Collection of Buddhist philosophical texts written by Mongolian monks and scholars.

For a sufficiently large class of formal systems a duality theorem is proved. We consider such formal set theories $\widetilde{\scr{T}}$ [2] which, at least, satisfy the following conditions: 1. The theory $\widetilde{\scr{T}}$ contains its own (either bounded or introduced by a definition) substantive constant U, for which $\vdash \forall x[x\in U]$ or $\vdash \forall x[x\subset U]$ . 2. The operation of "complement", denoted by C, is defined with respect to U. 3. For any formula (resp. a term), A ⊦ A (...) ↔ ⅂⅂ A (resp. ⊦ CCA = A), and some basic conclusions follow. (shrink)

In the article the issue of singling out some systemic criteria of differentiation between the fundamental and applied terminologies is considered. The authors point at the fact that each terminology has its own individual peculiarities, which mark it out against a general background of the terminological fund of a certain language. It is asserted that one of the most important and effective criteria that can be the basis of the approach to the study of sublanguages for special purposes is a (...) fundamental or applied character of the sphere of professional or scientific knowledge verbalized by a certain terminology. Such terms, as ‘fundamental terminology‘, ‘applied terminology‘ and ‘terminology of transition type‘, are introduced for scientific use. The fundamental terminology is understood as a sublanguage for special purposes that verbalizes the notions, forming the totality of fundamental knowledge, serving for the description of phenomena and processes in reality and in science, in the framework of which the fundamental research is carried out. The applied terminology is the name for the sublanguage for special purposes representing the notions, in which the results of human being’s practical scientific-industrial activity for changing the reality, forming the artificial habitat, are conceptualized. The terminology of transition type is the terminology that verbalizes the fragments of the field of scientific knowledge in which the research can have both a fundamental and applied character. The authors come to the conclusion that pure applied or fundamental terminologies are quite rare, that it is rational to speak about the degree of manifestation of the applied or fundamental character within the limits of this or that terminological system. (shrink)

During the COVID-19 pandemic, students were facing great challenges. Learning was shifted from the classroom to the home of the students. This implied that students had to complete their tasks in a more autonomous way than during regular lessons. As students’ ability to handle such challenges might depend on certain cognitive and motivational prerequisites as well as individual learning conditions, the present study investigates students’ cognitive competencies as well as affective-motivational factors as possible predictors of coping with this new learning (...) situation at home. The study uses data of Starting Cohort 2 of the German National Educational Panel Study. Data of two measurement points are analyzed: Predictors were assessed at the earlier time point, when students mostly attended seventh grade of a secondary school. They completed competence tests in reading as well as mathematics and rated affective-motivational aspects in terms of willingness to exert effort, learning enjoyment, and intrinsic motivation. One and a half years later − during the COVID-19 pandemic and the first period of school closures − the second measurement point took place. Students’ parents rated the situation of learning at home with respect to students’ coping with the new situation and parents’ difficulties to motivate them. Regression analyses controlling for school track, students’ gender, and parents’ educational level and parental stress revealed that students’ reading competencies and their willingness to exert effort were significant predictors of their coping with the new learning situation at home. Moreover, parents reported that boys were more difficult to motivate to learn during this time as compared to girls. Other predictors turned out to be non-significant when entered simultaneously in the regression analyses. The results point to the importance of children’s prerequisites for autonomous learning situations without structuring elements by teachers within the school context. (shrink)

في كتابه من نقد العقل إلى هيرمينوطيقا الرموز: بحث في فلسفة الثقافة عند إرنست كاسيرر، الصادر عن المركز العربي للأبحاث ودراسة السياسات، يحاول فؤاد مخوخ التركيز على فلسفة كاسيرر، ساعيًا لإثبات أصالتها وجِدَّتِها في مجال نقد الثقافة. فـ "قراءة كاسيرر فلسفة كانط"، كما يقول مخوخ، "متميزة وأصيلة، ويتجلى ذلك في مشروع تطوير نقد العقل وتمديده إلى نقد الثقافة الذي تجسد في فلسفة الأشكال الرمزية باعتبارها فلسفةً للثقافة، وتقعيدًا نظريًا لإبيستمولوجيا علوم الثقافة، وهيرمينوطيقا لتأويل عالَم الإنسان وفهمه".

The article is devoted to two talented representatives of the Russian university philosophical community of the first quarter XX century: Vasily Sesemann and Ksenia Miloradovich. It’s shown that their university routes are very similar, as far as it was possible for male and female biographies of that time. The most complete list of their original works published before 1922 is given. The thematic focus of their publications and journals in which they were published is compared and the translation activity is (...) analyzed. This allows us to see that in publications names of the “youth”: Vasily Sesemann, Ksenia Miloradovich, Sergey Hessen most often are supported by famous philosophers N.O. Lossky and S.E. Radlov. Based on the material of Ksenia Miloradovich's essay about the Philosophical Society, it’s emphasized that they were acquainted with each other in the philosophical workshop. The publications of Miloradovich and Sesemann made in the genre of reviews and not previously mentioned in their personal bibliographies, were revealed. It’s also shown that two historical events: the First World War (1914-1918) and the revolution of 1917 influenced the publishing capabilities of both philosophers. Nevertheless, until 1922 they continued to be active participants in the processes of reviving philosophical publications and the philosophical society. Lives of Sesemann and Miloradovich had the pathos of the drama of political arrests that trimmed their philosophical biographies, but both managed to make their contribution to the history of Russian philosophy. The article emphasizes that the enthusiasm of their creativity and the drama of their destinies can serve as an example of vitality and loyalty to the work. (shrink)

Within the framework of the Kershaw approach and of a hypothesis on spatial stochasticity, the relativistic equations of Lehr and Park, Guerra and Ruggiero, and Vigier for stochastic Nelson mechanics are obtained. In our model there is another set of equations of the hydrodynamical type for the drift velocityv i(x j,t) and stochastic velocityu i(x j,t) of a particle. Taking into account quadratic terms in l, the universal length, we obtain from these equations the Sivashinsky equations forv i(x j,t) in (...) the caseu i →0. In the limit l →0, these equations acquire the Newtonian form. (shrink)

There is no unique way to generalize the mass operator 0 2 −p · p to curved spacetimes. The possible generalizations using either an analytic or an algebraic (group-theoretic) approach are discussed. We investigate in detail three possibilities: (i) the generalized D'Alembertian $$- \tilde \square = - (1/\sqrt { - g} )(\partial /\partial x^v )(\sqrt { - g} g^{\mu v} {\text{ }}\partial /\partial x^\mu$$ (ii) the operator ( $- (\tilde \square + \tfrac{1}{6}{\text{R)}}$ , which is conformally invariant in the massless (...) case, and (iii) an operator suggested by Meggs for Robertson-Walker spacetimes. A criterion for choosing among the different possibilities is proposed. It is used to eliminate the Meggs operator, but is not stringent enough to decide between the other two. (shrink)