This study aimed to develop an activity-based learning model integrated with artificial intelligence (AI) for pre-service social studies teachers. The study employed a research and development (R&D) approach comprising three phases: (1) contextual analysis through document analysis and stakeholder interviews, (2) model design and development based on constructivist learning theory and activity-based learning principles, and (3) expert review of the proposed model. Data were collected using document analysis forms, semi-structured interview protocols with lecturers and students, and an expert (...) evaluation form. The developed instructional model consists of five stages (EFASA Model): Engage and Prompt, Facilitate Interactive Learning, Analyze Data and Make Decisions, Summarize and Reflect, and Assess and Extend Learning. The model integrates activity-based learning with AI-supported tools to facilitate inquiry, data analysis, collaborative problem-solving, and reflective learning processes. In addition, the model includes a social system that emphasizes collaboration and teacher facilitation, a support system that incorporates digital and AI-based resources, and assessment strategies aligned with analytical thinking and decision-making competencies. Expert review results suggest that the model demonstrates a high level of appropriateness, feasibility, utility, and consistency for use in social studies teacher education contexts. The study contributes to instructional design by providing a structured and theory-informed model that integrates pedagogical and technological elements. The model offers a practical framework for designing learning environments that support higher-order thinking and reflective learning processes in pre-service teacher education. (shrink)

Psychological development is commonly described in terms of stages, traits, or norma- tive endpoints, yet such frameworks often lack generative explanations for nonlinearity, regression, and individual variability. This paper advances a structural and dynami- cal account of psychological development grounded in coherence-constrained state-space geometry. Rather than presupposing developmental stages or idealized forms, develop- ment is modelled as time-extended trajectories shaped by coherence maintenance, path dependence, and evolving integrative constraints. Within this framework, developmental change emerges from the accumulation of (...) co- herence strain and the deformation of admissible configuration space over time. Phase-like patterns, crises, and long-term reorganization arise naturally as dynamical regimes rather than as externally imposed stages. Individuation is reframed as a class of structurally necessitated reorganization processes driven by increasing differentiation pressure and co- herence demand, while trauma and healing are analysed as boundary phenomena within coherence geometry. Agency is interpreted as constraint navigation rather than unconstrained choice: re- flective awareness and prior integrative experience can alter developmental trajectories by expanding accessible regions of state space. Together with the preceding and subsequent papers in this series, the present work contributes to a unified structural framework for psychological development that preserves individual variability while providing principled explanatory coherence. (shrink)

This article presents an overview and critique of current interdisciplinary research on the nature and development of intellectual humility (IH), with the aim of systematically outlining currently debated open questions. We focus on four specific areas of research: (1) theoretical questions regarding the nature of IH, (2) issues with the measurement of IH in development, (3) existing research on the development of IH and related socio- cognitive abilities, and (4) interventions to increase IH in children and adolescents. (...) We critically review the existing empirical and theoretical literature in these areas, identify and articulate open questions, and map out directions for future research that follow from these questions. The main theoretical issues we identify concern the distinction between different features of IH (i.e., internal vs external, self- vs other-directed) and their relation to each other as well as the distinction between IH as a prescriptive virtue as opposed to a descriptive character trait. As we will demonstrate, taking seriously the notion of IH as a virtue raises crucial questions for its empirical study in the contexts of measurement, development, and potential interventions. (shrink)

Development plans at different levels – from local to global – aspire to eliminate poverty, famine, to make health care accessible, to create better access to education, to improve transportation, employment, and the quality of life, all within next decades. Yet, these plans collide with the reality of climate change, more precisely the Anthropocene, which already creates high-dimensional conflicts. These will only intensify within decades because climate change and other consequences of the environment global devastation lead to a real (...) decrease of resources. These resources enable not only development but also an elementary reproduction of the essential preconditions of life. The current model of development has substantially contributed to the intensification of unequal accessibility to resources and existing conflicts have thus heightened and new ones have emerged. Water as an essential resource will cause new conflicts. Growing population, expansion of deserts and a sea level rise then increase conflicts for the land. Heat waves occur more often which strengthens conflicts for land suitable for human life, meaning that inhabitable areas are spreading. Therefore there is a need to re-evaluate the character and hierarchy of resources and their accessibility, and also concepts of development. The existing development of humankind has been done at the expense of others in many cases and mainly at the expense of the environment. The current situation raises a question of climate justice from both historical and systematic viewpoints. It opens a need to reformulate the concept of human rights from the perspective of their essential environmental preconditions and to define the status of environmental migrants. (shrink)

Where Development Happens introduces a boundary‑centered model of human development. The paper argues that development does not occur inside the organism or within the environment but at the interface between them. This boundary functions as an active operator that filters, organizes, and stabilizes the signals an organism receives. When boundary conditions are coherent—sensory, relational, temporal, and cultural—generativity accumulates into development. When these conditions fragment, generativity disperses into noise, producing the modern pattern of unstable attention, identity, and (...) regulation. The paper reframes contemporary developmental challenges as structural failures of the organism–environment interface and outlines the foundational conditions required for development to occur. (shrink)

This paper presents five studies on the development and validation of a scale of intellectual humility. This scale captures cognitive, affective, behavioral, and motivational components of the construct that have been identified by various philosophers in their conceptual analyses of intellectual humility. We find that intellectual humility has four core dimensions: Open-mindedness (versus Arrogance), Intellectual Modesty (versus Vanity), Corrigibility (versus Fragility), and Engagement (versus Boredom). These dimensions display adequate self-informant agreement, and adequate convergent, divergent, and discriminant validity. In particular, (...) Open-mindedness adds predictive power beyond the Big Six for an objective behavioral measure of intellectual humility, and Intellectual Modesty is uniquely related to Narcissism. We find that a similar factor structure emerges in Germanophone participants, giving initial evidence for the model’s cross-cultural generalizability. (shrink)

Recent years have seen a rapid growth of interest in the question of how our ability to think not only about what’s actual, but also about what’s possible, necessary, or impossible, develops. The field has been remarkably productive, generating a rapid accumulation of often conflicting results and theoretical proposals that can be difficult to keep track of. This chapter brings together empirical findings and current theoretical perspectives on modal development in a systematic and critical narrative. It is intended both (...) as an entry point for readers new to the topic and as a resource for researchers already working in the area, by clarifying the overall state of the research program, the evidential and theoretical status of the main hypotheses, as well as unresolved issues and promising directions for future work. (shrink)

An agential and organismic view of development has brought back certain concepts in biology, such as teleology and normativity. What are the goals and norms that a developmental system pursues? Where do phenotypes in ontogenesis come from? The common answer is that genes contain the recipe to build organisms. However, the agential and organismic view of development seeks to offer a different answer beyond any reductionist explanations. For this reason, teleological development has become a central explanans in (...) developmental and evolutionary biology. However, the motivation for this article is that teleological development as an explanandum has not been treated with the same intensity and rigor despite its ubiquity as an explanans. In particular, a common and now widely adopted strategy for explaining teleological development is to appeal to a closely related, yet fundamentally distinct, conception of teleology: the theory of autonomous systems, a theory designed to deal with physiological-level processes, not developmental ones. This article explores the (generally unanalyzed) differences between teleological development and teleological physiology by arguing that autonomous systems theory falls short of explaining the specificity of teleological development. The main conclusion is that the agential and organismic views in biology ought to be broadened to include different goals beyond self-maintenance; that to be alive is not only about the maintenance of an organization. The distinctiveness of teleological development entails specific philosophical puzzles—what I call Bernard and Baer’s desiderata—that are neither present in nor solved by autonomous systems theory. (shrink)

This article engages closely with David Owen’s ‘Autonomy, Self-Respect, and Self-Love: Nietzsche on Ethical Agency.’ Owen argues that Kant tried, but ultimately failed, to resolve the tension between law and love that is characteristic of European modern philosophy. This is because Kant takes a ‘highly critical stance to self-love throughout his moral philosophy’ since he conflates self-love with psychological egoism and sees it as ‘opposed to morality as a threat, a challenge, a danger…’ Owen articulates Nietzsche’s main objections to the (...) Kantian opposition between self-love and the moral law and argues that Nietzsche has a rather greater claim than Kant to have resolved this tension. In this article, I explore whether some of the arguments developed in Owen’s text represent serious challenges to Kant’s position and develop a reading of Kant’s ethics which can answer most of the challenges. First, I argue that Kant is committed to a version of the ‘agency free will’ model. I show that, on the Kantian model, one constitutes oneself as self by becoming what one is through reflecting about one’s ability to live up to what one considers one’s fundamental commitments. Second, I argue that on this model, there is no universal list of maxims or commitments that can be fully specified in advance for all agents in all times. Each person’s project of moral transformation is personal and ultimately shaped by features of their own psychology and personal history as well as features of their social circumstances. Third, I argue that the Kantian project of moral transformation, which involves repenting immoral maxims, can also be understood as a form of flourishing and self-affirmation, which includes the pursuit of happiness as one of its components. On this reading, far from endorsing an ‘ascetic ideal’ of the moral agent, Kant embraces an ideal of the human life in which there is significant space, and even a duty, to pursue pleasurable endeavours. However, although morality and happiness are not intrinsically incompatible, they are likely to conflict under unstable and unjust external conditions. Thus, the extent to which we can live a completely morally good life is not independent of social and political conditions. Ultimately, in the Kantian picture, the task of moral self-improvement also has a social dimension: we must avoid being complicit with the injustices of our time and instead work towards overturning them. It is in fair (or at least fairer) social and political conditions that we can pursue both moral and personal ends and flourish. (shrink)

Predictive processing (PP) has been repeatedly presented as a unificatory account of perception, action, and cognition. In this paper, we argue that this is premature: As a unifying theory, PP fails to deliver general, simple, homogeneous, and systematic explanations. By examining its current trajectory of development, we conclude that PP remains only loosely connected both to its computational framework and to its hypothetical biological underpinnings, which makes its fundamentals unclear. Instead of offering explanations that refer to the same set (...) of principles, we observe systematic equivocations in PP‐based models, or outright contradictions with its avowed principles. To make matters worse, PP‐based models are seldom empirically validated, and they are frequently offered as mere just‐so stories. The large number of PP‐based models is thus not evidence of theoretical progress in unifying perception, action, and cognition. On the contrary, we maintain that the gap between theory and its biological and computational bases contributes to the arrested development of PP as a unificatory theory. Thus, we urge the defenders of PP to focus on its critical problems instead of offering mere re‐descriptions of known phenomena, and to validate their models against possible alternative explanations that stem from different theoretical assumptions. Otherwise, PP will ultimately fail as a unified theory of cognition. (shrink)

Legal systems often rule that people own objects in their territory. We propose that an early-developing ability to make territory-based inferences of ownership helps children address informational demands presented by ownership. Across 6 experiments (N = 504), we show that these inferences develop between ages 3 and 5 and stem from two aspects of the psychology of ownership. First, we find that a basic ability to infer that people own objects in their territory is already present at age 3 (Experiment (...) 1). Children even make these inferences when the territory owner unintentionally acquired the objects and was unaware of them (Experiments 2 and 3). Second, we find that between ages 3 and 5, children come to consider past events in these judgments. They move from solely considering the current location of an object in territory-based inferences, to also considering and possibly inferring where it originated (Experiments 4 to 6). Together, these findings suggest that territory-based inferences of ownership are unlikely to be constructions of the law. Instead, they may reflect basic intuitions about ownership that operate from early in development. (shrink)

Background: Moral Growth Mindset (MGM) is a belief about whether one can become a morally better person through efforts. Prior research showed that MGM is positively associated with promotion of moral motivation among adolescents and young adults. We developed and tested the English version of the MGM measure in this study with data collected from college student participants. Methods: In Study 1, we tested the reliability and validity of the MGM measure with two-wave data (N = 212, Age mean = (...) 24.18 years, SD = 7.82 years). In Study 2, we retested the construct validity of the MGM measure once again and its association with other moral and positive psychological indicators to test its convergent and discriminant validity (N = 275, Age mean = 22.02 years, SD = 6.34 years). Results: We found that the MGM measure was reliable and valid from Study 1. In Study 2, the results indicated that the MGM was well correlated with other moral and positive psychological indicators as expected. Conclusions: We developed and validated the English version of the MGM measure in the present study. The results from studies 1 and 2 supported the reliability and validity of the MGM measure. Given this, we found that the English version of the MGM measure can measure one’s MGM as we intended. (shrink)

Causal understanding is a defining characteristic of human cognition. Like many animals, human children learn to control their bodily movements and act effectively in the environment. Like a smaller subset of animals, children intervene: they learn to change the environment in targeted ways. Unlike other animals, children grow into adults with the causal reasoning skills to develop abstract theories, invent sophisticated technologies and imagine alternate pasts, distant futures and fictional worlds. In this Review, we explore the development of human-unique (...) causal learning and reasoning from evolutionary and ontogenetic perspectives. We frame our discussion using an ‘interventionist’ approach. First, we situate causal understanding in relation to cognitive abilities shared with non-human animals. We argue that human causal understanding is distinguished by its depersonalized (objective) and decontextualized (general) representations. Using this framework, we next review empirical findings on early human causal learning and reasoning and consider the naturalistic contexts that support its development. Then we explore connections to related abilities. We conclude with suggestions for ongoing collaboration between developmental, cross-cultural, computational, neural and evolutionary approaches to causal understanding. (shrink)

The concept of human development, formulated explicitly in the nineteenth century, expands upon the notion of economic development to include social, political and even ethical dimensions. Since the mid-twentieth century, international organisations such as the United Nations and the World Bank have adopted human development as a holistic approach to evaluating a country’s progress that considers living conditions, social relations, individual freedoms and political institutions that contribute to freedom and well-being, in addition to standard measures of income (...) growth. The 1990 Human Development Report by the United Nations Development Programme (UNDP) was a significant milestone in establishing the concept of human development. Expanding the freedom of individuals to lead long, healthy and creative lives is at the heart of UNDP’s focus on human development. Beyond the UNDP approach, other human development frameworks, such as those proposed by Martha Nussbaum, have emerged and are based explicitly on self-fulfilment, well-being and happiness. Recent studies add ethics to the latter approach and emphasise the importance of pro-social behaviour and holistic mental health in achieving a good life. (shrink)

This paper presents the design and development of intelligent tutoring system for teaching Oracle. The Oracle Intelligent Tutoring System (OITS) examined the power of a new methodology to supporting students in Oracle programming. The system presents the topic of Introduction to Oracle with automatically generated problems for the students to solve. The system is dynamically adapted at run time to the student’s individual progress. An initial evaluation study was done to investigate the effect of using the intelligent tutoring system (...) on the performance of students. (shrink)

Interdisciplinary research collaboration is crucial for addressing complex global challenges, and measuring researchers' perceptions of it is vital. The Perception of Interdisciplinary Research Collaboration (PIRC) Scale was meticulously developed and validated in this study to enable researchers to assess these perceptions comprehensively. The scale was developed in line with the team science theory. This cross-sectional study involved concept analysis, face and content validity, item pretesting, and pilot testing. A panel of eight specialists from relevant fields meticulously reviewed the items in (...) the instrument, and their inputs and suggestions were followed to refine the instrument, resulting in a 64-item questionnaire. A sample of 1,932 academic staff members with interdisciplinary research experience were selected from six universities in South-South Nigeria for a pilot study. A simple random sampling technique was employed in selecting these participants. Exploratory factor analysis yielded six underlying dimensions within the PIRC Scale, such as: "challenges of Interdisciplinary Disciplinary Research (IDR) collaboration," "IDR collaborative experiences," "motivations for IDR collaboration," "benefits of IDR collaboration," "career impact of IDR collaboration," and "IDR team dynamics." Confirmatory factor analysis confirmed this structure and revealed the bifactor model as the best-fitting model over the unidimensional, oblique and higher-order models. Utilising the Fornell-Larcker approach, strong convergent and discriminant validity was established across all dimensions, with Average Variance Extracted (AVE) above .50 and the square root of the AVE for all factors being greater than the correlation coefficients of each factor with other factors. Cronbach's alpha and McDonald's omega values exceeded the acceptable threshold of 0.70, with item-total correlation analyses further supporting the reliability of each sub-scale and the overall instrument. In conclusion, the PIRC scale can be valuable for researchers, institutions, and policymakers to assess and enhance interdisciplinary research collaboration. It can empower stakeholders to obtain useful information about researchers' perceptions of interdisciplinary research, promote effective collaboration, allocate resources efficiently, and foster innovation. (shrink)

We take up the challenge of developing an international network with capacity to survey the world’s scientists on an ongoing basis, providing rich datasets regarding the opinions of scientists and scientific sub-communities, both at a time and also over time. The novel methodology employed sees local coordinators, at each institution in the network, sending survey invitation emails internally to scientists at their home institution. The emails link to a ‘10 second survey’, where the participant is presented with a single statement (...) to consider, and a standard five-point Likert scale. In June 2023, a group of 30 philosophers and social scientists invited 20,085 scientists across 30 institutions in 12 countries to participate, gathering 6,807 responses to the statement Science has put it beyond reasonable doubt that COVID-19 is caused by a virus. The study demonstrates that it is possible to establish a global network to quickly ascertain scientific opinion on a large international scale, with high response rate, low opt-out rate, and in a way that allows for significant (perhaps indefinite) repeatability. Measuring scientific opinion in this new way would be a valuable complement to currently available approaches, potentially informing policy decisions and public understanding across diverse fields. (shrink)

The first part of the article examines some recent studies on the early development of social norms that examine young children’s understanding of codified rule games. It is argued that the constitutive rules than define the games cannot be identified with social norms and therefore the studies provide limited evidence about socio-normative development. The second part reviews data on children’s play in natural settings that show that children do not understand norms as codified or rules of obligation, and (...) that the norms that guide social interaction are dynamic, situated, and heterogeneous. It is argued that normativity is intersubjective and negotiable and starts to develop in the first year, emerging as a practical skill that depends on participatory engagement. Three sources of compliance are discussed: emotional engagement, nonverbal agreement, and conversation. (shrink)

Lawrence Kohlberg’s theory of moral development identifies post-conventional morality with abstract principle-based reasoning, including utilitarian, contractarian, and rights-based approaches. This paper argues that such reasoning remains conventional because it operates within established legal, social, and philosophical frameworks, even when it involves critical reflection. We argue that genuinely post-conventional morality arises at stage 5 from the lived experience of interdependent agency and culminates at stage 6 in the direct, stable perception of interdependence. Drawing on care ethics (Gilligan), Blasi’s account of (...) moral identity, and the author’s framework of flourishing, we propose a two-stage model of post-conventional moral development: the vow-motive, a stabilised commitment to sustain and repair the conditions of flourishing arising from the perception of interdependence, and clarity, the spontaneous expression of care grounded in the direct perception of interdependence. We argue that flourishing, suffering, and interdependence provide an account of moral motivation that avoids both principle-based formalism and moral relativism. The paper further argues that conventional care and conventional rule-based reasoning are products of socialisation rather than biological determinism and that neither constitutes genuinely post-conventional morality. Finally, it develops empirical predictions concerning moral development, self-construal, institutional design, and the cultivation of post-conventional care, and proposes directions for future research. (shrink)

What makes safety claims about general purpose AI systems such as large language models trustworthy? We show that rather than the capabilities of security tools such as alignment and red teaming procedures, it is security practices based on these tools that contributed to reconfiguring the image of AI safety and made the claims acceptable. After showing what causes the gap between the capabilities of security tools and the desired safety guarantees, we critically investigate how AI security practices attempt to fill (...) the gap and identify several shortcomings in diversity and participation. We found that these security practices are part of securitization processes aiming to support (commercial) development of general purpose AI systems whose trustworthiness can only be imperfectly tested instead of guaranteed. We conclude by offering several improvements to the current AI security practices. (shrink)

The development of manufacturing technologies for new materials involves the generation of a large and continually evolving volume of information. The analysis, integration and management of such large volumes of data, typically stored in multiple independently developed databases, creates significant challenges for practitioners. There is a critical need especially for open-sharing of data pertaining to engineering design which together with effective decision support tools can enable innovation. We believe that ontology applied to engineering (OE) represents a viable strategy for (...) the alignment, reconciliation and integration of diverse and disparate data. The scope of OE includes: consistent capture of knowledge pertaining to the types of entities involved; facilitation of cooperation among diverse group of experts; more effective ongoing curation, and update of manufacturing data; collaborative design and knowledge reuse. As an illustrative case study we propose an ontology focused on the representation of composite materials focusing in particular on the class of Functionally Graded Materials (FGM) in particular. The scope of the ontology is to provide information about the components of such materials, the manufacturing processes involved in creation, and diversity of application ranging from additive manufacturing to restorative dentistry. The ontology is developed using Basic Formal Ontology (BFO) and the Ontology for Biomedical Investigations (OBI). (shrink)

A central thesis held by neo-Aristotelian virtue theories is that virtues require robust dispositions to have appropriate emotions. This thesis is challenged by a particular form of situationism, which suggests that human beings cannot develop this kind of emotional disposition because our integral emotions are too easily influenced by morally and epistemically irrelevant incidental affect. If the challenge stands, it implies that human beings cannot be virtuous. In response to the challenge, I propose an agential solution that’s grounded in the (...) affective sciences. Drawing from empirical evidence, I argue that agents can develop ameliorative abilities such as emotion differentiation to guard against the influence of incidental affect, thereby developing more robust emotional dispositions. My arguments thus defend the psychological plausibility of this key component of virtue. (shrink)

This article will show that the work of international development organizations requires a constant reflection of the moral and political philosophical kind. A major reason for this is that while people agree that the abstract concept of development, in its normative usage, indeed, simply means social progress or good, or desirable, social change, they disagree profoundly about what social progress consists in exactly. There exists a normative disagreement about the conception of development that expresses best how social (...) progress ought to be defined in concrete terms. For example, should we really think of social progress only in terms of economic growth, i.e. in the accumulation of goods and services? Or should we instead, for example, think of it in terms of the eradication of extreme poverty? Or in terms of yet something else, like the expansion of options for human choice? (shrink)

A comprehensive analysis of the history of science requires careful consideration of a concept’s origin, scope, application, impact, and defining characteristics. Without a systematic historical inquiry, any resulting interpretation may be inaccurate, leading to a distorted understanding of the scientific past. In this study, we examine the concept of impetus -an idea that occupies a significant position in the history of science- by addressing its development, usage, implications, and theoretical foundations. The notions of impetus and separate forced motion emerged (...) as conceptual challenges within Aristotle’s natural philosophy, particularly demanding clarification during Late Antiquity and the Middle Ages. Although attempts to elucidate these issues extended over centuries, the prevailing historical narrative credits Buridan in the 14th century with their definitive resolution. Despite the broad acceptance of this view, we argue that Avicenna is a crucial yet insufficiently recognized figure. Long before Buridan, Avicenna provided a conceptual framework that explained the operation of separate forced motion and effectively addressed the associated problem. Accordingly, this study aims to demonstrate -contrary to dominant accounts in the historiography of science and from the joint perspectives of the history and philosophy of science -that Avicenna offered a coherent and comprehensive account of both separate forced motion and the impetus problem well before Buridan, and that any discussion of impetus should begin not with Buridan, but with Avicenna. (shrink)

This article attempts to open the debate on a territorial development perspective that fixes the interest in organized territories that are characterized by the existence of a community with a local identity, politically and administratively regulated. We conceive these territories as subjects of development promotion interventions. For this we propose a model for the creation of Municipal Development Forums, which with the participation of local actors, can generate a tailor-made Local Development Program. The development program (...) will consider a diagnosis of the productive profile of the territory and its relationship with the characteristics and origin of goods or services consumed at the municipality. Based on the diagnosis, the causes of the decoupling between the local production system and consumption needs can be detected. And with this, find a way to readjust local production systems to meet the demand for goods and services of the inhabitants, generating new companies and encouraging local consumption. (shrink)

This study aimed to develop and evaluate a community-based and project-based instructional model for social studies to promote disciplinary behavior and learning responsibility among primary school students in small-sized schools. Using a research and development (R&D) approach guided by the ADDIE model, the study involved 30 Grade 5 students from two small schools in Songkhla Province, Thailand. Participants were divided into experimental and control groups. The PPRSE instructional model, implemented over 20 weeks, was assessed using behavioral scales, academic achievement (...) tests, and satisfaction questionnaires. Data analysis revealed that the experimental group demonstrated significantly higher levels of disciplinary behavior and academic achievement in social studies compared to the control group (p < .05). Students also reported high satisfaction with the model, particularly regarding its real-world relevance and educational benefits. The findings highlight the model's effectiveness in fostering self-discipline, responsibility, and academic success through active, community-engaged learning. The study offers practical implications for educators seeking to enhance student engagement and lifelong learning competencies, especially in resource-constrained or small-school environments. The model provides a replicable framework that bridges classroom learning with local contexts, reinforcing 21st-century skills through meaningful and student-centered pedagogical practices. (shrink)

The period from 1900 to 1935 was particularly fruitful and important for the development of logic and logical metatheory. This survey is organized along eight "itineraries" concentrating on historically and conceptually linked strands in this development. Itinerary I deals with the evolution of conceptions of axiomatics. Itinerary II centers on the logical work of Bertrand Russell. Itinerary III presents the development of set theory from Zermelo onward. Itinerary IV discusses the contributions of the algebra of logic tradition, (...) in particular, Löwenheim and Skolem. Itinerary V surveys the work in logic connected to the Hilbert school, and itinerary V deals specifically with consistency proofs and metamathematics, including the incompleteness theorems. Itinerary VII traces the development of intuitionistic and many-valued logics. Itinerary VIII surveys the development of semantical notions from the early work on axiomatics up to Tarski's work on truth. (shrink)

Nativists about theory of mind have typically explained why children below the age of four fail the false belief task by appealing to the demands that these tasks place on children’s developing executive abilities. However, this appeal to executive functioning cannot explain a wide range of evidence showing that social and linguistic factors also affect when children pass this task. In this paper, I present a revised nativist proposal about theory of mind development that is able to accommodate these (...) findings, which I call the pragmatic development account. According to this proposal, we can gain a better understanding of the shift in children’s performance on standard false-belief tasks around four years of age by considering how children’s experiences with the pragmatics of belief discourse affect the way they interpret the task. (shrink)

This project has been supported by the Australian Government through the Australian Research Council (project number CS170100008); the Department of Industry, Innovation and Science; and the Department of Prime Minister and Cabinet. ACOLA collaborates with the Australian Academy of Health and Medical Sciences and the New Zealand Royal Society Te Apārangi to deliver the interdisciplinary Horizon Scanning reports to government. The aims of the project which produced this report are: 1. Examine the transformative role that artificial intelligence may play in (...) different sectors of the economy, including the opportunities, risks and challenges that advancement presents. 2. Examine the ethical, legal and social considerations and frameworks required to enable and support broad development and uptake of artificial intelligence. 3. Assess the future education, skills and infrastructure requirements to manage workforce transition and support thriving and internationally competitive artificial intelligence industries. (shrink)

This study was conducted with the aim of developing the academic work in the Palestinian universities. No one can deny the technological stage that we are witnessing in the present era. Our mission is to use this development to develop the educational process. The Artificial Intelligence of the most important branches of computer science, which is interested in the development of computer software in order to make them simulate intelligent human, recently it emerged promised based on artificial intelligence (...) applications are intelligent tutoring system one of the most prominent of these applications is the most useful in the field of education. Intelligent tutoring system are programs that are helping the student and the teacher in the educational process, so that the student exploits these systems to increase his education and the acquisition of scientific skills, and we are not exaggerating if we say that the future of the development of the educational process is through the development of intelligent private teaching systems because it adapts to me intellectual level of the student as well as easy to use and available 24 hours every day. In this study, a smart tutor was designed using the ITSB tool developed by Prof. Sami Abu Nasser to develop the process of teaching the computer skills course. This course is a university course that teaches students of Israa University on different samples of students. After completion of the course, and evaluate the special lecturers who studied the course and used the system in the process of teaching and arrived at a set of conclusions and recommendations make sure that the use of the tutor Smart smartphone is important in the development of laboratory teaching has positive results in improving the level of scientific student . (shrink)

This chapter examines the development of a model conflict of interest (COI) policy for the Université de Montréal, designed in response to increasing institutional and regulatory pressure on universities to manage conflicts of interest more effectively. Drawing on prior analyses of Canadian university COI policies and on the specific context of a large research-intensive institution, the chapter argues that effective COI governance requires more than formal compliance. It requires a policy framework that is conceptually clear, practically usable, and supported (...) by procedures, educational tools, and governance structures. The chapter explains the reasoning behind the proposed policy’s main features: a broad definition of COI that includes financial, institutional, ideological, political, and relational interests; a preamble that frames COI as manageable rather than inherently blameworthy; and a principled structure emphasizing responsibilities, transparency, shared responsibility, decentralized management, solidarity in evaluation, reputation protection, prevention, and education. Particular attention is given to the limits of disclosure as a stand-alone mechanism and to the need for local procedures alongside central oversight. Although the draft policy was not formally adopted, the chapter shows how its underlying approach informed subsequent directives, forms, training, and awareness-raising initiatives. It offers a practical and adaptable model for other universities seeking to strengthen COI governance while fostering institutional culture change. (shrink)

The rapid advancement of technology and the unprecedented disruptions caused by the COVID-19 pandemic have significantly reshaped the educational landscape worldwide, accelerating the demand for digital, interactive, and student-centered learning tools. This study explored the development and effectiveness of interactive self-learning materials (iSLeMs) designed for Computer System Servicing (CSS), aiming to address the limitations of traditional teaching methods in technical-vocational education. Developed using the Lumi application, the iSLeMs incorporated multimedia elements such as videos, quizzes, and self-assessment tools to promote (...) active, technology-enhanced learning. The research focused on enhancing engagement and academic performance among Grade 11 TVL-ICT students at Lambayong National High School. Using a quasi- experimental design, two groups were studied: one engaged with the interactive iSLeMs, while the other continued with conventional instruction. Each group consisted of thirty- four students selected through cluster sampling to maintain class integrity and reduce sampling bias. To ensure content quality, six expert validators—including ICT professionals, master teachers, and DepEd personnel—reviewed the iSLeMs for relevance, accessibility, suitability, and educational value. Pre-tests and post-tests were administered to measure learning gains. Statistical analysis demonstrated that students who used the iSLeMs showed clear improvements in understanding and retention. As a result, both null hypotheses were rejected, confirming significant differences in the academic performance and gain scores between the control and experimental groups. The findings affirm the value of interactive learning tools in fostering engagement, deeper comprehension, and more inclusive learning experiences for 21st-century learners navigating a digitally driven, post-pandemic world. (shrink)

Ernest Nagel played a key role in bridging the gap between American philosophy and logical empiricism. He introduced European philosophy of science to the American philosophical community but also remained faithful to the naturalism of his teachers. This paper aims to shed new light on Nagel’s intermediating endeavors by reconstructing his philosophical development in the late 1920s and 1930s. This is a decisive period in Nagel’s career because it is the phase in which he first formulated the principles of (...) his naturalism and spent a year in Europe to visit the key centers of logical empiricism. Building on a range of published and unpublished papers, notes, and correspondence—including hundreds of pages of letters to his close friend Sidney Hook—I reconstruct Nagel’s philosophical development, focusing especially on the philosophical influence of John Dewey, Morris R. Cohen, Rudolf Carnap, and Hans Reichenbach. (shrink)

Mereology deals with the study of the relations between wholes and parts. In this work we will discuss different developments and open problems related to the formulation of a quantum mereology. In particular, we will discuss different advances in the development of formal systems aimed to describe the whole-parts relationship in the context of quantum theory.

This article articulates an African conception of development. I call such an account African insofar as it is based on the moral worldview of ubuntu, which is salient largely among the Bantu peoples. To articulate a conception of development, I rely on the paradigm of development ethics, which construes development as an ethical or philosophical enterprise constituted by three questions: what is a good life? what is a just society? and what duties do we owe to (...) the environment? Answers to these questions constitute a conception of development. This article answers two of these questions in the light of ubuntu. Ultimately, I argue that a good life is a function of having a virtuous character, and a just society is one that respects persons in their capacity for virtue and operates on the moral logic of the common good. I conclude by considering the means prized by ubuntu for pursuing the goal of development—the ethics of means. (shrink)

Contemporary discussion concerning institutions focus on, and mostly accept, the Searlean view that institutional objects, i.e. money, borders and the like, exist in virtue of the fact that we collectively represent them as existing. A dissenting note has been sounded by Smit et al. (Econ Philos 27:1–22, 2011), who proposed the incentivized action view of institutional objects. On the incentivized action view, understanding a specific institution is a matter of understanding the specific actions that are associated with the institution and (...) how we are incentivized to perform these actions. In this paper we develop the incentivized action view by extending it to institutions like property, promises and complex financial organisations like companies. We also highlight exactly how the incentivized action view differs from the Searlean view, discuss the method appropriate to such study and discuss some of the virtues of the incentivized action view. (shrink)

Political development is basically a process that is concerned with the improvement of institutions, attitudes and values that form the political system of a society or nation. In Nigeria, a critical assessment has revealed that despite the nation’s abundant human and natural resources, her citizens are subjected to abject poverty. Thus, this paper sets study is to assess the level of political development in the country and give reasons for establishing strong institutions. This paper concludes that the nation’s (...) political development is hampered by factors like imposition of unrealistic policies on citizens and poor assessment/implementation of such policies, problem of socio-economic inequalities, historical challenge, corruption and mismanagement of resources and lack of credible leadership among others. This work, adopting a method of critical analysis, concludes that in order to tackle these setbacks and ensure sustainable political development in the nation there is urgent need for strong institutions.. (shrink)

Recent feminist critiques of development have questioned some fundamental assumptions of feminist political theory; such critiques have also been successful in subverting long-held assumptions of conventional economic development. Viewed in the context of women’s subordination in third world countries, a redefinition of development must not only be about economic growth, but ensure a redistribution of resources, challenge the gender-based division of labour and also seek to provide for an egalitarian basis in social arrangements. Further, as this article (...) argues, any starting point for feminist critiques of development must also seek to link the end of gender oppression to multiple theories of justice – a justice not juridical but one that recognises the cultural membership of women in the community. (shrink)

In this article, I consider whether there are values intrinsic to development theory and practice that are dubious in light of a characteristically African ethic. In particular, I focus on what a certain philosophical interpretation of the sub-Saharan value of communion entails for appraising development, drawing two major conclusions. One is that a majority of the criticisms that have been made of development by those sympathetic to African values are weak; I argue that, given the value of (...) communion, development should not be rejected because it is essentially, say, overly materialistic and scientistic, or insufficiently spiritual and local. The second conclusion, however, is that three criticisms of development are strong from the perspective of Afro-communalism and are particularly powerful when set in that context. I argue that development theory and practice are characteristically anthropocentric, individualist and technocratic, and that a reading of the sub-Saharan value of communion provides a unitary foundation for rejecting these features and for grounding an alternative, more relational approach to social progress and to what justice demands from the West in relation to Africa. (shrink)

Empathy is a topic of continuous debate in the nursing literature. Many argue that empathy is indispensable to effective nursing practice. Yet others argue that nurses should rather rely on sympathy, compassion, or consolation. However, a more troubling disagreement underlies these debates: There’s no consensus on how to define empathy. This lack of consensus is the primary obstacle to a constructive debate over the role and import of empathy in nursing practice. The solution to this problem seems obvious: Nurses need (...) to reach a consensus on the meaning and definition of empathy. But this is easier said than done. Concept analyses, for instance, reveal a profound ambiguity and heterogeneity of the concept of empathy across the nursing literature. Since the term “empathy” is used to refer to a range of perceptual, cognitive, emotional, and behavioral phenomena, the presence of a conceptual ambiguity and heterogeneity is hardly surprising. Our proposal is simple. To move forward, we need to return to the basics. We should develop the concept from the ground up. That is, we should begin by identifying and describing the most fundamental form of empathic experience. Once we identify the most fundamental form of empathy, we will be able to distinguish among the more derivative experiences and behaviors that are addressed by the same name and, ideally, determine the place of these phenomena in the field of nursing. The aim of this article is, consequently, to lay the groundwork for a more coherent concept of empathy and thereby for a more fruitful debate over the role of empathy in nursing. In Part 1, we outline the history of the concept of empathy within nursing, explain why nurses are sometimes warry of adapting concepts from other disciplines, and argue that nurses should distinguish between adapting concepts from applied disciplines and from more theoretical disciplines. In Part 2, we show that the distinction between emotional and cognitive empathy—borrowed from theoretical psychology—has been a major factor in nurses’ negative attitudes toward emotional empathy. We argue, however, that both concepts fail to capture the most fundamental form of empathy. In Part 3, we draw on and present some of the seminal studies of empathy that can be found in the work of phenomenological philosophers including Max Scheler, Edmund Husserl, and Edith Stein. In Part 4, we outline how their understanding of empathy may facilitate current debates about empathy’s role in nursing. (shrink)

Why would we want to develop artificial human-like arithmetical intelligence, when computers already outperform humans in arithmetical calculations? Aside from arithmetic consisting of much more than mere calculations, one suggested reason is that AI research can help us explain the development of human arithmetical cognition. Here I argue that this question needs to be studied already in the context of basic, non-symbolic, numerical cognition. Analyzing recent machine learning research on artificial neural networks, I show how AI studies could potentially (...) shed light on the development of human numerical abilities, from the proto-arithmetical abilities of subitizing and estimating to counting procedures. Although the current results are far from conclusive and much more work is needed, I argue that AI research should be included in the interdisciplinary toolbox when we try to explain the development and character of numerical cognition and arithmetical intelligence. This makes it relevant also for the epistemology of mathematics. (shrink)

If contemporary African political philosophy is going to develop substantially in fresh directions, it probably will not be enough, say, to rehash the old personhood debate between Kwame Gyekye and Ifeanyi Menkiti, or to nit-pick at Gyekye’s system, as much of the literature in the field has done. Instead, major advances are likely to emerge on the basis of new, principled interpretations of sub-Saharan moral thought. In recent work, I have fleshed out two types of moral theories that have a (...) clearly sub-Saharan basis, that differ from Gyekye’s moral perspective, and that also happen to constitute genuine rivals to dominant Western theories such as utilitarianism, Kantianism and contractualism. In catchwords, these African moral theories are constituted by ideals regarding community or friendliness, on the one hand, and vitality or liveliness, on the other. In this article I sketch these two under-explored ethical perspectives and then suggest several respects in which their implications for salient political controversies are novel and revealing. Sometimes the new African moral theories—and the community-based one in particular--entail different conclusions from Gyekye's position, while other times their conclusions are the same as Gyekye’s, but they provide different rationales for them that are more compelling than his. (shrink)

This study aimed to develop an activity-based learning model integrated with artificial intelligence (AI) for pre-service social studies teachers. The study employed a research and development (R&D) approach comprising three phases: (1) contextual analysis through document analysis and stakeholder interviews, (2) model design and development based on constructivist learning theory and activity-based learning principles, and (3) expert review of the proposed model. Data were collected using document analysis forms, semi-structured interview protocols with lecturers and students, and an expert (...) evaluation form. The developed instructional model consists of five stages (EFASA Model): Engage and Prompt, Facilitate Interactive Learning, Analyze Data and Make Decisions, Summarize and Reflect, and Assess and Extend Learning. The model integrates activity-based learning with AI-supported tools to facilitate inquiry, data analysis, collaborative problem-solving, and reflective learning processes. In addition, the model includes a social system that emphasizes collaboration and teacher facilitation, a support system that incorporates digital and AI-based resources, and assessment strategies aligned with analytical thinking and decision-making competencies. Expert review results suggest that the model demonstrates a high level of appropriateness, feasibility, utility, and consistency for use in social studies teacher education contexts. The study contributes to instructional design by providing a structured and theory-informed model that integrates pedagogical and technological elements. The model offers a practical framework for designing learning environments that support higher-order thinking and reflective learning processes in pre-service teacher education. (shrink)

This chapter makes it clear that a significant element of both leadership and decision making is the development aspect. Leaders develop in their decision making by being confronted with difficult decision situations. However, they also develop through various forms of systemized training and education. Different leaders tend to develop in different directions. For this reason, one can identify a number of key leadership styles based on different ways of leading. These different styles are appropriate for various types of organization. (...) Some organizations require a strict and authoritative style, while others are in greater need of a more democratic style. Senior leaders often have the capacity to switch between different leadership styles depending on how the situation develops. In addition, there are a number of key decision-making roles that leaders are expected to manage. These include the role of entrepreneur, problem-solver, resource-allocator and negotiator. Leaders must also learn to work with clarity, conviction, courage, and communication in order to facilitate their decisions. Research shows that leaders who face severe adversity in their careers often are forced to make many difficult decisions. As a result they develop. Being forced to make difficult decisions actually leads to reflection, self-awareness and self-knowledge of one’s own values. Leaders also develop by communicating their problems in a structured way with more experienced colleagues. The fact that leaders develop by making difficult decisions leads to various forms of action having a central role. It is by putting decisions into action that leaders develop, as well as by reflecting on what alternative decisions could have been made. An action perspective on leadership decisions is closely linked to the concept of sense-making. This phenomenon implies observation, action, revision and communication in the aftermath of a decision. There is research indicating that reflection, critical thinking, intuition, ethics and communication are important dimensions of leaders and decision makers who are generally perceived as wise. -/- . (shrink)

In the quest to discover the neural bases of cognition, rigorous behavioral tools are equally as important as sophisticated tools for neural intervention. This paper evaluates several episodes in the development of a novel behavioral tool for rodent cognitive testing, the rodent touchscreen operant chamber. Using conceptual tools on offer in the philosophical literature on exploratory experimentation and control, I illuminate how optimization of this behavioral tool and an understanding of the causal knowledge it may be used to generate (...) historically has involved dynamic interplay between community-driven exploratory practices operating in parallel with causal hypothesis-driven research. (shrink)

ABSTRACT: This paper traces the earliest development of the most basic principle of deduction, i.e. modus ponens (or Law of Detachment). ‘Aristotelian logic’, as it was taught from late antiquity until the 20th century, commonly included a short presentation of the argument forms modus (ponendo) ponens, modus (tollendo) tollens, modus ponendo tollens, and modus tollendo ponens. In late antiquity, arguments of these forms were generally classified as ‘hypothetical syllogisms’. However, Aristotle did not discuss such arguments, nor did he call (...) any arguments ‘hypothetical syllogisms’. The Stoic indemonstrables resemble the modus ponens/tollens arguments. But the Stoics never called them ‘hypothetical syllogisms’; nor did they describe them as ponendo ponens, etc. The tradition of the four argument forms and the classification of the arguments as hypothetical syllogisms hence need some explaining. In this paper, I offer some explanations by tracing the development of certain elements of Aristotle’s logic via the early Peripatetics to the logic of later antiquity. I consider the questions: How did the four argument forms arise? Why were there four of them? Why were arguments of these forms called ‘hypothetical syllogisms’? On what grounds were they considered valid? I argue that such arguments were neither part of Aristotle’s dialectic, nor simply the result of an adoption of elements of Stoic logic, but the outcome of a long, gradual development that begins with Aristotle’s logic as preserved in his Topics and Prior Analytics; and that, as a result, we have a Peripatetic logic of hypothetical inferences which is a far cry both from Stoic logic and from classical propositional logic, but which sports a number of interesting characteristics, some of which bear a cunning resemblance to some 20th century theories. (shrink)

This volume addresses the ninth Sustainable Development Goal. It focuses particularly on the challenges and complexities of industrial development after the COVID-19 crisis. Issues covered by the volume include, among others, social and cultural aspects of technology transfer and global diffusion of groundbreaking technologies, supply chains and the global economy, redesign of the transport systems, multi-level, cross-sectoral, and multi-sectoral cooperation of various stakeholders, regional and local bottom-up responses to crises, the advances in the access to digital infrastructures as (...) well as information and communications technologies, and the new ideas and approaches relevant for the fields of technological policy, industrial policy, and innovative policy. (shrink)

The study is intended to develop and validate an English-to-Filipino glossary to address the issues among the students when it comes to language barriers. Descriptive research was used as a common investigatory model used by researchers in various fields, including social sciences, linguistics, and academia. The study is a linguistic study, which is language barriers; the researcher’s main goal is obtaining enough knowledge to observe and catalog all the phenomena. In making observations and then comparing and analyzing by descriptive studies, (...) it develops knowledge concepts and provides solutions to critical issues. The issues of language barriers exist, and to address the issues, this bilingual glossary is the solution for the learners to understand technical terms that are being used in virtual classes for them to interact, whether oral or written communication in virtual classes. The acceptability of the glossary was determined through the validation done by the experts, professors, and students. The study’s findings conclude that virtual class terms have become an integral part of daily life, particularly for online learners. Second, developing a lexicography can contribute to the development and enrichment of a language. Third, virtual terms are intended for experts in technology, professors, teachers’ students, and ordinary people. The study had the following results of translations after thorough analysis of the phases of proper translations from experts’ validity and responses of professors and students. The study’s conclusions conclude that virtual class terms have become an integral part of daily life, particularly for online learners. Second, developing a lexicography can contribute to the development and enrichment of a language. Third, virtual terms are intended for experts in technology, professors, teachers’ students, and ordinary people. Finally, validation by the students, professors, and experts is important in determining the acceptability of the glossary. (shrink)

Results: The findings reveal a very high level of awareness and acceptance of yoga among students. 98.2% of respondents reported familiarity with yoga, 92.7% expressed that they like practising yoga, and 96.4% considered yoga important in their lives. Importantly, 93.2% of students believed that yoga contributes to their holistic development. Students also reported positive perceptions regarding concentration, non-violence, truthfulness, contentment, physical fitness, and meditation as aspects of yogic life.

The size of animal exhibits has important effects on their lives and welfare. However, most references to exhibit size only consider floor space and height dimensions, without considering the space afforded by usable features within the exhibit. In this paper, we develop two possible methods for measuring the usable space of zoo exhibits and apply these to a sample exhibit. Having a metric for usable space in place will provide a better reflection of the quality of different exhibits, and enhance (...) comparisons between exhibits. (shrink)