Hasil untuk "Philosophy"

I. Lakatos

J. W. Balkwell, P. Reason, J. Rowan

P. Churchland

Rohit Deshpandé

Matthew Lipman

D. Hausman

Cora Diamond

A. Botes

The author has been working in the field of Science philosophy and research methology for more that a decade. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

E. Lévinas, Philippe Nemo

C. Grönroos

Malik Muhammad Sohail, Akhlaq Ahmad, Arndt Büssing

As spirituality aims to reconnect us with the Sacred and should have effects on prosocial behavior, too, this study aimed to examine the role of transformational spirituality in raising prosocial and pro-environmental behavior. Data were collected from 370 students and teachers from different universities in Punjab. This cross-sectional study found that students scored higher on religious practices and awe/gratitude as an experiential aspect of spirituality as compared to their teachers. Living from the faith, perception of the sacred, and awe/gratitude were moderately interconnected. Both living from the faith and perception of awe/gratitude were strongly or moderately related to prosocial behaviors and valuing the environment/nature, as well as times of pausing in silence and reflection. These results help us to understand the role of the complex construct of spirituality that may contribute to promoting prosocial and pro-environmental behaviors of a young generation.

Enrico Cicalò, Michele Valentino

This article discusses the role of images in archaeological disciplines and the contribution that graphic sciences can make to research in this subject area. In archaeology, and not only, ‘visualization’ differs significantly from the more commonly used noun ‘representation.’ In this sense, archaeological visualization is a practice of reconstructing and understanding the past rather than documenting and representing only the material remains that have come down to us. From archaeological drawing to virtual reality, numerous techniques and tools from the graphic sciences are applied in archaeology. Some of these can now be ascribed to the disciplinary tools, while others fall outside the specific skills of the archaeologist and require interaction with the disciplines deputed to visualization and, thus, with the graphic sciences. In order to better understand the difference between visualization and representation in archaeology, the article uses prenuragic altar of Monte d’Accoddi as a case study to focus on the creation of different graphic-visual products starting from the same model, in order to demonstrate the role of different graphic artefacts.

Hengki Yandri, Dosi Juliawati, Anabelie V. Valdez et al.

Bullying, loneliness, and academic stress are pressing psychological challenges frequently encountered by students in pesantren settings. This study aimed to investigate the complex interplay between loneliness, academic stress, and bullying among pesantren students, with particular attention to the implications for Islamic spiritual interventions. Employing a correlational research design, the study involved a sample of the students of Islamic boarding schools in Indonesia, drawn through a multistage random sampling technique from a population of 500 pesantren students. Data were gathered using validated and reliable instruments to assess levels of bullying, loneliness, and academic stress. To investigate the associations among the variables, correlation and regression analyses were employed. The results indicated statistically significant positive associations between loneliness and bullying, as well as between academic stress and bullying behavior, indicating that students who are bullied are more likely to experience loneliness and heightened academic stress. These results underscore the importance of addressing these interconnected psychological issues through holistic approaches. The study highlights the potential of Islamic spiritual responses, such as Islamic counseling and spiritual mindfulness practices, in mitigating the negative psychological effects of bullying, loneliness, and academic stress among students.

Seyyedeh Zahra Seyyed Noori, abbasali hossein khanzadeh, Abbas Abolghasemi et al.

The present study aimed to effectiveness of simultaneous training of various executive functions (hot and cool; focused on simultaneous parent-child training) on improving the empathy of children with attention deficit hyperactivity disorder. This research was a quasi-experimental study with pretest-posttest control group design. The statistical population of the present study consisted of all 9 to 12-year-old children with ADHD in Rasht who referred to medical-educational-research centers in 2021. The sample consisted of 26 mothers and children with ADHD from the statistical population who were selected through convenience sampling, based on the inclusion criteria. They were then equally assigned to two (control and experiment) groups. The children in the experimental group and their mothers each received the intervention program in 10 sessions. The instruments used included Cognitive demographic questionnaire, Canners Parent Rate Scale, Empathy Questionnaire. data were analyzed using analysis of covariance. Findings showed that training of various executive functions (hot and cool; focused on simultaneous parent-child training), had a significant effect on improving the total score of empathy (P<0.01), empathy subscales of social motivation (P< 0.01), cognitive empathy (P< 0.05), emotional empathy of friend’s orientation (P< 0.01), effective empathy of family orientation (P< 0.05) on children with ADHD. These results suggest that multifaceted interventions that target executive actions in children with attention deficit / hyperactivity disorder can be a promising approach to improving empathy in these children. Keywords: Hot and Cool Executive Functions, Parent and Child, Attention Deficit Hyperactivity Disorder, Empathy.       Extended Abstract Introduction Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental disorders, characterized by symptoms of inattention, hyperactivity, and impulsivity (Mechler, Banaschewski, Hohmann, & Hage, 2021). Beyond its core symptoms, empirical evidence suggests that children with ADHD often struggle with emotional expression, facial recognition, prosody perception, theory of mind, and empathy (Singh, Arun, & Bajaj, 2021). Empathy refers to the ability to understand and emotionally resonate with others’ experiences (Bugatti, 2021). Among various factors influencing empathy, executive functions (EFs) play a foundational role (Friesen, 2019). Executive functions are typically categorized into two domains: "cool" and "hot." Cool EFs encompass cognitive, emotionally neutral processes such as metacognition, cognitive flexibility, inhibition, working memory, planning, and problem-solving, which are primarily associated with lateral prefrontal regions. In contrast, hot EFs involve emotionally and motivationally salient processes such as behavioral regulation, emotional control, and decision-making, linked to medial and anterior prefrontal areas (Zelazo, 2020; Nemeth & Chustz, 2020). Neuroimaging and neuroscientific studies indicate that dysfunctions in the prefrontal cortex among individuals with ADHD may be associated with reduced empathy—precisely the region implicated in executive functioning (Taiwo, 2018; Ronel, 2018). Research by Li, Liu, Yan, & Feng (2020) demonstrated that EF training can enhance emotional competence in preschoolers, with inhibitory control and working memory significantly predicting emotional development. Similarly, findings by Ghadiri & Soleimani (2021) revealed that EF training improved empathy in children with high-functioning autism. Developmental psychology literature also highlights the pivotal role of parents in shaping children’s executive functions (Motamed Yeganeh, Afrooz, Shokoohi-Yekta, & Weber, 2019). O'Neill, Rajendran, & Halperin (2012) emphasized the importance of parental involvement in ADHD interventions, particularly through play-based neurodevelopmental and social facilitation. Despite these insights, prior studies have predominantly focused on cool EFs, neglecting the hot dimension. Moreover, most interventions have been child-centered, with limited use of simultaneous parent-child approaches. Given this research gap, the present study aimed to investigate the effectiveness of a simultaneous parent-child training program targeting both hot and cool executive functions on improving empathy in children with ADHD. Methodology This quasi-experimental study employed a pretest-posttest control group design. The statistical population included all children aged 9–12 diagnosed with ADHD in Rasht, Iran, who attended educational-therapeutic centers during the first half of 2021. A sample of 26 children who met the inclusion and exclusion criteria was selected via convenience sampling and randomly assigned to an experimental group and a control group. Both the children and their mothers in the experimental group received a 10-session intervention program. The instruments included the 48-item Conners Rating Scale and the Empathy Questionnaire for Children and Adolescents. Results Based on the findings presented in Table 5, the F-value for the empathy subcomponent of social motivation was 28.412, which was statistically significant (p <.01). The F-value for cognitive empathy was 5.649 (p <.05). Affective empathy with peer orientation yielded an F-value of 10.999 (p <.01), while affective empathy with family orientation showed an F-value of 5.915 (p <.05). These results indicate statistically significant differences between the experimental and control groups across all four empathy dimensions. Table 1: ANOVA Results Comparing Experimental and Control Groups on Children's Empathy Components Empathy Component SS (Between) SS (Error) MS (Between) MS (Error) F p Effect Size Power Social Motivation Empathy 38.603 27.174 38.603 1.359 28.412 0.001 0.587 0.999 Cognitive Empathy 2.639 9.343 2.639 0.467 5.649 0.05 0.22 0.619 Affective Empathy (Peer Orientation) 6.164 11.208 6.164 0.56 10.999 0.01 0.355 0.884 Effective Empathy (Family Orientation) 3.602 12.178 3.602 0.609 5.915 0.05 0.228 0.638 Discussion The present study aimed to examine the effectiveness of a simultaneous parent-child training program targeting both hot and cool executive functions on improving empathy in children with Attention-Deficit/Hyperactivity Disorder (ADHD). The findings indicated that this training significantly improved empathy in children with ADHD. These results are consistent with previous research conducted by Friesen (2019) and Ghadiri & Soleimani (2021). One possible explanation for these findings is that improved executive functioning enhances children's ability to decode social and emotional cues, thereby positively influencing their interpersonal relationships (Ghadiri & Soleimani, 2021). Moreover, repetition and practice play a crucial role in strengthening executive functions, which in turn support emotional regulation and empathic behavior. Repeated tasks and games facilitate the maturation of prefrontal inhibitory mechanisms, gradually enabling children to regulate emotional impulses. The more children engage in prosocial play, the more rapidly and effectively their prefrontal regulatory systems develop, allowing them to inhibit impulsive motivations (Panksepp, 2007). Research also highlights the importance of parental involvement in improving the functioning of children with ADHD (Motamed Yeganeh, Afrooz, Shokoohi-Yekta, & Weber, 2019; O'Neill, Rajendran, & Halperin, 2012). In fact, parental warmth, cooperation, and acceptance contribute to reduced behavioral problems, decreased egocentrism, and an enhanced capacity for understanding and accepting others. Due to limitations imposed by the COVID-19 pandemic, follow-up assessments could not be conducted in this study. Therefore, it remains unclear whether the observed improvements in hot and cool executive functions—and their impact on empathy—are sustained over time. Future research is recommended to include follow-up phases and to extend the investigation to other age groups and psychological conditions, such as learning disorders and anxiety disorders. It is also suggested that the effectiveness of this intervention be compared with other therapeutic approaches. Conclusion The findings of this study revealed that simultaneous training of various executive functions—both hot and cool—in joint parent-child sessions had a positive impact on enhancing empathy in children with ADHD. These results may pave the way for developing more effective interventions in the field of cognitive and emotional rehabilitation for these children. Acknowledgments We extend our sincere gratitude to all the individuals who participated in this research.

Guillaume Rollin, José Lages

We explore the influence and interconnectivity of philosophical thinkers within the Wikipedia knowledge network. Using a dataset of 237 articles dedicated to philosophers across nine different language editions (Arabic, Chinese, English, French, German, Japanese, Portuguese, Russian, and Spanish), we apply the PageRank and CheiRank algorithms to analyze their relative ranking and influence in each linguistic context. Furthermore, we compare our results with entries from the Stanford Encyclopedia of Philosophy and the Internet Encyclopedia of Philosophy, providing insight into the differences between general knowledge networks like Wikipedia and specialized philosophical databases. A key focus of our analysis is the sub-network of 21 presocratic philosophers, grouped into four traditional schools: Italic (Pythagorean + Eleatic), Ionian, Abderian (Atomist), and Sophist. Using the reduced Google matrix method, we uncover both direct and hidden links between these early thinkers, offering new perspectives on their intellectual relationships and influence within the Western philosophical tradition.

Will Daddario, Janhavi Dhamankar, Milton Loayza et al.

This collectively authored article is a curated response to a set of questions (or fragments of questions) derived from a year-long collaboration focused on the figure of the refugee. Delivered through mixed-media, the responses cover a vast range of territory, from the relation between refugees and global capitalism to the reign of bio- and necro-politics, from analytical philosophies of naming to continental philosophies of territorialized flows, and from conceptual mappings of interstitial space to concrete mappings of “refugee” movements across the globe.While the article addresses many different questions, the authors are concerned primarily with the following: How can performance philosophy conceptualize “crisis” in its methods and subjects of study? How is crisis organized, delivered and received in thought and performance? The form our response has taken is one of arranged fragments that speak to the “trailing off” of thought that so frequently occurs when faced with “big ideas.” Meanwhile, the content delivers multiple theses on the ways performance philosophy scholarship might grapple with the figure of the refugee, a figure that will surely dominate ethical discussions for years to come.

G. Rice

M. Meyers, M. Woerkom

A. Akintoye, G. McIntosh, Eamon Fitzgerald

Julian Strube

Krechs ursprünglich im Jahr 2012 erschienener Artikel „Religious Contacts in Past and Present Times: Aspects of a Research Programme“ wird in diesem kommentierenden Beitrag in den Kontext mehrerer Pionierarbeiten eingeordnet, die wichtige Impulse für eine Globale Religionsgeschichte gegeben haben. Gerade weil der Artikel als provisorischer Zwischenschritt erschienen ist, wird er für ein Nachdenken über anhaltende Herausforderungen einer Globalen Religionsgeschichte fruchtbar gemacht. Es wird hervorgehoben, wie damals formulierte zentrale Fragestellungen auch in gegenwärtigen Diskussionen fortbestehen, die sich allerdings vorwiegend durch global- und verflechtungsgeschichtliche, oft genealogisch ausgerichtete Ansätze auszeichnen. Dies hebt hervor, wie das von Krech ins Spiel gebrachte methodologische Repertoire für das Nachdenken über Globale Religionsgeschichte wertvoll sein kann.