Exegesis of Sect. III.B from “Fundamentals of the Mechanics of Continua” by E. Hellinger

This is our third and last exegetic essay on the fundamental review article DIE ALLGEMEINEN ANSÄTZE DER MECHANIK DER KONTINUA in the Encyklopädie der mathematischen Wissenschaften mit Einschluss ihrer Anwendungen, Bd. IV-4, Hft. 5 (1913) by Ernst Hellinger which contains the translation and the commentary of the remaining text starting from p. 663. The six subsections, No. 9–15, deal with the applications of the previously developed conceptual tools to formulate: an effective theory of elasticity, the dynamics of ideal fluids, models for internal friction and elastic hysteresis, a theory of capillarity, optics, the fundamental equations of electrodynamics, an introduction of the thermodynamical foundations and the relationship between the theory of continua and the theory of relativity. Hellinger refers to relevant literature while consolidating in an effective way the contemporary knowledge in 1913. Considering notational differences as being irrelevant for the characterization of the presented scientific content, Hellinger's article shows that an effective compendium of a large part of the insights given in Truesdell and Toupin and Truesdell and Noll has already been available in 1913. We include in this paper an assessment of the different roles played by pioneers, who are innovating their scientific discipline, and by erudite scholars whose role consists in re-ordering existent knowledge and advertising to a wider audience the most important technical results already obtained in a given discipline

Return of Logos: Ontological Memory → Information → Time

Total ontological unification of matter at all levels of reality as a whole, its “grasp” of its dialectical structure, space dimensionality and structure of the language of nature – “house of Being” [1], gives the opportunity to see the “place” and to understand the nature of information as a phenomenon of Ontological (structural) Memory (OntoMemory), the measure of being of the whole, “the soul of matter”, qualitative quantity of the absolute forms of existence of matter (absolute states). “Information” and “time” are multivalent phenomena of Ontological Memory substantiating the essential unity of the world on the “horizontal” and “vertical”. Ontological constructing of dialectics of Logos self-motion, total unification of matter, “grasp” of the nature of information leads to the necessity of introducing a new unit of information showing the ideas of dialectical formation and generation of new structures and meanings, namely Delta-Logit (Δ-Logit), qualitative quantum-prototecton, fundamental organizing, absolute existential-extreme. The simplest mathematical symbol represents the dialectical microprocessor of the Nature. Ontological formula of John A. Wheeler «It from Bit» [2] is “grasped” as the first dialectic link in the chain of ontological formulas → “It from Δ-Logit” → “It from OntoMemory” → “It from Logos, Logos into It”. Ontological Memory - core, semantic attractor of the new conceptual structure of the world of the Information Age, which is based on Absolute generating structure («general framework structure»), the representant of onto-genetic code and algorithm of the Universe

Studying Games in School: a Framework for Media Education

This paper explores how media education principles can be extended to digital games, and whether the notion of ‘game literacy’ is an appropriate metaphor for thinking about the study of digital games in schools. Rationales for studying the media are presented, focusing on the importance of setting up social situations that encourage more systematic and critical understanding of games. The value of practical production, or game making, is emphasized, as a way of developing both conceptual understanding and creative abilities. Definitions of games are reviewed to explore whether the study of games is best described as a form of literacy. I conclude that games raise difficulties for existing literacy frameworks, but that it remains important to study the multiple aspects of games in an integrated way. A model for conceptualizing the study of games is presented which focuses on the relationship between design, play and culture