5,109 research outputs found

    Alʔilbīrī’s Book of the rational conclusions. Introduction, Critical Edition of the Arabic Text and Materials for the History of the Ḫawāṣṣic Genre in Early Andalus

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    [eng] The Book of the rational conclusions, written perhaps somewhen in the 10th c. by a physician from Ilbīrah (Andalus), is a multi-section medical pandect. The author brings together, from a diversity of sources, materials dealing with matters related to drug-handling, natural philosophy, therapeutics, medical applications of the specific properties of things, a regimen, and a dispensatory. This dissertation includes three different parts. First the transmission of the text, its contents, and its possible context are discussed. Then a critical edition of the Arabic text is offered. Last, but certainly not least, the subject of the specific properties is approached from several points of view. The analysis of Section III of the original book leads to an exploration of the early Andalusī assimilation of this epistemic tradition and to the establishment of a well-defined textual family in which our text must be inscribed. On the other hand, the concept itself of ‘specific property’ is often misconstrued and it is usually made synonymous to magic and superstition. Upon closer inspection, however, the alleged irrationality of the knowledge of these properties appears to be largely the result of anachronistic interpretation. As a complement of this particular research and as an illustration of the genre, a sample from an ongoing integral commentary on this section of the book is presented.[cat] El Llibre de les conclusions racionals d’un desconegut metge d’Ilbīrah (l’Àndalus) va ser compilat probablement durant la segona meitat del s. X. Es tracta d’un rudimentari però notablement complet kunnaix (un gènere epistèmic que és definit sovint com a ‘enciclopèdia mèdica’) en què l’autor aplega materials manllevats (sovint de manera literal i no-explícita) de diversos gèneres. El llibre obre amb una secció sobre apoteconomia (una mena de manual d’apotecaris) però se centra després en les diferents branques de la medicina. A continuació d’uns prolegòmens filosòfics l’autor copia, amb mínima adaptació lingüística, un tractat sencer de terapèutica, després un altre sobre les aplicacions mèdiques de les propietats específiques de les coses, una sèrie de fragments relacionats amb la dietètica (un règim en termes tradicionals) i, finalment, una col·lecció de receptes mèdiques. Cadascuna d’aquestes seccions mostren evidents lligams d’intertextualitat que apunten cap a una intensa activitat sintetitzadora de diverses tradicions aliades a la medicina a l’Àndalus califal. El text és, de fet, un magnífic objecte sobre el qual aplicar la metodologia de la crítica textual i de fonts. L’edició crítica del text incorpora la dimensió cronològica dins l’aparat, que esdevé així un element contextualitzador. Quant l’estudi de les fonts, si tot al llarg de la primera part d’aquesta tesi és només secundari, aquesta disciplina pren un protagonisme gairebé absolut en la tercera part, especialment en el capítol dedicat a l’anàlisi individual de cada passatge recollit en la secció sobre les propietats específiques de les coses

    Graduate Catalog of Studies, 2023-2024

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    The socratic dialogue as a ritual of emotional purification

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    Abstract In the present paper, the role that emotions play in Socratic self-care, as it can be reconstructed from Plato's dialogues, is investigated and explored. In highlighting the fundamental role that emotions play in such a care, which is not mere repair of a fault (reparative care), but an active and constant attending to self- and others' improvement, it is emphasized how the Socratic care that is enacted in the Selected Dialogues exhibits marked religious qualities, which make Socrates a kind of priestly and demonic figure, as the reader can infer in particular from the two chapters devoted to the Critique and the Apology, respectively. The intent underlying this focus on the religious and especially initiatory aspects of Socratic care in the Platonic dialogues is, as explained at the beginning of the introduction to this work, to deepen the link between the emotional aspect of self-care, explored in depth by Professor L. Napolitano, and my personal interest in the relationship between philosophy and religion. In the present work this link has been found in the theme of 'aporia; this is interpreted in the introduction and in the following chapters as ritual death, that is, as an 'experience in which the initiate (in this case Socrates' interlocutor) witnesses his own death, that is, the disappearance of the firm attachment to his unreflective opinions. It follows that 'aporia is a positive element of self-care, since this ritual death makes it possible, if it is accepted and not rejected, to get rid of those obstacles from within that prevent one from looking forward to one's own improvement and the pursuit of happiness. Aporia is not only a logical impasse, but also an emotionally very dense moment; it therefore holds together the two fundamental components of this work, the focus on emotions in the Socratic dialogue and the focus on the initiatory aspects with which Plato cloaks this dialogue. Plato alludes to these initiatory aspects from time to time in the selected dialogues by appropriating now from Coribantism (Euthydemus), now from Orphism (Phaedo), now even from the rituals of transition from one age to another (the ephebia, as in the case of the Alcibiades); all these disparate experiences have in common the idea of a ritual death, a liminal phase between one life (the one about to leave) and the new one (about to embark on). In the Socratic dialogue enacted in Plato's works, precisely this initiatory death (the aporia) is II achieved; if the interlocutor accepts it, he or she will progress on the path of self care; if he or she is afraid or annoyed by it, he or she will derive no benefit. The introduction outlines the assumptions on which the following analysis are based: the first is the ritual and initiatory nature of refutation and the characterization of aporia as an emotionally connoted moment; the second, based on the analysis of the first book of the Republic, is the relational nature of caring and thus of the good that caring/caretaking pursues; therefore, one who cares for others necessarily also cares for himself. The intertwining of the ritual and emotional aspects, as well as the communal and relational nature of the good pursued by Socratic caring, is explored throughout the introduction and, more importantly, eight chapters, devoted to Euthydemus, Charmides, Alcibiades I, Lysis, Euthyphro, Apology, Critique, and Phaedo, respectively. In the introduction to the thesis, the reason for the choice of these dialogues is explained and what are the relationships between them in this work. In the conclusion, the scientific and especially moral reasons for the importance of emphasizing the role of emotions in Plato's Socrates and the ritual aspects of it are made clea

    Graduate Catalog of Studies, 2023-2024

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    Multidisciplinary perspectives on Artificial Intelligence and the law

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    This open access book presents an interdisciplinary, multi-authored, edited collection of chapters on Artificial Intelligence (‘AI’) and the Law. AI technology has come to play a central role in the modern data economy. Through a combination of increased computing power, the growing availability of data and the advancement of algorithms, AI has now become an umbrella term for some of the most transformational technological breakthroughs of this age. The importance of AI stems from both the opportunities that it offers and the challenges that it entails. While AI applications hold the promise of economic growth and efficiency gains, they also create significant risks and uncertainty. The potential and perils of AI have thus come to dominate modern discussions of technology and ethics – and although AI was initially allowed to largely develop without guidelines or rules, few would deny that the law is set to play a fundamental role in shaping the future of AI. As the debate over AI is far from over, the need for rigorous analysis has never been greater. This book thus brings together contributors from different fields and backgrounds to explore how the law might provide answers to some of the most pressing questions raised by AI. An outcome of the Católica Research Centre for the Future of Law and its interdisciplinary working group on Law and Artificial Intelligence, it includes contributions by leading scholars in the fields of technology, ethics and the law.info:eu-repo/semantics/publishedVersio

    Choreographing tragedy into the twenty-first century

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    What makes a tragedy? In the fifth century BCE this question found an answer through the conjoined forms of song and dance. Since the mid-twentieth century, and the work of the Tanztheater Wuppertal Pina Bausch, tragedy has been variously articulated as form coming apart at the seams. This thesis approaches tragedy through the work of five major choreographers and a director who each, in some way, turn back to Bausch. After exploring the Tanztheater Wuppertal’s techniques for choreographing tragedy in chapter one, I dedicate a chapter each to Dimitris Papaioannou, Akram Khan, Trajal Harrell, Ivo van Hove with Wim Vandekeybus, and Gisèle Vienne. Bringing together work in Queer and Trans* studies, Performance studies, Classics, Dance, and Classical Reception studies I work towards an understanding of the ways in which these choreographers articulate tragedy through embodiment and relation. I consider how tragedy transforms into the twenty-first century, how it shapes what it might mean to live and die with(out) one another. This includes tragic acts of mythic construction, attempts to describe a sense of the world as it collapses, colonial claims to ownership over the earth, and decolonial moves to enact new ways of being human. By developing an expanded sense of both choreography and the tragic one of my main contributions is a re-theorisation of tragedy that brings together two major pre-existing schools, to understand tragedy not as an event, but as a process. Under these conditions, and the shifting conditions of the world around us, I argue that the choreography of tragedy has and might continue to allow us to think about, name, and embody ourselves outside of the ongoing catastrophes we face

    Investigating the learning potential of the Second Quantum Revolution: development of an approach for secondary school students

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    In recent years we have witnessed important changes: the Second Quantum Revolution is in the spotlight of many countries, and it is creating a new generation of technologies. To unlock the potential of the Second Quantum Revolution, several countries have launched strategic plans and research programs that finance and set the pace of research and development of these new technologies (like the Quantum Flagship, the National Quantum Initiative Act and so on). The increasing pace of technological changes is also challenging science education and institutional systems, requiring them to help to prepare new generations of experts. This work is placed within physics education research and contributes to the challenge by developing an approach and a course about the Second Quantum Revolution. The aims are to promote quantum literacy and, in particular, to value from a cultural and educational perspective the Second Revolution. The dissertation is articulated in two parts. In the first, we unpack the Second Quantum Revolution from a cultural perspective and shed light on the main revolutionary aspects that are elevated to the rank of principles implemented in the design of a course for secondary school students, prospective and in-service teachers. The design process and the educational reconstruction of the activities are presented as well as the results of a pilot study conducted to investigate the impact of the approach on students' understanding and to gather feedback to refine and improve the instructional materials. The second part consists of the exploration of the Second Quantum Revolution as a context to introduce some basic concepts of quantum physics. We present the results of an implementation with secondary school students to investigate if and to what extent external representations could play any role to promote students’ understanding and acceptance of quantum physics as a personal reliable description of the world

    Interdisciplinarity in Teacher Education: A mixed-methods study exploring prospective teachers' perceptions and experiences with interdisciplinarity.

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    This thesis takes a mixed-methods approach to hear how prospective teachers understand and experience interdisciplinarity in their teacher education. Interdisciplinarity is a resurgent phenomenon in education, with society demanding innovation to solve complex problems. In the recent Norwegian curriculum reform, LK20, three interdisciplinary themes have been introduced, expected to span the entire pedagogical discourse. This has been problematic, with a lack of thorough implementation in curriculum documents and teachers feeling uncertain. Prospective teachers have the opportunity to enter the profession with interdisciplinary integrative ability. However, in this study, prospective teachers report little experience with interdisciplinarity in university and while they meet more interdisciplinarity in praxis, there is a lack of authentic experiences and confident role models. Furthermore, the informants claim an increased focus on subject-specialization, a lack of program coherence and explicit didactics in their teacher education means they are unprepared for the forced interdisciplinarity required in schools. This thesis proposes a profession-oriented, generalist teacher education program with explicit focus on didactics and interdisciplinarity which aims to increase teacher preparedness, professional autonomy and program coherence. Denne oppgaven tar en mixed-methods tilnærming for å høre hvordan fremtidige lærere forstår og opplever tverrfaglighet i lærerutdanningen. Tverrfaglighet er et gjenoppstått fenomen i utdanning, der samfunnet krever innovasjon for å løse komplekse problemer. I den nyligste norske læreplanreformen, LK20, er det introdusert tre tverrfaglige temaer som forventes å gjennomsyre over hele den pedagogiske diskursen. Dette har vært problematisk, med manglende gjennomføring i læreplandokumentene og lærere har følt seg usikre. Potensielle lærere har mulighet til å gå inn i yrket med tverrfaglig integreringsevne. Men i dette studiet rapporterer fremtidige lærere lite erfaring med tverrfaglighet på universitetet og mens de møter oftere tverrfaglighet i praksis, mangler de autentiske tverrfaglig opplevelser og selvsikre rollemodeller. Videre hevder informantene økt fokus på fagspesialisering, manglende programsammenheng og eksplisitt didaktikk i lærerutdanningen gjør at de ikke er forberedt på den tvungne tverrfagligheten som kreves i skolen. Denne oppgaven foreslår et profesjonsrettet, "generalist" lærerutdanningsprogram med eksplisitt fokus på didaktikk og tverrfaglighet som har som mål å øke lærerberedskap, profesjonelle autonomi og programkoherens. Keywords: interdisciplinary, cross-curricular, tverrfaglig, teacher education, lærerutdanning, student perspective, interdisciplinarity, program coherence, integrative, LK20, interdisciplinary tertiary education, transformative, koherens, multidisciplinar

    Referring to discourse participants in Ibero-Romance languages

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    Synopsis: This volume brings together contributions by researchers focusing on personal pronouns in Ibero-Romance languages, going beyond the well-established variable of expressed vs. non-expressed subjects. While factors such as agreement morphology, topic shift and contrast or emphasis have been argued to account for variable subject expression, several corpus studies on Ibero-Romance languages have shown that the expression of subject pronouns goes beyond these traditionally established factors and is also subject to considerable dialectal variation. One of the factors affecting choice and expression of personal pronouns or other referential devices is whether the construction is used personally or impersonally. The use and emergence of new impersonal constructions, eventually also new (im)personal pronouns, as well as the variation found in the expression of human impersonality in different Ibero-Romance language varieties is another interesting research area that has gained ground in the recent years. In addition to variable subject expression, similar methods and theoretical approaches have been applied to study the expression of objects. Finally, the reference to the addressee(s) using different address pronouns and other address forms is an important field of study that is closely connected to the variable expression of pronouns. The present book sheds light on all these aspects of reference to discourse participants. The volume contains contributions with a strong empirical background and various methods and both written and spoken corpus data from Ibero-Romance languages. The focus on discourse participants highlights the special properties of first and second person referents and the factors affecting them that are often different from the anaphoric third person. The chapters are organized into three thematic sections: (i) Variable expression of subjects and objects, (ii) Between personal and impersonal, and (iii) Reference to the addressee

    Uncovering the Hidden Curriculum of Canadian Digital Literacy Programs

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    This research project examines the hidden curriculum of current digital media literacy resources in Canadian secondary classrooms and focuses on a recent federally funded program for secondary students CTRL-F (pronounced control-f). Measuring the interventions against criteria for critical intermedia pedagogy, this project addresses three research questions: (1) What digital media literacy interventions are available to secondary classroom teachers in Canada, and which organisations provide them? The term intervention is used here in a broad sense, covering any pedagogical activity that is designed specifically for digital literacy. (2) What strategies are modelled or prescribed in the examples? (3) Examining the content for its hidden curriculum, what ideological messages are presented? Do the interventions reinforce binary notions of credibility and fact that constitute what Michel Foucault calls a “regime of truth”? My results show that current resources lack the necessary critical dimensions to support analytical thinking, while also amplifying the objectivity rhetorics of mainstream journalism
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