The twelve studies here are arranged in three distinct groups – Arabic and Judaeo-Arabic philosophy, Jewish mysticism, and modern philosophy. One theme that appears in various forms and from different angles in the first two sections is that of ‘Images of the Divine’. It figures not only in the account of mystical imagery but also in the discussion of the ‘Know thyself’ motif, and is closely allied to the subject-matter of the studies dealing with man’s ascent to the vision of (...) God and his ultimate felicity. In the third section three thinkers are discussed: the English Deist, William Wollaston, who is shown to be steeped in the medieval Jewish traditions of philosophy and mysticism; Moses Mendelssohn, the philosopher of eighteenth-century Enlightenment, whose thesis asserting Spinoza’s influence on Leibniz’s doctrine of the pre-established Harmony is investigated critically; and Franz Rosenzweig, the most brilliant religious philosopher in twentieth-century Jewry, whose notion of History is analysed. Originally published in 1969, this is an important work of Jewish philosophy. (shrink)

We identify a number of principles with respect to prediction that, we argue, underpin adult language comprehension: (a) comprehension consists in realizing a mapping between the unfolding sentence and the event representation corresponding to the real‐world event being described; (b) the realization of this mapping manifests as the ability to predict both how the language will unfold, and how the real‐world event would unfold if it were being experienced directly; (c) concurrent linguistic and nonlinguistic inputs, and the prior internal states (...) of the system, each drive the predictive process; (d) the representation of prior internal states across a representational substrate common to the linguistic and nonlinguistic domains enables the predictive process to operate over variable time frames and variable levels of representational abstraction. We review empirical data exemplifying the operation of these principles and discuss the relationship between prediction, event structure, thematic role assignment, and incrementality. (shrink)

The coastal area of Bangladesh is one of the most ecologically productive and it contains a rich biodiversity which includes several species that are endemic to this region. Much attention has been focused on ship breaking industries in the coastal areas because of the threat they pose to this thriving biological communities along with their other environmental impacts and the perilous working environment of the workers. The coastal environment of Sitakunda is severely contaminated by various processes related to ship-breaking i.e. (...) the disposal of different toxic wastes into the sea water, deforestation by expanding ship breaking yard, changing land-use pattern and release of toxic substance into the soil. Moreover, the workers of this industry are exposed to an extremely risky and toxic working environment which makes them vulnerable to both physical and psychological disorder as well as to accidental deaths and injury. Still, workers embrace these risks for very poor wages and most of the profits go to the already rich businessmen. Despite various negativities, this industry has gained importance due to the increasing demand of raw material for re-rolling industries and employment opportunities for the people of the coastal areas. As this industry is indispensable due to its importance in the macro and micro economy of Bangladesh, a sustainable management approach should be taken to at least minimize the environmental and health impacts of ship breaking industries. The current paper aims to investigate the extent to which this industry is affecting the ship breaking yard labors and the environment, despite the growing concern nationally and internationally, and it uses both primary and secondary data. (shrink)

Goal‐directed cognition is often discussed in terms of specialized memory structures like the “goal stack.” The goal‐activation model presented here analyzes goal‐directed cognition in terms of the general memory constructs of activation and associative priming. The model embodies three predictive constraints: (1) the interference level, which arises from residual memory for old goals; (1) the strengthening constraint, which makes predictions about time to encode a new goal; and (3) the priming constraint, which makes predictions about the role of cues in (...) retrieving pending goals. These constraints are formulated algebraically and tested through simulation of latency and error data from the Tower of Hanoi, a means‐ends puzzle that depends heavily on suspension and resumption of goals. Implications of the model for understanding intention superiority, postcompletion error, and effects of task interruption are discussed. (shrink)

O objetivo do presente artigo consiste em apresentar uma reflexão sobre os paradigmas existentes e emergentes frente a um contexto teórico-científico e a necessidade de mudança devido aos desafios enfrentados em determinados momentos. Assim, o texto, de abordagem qualitativa e caracterizado como uma revisão bibliográfica, contextualiza acerca deste braço da filosofia que trata da natureza da pesquisa científica, do conhecimento no campo educacional, não somente do âmbito da epistemologia, mas também da fundamentação dos paradigmas das ciências e da educação, e (...) do conhecimento científico. As questões metodológicas estão diretamente relacionadas com essa reflexão sobre os resultados significativos e o que precisa ser modificado a partir de uma análise sobre o contexto social em que se está inserido. Para fundamentar este artigo, se apresentam as contextualizações que dialogam em torno de autores como Alda Judith Alves-Mazzotti, Pierre Bourdieu, Boaventura de Sousa Santos, Bernard Charlot, Edgar Morin, Thomas Kuhn e Mario Osório Marques. Portanto, o artigo expõe no seu panorama científico uma resposta às imposições das ciências na contemporaneidade, sem o rompimento com o passado e suas tradições, mas apresentando um olhar voltado para o futuro. A partir dessa perspectiva, precisamos ter clareza do campo científico em que estamos inseridos, conhecendo de fato suas peculiaridades para optarmos por um método que contemple as necessidades apresentadas, tendo segurança do que estamos fazendo. Enfim, pode-se concluir que os profissionais da educação precisam de uma base de pesquisa científica sólida para terem subsídios necessários ao experimentarem novas metodologias em suas práticas pedagógicas que sejam significativas para os estudantes. (shrink)