An ageing population is a global phenomenon that takes place in Latvia, too. The active ageing policy is a social response to social challenges caused by demographic changes. Growing generational gap is a challenge to all “greying societies‘ in Europe and Latvia in particular. The active ageing policy is oriented to provide possibilities for older adults to live independently. However, long-term care institutions remain necessary, especially for those who live alone and have serious health problems. LTCIs are mostly orientated to (...) provide primary needs and health care. People regardless of their age also need a social and cultural life, but for older people who live in LTCIs, it is insufficient. The study shows those who are residing in LTCIs settings are subject to everyday routine. LTCIs care provision is very much dependent on the authorities of the institution. The insufficient level of interaction between older people and the more active part of society prevents the finding of effective ways of achieving that the care in LTCIs is in accordance with the active ageing policy. The study aims to find out ways how intergenerational cultural programs of professional and amateur activities are implemented in LTCIs. The study uses a qualitative approach to explore how LTCIs intergenerational cultural programs are helping to keep our youngest and oldest generations connected. (shrink)

Human culture is one of the most powerful systems ever created. It governs the way people think, behave, and relate to one another and the world. However, when culture is built upon false assumptions, outdated beliefs, or unbalanced practices, it becomes a defective system—one that violates the universal laws of nature. Through the lens of my universal formula, especially the law of balance in nature and the law of karma as systems, we can clearly understand why defective cultural programming (...) must be identified, corrected, and restructured. (shrink)

To say Early Confucians advocated the possession of a sense of shame as a means to moral virtue underestimates the tact and forethought they used successfully to mold natural dispositions to experience shame into a system of self, familial, and social governance. Shame represents an adaptive system of emotion, cognition, perception, and behavior in social primates for measurement of social rank. Early Confucians understood the utility of the shame system for promotion of cooperation, and they build and deploy cultural (...) modules – e.g., rituals, titles, punishments – with this in mind. These policies result in subtle alterations to components of the evolved shame system that are detectable in data form contemporary cross-cultural psychology that show that populations in the Confucian diaspora have a unique shame profile compared to Western and non-Western populations. The status of Confucian diaspora populations as outliers in the context of shame is partially explained by appeal to the cultural transmission and historical endurance of relevant Early Confucian cultural modules. (shrink)

Culturally Responsive Teaching (CRT) weaves together rigor and relevance while it improves student achievement and engagement. The Philippine Department of Education implemented Indigenous People’s education to respond to the demands for culturally responsive teaching. Teacher education graduates are expected to articulate the rootedness of education in sociocultural contexts in creating a learning environment that recognizes respect, connectedness, choice, personal relevance, challenges, engagement, authenticity, and effectiveness. Practice teachers need relevant exposure and immersion to fully develop their competence in CRT. This scenario (...) necessitates attention to assessing the competence of 191 practice teachers in CRT, correlating their competence across dimensions, and verifying the role of gender and degree programs in competence development. This investigation provides evidence on the role of gender in competence development toward culturally responsive teaching. Such competence is vital in practice teachers, especially because they are exposed to learners with diverse backgrounds during their teaching internship. This evidence informs supervising instructors in molding practice teachers. (shrink)

The problem of research culture and productivity extends beyond the Philippine education system, representing a global challenge affecting many countries and institutions. This descriptive-correlational study examined the research culture and productivity among Science, Technology, Engineering, and Mathematics (STEM) teachers and students at Esperanza National High School. The research employed complete enumeration, involving 25 teachers and 105 students as respondents. Comprehensive data collection and analysis, like frequency, percentage, mean, standard deviation, and Pearson r correlation coefficient techniques, provided robust insights into research (...) dynamics. The teachers' research culture demonstrated a high overall mean of 4.16, indicating substantial research knowledge, skills, and positive attitudes toward research integration in their professional practice. This high score suggests that teachers have effectively acquired research competencies and view research as an integral component of their teaching methodology, demonstrating a proactive approach to academic scholarship. Students' research culture showed a high overall mean of 3.94, highlighting the school's effectiveness in creating research learning opportunities. The findings particularly emphasized the institution's ability to establish venues for student researchers to learn, relearn, share, and continuously improve their research capabilities. Correlation analysis revealed significant relationships between research culture and productivity. For teachers, a high correlation coefficient of r = 0.70 (p = 0.004) indicated that a robust research culture directly enhances research performance. Students exhibited a significant correlation of r = 0.47 (p = 0.000), demonstrating that research exposure positively impacts their academic research capabilities and potential for scholarly engagement. The study recommends implementing research intervention programs based on the ADDIE model, providing targeted methodological workshops, encouraging research collaborations, creating supportive research forums, and developing comprehensive research development strategies to enhance research culture and productivity in educational settings. (shrink)

Title ​Modal Ontology and Cultural Dialectics: Systematic Formulation, Axiomatics, and Research Program ​Abstract ​This paper proposes a unified systematic formulation connecting Modal Ontology with Cultural Dialectics. Grounded in a rigorous S4 axiomatic framework with constant domains, the system establishes a Modal Monism wherein the "Void" is reinterpreted not as absolute non-being, but as a structured domain of Dynamic Latency (Potency). Within this framework, Entropy is classified as a contingency of mode rather than a necessity of substance, thereby preserving (...) the structural invariance of Being (\Sigma_{IS}) against modal collapse. ​In the second half, this ontological structure is applied as a regional ontology of historical becoming. The paper argues that cultural transformations arise from dialectical interactions whose syntheses crystallize into technological objects, functioning as "solidified memory" against entropic decay. Finally, the study advances a research program by proposing operational metrics—specifically the Technological Crystallization Index (TCI) and the Material Transmissibility Index (MTI), defined as a temporal derivative—to empirically evaluate cultural resilience and the velocity of historical actualization. The result is a testable, non-relativistic model of civilizational development grounded in formal logic. (shrink)

Executive Summary: Modal Ontology and Cultural Dialectics 1. Core Thesis The paper establishes a unified theoretical framework that links Modal Ontology (the study of Being and its modes) with Cultural Dialectics (the study of historical change). The central argument is that nothingness or "non-being" does not exist; therefore, what we perceive as cultural "collapse" or "void" is actually a return to a state of Dynamic Latency (Potency). 2. Part I: Modal Ontology (The Foundation) Ontological Conservation: Being is (...) necessary and continuous. There is no "outside" to Being. Redefinition of the Void: The "Void" is not an absence of reality but a structured field of Potency (dynamis). Act vs. Potency: All historical events are contingent Acts. When an event ends, it doesn't vanish into nothingness; it reverts to the reservoir of Potency, preserving the possibility of future reactivation. 3. Part II: Cultural Dialectics (The Regional Ontology) Cultural Becoming: History is the process of actualizing cultural potencies (P_c \rightarrow A_c). Technological Synthesis: Technology is the "stabilizer" of history. It crystallizes cultural memory into material forms (artifacts, manuals, infrastructure), ensuring that cultural progress isn't lost when human institutions falter. Non-Teleological: History has no predetermined end; it is an open-ended process of adaptive synthesis. 4. Part III: Operationalization (The Scientific Model) The paper moves from philosophy to empirical science by proposing two key metrics: Technological Crystallization Index (TCI): Measures how much of a culture's knowledge is embedded in physical objects versus human memory. Material Transmissibility Index (MTI): Measures the durability and redundancy of cultural information across time. 5. Conclusion The work provides a non-relativistic and falsifiable method for analyzing historical resilience. It argues that a culture's survival depends on its ability to crystallize its dialectical syntheses into technological structures, allowing it to persist through periods of "latency" (crisis) and reactivate later. (shrink)

UNESCO Universal Declaration on Cultural Diversity (2 November 2001) defines culture with an emphasis on cultural features: “culture should be regarded as the set of distinctive spiritual, material, intellectual and emotional features of society or a social group”, encompassing, “in addition to art and literature, lifestyles, ways of living together, value systems, traditions and beliefs”. Cultural traits are also the primitive of mathematical models of cultural transmission inspired by population genetics, imported and refined by economics. Any (...) serious evaluation of the notion of “cultural trait”, however, requires the interrogation of many disciplines, from cultural anthropology to linguistics, from psychology to archaeology to musicology. The very possibility of assuming the existence of cultural traits is not granted. In order to start a wide interdisciplinary confrontation, we need a sufficiently loose definition of a cultural trait as any trait whose production in individuals depends, to some extent, on social learning; and we need a deflationary interpretive horizon where cultural traits are not expected to provide an exhaustive theory of culture and cultural change. But from there, we can go a long way if each of the involved disciplines enters the debate with a self-presenting attitude, emphasizing its own methodological practices, and explaining whether and how cultural traits have a role in its own research programs and epistemic goals. Are there differences in aspects of culture that are studied by different disciplines? What definitions of cultural traits are on the table? How do we delimit a trait? How is the problem declined at different observational scales, and which scales are most in focus? Do traits travel in geographical space, and how? Are there other relevant spaces? How are traits modified in their diffusion? Is it possible and useful to build models of this diffusion? Only a strong multidisciplinary perspective can help to clarify these problems about cultural traits, by means of which we understand our precious heritage, cultural diversity. (shrink)

The article presents the reasons for which the issue of providing housing to low-income citizens has been a real challenge in Addis Ababa during the recent years and will continue to be, given that its population is growing extremely fast. It examines the tensions between the universal aspirations and the local realities in the case of some of Ethiopia’s most ambitious mass pro-poor housing schemes, such as the “Addis Ababa Grand Housing Program” (AAGHP), which was launched in 2004 and was (...) integrated in the “Integrated Housing Development Program” (IHDP) in 2006. The article argues that the quotidian practices of communities and their socio-economic and cultural characteristics are related to the spatial attributes of co-housing practices. Drawing upon the idea that there is a mutual correspondence between social and spatial structures, it places particular emphasis on the analysis of the IHDP and aims to show that to shape strategies that take into account the social and cultural aspects of daily life of the poor citizens of Addis Ababa, it is pivotal to invite them to take part in the decision-making processes regarding their resettlement. Departing from the fact that a large percentage of the housing supply in Addis Ababa consists of informal unplanned housing, the article also compares the commoning practices in kebele houses and condominium units. The former refers to the legal informal housing units owned by the government and rented to their dwellers, whereas the latter concerns the housing blocks built in the framework of the IHDP for the resettlement of the kebele dwellers. The article analyzes these processes of resettlement, shedding light of the fact that kebele houses were located at the inner city, whereas the condominiums are located in the suburbs. Despite the fact that the living conditions in the condominium units are of a much higher quality than those in the kebele houses, their design underestimated or even neglected the role of the commoning practices. The article highlights the advantages of commoning practices in architecture and urban planning, and how the implementation of participation-oriented solutions can respond to the difficulties of providing housing. It argues that understanding the significance of the endeavors that take into account the opinions of dwellers during the phase of decision-making goes hand in hand with considering commoning practices as a source of architecture and urban planning frameworks for low-cost housing in this specific context. The key argument of the article is that urban planning and architecture solutions in Addis Ababa should be based on the principles of the so-called “negotiated planning” approach, which implies a close analysis of the interconnections between planning, infrastructure, and land. (shrink)

Many people in the developing world access essential health services either partially or primarily through programs run by international non-governmental organizations (INGOs). Given that such programs are typically designed and run by Westerners, and funded by Western countries and their citizens, it is not surprising that such programs are regarded by many as vehicles for Western cultural imperialism. In this chapter, I consider this phenomenon as it emerges in the context of development and humanitarian aid (...) class='Hi'>programs, particularly those delivering medical treatment, nutrition and access to clean water. I argue that in order to avoid contributing to cultural imperialism, INGOs have a duty to ensure that they do not offer services in a way that requires their beneficiaries to choose between accessing essential health services and violating or otherwise undermining traditional norms and practices which have significance for their beneficiaries. Following Onora O'Neill, I argue that offers requiring such a choice are effectively “unrefuseable” and so coercive. INGOs therefore, must avoid making such offers, and can accomplish this by means of an iterated process of reciprocal negotiation under conditions of equality, in which both the INGOs’ and the beneficiaries’ deep values and concerns play a role. In essence, I claim that employing such a process is a requirement of procedural justice, given the non-ideal conditions in which INGOs must operate. (shrink)

Cultural epidemiology is a theoretical framework that enables historical studies to be informed by cognitive science. It incorporates insights from evolutionary psychology (viz. cultural evolution is constrained by universal properties of the human cognitive apparatus that result from biological evolution) and from Darwinian models of cultural evolution (viz. population thinking: cultural phenomena are distributions of resembling items among a community and its habitat). Its research program includes the study of the multiple cognitive mechanisms that cause the (...) distribution, on a cultural scale, of representations and material cultural items. By a detailed analysis of the social cognitive causal chain that occurred in the past, one can find out – and specify – which are the factors of attraction that account for cultural stability as well as historical cultural change. After reviewing recent research and developments in cognitive history, I present the concept of cultural attractor and explain why cultural attractors are historically variable. In doing so, I emphasize the role of historically constituted cognitive mechanisms, which account for much of historical cultural developments. I argue that the framework of cultural epidemiology can better account for these important historical phenomena than either evolutionary psychology accounts of culture or dual inheritance theory. I conclude that describing and explaining the history of cultural attractors is a good research goal for historians. (shrink)

This essay is a defense of the social construction of racialism. I follow a standard definition of “racialism” which is the belief that “there are heritable characteristics, possessed by members of our species, that allow us to divide them into a small set of races, in such a way that all the members of these races share certain traits and tendencies with each other that they do not share with other members of any other race”. In particular I want to (...) defend the “radical” social-constructive thesis that holds “the concept of race is exclusively the product of historical and cultural causes. It claims that humans do not tend to classify people into races when groups with different phenotypes meet, save for particular historical circumstances”. The quoted position is the consensus view among historians, sociologists, anthropologists, and other social scientists who study racialism but has recently been criticized by philosophical defenders of cognitive/evolutionary psychological approaches to racialism. Drawing on developmental studies as well as historical and contemporary cross-cultural research, CEP philosophers point to similarities of racialism across time and space. They hold that social constructionist approaches to racialism cannot explain these similarities. I hold that SC approaches do explain these similarities and that such similarities actually pose a significant challenge to the proposed CEP research program on racialism. (shrink)

The study aimed to understand the experiences of guidance coordinators in implementing career guidance programs in IP elementary schools. Fourteen guidance coordinators from the Municipality of Talaingod Davao del Norte were selected using purposive sampling and participated in in-depth interviews. Challenges faced by participants included: Financial barriers limiting access to career guidance, Involvement of parents, tribal leaders, and community members, Resource constraints in supporting students' career development, Language barriers affecting communication. Essential coping strategies identified: Facilitating collaborative partnerships, empowering students (...) through self-awareness and encouragement, Motivating career aspirations through cultural integration and comprehensive support. Upon reflecting on their entire experience, they arrived at the following insights: Importance of education in achieving career success, Empowering of Indigenous learners through career guidance programs, Cultivating of leadership skills through career development. The study's results were regarded as significant by participants, teachers, students, and researchers. (shrink)

The first objective of the paper is to propose a classification and characterize the major approaches to the modes of cultural evolution: (1) Research programs on the origins of the cultural capacity of the human species. (2) Description and explanation of cultural change with the help of concepts or models inspired by the schemes of population genetics. (3) Research on parallel evolution of genes and culture. (4) Narrow coupling between biological evolution and cultural evolution, or (...) the “gene-culture coevolution paradigm.” These four modes of cultural evolution make sense at a different time-scale (respectively: more than 100 000 years; less than 100 years; greater than 1000 years; less than 1000 years). The second section of the paper provides an evaluation of the various programs, from various points of view: methodological, ethical, and epistemological. (shrink)

The primary purpose of this study was to examine the intricate relationship between enrichment programs, pedagogical preparedness, and the mathematical proficiency of pre-service teachers. Employing a quantitative research design, the study utilized a descriptive-correlational method to establish the relationship between variables. A comprehensive sampling was used and adapted well-structured survey questionnaires were distributed to gather relevant data from the participants. Correspondingly, the data analysis was performed using statistical tools such as mean and standard deviation, Pearson’s correlation coefficient (r), and (...) regression analysis to distill complex data into meaningful insights and answer the research objectives. The findings revealed that the levels of both enrichment programs and pedagogical preparedness among pre-service teachers were very high, indicating that they are always manifested and consistently implemented. Additionally, the level of mathematical proficiency was found to be high, suggesting that the pre-service teachers frequently exhibited strong mathematical skills. There is a confirmation that the levels of enrichment programs and pedagogical preparedness have a significant relationship with mathematical proficiency. Therefore, this connects to the idea that enrichment programs and pedagogical preparedness influence the mathematical proficiency of pre-service teachers. These findings emphasize the importance of integrating comprehensive enrichment programs and adaptive pedagogical strategies into teacher training, enabling pre-service teachers to develop advanced mathematical understanding and effective teaching practices. Continuous professional development tailored for pre-service teachers, complemented by peer mentoring, seminars, and collaborative training within and beyond schools, can further refine teaching skills and enhance mathematical proficiency. By fostering this holistic approach, the study contributes to improving teaching effectiveness and student outcomes, promoting a culture of excellence in mathematics education. (shrink)

The 2017 story of Charlie Gard is revisited. Upon the British High Court’s ruling in favor of the physicians that the infant should be allowed to die without the experimental treatment, the view of the public as well as the opinions of bioethicists and Catholic bishops are divided, interestingly along with a cultural line. American bioethicists and Catholic bishops tend to believe that the parents should have the final say while British/European bioethicists and Catholic bishops in general side with (...) the court’s decision. The paper explores the place of culture in bioethical reasoning between the UK/Europe and the US while claiming that cultural differences are more important than geopolitical or religious differences to understand the bioethical positions of a group. In addition, the authors introduce a decision-making program for handicapped neonates which is developed by the American Jesuit Bioethicist, Richard McCormick, and modified further by the contemporary American Jesuit Bioethicist, Peter A. Clark, in an attempt to see if the program’s normatizing categories can contribute to the culture-laden ethical discussions on Charlie’s case. However, it is admitted that the McCormick-Clark device is borne out of the American and Catholic theological context. (shrink)

The curriculum design, faculty characteristics, and experience of implementing masters' level international research ethics training programs supported by the Fogarty International Center was investigated. Multiple pedagogical approaches were employed to adapt to the learning needs of the trainees. While no generally agreed set of core competencies exists for advanced research ethics training, more than 75% of the curricula examined included international issues in research ethics, responsible conduct of research, human rights, philosophical foundations of research ethics, and research regulation and (...) ethical review process. Common skills taught included critical thinking, research methodology and statistics, writing, and presentation proficiency. Curricula also addressed the cultural, social, and religious context of the trainees related to research ethics. Programs surveyed noted trainee interest in Western concepts of research ethics and the value of the transnational exchange of ideas. Similar faculty expertise profiles existed in all programs. Approximately 40% of faculty were female. Collaboration between faculty from low- and middleincome countries (LMICs) and high-income countries (HICs) occurred in most programs and at least 50% of HIC faculty had previous LMIC experience. This paper is part of a collection of papers analyzing the Fogarty International Research Ethics Education and Curriculum Development program. (shrink)

-/- An assessment of the Cultural Mentality of the United States Using the Three Universal Laws -/- By Angelito Malicse -/- The United States, as one of the most powerful and influential nations in modern history, presents a complex and often contradictory cultural landscape. By applying the Three Universal Laws—(1) the Law of Karma (systems and cause-effect), (2) the Law of Balance in Nature, and (3) the Law of Feedback Mechanism—we can evaluate the cultural mentality of the (...) U.S. with objectivity grounded in natural principles. Each dimension is rated on a 1–10 scale to reflect alignment or deviation. -/- 1. The Law of Karma (Systems, Cause and Effect) -/- The U.S. has one of the most sophisticated institutional frameworks in the world, built on the principles of rule of law, separation of powers, and constitutional rights. However, it is also home to some of the most deeply entrenched systemic flaws: racial disparities in the criminal justice system, unequal access to healthcare, and a political system heavily influenced by corporate lobbying. -/- Despite these issues, U.S. civil society retains tools for accountability, including an independent judiciary, investigative journalism, and civic activism. These tools uphold the principle of cause and effect—though inconsistently. -/- Score: 6/10 -/- 2. The Law of Balance in Nature -/- The American lifestyle—rooted in high consumption, fossil fuel dependence, and unchecked economic growth—reflects a profound imbalance with nature. The U.S. has historically been the largest cumulative contributor to global carbon emissions. The prioritization of profit, convenience, and consumerism often overrides ecological and social equilibrium. -/- There are efforts to restore balance—renewable energy programs, conservation efforts, and public awareness campaigns—but these are fragmented and sometimes undercut by political and corporate interests. -/- Score: 4/10 -/- 3. The Law of Feedback Mechanism -/- The feedback mechanisms in the U.S. are structurally strong: elections, public opinion polls, journalism, and social media all allow individuals to express dissatisfaction or influence change. However, these mechanisms are increasingly compromised by misinformation, ideological polarization, and low civic literacy. Many Americans live in media echo chambers, weakening their ability to engage in constructive feedback and correction. -/- Educational gaps and rising distrust in institutions reduce the society’s ability to self-correct on a large scale. -/- Score: 6/10 -/- Final Evaluation: A Cultural Score of 5.3/10 -/- With scores of 6 (Karma), 4 (Balance), and 6 (Feedback), the overall average cultural alignment of the United States with the Three Universal Laws is 5.3 out of 10. The U.S. shows functional institutional capacity and potential for systemic integrity but remains vulnerable to imbalance and chaotic feedback, largely due to misinformation and fragmented values. -/- Conclusion: A Nation at a Crossroads -/- The United States is a society of paradoxes—great innovation alongside deep inequality, democratic freedoms alongside social division. If it can realign with the laws of nature—through sustainable living, systemic accountability, and enhanced critical feedback—it can lead by example on the global stage. Education reform that embeds these universal principles is the key to a cultural transformation. -/- References -/- 1. Pew Research Center. (2022). Public Trust in Government: 1958–2022. -/- 2. Transparency International. (2023). Corruption Perceptions Index. -/- 3. U.S. Environmental Protection Agency (EPA). (2022). Inventory of U.S. Greenhouse Gas Emissions and Sinks. -/- 4. World Inequality Report. (2022). Income Inequality in the United States. -/- 5. American Bar Association. (2023). Racial Disparities in the U.S. Criminal Justice System. -/- 6. Brookings Institution. (2021). The Role of Corporate Money in U.S. Politics. -/- 7. MIT Media Lab. (2018). The Spread of True and False News Online. Science, 359(6380), 1146–1151. -/- 8. National Assessment of Educational Progress (NAEP). (2022). Civic and Critical Thinking Skills in U.S. Schools. -/- . (shrink)

This paper examines the phenomenon of declining student engagement in graduate school programs, focusing on the disconnect between highly motivated students and their less engaged peers. Through an analysis of contemporary educational trends, technological influences, and systemic changes in higher education, this study explores whether current patterns of minimal participation represent a broader institutional failure or individual student deficiencies. The research synthesizes existing literature on academic motivation, peer learning theory, and graduate education quality to understand the implications of superficial (...) academic discourse on educational outcomes and professional development. Findings suggest that multiple factors contribute to this phenomenon, including changes in student demographics, technological mediation of learning, economic pressures, and shifts in educational philosophy. The paper concludes with recommendations for addressing engagement disparities and fostering meaningful academic dialogue in graduate school settings. (shrink)

—This paper sets out to re-examine the impact of global television on the behavior of youths in Nigeria. The paper identifies cultural imperialism as the most significant impact of global television achieved through programs like sports, drama, musicals, and violent movies transmitted to Nigeria and other third world nations. These programs are transmitted under the guise of informative, educational and entertainment programs while the Nigerian youths are the most affected victims. Through careful analysis of previous researches (...) and literatures, this paper posits that Nigerian youths are caught between the dilemma of the foreign cultures and their indigenous cultures in terms of dress codes, speech, dance and the general ideologies. This paper concludes that aggressive cultural communication and government’s programs targeted at youths at all levels are one of the suggestions that can help tame the cultural dilemma among the youth. (shrink)

Moral exemplars—individuals whose perceptions, judgments, or actions remain unusually aligned with reality—are a persistent statistical feature of human populations. Across historical periods, cultures, and regime types, such figures reliably exist. What varies is not their presence, but how societies recognize, amplify, and synchronize with them. Some systems integrate exemplars early, allowing misalignment to be corrected quietly and incrementally. Others misclassify exemplars as threats, suppress their signals, and accumulate distortion until rupture becomes unavoidable. Moral durability, therefore, is not a function of (...) virtue scarcity, intelligence, or heroic leadership, but of recognition fidelity. This paper develops an explanatory account of exemplar synchronization. It argues that early recognition depends on culturally trained perception, value ordering, and metaphysical orientation—whether explicit or implicit—that subordinate power to coherence rather than the reverse. Psychological comfort, institutional incentives, and identity-bound authority shape whether recognition stabilizes a system or flips into suppression. The framework reframes moral collapse as a failure of synchronization rather than emergence, and moral continuity as a recognition problem rather than a moral talent problem. The analysis is diagnostic, not prescriptive: it does not propose ideal systems or moral programs, but explains why some systems remain coherent without rupture while others repeatedly fail in structurally predictable ways. (shrink)

Purpose: The study aims to search for, identify and study management problems that arise in the joint implementation of international defense programs, as well as to consider the results of the impact of such problems on the implementation of defense programs and possible ways to optimize it. -/- Purpose: The study aims to search for, identify and study management problems that arise in the joint implementation of international defense programs, as well as to consider the results of (...) the impact of such problems on the implementation of defense programs and possible ways to optimize it. -/- Design/Method/Approach: The following scientific methods were used in the research: analytical - for decomposition of the management system to be studied into its individual components for the purpose of their further separate consideration, inductive - for generalization of the obtained results and identified patterns on similar management systems, synthetic - for assessing the overall impact of identified management problems on the management system as a whole. The research is based on the system approach. -/- Findings: On the example of the Eurofighter program: (1) a list of applied problems of management of modern international defense projects was identified and formalized; (2) an analysis of the impact of management problems on the implementation of international defense projects was carried out; (3) ways of solving management problems and increasing the efficiency of the management system of international defense programs were proposed. -/- Theoretical Implications: The theoretical value of the study lies in the fact that the analysis of the typology of relevant management problems complements the understanding of management problems faced by modern companies and government agencies in the implementation of international defense programs. Consideration of the causes of these difficulties, as well as the search for possible directions of their solutions can serve as a baseline for further research aimed at developing a methodology to improve the effectiveness of the management system of international defense programs. -/- Practical Implications: The practical value of the research results lies in the fact that they can be used by large international companies and relevant government agencies to improve the efficiency of management of new joint defense programs, reduce the cost and time costs of their implementation, improve technical and economic performance and export potential of finished products in the current market conditions. -/- Originality/Value: This study expands the understanding of current management problems faced by companies and government agencies in the joint implementation of international defense programs. The analysis of the identified management problems and the proposed ways to optimize them are of value to all parties involved in managing the joint management of international defense projects. -/- Research Limitations/Future Research: The results of this study provide a basis for a more specialized and in-depth study of the individual management problems identified in this article. It is also reasonable to conduct similar studies for similar defense program management systems, including those implemented by representatives of other management schools, national cultures, and other types of end products (e.g., land or naval weapons). This will make it possible to expand the statistical sample of defense program management problems and form a universal applied methodology for optimizing emerging management problems. -/- Paper Type: Empirical -/- JEL Сlassіfіcatіon: H56, M11, M16, L64, O32. (shrink)

Background: Besides regulatory learning skills, learning also requires students to relate to their social context and negotiate it as they transition and adjust to medical training. As such, there is a need to consider and explore the role of social and cultural aspects in student learning, particularly in problem-based learning, where the learning paradigm differs from what most students have previously experienced. In this article, we report on the findings of a study exploring first-year medical students’ experiences during the (...) first semester of an undergraduate problem-based learning medical program at an African medical school. Method: We employed a qualitative case study approach using in-depth interviews with 23 first-year medical students. Participants ranged in age from 18 to 25 years. All students were bi/multilingual (some spoke three to five languages), with English as the learning language. We conducted an inductive thematic analysis to systematically identify and analyze patterns in the data using the Braun and Clarke framework. Results: Before medical school, students worked hard to compete for admission to medical school, were primarily taught using a teacher-centered approach, and preferred working alone. At the beginning of medical school, students found it challenging to understand the problem-based learning process, the role of the case, speaking and working effectively in a group, managing a heavy workload, and taking increased responsibility for their learning. By the end of the first semester, most students were handling the workload better, were more comfortable with their peers and facilitators, and appreciated the value of the problem-based learning approach. Conclusions: Our study highlights the importance of interrogating contextual sociocultural factors that could cause tension when implementing problem-based learning in non-western medical schools. Adjustment to problem-based learning requires a conceptual and pedagogic shift towards learner-centered practice, particularly concerning self direction, the role of the case, and collaborative learning. As such, there is a need to develop and implement research informed learning development programs that enable students to reflect on their sociocultural beliefs and practices, and enhance their regulatory learning competence to optimize meaningful and early engagement with the problem based learning process. (shrink)

This article outlines a program of ethnoontology that brings together empirical research in the ethnosciences with ontological debates in philosophy. First, we survey empirical evidence from heterogeneous cultural contexts and disciplines. Second, we propose a model of cross‐cultural relations between ontologies beyond a simple divide between universalist and relativist models. Third, we argue for an integrative model of ontology building that synthesizes insights from different fields such as biological taxonomy, cognitive science, cultural anthropology, and political ecology. We (...) conclude by arguing that a program of ethnoontology provides philosophers both with insights about traditional issues such as debates about natural kinds and with novel strategies for connecting philosophy with pressing global issues such as the conservation of local environments and the self‐determination of Indigenous communities. (shrink)

One of Han Feizi’s most subtle criticisms of Confucianism targets a central feature of its moral cultivation program, namely an appeal to modelling oneself on ancient sages. According to Han Feizi, this ideal of model emulation is doomed to failure due to imperfect knowledge of past exemplars, the fact that certain ideals of practice may not be applicable to (or catastrophic for) some practitioners, and the additional fact that one cannot always rely on past examples to provide good guidance for (...) future events. As Eric Hutton points out, this line of critique bears striking similarities to one offered by Bernard Williams against virtue ethics. Accordingly, this emulation problem poses difficulties not only for Confucianism, but also more generally for virtue ethics. This paper argues that the emulation problem can be overcome by appealing to the Confucian Xunzi’s account of the role of ritual (li) in moral cultivation. Specifically, the ways in which ritual promotes moral development provide the Confucians (and, by association, virtue ethics) with the means of devising a sufficiently sophisticated account of emulation to meet the challenge lobbied by Han Feizi and Williams. (shrink)

A fundamental question in the psychological sciences is the degree to which culture shapes core cognitive processes — perhaps none more foundational than how we perceive the world around us. A dramatic and oft-cited “case study” of culture’s power in this regard is the Müller-Lyer illusion, which depicts two lines of equal length but with arrowheads pointing either inward or outward, creating the illusion that one line is longer than the other. According to a line of research stretching back over (...) a century, depending on the society you were raised in (and how much carpentry you were exposed to), you may not see the illusion at all — an ambitious and influential research program motivating claims that seemingly basic aspects of visual processing may actually be “culturally evolved byproducts”. This Cultural Byproduct Hypothesis bears on foundational issues in the science, philosophy, and sociology of psychology, and remains popular today. Yet, here we argue that it is almost certainly false. We synthesize evidence from diverse fields which demonstrate that: (1) the illusion is not limited to humans, appearing in non-human animals from diverse ecologies; (2) the statistics of natural scenes are sufficient to capture the illusion; (3) the illusion does not require straight lines typical of carpentry (nor even any lines at all); (4) the illusion arises in sense modalities other than vision; and (5) the illusion arises even in congenitally blind subjects. Moreover, by reexamining historical data and ethnographic descriptions from the original case studies, we show that the evidence for cultural variation and its correlation with key cultural variables is in fact highly inconsistent, beset by questionable research practices, and misreported by later discussions. Together, these considerations undermine the most popular and dramatic example of cultural influence on perception. We further extend our case beyond this phenomenon, showing that many of these considerations apply to other visual illusions as well, including similarly implicated visual phenomena such as the Ebbinghaus, Ponzo, Poggendorf, and Horizontal-Vertical illusions. We conclude by outlining future approaches to cross-cultural research on perception, and we also point to other potential sources of cultural variation in visual processing. (shrink)

Educational institutions strive to produce graduates who are competent and competitive both domestically and globally. This graduate tracer study investigated the employment outcomes of graduates from the College of Teacher Education (CTE) and Graduate School (GS) Programs from SY 2016-2022. Data collection methods included Google forms, surveys, and phone calls. Of the 2846 CTE graduates, 2491 (87.75%) were traced, and of the 659 GS graduates, 550 (83.45%) were traced. Findings revealed that CTE graduates were predominantly single females aged 24 (...) or younger, who typically began working as permanent teachers at the Department of Education (DepEd) 2-3 years post-graduation, earning a base salary of P15,000–25,000. They generally served in these roles for 4-6 years. Conversely, GS alumni were primarily married men in their 30s, employed in permanent supervisory or managerial roles at DepEd, with monthly earnings between P25,000 and P50,000. Graduates reported that their university degrees were economically relevant and provided significant financial advantages. CTE graduates indicated that job satisfaction was more influenced by workplace interactions and environment than salary. The study suggests enhancing the use of social media to encourage graduate participation in tracer studies and recommends ongoing professional development for faculty to improve educational programs and prepare graduates with highly employable skills. Addressing job satisfaction disparities may require targeted interventions to improve educational programs, expand career development opportunities, and foster supportive work cultures tailored to each graduating class's needs. (shrink)

Collaborative learning emphasizes student-to-student interaction and the instructor’s role as a facilitator. Collaborative Online International Learning (COIL) was founded in 2005 by the State University of New York (SUNY) to help schools adapt their single classroom courses to an online, collaborative format and establish strong collaborations with professors with whom they would join classes and co-teach using SUNY COIL conferences and website, as well as pre-established partnerships between the institutions. However, as the globe becomes increasingly interconnected, educational challenges aimed at (...) cultivating intercultural competency become more important (Ceo-DiFrancesco & Bender-Slack, 2016). That is why this study aimed to (1) understand the lived experience of students who went under the COIL program in relation to SDG 12, (2) review the new knowledge students obtained when they took part in the COIL program in relation to SDG 12, and (3) discover the challenges students encountered while participating in the COIL program in relation to SDG 12. The researcher surveyed Filipino and Japanese students who participated in the COIL program concerning SDG12 from St. Patrick School of Quezon City, Kwansei Gakuin University, and Meiwa Senior High School. The study employed qualitative phenomenological research, and pertinent data were obtained through an open-ended survey questionnaire. The study was analyzed using Colaizzi’s descriptive phenomenological method. The results showed that the lived experiences of students who went under the COIL program in relation to SD12 have something to do with all their learnings and enjoyable experiences, intercultural and global interactions, and environmental discussions and action plans related to SDG 12. Moreover, students learned and understood better the negative impact of waste on the environment, environmental awareness and practices, the culture and norms in the Philippines and Japan, and the importance and benefits of collaboration. Lastly, the study also revealed the different challenges students encounter while participating in the COIL program in relation to SDG 12, such as cultural differences, language barriers, technical difficulties, and difficulties in experimentation. Thus, it was recommended to learn to adapt to everyone and adjust according to countries’ different cultures, practice and be proficient with the English language, have backup devices and platforms to use to ease technological problems, and improve implementations of experiments. (shrink)

-/- The Ludicrous Culture: Homo Ludens 2.1 develops a sustained philosophical argument about the transformation of play from a marginal cultural practice into an infrastructural condition of contemporary life. The book introduces panludism as a descriptive concept: not the claim that everything is playful in a trivial sense, but that modern societies increasingly organise meaning, participation, and control through game-like systems. -/- The opening chapters establish the theoretical foundation by revisiting the figure of Homo Ludens and tracing its mutation (...) across technological and cultural phases. What began as play embedded within ritual, law, and art (Homo Ludens 1.0) evolves into continuous, quantified, and monetised play under digital capitalism (Homo Ludens 2.0), and finally into Homo Ludens 2.1, where predictive systems, immersive environments, and algorithmic persuasion dissolve the boundary between games and ordinary life. The classical “magic circle” no longer encloses play as a voluntary, temporary space; it becomes the default architecture of social existence. -/- Across its chapters, the book advances and tests four core hypotheses. First, that modern technology functions less as a survival system than as a toy system, redesigning even health, productivity, and education as engagement machines. Second, that gamification expands participation but hollows out ethical seriousness, replacing responsibility with metrics and truth with performative visibility. Third, that strategic play—game theory, simulation, optimisation—has become the dominant grammar of warfare, propaganda, and corporate power, flattening moral life into calculable outcomes. Fourth, that play contains a paradox: it only functions as play when it is not instrumentalised. Once winning becomes mandatory, play collapses into labour or coercion. -/- Subsequent chapters explore how these dynamics manifest in culture, politics, sport, madness, neoliberal governance, and interactive media. The book shows how contemporary institutions invite people to play while quietly removing the possibility of refusal, how exhaustion becomes a structural feature of perpetual engagement, and how seriousness without irony turns play into a tool of domination. At the same time, it resists moral panic. Play is not the enemy. The loss of playfulness is. -/- The concluding sections argue that panludism cannot be overcome through optimisation, regulation, or new ideologies. Any attempt to “fix” play by managing it more efficiently reproduces the problem. What remains possible is an ethical stance rather than a program: the recovery of distance, lightness, and the ability to exit. In a world saturated with games, freedom no longer consists in winning, but in refusing compulsory games and remembering that rules are human, provisional, and revocable. -/- The book ends with a stark but hopeful claim: civilisation may be serious by necessity, but culture remains ludicrous by nature—and survival depends on not confusing the two. -/- . (shrink)

Kant stressed on physical education. For Kant, the positive part of physical education is the culture of the school. In school curriculum includes skills training, discretion, and morality which help in the development of the general mental abilities of a child. In this facet, this study has analysed and examined the significance of Immanuel Kant’s philosophy of education so as to gain understanding towards the modern educational system which is the K-12 Program. In the K-12 Program, it has been mandated (...) that all pupils entering Grade 1 should have compulsory undergone kindergarten or pre-school, and the secondary level will add two more years, which is now existing as the senior high school. While considering the fact that significant progress has been made in the Philippine Educational System when the implementation Basic Education Act of 2013 (Republic Act 10533), or most commonly referred to as K-12 Program starting the school year 2012-2013 which is fully implemented in the country, in this paper the researchers argue that there is indeed significance in Immanuel Kant’s educational theory towards the K-12 program in the sphere of Philippine education system. (shrink)

Purpose - The aim of this research was to investigate the effect of transformational leadership and transactional contingent reward as complementary, but distinct, forms of leadership on facets of organizational identification via the perception of innovation and goal organizational values. Design/methodology/approach – Three studies were carried out implementing either a measurement of mediation or experimental-causal-chain design to test for the hypothesized effects. Findings - The measurement of mediation study showed that transformational leadership had a positive direct and indirect effect, via (...) innovation value orientation, on cognitive identification, whereas transactional contingent reward was more strongly related to affective, rather than cognitive, identification, and goal orientation was a mediator of their link. The findings of the two experimental-causal-chain studies further supported the hypothesized effects. Transformational leadership was found to lead subordinates to perceive the culture as more innovative compared to transactional contingent reward, whereas transactional contingent reward led employees to perceive the culture as more goal, than innovation, oriented. Finally, innovation, compared to goal, value orientation increased cognitive identification, while goal orientation facilitated affective, rather than cognitive, identification. Implications - The practical implications involve the development of strategies organizations can apply, such as leadership training programs, to strengthen their ties with their employees, which, in turn, may have a positive impact on in-role, as well as extra-role, behaviors. Originality/Value – The originality of this research concerns the identification of distinct mechanisms explaining the effect of transformational leadership and transactional contingent reward on cognitive and affective identification applying an organizational culture perspective and a combination of measurement and causal mediation designs. (shrink)

Purpose. This study analyzes the role of emotional intelligence (EI) in shaping effective development strategies for higher education institutions (HEIs), emphasizing professional culture. It seeks to determine how EI strengthens institutional dynamics, enhances team management, and promotes an inclusive environment. Design / Method / Approach. A mixed-methods approach examines the benefits of EI in higher education. Using qualitative and quantitative data, the study incorporates insights from experts and recent research to provide a comprehensive view of EI and professional culture interaction (...) within HEIs. Findings. Findings reveal a strong correlation between high EI levels and improved institutional outcomes. Leaders with advanced EI foster open communication, understand team and student needs, and cultivate collaboration. A professional culture centered on EI offers HEIs a strategic advantage in today's educational landscape. Theoretical Implications. This research enhances understanding of EI as a critical competency in educational leadership, essential for fostering positive professional culture and driving institutional success. Integrating EI into leadership practices builds an adaptable, cohesive environment conducive to personal and academic growth. Practical Implications. The study provides actionable insights for HEIs seeking to improve team dynamics and institutional culture, including EI-based training programs, prioritizing EI in hiring, and encouraging professional development. Originality / Value. This article bridges the gap between EI theory and its practical application in HEIs, emphasizing relevance to leadership and professional culture. Research Limitations / Future Research. imitations include potential biases in self-reported EI data and the need for longitudinal studies to examine EI's lasting impact on culture. Future research should explore diverse cultural settings to better understand EI's role in various educational contexts. Paper Type. Review Paper. (shrink)

This article presents a detailed methodological outline for teaching culture through project work. It is argued that because project work makes it possible to gain transferrable and applicable knowledge and insight, it is the ideal tool for teaching culture with the aim of achieving real intercultural communicative competence (ICC). Preceding the pedagogical presentation, the term culture is conceptualized as small-c culture/deep culture, that is, as the sociopsychological programming of a given community. This concept is developed with practical examples and conceptualizations (...) for pedagogical implementability. Finally, a project course with American undergraduate students conducted in Germany is briefly presented. This presentation includes project sheets, the methodological rationale of each project, and the observations the participants made during the course. These observations include many aspects of the way German and U.S. American deep culture differ and also shed light on the “truth” behind some German cultural clichés. (shrink)

Circular economy (CE), a sustainability concept that promotes resource efficiency and waste re-duction, has garnered significant popularity in recent years due to its potential to address pressing environmental and economic challenges. This study develops the Bayesian Mindsponge Mindspongeconomics (BMM) framework/analytic method based on Bayesian Mindsponge framework (BMF) to the factors influencing young adults' pro-environmental behavior and purchases of green products at different price levels. The findings indicate that young adults who are knowledgeable about CE and value environmental protection and energy (...) conservation are more likely to engage in waste sorting, while the factors that affect their willingness to pay (WTP) more for green and en-ergy-saving products vary at different price tiers. The study demonstrates that CE knowledge, daily waste sorting habits, and environmental concern positively impact young adults' WTP for products that are 5%, 10%, and 15% higher-priced, respectively. Besides, the study also highlights the po-tential of educational programs and cultural influences in nurturing a generation that prioritizes environmental value. The research integrates multidisciplinary perspectives and offers practical implications for policymakers, educators, and businesses seeking to promote green literacy and foster an environmental culture among the youth, contributing to the broader goals of green transformation and sustainable development associated with CE and green economy, especially in urban areas of emerging countries and beyond. (shrink)

Informational Evolution and Multidimensional Systems This text proposes a multidimensional framework for understanding evolution, human systems, and existence itself through the lens of information theory. Key insights address the following questions: 1. How does evolution extend beyond genetic mechanisms? Evolution operates through four interconnected dimensions: genetic, epigenetic (heritable gene expression changes), behavioral (learned practices), and symbolic (language, culture). These channels interact reciprocally, enabling organisms to reshape environments, which in turn influence selection pressures. This expanded view challenges gene-centric models, emphasizing developmental (...) plasticity, niche construction, and cultural inheritance as co-drivers of adaptation. 2. What forces govern human institutions? Human systems—from nations to online communities—are shaped by three axes: - Freedom: The range of choices and autonomy available, analogous to evolutionary variation. - Power: The distribution of control, determining which ideas/behaviors thrive (akin to selection). - Resources: Material and informational constraints that enable or limit growth. These dimensions create feedback loops: resource distribution affects power dynamics, while power structures constrain or enable freedom. 3. Why do individuals tolerate suboptimal systems? Institutional resilience arises from exit barriers (material, social, or cognitive costs of leaving), loss aversion (preference for stability over uncertain change), and loyalty (identity-based commitment). Systems persist not because they are optimal but due to path dependence, vested interests, and narratives that legitimize their existence. 4. How do language and culture shape systemic participation? Language and embodied cognition act as filters, structuring perception and framing possibilities. Cultural narratives (e.g., meritocracy, market logic) normalize systemic norms, while metaphors rooted in bodily experience (e.g., “power hierarchies”) unconsciously guide reasoning. These filters constrain innovation by rendering alternatives inconceivable or illegitimate. 5. How do humans and institutions co-evolve? Through niche construction, humans create environments (e.g., cities, technologies) that alter selection pressures, driving genetic, cognitive, and cultural adaptations. Conversely, institutions evolve via feedback from human behavior—a dynamic termed gene-culture coevolution. For example, dairy farming selected for lactase persistence, while digital tools now reshape cognition and social dynamics. 6. What is the fundamental nature of existence? Reality is understood as a series of informational processes: biology operates like culture, functioning as individual and collective software programs based on rules—such as those of evolutionary theory—and consciousness acts as driver and an observer of the interface, perceiving a portion of symbolic codes as information. Physical laws, genetic constraints, and cultural norms constitute “syntax” governing these processes. Evolution and societal change are thus akin to iterative code revisions, constrained by logical consistency and historical paths. -/- Implications: This framework integrates biological, cultural, and cognitive evolution into a unified theory of information. It suggests that addressing global challenges—from inequality to ecological crises—requires debugging systemic “code” by reshaping narratives, redistributing resources, and leveraging co-evolutionary feedback. Existence, as a self-writing informational text, positions humans as both products and authors of evolutionary dynamics. (shrink)

The Czech-Brazilian philosopher Vilém Flusser (1920–1991) has been recognized as a decisive past master in the emergence of contemporary media theory and media archeology. His work engages and also rethinks several mythologies of modernity, devising new methodologies, experimental literary practices, and expanded hermeneutics that trouble traditional practices of literary/literate knowledge, shared experience, reception, and communication. Working within an expanded concept of modernism, Flusser presciently noted the power inherent in algorithmic information apparatuses to reshape our fundamental conceptions of culture and history. (...) In an increasingly technological world, Flusser's form of experimental theory-fiction pits philosophy against cybernetics as it forces the category of “the human” to confront the inhuman world of animals and machines. The contributors to Understanding Flusser, Understanding Modernism engage with the multiplicity of Flusser's thought as they provide a general analysis of his work, engage in comparative readings with other philosophers, and offer expanded conceptualizations of modernism. The final section of the volume includes an extended glossary clarifying the playful terminology used by Flusser, which will be a valuable resource for experts and students alike. (shrink)

Dialogue between feminist and mainstream philosophy of science has been limited in recent years, although feminist and mainstream traditions each have engaged in rich debates about key concepts and their efficacy. Noteworthy criticisms of concepts like objectivity, consensus, justification, and discovery can be found in the work of philosophers of science including Philip Kitcher, Helen Longino, Peter Galison, Alison Wylie, Lorraine Daston, and Sandra Harding. As a graduate student in philosophy of science who worked in both literatures, I was often (...) left with the feeling that I had joined a broken family with two warring factions. This is apparent in the number of anthologies that have emerged on both sides in the aftermath of the “Science Wars” (Gross, Paul R., Norman Levitt, and Martin W. Lewis, eds. 1996; Koertge, Noretta, ed. 1998; Sokal, Alan and Jean Bricmont. 1998; etc.) Depending on one’s perspective on the Science Wars, the breadth of illustrative cases and examples found in Science and Other Cultures can either give more ammunition for the battle, or grounding for a much needed treaty of accord. The most important feature of this book is that it does not merely claim that science is only political, and it does not merely dismiss science as a social phenomenon to be deconstructed using the standard postmodern conceptual tools. Instead, the collection illustrates ways in which postcolonial analysis and multicultural examples can enrich our understanding of “good” science and ethics. Here, the concept of “strong objectivity” from Harding’s earlier books is fleshed out through a variety of cases. The anthology is the culmination of a series of research activities funded by a National Science Foundation grant to the American Philosophical Association. The grant, under the auspices of the NSF Ethics and Values Program, sponsored fourteen summer research projects and thirty-six presentations at four regional APA meetings. (shrink)

Do epistemic intuitions tell us anything about knowledge? Stich has argued that we respond to cases according to our contingent cultural programming, and not in a manner that tends to reveal anything significant about knowledge itself. I’ve argued that a cross-culturally universal capacity for mindreading produces the intuitive sense that the subject of a case has or lacks knowledge. This paper responds to Stich’s charge that mindreading is cross-culturally varied in a way that will strip epistemic intuitions of their (...) evidential value. I argue that existing work on cross-cultural variation in mindreading favors my position over Stich’s. (shrink)

Hountondji contends that without investment in the creation of autonomous African research institutions that are integrated with the national economies of African states, Africa’s scientific and technological dependency will persist. To be sure, Hountondji did not neglect what he termed “endogenous knowledge,” yet for him such knowledge had to be integrated with the research programs of contemporary scientific disciplines and critically assessed on this basis. Endogenous knowledge can have a role to play in ending Africa’s scientific and technological dependence, (...) but only if it is liberated from the petrification that it is subjected to when it is described purely in ethnographic terms, and only when its truth claims are assessed in a serious way using the means of hypothesis testing that having been developed in the relevant contemporary scientific disciplines. To the extent that Hountondji thinks of modern science as the paradigm of successful inquiry, he is a modernist. His work on scientific dependency is especially relevant in this current moment given the fact that the COVID-19 pandemic made it clear that Africa’s dependence on imported vaccines is not sustainable in the long run. The fact that the African continent as a whole imports 99% of the vaccines that are delivered to its inhabitants shows that thinking about scientific dependency in a serious way is imperative today. (shrink)

This volume-"Selected Contemporary Challenges of Aging Policy"-is the most international of all published monographs from the series "Czech-Polish-Slovak Studies in Andragogy and Social Gerontology." Among the scholars trying to grasp the nuances and trends of social policy, there are diverse perspectives, resulting not only from the extensive knowledge of the authors on the systematic approach to the issue of supporting older people but also from the grounds of the represented social gerontology schools. In the texts of Volume VII interesting are (...) both distinct and coherent elements presenting the role of local, regional and global policies in the prism of the countries from which the authors originate: the Czech Republic, Slovenia, Lithuania, Latvia, Poland, Slovakia, Italy, Turkey, and the United States. The chapters show a wealth of methodological approaches to the perception of social policy and its tools. In the texts there are issues related to the idea of active ageing, discrimination against older people in the workplace, comparability of solutions friendly to employment of older adults in the Czech Republic, Poland, and Slovakia as well as focused on the importance of educational forms determining an active life in old age. This monograph also attempted to answer the question regarding how to transfer the idea of intergenerational learning into the realm of practice. This issue complements the chapter on the implementation of intergenerational programs in institutions providing long-term care support. The book also outlines a public policy on ageing in the perspective of the changes over the last few decades and the case demonstrating solutions to accelerate self-reliance as a key to active ageing. We hope that seventh volume of our series will be an intellectual stimulus for further international research on change in social policy and will contribute to the dissemination of best practices as well as contribute to positive social change. (shrink)

English Abstract In Art as Experience, John Dewey decried the estrangement of art from lived human experience, both by artificial conceptual walls and the physical walls that secluded art within museums. Instead he argued that making and enjoying art are crucial organic functions that sustain communities and integrate individuals within their environments. In the 1920’s Diego Rivera became one of the luminaries of the Mexican muralist movement by creating frescoes that were rooted in Mexican life, both in their subject matter (...) and public location. Rivera and the other artists working within the government cultural program guided by José Vasconcelos created murals that boldly expressed the new values of democracy, peaceful revolution, racial equality and cultural pride. This essay explores the deep resonance between Rivera’s most prominent murals from this period and Dewey’s argument that art is a refined and integral feature of human experience. In particular, this essay will examine the great extent to which these men independently came to the common understanding that for people to thrive and grow they need to create and experience art that grows out of and remains rooted in their culture. Without claiming that either thinker influenced the other, this essay argues that their works mutually inform and enrich each other. Both men sought to free art from the museum, but where Dewey urged us tear down the walls that separated art from lived experience, Rivera transformed walls themselves into murals that unified and educated the people of Mexico and restored their culture. (shrink)

Wilhelm Ostwald’s program of a physical energetics is the attempt at a comprehensive description of nature on the basis of the concept of energy. In his book Energetische Grundlagen der Kulturwissenschaft, first published in 1909, Ostwald applies this conception to the area of culture. His central assumption is that cultural phenomena should be described by the energetic notion of “efficiency relation” (Güteverhältnis). His systematic thesis is that science, when organized according to the Machian “principle of economy,” proves as the (...) highest form of cultural expression, since it instantiates the notion of quality relation most efficiently, that is, “with the lowest energy expenditure.” This view echoes August Comte’s “law of the three stages” and is intended to supply it with a scientific, i.e., energetic foundation. Max Weber regarded Ostwald’s energetic theory of culture as a misguided attempt at an absolutization of the methods of concept formation within the natural sciences. As he wrote in his devastating review essay “’Energetische’ Kulturtheorien” (1909), Ostwald transformed a certain world view (Weltbild) into a scientifically frivolous ideology (Weltanschauung). In particular, Ostwald’s adherence to the Comtean law of three stages and the associated hierarchy of the sciences were criticized by Weber as outdated and completely beside the point. According to Weber, the concepts of the cultural sciences are not at all dependent on natural scientific concepts such as ‘energy.’ In his view, culture cannot be reduced to nature. But exactly this seemed to be the principal aim of Ostwald’s program. In this paper, I will critically investigate Weber’s critique of that program. I shall argue that Ostwald’s assumption of a natural basis of culture can be ‘rescued’ as a methodological device, but that Ostwald’s – thoroughly substantialist – view of energy should be discarded as a metaphysical relict of ancient ‘stuff ontology.’ . (shrink)

The issue of safety culture is one of the most important in a modern medical facility because any problems during the provision of services may lead to irreversible consequences. Not only the patient may suffer, but the doctor who assisted. Unfortunately, very little attention to this issue is paid in Ukraine. Based on this, we can say that the topic is relevant and requires studying. -/- The purpose of writing this article is the analysis of the ways of forming professional (...) safety culture in clinical medicine. The methods by which we carried out scientific research are observation, analysis, evaluation, comparison, generalization. -/- The work examined interpretation of the term "safety culture", types of innovation in which it belongs and the main methods of its creation in the medical field. -/- Safety culture in the medical field involves the right of all health care workers to use measures to prevent actions that can harm a patient or a colleague. Different approaches were considered in the interpretation of the term "safety culture" and we proposed our own: safety culture is a system of values, objectives, knowledge and skills, rules and procedures, convictions shared by representatives of a certain medical profession and supported by patients, creating a favourable working climate, atmosphere of trust and becoming an efficient tool for achieving the goals of the organization. -/- The main components of the safety culture were defined: responsibilities of managers, communication, performance, resources of safety, trust, the degree of job satisfaction, etc. Based on several studies, it was found that no country has a perfect medical system. Every system should be improved. -/- We proposed measures to fix the situation with the safety culture in health care facilities. The correct management of safety can eliminate or fix many medical errors. That is why the need for a clear program of implementation, execution and control of SC in the medical establishment is necessary. -/- Scientific novelty of this work lies in the interpretation of the term "safety culture" at medical institutions and in determining major steps towards its creation. Practical value of the work is the opportunity to implement these steps in medical institutions for improvement of the safety culture and, therefore, to reduce the risk of bad accidents during treatment. -/- Further research can address safety culture management in medical institutions on the examples from the experience of countries with effective systems of health care. (shrink)

Social norms – rules governing which behaviours are deemed appropriate or inappropriate within a given community – are typically taken to be uniquely human. Recently, this position has been challenged by a number of philosophers, cognitive scientists, and ethologists, who have suggested that social norms may also be found in certain non-human animal communities. Such claims have elicited considerable scepticism from norm cognition researchers, who doubt that any non-human animals possess the psychological capacities necessary for normative cognition. However, there is (...) little agreement among these researchers about what these psychological prerequisites are. This makes empirical study of animal social norms difficult, since it is not clear what we are looking for and thus what should count as behavioural evidence for the presence (or absence) of social norms in animals. To break this impasse, we offer an approach that moves beyond contested psychological criteria for social norms. This approach is inspired by the animal culture research program, which has made a similar shift away from heavily psychological definitions of ‘culture’ and to become organized around a cluster of more empirically tractable concepts of culture. Here, we propose an analogous set of constructs built around the core notion of a normative regularity, which we define as a socially maintained pattern of behavioural conformity within a community. We suggest methods for studying potential normative regularities in wild and captive primates. We also discuss the broader scientific and philosophical implications of this research program with respect to questions of human uniqueness, animal welfare and conservation. (shrink)

Programming artificial intelligence to make fairness assessments of texts through top-down rules, bottom-up training, or hybrid approaches, has presented the challenge of defining cross-cultural fairness. In this paper a simple method is presented which uses vectors to discover if a verb is unfair or fair. It uses already existing relational social ontologies inherent in Word Embeddings and thus requires no training. The plausibility of the approach rests on two premises. That individuals consider fair acts those that they would be (...) willing to accept if done to themselves. Secondly, that such a construal is ontologically reflected in Word Embeddings, by virtue of their ability to reflect the dimensions of such a perception. These dimensions being: responsibility vs. irresponsibility, gain vs. loss, reward vs. sanction, joy vs. pain, all as a single vector. The paper finds it possible to quantify and qualify a verb as fair or unfair by calculating the cosine similarity of the said verb’s embedding vector against FairVec—which represents the above dimensions. We apply this to Glove and Word2Vec embeddings. Testing on a list of verbs produces an F1 score of 95.7, which is improved to 97.0. Lastly, a demonstration of the method’s applicability to sentence measurement is carried out. (shrink)

Ethnobiology has a long tradition of metaphysical debates about the “naturalness,” “objectivity”, “reality”, and “universality” of classifications. Especially the work of Brent Berlin has been influential in developing a “convergence metaphysics” that explains cross-cultural similarities of knowledge systems through shared recognition of objective discontinuities in nature. Despite its influence on the development of the field, convergence metaphysics has largely fallen out of favor as contemporary ethnobiologists tend to emphasize the locality and diversity of classificatory practices. The aim of this (...) article is twofold: First, I provide a historical account of the rise and fall of convergence metaphysics in ethnobiology. I show how convergence metaphysics emerged as an innovative theoretical program in the wake of the “cognitive revolution” and the “modern evolutionary synthesis” but failed to incorporate both theoretical insights and political concerns that gained prominence in the 1980s and 1990s. Second, I develop a positive proposal of how to engage with metaphysical issues in ethnobiology. By integrating traditional research on convergence of classifications with more nuanced accounts of distinctly local categories, a revamped metaphysics of ethnobiological classification can make substantial contributions to debates about ontological difference in anthropology and about the relation between applied and theoretical ethnobiology. (shrink)

The present article placed in the framework of cosmological neuroscience the book titled “Nature Culture, and Inequality’’ by Thomas Piketty, the French economist and sociologist. According to Piketty, it is culture and politics that explains the diversity, degree, and structure of social inequalities, whereas the importance of natural factors, such as personal talents and reserves of natural resources, is relatively limited. In contrast, this article argued that the perhaps cosmically programmed evolution of the human brain is the real, though hopefully (...) transient, determinant of social inequality. The relevant specific message of this paper is that it is the evil side of the evolutionary force of socialization on the human brain’s emotionally and cognitively assisted Motivational system that is responsible for abnormal social inequality across the globe, throughout history. However, agreeing with Piketty, this paper also emphasized that social inequality depends on who controls the government and to what end. The article stood by its author’s previously published opinion that just societies with minimized, therefore socially welcomed and never abused, inequalities can be built only via a Government of Earth responsible, besides governing, for running an intercontinental education system able to train social leaders with equal moral and intellectual excellence, disinterest in personal financial gains, and understanding the cosmic contexts of human history. (shrink)

Abstract -/- I am not writing this as a philosopher searching for final answers, nor as a scientist claiming authority over nature. I am writing as a builder of cognitive tools — a toymaker who constructs small, runnable models of mind and meaning, and a weatherman who tracks boundary pressure in systems until drift becomes visible. My work is a self-study in method: I am documenting how I build a unified recursive architecture that can be applied across domains (identity, truth, (...) prediction, AI alignment, culture, and cosmology) using a small set of primitives and constraint laws. -/- The claim of this paper is simple: the “self” is not a person inside the skull. The self is a boundary-conditioned representation watched by internal evaluators, stabilized (or destabilized) by recursion. When you model this mechanically rather than anthropologically, you can build a portable system — a recursive epistemic engine — that not only explains paradox and drift but also produces usable constraints and architectures. The method is not to win arguments, but to produce invariants: walls you cannot bypass, only manage. -/- ⸻ -/- 1. Statement of Intent (What I Am Doing) -/- I am doing cognitive programming. -/- By that I mean: I treat cognition, selfhood, and epistemology as systems that can be modeled as operators, stabilized by constraints, and improved by design. I am not primarily interested in describing what humans “feel like.” I am interested in describing the mechanism that generates the feeling — and the failure modes that occur when the mechanism runs without constraint awareness. -/- I am building a general recursive architecture that does three things: 1. Constrains belief (prevents drift into self-sealed narratives) 2. Constrains identity (prevents collapse, inflation, fragmentation, or possession by imagined audiences) 3. Constrains prediction (turns uncertainty into manageable structure) -/- This system is meant to be portable: it should work whether the substrate is a human mind, an LLM interface, a cultural panic loop, or a civilization-scale system. -/- I am not trying to be Hawking in cosmology or Gödel in proof theory. I am building a bridge language — a recursive operator framework that can host both “Gödel-walls” (limits of self-containment) and “Hawking-walls” (entropy, boundary physics, horizon behavior) inside a single cognitive engineering model. (shrink)

This paper introduces the concept of "The Song of the Demiurge" as a metaphor for the vast class of synthetic meaning systems that make broken experiential patterns tolerable rather than repairable. Using music as a concrete example, we explore how Reality Repair Theory (RRT) illuminates the systematic function of aesthetic, religious, cultural, and economic systems in metabolizing suffering through synthetic emotional contexts rather than enabling systematic response to limitation patterns. While acknowledging the historical necessity and compassionate origins of such (...) systems during periods when systematic repair was impossible, this analysis opens a research program of unprecedented scope. The framework distinguishes between authentic conscious flourishing and sophisticated metabolic deployment through functional criteria based on intelligence as the evasion of future constraint, rather than relying on compromised notions of choice. This approach reveals how systems that feel meaningful or freely chosen can systematically increase rather than decrease future limitations on conscious capability. (shrink)

The set of symbols of success is a set of cultural determinants of activity and their functioning is connected with the fundamental functions of culture as a system of historically developing supra-biological programs of life. The relevance of considering the symbolization of success in modern cinema is due to several factors. First, according to the majority of art historians and film theorists, cinema remains the leading, most widespread form of art throughout the 20th and 21st centuries. If we (...) understand art as a figurative comprehension of reality, its process and result, which is expressed in works, then the symbolization of success in cinema can be considered one of the most common practices for representing the determinants of activity through a figurative comprehension of reality. An analysis of this process in modern cinematography reveals the mechanisms of functioning of one of the elements of the totality of joint life programs as a segment of modern culture, limited by the boundaries of film communication. Secondly, the development of cinematography largely determines the fundamental changes in the culture of the 20th century. and there is no reason to believe that its influence is diminishing in recent times. Consequently, modern cinema remains one of the most important areas of cultural life, the study of which allows expanding scientific understanding of the patterns of changes taking place in culture. Thirdly, the development of information and communication technologies at the end of the 20th century. led to the fact that the value complexes of traditional cultures of different peoples of the world and expansive global neoplasms of a supranational nature (mass, elite, corporate, fandom, etc.) are simultaneously transmitted into the space of personal culture. Cinema in the new conditions only strengthened its position as the leading relay of value complexes. The special socio-forming qualities of cinema were noted both by its pioneers (L. Delluk, A. Dovzhenko, Ch. Chaplin, S. Eisenstein, etc.), scientists (B. Balash, V. A. Gottwald, E. M. Samuylenko, etc.), and the ideologists of cultural revolutions at the beginning of the 20th century. G. Turner, in particular, drew attention to the fact that “to achieve control over the everyday representation of the world for a nation means to acquire strong power over the representation of individuals about themselves and about each other”, referring to the threat to the integrity and coherence of an individual’s understanding of the world under the pressure of foreign cultural domination over film communication. In this regard, the search for ways to relevantly measure the trends in the development of modern culture by marking in cinema the cultural determinants of activity, which are the symbols of success, seems to be an urgent theoretical and scientific-practical task, the solution of which expands the predictive potential of culture and its projective possibilities. (shrink)