A radically dualist view of the relationship between God and the universe is apt to make the problem of Divine intervention more difficult than under other metaphysical conceptions. We need to find a closer relationship than this if the causal picture is to work. We could try saying that God is realized by the universe, without being reducible to the universe. He has no further substance over and above that of the universe, but he is not simply identical to the universe. I am not sure I know what this idea of realization comes to for the case of God and the universe, but it least it promises to make it feasible for God to be enmeshed in the natural causal order, without collapsing into it. It is not so much that God intervenes as supervenes, to use the jargon. On this picture, there is a mega- universe that includes both the physical universe and God, with the two locked somehow together

Bender, Sophia

Peppler, Kylie

English

eScholarship - University of California

Connected learning ecologies as an emerging opportunity through Cosplay

Connected learning explains how people can build learning pathways that connect their interests, relationships, and formal learning to lead toward future opportunities such as careers. However, most learning systems are not set up ideally for connected learning; for instance, most schools still teach disciplines as discrete units that do not connect to students’ interests outside of school. We do not yet know enough about the structure of naturally occurring connected learning ecologies that do connect youth learning across contexts and help them follow pathways toward careers and other desired outcomes. Learning more about what works well on these pathways will allow us to design connected learning environments to help more youth have access to these desired opportunities. This paper analyzes two case studies of cosplayers –hobbyists who make their own costumes of media characters to wear at fan conventions– who benefited from well-developed connected learning ecologies. Cases were drawn from a larger interview study and analyzed as compelling examples of connected learning. Important themes that emerged included relationships with and sponsorship by caring others; unique pathways that start with a difficult challenge; economic opportunities related to cosplay; and comparisons with formal school experiences. This has implications for how we can design connected learning ecologies that support all learners on unique pathways toward fulfilling futures

E-LIS repository

Spanish

McGinn, Colin

PhilPapers

The Mind of God

A radically dualist view of the relationship between God and the universe is apt to make the problem of Divine intervention more difficult than under other metaphysical conceptions. We need to find a closer relationship than this if the causal picture is to work. We could try saying that God is realized by the universe, without being reducible to the universe. He has no further substance over and above that of the universe, but he is not simply identical to the universe (I suppose this would qualify as a type of pantheism). I am not sure I know what this idea of realization comes to for the case of God and the universe, but it least it promises to make it feasible for God to be enmeshed in the natural causal order, without collapsing into it. It is not so much that God intervenes as supervenes, to use the jargon. On this picture, there is a mega- universe that includes both the physical universe and God, with the two locked somehow together.</jats:p

Colin McGinn

Crossref

European Journal for Philosophy of Religion

E-LIS

El aprendizaje conectado explica cómo las personas pueden construir rutas de aprendizaje conectadas a sus intereses, sus relaciones
y al aprendizaje formal que lleven a oportunidades de futuro en una carrera profesional. Sin embargo, la mayoría de los
sistemas de aprendizaje no están diseñados para una experiencia de aprendizaje conectado. Por ejemplo, casi todas las escuelas
siguen enseñando asignaturas como unidades cerradas que no conectan con los intereses de los alumnos fuera de la escuela.
Todavía no sabemos lo suficiente sobre la estructura de los ambientes naturales de aprendizaje conectado que sí activan la experiencia
de aprendizaje con diferentes contextos y llevan a los alumnos hacia un camino de crecimiento. Aprender más sobre lo
que funciona en estas rutas de aprendizaje nos permitirá diseñar entornos de aprendizaje conectado para ayudar a más jóvenes
a obtener los resultados deseados. El presente trabajo analiza dos casos prácticos de «cosplayers» –aficionados que crean sus propios
disfraces de personajes ficticios y los llevan a convenciones y eventos– que se beneficiaron de entornos de aprendizaje
conectado correctamente desarrollados. Aspectos importantes que surgieron en el estudio incluyen las relaciones con el apoyo y
cuidado de y hacia los otros: dos caminos únicos que comienzan con un difícil desafío: las oportunidades económicas derivadas
del cosplay y las comparaciones con otras experiencias escolares formales. Todo ello afecta la manera de diseñar entornos de
aprendizaje conectado que apoyen a todos los alumnos en sus caminos únicos hacia el futuroConnected learning explains how people can build learning pathways that connect their interests, relationships, and formal
learning to lead toward future opportunities such as careers. However, most learning systems are not set up ideally for connected
learning; for instance, most schools still teach disciplines as discrete units that do not connect to students’ interests outside of
school. We do not yet know enough about the structure of naturally occurring connected learning ecologies that do connect
youth learning across contexts and help them follow pathways toward careers and other desired outcomes. Learning more about
what works well on these pathways will allow us to design connected learning environments to help more youth have access to
these desired opportunities. This paper analyzes two case studies of cosplayers –hobbyists who make their own costumes
of media characters to wear at fan conventions– who benefited from well-developed connected learning ecologies. Cases were
drawn from a larger interview study and analyzed as compelling examples of connected learning. Important themes that
emerged included relationships with and sponsorship by caring others; unique pathways that start with a difficult challenge;
economic opportunities related to cosplay; and comparisons with formal school experiences. This has implications for how we
can design connected learning ecologies that support all learners on unique pathways toward fulfilling future

Arias Montano: Institutional Repository of the University of Huelva

El aprendizaje conectado explica cómo las personas pueden construir rutas de aprendizaje conectadas a sus intereses, sus relaciones y al aprendizaje formal que lleven a oportunidades de futuro en una carrera profesional. Sin embargo, la mayoría de los sistemas de aprendizaje no están diseñados para una experiencia de aprendizaje conectado. Por ejemplo, casi todas las escuelas siguen enseñando asignaturas como unidades cerradas que no conectan con los intereses de los alumnos fuera de la escuela. Todavía no sabemos lo suficiente sobre la estructura de los ambientes naturales de aprendizaje conectado que sí activan la experiencia de aprendizaje con diferentes contextos y llevan a los alumnos hacia un camino de crecimiento. Aprender más sobre lo que funciona en estas rutas de aprendizaje nos permitirá diseñar entornos de aprendizaje conectado para ayudar a más jóvenes a obtener los resultados deseados. El presente trabajo analiza dos casos prácticos de «cosplayers» –aficionados que crean sus propios disfraces de personajes ficticios y los llevan a convenciones y eventos– que se beneficiaron de entornos de aprendizaje conectado correctamente desarrollados. Aspectos importantes que surgieron en el estudio incluyen las relaciones con el apoyo y cuidado de y hacia los otros: dos caminos únicos que comienzan con un difícil desafío: las oportunidades económicas derivadas del cosplay y las comparaciones con otras experiencias escolares formales. Todo ello afecta la manera de diseñar entornos de aprendizaje conectado que apoyen a todos los alumnos en sus caminos únicos hacia el futuro

Sophia Bender

Kylie Peppler

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Los entornos de aprendizaje conectado como oportunidad emergente mediante el Cosplay

http://rabida.uhu.es/dspace/bitstream/10272/15808/2/Los-entornos.pdf

The Mind of God

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