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Bibliografías temáticas / Kewa philosophy

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Literatura académica sobre el tema "Kewa philosophy"

Autor: Grafiati

Publicado: 26 de julio de 2024

Última modificación: 31 de julio de 2025

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Artículos de revistas sobre el tema "Kewa philosophy"

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Sujaelanto. "Ketuhanan Dalam Kena Upanisad." Widya Aksara : Jurnal Agama Hindu 24, no. 2 (2019): 123–33. http://dx.doi.org/10.54714/widyaaksara.v24i2.58.

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Upanisad is part of the Vedas. Upanisad book is the beginning of the history of the development of Hindu thought that contributes to the development of Hindu philosophy. There is a variable between upanisad and one other and there are things that are highlighted. In general, upanisad teaches about God, Spirit, Karma, Maya, and Awidya. Kena upanisad consists of 35 main sloka / mantra and 4 sloka as an ornament. Kena upanisad teaches about the nature of God as a controller, mobilizer, life-giver in every life that is dubbed as Brahman. Etah Brahman in Kena as expressed with his eyes, eyes, ears,

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2

Schilling, Elisabeth. "Keya Maitra and Jennifer McWeeny (eds.), "Feminist Philosophy of Mind"." Philosophy in Review 44, no. 2 (2024): 17–19. http://dx.doi.org/10.7202/1112013ar.

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García-Ramírez, Eduardo. "Lenguaje natural, pragmática y algo más. Nota crítica sobre Critical Pragmatics." Crítica (México D. F. En línea) 45, no. 135 (2013): 75–88. http://dx.doi.org/10.22201/iifs.18704905e.2013.673.

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El Firdausy, Syarifah Wardah. "Hakikat Tuhan: Kajian Pemikiran Islam dalam Falsafah Jawa." SHAHIH : Journal of Islamicate Multidisciplinary 2, no. 1 (2017): 97. http://dx.doi.org/10.22515/shahih.v2i1.684.

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Islamic thought in the Javanese philosophy of the concept of God begins with the existence of three continuities between (1) the background of Islamization in Indonesia, through cultural approaches, (2) philosophical phrases in the Javanese philosophy as a part of the characteristic Javanese literary works that are educational (didactic) and sublime (piwulang), and (3) the similarity between the concept of tri hita wacana means harmonious relationship of man with God (habluminallah) in Islamic teachings related to the concept of insan kamil. This study uses qualitative methods based on literat

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5

Ko, Myung Hee. "Human as a Spiritual Beings by Dasan Jeong Yagyong - Focusing on Mind Education." Korean Educational Research Association 61, no. 6 (2023): 305–22. http://dx.doi.org/10.30916/kera.61.6.305.

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This paper focuses on Jeong Yag-yong’s education of the mind to examine his vision of man as a spiritual being. As a scholar, Jeong saw the reality of Joseon, which was full of the harmfulness of profound arguments, and through his educational theory, he tried to depict a human being as a spirit with practicality. He explains that humans are endowed with good inclinations by the spirit of honor and have a moral responsibility to follow their good inclinations and practice goodness. Such an individual could establish the state of mind of jung (中) and jibjung (執中) study. For Jeong, the state of

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6

Kim, Minju. "Korean general extenders tunci ha and kena ha ‘or something’." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 30, no. 4 (2019): 557–85. http://dx.doi.org/10.1075/prag.18035.kim.

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Abstract Using natural conversation corpora, I demonstrate that the Korean x-tunci ha ‘x-or do’ and x-kena ha ‘x-or do’, which originally list options (e.g., ‘x or y do’) have emerged as independent constructions that can indicate approximation, epistemic uncertainty, tentativeness, and even polite hedging. I argue that these Korean “general extenders” (Overstreet 1999) followed a similar (inter)subjectification process to English x-or something and Japanese x-tari suru ‘x-or do.’ I also illustrate how these two Korean general extenders specialize in different hedging strategies. Ironically, K

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7

Bordoh, Anthony, Isaac Eshun, Joseph Bentil, and Clarke Ebow Yalley. "Social studies teachers' knowledge base on community resources usage towards teaching and learning: A case study of senior high schools in the Komenda Edina Eguafo Abirem (KEEA) Municipality." Jozac Publishers in the African Social Science and Humanities Journal (ASSHJ) 5, no. 4 (2024): 437–48. https://doi.org/10.5281/zenodo.15283250.

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This study analysed the knowledge base of senior high school Social Studies teachers on using community resources for teaching and learning within the Komenda Edina Eguafo Abirem (KEEA) Municipality. The study employed a qualitative design, examining multiple cases and adopting a constructivist philosophy. It facilitated the exploration of teachers’ integration, access, and perception of these resources within their teaching and learning processes. A semi-structured interview guide was used to collect data from 18 participants, providing the study with a clear insight into the educationa

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8

Curley, Melissa Anne-Marie, Jessica L. Main, and Melanie Coughlin. "The Self-Awareness of Evil in Pure Land Buddhism: A Translation of Contemporary Kyoto School Philosopher Keta Masako." Philosophy East and West 67, no. 1 (2017): 192–201. http://dx.doi.org/10.1353/pew.2017.0013.

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Houben, J. E. M. "Bhart $$\underset{\raise0.3em\hbox{$\smash{\scriptscriptstyle\cdot}$}}{r} $$ hari'ssamaya / HELĀrĀJA'SSa $$\underset{\raise0.3em\hbox{$\smash{\scriptscriptstyle\cdot}$}}{m} $$ keta." Journal of Indian Philosophy 20, no. 2 (1992): 219–42. http://dx.doi.org/10.1007/bf01854712.

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Hastings, Rupert B. "The Sir Joseph Banks Centre and the Economic Botany collections at Kew." Endeavour 13, no. 4 (1989): 174–78. http://dx.doi.org/10.1016/s0160-9327(89)80006-7.

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Libros sobre el tema "Kewa philosophy"

1

The power of intentions: Thinking about "Kewa ethics". s.n., 1992.

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2

Dasa, Shukavak. Taittiriya, Aitareya, Kaushitaki, Kena, Katha, Isha, Shvetashvatara, Mundaka, Prashna, & Mandukya Upanishads. Sri Publications, 2024.

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3

Īśādi nau Upanishada ko Rajasthani samskarana: Isa, Kena, Katha, Prasna, Mundaka, Mandukya, Aitareya, Taittiriya, aura Svetasvara-Upanishad. Rashtriya Samskrta Sahitya Kendra, 2012.

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Capítulos de libros sobre el tema "Kewa philosophy"

1

Cohen, Signe. "The Classical Upaniṣads". У The Classical Upaniṣads. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197654156.003.0004.

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Abstract There are hundreds of Sanskrit texts called Upaniṣads. But about a dozen of these—usually regarded as the oldest ones—have been particularly significant in the history of Hinduism. These are often referred to as the “Classical Upaniṣads,” and the eighth-century ce philosopher Śaṅkara composed commentaries on eleven of these. Chapter 4 gives a synopsis of the main ideas of thirteen Upaniṣads: the eleven commented on by Śaṅkara (Bṛhadāraṇyaka, Chāndogya, Taittirīya, Aitareya, Īśā, Kena, Kaṭha, Muṇḍaka, Śvetāśvatara, Māṇḍūkya, and Praśna), as well as two other texts that seem to be of ro

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2

"Oceanitude." In The Ocean on Fire. Duke University Press, 2024. http://dx.doi.org/10.1215/9781478059059-003.

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This chapter presents the counterhegemonic ideology to Isletism: “Oceanitude.” Coined in 2015 by ni-Vanuatu novelist Paul Tavo, Oceanitude is a literary, philosophical, and political current theorizing Pacific collective identity in times of nuclear imperialism and carbon imperialism. This philosophy challenges the Western-led glorification of Cartesianism, or the belief that (some hu)man(s) can become master and possessor of nature. Philosophers of Oceanitude suggest that in the Pacific, modes of being in the world stem from the consciousness of sharing a genealogical relationship with the oc

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Actas de conferencias sobre el tema "Kewa philosophy"

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Kaliský, Ján. "TEACHERS´ UNDERSTANDING OF CRITICAL THINKING DEFINITION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end045.

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"Introduction. The need to develop critical thinking has been growing in the 21st century. It has become a key competence included in the school national programs also in Slovakia. The Slovak teachers’ critical thinking conceptualization is analyzed by qualitative study in this research as teachers are those ones responsible for its development in the educational system. Aim & Method: The study aim was to analyze the Slovak primary and high school teachers’ critical thinking conceptualization (N=99, 73% of females, Mage=44 years, SD 10.56) and to explore their critical thinking interpretat

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