A Study on Wach\u27s & Eliade\u27s Approaches to Comparative Religion

The main viewpoints and methods of two important figures of tho Chicago school in the comparative study of religion, Wach and Eliade, are investigated, and then are discussed on three levels: the disciplinary, the philosophic,al, and the historical. Or the disciplinary level, their theoretical emphases and methodological characteristics are discerned. On the philosophical level, their presuppositions are classified by an archic analysis, a scheme of one\u27s philosophical orientation provided by Walter Watson. And on the historical level, their theories are examined against the concrete religious data of Chinese Buddhism. Finally, the conclusion is drawn from the analysis of the relations among these three levels, and the significance of the discipline of comparative religion is interpreted

Bakhtin’s philosophy for education: Pedagogy of aesthetics and dialogism

This thesis is an attempt to analyze the philosophical ideas of Mikhail Bakhtin from the point of view of their possible implementation in educational practices. The first chapter examines the philosophy of Bakhtin\u27s aesthetics, which postulate that the perception of the surrounding world is possible through non-rational methods of phenomenological and hermeneutic reflections. Particular attention is paid to Bakhtin’s understanding of the process of cognition, where a human is presented in his/her holistic subjective being. According to Bakhtin, this idea permits the usage of subjective cognitive processes in objective reality only through an individually responsible act. The second chapter deals with the possible implementation of the Bakhtinan dialogic philosophy in the theory of knowledge. An attempt is made to trace the understanding of the essence of dialogism from the phenomenological premise that any consciousness is a text that includes the cognizer in a situation of aesthetic understanding and, as the result of such participatory thinking, triggers the mechanism of an internal dialogue. The balancing correlation between the idea of “dialogic” and the idea of “answerability” as part of the general life experience is also explored. The third chapter examines Bakhtin’s architectonics as a specific strategic tool, which allows for optimizing and effectively carrying out the many interrelationships of the participating in many educational processes. Additionally, Bakhtin’s concepts of chronotope and nonalibi in existence are considered as categories of theoretical cognition and phenomena that can help better comprehend the truth, especially in post-modern educational conditions. Together with Bakhtin\u27s ideas, the ideas of cognition specific to the neo-Kantian, primarily German, philosophical schools, are explored as well as their influence on Bakhtin and his followers. I also include some memories from my own teaching experience, which I collected for over 25 years of teaching foreign languages from K-12 to the university level

Enterprise architectonics as a conceptual device to support a fundamental understanding of enterprise architecture

Evidence of the interest in enterprise architecture (EA) is seen in the number of enterprise architecture frameworks (EAF) in existence. An EAF is responsible for the realisation of an EA, and therefore acts as a container for the terminology of EA. The lack of acceptance of terms and definitions, coupled with the phenomenon of the large number of EAFs, indicate a silo type understanding of what EA is, which leads to a lack of clarity in the conceptual foundations of EA. By following a design science research (DSR) approach, a conceptual artefact (an enterprise architectonic (EAt)) is created to address the lack of clarity in the conceptual foundations of EA thinking and practice. The EAt serves as a conceptual device to represent the fundamental understanding of EA in terms of concepts and their relationships. The content of the EAt is derived from applying a structured interpretation method (SIM) to three prominent EAFs (The Open Group Architecture Framework, the Department of Defense Architecture Framework and the Zachman Framework for Enterprise Architecture). The SIM’s results are an EA understanding that consists of an EA claim: EA is similar in intent to the enterprise as a worldview is to the world. It is supported by six EA propositions: Proposition 1: EA’s underlying theoretical knowledge is in a pre-suppositional state. Proposition 2: EA is a description of the structure of the systems of an enterprise. Proposition 3: EA represents the enterprise in time-oriented architectures such as an as-is, to-be and has-been architecture. Proposition 4: EA translates the values/strategy of the enterprise into operational systems appropriate to the information society. Proposition 5: EA provides a means to manage decisions about the IT/IS management and implementation in the enterprise. Proposition 6: EA captures a representation of the enterprise in the form of a model or set of models. The six EA propositions are analysed through the lens of Heidegger's equipment analysis, to produce a set of architectonic elements. These elements are arranged in the EAt to create a conceptual device to support the fundamental understanding of EA.Centre for Applied Information and CommunicationPh. D. (Information Systems

METHOD OF WRITING DISCURSIVE ESSAYS ON SOCIAL AND PEDAGOGICAL TOPICS

The article discusses essential problems of discursive essay writing method during professional formation of a future teacher, conceptual approaches and technique of step-by-step preparation for its writing, as well as approaches to assessing and analyzing the level of performance using defined set of criteria given specifics of social and pedagogical problems. General theoretical bases of interpretation of discourse features and logic and technological support of its implementation are described, given the specifics of essay writing method, which was not relevant in the system of information and reproductive professional education.The article discusses essential problems of discursive essay writing method during professional formation of a future teacher, conceptual approaches and technique of step-by-step preparation for its writing, as well as approaches to assessing and analyzing the level of performance using defined set of criteria given specifics of social and pedagogical problems. General theoretical bases of interpretation of discourse features and logic and technological support of its implementation are described, given the specifics of essay writing method, which was not relevant in the system of information and reproductive professional education

The challenge of “rationality” and “commitment” within “Pedagogical Problematicism” paradigm

The thought of Giovanni Maria Bertin and the “Pedagogical Problematicism” approach he forged, aims to es- tablish “the education challenge” as an essential issue for the whole of society. Studies adopting Problematicism as their theoretical framework build upon or argue in favour of two core notions: “rationality”, conceived of as a methodological horizon (i.e., a guideline for conferring meaning on education); and “commitment”, con- ceived of as fundamental to an ethical and political vision of education. Like other deleterious effects of global- isation, the coronavirus pandemic poses new questions to both education professionals and scholars, providing us with new and urgent issues to be analysed from the viewpoint of Problematicism. In the contemporary sce- nario, Pedagogy should be considered as an authoritative reference in the public debate, as a discipline capable of (re)orienting educational practices towards more autonomous and critical thought and as a scientific disci- pline at least as influential as the other human sciences. The following three sections included in the Issue intro- duction, aim to highlight the categories of Bertin’s philosophy of education by applying them to contemporary dilemmas and emergencies. In the first one (Towards a new Problematicism) Massimo Baldacci underlines the connection between Antonio Banfi’s and Berti’s thoughts as references to read the contemporary education dilemmas. The second one by Maurizio Fabbri (Experience and reality. Epistemological and political implications of the concept of reason in Antonio Banfi and his reasons for actuality) has focused on the connection be- tween Pedagogical Problematicism and politics. In the third one (What use for pedagogical problematicism in 2022? Problematicism and uncertainty against polarizations and binary thought) Alessandro Tolomelli uses the Problematicism approach to read two typical bias of the contemporary main stream way of thinking as the polarization and binarism tendency