ly considered, a system of like parabolas similarly placed, or any one of an infinity of systems of curves, is as simple as the system of straight lines. Again, motions and forces are combined according to the principle of the parallelogram, and a parallelogram appears to us a very simple figure. Yet the whole system of parallelograms is no more simple than any relief-perspective of them, or than any one of an infinity of other systems. As Sir Isaac Newton well said, geometry is but a branch of mechanics. No definition of the straight line is possible except that it is the path of a particle undisturbed by any force; and no definitions of parallels, etc. are possible which do not depend upon the definition of equal distances as measured by a rigid body, or other mechanical means. Thus, in dynamics, the natural ideas of the human mind tend to approximate to the truth of nature, because the mind has been formed under the influence of dynamical laws. Now, logical considerations show that if there is no tendency for natural ideas to be true, there can be no hope of ever reaching true inductions and hypotheses. So that philosophy is committed to the postulate,—without which it has no chance of success,—[. . .] Psychology has only lately become a positive science, and in my humble opinion the new views are now carried too far. I cannot see, for example, why psychologists should make such a bugbear of “faculties.” If in dynamics it has proved safe to rely upon our natural ideas, checked, controlled, and corrected by experience, why should not our natural ideas about mind, formed as they certainly have been under the influence of the true laws of mental action, be likely to approximate to the truth as much as natural ideas of space, force, and the like have been found to do? Upon this point, I must confess to entertaining somewhat heterodox opinions. The Herbartian philosophy, with the mode of reasoning which leads to it, seems to me thoroughly unsound and illusory,—though I fully admit the value and profundity of some of the suggestions of that philosophy. But to trust to such reasoning in the slightest degree seems to me ever so much less safe than trusting to one’s native or natural notions about mind, though these no doubt need to be modified by observation and experiment. For my part it seems to me that the elementary phenomena of mind fall into three categories. First, we have feelings, comprising all that is immediately present, such as pleasure and pain, blue, cheerfulness, and the feeling which arises upon the contemplation of a complete theory. It is hard to define what I mean by feeling. If I say it is what is present, I W r i t i n g s o f C . S . P e i r c e 1 8 9 0 – 1 8 9 2 96 shall be asked what I mean by present, and must confess I mean nothing but feeling again. The only way is to state how any state of consciousness is to be modified so as to render it a feeling, although feeling does not essentially involve consciousness proper. But imagine a state of consciousness reduced to perfect simplicity, so that its object is entirely unanalyzed, then that consciousness reduced to that rudimentary condition, unattainable by us, would be a pure feeling, and not properly consciousness at all. Let the quality of blue, for example, override all other ideas, of form, of contrast, of commencement or cessation, and there would be pure feeling. When I say that such impossible states exist as elements of all consciousness, I mean that there are ideas which might conceivably thus exist alone and monopolize the whole mind. Besides feelings, we have in our minds sensations of reaction, as when a person blindfold suddenly runs against a post, when we make a muscular effort, or when any feeling gives way to another feeling. Suppose I had nothing in my mind but a feeling of blue, which were suddenly to give place to a feeling of red; then, at the instant of transition there would be a sense of reaction, my blue life being transmuted to red life. If I were now also endowed with a memory, that sense would continue for some time. This state of mind would be more than pure feeling, since in addition to the feeling of red a feeling analogous to blue would be present, and not only that but a sense of reaction between the two. This sense of reaction would itself carry along with it a peculiar feeling which might conceivably monopolize the mind to the exclusion of the feelings of blue and red. But were this to happen, though the feeling associated with a sense of reaction would be there, the sense of reaction as such would be quite gone; for a sense of reaction cannot conceivably exist independent of at least two feelings between which the reaction takes place. A feeling, then, is a state of mind having its own living quality, independent of any other. A sense of reaction, or say for short a sensation, is a state of mind containing two states of mind between which we are aware of a connection, even if that connection is no more than a contrast. No analysis can reduce such sensations to feelings. Looking at the matter from a physiological point of view, a feeling only calls for an excited nerve-cell,—or indeed a mere mass of excited nerve-matter without any cell, or shut up in any number of cells. But sensation supposes the discharge or excitation of a nerve-cell, or a transfer of excitement from one part of a mass of nerve-matter to another, or the spontaneous production or cessation of an excited condition. 22. Architecture of Theories. Initial Version, 1890 97 Besides feelings and sensations, we have general conceptions; that is, we are conscious that a connection between feelings is determined by a general rule; or, looking at the matter from another point of view, a general conception is the being aware of being governed by a habit. Intellectual power is simply facility in taking habits and in following them in cases essentially analogous to, but in non-essentials widely remote from, the normal cases of sensation, or connection of feelings, under which those habits were formed. The one primordial law of mental action is a tendency to generalization; that is, every connection between feelings tends to spread to neighboring feelings. If you ask what are neighboring feelings, it is like the question that was answered by the parable of the Good Samaritan. A neighboring feeling is simply a connected feeling. These connections are of two kinds, internal or manifest, and external or occult. A feeling is manifestly connected with feelings which it resembles or contrasts with; the connection is merely an identity of feeling. A feeling is occultly connected with feelings bound to it by some external power, as the roll of thunder with the flash of lightning. The mental law belongs to a widely different category of law from physical laws. A physical law determines that a certain component motion must take place, otherwise the law is violated. But such absolute conformity is not required by the mental law. It does not call for any definite amount of assimilation in any case. Indeed such a precise regulation would be in downright conflict with the law. For it would instantly crystallize thought and prevent all further formation of habit. The law of mind makes something the more likely to happen. It thus resembles the “non-conservative” forces of physics, such as viscosity and the like, which are due to chance encounters of molecules.

Writings of Charles S. Peirce: A Chronological Edition, Volume 5: 1884-1886

Purpose – The purpose of this experimental study is to investigate the impact of teaching Oriental Music using Blended Learning (BL) approach for the students of senior secondary level in Sri Lanka specifically focusing on their achievement on required competencies of Oriental Music at Ordinary Level. The study analyzes the academic performance of students with detailed comparison of BL environment and traditional learning environment. Authors propose the application of BL approach to teach Oriental Music and study its impact on improvement of students’ competency. The study is conducted with the application of a mixed instructional design model of objectivist and constructivist approaches for the design of the blended learning course in a student centred learning environment. Methodology – The study was directed by using true experimental study design with pretest and posttest control groups. BL was applied to the experimental group and the traditional instruction method was applied to control group. 9 schools from Colombo district were randomly selected for the experimental and control groups covering 82 Malaysian Journal of Learning and Instruction: Vol. 16 (No. 1) June 2019: 81-103 all the three existing school types of Sri Lanka. The study group consisted of 360 students of Grade 10 and Grade 11 who has been studying Oriental Music as a subject for General Certificate of Education Ordinary Level. To analyze the data Descriptive statistics, Paired samples t test, Independent samples t test were utilized. Findings – The findings of the experiment indicated that students who have studied Oriental Music under BL strategy showed a significant improvement in their music academic performances after the intervention. The mean post-test of the experimental group was 71.75 which is significantly higher than the mean control group which was 52.07. The mean difference was 19.68±1.91. Hence, there is a statistically significant increase in the performance of students who studied Oriental Music under blended learning. Thus, it is clearly evident that the blended instruction was effective. SignificanceThis study indicated a positive platform to mould and cater the entire teaching learning process by introducing BL strategy to Sri Lankan secondary education system and fulfilled an existing research gap by utilizing BL to teach highly traditional abstract art. Results of the study contributes to the curriculum designing field with novel ideas to adapt blended instructions to teach secondary level students effectively.

The Impact of Teaching Oriental Music using Blended Learning Approach: An Experimental Study

This study aimed to find out the students’ 
needs for a web-based course-book, describe the validation 
result from the experts regarding the course book being 
developed, figure out the practicality aspect of the course 
book, and describe the effectiveness of course book. The 
study employed a mixed version of Plomp’s and Tessmer’s 
research and development (R&D) major procedures. The 
R&D procedure involved analyzing students’ need, 
designing and producing a prototype of a web-based 
course-book, and evaluating the prototype including expert 
validation, one-to-one evaluation, small group evaluation, 
and field testing. Questionnaire was administered to 
investigate the students’ needs. One-to-one evaluation and 
small group evaluation were conducted to examine the 
practicality aspect of the course book being developed. 
Test was administered to assess the effectiveness of the 
course-book. Results of the analysis have shown that the 
students needed a web-based course-book. The 
course-book consisted of materials, comprehension 
questions, bibliography, glossary, author profiles, the 
Sampyong videos and photos, and logout menus. The 
expert validation average score was 4.27 (out of 5),
belonging to category “good”. Based on one-to-one and 
small group evaluation, the web-based course-book was 
considered practical for university students. The objective 
test administered revealed that the students’ achievement 
significantly increased from the average scores 66 (pre-test) to 79 (post-test).

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Creating a Web-based Course-book on Revitalization of the Sampyong for University Students

According to rapid development of Chinese national instrumental technology, there is an urgent need of teaching strategy and instructional system construction of Chinese national instrumental technology education. This study focuses on constructive suggestions to strengthen the national instrumental education, builds the professional education of national instrumental teaching strategy, and raises a set of instructional system of Chinese national instrumental technology education including teaching objectives, principles, methods, curriculum system (basic courses and specialized courses), 360-degree instructional evaluation measurements and administration suggestions through interdisciplinary research. This article provides the curriculum education template for the national instrumental technology education which has been proven to be very successful.

https://www.ejmste.com/download/teaching-strategy-and-instructional-system-construction-of-chinese-national-instrumental-technology-4976.pdf

Teaching Strategy and Instructional System Construction of Chinese National Instrumental Technology Education

The present research mainly aims to determine the innovation indicators for teaching in Art University. Qualitative and quantitative methods have been used. The data were collected from semi-structured interviews and Self-made questionnaire. The findings reveal that the most important innovation indicators consist of: Competency-based Art education, Acquaintance with framework of appreciating the art works, Self-directed learning, Choice-based art education Attention to Aesthetics, Experimental leaning through Art Education, Developing Different Approaches to Making Art, Provides the excellent opportunities to learn personal and professional skills, Stress on the description, explanation, critical process cooperative exploration-based learning activities, application of new teaching methods and the application of innovation indicators for “teaching-learning activities” is less than medium.

/pdf/determination-of-innovation-indicators-in-teaching-learning-59zz0k46d9.pdf

Determination of Innovation Indicators in Teaching-Learning Activities of Curricula and Their Application in Art University

The Role of New Technologies for Enhancing Teaching and Learning in Arts Education

Art and Moral Values - A Pedagogical Approach Through the Hexadic Model☆

At the level of the Municipality of Iași, the „Bucuria” Multifunctional Destination Social Center of the Directorate of Social Assistance Iasi constitutes a viable solution for the protection and for the preparing  for independent living and for prevention and combat the risk of the young people whish is in need not to  becoming homeless or socially marginalized persons.
Officially opened on September 26, 2014, the center operates with a capacity of 26 places in residential mode and 49 places in day mode. Residential services are provided free of charge, at demand, for a fixed period, depending on the particular situation of each beneficiary and in relation to his individual needs, in accordance with minimum quality standards for  the social services centers with accommodation, organized as residential centers for young people who leave the child protection system applicable to this social center. Young people are encouraged and supported to participate in daily activities and get involved in household activities. At the same time, they are guaranteed access to the programs of social integration/reintegration, are supported to restore/strengthen the link with family of origin and extended family, with friends, as well as for (re)integration into community, they are guided on the labor market and their access to courses is facilitated.

Luminiţa Heliana Munteanu

Papers

The Role of New Technologies for Enhancing Teaching and Learning in Arts Education

Art and Moral Values - A Pedagogical Approach Through the Hexadic Model☆

”bucuria” - a new home, a new chance - for young people who leave the special protection system in the municipality of iași