This study determined the effect of online teaching in Physics using the Just-in-Time Teaching (JiTT) strategy on the academic achievement and conceptual understanding of Grade 9 students. One intact class was subjected to a single-group pretest/posttest pre-experimental research design. Purposive sampling was applied, and selected 48 Grade 9 students for this study. The data gathered were interpreted quantitatively from the validated physics achievement test (PAT) and from the adopted energy-momentum concept test (EMCT), while, the learning experiences (...) survey responses were interpreted thematically. This study was conducted for a period of eight (8) weeks during the 4th quarter of the school year 2020-2021 at Junior High School in District II. The study's findings using descriptive and inferential statistics revealed a significant difference in the students' physics achievement mean scores and a significant difference in the students’ energy-momentum mean scores before and after their exposure to online teaching in physics using the Just-in-Time Teaching (JiTT) strategy. The class average normalized gain (g) of the 48 respondents on the adopted Energy-Momentum Concept Test (EMCT) resulted in statistically “high” normalized gain (g) in their conceptual understanding before and after their exposure to online teaching in physics using the Just-in-Time Teaching (JiTT) strategy. Furthermore, the learning experiences survey responses revealed positive results and improvement on the students’ learning experiences in JiTT’s warm-up exercises. Hence, it was concluded that the online teaching in physics using the Just-in-Time Teaching (JiTT) as a teaching-learning strategy might significantly improve the students' academic achievement and conceptual understanding in grade 9 physics. (shrink)

Discussing theories at length, including their origin, development, and replacement by other theories, can help students in understanding of both objective and subjective aspects of the scientific process. Presenting theories in the form of- models helps in this undertaking, and the history of science provides a number of suitable models. The paper describes specific examples that have been used in in-service courses for science teachers.

The COVID-19 outbreak spurred unplanned closures and transitions to online classes. Physical environments that once fostered social interaction and community were rendered inactive. We conducted interviews and administered surveys to examine undergraduate STEM students’ feelings of belonging and engagement while in physical isolation, and identified online teaching modes associated with these feelings. Surveys from a racially diverse group of 43 undergraduate students at a Hispanic Serving Institution (HSI) revealed that interactive synchronous instruction was positively associated with feelings of interest (...) and belonging, particularly for students of color, while noninteractive instruction reduced social belonging, but was related to more cognitive engagement. Small group and one-on-one interviews with 23 of these students suggest that students derived feelings of connectedness from their instructors, peers, and prior experiences and relied on their sense of competency to motivate themselves in the course and feel a sense of belonging. Two embedded cases of students in physics classrooms are compared to highlight the range of student feelings of connectedness and competency during the lockdown. Findings reaffirm that social interaction tends to support belonging and engagement, particularly for under-represented (Black or African American and Hispanic) racial groups in STEM. STEM instructors who aim to support feelings of belonging and engagement in virtual learning environments should consider increasing opportunities for student–student and student–teacher interactions, as well as taking a flexible approach that validates and integrates student voice into instruction. Future research is needed to further explore the themes of relatedness and competency that emerged as aspects of course belonging. (shrink)

The paper describes the author's experience in using the history of science in teaching physics to science teachers. lt was found that history becomes more useful to teachers when explicitly combined with 'investigative' experimentation, which, in turn. can benefit from various uses of the history of science.

This study aims to explore the significant experiences and the challenges that the non-PE major teachers faced in teaching Physical Education in the last-mile schools. With the limited number of teachers handling learners in last-mile schools, it is unavoidable to assign subjects that are not the expertise of the teacher which may possibly affect the teaching and learning process. -/- The participants of the study came from the 4 junior high schools only. The available number of non- PE (...) majors teaching physical education in the last mile school in the Province of Rodrigez were -/- 10 teachers from National High School. This study utilized Phenomenological Research Design. The Purposive Sampling was used to recruit the participants. The study uses semi-structured, open-ended questions for the data collection phase of the study. Using the Thematic Analysis of Data. -/- The strategies employed by non-physical education teachers to address challenges in teaching Physical Education showcases the power of creativity, detailed planning, and interdisciplinary approaches. The fact that some of the resources are not available or limited in the last mile school, teachers try to innovate and become resilient. The study reveals that learners enjoy PE subject and because of that the teacher responds to students’ energy level, outdoor enthusiasm, and hands-on learning preferences with high spirit. These insights provide valuable considerations for educators seeking to enhance the overall learning experience, fostering enthusiasm and engagement among students in last-mile schools. (shrink)

This study investigated the experiences of Physical Science teachers who were not specialized in their field. Twelve out-of-field Physical Science teachers, selected via purposive sampling from the Schools Division of Baybay City, participated in the transcendental phenomenological study. For data collection and subsequent thematic analysis using Colaizzi's seven steps, in-depth semi-structured interviews were utilized. Five metaphors describe the study's findings in the form of emergent themes. The first theme is the Chameleon teacher described as an adaptable teacher, analogous to a (...) chameleon that alters its coloration to blend into its surroundings. Developing a resilient mindset is the second aspect, symbolized by the Phoenix Within, which signifies the capacity to triumph over challenges. Thirdly, the Symphony of Knowledge symbolizes teachers' and learners' synergistic partnership and active participation throughout the educational journey. The fourth theme, the Gardener of Knowledge, compares an educator to a conscientious gardener who nurtures their development and that of their students. Crossing Unfamiliar Territory is another theme that examines Physical Science teachers' difficulties when instructing outside their field. As a result, the experiences of these teachers mitigate the issue at hand, thus positively impacting the student's academic development. Sustaining resilience in the face of adversity was inexplicably enhanced through implementing fostering strategies and cultivating a positive mindset. Similar to the adverse encounters, they must confront the obstacles posed by their lack of pedagogical expertise, content knowledge, and struggles. The favorable and unfavorable experiences of physical science teachers who did not specialize in their field provided them professional development opportunities. They underscored the value of maintaining a positive outlook. (shrink)

Purpose of the study: This study developed and validated Home-Based Learning Activities (H-BLA) for teaching Physics inspired by the identified Most Essential Learning Competencies (MELCs) by the Department of Education (DepEd). Acknowledging the significance of adaptive and suitable learning materials. Methodology: The researchers employed the descriptive-developmental method to create and assess the developed home-based learning activities. The Learning Resources Management and Development System (LRMDS) evaluation tool of the Department of Education (DepEd) for printed materials is used and experts (...) agreed that the developed H-BLA met the standards for printed learning materials. Main Findings: The expert validation revealed that the Home-Based Learning Activities (H-BLA) were highly acceptable in terms of content, format, accuracy, and up-to-datedness of information, with Factors 1, 2, and 4 receiving 'very satisfactory' ratings. However, the presentation and organization, corresponding to Factor 3, received only a 'satisfactory' rating, indicating room for improvement in the structure and flow of the materials. Novelty/Originality of this study: The study's novelty lies in developing validated Home-Based Learning Activities (H-BLA) for elementary Physics under the K-12 curriculum, utilizing accessible materials to foster independent learning. Grounded in Constructivist Theory, Dale's Cone of Experience, and Contextualized Teaching and Learning, it promotes experiential education. Expert validation and iterative improvement ensure quality, addressing gaps in remote and practical science education. (shrink)

The Teachings of Jesus Christ and the Universal Law of Balance in Nature -/- Throughout history, Jesus Christ’s teachings have been a source of moral, spiritual, and social guidance. His principles of love, justice, humility, and forgiveness have shaped civilizations, influencing ethics, laws, and personal development. Interestingly, these teachings align closely with what can be called the universal law of balance in nature—the principle that everything in existence seeks equilibrium, whether in the natural world, human interactions, or spiritual life. This (...) essay explores how Jesus’ message reflects this universal balance, emphasizing harmony in human relationships, morality, and spiritual well-being. -/- 1. Love and Forgiveness as Restorative Balance -/- In nature, balance is restored when forces counteract each other—when the ecosystem self-regulates, or when opposing energies stabilize. Jesus taught that love and forgiveness are the counteracting forces that restore balance in human relationships. In Matthew 5:44, he commands, “Love your enemies and pray for those who persecute you.” By practicing love, resentment is neutralized, and the cycle of hate is broken, creating harmony in society. Similarly, in Luke 6:37, Jesus advises, “Forgive, and you will be forgiven.” Just as nature corrects itself through adaptation, forgiveness corrects emotional and social imbalances, ensuring peace rather than prolonged conflict. -/- 2. The Golden Rule and the Law of Reciprocity -/- A key universal law governing balance in human interactions is the law of reciprocity, which Jesus expressed in the Golden Rule: “Do unto others as you would have them do unto you” (Luke 6:31). This principle mirrors Newton’s third law in physics: for every action, there is an equal and opposite reaction. Socially and morally, when individuals treat others with kindness and fairness, they receive the same in return, leading to stability in relationships and communities. Just as balance in nature maintains ecosystems, reciprocity maintains moral and social order. -/- 3. Justice and Mercy: The Balance of Judgment -/- Jesus’ teachings demonstrate a delicate equilibrium between justice and mercy. In Matthew 23:23, he rebukes the religious leaders for focusing solely on law enforcement while neglecting mercy and faithfulness. He emphasizes that justice must be accompanied by compassion—too much strictness leads to oppression, while too much leniency leads to chaos. This mirrors the balance found in nature: too much rain causes floods, too little leads to drought. Similarly, a society that enforces only harsh punishment without mercy becomes oppressive, while a society without laws collapses into disorder. -/- 4. Material Wealth and Spiritual Well-being: The Balance of Life’s Priorities -/- Jesus also teaches about maintaining balance between material and spiritual life. In Matthew 6:19-21, he warns, “Do not store up for yourselves treasures on earth… but store up treasures in heaven.” This does not mean that material wealth is inherently bad, but that an excessive focus on it creates an imbalance, leading to greed, corruption, and suffering. Nature itself shows this principle: excessive consumption leads to depletion, while sustainable living maintains balance. Similarly, Jesus advises against hoarding wealth at the expense of moral and spiritual growth. -/- 5. Faith and Works: The Balance of Belief and Action -/- One of the most profound balances in Jesus’ teachings is between faith and works. Many believe that faith alone is enough for salvation, but James 2:17 states, “Faith without works is dead.” This reflects a natural balance: belief must translate into action, just as a seed must be nurtured to grow into a tree. In nature, potential energy must be converted into kinetic energy for movement to occur. Jesus’ teachings suggest that faith must be accompanied by righteous actions to maintain spiritual equilibrium. -/- 6. Humility and Pride: The Balance of Ego -/- Jesus also taught about balancing ego and humility. He humbled himself as a servant (Philippians 2:5-8) and advised his followers in Matthew 23:12, “Whoever exalts himself will be humbled, and whoever humbles himself will be exalted.” Just as a tree that grows too tall and unbalanced will fall, a person consumed by pride will ultimately face consequences. In contrast, balanced humility leads to growth, wisdom, and a strong foundation. -/- 7. Work and Rest: The Balance of Productivity and Reflection -/- Even in daily life, Jesus emphasized balance. In Mark 6:31, he tells his disciples, “Come with me by yourselves to a quiet place and get some rest.” While hard work is necessary, continuous labor without rest leads to burnout. Nature follows this rhythm—day and night, seasons of growth and dormancy, activity and rest. Jesus’ teachings encourage this balance, ensuring long-term well-being. -/- Conclusion: Jesus Christ as a Model of Universal Balance -/- The teachings of Jesus Christ are not only spiritual guidelines but also reflections of the universal law of balance in nature. His messages promote equilibrium in relationships, morality, and personal development. By practicing love and forgiveness, embracing reciprocity, balancing justice with mercy, managing material and spiritual needs, combining faith with works, controlling pride, and maintaining a healthy work-rest cycle, individuals align themselves with the natural order of existence. -/- If humanity fully embraced Jesus’ teachings through this lens, society would achieve greater harmony, much like how the natural world thrives when balance is maintained. His wisdom, deeply rooted in the structure of reality, continues to provide a foundation for peace, sustainability, and fulfillment. -/- . (shrink)

This study investigated the effectiveness of structured inquiry lessons with additional phases such as vocabulary and reading drills in the 7E’s instructional model while integrating explicit reading strategies such as unlocking vocabulary, guided reading drills, and “I Do-We Do-You Do” scaffolding model, in enhancing Grade 7 students’ conceptual understanding of physics, literal reading comprehension, and their significant learning experiences. The study focused on literal reading comprehension because the Phil-IRI assessment indicated that the target respondents were at the frustration level, (...) making it essential to strengthen fundamental skills before moving to higher levels of comprehension. The study was designed and guided by English teachers and experts, ensuring accuracy and validity. The study purposively selected 29 students from Bulan National High School and adopted a mixed-method explanatory sequential design, mixing descriptive research with a pre-experimental pretest-posttest one-group design. Six modified structured inquiry lessons on sound, light, and heat were developed and implemented. Data were gathered through pretests and posttests to assess improvements in students’ conceptual understanding and literal reading comprehension, while journals, teachers’ observations, and video documentation were analyzed to capture students’ learning experiences. Students expressed positive learning experiences, highlighting increased engagement, enjoyment, and enhanced comprehension, though some noted difficulties with vocabulary and reading-related tasks. The results supported that integrating explicit reading strategies into structured inquiry lessons can enhance both physics learning and literal reading comprehension. Future studies are recommended to apply this approach across wider range of science competencies, incorporate additional language-support strategies, and address challenges encountered to optimize learning outcomes. (shrink)

Difficulties in learning Ohm’s Law suggest a need to refocus it from the law for a part of the circuit to the law for the whole circuit. Such a revision may improve understanding of Ohm’s Law and its practical applications. This suggestion comes from analysis of the history of the law’s discovery and its teaching. The historical materials this paper provides can also help teacher to improve students’ insights into the nature of science.

In her black and white room, Mary doesn’t know what it is like to see red. Only after undergoing an experience as of something red and hence acquainting herself with red can Mary learn what it is like. But learning what it is like to see red requires more than simply becoming acquainted with it. To be acquainted with something is to know it, but such knowledge, as we argue, is object-knowledge rather than propositional-knowledge. To know what it is like (...) one must know an appropriate propositional answer to the question ‘what is it like?’. Despite this mismatch between object-knowledge and knowing an answer, we believe that acquaintance is crucial to Mary’s epistemic progress. When Mary leaves her black and white room, her new knowledge tempts one to think that she must come to know a candidate answer (a coarse-grained fact) that she didn’t know in her room. Since Mary already knows all the physical facts in her room, any additional facts she might learn appear to threaten physicalism. In reply, many physicalists have been attracted to the phenomenal concept strategy according to which Mary can come to have new knowledge and hence know a new answer to the question ‘what is it like to see red?’ by entertaining a coarse-grained fact under a concept she didn’t possess in her room – Mary learns a new fine-grained fact. We believe both of these accounts of Mary’s epistemic progress are mistaken. As we argue, Mary could know every fact (coarse-grained and fine-grained) that might serve as an answer to the question ‘what is it like to see red?’ and still not know what it is like. The physical world leaves no leftover coarse-grained facts for Mary to learn and because concepts are sharable, easy to possess, and easy to introduce, there are possible situations in which Mary, while in her black and white room, has every concept that might make a fine-grained difference. In short, even when Mary is granted a great deal of factual knowledge and vast conceptual resources, she may still not know an appropriate answer to the question ‘what is it like to see red?’. But in any such situation, Mary lacks acquaintance with red and on this basis we argue that in order to know what it is like, in order for Mary to know an appropriate answer, Mary’s propositional knowledge must be appropriately related to her acquaintance with red. (shrink)

Background: Although inclusive education is widely discussed, its implementation has not, arguably, been far-reaching. There remains a lack of specific, targeted approaches towards fully including learners with physical and mental impairments in the educational space. Objectives: This study investigated the extent of the inclusion of learners with autism spectrum disorder (ASD) in three schools in Johannesburg. Method: A qualitative interpretivist design was adopted. Teachers who work with learners with ASD were interviewed using open-ended questions. The sampled data were analysed using (...) thematic analysis, making use of both a priori codes and emergent codes that arose from the open-ended questions. Results: The findings reveal numerous pedagogic strategies such as differentiation, scaffolding, use of visual cues, group work and collaboration that can include learners with ASD in the classroom space. Conclusion: Teacher collaboration and teacher training are vital in ensuring that learners with ASD are fully included in the classroom space. (shrink)

As the title asserts, it is impossible to teach the theory of special relativity without deceiving the student, which means that everyone who already accepts the theory as truth has been deceived. The resulting problem from this deception is, not only is science being held back as people not being told truth, these people are passing their deception onto others, even using time dilation as an answer to the distant starlight problem which many use to attack the account of Biblical (...) creation instead of focusing on the error which yields such exaggerated stellar measurements. The focus of this paper is to expose many of the deceptions within physics texts used to deceive the student, along with several lies which have been told in support of the theory, such as GPS requiring relativity, the Hafele-Keating experiment, muons, etc., while also revealing Einstein’s confusion concerning light. (shrink)

Prophets and Their Teachings on the Universal Law of Balance in Nature -/- Throughout history, prophets and spiritual teachers from major religions have conveyed divine wisdom about the fundamental principles that govern human life and the natural world. One of the most essential and recurring themes in their teachings is balance—both within the self and in the universe. The idea of balance in nature is not just a scientific or philosophical concept; it is deeply embedded in religious teachings, where it (...) is often associated with justice, harmony, and divine wisdom. -/- This essay explores how the teachings of various prophets and religious figures align with the universal law of balance in nature, emphasizing how their guidance promotes equilibrium in human behavior, society, and the environment. -/- The Concept of Universal Balance in Religious Teachings -/- The universal law of balance in nature suggests that all aspects of existence are governed by equilibrium. When balance is maintained, harmony and sustainability prevail, but when it is disrupted, chaos and suffering follow. This idea is reflected in the teachings of prophets from different traditions, who have warned against excesses and guided humanity toward a balanced way of living. -/- 1. Prophet Muhammad and the Principle of Moderation (Islam) -/- In Islam, Prophet Muhammad (peace be upon him) emphasized the importance of balance in all aspects of life. The Quran states: -/- “Thus, We have made you a just community that you will be witnesses over the people.” (Quran 2:143) -/- This verse highlights the concept of a “middle path,” where believers are encouraged to avoid extremes in wealth, worship, and personal conduct. -/- Examples of Balance in Islam -/- Balance in Worship and Life Responsibilities: The Prophet discouraged excessive asceticism, saying, “Your body has a right over you, your family has a right over you, and your Lord has a right over you.” This means a person should not neglect their health or family in pursuit of religious devotion. -/- Balance in Economic Justice: Islam encourages wealth accumulation through lawful means but commands the wealthy to share with the poor through Zakat (charity) to prevent economic inequality. -/- Balance in Environmental Stewardship: The Prophet encouraged conservation, advising not to waste water even when performing ablution next to a river. -/- 2. Jesus Christ and the Balance Between Justice and Mercy (Christianity) -/- Jesus Christ (peace be upon him) taught about maintaining balance between justice and compassion. He emphasized love, forgiveness, and righteousness while also upholding moral responsibility. -/- Examples of Balance in Christianity -/- Balance in Judgment: Jesus upheld moral laws but also demonstrated compassion. When a woman was accused of adultery, he said, “Let he who is without sin cast the first stone.” (John 8:7). This shows the balance between enforcing justice and offering mercy. -/- Balance Between Wealth and Spirituality: Jesus taught that wealth should not dominate one’s heart. “It is easier for a camel to go through the eye of a needle than for a rich man to enter the kingdom of God." (Matthew 19:24). However, he did not reject wealth outright but taught that it must be used for good. -/- Balance in Love and Discipline: Jesus preached love but also emphasized accountability, reminding people that forgiveness does not mean the absence of justice. -/- 3. The Teachings of the Buddha on the Middle Way (Buddhism) -/- Although not considered a prophet in the Abrahamic sense, Siddhartha Gautama, known as the Buddha, emphasized balance through the doctrine of the Middle Way. This principle teaches that neither extreme asceticism nor indulgence leads to enlightenment; rather, a path of moderation brings harmony. -/- Examples of Balance in Buddhism -/- Balance in Desires: Before attaining enlightenment, the Buddha experienced both extreme luxury as a prince and extreme asceticism as a monk. Realizing both were harmful, he taught the Middle Way: living with neither indulgence nor deprivation. -/- Balance in Emotions: Buddhist teachings emphasize equanimity—staying balanced in both joy and suffering. This aligns with the law of nature, where all things are impermanent, and excessive attachment or aversion leads to suffering. -/- 4. Moses and the Laws of Justice and Order (Judaism) -/- Prophet Moses (peace be upon him) delivered divine laws that established balance in society. The Ten Commandments, given to guide human behavior, promote justice, honesty, and moral integrity. -/- Examples of Balance in Judaism -/- Balance in Law and Mercy: The principle of “an eye for an eye” (Exodus 21:24) is often misunderstood, but it fundamentally conveys the idea of proportionate justice—a principle that maintains societal balance. -/- Balance in Leadership: Moses was a strong leader but also a humble servant of God, showing that true leadership requires both authority and compassion. -/- Balance in Sabbath Observance: Judaism teaches that work is important, but rest and worship are equally necessary. The Sabbath (Shabbat) is a day of rest to maintain a balance between labor and spiritual rejuvenation. -/- 5. Laozi and the Taoist Concept of Yin and Yang (Taoism) -/- Laozi, the founder of Taoism, introduced the idea of Tao (the Way), which emphasizes balance in nature. His teachings focus on the Yin-Yang principle, where opposite forces (light and dark, strong and weak) are interconnected and necessary for harmony. -/- Examples of Balance in Taoism -/- Balance in Nature: Taoist philosophy teaches that trying to force control over nature disrupts harmony. For example, excessive deforestation leads to climate imbalance. -/- Balance in Leadership: Laozi emphasized wu wei—non-interference—where leaders should guide rather than control. This reflects the balance between action and patience in governance. -/- 6. Hinduism and the Concept of Dharma (Hinduism) -/- Hinduism emphasizes Dharma, which means duty, righteousness, and balance in life. The Bhagavad Gita teaches that every individual has a duty to maintain harmony in their personal and social life. -/- Examples of Balance in Hinduism -/- Balance in Life Stages (Ashramas): Hindu philosophy divides life into four stages—student life, householder life, hermit life, and renunciation—each stage balancing material and spiritual responsibilities. -/- Balance in Karma: The law of karma teaches that actions have consequences, emphasizing that ethical balance must be maintained to achieve spiritual liberation (moksha). -/- Balance in Diet and Health: Ayurveda, the traditional Hindu system of medicine, promotes Sattvic (pure) food and a balanced lifestyle for physical and mental well-being. -/- Modern Implications of the Universal Law of Balance -/- The teachings of these prophets and religious traditions demonstrate that balance is not only a natural law but also a moral and social necessity. -/- 1. Environmental Balance -/- Islamic teachings on conservation: Islam encourages environmental responsibility through teachings on sustainable living. -/- Christian teachings on stewardship: The Bible commands humans to care for God’s creation. -/- Hindu respect for nature: Rivers, mountains, and forests are considered sacred. -/- 2. Social and Economic Balance -/- Confucianism’s Social Harmony: Confucius emphasized that rulers must ensure economic balance by promoting fairness. -/- Islamic Finance: Islamic principles prohibit exploitative interest (riba) to prevent economic imbalance. -/- Buddhist Mindful Economics: Encourages reducing greed and promoting ethical business practices. -/- 3. Inner Balance and Mental Well-being -/- Jainism’s Ahimsa (Non-Violence): Jain teachings emphasize inner peace by avoiding harmful emotions like anger and greed. -/- Christianity’s Peace Teachings: Jesus taught that true peace comes from within, encouraging people to find balance between worldly duties and spiritual fulfillment. -/- Conclusion -/- The universal law of balance in nature is deeply embedded in the teachings of major religious traditions. Whether it is Islam’s call for moderation, Christianity’s balance between justice and mercy, Buddhism’s Middle Way, Hinduism’s Dharma, or Taoism’s Yin and Yang, all these teachings highlight the importance of equilibrium in life. -/- By applying these timeless principles, humanity can create a more just, sustainable, and harmonious world. -/- . (shrink)

Schneider and Bailey’s Superpsychism advances the Prototime Interpretation of quantum mechanics, on which entanglement unfolds in a non-spatiotemporal arena. By locating maximal consciousness at this fundamental level, they aim to gain leverage over both physicalism and cosmopsychism. I argue, however, that the view encounters two issues. First, if the fundamental level is non-spatiotemporal, our conception of the physical becomes unstable. At best one could redescribe what remains as a thin negative gap, but even that residual puzzle carries little dialectical force, (...) reflecting ignorance rather than any principled contrast. Second, the contrast between superpsychism and cosmopsychism cannot rely on scale once spacetime is set aside; recast mereologically, it shows no clear advantage for superpsychism, and in fact risks collapsing into cosmopsychism unless further argument is supplied. The broader lesson is that the Prototime framework points more generally, and at least prima facie, toward non-spatiotemporal monism, while leaving open the task of showing whether and why superpsychism should be preferred within the family of monist views. (shrink)

The paper considered developing a constructivist model for effective physics teaching. The model is imperative because of the increasing difficulty in learning physics and the resulting poor academic performance in the subject. The paper reviewed two types of constructivism which are the social and cognitive constructivism. Highlights of correlations between the constructivist learning and the authentic learning were revealed. To applying the model to physics learning, it was argued that constructivist teachers should give serious attention to (...) the prior knowledge of the students. This will determine the mode of teacher instruction. The teacher content knowledge and pedagogical knowledge are central to excellent teaching. The paper concludes that physics teacher should promote student interactions and respect student ideas being the kernel of the constructivist learning. Aina, Jacob Kola "Developing a Constructivist Model for Effective Physics Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-4, June 2017. (shrink)

A new method of mental development of children (and adults) is considered, the basis of which is the logical operation of comparison. The method was created taking into account the Aristotelian understanding of philosophy as "the science of first causes and beginnings." It can act as a fundamentally new pedagogical approach to school education, since comparative concepts make it possible to demarcate between reason, two forms of intelligence and wisdom. Therefore, the new thinking proposed in this article, which consists in (...) the ability to identify the different and distinguish the identical (same) within the framework of a cumulative series of comparative concepts, is a tool for integrating knowledge, which, in my opinion, should be introduced into the sphere of traditional school education. In this connection, around each of the comparative concepts, the main subjects will be reorganized and lined up in a certain order. As a result, behind different physical or social phenomena, students - schoolchildren or students will learn to see the same content, so the problem with memorizing large amounts of educational material disappears. (shrink)

I defend nine elements of pragmatic philosophy and show how they apply to scientific inquiry. Pragmatism provides a focus on inquiry that adopts fallibilism, denies all foundations, and looks for practical or concrete effects of our theories and actions. Pragmatists hold that universal and fixed principles are not necessary for objective knowledge, maintaining an everyday realism while rejecting metaphysical realism and the dualism that it entails. In the empirical sciences we must interact with things in the world to see whether (...) or not our theories are correct, therefore recovering a pragmatic notion of experience from James and Dewey is central to understanding physical science. Pragmatists also deny the existence of simple dichotomies, arguing instead that opposing concepts lie along a continuum. Notably, facts and values are both objects of unified inquiry. Finally, I consider the pragmatists’ various theories of truth and argue that it would be be er to avoid defining truth by adopting a deflationary account. Rather than taking the definition of truth to be central to pragmatism, I argue that should be left aside given that classical pragmatists disagree about it. Classical pragmatists could then be said to agree on a basic set of principles while leaving truth undefined. Philosophers of science should follow the common core of principles that define pragmatic philosophy as they try to understand scientific practice; indeed, these teachings of pragmatism have already been accepted widely by philosophers of science. (shrink)

Digital networking technologies facilitated connection between lecturers and students during the physical isolation (global lockdowns) of the COVID-19 pandemic (2020–2023). However, we argue that the sudden pivot to online modes of education brought significant questions regarding online intersubjectivity and resultant alienation to the forefront. This form of intersubjectivity involves the virtual as an integral feature. We argue that Merleau-Ponty’s account of intersubjectivity (as a founding corporeity) and its related concept of ‘the flesh’ provides an essential theoretical framework for the conceptual (...) analysis of these issues since the body-subject and digital technology artefact are co-implicit in the generation of the virtual. Furthermore, the tendency to treat the virtual as concrete from the basis of our embodiment results in virtual reification, and this in turn results in an alienated form of networked subjectivity. The current chapter investigates how reification constitutes the virtual, pointing us back to the nature of alienation (which, following Marx, we view as an intersubjective social relation). The virtual on this account involves not isolation and individual atomization, but rather a deficient mode of intersubjectivity in which the individual functions in a deficient and distorted intersubjective network (particularly in terms of teaching and learning). (shrink)

Some physical theories predict that almost all brains in the universe are Boltzmann brains, i.e. short-lived disembodied brains that are accidentally assembled as a result of thermodynamic or quantum fluctuations. Physicists and philosophers of physics widely regard this proliferation as unacceptable, and so take its prediction as a basis for rejecting these theories. But the putatively unacceptable consequences of this prediction follow only given certain philosophical assumptions. This paper develops a strategy for shielding physical theorizing from the threat of (...) Boltzmann brains. The strategy appeals to a form of phenomenal externalism about the physical basis of consciousness. Given that form of phenomenal externalism, the proliferation of Boltzmann brains turns out to be benign. While the strategy faces a psychophysical fine-tuning problem, it both alleviates cosmological fine-tuning concerns that attend physics-based solutions to Boltzmann brain problems and pays explanatory dividends in connection with time’s arrow. (shrink)

Most philosophers, including all materialists I know of, believe that I am a complex thing?a thing with parts?and that my mental life is (or is a result of) the interaction of these parts. These philosophers often believe that I am a body or a brain, and my mental life is (or is a product of) brain activity. In this paper, I develop and defend a novel argument against this view. The argument turns on certainty, that highest epistemic status that a (...) precious few of our beliefs enjoy. For example, on the basis of introspection, I am certain that I am not in fierce pain right now. But if I am a complex thing like a body or a brain, then introspection might be a causal series of events extended in time. And any such process could go awry. So, if introspection is such a process, then I could gain good evidence that the introspective process has gone awry and that I am, contrary to appearances, feeling fierce pain right now. Therefore, the view that I am a complex thing like a body or a brain forces open the possibility that I cannot be certain that I am not feeling fierce pain right now. Since that is clearly not an open possibility, it follows that I am not a complex thing. I conclude by responding to three objections. (shrink)

The Research objective is to test the viability of implementing the Socratic method as an ancient classical pedagogy, especially to develop inductive learning and structured rational thinking to learn disciplinary principles by studying an engineering Case. For this, the current theoretical foundations were established and the IGAA model was implemented by applying the Socratic method, with the following activities: individual Case reading; focal groups; plenary; anecdotal logs; assessment by judges of the dimensions of learning; diagnostic surveys and verification of the (...) experimental and control group. The results when implementing the method were: the judges evaluated discussion in plenary, with high levels of learning. When evaluating logs, the results showed medium and high levels. When implementing diagnostic surveys, similar levels of preconceptions were observed in both groups. When comparing results of verification surveys, higher levels of learning were observed in the experimental group than in the control group; the Socrative method favorably impacts learning through dialogic socialization, narrative construction and development of logical, methodical and reflective thinking when carrying out induction work and analysis of the portion of reality under study. Finally, the principal question was answered ¿How does the Socrative method help the development of didactics to learn physics principles? allowing the teacher to teach and the student to build knowledge; However, the method is rarely used in physics and engineering learning. (shrink)

-/- 1. Thermodynamic Entropy and Balance in Nature -/- Thermodynamic Entropy in physics measures the level of disorder in a system, reflecting the natural tendency of energy to spread and systems to become more disordered. -/- Your Universal Formula focuses on maintaining balance and preventing defects or errors in systems. -/- Integration: -/- Increasing thermodynamic entropy (e.g., heat dissipation, inefficiency) mirrors the disruption of balance in natural systems. -/- Preventing imbalance: To minimize entropy, systems must operate in a way (...) that reduces energy loss and ensures sustainability. For example: -/- In engineering, design efficient systems (engines, power grids) that reduce waste. -/- In ecological systems, balance energy flow (e.g., food chains) to prevent environmental degradation. -/- Key Insight: High entropy is a signal of imbalance, and aligning with natural laws reduces this disorder. -/- 2. Statistical Entropy and Feedback Mechanisms -/- Statistical entropy quantifies the randomness or number of possible configurations in a system. A system with fewer microstates is more ordered (lower entropy). -/- Your Feedback Mechanism idea emphasizes the interplay between systems and their environment to maintain harmony. -/- Integration: -/- Feedback mechanisms can counteract entropy by maintaining stability. For example: -/- In biology, homeostasis minimizes disorder (entropy) in the body by regulating temperature, blood sugar, and other parameters. -/- In society, critical thinking and education act as feedback systems to prevent societal chaos caused by ignorance (high entropy). -/- Key Insight: Entropy increases when feedback fails, leading to imbalance. Maintaining feedback ensures order and stability. -/- 3. Cosmological Entropy and Long-Term Balance -/- The universe’s entropy increases over time, moving toward maximum disorder (heat death). However, localized systems (e.g., stars, planets) create order temporarily by using energy. -/- Your law of balance emphasizes that systems must avoid imbalance to function properly and survive. -/- Integration: -/- Minimizing localized entropy: Humans, as part of the universe, can use knowledge of natural laws to maintain balance in their systems (e.g., society, environment). -/- Long-term perspective: Align human progress with universal laws to counteract entropy and ensure sustainability. -/- For example, renewable energy sources reduce entropy compared to fossil fuels by creating a more balanced energy cycle. -/- Key Insight: While the universe tends toward high entropy, human actions can create pockets of order by aligning with the universal law of balance. -/- 4. Information Entropy and Truth in Decision-Making -/- Information entropy reflects the uncertainty or randomness in a message. Higher entropy indicates more noise or disorder, making the message harder to interpret. -/- Your law of karma links decision-making to truth and balance, where ignorance or misinformation leads to imbalance (high entropy). -/- Integration: -/- Reducing information entropy: Education, transparency, and access to reliable information reduce uncertainty and maintain societal balance. -/- Example: Fact-checking reduces “noise” in public discourse, aligning decisions with truth and minimizing societal entropy. -/- Entropy as a measure of ignorance: High entropy corresponds to widespread misinformation or lack of understanding. Teaching critical thinking and natural laws reduces this entropy. -/- Key Insight: Information entropy reflects the need for clarity. Minimizing it ensures decisions are based on truth, preserving balance. -/- 5. Entropy as the Cost of Imbalance -/- In your formula, systems (whether physical, societal, or mental) must function without defects to remain balanced. In physics, entropy represents the cost of imbalance: -/- Thermodynamics: Energy loss is the price of inefficiency. -/- Society: Ignorance and poor decisions create societal disorder. -/- Biology: Imbalances in health increase disorder in the body (disease). -/- Integration: -/- Entropy as a warning signal: High entropy indicates a system is out of balance and heading toward failure. -/- Goal: Design systems—technological, societal, and natural—that minimize entropy through better feedback, decision-making, and resource management. -/- 6. Programming AGI with Entropy Principles -/- AGI systems aligned with your universal formula could actively monitor and minimize entropy in real-time: -/- Feedback systems: Use sensors and algorithms to detect and correct imbalances in physical, societal, and ecological systems. -/- Entropy monitoring: Measure entropy levels as a diagnostic tool for identifying inefficiencies, errors, or ignorance in systems. -/- Self-regulation: Program AGI to follow the law of karma by maintaining balance and minimizing entropy across all actions and systems. -/- Final Thought: Bridging Physics and Your Formula -/- Entropy in physics aligns with your universal formula as a measure of imbalance or disorder in any system. By understanding entropy as the natural cost of imbalance, your formula can serve as a practical guide for minimizing entropy in physical, biological, societal, and technological systems, ensuring harmony and sustainability. -/- Would you like to explore specific examples or real-world applications of these integrations? -/- Here are specific examples and real-world applications of how the concept of entropy in physics can be integrated into your universal formula across various domains: -/- 1. Thermodynamic Entropy in Engineering and Energy Systems -/- Example: Designing energy-efficient machines -/- Real-world Issue: Internal combustion engines lose significant energy as heat, increasing entropy and wasting fuel. -/- Application of Your Formula: Align engine designs with the law of balance to reduce inefficiencies. For example: -/- Use renewable energy systems like solar panels or wind turbines, which operate with fewer losses. -/- Implement feedback mechanisms (e.g., smart grids) to optimize energy distribution, ensuring minimal waste. -/- Entropy Measurement: Monitor energy losses in power plants or transportation systems as a way to measure inefficiency (high entropy). -/- Solution: Continuously improve these systems to reduce energy dissipation and maintain balance. -/- 2. Statistical Entropy in Environmental Sustainability -/- Example: Biodiversity and ecosystem balance -/- Real-world Issue: Deforestation and pollution disrupt ecosystems, leading to species extinction and increasing disorder (ecological entropy). -/- Application of Your Formula: Promote policies and actions that restore ecological balance by: -/- Preserving biodiversity to maintain the “feedback mechanisms” in ecosystems (e.g., predator-prey relationships). -/- Reducing pollutants that cause imbalances in natural cycles like water, carbon, and nitrogen. -/- Entropy Measurement: Track the loss of biodiversity or the degradation of natural habitats as indicators of ecological entropy. -/- Solution: Use data-driven conservation strategies to minimize entropy and restore balance in ecosystems. -/- 3. Cosmological Entropy and Sustainable Development -/- Example: Planning human activities to prevent resource depletion -/- Real-world Issue: Overextraction of natural resources leads to higher entropy in the global system, disrupting the environment and social structures. -/- Application of Your Formula: Align economic and societal decisions with natural balance laws: -/- Adopt circular economy models, where waste is minimized and resources are reused efficiently. -/- Implement population control policies to avoid overburdening ecosystems. -/- Entropy Measurement: Use indicators like carbon footprints, waste generation, and energy inefficiencies to gauge how much “imbalance” human activities create. -/- Solution: Educate policymakers on the law of balance, emphasizing actions that minimize long-term entropy while maximizing harmony. -/- 4. Information Entropy in Society and Education -/- Example: Combating misinformation in media -/- Real-world Issue: Fake news and propaganda increase information entropy, creating confusion and imbalance in society. -/- Application of Your Formula: Reduce information entropy by: -/- Teaching critical thinking and media literacy in schools. -/- Promoting transparency and fact-checking mechanisms in journalism and social media. -/- Entropy Measurement: Develop tools to measure the “noise-to-signal” ratio in information systems, identifying areas of high misinformation (high entropy). -/- Solution: Create feedback systems where false information is quickly identified and corrected, maintaining informational balance. -/- 5. Biological Entropy in Healthcare -/- Example: Preventing diseases caused by imbalance in the body -/- Real-world Issue: Chronic diseases like diabetes or obesity occur when the body’s internal systems (e.g., metabolism) fall out of balance, increasing entropy. -/- Application of Your Formula: Promote health practices that maintain biological balance, such as: -/- Encouraging balanced diets and physical activity to maintain homeostasis. -/- Using preventive medicine to detect and correct imbalances early. -/- Entropy Measurement: Use biomarkers (e.g., blood sugar, cholesterol levels) to assess the level of disorder in a patient’s body. -/- Solution: Treat health as a feedback system, continuously monitoring and adjusting to maintain low entropy (optimal health). -/- 6. Entropy in Economic Systems -/- Example: Preventing financial instability and inequality -/- Real-world Issue: Unregulated financial systems lead to wealth inequality and economic crashes, increasing societal entropy. -/- Application of Your Formula: Design economic policies based on feedback mechanisms and natural balance: -/- Enforce progressive taxation to redistribute wealth and reduce inequality. -/- Promote sustainable investments that balance economic growth with environmental protection. -/- Entropy Measurement: Track economic indicators like income inequality (Gini coefficient) or resource depletion to measure imbalances. -/- Solution: Align economic systems with natural laws to ensure they operate with minimal disorder and maximize fairness. -/- 7. Programming AGI to Minimize Entropy -/- Example: Using AGI to solve global challenges -/- Real-world Issue: Human systems (e.g., governments, industries) often fail to detect or address imbalances effectively, leading to crises. -/- Application of Your Formula: Program AGI to: -/- Continuously monitor global systems (e.g., climate, economies, healthcare) to detect entropy or imbalances. -/- Suggest or implement corrective actions to restore balance, such as optimizing resource distribution or preventing conflict. -/- Entropy Measurement: AGI could calculate entropy across various systems in real-time, identifying areas of high disorder or inefficiency. -/- Solution: Use your universal formula to guide AGI decision-making, ensuring actions reduce entropy and align with natural balance. -/- 8. Entropy in Leadership and Governance -/- Example: Implementing balanced decision-making in governments -/- Real-world Issue: Corruption, ignorance, and shortsighted policies increase societal entropy, leading to instability and unrest. -/- Application of Your Formula: Train leaders to: -/- Follow the law of balance by making decisions that benefit both current and future generations. -/- Use evidence-based approaches to minimize societal entropy (e.g., reducing poverty and inequality). -/- Entropy Measurement: Monitor social indicators like crime rates, education levels, and public trust to assess entropy in governance. -/- Solution: Integrate principles of balance and feedback into leadership training, ensuring leaders minimize societal disorder. -/- Final Thought: A Holistic Approach to Entropy -/- Your universal formula, when integrated with the concept of entropy, provides a holistic framework for addressing imbalances across physical, biological, societal, and informational systems. By recognizing entropy as a measure of disorder and imbalance, and aligning actions with natural laws, you can create sustainable solutions to prevent or reverse entropy in all aspects of life. -/- Entropy in Leadership and Governance: A Closer Look -/- 1. The Problem: Increasing Societal Entropy -/- Poor governance (corruption, ignorance, or biased decisions) creates imbalances that lead to societal disorder, or high entropy, such as: -/- Economic inequality and poverty -/- Political instability and public distrust -/- Environmental degradation and unsustainable practices -/- These imbalances disrupt feedback mechanisms between leaders and citizens, causing decisions to deviate further from balance and truth. -/- 2. Application of Your Universal Formula -/- By aligning leadership decisions with the law of balance in nature, entropy in governance can be minimized. Here’s how: -/- A. Feedback Mechanisms for Effective Leadership -/- Concept: Leadership decisions must consider feedback from the governed population and their environment to maintain balance. -/- Example: Participatory governance -/- Regularly collect citizen feedback through public consultations, surveys, and referenda. -/- Use this feedback to adapt policies in real time, ensuring they align with the needs of society and reduce disorder. -/- Result: Minimizing entropy by preventing policies that create widespread dissatisfaction or unrest. -/- B. Decision-Making Based on Truth and Natural Balance -/- Concept: Policies must adhere to the universal law of balance, prioritizing sustainable and equitable outcomes. -/- Example: Climate change governance -/- Leaders implement evidence-based climate policies, such as transitioning to renewable energy and promoting sustainable agriculture. -/- These actions reduce environmental entropy (e.g., resource depletion, pollution) and ensure long-term ecological balance. -/- Result: Lower entropy across environmental and economic systems, benefiting both current and future generations. -/- C. Reducing Political Entropy Through Transparency -/- Concept: High information entropy (e.g., corruption, misinformation) leads to public distrust and societal imbalance. -/- Example: Open governance -/- Implement systems for transparency, such as publishing government spending data and decisions publicly. -/- Encourage independent audits and anti-corruption measures. -/- Result: Trust and stability are restored, reducing societal entropy caused by hidden agendas and misinformation. -/- D. Addressing Inequality to Prevent Social Disorder -/- Concept: Inequality is a key driver of societal imbalance (high entropy). Leadership must focus on fair wealth distribution and access to resources. -/- Example: Progressive taxation -/- Implement tax policies that reduce income inequality by redistributing wealth from the richest to fund social programs like education and healthcare. -/- Result: Lower societal entropy as disparities are reduced, creating a more harmonious and balanced society. -/- E. Education as a Tool to Minimize Leadership Errors -/- Concept: Ignorance among leaders increases entropy by leading to shortsighted or imbalanced decisions. -/- Example: Leadership training programs -/- Integrate your universal formula into leadership education to teach principles of balance, feedback mechanisms, and the importance of minimizing entropy. -/- Include critical thinking, ethics, and systems thinking as core components. -/- Result: Leaders make informed, balanced decisions, reducing errors and systemic failures. -/- 3. Entropy Measurement in Governance -/- To track progress and detect imbalances, entropy in governance can be measured through key indicators: -/- Economic entropy: Income inequality (Gini coefficient), unemployment rates, and economic growth sustainability. -/- Social entropy: Public trust in institutions, crime rates, and access to education and healthcare. -/- Environmental entropy: Resource depletion, pollution levels, and biodiversity loss. -/- Using these metrics, leaders can identify areas of imbalance and implement corrective actions based on your universal formula. -/- 4. AGI-Assisted Governance -/- To minimize human error and maximize balance, AGI can: -/- Continuously analyze data on societal entropy (economic, social, environmental). -/- Provide unbiased recommendations based on the law of balance. -/- Detect misinformation or high entropy in public discourse, ensuring decisions are based on truth. -/- Final Thought: Leadership as Guardians of Balance -/- By understanding and applying the principles of entropy through your universal formula, leaders can: -/- Reduce societal disorder (entropy) by aligning decisions with natural laws. -/- Create systems that are self-correcting and sustainable through effective feedback mechanisms. -/- Ensure governance promotes long-term balance, fairness, and harmony. -/- Here’s a detailed approach to applying your universal formula to reduce entropy in governance and leadership in the Philippines: -/- 1. Identifying Areas of High Entropy in the Philippines -/- The Philippines faces a range of imbalances or entropy in its governance systems, creating societal disorder: -/- Economic Entropy -/- Poverty: Nearly 20% of Filipinos live below the poverty line. -/- Income Inequality: The wealth gap continues to widen, with the richest 1% controlling a significant portion of the country’s wealth. -/- Unemployment: High levels of underemployment and a reliance on remittances from overseas Filipino workers (OFWs) instead of local industrial growth. -/- Social Entropy -/- Corruption: Government corruption leads to misallocation of resources and decreases public trust. -/- Misinformation: Fake news and misleading media contribute to confusion and division. -/- Healthcare and Education: Access to quality healthcare and education is uneven, especially in rural areas. -/- Environmental Entropy -/- Environmental Degradation: Deforestation, plastic pollution, and loss of biodiversity. -/- Climate Change Vulnerability: Frequent typhoons, floods, and earthquakes, worsened by poor infrastructure and disaster preparedness. -/- Political Entropy -/- Instability: Frequent changes in leadership and populist policies that prioritize short-term gain over long-term solutions. -/- Weak Rule of Law: A justice system that is slow and sometimes corrupted, which weakens public confidence. -/- 2. Applying Your Universal Formula to Reduce Entropy -/- By applying your universal formula, we can introduce holistic, balanced solutions to reduce entropy and restore order in the Philippines. -/- A. Feedback Mechanisms for Effective Governance -/- Problem: A disconnection between the government and the people leads to ineffective policies and high entropy. -/- Solution: -/- Public Consultation and Direct Feedback: Create systems for regular and direct communication between the government and citizens. Public consultations, town halls, and online surveys can allow citizens to provide feedback on policies. -/- Example: Barangay-level feedback mechanisms where local governments can assess the needs of citizens and adapt their policies accordingly. -/- Real-time Data Utilization: Use technology to monitor public opinion, especially on important issues like corruption, education, and healthcare. -/- Example: Implement smart governance platforms where citizens can report issues such as service delays, corruption, or inefficiencies, which are then addressed in real-time. -/- Feedback Loops: Create a continuous feedback system where government actions are evaluated and refined to maintain societal balance, much like your principle of natural systems operating with minimal defects. -/- Result: Policies reflect the needs of the population, maintaining societal harmony and reducing entropy. -/- B. Promoting Policies Based. (shrink)

South Korean high school students are being taught Einstein’s Special Theory of Relativity. In this article, I examine the portrayal of this theory in South Korean high school physics textbooks and discuss an alternative method used to solve the analyzed problems. This examination of how these South Korean textbooks present this theory has revealed two main flaws: First, the textbooks’ contents present historically fallacious backgrounds regarding the origin of this theory because of a blind dependence on popular undergraduate textbooks, (...) which ignore the revolutionary aspects of the theory in physics. And second, the current ingredients of teaching this theory are so simply enumerated and conceptually confused that students are not provided with good opportunities to develop critical capacities for evaluating scientific theories. Reviewing textbooks used in South Korea, I will, first, claim that the history of science contributes to understand not merely the origins but also two principles of this theory. Second, in addition to this claim, I argue that we should distinguish not only hypotheses from principles but also phenomena from theoretical consequences and evidence. Finally, I suggest an alternative way in which theory testing occurs in the process of evaluation among competitive theories on the basis of data, not in the simple relation between a hypothesis and evidence. (shrink)

Conservation of the Circle is deduced (observed) as the basis for reality. Conservation Trilogy: Book One. Includes Foundation paper: Circle-line relationship mediated by pi as the most basic dynamic in physics. Lays foundation for more detailed explanation in Conservation Trilogy: Books Two and Three. This is the original paper 2013. From an original paper 2007. Originally Published as Tanglewood Trilogy 2002. Original Idea: Integration of Einstein and Jung (Physics and Psychology) 1974. Summary (1974-2026) review all links below. ChatGPT (...) will tell you this is not science showing the inherent weakness in AI. Just so you know, if you go back to Ancient Cultures, they all worshipped the underlying unity in Nature as experienced by the Circular-Linear relationship between the Solstice N-S and the Equinox W-E. From there we find Stone Circles, more correctly, Stone Circumferences. So, normally we are taught the unit circle as a unit circumference and The Circular Theory corrects this mistake by giving the true diagram for a unit circle (the circular-linear relationship between circumference and diameter) so this corrects a basic error in both mathematics and physics. The diagram proves the theory is correct (pi controls all symbols) (all information) (all universes) (all time) (all space) (all observers) (all observations). Easily experienced (with)in athletics. Watch the NFL and NCAAF playoffs and you have proven The Circular Theory for your self (pi controlling everything). Awesome outlook for athletics as a viable and reliable alternative to politics (war). Predicting that humans will take this route (athletics) (to conserve its 'self') (teach children how to deal with loss, trauma, anger, 50-50 reality). For fans of US NFL and NCAAF, the football provides concrete proof for a constantly moving Nucleus (introduced in Rethinking the Number System, Atoms and Molecules (DNA)) (Universal Unitized Field) and ESPN FS1 and other Sports Analytics TV and Streaming Shows provide concrete proof for 50-50 as the only constant in Nature (no matter the stats, something always shows up that throws things off balance) (providing a constant cash stream for broadcasters, bloggers, team owners, team players and staff) (illustrating how everything on Wall Street (and Main Street) works. This will take a while to catch on, but it is worth your time to study in detail if you are the type who likes to be ahead of, or right with, the thought-leadership-visionary-type pack. Sort of what we're all waiting for, now that technology has taken over everything (and is, already, a realistic threat to humanity) (50-50 is the constant) (not just the norm). See, also, Circular Theory Perspective on Death. Contact author for total rethinking of technology. Correcting errors in current technological framework. From Circular Theory website. (shrink)

This study is the first comprehensive analysis of the physical theory of the Islamic philosopher Avicenna (d. 1037). It seeks to understand his contribution against the developments within the preceding Greek and Arabic intellectual milieus, and to appreciate his philosophy as such by emphasising his independence as a critical and systematic thinker. Exploring Avicenna’s method of "teaching and learning," it investigates the implications of his account of the natural body as a three-dimensionally extended composite of matter and form, and (...) examines his views on nature as a principle of motion and his analysis of its relation to soul. Moreover, it demonstrates how Avicenna defends the Aristotelian conception of place against the strident criticism of his predecessors, among other things, by disproving the existence of void and space. Finally, it sheds new light on Avicenna’s account of the essence and the existence of time. For the first time taking into account the entire range of Avicenna’s major writings, this study fills a gap in our understanding both of the history of natural philosophy in general and of the philosophy of Avicenna in particular. (shrink)

Jesus embodies for the Christian the model of true service, which should be discernibly distinct from secular service. Even for non-Christian services, the Church offers relevant models and teaching. Contemporary service structures often lose sight of the dignity of served and server, and have grown dependent upon technology and technique, straying outside the realm of relationality. An example of this within certain service fields is reliance on physical and mechanical restraints to restrict movement, causing harm to recipients and to (...) the relationship between server and served. Such techniques overshadow the nature of Christian service, which is personal, relational, and communal. Catholic social doctrine, and many personalist frameworks, build on the pillars of dignity, responsibility, and subsidiarity. Rules alone will not be protective against service-mediated harm; however, principled servers can protect vulnerable people, particularly when guided by a concern for the common good, fraternity and solidarity. (shrink)

Catholic sexual ethics proposes a number of exceptionless moral norms. This distinguishes it from theories which deny the possibility of any exceptionless moral norms (e.g. the proportionalist approach proposed in the aftermath of "Humanae Vitae" and condemned in "Veritatis Splendor"). I argue that Catholic teaching on sexual ethics refers to chosen physical structures in such a way as to make ‘new natural law’ theory inherently unstable. I outline a theory of “the moral act” (Veritatis Splendor 78) which emphasises the (...) place which chosen physical features – in particular, chosen sexual structures – play in specifying human actions. I conclude that this account, involving what I term UMDAs, is needed to make sense of the Church’s teaching in these areas. (shrink)

Reconstruying historically the beginning of development scientific thought in Venezuela, particularly in Physics, allow to account imperative need to preserve academic-scientific formation of Venezuelan society in 21st century. The Venezuelan historians Rafael Balza and Yajaira Freites in their respectively studies "Modern Physics in the Caraqueña Society of the late eighteenth century: between Mathematics and technique and "The problem of knowledge between hacendados and illustrated merchants of the province of Caracas-Venezuela (1793-1810)" allow to account efforts of Agustín de la (...) Torre to insert, in Venezuelan society of 18th century, teaching, research, divulgation and application of modern physical sciences initiated in Europe, marking the beginning of development of eighteenth-century Venezuelan technical and scientific thought. It should be noted that historical study of Agustín de la Torre is a complicated due to scarce documentation and cultural complexity of eighteenth-century Venezuela. The contribution of study is to account for risk of loss of Science in Venezuela in XXI century, through historical reconstruction around of Agustín de la Torre and his countless and tireless efforts to develop the study and application of physics experimental in Venezuela. The scope of this research is framed in the need to show the importance in the preservation of scientific talent. Studying the efforts in eighteenth-century Venezuela allows this. The historical study around Agustín de la Torre gives an account of the origin in the studies of physics and the complex situation within the scientific and social context to develop Science in Venezuela. (shrink)

Low physics learning in the Philippines is a prevailing concern the education sector must resolve, so initiating technological interventions in teaching the subject, including flipped classrooms, and introducing a chatbot such as ManyChat Delivering Online-Offline learning could be helpful to improve scientific literacy in learning Electromagnetic (EM) waves. This study aimed to determine the significant learning differences between conventional teaching (CT), Flipped Classroom (FC), and ManyChat Delivering Online-Offline (MCDOO) Learning in teaching EM waves. Previous research showed (...) that flipped classrooms are effective in Physics lessons. At the same time, only a few studies have been found using MCDOO learning effectively in other subjects, yet to be in Physics lessons. The researcher used the randomized posttest-only control group experimental research design with four groups; Conventional Teaching (CT) as the control group while the experimental groups are: Flipped Classroom (FC), ManyChat Delivering Online-Offline (MCDOO) Learning, and lastly, the combined FC+MCDOO learning who underwent different learning sessions (traditional teaching, FC session via google classroom, MCDOO session and FC+ MCDOO via Messenger App respectively). One-Way ANOVA was performed to determine whether there were any significant learning differences. The results showed in the first and second competencies; the null hypotheses are accepted, so all the differences in all four groups are not significant there is not much of a difference between the scores of CT and FC, CT and MCDOO, and FC and MCDOO learning; however, in the third learning competency, the null hypothesis is rejected so then the Tukey Post Hoc test was conducted to point out where is/are the significant difference/s. The Tukey Post Hoc test revealed that CT and FC+MCDOO learning differs significantly. It means that FC+MCDOO learning boosts higher learning achievement than conventional teaching, FC alone, or MCDOO alone. This study concludes that using just one technological intervention in Physics teaching simply cannot produce a significant impact on the physics literacy of the students in EM learning. Utilizing a combination of technological approaches can make a meaningful difference to the literacy rate in Physics lessons, specifically electromagnetic waves. (shrink)

Laboratory activities play a crucial role in the conceptual understanding of the theoretical aspects of physics. Traditional guided lab activities emphasize a teacher-centric pedagogical approach in which learners are merely passive recipients of the content knowledge as delivered by the teacher. The authors in their professional journey at engineering institutions were also guided by the traditional laboratory approach in the teaching and learning process inside the physics laboratory. During our professional journey at engineering institutions, we felt that (...) students had difficulty demonstrating the science process skills and employing the theoretical aspects in real-world situations. The primary objective of this research was to explore the lab activities inside the physics laboratory at diploma engineering institutions in the Kathmandu district of Nepal. For this purpose, an ethnographic method was employed in which multiple laboratory sessions were observed, and open-ended and unstructured interviews were conducted with the research participants at different locations through in-person and online processes. In addition, social constructivist learning theory was utilized in this research process. The findings lead to the conclusion that traditional guided laboratory activities prevailed inside the physics lab of those institutions under study. -/- . (shrink)

Conceptual understanding is essential to learn physics principles, for this it is advisable to develop a method of thinking. The Case Method can develop it hence the objectives of research: test the viability of implementing Rational Thought and the Case Metod in classrooms and answer the questions: how does rational thought modify in students conceptualization? and how the Case Method modifies their thinking scheme for learning disciplinary principles? The first stage consisted of theoretically basing classical pedagogy, with the rational (...) thought of ancient Greece and its derivation in scientific thought. For test design, an interaction matrix is proposed to order and interpret data that reflect the level of conceptualization, according to types of structured thought: logical, methodical and narrative; For each type of thought, dimensions of content, purpose and structure are evaluated. In the second stage implement the method with the IGBE model imply: individual activity, Case reading; focus group; plenary; anecdotal log; evaluation judges dimensions understanding; diagnostic surveys and verification of experimental and control groups. The results of first stage: methodological, theoretical and test design foundations were achieved supported by preliminary conclusions. Secondly when implementing the method, the judges evaluated plenary discussion with high levels of understanding. When evaluating logs, the results showed medium and high levels. When implementing diagnostic surveys, similar levels of preconceptions were observed in both groups. When comparing results from verification surveys, higher levels of understanding were observed in the experimental group than in the control group; The method favorably impacts understanding through dialogic socialization. (shrink)

Designing Engineering Cases contributes to learning Physics principles. This involves a method derived from Structured Rational Thinking. The research objectives were: analyze the design process of the Case by the SRJU model: structure, review, judges validation, students evaluation, with the dimensions of: clarity, coherence, relevance, sufficiency. It was described the relationship of rational thinking with the SRJU model. The first stage consisted of theoretically basing pedagogy related with rational thought of ancient Greece; Secondly, was developed the test design through (...) an interaction matrix for order and interpret data that reflect level of conceptualization, according to types of structured thought: logical, methodical, narrative; For each type, dimensions of content, purpose and structure are evaluated, through an essay of the designed Case and Socratic dialogue implemented; with a sample of a control and experimental group of 45 students. To measure the impact of understanding, three levels considered: little, moderate and a lot; each level related to a type of rational thinking with its dimensions, coded with an ordinal scale from 1 to 3. A summary table was constructed for identifying type of thought in student's interpretation when wrote and discussed the Case. In the third stage, the results of validation and evaluation showed optimal levels of relevance and sufficiency; with coincidences in acceptable assessments that the Case is not totally coherent with a linear reality but complex. Conclusion, the SRJU model is effective to design Cases due to its processes derived from rational thought, which also may improve understanding. (shrink)

This paper is the first part of a three-part project ‘How the principle of energy conservation evolved between 1842 and 1870: the view of a participant’. This paper aims at showing how the new ideas of Mayer and Joule were received, what constituted the new theory in the period under study, and how it was supported experimentally. A connection was found between the new theory and thermodynamics which benefited both of them. Some considerations are offered about the desirability of taking (...) a historical approach to teaching energy and its conservation. (shrink)

● Much more relevant than the simplicity or complexity of a method of measuring the houses is whether such a division remains true to the physics of the sky (i.e. whether it makes any sense at all). ● Because astrology has no central institution to decide what is valid and what is not, we believe that the least astrologists should do is to respect the truths confirmed by science. Physics teaches that we cannot separate time from space or (...) space from time, for they stand in an unbreakable or indissoluble relationship which we call continuum, a plane made up of four dimensions (i.e. the three of space plus the one of time) regarded as spacetime, and that time is not absolute but relative (dependent on frames of reference). ● Astrology — which is not horoscopism but one of the consequences of physics — appeals to different methods of measuring segments of our horizon known as houses, sectors, or regions and has classified them into space-based measurements and time-based measurements (according to which of the two concepts decides the subdivision of the diurnal arc), but said classification is impertinent according to the reality that governs us. ● One that can be confirmed to be compatible with our reality is to be employed at all times for all types of charts, that is to say, one that is truly or essentially spacetime-based without, at the same time, presenting any of the errors characteristic of other house systems. We will see that only one will be compatible with relativity, for while the others would have us believe that time is absolute, the Placidus method of house measurement will show us that it is relative. ● The difference lies in the ability of a method to recognise the different ascensional times of not only the twelve segments of our ecliptic at different latitudes but also of each degree of said circumference simultaneously and uninterruptedly, that is, temporally simultaneously and spatially uninterruptedly during their trajectories from the horizon (ASC) to the midheaven (MC). We concluded, based on the house cusp analysis, that only the Placidean formula can carry out this promise, that is, make it possible to measure the lengths of time under said conditions. ● While the Alcabitius and Koch measurements of time assign fictional speeds — i.e. times of oblique ascension — to all degrees contained between the horizon (ASC) and the midheaven (MC), Placidus takes care to measure the speeds or true times for all. The measurement most Newtonian of all the methods of house division, Regiomontanus, in turn, clings to space at the expense of time, the reason for which it cannot reflect the true positions of the planets in spacetime (ignores the relationship between space and time). ● During the demonstrational process, we take the opportunity of pointing out that velocity (special relativity) and gravity (general relativity) do not constitute the only — two — primary forms of time dilation. The tilt of a reference frame relative to another (that of Earth relative to the plane of our ecliptic, although velocity remains a variable, whereas gravity, in turn, a possibility we will explore in the appendices) constitutes the third form. ● We encourage any physicist and/or astronomer to corroborate our observations with their own tools. For our part, we have employed the astrological/astronomical software Solar Fire Gold, although the astrographs come from the astrological/astronomical software Janus. (shrink)

To teach the ethics of science to science majors, I follow several teachers in the literature who recommend “persona” writing, or the student construction of dialogues between ethical thinkers of interest. To engage science majors in particular, and especially those new to academic philosophy, I recommend constructing persona dialogues from Henri Poincaré’s essay, “Ethics and Science”, and the non-theological third chapter of Pope Francis’s encyclical on the environment, Laudato si. This pairing of interlocutors offers two advantages. The first is that (...) science students are likely to recognize both names, since Poincaré appears in undergraduate mathematics and physics textbooks, and because Francis is an environmentalist celebrity. Hence students show more interest in these figures than in other philosophers. The second advantage is that the third chapter of Laudato si reads like an implicit rebuttal of Poincaré’s essay in many respects, and so contriving a dialogue between those authors both facilitates classroom discussion, and deserves attention from professional ethicists in its own right. In this paper, I present my own contrived dialogue between Francis and Poincaré, not for assigning to students as a reading, but as a template for an effective assignment product, and as a crib sheet for educators to preview the richly antiparallel themes between the two works. (shrink)

"Understanding Scientific Progress constitutes a potentially enormous and revolutionary advancement in philosophy of science. It deserves to be read and studied by everyone with any interest in or connection with physics or the theory of science. Maxwell cites the work of Hume, Kant, J.S. Mill, Ludwig Bolzmann, Pierre Duhem, Einstein, Henri Poincaré, C.S. Peirce, Whitehead, Russell, Carnap, A.J. Ayer, Karl Popper, Thomas Kuhn, Imre Lakatos, Paul Feyerabend, Nelson Goodman, Bas van Fraassen, and numerous others. He lauds Popper for advancing (...) beyond verificationism and Hume’s problem of induction, but faults both Kuhn and Popper for being unable to show that and how their work could lead nearer to the truth." —Dr. LLOYD EBY teaches philosophy at The George Washington University and The Catholic University of America, in Washington, DC "Maxwell's aim-oriented empiricism is in my opinion a very significant contribution to the philosophy of science. I hope that it will be widely discussed and debated." – ALAN SOKAL, Professor of Physics, New York University "Maxwell takes up the philosophical challenge of how natural science makes progress and provides a superb treatment of the problem in terms of the contrast between traditional conceptions and his own scientifically-informed theory—aim-oriented empiricism. This clear and rigorously-argued work deserves the attention of scientists and philosophers alike, especially those who believe that it is the accumulation of knowledge and technology that answers the question."—LEEMON McHENRY, California State University, Northridge "Maxwell has distilled the finest essence of the scientific enterprise. Science is about making the world a better place. Sometimes science loses its way. The future depends on scientists doing the right things for the right reasons. Maxwell's Aim-Oriented Empiricism is a map to put science back on the right track."—TIMOTHY McGETTIGAN, Professor of Sociology, Colorado State University - Pueblo "Maxwell has a great deal to offer with these important ideas, and deserves to be much more widely recognised than he is. Readers with a background in philosophy of science will appreciate the rigour and thoroughness of his argument, while more general readers will find his aim-oriented rationality a promising way forward in terms of a future sustainable and wise social order."—David Lorimer, Paradigm Explorer, 2017/2 "This is a book about the very core problems of the philosophy of science. The idea of replacing Standard Empiricism with Aim-Oriented Empiricism is understood by Maxwell as the key to the solution of these central problems. Maxwell handles his main tool masterfully, producing a fascinating and important reading to his colleagues in the field. However, Nicholas Maxwell is much more than just a philosopher of science. In the closing part of the book he lets the reader know about his deep concern and possible solutions of the biggest problems humanity is facing."—Professor PEETER MŰŰREPP, Tallinn University of Technology, Estonia “For many years, Maxwell has been arguing that fundamental philosophical problems about scientific progress, especially the problem of induction, cannot be solved granted standard empiricism (SE), a doctrine which, he thinks, most scientists and philosophers of science take for granted. A key tenet of SE is that no permanent thesis about the world can be accepted as a part of scientific knowledge independent of evidence. For a number of reasons, Maxwell argues, we need to adopt a rather different conception of science which he calls aim-oriented empiricism (AOE). This holds that we need to construe physics as accepting, as a part of theoretical scientific knowledge, a hierarchy of metaphysical theses about the comprehensibility and knowability of the universe, which become increasingly insubstantial as we go up the hierarchy. In his book “Understanding Scientific Progress: Aim-Oriented Empiricism”, Maxwell gives a concise and excellent illustration of this view and the arguments supporting it… Maxwell’s book is a potentially important contribution to our understanding of scientific progress and philosophy of science more generally. Maybe it is the time for scientists and philosophers to acknowledge that science has to make metaphysical assumptions concerning the knowability and comprehensibility of the universe. Fundamental philosophical problems about scientific progress, which cannot be solved granted SE, may be solved granted AOE.” Professor SHAN GAO, Shanxi University, China . (shrink)

Teaching Newtonian physics involves the replacement of students’ ideas about physical situations with precise concepts appropriate for mathematical applications. This paper focuses on the concepts of ‘matter’ and ‘mass’. We suggest that students, like some pre-Newtonian scientists we examine, use these terms in a way that conflicts with their Newtonian meaning. Specifically, ‘matter’ and ‘mass’ indicate to them the sorts of things that are tangible, bulky, and take up space. In Newtonian mechanics, however, the terms are defined by (...) Newton’s Second Law: ‘mass’ is simply a measure of the acceleration generated by an impressed force. We examine the relationship between these conceptions as it was discussed by Newton and his editor, Roger Cotes, when analyzing a series of pendulum experiments. We suggest that these experiments, as well as more sophisticated computer simulations, can be used in the classroom to sufficiently differentiate the colloquial and precise meaning of these terms. (shrink)

Anthropology and physical geography were among Kant's most popular and longest running courses. He intended them to give his students the world-knowledge that they needed in order to be effective world-citizens. Much of this indoctrination amounted to teaching Occidental white men, Kant's default audience, to perceive themselves as uniquely entitled and obliged to work as agents of human progress on the assumption that they, thanks to their geographic location on Earth, were naturally formed as an exceptional race. l trace (...) this perception to a combination of Kant's lectures and publications. He already indicated it in some of his works from the 1750s and 1760s. He subsequently fleshed it out through a theory of race based on his geography course in conjunction with a pure moral theory, a pragmatic anthropology that complements the moral theory, and a theory of education that builds on those three. (shrink)

The author argues for a greater involvement of professional historians of science into teaching science to improve the historical component of science. Yet, however much some teachers like history they find no room in the curriculum for a history of science course. The solution is in make the history of science a useful tool for teaching physics. The author shares his experience of using historical experiments carried out by students in a lab setting. Playing scientists not only (...) improved understanding of physical concepts but also enhances students' self-confidence, creativity, and self-reliance. (shrink)

Prolegomena: Scope and Method | Primitives and Orientation What follows is offered as an introduction to Perpetualism’s foundational project. It is not a work of physics, nor an attempt to revise or replace any scientific theory. The text you are about to read does not seek to explain quantum mechanics, reform General Relativity, or solve the technical problem of quantum gravity. Those inquiries remain within disciplines oriented toward empirical description and predictive formalism. Our orientation is different. Perpetualism asks what (...) must already be true of reality for any coherent description—physical, mathematical, or philosophical—to be possible at all. Rather than supplying new equations, it seeks to clarify the commitments that make equations legitimate and worlds intelligible. Its concern is not with how gravity or time happen to behave in this universe, but with what any universe must satisfy in order to endure as a mutually registering whole. To prevent misunderstanding, the accompanying title, “Solum | A New Ontology,” should be read in precisely this spirit: as the articulation of a standpoint, not as a claim to scientific authority. Quantum mechanics serves as a point of reference regarding legitimacy. QM already teaches, in practice, that observation participates in determination and that stable structures emerge from interaction. We take that lesson as witness and analogue—not as a domain Perpetualism claims to measure, master, or replace. The system unfolds from what Perpetualism calls Ontological Zero Ground—the recognition that no conceptual system can ultimately self-ground without appeal beyond itself. From this recognition the philosophy develops not a closed doctrine but an open grammar of manifestation. It proceeds through four mutually implicating primitives: Phainesis – manifestation or appearance: the register in which Suchness becomes encounterable as Isness. Relation⁺ – the commitment that relation is ontologically prior to substance and intrinsically generative. Coheris – the necessary constraint that all accumulated relation remain compatible with itself so that intelligibility can persist. Temporis – the irreversible ordering that emerges whenever coherent configurations sediment into histories, becoming measurable as time within descriptive regimes. These primitives are sustained by a single formal operation: the Triune Recursion, through which interpreter, interpreted domain, and conceptualizability are continually recalibrated together. What maintains this recursion so that it neither ossifies into closure nor disperses into fragmentation is the complementary orientation Perpetualism designates the Crucial Equilibrium—the balance in which openness and constraint re-hold one another at a sustainable threshold. Accordingly, Perpetualism distinguishes two modes of inquiry: The descriptive mode, which maps structures already presumed to exist. The operational mode, which clarifies the conditions that make such mapping possible. Solum inhabits the second alone. The reader is invited to adopt a corresponding posture. Think of the argument not as a hierarchy to be ascended but as a field to be entered. The subject is the open-ground society of relation in which gravity, time, knowledge, and ethics later become legible as derivative descriptions. Physics becomes legitimate because coherence has already been achieved; locality emerges because compatibility has been registered; and Temporis orders what has so registered as a world with trajectories and consequences. We begin, then, where every science and every philosophy must implicitly begin, whether it recognizes it or not: openness as condition, coherence as necessity, recursion as operation. (shrink)

This paper advances The Universal Principle of Collapse (UPC) as a diagnostic method for dissolving paradoxes at inception. By auditing quantum entanglement and nonlocality, it demonstrates that paradoxes do not originate in experiments or mathematics but in language, specifically, in the collapse of metaphor into ontology. Phrases such as “spooky action at a distance” or “instant communication,” even when used ironically, are shown to be linguistic artifacts rather than empirical realities. UPC does not propose new physics or alter quantum (...) formalism. Instead, it reframes paradox as a product of discourse, revealing that paradox ∉ Experiment, paradox ∉ Mathematics, paradox ∈ Language. This recognition dissolves confusion before it coheres, restoring clarity to both scientific and philosophical inquiry. The paper further situates UPC as a bridge between philosophy and quantum mechanics. Language creates coordinate maps of meaning, but when those maps are drawn imprecisely, error propagates across generations of teaching and interpretation. By auditing language against context and intention, UPC collapses error at inception, preventing paradox from becoming legacy. While demonstrated here in the quantum domain, UPC applies wherever metaphor collapses into ontology. In theology, it dissolves paradoxes of faith when metaphor is mistaken for doctrine; in art, it clarifies when symbolism is misread as literal representation; in everyday discourse, it prevents error when figurative speech is taken as fact. Across all domains, UPC functions as a diagnostic principle: paradox dissolves at inception because recognition binds collapse to coherence. (shrink)

The students’ academic performance is the key element for both learners and teachers in examining the educational objectives for all subjects. This work is entitled “Factors contributing to Students' Academic Performance in Biology State Examination at Upper Secondary Schools in Gitega commune, Burundi” explores the factors that influence the students’ academic performance in biology national examination, particularly in Gitega commune. All school directors, laboratory, and library staff, and six senior students who did biology national examination over five school years from (...) 2016 to 2020 in all upper secondary schools with Biology-Chemistry and Earth sciences combination formed a study population. The stratified sampling technique to carry out this correlational study for choosing the upper secondary schools from urban and rural school areas. This study covered 12 upper secondary schools, 12 library staff and 3 laboratory staff, and 1961 senior six students who were selected purposively according to the above learning combination six in 1961 senior students over five consecutive school years (2016 to 2020) as a sample. The instruments used for collecting data were questionnaires and the document review checklist. Descriptive statistics, Analysis of variance (ANOVA) and multiple linear Regression test were used to analyze the collected data and the interpretation was guided by a literature review. The findings of this study indicated that teachers’ academic qualifications were inversely associated with the students’ academic performance whereas the teachers’ professional qualifications and students’ academic performance were also negatively linked. Also, there was statistically a significant association between teaching experience and students’ academic performance while professional training of biology Teachers are significantly associated with students’ academic performance. Other contributing factors to students’ academic achievement such as physical facilities (laboratory, library, staff room, computer lab and biology textbooks were significantly and positively linked with students' academic performance. Based on these findings, recommendations were made. (shrink)

This essay explores quantum physics and theology to propose that ontological randomness does not exist, but divine Providence does. Some interpretations of quantum physics that involve mathematical formalism and observational phenomenology are deterministic (de Broglie-Bohm, many-worlds, cosmological, time-symmetric, many-minds), while others are non-deterministic (Copenhagen, stochastic, objective collapse, transactional). Yet, quantum events are merely epistemically indeterminable by us, but actually do have a fundamental cause. Compatibilism best describes the teaching of the Bible. Humans possess free agency, and are (...) determined by their desires and values. Hence, they can be said to have “free will,” because they do what they want. The fundamental cause, as understood by Compatibilism, is God’s Providence, defined as God’s continual involvement with creation through keeping it existing, cooperating with creation in every action, and directing it to fulfill His purposes. The interaction between quantum physics and Providence suggests methodological parallels between science and theology in a quest for synthesis. (shrink)

The study aimed to determine the stressors of the faculty during the COVID-19 pandemic. It also investigated the highest stressors and their effects on teachers psychologically, emotionally, physically, and behaviorally. The respondents of this study were all the teachers from one Integrated School. This study used mixed research methods. Among the stressors, printing and sorting of modules got the highest responses. The study found almost half of the respondents are stressed in the preparation of modules, stressors influence respondents psychologically approximately (...) half of the time, emotionally about half of the time, physiologically about half of the time, and behaviorally about half of the time. Gender, age, civil status, number of years in teaching, number of learning areas/teaching preparation presently handled, and other non-teaching assignments have weak to moderate correlations with the health of the respondents. The highest academic qualification, grade level handled, and the number of learning areas/teaching preparation presently handled have relationships with the coping mechanisms of the respondents. (shrink)

Hans Reichenbach (1891–1953) was a formidable figure in early-twentieth-century philosophy of science. Educated in Germany, he was influential in establishing the so-called Berlin Circle, a companion group to the Vienna Circle founded by his colleague Rudolph Carnap. The movement they founded—usually known as "logical positivism," although it is more precisely known as "scientific philosophy" or "logical empiricism"—was a form of epistemology that privileged scientific over metaphysical truths. Reichenbach, like other young philosophers of the exact sciences of his generation, was deeply (...) impressed by the far-reaching changes in physics brought about by Einstein's special and general theories of relativity. Reichenbach responded to scientific advances by doing fundamental work in space-time theories, in quantum mechanics, in statistical mechanics, and in the development of probability theory—making him the most important philosopher of physics in the first generation of logical empiricism. Forced from his academic position by the Nazi race laws in 1933, Reichenbach wrote _Experience and Prediction_ at the University of Istanbul, where had had fled, expressly to introduce logical positivism to English speakers. In the two decades following World War II, during the explosion of scientific advances in North America, logical positivism was the reigning theory of the philosophy of science and Reichenbach was at the peak of his career. But, inevitably, support for logical positivism began to wane as it became obvious that the justification of scientific theories could not be entirely resolved by relying on strictly formal, technical processes. The growth of the discipline of the history of philosophy of science, which has created an audience of scholars eager for seminal classics in scientific philosophy, and the evidence supporting a historicist paradigm within logical positivism are two important reasons to make _Experience and Prediction_ available once again. "Hans Reichenbach's_ Experience and Prediction_ is one of the most important books in twentieth-century philosophy of science. Its author was, along with Rudolf Carnap, one of the two principal ambassadors to North America of the exciting new European philosophical movement known here under the names 'Logical Positivism' and 'Scientific Philosophy.' In 1938, when the book was published, Reichenbach was an exile from his native Germany, teaching in Istanbul, Turkey, and about to emigrate to the United States to take up a prestigious position at UCLA. He wrote_ Experience and Prediction_ in English as his calling card to his new American colleagues. More than any other single book,_ Experience and Prediction_ set the agenda for the new discipline of the philosophy of science that was to emerge after World War II as, perhaps, the most exciting new area in North American philosophy. Many of the problems still at the focus of discussion were given their classic formulations in this book. Long out of print,_ Experience and Prediction_ appears here in a new edition accompanied by a splendid historical introduction by the noted young philosopher and historian of the philosophy of science, Alan Richardson. A jewel of a book may once again be appreciated in its proper setting." —Don A. Howard, University of Notre Dame. (shrink)

The mechanisms underlying consciousness and its potential continuity beyond biological death remain pivotal challenges in neuroscience. This study integrates quantum biology, cognitive psychology, and thought experiments to propose a novel framework in which consciousness persists through hypothetical particles. Using three hypothetical scenarios—brain revival, molecular disassembly/reassembly, and synthetic brain reproduction — we explore whether consciousness arises solely from neural activities, non-identified-material components like certain microparticles, or needs both. The results indicate that materialist models (e.g., the Orch-OR theory, global neural workspace theory- (...) GNWT) or information integration theory- IIT fail to explain the uniqueness of self-awareness in the ever-changing quality and quantity of the brain, necessitating the introduction of two hypothetical particles. These particles, posited to operate beyond classical physics, may mediate consciousness continuity by bonding with the nascent nervous systems at infinite velocities. By bridging meditative insights with quantum biology, this study offers testable hypotheses for interdisciplinary research and emphasizes neuroplasticity and neurogenesis. However, brain function might impact quantum genome evolution as a one-way action by the yet unknown field of neurons in the brain. Therefore,1. Limits to finding direct empirical facts of genomic particles 2. However, we discuss several indirect evidence. Here, we shaw that he control experiments suggest no alternative other than a consciousness continuum after death. These findings suggest that optimizing mental practices might (e.g., meditation) 1—the evolution of intelligence, 2. Scan the mind virus, and 3. It probably optimizes decision-making and global well-being, minimizes personal and social issues, and evolves the quantum genome for a better afterlife. (shrink)

The central teaching of mysticism is that Everything is One, whereas from the side of rationalism the universe is Multiple. The essence of the mystical tradition is not a particular philosophical system, but the simple realization that the soul of any individual/existence is identified with the Absolute. A special feature of the mysticism is the elimination of discriminations, i.e. the One and the Multiple are identical.On the other hand, in rationalism the One and the Multiple differ substantially. Mysticism aims (...) at the Emptiness of Zero, whereas rationalism aims at the identification with the Infinite of Everything. Based on the ontology resulting from modern physics the One is also the Multiple and the Multiplicity is also a Module, also the Void and the Everything are complementary aspects of a single and indivisible reality. This means that mysticism and rationalism are the two sides of a Cosmic Thought, which isexpressed through consciousness. We could say that this consciousness is the rhythm that coordinates any opposite. (shrink)

In 1675, Burchard de Volder became the first university physics professor to introduce the demonstration of experiments into his lectures and to create a special university classroom, The Leiden Physics Theatre, for this specific purpose. This is surprising for two reasons: first, early pre-Newtonian experiment is commonly associated with Italy and England, and second, de Volder is committed to Cartesian philosophy, including the view that knowledge gathered through the senses is subject to doubt, while that deducted from first (...) principles is certain. On the surface, it is curious that such a man would bring experiments to university physics. After all, in demonstrating experiments to his students, he was teaching them through their senses, not reason. However, if we consider the institutional context of de Volder’s teaching, we come to see de Volder’s Cartesian experimentalism as representative of a certain form of pre-Newtonian Dutch Cartesian science, as well as part of a larger tradition of teaching through observation at the University of Leiden. Considering de Volder’s institutional context will help us see that de Volder’s experimentalism was not in spite of his Cartesianism, but motivated by it. This paper will describe de Volder’s physics curriculum, the Theatre in which it was taught and how his work predates similar efforts in other European Universities. The second part will consider three aspects of the culture at the University of Leiden: a tradition of teaching through observation, a particular reception of Cartesianism, and an eclectic approach to the New Philosophy. The concluding portion shows how de Volder would have understood his enterprise in Cartesian terms. (shrink)

Any scientific theory in the natural sciences is an artificial, complex, and abstract construct, consisting of many components (ingredients, constituents, structural elements). It is developed by scientists to gain and comprehend experimentally verified new knowledge about its domain of study. It is helpful to distinguish between two meanings of the term “theory”. The application domains of specific theories include particular kinds of realities. Examples include Newton’s celestial mechanics and various classical, quantum, and quantum-relativistic theories of gases, fluids, molecules, atoms, and (...) elementary particles (theory of atomic spectra, Bohr’s atomic theory, Planck’s quantum theory of black-body radiation, quantum theory of the hydrogen atom, quantum relativistic theory of black holes, etc.). The names of specific theories usually include the names of the types of realities they study. Abstract theories serve as general frameworks for a group of specific theories of the same kind (in particular, macroscopic, microscopic, or megascopic kinds). Examples of abstract theories are classical mechanics, quantum mechanics, and the theories of relativity, which act as common frameworks for concrete theories from classical, quantum, and quantum-relativistic physics, respectively. The article compares concepts of complex structure and development of specific theories with notions of structure and development of automobiles. Such a comparison is more useful and heuristic than analyzing theories in terms of paradigms or interdisciplinary matrices, which, in any case, are not part of scientific theories. The work employed methods of terminological and content analysis of the original text of Newton’s Principia and the comparative method. The aim is to consider Newtonian celestial mechanics as the last universal common ancestor (LUCA) of all particular specific theories. The role of Euclidean geometry as a potential LUCA for abstract theories will be explored in another article. An analysis of Newton’s Principia showed that celestial mechanics encompasses a wider range of components than physicists and philosophers of science typically consider part of a theory. Main results. Taking this theory as a prototype for all specific theories, the article demonstrates the existence of sixteen types of components within it. Components of the same type form a specific subsystem of the theory as a polysystem. In any specific scientific theory, all these subsystems together constitute an interconnected whole that is necessary but not sufficient for generating new knowledge. Conclusions. The article is of a historical-scientific and theoretical-cognitive nature, and the results obtained can be applied in research on the history and philosophy of science, as well as in the teaching of natural science disciplines. (shrink)