Iskanje po katalogu digitalne knjižnice

Opis: Eno izmed težjih vprašanj v filozofiji duha je, kako nekaj takšnega, kot je zavest, ki se nam zdi nekaj edinstvenega, umestiti v fizični svet tako, da ne bo izgubila svoje unikatnosti. Največja prepreka, ki jo je treba pri tem premagati, je odsotnost jasnega mehanizma, ki bi natančno pojasnil, kako fenomenalna stanja vzniknejo iz gmote, ki jo imenujemo možgani. Težava pri tem je, da je izkustvo vedno subjektivno, zaradi česar se znanstvenim pojasnitvam, ki so objektivne, izmika. V tem prispevku bomo (i) pokazali, kako lahko z uporabo miselnih eksperimentov pri poučevanju filozofije, v našem primeru "kitajske sobe", ta problem nagovorimo in (ii) skušali ugotoviti, ali nam lahko odgovor na vprašanje, kako nastane zavest v naših možganih, priskrbi nedeterministična kvantna mehanika, pri čemer bomo zagovarjali trditev, da kvantni pristop k zavesti prej vodi k idealistični ontologiji kot pa k fizični pojasnitvi tega, kako se pojavi.
Ključne besede: zavest, problem takšnosti, kitajska soba, idealizem, kvantna mehanika
Objavljeno v DKUM: 13.01.2026; Ogledov: 0; Prenosov: 0
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Opis: The quasi-experimental study explores how contemporary technologies, such as artificial intelligence and humanoid robots, enhance sustainability education for pre-service teachers. The study, involving 112 participants, assessed the effectiveness of these technologies compared to traditional methods in improving sustainability literacy. Pre- and post-tests revealed significant improvements in understanding sustainability concepts, with humanoid robots increasing response variability. Results highlight the technologies’ ability to engage educators in sustainability topics, promoting new literacies critical for addressing environmental challenges.
Ključne besede: advanced technologies, digital competence, humanoid robots, sustainability education, teacher training
Objavljeno v DKUM: 23.12.2025; Ogledov: 0; Prenosov: 4
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Opis: This paper addresses the urgent need to redefine education strategies for the Net Generation in the context of rapid technological and societal changes. First, the educational challenge is placed within a broader philosophical and cultural framework, focusing on the fluid and evolving nature of knowledge and human experience. Building on the paradigm shift from Web 2.0 to Web 4.0 and the emergence of Education 5.0, this paper investigates the pedagogical implications of these developments. Through conceptual analysis supported by contemporary educational theory, this paper proposes a model of education that integrates personalized learning, real-time feedback, and collaborative, interdisciplinary environments. A special focus is placed on the role of educators as mentors, rather than mere transmitters of information, and on the ethical, social, and emotional dimensions of digital learning. This article highlights the importance of adjusting educational practices to real-life contexts and future challenges of young learners while ensuring that the humanistic essence of education is not lost.
Ključne besede: education, generative artificial intelligence, generative pedagogy, educational model
Objavljeno v DKUM: 09.09.2025; Ogledov: 0; Prenosov: 4
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Opis: As Sartre pointed out, philosophical questions are questions that each generation must ask themselves because only this promotes the feeling of being alive, which is especially true for existential questions closely related to time-space, the moment, and our society. Sartre placed his philosophy of existentialism in wartime and the social conditions of the time at the beginning of the 20th century. We can equate these conditions with today's conditions; we are once again facing threats of war, and once again, we are facing chaotic conditions that increasingly lead to absurdity but are also entirely different. Today, at the beginning of the 21st century, the clarity and disambiguation of the 20th century no longer exist, as the relationships between beings and the world have drastically changed. We can observe that (1) the world is not one; there are two worlds, the physical and the cyber world and (2) being is not one; there are two beings (entities), human and AI-based forms of artificial life (ALF), between which there is a permanent tension. We advocate the thesis that in the society of the future, man must still play a master role; he must still be the being who will guide this society. Also, as Sartre claimed, each era must create its philosophy and consider real time–space. Responses to changes in this time–space also relate to existentialism in the 21st century. In this context, it is necessary to redefine the view of the future and the guidelines for the development of future society.
Ključne besede: existentialism, philosophy of artificial intelligence, philosophy of mind
Objavljeno v DKUM: 21.03.2025; Ogledov: 0; Prenosov: 7
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Opis: Education is the most important part of sustainable society development. Traditional approaches to permanent lifelong educator training often fail to produce lasting changes in teaching practices (UN, Goal 4). This paper examines how educator involvement in a professional learning community (PLC) ensures equitable quality education and promotes lifelong learning opportunities for all and a sustainable digital transformation of the teaching and learning process. Participation in PLC and the use of contemporary learning environments positively impact the quality of educators’ work, thereby enhancing the overall educational process. This study utilised a quantitative methodology, employing both descriptive and inferential statistics to analyse the data. Results indicate that a balanced integration of formal PLC structures and guidance, combined with elements of a non-formal, broader PLC and external incentives and support (such as projects), can surpass mere exchanges of best practices, foster innovation, and support the sustainable digital transformation of educators. This approach leads to a sustainable shift in pedagogical paradigms. The PLC_IP model (focused on including digital technologies and effective teaching strategies) enhances collective educator efficacy, contributing to improved teaching quality. For PLCs to achieve sustainability, they must be dynamic entities that adapt to the evolving educational landscape, ensuring their continued relevance and impact with rising completion rates over time. Our findings underscore the importance of innovative PLCs in driving sustainable educational development and improvement and provide a framework for future research and practical applications in educational settings. In addition, PLCs can strengthen the means of implementation and revitalise the global partnership for sustainable development (UN, Goal 17).
Ključne besede: professional learning communities, ESD, training, sustainable changes, sustainable education, education practices, schools
Objavljeno v DKUM: 27.11.2024; Ogledov: 0; Prenosov: 20
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