The idea of presenting the correspondence between Ioan Petru Culianu and Ugo Bianchi involves reviewing the topics specific to Bianchi’s school of History of Religion for a period of more than a decade and the manner in which the Romanian-born historian of religions builds his academic career. The academic relation between Bianchi and Culianu has a major common point: an acute preoccupation with the epistemological construction of the HR discipline. What is it that separates Culianu from Bianchi and even from (...) a large majority of the academic community in his ultimate view on religion and the religious phenomena? From a historical and religious point of view, the answer is very simple: Culianu developed a holistic theory about religion whose conceptual directions led to what Bianchi called reductio ad unum. This article focuses on presenting the biographical data correlated to the most solid scholarly education that Culianu ever had in Italy. I will also reiterate the idea that the centre of gravity of Culianu’s ultimate concerns does not necessarily fall on the methodological disputes of HR, but especially on a new understanding of cognitive sciences in general. (shrink)

D I Lloyd; I Experientially Remember, Therefore I Exist? A reply to R. D. Smith, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 97–1.

D I Lloyd; I Experientially Remember, Therefore I Exist? A reply to R. D. Smith, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 97–1.

D I Lloyd; Theory and Practice1, Journal of Philosophy of Education, Volume 10, Issue 1, 30 May 2006, Pages 98–113, https://doi.org/10.1111/j.1467-9752.1976.tb0.

D I Lloyd; Theory and Practice1, Journal of Philosophy of Education, Volume 10, Issue 1, 30 May 2006, Pages 98–113, https://doi.org/10.1111/j.1467-9752.1976.tb0.

D I Lloyd; What’s in a Laugh? Humour and its educational significance, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 73–79, https:/.

The method of materialist dialectics, as a tool for the acquisition of scientific knowledge, undergoes continuous development and improvement as science develops and society progresses. Among the pressing problems to which Marxist thought is giving increasing attention is the development of the theory and logic of cognition of social processes.

On the pedagogic views of Muslim theologians, and their influence in individual and societal development.

Recently there has been noticeable, in the writings of some philosophers , efforts to proclaim the psychophysiological problem to be a vestige of the old Naturphilosophie. Such tendencies are in conflict with those branches of natural science that concentrate their efforts upon investigating the functions of the brain. Therefore one has to subject such trends to detailed critical examination.

Purpose: Often radical constructivists are confronted with arguments why radical constructivism is wrong. The present work presents a radical constructivist alternative to such arguments: a comparison of the results of two instructional practices, the standard, realist-based instruction and a radical constructivist-based instruction, both in physics courses. Design: Evidence from many studies of student conceptions in standard instruction (Duit 2004) is taken into account. In addition, diagnostic data, pre and post instruction, were collected from over 1,000 students in multiple institutions across (...) the U. S. over a period of about 15 years via an established diagnostic of conceptual understanding of motion and force. Findings: Evidence from many studies of student conceptions in standard instruction (Duit, 2004) is that little or no change in student conceptions happens in standard instruction. About half the students in the particular study reported, all science and engineering majors, experienced standard, realist-based instruction and show an average effect size of 0.6 standard deviations and an average normalized gain of 15%. The other half of the students, none of whom were science and engineering majors, experienced radical constructivist-based instruction and show an average effect size over 2.5 standard deviations and an average normalized gain over 60%. Diagnostic pre scores were nearly the same for both groups. Practical implications: The outcome, that students, neither science nor engineering majors, made changes in understanding foundational topics in physics far greater than science and engineering students, poses (1) an ethical challenge to the continued adherence to standard, realist-based instructional practices and (2) an intellectual challenge to the usefulness and appropriateness of the elitist-realist paradigm on which such standard instruction is based. Conclusion: This radical constructivist argument uses the effect of paradigms to judge their pragmatic value, not their truth-value. Based on pragmatic value, radical constructivism results in superior outcomes when applied to physics instruction. The approach to instruction can be applied generally in education. (shrink)