophy is, firstly, in its inextricable connection with the public-political life, and secondly, in the form of its existence, when the philosophical problems are not solved in philosophical treatises by the means of the classical wise man, but in literary works through the creation of artistic images, through the deepening of human psychology and, as a conclusion, the formation of values and ideals of personality and through personalities - the whole society.

We introduce Kripke models for propositional substructural logics with strong negation, and show the completeness theorems for these logics using an extended Ishihara's canonical model construction method. The framework presented can deal with a broad range of substructural logics with strong negation, including a modified version of Nelson's logic N$^-$, Wansing's logic COSPL, and extended versions of Visser's basic propositional logic, positive relevant logics, Corsi's logics and M\'endez's logics.

N. Tennant; XI*—Entailment and Proofs, Proceedings of the Aristotelian Society, Volume 79, Issue 1, 1 June 1979, Pages 167–190, https://doi.org/10.1093/aristote.