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101	Philosophisches Denken über Krieg und Frieden: Umwälzende Einsichten an der Militärakademie und ihr Fortwirken in der Dresdener Studiengemeinschaft Sicherheitspolitik e. V.: Beiträge zum Kolloquium am 13. September 2005 Arnold, Eberhard, Glaß, Lothar, Großmann, Horst, Hagena, Hermann, Heider, Paul, Scheler, Wolfgang, Schirz, Hermann, Süß, Hans, Woit, Ernst 15 May 2019 (has links) Neues Denken in der DDR und zum Projekt neuer Sicherheitspolitik in der militärakademischen Forschung; Vielfältige Fortsetzung der Idee in der Dresdener Studiengemeinschaft Sicherheitspolitik e. V.; Widerspiegelung in der Bundeswehr; Friedensfähigkeit und Epocheverständnis.:Eröffnung Wolfgang Scheler, In memoriam Prof. Dr. Rolf Lehmann. Autorenbeiträge: Wolfgang Scheler, Philosophisches Denken über Krieg und Frieden - damals und jetzt. Hermann Hagena, Reflexionen des neuen Denkens in der Bundeswehr. Hermann Schierz, Neues Denken über Krieg und Frieden an der Offiziershochschule der LSK/LV und in der Öffentlichkeitsarbeit. Hans Süß, Neues Denken und Militärreform. Paul Heider, Neues Denken über Krieg und Frieden und das Militärgeschichtliche Institut der DDR. Ernst Woit, Friedensphilosophie und Epocheverständnis. Horst Großmann, Geopolitische Bedingungen für Krieg und Frieden. Lothar Glaß, Ideelle Bedingungen des Friedens. Eberhard Arnold, Anmerkungen zum Problemkreis ´Bedrohung´. Publikationen zum Thema des Kolloquiums (Auswahl). info:eu-repo/classification/ddc/355 ddc:355
102	Die Last des Titels Vobruba, Georg 27 May 2024 (has links) Die Beurteilung eines Textes hängt von den an ihn gerichteten Erwartungen ab. In erster Linie sollte man sich dabei an dem Anspruch und den Absichten orientieren, die im Text selbst formuliert werden. Granovetter hofft, „to contribute to an understanding of the economy in a way that transcends disciplinar boundaries“ (1) und er favorisiert dafür – wenig überraschend – eine „embeddedness perspective“ (15). Dies kann man als einen recht umfassenden Anspruch lesen, eine Deutung, die durch Titel und Untertitel des Werkes durchaus unterstützt wird. Gemessen daran ist das Buch eine Enttäuschung info:eu-repo/classification/ddc/300 ddc:300
103	How Do Theories of Cognition and Consciousness in Ancient Indian Thought Systems Relate to Current Western Theorizing and Research? Sedlmeier, Peter, Srinivas, Kunchapudi 17 August 2016 (has links) (PDF) Unknown to most Western psychologists, ancient Indian scriptures contain very rich, empirically derived psychological theories that are, however, intertwined with religious and philosophical content. This article represents our attempt to extract the psychological theory of cognition and consciousness from a prominent ancient Indian thought system: Samkhya-Yoga. We derive rather broad hypotheses from this approach that may complement and extend Western mainstream theorizing. These hypotheses address an ancient personality theory, the effects of practicing the applied part of Samkhya-Yoga on normal and extraordinary cognition, as well as different ways of perceiving reality. We summarize empirical evidence collected (mostly without reference to the Indian thought system) in diverse fields of research that allows for making judgments about the hypotheses, and suggest more specific hypotheses to be examined in future research. We conclude that the existing evidence for the (broad) hypotheses is substantial but that there are still considerable gaps in theory and research to be filled. Theories of cognition contained in the ancient Indian systems have the potential to modify and complement existing Western mainstream accounts of cognition. In particular, they might serve as a basis for arriving at more comprehensive theories for several research areas that, so far, lack strong theoretical grounding, such as meditation research or research on aspects of consciousness. Bewusstsein Samkhya-Yoga Denken Meditationsforschung Psi-Phänomene Technische Universität Chemnitz Publikationsfonds consciousness Samkhya-Yoga cognition meditation research extraordinary cognition Technische Universität Chemnitz Publication fund ddc:100 Bewusstsein Denken Sāṃkhya Yoga Psiphänomen
104	Die Geschichtlichkeit der symbolischen Ordnung : von Orpheus bis zu Husserl / Winter, Stefan. January 2009 (has links) Durchges. Habil.-Schr. Univ. Braunschweig, 2007.
105	How Do Theories of Cognition and Consciousness in Ancient Indian Thought Systems Relate to Current Western Theorizing and Research? Sedlmeier, Peter, Srinivas, Kunchapudi 17 August 2016 (has links) Unknown to most Western psychologists, ancient Indian scriptures contain very rich, empirically derived psychological theories that are, however, intertwined with religious and philosophical content. This article represents our attempt to extract the psychological theory of cognition and consciousness from a prominent ancient Indian thought system: Samkhya-Yoga. We derive rather broad hypotheses from this approach that may complement and extend Western mainstream theorizing. These hypotheses address an ancient personality theory, the effects of practicing the applied part of Samkhya-Yoga on normal and extraordinary cognition, as well as different ways of perceiving reality. We summarize empirical evidence collected (mostly without reference to the Indian thought system) in diverse fields of research that allows for making judgments about the hypotheses, and suggest more specific hypotheses to be examined in future research. We conclude that the existing evidence for the (broad) hypotheses is substantial but that there are still considerable gaps in theory and research to be filled. Theories of cognition contained in the ancient Indian systems have the potential to modify and complement existing Western mainstream accounts of cognition. In particular, they might serve as a basis for arriving at more comprehensive theories for several research areas that, so far, lack strong theoretical grounding, such as meditation research or research on aspects of consciousness. info:eu-repo/classification/ddc/100 ddc:100
106	Reich und Stände : Ideen und Wirken des deutschen politischen Exils in Österreich 1933 - 1938 / Seefried, Elke. January 2006 (has links) Univ., Diss.--Augsburg, 2004.
107	Seeing versus Doing: Causal Bayes Nets as Psychological Models of Causal Reasoning / Beobachten versus Handeln: Kausale Bayes-Netze als psychologische Modelle kausalen Denkens Meder, Björn 03 May 2006 (has links) No description available. 150 Psychologie Mathematics and Computer Science Kausalität kausales Denken kausales Lernen Causality Causal Reasoning Causal Cognition Causal Learning
108	Proofs and "Puzzles" Abramovitz, Buma, Berezina, Miryam, Berman, Abraham, Shvartsman, Ludmila 10 April 2012 (has links) (PDF) It is well known that mathematics students have to be able to understand and prove theorems. From our experience we know that engineering students should also be able to do the same, since a good theoretical knowledge of mathematics is essential for solving practical problems and constructing models. Proving theorems gives students a much better understanding of the subject, and helps them to develop mathematical thinking. The proof of a theorem consists of a logical chain of steps. Students should understand the need and the legitimacy of every step. Moreover, they have to comprehend the reasoning behind the order of the chain’s steps. For our research students were provided with proofs whose steps were either written in a random order or had missing parts. Students were asked to solve the \"puzzle\" – find the correct logical chain or complete the proof. These \"puzzles\" were meant to discourage students from simply memorizing the proof of a theorem. By using our examples students were encouraged to think independently and came to improve their understanding of the subject. Mathematisches Denken Unterricht in Infinitesimalrechnung Beweise Sätze Aufgaben Mathematical Thinking Calculus Teaching Proofs Theorems Assignments ddc:510 rvk:SD 2009
109	Algebraic Thinking- More to Do with Why, Than X and Y Windsor , W.J.J 22 May 2012 (has links) (PDF) Algebraic thinking is a crucial and fundamental element of mathematical thinking and reasoning. It initially involves recognising patterns and general mathematical relationships among numbers, objects and geometric shapes. Using historical evidence, this paper will highlight how the ability to think algebraically might support a deeper and more useful knowledge, not only of algebra, but the thinking required to successfully use mathematics. It will also provide a framework for educators of primary and middle years’ students to develop the necessary thinking strategies required to understand algebra. Algebra algebraischen Denken Grundschule Mittelschule Geschichte algebra algebraic thinking primary school middle school history ddc:510 rvk:SD 2009
110	Drömmen om det ouppnåeliga : anarkistiska tankelinjer hos Hinke Bergegren, Gustaf Henriksson-Holmberg och Einar Håkansson / Lång, Henrik, January 2007 (has links) Diss. Umeå : Umeå universitet, 2007.

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