5 research outputs found
Het goede universum en het universeel goede. De kosmologische ethiek van Plutarchus
No full textThe good universe and the universal good. Cosmology and its ethical implications in the Platonic tradition: the case of Plutarch of Chaeronea.
The idea that the cosmos is intrinsically good pervades the history of Western thought. It was the standard view until the 17th century and still it plays a role in some religious or metaphysical contexts or is felt, e contrario, in accounts on the precarious role of humankind in a mechanistic universe. An important consequence of this teleological view (i.e. the view that the cosmos has a goal, the good) are its ethical implications: if the cosmos is good, people can learn about the good in their own lives by studying it. This corollary was elaborated for the first time by Plato, esp. in his main cosmological text, Timaeus, which for its enormous influence has been called 'the teleologists' bible' (Sedley 1998: 152). Yet, the ethics of Platonic cosmology have rarely been studied.
Therefore, this research will turn to Plutarch of Chaeronea (c. 45-120 AD), the main representative of Platonism in the 1st and 2nd centuries. Not only is Plutarch the most prolific ethicist in the Platonic tradition, he is also the author of the first extant treatise on Platonic cosmology. I will provide an analysis of this text (On the generation of the soul), focussing on Plutarch's conception of the connection between cosmology and ethics. On this basis, the theme will be explored in the
rest of Plutarch's multifaceted oeuvre, in order to present, for the first time, a case-study of how cosmological ethics functioned in Platonism and, more generally, in the history of science and philosophy.status: Publishe
Integrable λ-deformations: squashing coset CFTs and AdS5 × S 5
No full textAbstract: We examine integrable λ-deformations of SO(n + 1)/SO(n) coset CFTs and their analytic continuations. We provide an interpretation of the deformation as a squashing of the corresponding coset σ-model’s target space. We realise the λ-deformation for n = 5 case as a solution to supergravity supported by non-vanishing five-form and dilaton. This interpolates between the coset CFT SO(4, 2)/SO(4, 1) × SO(6)/SO(5) constructed as a gauged WZW model and the non-Abelian T-dual of the AdS5 × S5 spacetime. © 2015, The Author(s)
The preposition under and its noun collocates in the under-NOUN pattern: A quantitative corpus-based investigation
No full textThis paper adopts a usage-based perspective on grammatical structure (Goldberg 2006, 2013) and the attraction-reliance measure (Schmidt 2000; Schmid & Küchenhoff 2013) to gauge the reciprocal interaction between a noun and the preposition under in the under-NOUN pattern: in other words, to determine strongly attracted nouns of this preposition. On the basis of the data extracted from the academic part of the Corpus of Contemporary American English (COCA), this paper seeks to show that there are nouns that are more strongly attracted to the preposition under than others and that the co-occurrences of particular nouns with this preposition are more significant than others. In addition, the results of the analysis seem to suggest that the mutual associations between particular nouns and this preposition depend upon different senses of under and are therefore motivated by conceptual metaphors, metonymies, and/or image [email protected]ław Wiliński is an Assistant Professor at the Institute of Linguistics and Literary Studies at Siedlce University of Natural Sciences and Humanities. He is the author of several articles and book chapters on applications of cognitive linguistics in onomasiological lexicography and on the use of quantitative methods in linguistic research. His areas of interest include cognitive and corpus linguistics, lexicology, phraseology, and onomasiological lexicography. 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Rokoszewska (eds.), Categorization in Discourse and Grammar, 21-32. Frankfurt am Main: Peter Lang.Kövecses, Z. & Radden, G. 1998. Metonymy: Developing a cognitive linguistic view. Cognitive Linguistics 9: 37-77.Lakoff, G. 1987. Women, Fire, and Dangerous Things: What Categories Reveal about the Mind. Chicago: University of Chicago Press.Lakoff, G. & Johnson, M. 1980. Metaphors We Live By. Chicago: University of Chicago Press.Langacker, R. W. 1987. Foundations of Cognitive Grammar. Theoretical Prerequisites. Vol. II. Stanford: Stanford University Press.Langacker, R. W. 2008. Cognitive Grammar. A Basic Introduction. Oxford: Oxford University Press.Lindstromberg, S. 1996. Prepositions: Meaning and method. ELT Journal 50(3): 225-236.Lindstromberg, S. 2001. Preposition entries in UK monolingual learner’s dictionaries: Problems and possible solutions. Applied Linguistics 22(1): 79-103.Lindstromberg, S. 2010. English Prepositions Explained. 2nd ed. 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Collostructional analysis and other ways of measuring lexicogrammatical attraction: Theoretical premises, practical problems and cognitive underpinnings. Cognitive Linguistics 24(3): 531-577.Tyler, A. & Evans, V. 2001. Reconsidering prepositional polysemy networks: The case of over. Language 77(4): 724-765.Tyler, A. & Evans, V. 2003. The Semantics of English Prepositions. Spatial Scenes, Embodied Meaning and Cognition. Cambridge: Cambridge University Press.The Corpus of Contemporary American English (COCA). Available from https://www.corpusdata.org/purchase.asp31 (4/2020)234
Exploración del aprendizaje social y emocional en la formación inicial de docentes en Colombia
No full textEste estudio exploró el desarrollo del aprendizaje social y emocional (ASE) de los estudiantes de pregrado de las facultades de educación afiliadas a la Asociación Colombiana de Facultades de Educación (ASCOFADE). Esto se realizó con una metodología mixta en dos fases. La primera fase fue a partir de la compilación de 402 mallas curriculares de programas de licenciatura de facultades de educación adscritas a ASCOFADE a febrero de 2024. La segunda fase fue a partir de los cursos identificados en las mallas curriculares cuyo título evidenciaba aspectos relacionados con el clima de aula o con los dominios del aprendizaje social y emocional. Los resultados evidenciaron que, solo 89 (22%) de 402 programas categorizados cuentan con un curso obligatorio cuyo título incluye explícitamente algún concepto de ASE, y que estos cursos se encuentran, mayoritariamente, en programas de educación infantil. Además, el 77% de los cursos obligatorios relacionados con el ASE se encuentran en la región Andina del país (Cundinamarca, Antioquia, Santander, Risaralda y Quindío). Asimismo, a partir del análisis cualitativo realizado a través del análisis de contenido de los syllabus de algunos de los cursos identificados y de entrevistas a algunos docentes de dichos cursos, se encontró que el desarrollo del ASE ocurre de manera implícita en el modelamiento y las interacciones maestro-estudiante. En particular, el desarrollo del aprendizaje socioemocional de los futuros docentes del país, de esta muestra, está más centrado en el componente interpersonal que en el intrapersonal.Maestrí
