Relevant bibliographies by topics / Propaedeutics

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Propaedeutics'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 May 2022

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Journal articles on the topic "Propaedeutics"

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Surina, L. "Propaedeutics - design solfeggio." IOP Conference Series: Materials Science and Engineering 451 (December 14, 2018): 012135. http://dx.doi.org/10.1088/1742-6596/451/1/012135.

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Surina, L. "Propaedeutics - design solfeggio." IOP Conference Series: Materials Science and Engineering 451 (December 14, 2018): 012135. http://dx.doi.org/10.1088/1757-899x/451/1/012135.

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Izvozchikov, S. B. "Propaedeutics of pelvic pain." Russian Medical Inquiry 5, no. 10 (2021): 694–98. http://dx.doi.org/10.32364/2587-6821-2021-5-10-694-698.

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Pelvic pain (PP) is an important issue. Current definitions of PP do not reflect its topography, thereby providing prerequisites for arbitrary interpreting of the definition. The author describes PP terminology and classifications and suggests his definition of PP and its topographic classification. The author proposes "chronic tension pelvic pain" (a variant of dysfunctional pelvic pain) and gives pathogenic reasons for its clinical use as a nosological unit. This paper addresses the utility of classifying tension pelvic pain as coupled or not coupled with pelvic floor muscle tension. The author’s results illustrate challenging diagnostic screening of the causes of PP in outpatients referred to a neurologist by doctors of various specialties. The author concludes that PP should be considered an interdisciplinary phenomenon. Familiarizing with the causes of PP and pain patterns of various pathological conditions affecting pelvic organs allows for the rapid selection of adequate diagnostic algorithms. KEYWORDS: propaedeutics, differential diagnosis, pelvic pain, chronic tension pelvic pain, dysfunctional pain, nociceptive pain. FOR CITATION: Izvozchikov S.B. Propaedeutics of pelvic pain. Russian Medical Inquiry. 2021;5(10):694–698 (in Russ.). DOI: 10.32364/2587- 6821-2021-5-10-694-698.
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Atallah, Álvaro Nagib. "Therapeutic effectiveness depends on propaedeutics." Sao Paulo Medical Journal 127, no. 3 (2009): 115–16. http://dx.doi.org/10.1590/s1516-31802009000300001.

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Winter, Thomas C. "The Propaedeutics of Structured Reporting." Radiology 275, no. 1 (April 2015): 309–10. http://dx.doi.org/10.1148/radiol.15142411.

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Alcántara, Déborah Chicharro, Joaquin Jesus Sopena-Juncosa, Elena Damiá-Giménez, Belén Cuervo-Serrato, Mónica Rubio-Zaragoza, José María Carrillo-Poveda, José Raduan Jaber-Mohamad, and José Manuel Vilar-Guereño. "Cooperative Learning in Veterinary Science." JOURNAL OF ADVANCES IN AGRICULTURE 8 (August 30, 2018): 1399–407. http://dx.doi.org/10.24297/jaa.v8i1.7543.

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Cooperative learning is an instructional method based on teamwork, by reinforcing a student´s own learning as well as the learning of his or her fellow members. Thus, this kind of cooperative model achieves personal and team success at the same time. With this aim, an experience was designed where students from veterinary surgery and propaedeutics from the Universities of Las Palmas de Gran Canaria (ULPGC) and CEU Cardenal Herrera of Valencia (UCH-CEU) simultaneously performed surgical practices in the Veterinary Medicine Degree. Propaedeutic students were evaluated previously and after the practical period with surgery multiple-choice questions and results were compared. The obtained results allow us to conclude that students after interaction gained advanced knowledge in veterinary surgery.
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Gutmann, Timothy. "Propaedeutics in Practice: Islamic Legal Studies and the Public Sphere." American Journal of Islam and Society 37, no. 3-4 (November 6, 2020): 1–23. http://dx.doi.org/10.35632/ajis.v37i3-4.744.

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In this paper, I outline a propaedeutics of Islamic legal studies. I am using the term “propaedeutic” to refer to scholarship and pedagogy that introduces audiences to new material in a way that structures their curiosities and asks them to rethink commonplace familiar situations and assumptions. Those who teach about Islamic law in North American Islamic studies are working in an environment shaped by distinctive anxieties and preconceptions. Engaged scholarship informed by thinkers such as Wael Hallaq and Talal Asad seeks to disentangle conceptions of law from modern expectations of law enforcement, codification, and the supervisory neutrality of the state to consider other deliberations and practices of justice. Such propaedeutic scholarship should suggest how religious legal authority deals with more than just “spiritual” and “personal” matters. Imprecise introduction to the idea that Islamic legal opinion is non-binding can unintentionally imply that such opinion makes only moral suggestion that one chooses to follow or not. Scholarscritical of Max Weber’s judgment that Islamic jurisprudence amounts to little more than arbitrary invocations of authority should be careful not to present Islamic jurists as merely creatively “free” to be unsystematic and their decisions inconsequential if following them is not coerced. Drawing on the work of Hussein Agrama, I explore the idea of fatwa discernment as guiding counsel directed not at adversarial procedure but at ethical self-formation. Finally, I consider Saba Mahmood’s account of religious difference to suggest how Islamic legal traditions might complicate liberal ideas of jurisdiction.
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Sadrieva, Elena Valerievna, Tatiana Valerievna Zuevskaya, Anastasia Evgenievna Gubina, and Maria Anatolievna Ishmukhametova. "THE EXPERIENCE OF THE EXAM ON THE DISCIPLINE “ PROPAEDEUTICS OF INTERNAL DISEASES, RADIATION DIAGNOSTICS” IN DISTANCE FORM." Scientific medical Bulletin of Ugra 28, no. 2 (2021): 14–17. http://dx.doi.org/10.25017/2306-1367-2021-28-2-14-17.

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The article presents a variant of the distance form of the exam on the discipline “Propaedeutics of internal diseases, radiation diagnostics” in the conditions of COVID-19 pandemic at the department of propaedeutics of internal diseases and faculty therapy at Khanty-Mansiysk state medical academy. The variant of theoretical part of the exam and peculiarities of testing students’ practical skills are presented.
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Korzhavina, V. B. Korzhavina. "Basis of propaedeutics of nervous diseases." Therapy 7-8_2018 (December 25, 2018): 25–31. http://dx.doi.org/10.18565/therapy.2018.7-8.25-31.

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Goleschevich, Bronyslav. "PROPAEDEUTICS OF SCIENTIFIC CREATIVITY IN MUSIC EDUCATION." Visnik Zaporiz'kogo naciohai'nogo universitetu. Pedagogicni nauki 1, no. 32 (2019): 12–18. http://dx.doi.org/10.26661/2522-4360-2019-1-32-02.

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Dissertations / Theses on the topic "Propaedeutics"

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SODRÉ, Felipe Arruda. "A matemática como propedêutica da “razão pura”: Platão e o lugar da matemática na crítica da razão pura." Universidade Federal de Pernambuco, 2010. https://repositorio.ufpe.br/handle/123456789/17737.

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A pergunta central dessa tese é: qual o sentido da Matemática na Crítica da Razão Pura? Assim, antes de tudo, é preciso deixar claro que na própria pergunta está implícita a informação de que esse é um problema de Metafísica que vai ser tratado ao modo kantiano. Nesse contexto, apresentar o sentido propedêutico da Matemática representa o resgate de um tema metafísico que, apesar de presente, parece que permaneceu latente e inexplorado, pelo menos na forma como o apresentamos nessa tese. Assim, no primeiro capítulo, o nosso tema é definido e resgatado a partir de uma breve história das interpretações da filosofia de Kant. Isso, por sua vez, projeta a nossa investigação no horizonte da tradição filosófica, conduzindo-nos até Platão, através do neokantismo de Cohen. Contudo, a leitura cientificista de Cohen joga sombra sobre o nosso tema. Por isso, o nosso distanciamento de Cohen permite, ao mesmo tempo, que a nossa investigação incida diretamente sobre os Diálogos de Platão, especificamente a República. O recurso a Platão revela a estratégia argumentativa capaz de subordinar o sentido epistemológico da Matemática ao seu sentido metafísico. Isso determina um modelo interpretativo que  sem comprometer-se com os princípios filosóficos de Platão  serve para mostrar, no segundo capítulo, como a Matemática, ao ser submetida ao crivo da filosofia crítica, impulsiona a razão na sua totalidade a se reposicionar voltando-se sobre si mesma. O idealismo crítico da Matemática descreve o primeiro impulso propedêutico do pensamento em direção ao interior da razão pura. Portanto, no último capítulo, mostramos como o sentido metafísico da Matemática para Kant não pode servir como método para a Metafísica, mas, ao contrário, determina uma legislação negativa para a razão pura. Essa é, precisamente, a centralidade da Matemática no Idealismo Transcendental de Kant: a crítica da Matemática desencadeia o processo de educação da razão, regulando o seu uso teórico e esclarecendo o caminho metodológico da própria Filosofia.
The central question of this thesis is: what is the meaning of Mathematics in the Critique of Pure Reason? So, first of all, it must make it clear that is implicit the information in this question that this is a problem of metaphysics that will be treated to the Kantian way. In this context, to show the propaedeutic sense of the Mathematics represents to regain a metaphysical theme that, despite to be present, it appears that remained latent and unexplored, at least in the way we presented in this thesis. Thus, in the first chapter, our theme is defined and regained from a brief history of the interpretations of Kant's philosophy. This, at its turn, projects our investigation into the horizon of the philosophical tradition, leading us back to Plato, through Cohen's neo-Kantianism. However, the Cohen’s scientistic reading throws shadow over our theme. Therefore, at the same time, our detachment of Cohen allows our research focuses directly on Plato´s Dialogues, particularly the Republic. The use of Plato reveals the argumentative strategy capable of subordinate the epistemological sense of mathematics to its metaphysical sense. This determines an interpretive model that - without compromising it with the philosophical principles of Plato - goes to show, in the second chapter, how the mathematics, when submitted to the appraisement of critical philosophy, gives impulse to the reason in its totality to reposition itself coming back to itself. The critical idealism of Mathematics describes the first propaedeutic impulse of thought into the direction of the pure reason interior. So in the last chapter, we show how the metaphysical sense of Mathematics for Kant can not serve as method for Metaphysics, but rather, determines a negative legislation to the pure reason. This is precisely the centrality of Mathematics in Kant's Transcendental Idealism: a critique of mathematics triggers the education process of the reason, that regulate its theoretical use and that clarify the methodological way of the philosophy itself.
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Hillary, Margaret. "Journeying toward inculturation a propaedeutic for catechesis /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Stevermer, Tyler Jon. "Preposthuman : an architectural propaedeutic for the digitally-enhanced." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/97274.

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Thesis: M. Arch., Massachusetts Institute of Technology, Department of Architecture, 2015.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 126-129).
For users to become posthuman the architectural environment must become a training apparatus, a type of propaedeutic, where our built developments simultaneously develop us. This project fashions waste, ingestion, lounging, and bathing environments as components of our posthuman training grounds. Theorists in the humanities and technology sciences envisioned this next stage in our development as becoming a type of cybernetic organism-a cyborg-in which physical and intelligence-based modifications are co-produced with machines. The recent near-ubiquity of personal internet devices and oncoming wearable technologies bring the posthuman closer, and less like science-fiction. Yet despite our advanced technology, our bodies remain legitimate. Spaces remain legitimate. Within posthumanism, singularity does not occur-we do not transcend our anatomy into some type of digital non-space. As posthumans we will use our environment and our bodies as medium, mediator, and modifier to filter, flavor, and fashion our information. Boundaries blur, consciousness becomes augmented, and architecture and the body act as symbiotic prosthetics not only for each other, but socially and ecologically. Here is a land where telepresence meshes with corporeality-where the digital is also sensorial. Automation and autonomy are no longer antonyms-and our sentience is allowed to flicker between the various realities to which it is tethered. Here, architecture serves as the suture between our digital and physical lives, creating a truly networked body from the scale of the global to the microbial. Buildings can no longer be the wire mothers of Harry F. Harlow's psychological experiments on attachment. Rather than attempting to chill occupants into humanist superiority, architecture must become the cloth mother, which we posthumans nuzzle, in order to truly connect.
by Tyler Jon Stevermer.
M. Arch.
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Love, Brandon Joel. "Kant's Baconian method as a transformation of Aristotelian transcendental philosophy: a propaedeutic." HKBU Institutional Repository, 2018. https://repository.hkbu.edu.hk/etd_oa/521.

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This dissertation deals with the transcendental philosophy of Immanuel Kant. I provide the background of transcendental philosophy before Kant, beginning from Aristotle. Kant transformed Aristotelian transcendental philosophy by using the method of the sciences in the Modern period. This method was initiated by Francis Bacon, in his method of induction. Isaac Newton transformed the method so that it could deal with verification and falsification. This Newtonian method was taken up into chemistry, serving as a guide for the analysis and synthesis of elements. Kant used this method in his transcendental philosophy, with a view to putting metaphysics onto the path of a science. Kant was first awakened to transcendental idealism in 1769, though he did not put forth a full transcendental philosophy until 1781. In his mature transcendental philosophy, he not only uses the scientific method, but he also illustrates the categories using biological imagery. After looking at the broad contours of Kant's transcendental philosophy, I deal with the first criticism of his transcendental philosophy. In replying to his critic, Kant made explicit his scientific method, while drawing from the thought of David Hume and Thomas Reid. With Kant's explanations of his transcendental philosophy in hand, I turn to an element of his non-transcendental philosophy, namely moral philosophy, in order to provide a contrast that serves to illuminate the precise nature of his transcendental philosophy.
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Brandt, Phillip Luther. "Negotiating authority and epistemic humility : Thomas Aquinas' Summa Theologiae I, 65-74 as a propaedeutic training in the reverential reading of patristic texts." Thesis, University of Kent, 2014. https://kar.kent.ac.uk/42924/.

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Aquinas’ treatment of the Creation narrative (Genesis 1:1-2:4) within QQ 65-74 of the prima pars of his Summa Theologiae (ST) has long been and remains neglected, virtually unread, within the community of the readers of Aquinas. This neglect is born of a mistaken expectation of this section of the ST as a quest for theological or philosophical truth. Those reading his parallel treatments of the same material have deemed ST I, 65-74 insufficiently robust, shallow, even embarrassing for those who see him as a theological touchstone. But the readers of Aquinas in general and of the ST in particular have not asked why Aquinas elected to engage in this apparently simplistic treatment of a Scriptural passage which addressed issues that were foundational to his philosophical and theological project. Drawing upon Aquinas’ historical context and through comparison with his other treatments of the same biblical material this thesis argues that within these QQ Aquinas deliberately shaped his use of patristic sources to create both a primer on the use of these patristic sources for his students and, in so doing, also made a necessary appeal to all his readers that they embrace Augustine’s epistemic humility. Read through this lens, ST I, 65-74 provides important insights into Aquinas’ use of ideas and authoritative texts and once more gives voice to his still relevant call for epistemic humility.
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Peixoto, Eliane Diniz Soares. "Um modelo de gestão de educação profissional no ensino médio." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/1316.

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Este trabalho objetiva analisar a implementação da Política Pública Planejamento Estratégico da Secretaria de Educação do estado do Rio de Janeiro em uma escola técnico agrícola, sob o ponto de vista da gestão escolar e, considerando que a escola apresenta-se como uma escola profissionalizante, recebendo uma política de metas para o ensino médio regular. A escolha dessa escola ocorre por estar situada em uma Regional do estado do Rio de Janeiro com os melhores resultados da implementação da política no ano de 2011. Além de apresentar resultado enquanto escola técnica profissionalizante, quando os alunos egressos conseguem empregar-se na profissão, o interesse recai sobre o desempenho dessa escola profissionalizante acatando uma política para o Ensino Regular que não abrange o ensino profissionalizante. Será apresentado no final deste trabalho um Plano de Ação Educacional que contribua para o aprimoramento da implementação dessa política, considerando as características da escola. A justificativa para este estudo foi minha experiência como diretora adjunta neste colégio no ano da implementação da política e a necessidade de repassar a aprendizagem que recebi nesses anos de acompanhamento da pesquisa, já ocupando a função de diretor geral em outra escola. Além disso, este trabalho não poderia passar sem a discussão acadêmica sobre o Ensino Médio Propedêutico versus Profissionalizante. A Metodologia utilizada foi o estudo de caso de sucesso de uma escola agrícola com ensino médio concomitante ao técnico, considerando os seus resultados. Foi realizada análise documental da Política Pública e uma revisão bibliográfica sobre o Ensino Médio Regular e Profissionalizante. Este trabalho tem sua fundamentação teórica em autores como Stephen Ball e Richard Bawe (1992), Eduardo Condé (2011) Ranson (2008), Gajardo (2000), (Navarro (2000), (Carnoy, Loeb e Smith (2001), Jefferson Mainardes (2006) e Lück (2010).
This work aims to analyze the implementation of the Public Policy Strategic Planning of the State of Rio de Janeiro's department of Education in an agricultural technical school, from the point of view of school management and considering that school presents itself as a vocational school, receiving a goals policy for regular High School. The choice for this school is about being a vocational school in one State of Rio de Janeiro's Regional which has the best results in Political implementation policy in the year of 2011.In addition to presenting results as vocational technical school, when gradueted students can find jobs in their professions, the interest lies in the performance of this vocational school performing the policy for the Regular Education, which does not cover professional education. At the end of this work will be presented an Educational Action Plan contributing to the improvement of the implementation of this policy, considering the school unique characteristics. The rationale for this study was my experience as an adjunct director in this school in the policy implementation years and the need to pass the learning I received in these years of follow-up research, already occupying a General Director post at another school. Further, this work couldn't have pass without the academic discussion on propaedeutics Secondary Education versus Vocational Secondary Education. The methodology used was the case study of a successful agricultural school with concomitant high school, considering their results. One documentary analysis of Public Policy and a literature review on the Regular and Vocational High School was held. This work has its theoretical validity in authors such as Stephen Ball and Richard Bawe (1992), Eduardo Conde (2011) Ranson (2008), Gajardo (2000), (Navarro (2000), (Carnoy, Loeb and Smith (2001), Jefferson Mainardes (2006) and Lück (2010).
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Hollerbach, Joana D’arc Germano. "O Colégio Universitário (COLUNI) da Universidade Federal de Viçosa (1965-1981) : formar para a universidade e garantir a qualidade." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/7500.

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Não recebi financiamento
This thesis is a result of a study with the objective to analyze the founding and consolidation process of the University College of the Federal University of Viçosa (COLUNI), in the period between 1965 and 1981. The time frame refers to the period from its founding year until the last year that it offered just the third year of high school. We looked to understand how COLUNI integrated itself into the Brazilian education context in the 1960's and 1970's and its relationship with the structural duality of high school in Brazil. We built on the hypothesis that COLUNI, under the argument of preserving the excellence of the university in comparison to the low quality of regular public education, characterized itself as a point of resistance as much as with the school model and pedagogical vigor of the time as with the reforms implanted by the military regime in the national education system by Law 5692/71, that proposed a professional formation at the middle level of education. The methodological option of historical study, starting with the approach by the dialectic method, is justified by looking to investigate the tension relationships between society and the school institution studied here. The search for understanding of the present contradictions in the relations of production led us to believe that the chosen method would be adequate for the analysis in order to understand the history of COLUNI. The methodological procedures are based on historical study. Therefore, the fieldwork consists of data collection from documents - reports, correspondence, class plans, course syllabi - and interviews. Twenty-nine interviews were conducted with former students, former tutors as well as former employees (both teaching staff and secretaries). We arrived to the thesis that the consolidation process of COLUNI was possible in reason by an alignment of the UFV objectives - to form youth prepared to enter the undergraduate course - and the expectations of the military government of technical course training directed toward the Brazilian economy.
Este trabalho é resultado da pesquisa que teve por objetivo analisar o processo de criação e consolidação do Colégio Universitário da Universidade Federal de Viçosa (COLUNI), no período entre 1965 e 1981. O recorte refere-se ao período que vai desde o ano de sua criação até o último ano em que ofertou apenas o terceiro ano do segundo grau. Buscamos ainda compreender como o COLUNI se insere no contexto da educação brasileira dos anos 1960/1970 e sua relação com a dualidade estrutural do ensino médio do Brasil. Partimos da hipótese de que o COLUNI, sob o argumento de preservar a excelência da Universidade diante da baixa qualidade da escola regular, caracterizou-se como um foco de resistência ao modelo escolar e pedagógico vigente à época, e às reformas implantadas pelo regime militar no sistema educacional nacional, pela Lei 5.692/71, que propunham uma formação profissional no nível médio de escolarização. A opção metodológica pela pesquisa histórica, a partir da abordagem pelo método dialético, se justifica por investigarmos as relações de tensão entre a sociedade e a instituição escolar estudada aqui. A busca pela compreensão das contradições nas relações de produção nos levou a adotar o método escolhido analiticamente para compreender a história do COLUNI. Os procedimentos metodológicos basearam-se na pesquisa histórica. Para tanto, a pesquisa implicou na coleta de dados em documentos – relatórios, correspondências, diários de classe, planos de curso – e entrevistas. Foram realizadas vinte e nove entrevistas semi-estruturadas, com ex-alunos, ex-monitores, e exservidores. E chegamos à tese de que o processo de consolidação do COLUNI foi possível em razão de um alinhamento dos objetivos da UFV – formar jovens para o ingresso nos seus cursos de graduação – e das expectativas do governo militar pela formação de quadros técnicos para o direcionamento da economia no Brasil.
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Costa, Bárbara Silva. "Saberes propedêuticos e formação do bacharel em direito no Brasil: (re)pensando a educação jurídica a partir das percepções discentes e docentes." Universidade do Vale do Rio dos Sinos, 2013. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3895.

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UNISINOS - Universidade do Vale do Rio dos Sinos
Estudar a educação jurídica no século XXI implica em construir novas respostas aos problemas que se apresentam. O modo tradicionalmente adotado para se pensar o Direito e seu ensino não é mais suficiente diante de um mundo que vive em constantes transformações. As demandas deste tempo exigem um profissional apto a pensar de modo transdisciplinar, capaz de enfrentar um contexto repleto de complexidades, riscos, paradoxos e contingências. Os ideais de certeza e segurança jurídica não mais se fazem presentes nos dias de hoje, exigindo do profissional do Direito a capacidade de reconectar os saberes. Nesse sentido, destaca-se a relevância dos conteúdos denominados propedêuticos no processo de formação do bacharel, pois têm o papel de promover uma visão integrada, crítica e reflexiva acerca dos fenômenos jurídicos e sociais. Apesar de sua importância, constata-se que os conteúdos propedêuticos são pouco valorizados por parte do corpo discente, que tende a resumir a formação jurídica à prática profissional. A partir dessa problemática, o presente trabalho apresentará a inclusão desses saberes nos currículos dos cursos jurídicos brasileiros desde a sua criação, em 1827. Em seguida, buscar-se-á identificar o perfil dos alunos em início e final de curso e qual a sua avaliação sobre os conteúdos propedêuticos. Após essa etapa, o trabalho se propõe a identificar o perfil dos professores que atuam nessas áreas e constatar quais as suas percepções sobre os desafios da educação jurídica. O contato com os docentes e discentes ocorreu por meio de pesquisa de campo realizada no Centro Universitário Ritter dos Reis e na Universidade do Vale do Rio dos Sinos. Por fim, abordar-se-á o paradigma de ensino tradicionalmente adotado pelos cursos jurídicos e, em seguida, serão apresentadas algumas alternativas para o processo de ensino e aprendizagem dos conteúdos propedêuticos.
To study the law education in 21st century requires building new answers to the problems. The traditional adopted way to think the law and its teaching are not enough considering a world which lives in constant transformation. The demands of present time require a professional both able to think in an transdisciplinary way and able to face a context full of complexity, risks, paradoxes and contingencies. The ideal of certainty and legal security are no longer present today, requiring of the law professional the ability to reconnect knowledge. In this sense it is highlighted the relevance of contents called propaedeutic in the process of bachelor formation considering these bachelors have the role to promote an integrated, critic and reflexive vision about the legal and social phenomena. Despite of its importance, it is noticed that propaedeutic disciplines have little appreciation by students which tend to summarize the law education to the professional practice. From this proposition this paper will present the inclusion of these disciplines in the curricula of Brazilian law schools since its inception in 1827. Then it will search the profile of the students in the beginning and end of the course and what are their assessment of the propaedeutic disciplines. After, the study aims to identify the profile of the teachers who work in these disciplines and find what are their perception on the challenges of law education in this area. The contact with the faculty and students occurred through field research conducted in the Centro Universitário Ritter dos Reis and in the Universidade do Vale do Rio dos Sinos. Finally it will approach the traditional teaching paradigm adopted by law schools and then will present some alternatives for teaching and learning process of propaedeutic contents.
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Ferreira, André Luís Doneux. "Discurso propedêutico de Kant diante da recepção da Crítica da Razão Pura." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-22102013-100358/.

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O objetivo central proposto nesta dissertação é investigar como a recepção da primeira edição da Crítica da razão pura ressoa no corpus dos textos dedicados à preparar o leitor para a compreensão da obra, ou seja, como Kant reconstitui seu discurso propedêutico em relação à Crítica da razão pura a partir dos referenciais oferecidos pelos juízos do público sobre a obra publicada em 1781. O corpus, portanto, está delimitado aos três textos cuja tarefa propedêutica ou seja, a referida preparação prévia do leitor é claramente influenciada pela recepção da Crítica da razão pura. São eles: Prolegômenos a toda metafísica futura que queira apresentar-se como ciência; a Introdução à Crítica da razão pura em sua segunda edição; o Prefácio à segunda edição desta mesma obra. Esta problemática aparentemente técnica é tomada como mote para a realização de uma leitura da posição de Kant frente a acontecimentos marcantes no contexto filosófico e político dos anos seguintes à publicação da primeira edição da Crítica da razão pura marcadamente, a Pantheismusstreit e a mudança no trono prussiano em 1786, a qual, frequentemente, é tomada como causa da suposta recaída no dogmatismo, que seria observada na segunda edição da Crítica da razão pura. Não obstante, a interpretação de algumas das questões centrais para a fortuna crítica da filosofia kantiana, em particular, o estatuto do idealismo transcendental, a autonomia que deve caracterizar o uso público da razão e a elucidação do projeto de uma Crítica da razão pura também fazem parte do escopo da problemática proposta nesta dissertação. Sobretudo, importa valorizar o discurso propedêutico de Kant e as mudanças nele introduzidas, sem as quais as tentativas de compreensão de sua obra seriam inócuas, senão impossíveis de realizar-se objetivamente.
The main objective of this dissertation is to investigate how the reception of the first edition of the Critique of pure reason echoes in the text corpus devoted to prepare the reader to understand this book. In other words, how does Kant reconstitute his introductory speech in relation to the references and judgments given by the readers of the first edition, which was published in 1781? Thus, the text corpus comprises three texts where the propaedeutic task - the prior preparation of the reader - is clearly influenced by the reception of the Critique of Pure Reason. These texts are: the Prolegomena to Any Future Metaphysics, which presents itself as science, the second edition of the Introduction to the Critique of Pure Reason and the Preface of the latter. Moreover, these changes could be analyzed in Kant\'s position about remarkable events in the philosophical and political context of the years following the publication of the first edition of the Critique of Pure Reason. They were mainly the Pantheismusstreit and the change in the Prussian throne in 1786, which is often taken as the cause of the alleged \"return into dogmatism\" that was noticed in the second edition of the Critique of pure reason. On the same note, the interpretation of some of the nodal questions in the critical fortune of the Kantian philosophy, especially the status of transcendental idealism, the autonomy that must characterize the public use of reason and the elucidation of the project of a Critique of Pure Reason also compose important points for this dissertations investigation. All in all, it is crucial to valorize the introductory speech of Kant and the changes made by the author as an overall attempt to understand his work. Without it, our comprehension of such important texts would be innocuous or even impossible to occur objectively.
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Maroney, Fr Simon Mary of the Cross M. Carm. "Seminary Life and Formation under Mary’s Mantle: An Exploration of Mary’s Presence and Mission in Initial Priestly Formation." IMRI - Marian Library / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=udmarian156943518492405.

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Books on the topic "Propaedeutics"

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Usha, Boris. Veterinary propaedeutics. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/22175.

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Tuhbatullina, Leysan, Lyudmila Safina, and Venera Hammatova. Propaedeutics (basics of composition). ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1020434.

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The textbook presents the theoretical foundations of building a harmonious composition, describes the three main laws of composition (the law of integrity, the law of balance and the law of dominance), and considers the elements and means of harmonizing the composition. A separate Chapter is devoted to the issues of color in the composition, and offers options for creating harmonious color solutions. Semiotic aspects are considered, characteristics and features of creating signs-icons, signs-indexes and signs-symbols are given. One of the chapters is devoted to visual illusions in composition. It is intended for University students studying in the direction 54.03.01 "Design", teachers, as well as for a wide range of artists, designers and Amateurs interested in creating a harmonious composition.
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Meskin, Vladimir, Oksana Gavril'chenko, and Nina Trofimova. History of Russian literature: from the middle Ages to modernism (propaedeutic course). ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1058837.

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The textbook introduces Russian fine literature from the era of its origin to the beginning of the XX century, with historical factors that influenced the processes that took place in it. Its authors are experts in each of the stated theme. Acquaintance with each historical and literary stage begins with its cultural review, followed by pages devoted to the work of the most prominent artists of the word of the period under review. At the same time, one chronological review follows from another, so that the history of culture and literature is presented not dotted, but chronologically linear, in the dynamics of interrelated processes. Meets the requirements of the Federal state educational standards of higher education of the latest generation. The textbook is written in the genre of propaedeutics and is intended primarily for foreign students studying at preparatory departments and faculties. it will be useful for students of non-philological profile, students of secondary special educational institutions, as well as for anyone interested in Russian literature.
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Hegel, Georg Wilhelm Friedrich. The philosophical propaedeutic. Edited by George Michael 1951- and Vincent Andrew. Oxford, UK: B. Blackwell, 1986.

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Turski, Władysław. Informatics: A propaedeutic view. Amsterdam: North-Holland, 1985.

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Turski, Władysław. Informatics, a propaedeutic view. Amsterdam: North Holland, 1985.

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Rudolf, Lehmann. Lehrbuch der philosophischen Propaedeutik. Berlin: Reuter & Reichard, 1991.

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Georg Wilhelm Friedrich Hegel: A propaedeutic. Leiden: Brill, 2015.

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Riley, John D. The religious novitiate and the diocesan propaedeutic period: A juridical-historical study of the novitiate and an examination of how canons 646-652 may inspire a structure for the propaedeutic year proposed by the 1990 World Synod of Bishops. Romae: Pontificia Studiorum Universitas a S. Thoma Aq. in Urbe, 1991.

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Kuhlenbeck, H. Propaedeutics to Comparative Neurology. S Karger Pub, 1996.

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Book chapters on the topic "Propaedeutics"

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Anglin, W. S. "Propaedeutics." In Kluwer Texts in the Mathematical Sciences, 1–53. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0285-8_1.

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Smedlund, Martin B. "The Case for Psychological Quietism: Wittgensteinian Propaedeutics in Smedslund’s Writings." In Theory and History in the Human and Social Sciences, 105–28. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43066-5_7.

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Konnova, Larisa P., Alexander A. Rylov, and Irina K. Stepanyan. "Propaedeutics of Professional Digital Skills for First-Year Students at an Economic University." In Knowledge in the Information Society, 230–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65857-1_20.

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Grattan-Guinness, Ivor. "Propaedeutic." In Convolutions in French Mathematics, 1800–1840, 31–75. Basel: Birkhäuser Basel, 1990. http://dx.doi.org/10.1007/978-3-0348-9125-7_1.

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Grattan-Guinness, Ivor. "Propaedeutic." In Convolutions in French Mathematics, 1800–1840, 31–75. Basel: Birkhäuser Basel, 1990. http://dx.doi.org/10.1007/978-3-0348-7811-1_1.

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Loidl, Susanne, Jörg Mühlbacher, and Helmut Schauer. "Preparatory Knowledge: Propaedeutic in Informatics." In From Computer Literacy to Informatics Fundamentals, 104–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/978-3-540-31958-0_14.

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Costea, Bogdan, and Norman Crump. "Teaching Introductory OB as Propaedeutic." In Educational Innovation in Economics and Business VI, 235–49. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-017-1390-0_16.

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Adorni, Giovanni, Chiara Alzetta, Frosina Koceva, Samuele Passalacqua, and Ilaria Torre. "Towards the Identification of Propaedeutic Relations in Textbooks." In Lecture Notes in Computer Science, 1–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23204-7_1.

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Simonetta, Gianluca. "Puer bonus communicandi peritus. Esercizi e strumenti per dibattere tra pari." In Competing, cooperating, deciding: towards a model of deliberative debate, 129–43. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-329-1.12.

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The peer learning project RApP (Ragazze e Ragazzi apprendono tra Pari) took place at the ISIS Gobetti-Volta high school in Bagno a Ripoli, Florence. With the aim to develop debate and public speaking activities, the project applies the IDEAM method, known as the five canons of ancient rhetoric (Inventio, Dispositio, Elocutio, Actio and Memoria). Thanks to this framework, it is possible to visualize and apply changes to the organization and writing of an effective speech, as well as to its memorization and delivery in public. A platform of applied training combined with a set of propaedeutic exercises based on the approach of ancient progymnasmata outlines a gradual pathway aimed at strengthening the uses of language as an individual skill, with a view to acquiring the skills to use language in the social environment of debate.
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Deák, Ervin. "Unendliche Reihen im Mathematikunterricht." In Auch wenn A falsch ist, kann B wahr sein. Was wir aus Fehlern lernen können, 71–104. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871143.0.04.

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A radically new propaedeutic way of cognition to infinite series. Convergence is not a starting point but the result of a longer and detailed notional construction. In the beginning a series and its „sum” is considered as a symbolic alternative formula for an elementary problem of a certain type and its known solution respectively. Classification: B10, B15, B19; C30, C35, C39; I30, I35, I39. Keywords: Infinite series, propaedeutics to infinite series, Convergence, pursuit processes, psychological-genetic method.
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Conference papers on the topic "Propaedeutics"

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Rappaport, Alexander. "Architecture, Propaedeutics and Language." In Proceedings of the 2019 International Conference on Architecture: Heritage, Traditions and Innovations (AHTI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ahti-19.2019.41.

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Tarasenkova, Nina. "PROPAEDEUTICS AND INDIRECT LEARNING: SIMILARITIES AND DIFFERENCES." In INTEGRACIÓN DE LAS CIENCIAS FUNDAMENTALES Y APLICADAS EN EL PARADIGMA DE LA SOCIEDAD POST-INDUSTRIAL. European Scientific Platform, 2020. http://dx.doi.org/10.36074/24.04.2020.v4.05.

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Dubinina, Galina A. "Language Propaedeutics For Instruction In Graphic Modeling Of Economic Processes." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.108.

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"TEACHING IT IN THE PRIMARY SCHOOL - Some Aspects of Propaedeutics of Informatics Knowledge." In 2nd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002812801850188.

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Милова, Ирина Евгеньевна, Никита Викторович Усенко, and Ольга Ивановна Сахарова. "ANALYSIS OF CRIMINOLOGICAL CHARACTERISTICS OF OFFICIAL CRIMES." In Сборник избранных статей по материалам научных конференций ГНИИ «Нацразвитие» (Санкт-Петербург, Июль 2021). Crossref, 2021. http://dx.doi.org/10.37539/july318.2021.69.22.002.

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Статья посвящена анализу типичных свойств личности субъектов, совершающих должностные преступления. При этом подчеркивается высокий уровень латентности злоупотреблений данного вида, что осложняет их выявление. Обосновывается тезис, что выделенные черты способны создать основу программы пропедевтики. The article is devoted to the analysis of typical personality traits of subjects who commit official crimes. At the same time, the high level of latency of this type of abuse is emphasized, which complicates their detection. The thesis is substantiated that the selected features are able to create the basis of a propaedeutics program.
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Милова, Ирина Евгеньевна, and Марина Александровна Адеянова. "SOME ASPECTS OF THE CRIMINOLOGICAL CHARACTERISTICS OF ECONOMIC CRIME." In Сборник избранных статей по материалам научных конференций ГНИИ «Нацразвитие» (Санкт-Петербург, Июль 2021). Crossref, 2021. http://dx.doi.org/10.37539/july318.2021.88.86.003.

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Статья посвящена анализу типичных свойств личности субъектов, совершающих экономические преступления. При этом подчеркивается высокий уровень латентности злоупотреблений данного вида, что осложняет их выявление. Обосновывается тезис, что выделенные черты способны создать основу программы пропедевтики. The article is devoted to the analysis of typical personality traits of subjects who commit economic crimes. At the same time, the high level of latency of this type of abuse is emphasized, which complicates their detection. The thesis is substantiated that the selected features are able to create the basis of a propaedeutics program.
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Шелковников, А. Ю. "Problems of modern philosophy teaching within the context of general psychology." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.76.67.065.

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в статье говорится о необходимости психологической пропедевтики для преподавания философии в системе высшего образования. В качестве образца рассматривается система преподавания психологии и философии выдающегося русского философа Г.И. Челпанова (1862–1936). Статья может представлять интерес для философов, психологов, педагогов, студентов и аспирантов. the article leads on the need for psychological propaedeutics for teaching philosophy within the higher education system. The system of psychology and philosophy teaching used by the outstanding Russian philosopher G.I. Chelpanov (1862–1936) has been studied as a model. The article may be of interest to philosophers, psychologists, educators, as well as undergraduate and graduate students.
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Bartolini, Matteo. "Propaedeutical Course in Supersymmetry." In School on Particle Physics, Gravity and Cosmology. Trieste, Italy: Sissa Medialab, 2007. http://dx.doi.org/10.22323/1.034.0019.

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Bonelli, Giulio. "Propaedeutical Course in String Theory." In School on Particle Physics, Gravity and Cosmology. Trieste, Italy: Sissa Medialab, 2007. http://dx.doi.org/10.22323/1.034.0020.

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Serone, Marco. "Propaedeutical Course on Extra Dimensions." In School on Particle Physics, Gravity and Cosmology. Trieste, Italy: Sissa Medialab, 2007. http://dx.doi.org/10.22323/1.034.0022.

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Reports on the topic "Propaedeutics"

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Ivanyshyn, Petro. BASIC CONCEPTS OF YEVHEN MALANIUK’S NATIONAL-PHILOSOPHICAL INTERPRETATION: ESEISTIC DISCOURSE. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11070.

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The purpose of the research is to outline the structure of the main methodological ideas within the frames of interpretive thinking in the essay of the famous Vistnyk’s writer, critic and essayist Yevhen Malaniuk. Considering the purpose and tasks of the studio, an interdisciplinary methodological base, related to the author’s “national approach”, has been worked out. The epistemological potential of national philosophy as a philosophy of national existence, national science as a theory of nation, hermeneutics as a theory and practice of interpretation and post-colonialism as interpretation of cultural phenomena from the standpoint of anti- and post-imperial consciousness are used in the work. The scientific novelty is that on the basis of the previous hermeneutic generalization and definition of national-existential methodology, a propaedeutic outlining of the structure of national-philosophical concepts within the frames of the essayistic interpretation of reality in Ye. Malaniuk is proposed. In the methodological sense, the writer’s essayism is structured by such concepts as nation-centrism, idealism, voluntarism, heroism, and can be considered as one of the variants (close by the experiences of D. Dontsov, Yu. Lypa, M. Mukhyn, etc.) of the Vistnyk’s national-philosophical (national-existential, nationalistic or nation-centric) hermeneutics, that is, the way of understanding, which the author by himself outlined as a “national approach”. The support of Ye. Malaniuk as a culture-philosopher and exegete on the eternal nation-centric values and criteria in his essayistic studies makes his reflections not only historically interesting, but also theoretically productive, classically important for the development of modern Ukrainian hermeneutics and humanities in general.
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