In order to reach national aims besides other things it is necessary to have essential knowledge and acquire appropriate skills. Improvement of those other things also requires knowledge. In modern and dynamic world knowledge and abilities should be improved permanently and quickly. They are essential for creation of more perfect products and effective technologies. They are important for better understanding and orientation of the development of the society, also for fostering of human skills and creative power that are undoubtedly crucial for the security of the country, because it is impossible to reach human spiritual wellbeing without improving the competence. The aim of this final paper is to identify the knowledge of how to learn of the students of Panevezio College as a factor of continuing learning of adults’ education. The goals of the research helped to examine the methods of learning and possibilities for realization of knowledge how to learn. The methods of the research: the analysis of scientific literature, comparison, generalization, and qualitative research, which was performed on the basis of the questionnaire and data analysis. After the research these conclusions were drawn out: continuing learning is like an umbrella, which covers various kinds of learning and teaching and this is a long lasting activity in reaching to gain and improve competencies, knowledge in personal, civic and social perspective. The students are aware of the personal and public... [to full text]

In this thesis I offer a novel alternative response to Frank Jackson’s (1982, 1986) knowledge argument in support of non-reductive physicalism (NRP). The knowledge argument is framed as an attack on reductive physicalism (RP), as it suggests the possibility that the subjective experience (SE) of an event or phenomenon adds ‘real’ knowledge to a person’s existing knowledge. My novel response aims to enrich the current debate, dominated as it is by Western philosophy of mind, by introducing one specific African concept of mind into the debate. The concept of mind I introduce into the debate, is Kwasi Wiredu’s (1987) quasi-physicalist interpretation of the Akan concept of mind. My alternative reply specifically contributes to the debate by changing the negative ability reply to the knowledge argument, framed by Nemirow (1980, 1990) and Lewis (1983, 1988) in Western philosophy of mind, into a positive support for Jackson (1982, 1986) by introducing African voices into the debate. I demonstrate that although the unsolved mind-body problem is presented as an ongoing philosophical issue in Western philosophy, a turn to an African perspective can shine new light on the problem. The novel alternative reply to Jackson’s knowledge argument consists of an epistemological argument that subjective experience (SE) adds genuine knowledge to a person’s existing knowledge, and a metaphysical argument that subjective experience (SE) is an emergent mental property. These two arguments validate property dualism as well as the knowledge argument. / Thesis (PhD)--University of Pretoria, 2019. / CSIR- CAIR 2017-2019 University of Pretoria (UP) Postgraduate Bursary 2018-2019 / Philosophy / PhD / Unrestricted