Search Results (125)

A theoretical model of learning is proposed which is grounded in the constitutive role of interpersonal relationships, integrating contributions from early developmental psychology and relational philosophy. Using a Theoretical Educational Inquiry approach, the study critically examines dominant competency-based and cognitivist models, identifying their inability to account for learning as a deep personal transformation. Drawing on authors such as Stern, Trevarthen, Hobson, Winnicott, and Kohut, it presents empirical evidence that the self and cognitive-affective capacities emerge within primary relational bonds. However, interpersonal relationships are not the environment where development occurs, but the end towards which it is oriented: if the relational bond is the point of departure, the interpersonal encounter is the telos shaping the whole process. The child’s engagement with inner and outer worlds is driven by the search for such encounter, irreducible to mere relational pleasantness, although this may indicate its realization. Philosophical perspectives from Polo, Levinas, Buber, Whitehead, Spaemann, and Marcel support the understanding of learning as a relational event of co-constitution. Learning implies cycles of crisis and reintegration. This approach shifts the focus from skill acquisition as an end to using it as a means for fostering meaningful interpersonal relationships, thereby reorienting education towards a dignity-centered paradigm. Full article

With the increasing penetration of the distributed generation and the growing variability of loads, flexible microgrids (FMGs) require operational strategies that can adapt to seasonal changes while maintaining reliable performance. To overcome the limitations of fixed-interval partition updates, this paper proposes a threshold-triggered dynamic operation strategy for FMGs. A composite partition-updating index is formulated by integrating an operation optimization index, which reflects network loss and hybrid energy storage (HES) cost, with a seasonal load uniformity index, so that partition reconfiguration is triggered only when scenario transitions significantly deteriorate operating performance. By enhancing seasonal load uniformity across partitions, the proposed framework reflects a symmetry-oriented operation philosophy for FMGs. An HES model is further established to coordinate short-term energy storage (STES) and long-term energy storage (LTES) across multiple timescales. In conjunction with remotely controlled switches (RCSs), the proposed framework enables adaptive adjustment of FMG boundaries and source scheduling under diverse seasonal conditions. A case study on the IEEE 123-bus distribution system demonstrates that the proposed strategy effectively reduces power fluctuations and redundant switching operations, improves seasonal load uniformity, and enhances both the operational flexibility and economic efficiency of FMGs. Full article

This article proposes a conceptual reformulation of the phenomenon of boredom by carefully distinguishing ordinary situational or psychologically driven boredom from what is here termed existential boredom: a specific mode of disconnection in which the subject’s capacity to inhabit a meaningful horizon of possibilities becomes temporarily suspended. Rather than interpreting boredom as a mere lack of stimulation, momentary dissatisfaction, or simple emotional discomfort, the study argues that certain forms of boredom reveal a phenomenological contraction of possibility, involving disturbances in lived temporality, value orientation, imaginative projection, and embodied intentionality. Through a critical analysis of key thinkers, the article clarifies the tensions and limitations within classical accounts and delineates the proposed concept of existential boredom from adjacent phenomena such as Unheimlichkeit, Frankl’s “existential vacuum”, clinical apathy, and everyday boredom. It is argued that existential boredom functions as a phenomenological indicator of existential disconnection, not as an ontological diagnosis of meaninglessness but as a liminal experience that renders visible the temporary suspension of the structures that normally sustain meaningful world-disclosure. This conceptualisation also illuminates the contemporary prevalence of this affective state within contexts of hyper-stimulation, attentional fragmentation, and the erosion of meaning frameworks. By offering an integrated analytical framework, the article contributes to a more rigorous understanding of boredom as an existential phenomenon, with implications for philosophy, contemporary psychology, and the study of human experience in modern life. This approach not only expands our understanding of boredom but also invites us on a journey of self-discovery and personal growth. Full article

From the perspective of environmental history, which examines the interplay between socio-economic development and the natural environment, this paper discusses the evolution of Japanese landscapes. These landscapes evolved in somewhat different ways, absorbing influences from China and the West. Following the country’s opening up in the late 19th century, various forest management techniques were introduced from Europe and America. This paper examines the environmental history of the changes to the landscape that accompanied rapid Westernisation and the guidance provided by “Forest aesthetics” in forest operations—a crucial element of the landscape. Proposed by H. von Salisch, forest aesthetics is a forest management philosophy that provided guidelines for sustainability before the concept of ecosystems emerged. Although Japan is a small nation comprising elongated islands, mountains cover 67% of its land area. Its north-south orientation means that each region has unique forests and ways of life. This overview examines historical information concerning the formation of gardens and artificial forests, landscape transformations, and perceptions of forests across different eras. Using primarily secondary sources dating from around the 11th century, it demonstrates that, even in Japan, which is subject to natural disturbances under a monsoon climate, the sustainability of gardens and forests could be achieved by emulating the nature advocated for by forest aesthetics as closely as possible. This approach also considered hunting. Full article

This qualitative comparative case study examines how culturally grounded philosophies of education shape the teaching and learning of reading in two cross-cultural contexts—an Aboriginal Australian classroom and urban Chinese elementary schools. Drawing on interpretive and reflexive methodologies, it investigates how Aboriginal and Confucian epistemologies influence literacy practices and how these practices align with or resist dominant, decontextualized models of reading instruction. Data sources include classroom observations, reading assessments, teacher interviews, and researcher reflections. Conceptually framed by Gadamer’s hermeneutics, Bourdieu’s theory of cultural capital, Habermas’s typology of knowledge, and the Caribbean concept of overstanding, this research finds that Aboriginal literacy is embedded in relational, land-based knowledge systems, whereas Chinese literacy instruction reflects moral discipline and social hierarchy rooted in Confucian traditions. This study introduces overstanding as a pedagogical stance that foregrounds ethical engagement, cultural respect, and mutual understanding. By challenging universalist models of literacy, this research offers a framework for developing dialogical, culturally responsive, and equity-oriented reading practices. Full article

Community-based adaptation (CBA) has become a credible remedy to climate change adaptation, emphasizing local participation and community-defined priorities. However, its transformative potential remains limited when structural root causes of vulnerability are insufficiently addressed. This article argues—via the methodology of problematization—that aligning CBA with the broader agenda of social-ecological transformation requires a stronger philosophical foundation. We propose critical realism as a suitable philosophy of science to translate CBA’s emancipatory ambitions into a robust analytical and methodological practice. Critical realism is a practically oriented philosophy facilitating causal analyses coherent with its realist ontology and relativistic epistemology. It illuminates the interplay between agency and structure, enhancing CBA to confront power imbalances and systemic injustices while supporting local agency. By conjoining insights from political ecology and political economy, we show how critical realism offers analytical coherence, methodological robustness, and normative orientation for transformative adaptation practice. We delineate nine key synergies between critical realism and CBA that together provide the conceptual scaffolding for a politically powerful, reflexive, and justice-oriented adaptation science. In doing so, the paper contributes to rethinking CBA as not merely a localized coping mechanism but as part of a structural response to the social-ecological crisis. Full article

Despite much interest in the flow experienced by English as a Foreign Language (EFL) teachers, there is less research on flow re-engagement and pre-service teachers at the crucial phase of career development. This study aims to examine flow dynamics among pre-service and in-service EFL teachers in China during teaching. Six Chinese EFL teachers (three pre-service and three in-service) engaged in two rounds of interviews over the course of one year, which were analyzed using a thematic narrative approach. The findings indicate that immediate feedback, clear goals, and a challenge-skill balance were key antecedents of flow. In-service teachers highlighted principal’s teaching-focused philosophy, technology support, teaching experience and curiosity. All participants reported a sense of control, deep absorption, and time distortion. Two experienced teachers further claimed a loss of self-consciousness. The flow of participants was impeded by student-related factors, strong self-consciousness, and technological breakdowns. In-service teachers noted more complicated causes. To re-enter a state of flow, pre-service teachers favored avoidance strategies, whereas in-service teachers employed more flexible approaches. Flow enhanced instructors’ teaching confidence, shifted pre-service teachers’ career motivation and fostered in-service educators’ professional well-being, post-class reflection, and self-improvement. Administrators and teacher educators should provide a teaching-oriented working environment for in-service teachers and offer flow-focused training to pre-service teachers, thus promoting their flow experiences and fostering sustainable professional development. Full article

The Book of Changes (Yijing), as a foundational classic of Chinese thought, has been received within the framework of Russian Orthodox theology through a distinctive process of dialectical reconstruction, characterized by both alienation and agreement. This study examines how Russian scholars have translated and interpreted the Yijing, seeking to integrate its impersonal cosmological philosophy into a religious system centered on a personal God. It argues that the religious and philosophical orientations of Russian Yijing studies operate in a dialectical mode: on the one hand, translators employ strategies of alienation to recast the Yijing’s impersonal cosmology as moral or phenomenological notions; on the other hand, through strategies of agreement, they embed its core concepts within the Orthodox theological context, thereby endowing them with renewed universality and practical relevance. By combining textual analysis with philosophical interpretation, the research reveals how the Yijing has been reshaped in Russian cultural and religious contexts. It demonstrates that the transmission of non-Western classics in specific religious environments is not a one-way cultural export, but a dialogical process with local traditions that generates new intellectual forms, thereby offering a valuable case study for cross-cultural religious dialog. Full article

Drury reports Wittgenstein telling him, “I am not a religious man but I can’t help seeing every problem from a religious point of view, I would like my work to be understood in this way”. My paper attempts to make sense of this strange claim. I first consider the meaning Wittgenstein gives to ‘religious’ in speaking of questions he explicitly designates as such, and then explain how that (sort of) meaning could also apply to the (other) characterisations he provides of his philosophical work. I also consider the subsidiary question, and suggest two very different reasons as to why Wittgenstein nonetheless did not consider himself ‘a religious man’. While I find much confusion in what Wittgenstein says about religion, his crucial insight is that both religious and philosophical thinking are characterised by the same kind of difficulty. Both spring from our moral–existential confusion and despair over finding, or accepting the sense we find, in our life with others. In the later parts of this paper, I show how the metaphysical I–world perspective of the Tractatus (the first specific form taken by Wittgenstein’s own ‘religious point of view’) exemplifies this very rootedness of philosophical/religious thinking in despair, and how in Wittgenstein’s later philosophy, including in some of his later explicitly religious remarks, an I–You perspective starts to emerge, one where our difficulties in sense-making are seen as the other side of our difficulties in opening ourselves to each other in love. I also suggest, however, that an unresolved tension nonetheless remains in Wittgenstein’s late thinking between an I–You orientation and a focus on collective normativity. Finally, I suggest that foregrounding love tends to dissolve the very idea of specifically ‘religious’ problems quite generally, and so leaves us with a double question about how to understand religion as such, and about whether, or how, we can give coherent sense to Wittgenstein’s idea that his point of view is specifically ‘religious’. Full article

The rise of social media platforms has fundamentally reshaped the global information ecosystem, fostering the spread of disinformation. Beyond the circulation of false content, this article frames disinformation as an aesthetic crisis of public communication: an algorithmic reorganization of sensory experience that privileges performative virality over shared intelligibility, fragmenting public discourse and undermining democratic deliberation. Drawing on John Dewey’s philosophy of aesthetic experience and critical theory (Adorno, Benjamin, Fuchs, Han), we argue that journalism, understood as a form of public art rather than mere fact-transmission, can counteract this crisis by cultivating critical attention, narrative depth, and democratic engagement. We introduce the concept of aesthetic literacy as an extension of media literacy, equipping citizens to discern between seductive but superficial forms and genuinely transformative experiences. Empirical examples from Portugal (Expresso, Público, Mensagem de Lisboa) illustrate how multimodal journalism—through paced narratives, interactivity, and community dialogue—can reconstruct Deweyan “integrated experience” and resist algorithmic disinformation. We propose three axes of intervention: (1) public education oriented to aesthetic sensibility; (2) journalistic practices prioritizing ambiguity and depth; and (3) algorithmic transparency. Defending journalism as a public art of experience is thus crucial for democratic regeneration in the era of sensory capitalism, offering a framework to address the structural inequalities embedded in global information flows. Full article

Generally speaking, the conception of God serves as the theoretical focal point and central concern of Kant’s philosophy of religion. Its content is multidimensional, covering many aspects, such as proof of God’s existence, the image of God, and God’s status and functions. The purpose of this paper is to examine the evolution of the concept of God in Kant’s philosophy of religion in three different philosophical periods—the pre-critical period, the period of the critical philosophy and the post-critical period—to analyze the evolution of the internal contradictions in Kant’s philosophy of religion and the course of its systematic construction, and, on this basis, to reveal the three pivotal systemic transformations achieved by Kant’s philosophy of religion—the deconstruction of traditional theology, the reconstruction of rational theology and the construction of moral religion. Finally, this paper elucidates four internal roots which drive these pivotal transformations: (1) methodological foundation: the development of critical philosophy; (2) systematic goal: the establishment of scientific metaphysics; (3) axiological orientation: the secularization of theology into anthropological theology; and (4) practical culmination: the extension of pure moral philosophy. Full article

This study explores how individual moral philosophies influence accountants’ ethical perceptions of earnings management risk, addressing the broader question of how moral reasoning interacts with the cultural environment in shaping financial reporting decisions. Although accounting standards such as IFRS/IAS aim to harmonize reporting, cultural, and institutional factors can lead professionals to interpret and apply them differently, making ethical perceptions context-dependent. Building on positive accounting theory and Forsyth’s model of personal moral philosophy, we conducted a scenario-based survey among Polish accounting professionals, using an extended set of earnings management scenarios developed by Bruns and Merchant and modified by Jooste. Our results indicate that subjectivists demonstrate greater ethical sensitivity to earnings-altering behavior, while absolutists exhibit the least. We also examined ethical evaluations across different types of earnings management practices, including income-increasing versus income-decreasing, accrual-based versus real earnings management, and multi-year versus single-year manipulations. Understanding how different moral orientations influence the perception of managerial interventions in reported figures can help executives foster an organizational culture that promotes the provision of reliable and accurate information to stakeholders. Study limitations include sample size and scope, suggesting the need for future research incorporating broader demographics and contextual variables. Full article

There is increasing interest in integrating various forms of Information and Communication technologies (ICT) into education. Well-established theoretical guidelines should guide the integration of these technologies. A flipped classroom is an example of an educational approach that integrates ICT and is guided by an active learning philosophy. The current study aims to evaluate participants’ acceptance of the flipped learning instructional model using six indicators—perceived usefulness, ease of use, hedonic motivation, attitude, self-efficacy, and educational quality—and to assess overall satisfaction. Additionally, it examines how these factors relate to overall satisfaction with this approach. The study utilized a descriptive cross-sectional research design with an exploratory and correlational orientation. The target population for this study included undergraduate students enrolled in the “Computer Applications in Education” course offered by the College of Education over three consecutive semesters: the second semester of the 2023/2024 academic year and the first and second semesters of 2024/2025. All students in this course experienced the flipped learning model as part of their instructional activities. Out of the 180 students, 137 completed the data collection tool, which was a questionnaire. The results showed that participants’ acceptance of the flipped learning approach was generally positive, ranging from moderate to high across all measured dimensions. The majority reported high levels of hedonic motivation, positive attitudes, perceived educational quality, and ease of use of the flipped learning requirements. Students found the flipped learning experience enjoyable, effective, and manageable. They believed it enhanced their learning and reported moderate self-efficacy and perceived usefulness. While satisfaction with flipped learning was moderate overall, it was strongly associated with enjoyment, positive attitudes, self-efficacy, and perceived educational quality, as evident in the results of the correlation analysis. Regression analysis revealed that these four factors were significantly associated with students’ satisfaction, whereas perceived usefulness and ease of use were not significantly associated when considered alongside other variables. These results suggest that emotional engagement, confidence, and perceived educational value are key contributors to students’ satisfaction with flipped learning. Full article

Education about epilepsy plays a vital role in reducing stigma, improving seizure response, and preventing school dropout among affected learners. Despite this importance, there is a lack of a structured conceptual framework guiding epilepsy education in primary schools, where children’s foundational learning and social development take place. This study aims to develop a conceptual framework that integrates epilepsy education into the life skills curriculum to reduce epilepsy-related stigma from an early age. A qualitative multi-methods approach was employed during the empirical phase, which was conducted in two stages using an exploratory–descriptive design. Data were collected from teachers, life skills education advisors (LEAs), and learners to explore their views on incorporating epilepsy education into the life skills curriculum of primary schools. The findings informed the development of a conceptual framework guided by the Three-Legged Stool Model and Dickoff’s Practice-Oriented Theory. This educational framework is tailored for primary school settings and highlights the roles of learners and teachers in promoting self-esteem through knowledge acquisition, value formation, and skill development, all underpinned by the Ubuntu philosophy. Full article

(1) Background: Data literacy is becoming increasingly important for healthcare professionals in both outpatient care and research. Since healthcare data and the possibilities for its use and misuse are increasing in these areas, healthcare professionals need diverse knowledge regarding the collection, use and evaluation of data. A core component of this is an understanding of the ethical, legal, and social implications (ELSI) of working with health data. (2) Methods: Within the DIM.RUHR project (Data Competence Center for Interprofessional use of Health Data in the Ruhr Metropolis), the challenge of training in data literacy for different healthcare professionals is addressed. Based on a learning objectives matrix for interprofessional data literacy education, an ELSI concept was developed through collaboration with interprofessional project partners. The study was conducted between December 2024 and April 2025. (3) Results: The foundational structure of the ELSI concept was based on the learning objectives matrix and an unstructured literacy search for ELSI concepts in similar contexts. Using an iterative design-based research approach, a group of experts from different fields (didactics, applied ethics, health sciences, law, sociology, informatics, and psychology) developed an ELSI concept for healthcare professionals. The following categories were identified as crucial: 1. philosophy of science: a basic understanding of science and the hurdles and opportunities; 2. ethics: an overview of the biomedical principles and a technological assessment; 3. law: an overview of the reservation of permission and self-determination; 4. social aspects: an overview of health inequalities and different forms of power relations and imbalances. (4) Conclusions: The ELSI concept can be used in the orientation of healthcare professionals in outpatient care and research—regardless of their profession—to develop data competencies, with the aim of providing a holistic view of the challenges and potential in the collection, use, and evaluation of healthcare data. The DIM.RUHR project’s approach is to develop open educational resources that build on the ELSI concept to teach specific skills at different competence levels. Full article