Holistic Approaches

What happens to researchers interested in spirituality, as they engage with a large number of spiritual exemplars? This question is explored, based on the experience of 14 research collaborators in a qualitative phenomenological study of spiritual exemplars (individuals perceived by others as exemplifying the spiritual life) of different traditions, paths, and cultures. Over 5.5 months, two groups of research collaborators watched video recordings of interviews with 20 spiritual exemplars, analyzed their transcripts, wrote down their impressions of each exemplar, and discussed them in biweekly meetings. At the end of that period, the effects of the process on the collaborators were explored through individual interviews and group discussions. The data collected suggests that the collaborators both formed and experienced the process as holistic and self-transformative in different ways. Three main effects were described: "self-reflection and insight," "opening and broadening," and "fostering spiritual self-reliance." In choosing their "most exemplary exemplars," the collaborators relied mainly on their somatic-intuitive impressions-and there was great diversity in their choices. These findings suggest that spiritual exemplarity is determined by "sympathetic resonance" between the exemplar and the person perceiving them as such. The conditions that contributed to the effects of the process and the potential of its application to facilitate interreligious dialogue and personal growth are discussed.

Günümüz dünyasında yapay zeka hayatımızın her noktasında günden güne daha önem kazanan bir olgu olarak karşımıza
çıkmaktadır. Yapay zekâ ve zekâ kavramlarının farklı özelliklere sahip kavramlar olmakla birlikte, kişilere benzersiz faydalar
sağladığı bilinmektedir. Telefondan tutun da, mutfak robotuna kadar yapay zekanın entegre olduğu insan yararına, bazen de
zararına (silahlar gibi) olmayan ürün yok gibi gözükmektedir.
Yapay zeka sürekli kendini yenileyen bir konumda olduğu için, yapay zekâ teknolojisinin çevrim içi eğitim ve öğretim
ortalamalarına uyarlanması ve kullanılması hızla yaygınlaşmaktadır. COVİD döneminde kullanılan ve bir çözüm olarak ortaya
çıkan online eğitimin ne zaman yeniden gündeme geleceğini söylemek güçtür. Git gide daha teknolojik ortamlarda öğrenci
yetiştiren öğretmenlerin bu baş döndüren gelişimlere kayıtsız kalmaları imkânsız gözükmektedir.
Bu çalışma, İngilizce öğretmen adaylarının metafor kullanarak “yapay zekâ” kavramına ilişkin algılarını ortaya çıkartmayı
amaçlamaktadır. Çalışmada nitel araştırma yöntemi kullanılmış olup, olgu bilim deseni tercih edilmiştir. 2023-2024 bahar
yarıyılında Nevşehir Hacı Bektaş Veli Üniversitesi İngilizce öğretmenliği bölümü 43 öğretmen adayları ile çalışılmıştır. İngilizce
öğretmen adaylarının yapay zekâ hakkında ne düşündüklerini belirlemek için metafor çalışmalı sayesinde, onlardan “Yapay
zekâ ………gibidir, çünkü….” cümlesini doldurmaları istenmiş ve bulunan metaforlar içerik analizi ile değerlendirilmiştir. Elde
edilen sonuçlardan, adayların yapay zekâyı farklı şekilde değerlendirdikleri ve yapay zeka hakkında genel bir bakış açısı
kazandıklarını ortaya koymaktadır.
Bulgulardan hareketle, İngilizce öğrencilerinin yapay zekâ kavramına ilişkin toplamda 43 tane ayrı metafor ürettikleri, bunlar
arasında en yüksek frekansa sahip olanlar: uzay, evren, robot, çocuk ve silah şeklindedir. Ortaya çıkan bu metaforlar 8 farklı
kategoriye ayrılmış olup bu kategoriler: obje/sınırsızlık, risk/tehlike, insansılık/duygu, işlev/yapı şeklinde oluşmuştur.
Anahtar Kelimeler: Yapay zeka, metafor, İngilizce, öğretmen aday

Bu kitabın her türlü yayın hakkı Yaz Yayınları'na aittir, tüm hakları saklıdır. Kitabın tamamı ya da bir kısmı 5846 sayılı Kanun'un hükümlerine göre, kitabı yayınlayan firmanın önceden izni alınmaksızın elektronik, mekanik, fotokopi ya da herhangi bir kayıt sistemiyle çoğaltılamaz, yayınlanamaz, depolanamaz.

Dreams are defined as "a restorative process that is brain state-regulated, reversible, and homeostatic, integrated within both circadian and social-physiological structures, and characterized by a speciesspecific quiescent posture, a degree of perceptual disengagement, and heightened arousal thresholds. Dreams serve as a gateway to understanding the deeper psychosomatic connections of patients, enabling precise homoeopathic prescriptions. The study highlights the utility of individualized treatment using dreams as a characteristic symptom, leading to significant clinical improvement and better quality of life.

In this paper, the author discusses the concept of »immediate experience« and its meaning for Adlerian Psychology. With reference to Daniel Stern's (2005) concept of »Now Moments« and Michel Henry's (1992) Phenomenology of Life«, the author suggests that Adler's »Social Interest« and his »Striving for Completion« can be understood as expressions of immediate experience. Furthermore, the authors touches on the question of what it really is that is mutative in therapeutic treatment.

Eğitimdeki geleneksel yaklaşımlar genellikle öğrencilerin bireysel ihtiyaçlarını ve yeteneklerini göz ardı etme eğilimindedir. Ancak, her öğrencinin öğrenme tarzı, hız ve yetenekleri farklıdır. Bu farklılıkları göz önünde bulunduran öğretim yöntemlerinden biri de Joseph Renzulli tarafından geliştirilen Renzulli Öğretim Metodudur. Bu metod, öğrencilerin yaratıcı ve yüksek düzeyde düşünme becerilerini geliştirmelerine olanak tanırken, bilim gibi dinamik ve keşif gerektiren alanlarda da önemli başarılar elde etmelerini sağlar.

The purpose of this study is to investigate the elementary school teachers' implementation of differentiated curriculum in mixed ability classes in Nicosia in the Turkish Republic of Northern Cyprus (TRNC). Quantitative data were collected from nineteen public and three private elementary schools to investigate the extent that differentiated curriculum is used in elementary grades. A total of 395 teachers participated in the study. For the pilot study 96 teachers participated and for the actual study data were collected from 299 teachers. The scale for measuring differentiated curriculum prepared by Susan Hallam and Judith Ireson`s (2005) was translated into the teachers` native language, Turkish. The vii ACKNOWLEDGEMENTS Doing this research would only be achievable with the assistance and help of lots of people. First of all, I would like to express my genuine gratitude to my supervisor Asst. Prof. Dr. Hüseyin Yaratan for his expertise, support and guidance during this study. This study has become valuable with the involvement of the teachers of 9 Eylül

Transpersonal psychotherapy (TPT) lacks systematization, as it lacks a model that characterizes what qualifies a psychotherapy as transpersonal. Due to this situation, TPT has been developed in a state of fragmentation, through a multiplicity of idiosyncratic approaches. This idiosyncratic fragmentation jeopardizes the theoretical development of the field, undermines the possibilities of obtaining a wider recognition, and hinders the training and the research. To remedy this, this paper proposes a model of five components which characterize TPT: (1) purposeful use of states of consciousness, (2) transpersonal therapeutic framework, (3) transpersonal techniques, (4) focus on spirituality and/or existential meaning, and (5) suitable phenomenology and therapeutic demands/goals. Given that each component admits varied implementations, the model serves as a conceptual template able to cover the rich variety of transpersonal psychotherapies while providing the much-needed systematization.

Matematik öğrenme güçlüğü olarak bilinen diskalkuli üzerine yapılan araştırmalar son yıllarda artış göstermiş olsa da, bu konudaki toplumsal far-kındalık düzeyi hala yeterli değildir. Bu nedenle, diskalkuliye sahip bireylere yönelik toplumsal farkındalığı artırmak ve bu öğrencilerle çalışacak öğret-men ile uzmanların eğitiminde materyal olarak kullanılabilirliği değerlen-dirmek amacıyla "Amateur" (2018), "Night School" (2018) ve "Proxima" (2019) filmleri incelenmiştir. Nitel araştırma yöntemlerinden doküman ince-lemesi kullanılarak gerçekleştirilen bu çalışmada, filmlerde diskalkuliye sa-hip bireylerin özellikleri, yaşadıkları sorunlar ve aldıkları eğitimlere ilişkin sahneler analiz edilmiştir. Analiz sonucunda, toplam 26 sahnede diskalkuli farkındalığını artırabilecek içerikler olduğu tespit edilmiştir. Filmlerde dis-kalkuliye sahip bireylerin sayıları ters görme, saati okuyamama, sayıları an-lamlandırmada ve dört işlem yapmada zorluk yaşama gibi belirgin özellikle-ri yansıtılmıştır. Ayrıca, bu bireylerin kafa karışıklığı, odaklanamama, düşük özyeterlik ve toplumsal uyum sorunları gibi zorluklarla karşılaştıkları belir-lenmiştir. Filmlerde, diskalkuliye sahip bireylere verilen eğitimlerde ebeveyn ve öğretmen desteğinin önemine vurgu yapılmış; görsel ve dokunsal mater-yallerin kullanımı, dikkat dağıtıcı unsurların azaltılması ve özgüveni geliş-tirme çalışmalarının etkili olduğu görülmüştür. Bu bulgular, söz konusu filmlerin diskalkuli farkındalığını artırmada ve eğitim materyali olarak kullanılabilirlik açısından önemli bir potansiyele sahip olduğunu ortaya koy-maktadır.

Since the time of Franz anton Mesmer, hypnosis has been igniting powerful fascination, galvanizing evocative reactions and responses, and inspiring disciplined theoretical, practical, and research inquiries and pursuits. "Hypnosis can reasonably be considered the original 'positive psychology'" (Yapko, 2008, p. 564) because those who apply it do so "with a firm belief that people have more resources than they consciously realize, and that hypnosis can help bring these resources to the fore" (p. 564). Paradoxically and unsurprisingly, until this very day, mental health and medical professionals, practitioners, and researchers continue to investigate, to unearth, to gain insight into, and to imbue with meaning the various layers comprising, arising out of, and surrounding hypnosis and multifaceted hypnotic phenomena. Being effectively "caught" and/or, in some ways, invited or summoned by the field of clinical or therapeutic hypnosis, propels the clinicians, practitioners, and researchers toward meaningful advances and pathways toward facilitating healing, health, and wholeness. Such pathways continue to honor the individual's fullness of being (mind-body-psyche-spirit), highlighting embodied, wholeness-oriented avenues toward health. at the very beginning of this essay about hypnosis, it is of essence to invite the reader to contemplate perceived and also factual differences between (a) stage hypnosis and stage/lay hypnotists (who, with some degree of proximity, are familiar to many) and (b) clinical hypnosis and licensed mental health/medical professionals, who hold respective professional degrees and also certification in clinical hypnosis. the sole purpose of stage hypnosis is amusement and/or entertainment, often at the expense of the hypnotic subject who agrees to participate in the stage hypnosis exercise. Unfortunately, (a) "there are very few restrictions placed on who can legally practice hypnosis" (Yapko, 2012, p. 219) and (b) "there are many nonprofessional programs that accept anyone who can afford the tuition as the sole entry criterion, and they provide their students with credentials and titles proclaiming their expertise" (p. 219). In contrast and by design, clinical hypnosis is facilitated by a licensed mental health/medical professional (who holds a graduate degree and is bound by the professional code of ethics) and serves solely therapeutic, healing aims (within therapeutic and/or medical settings and contexts, such as

Following the adoption of the recommendations of the 1999 Presidential Commission of enquiry into Education and Training, the Ministry of Education, Sport, Art and Culture in the year 2005 came up with the Director Circular Minute Number 23 which sought to strengthen and institutionalize guidance and counseling in all schools. This circular minute laid the foundation for information, framework and policy implementation guidelines towards the institutionalization of guidance and counseling programme in schools. The major question being raised now is how effective are guidance and counseling programmes in schools in light of the many challenges students are going through today. Observations today have also pointed to the fact that even the pass rate at O-level which used to hover above 30% has suddenly plummeted to below 15%. This study establishes that the guidance and counseling programmes in secondary schools are not implemented properly in Zimbabwe. The study recommends government...

This research explores the previously unacknowledged importance of Zeki Müren’s collaboration with Fecri Ebcioğlu in rewriting and performing Charles Aznavour’s “La Mamma” [Mama] in Turkish in 1964 as “Annem”. At that time, Müren was already a celebrated figure in Turkish art music, while Ebcioğlu had made a name for himself in the music industry through earlier releases, most notably “Bak Bir Varmış Bir Yokmuş” [Once Upon a Time], the inaugural song of Turkish pop music, translated from Bob Azzam’s “C’est Ecrit Dans Le Ciel” [Written in Heaven]. This collaboration is a significant event in the realms of cultural history, translation history, and music history, yet it has been largely ignored by scholars and deserves closer examination. Müren’s established fame in Turkish art music played a crucial role in the acceptance of this new genre by the Turkish audience (1), enhanced Ebcioğlu’s own reputation (2), and reciprocally boosted Müren’s popularity through the translation of a global pop hit (3). Utilizing the concept of aranjman, a songtranslation practice unique to Turkey, the study asserts that Müren’s rendition not only retains culture-specificity but also infuses it with their distinct style. This unique style is not merely a queer performance but is tied to Müren’s stature as a performer of Turkish art music, composer, lyricist and radio programmer. All these aspects constitute the symbolic capital of Zeki Müren. The study aims to show that only by analyzing musical, verbal, and visual elements together can we fully understand the strategies employed and gain a comprehensive understanding of song translation.

Öz Bu çalışmanın amacı, üstün zekâ etiketinin üstün zekâlı olarak tanılanan öğrencilerin kendilerine ve ebeveynlerinin ve arkadaşları-nın tutumlarına ilişkin algıları üzerindeki etki-lerini araştırmaktır. Üstün zekâ ile ilgili alan-yazında etiketlemenin, olumlu ve olumsuz etkileri olduğu ileri sürülmektedir. Araştırma-ya, üstün yetenekli öğrenciler için yürütülen bir eğitim programına başvuran 415 altıncı sınıf öğrenci katılmıştır. Bu öğrenciler arasın-dan 26'sı üstün zekâlı olarak tanılanmıştır. Araştırmada, Üstün Zekâ Etiket Etkileri Ölçeği kullanılmıştır. Araştırma sonuçları toplam test ve alt ölçek bazında, üstün zekâ etiketinin öğrencilerin kendilerine ve ebeveynlerinin ve arkadaşlarının tutumlarına ilişkin algılarında önemli bir değişikliğe neden olmadığını ortaya koymuştur. Madde bazında analiz sonuçların-da ise "Arkadaşlarım arasında kendimi yalnız hissediyorum", "Ailem beni başka çocuklarla çok fazla kıyaslıyor" ve "Arkadaşlarım zayıf yönlerim i...

Idea of quantum entanglement is discussed in the context of debate about the Einstein-Podolsky-Rosen thought experiment and some theoretical studies of quantum systems. It is noted that Schrödinger invented this idea in 1935 in order to fix some features of the quantum-mechanical description of two systems with temporary interaction. However, he did not grasp essence of these features really. In view of the concepts of mixture and statistical operator proposed by von Neumann and adopted by Schrödinger in 1936, it is argued that the idea of entanglement and related terminology are not necessary in quantum mechanics. One can use this idea and terms "entanglement" etc. as "visual" surrogates for the "mixture – statistical operator" pair.
Deeper comparative analysis of several theoretical works by Schrödinger, von Neumann, and Landau showed that the modeling of non-trivial complex quantum systems as quasi-classical aggregates has been gradually overcome. Instead, wholeness of such quantum systems was actually recognized step by step. Thus, wholeness is immanent not only to quantum phenomena, as Niels Bohr had argued, but also to the quantum systems themselves, objectively. The pair "mixture – statistical operator" and especially the pair "mixed state – density matrix" similar to it appear to be adequate tools to comprehend and describe wholeness of diverse quantum reality. It is insisted, it is advisable to understand the surrogate idea of entanglement and relevant terminology in the same sense. In mature quantum paradigm, they are possible but not necessary theoretical tools to grasp wholeness of reality. Respectively, acceptable understanding of quantum entanglement must be based on recognition of quantum wholeness. Philosophically speaking, the idea of entanglement is understandable and conditionally acceptable in the view of contemporary rational holism, or holistic rationality.
The clarified understanding of quantum entanglement, as well as Bohr's substantiation of wholeness of quantum phenomena, demonstrates irreducibility of the Universe to any quasi-classical aggregate. Moreover, all this supports the view of the Universe as real wholeness, which rational holism intends to grasp. It is concluded, further development and regular implementation of rational holism have the undoubted potential for revolutionary replacement of the hitherto widespread worldview in the spirit of Democritus and pure analytical methodology of knowledge.
Key words: quantum entanglement, Einstein-Podolsky-Rosen thought experiment, wholeness of quantum system itself, wholeness of the Universe, contemporary rational holism.

This research paper focuses on one particular case of cultural heritage,
namely cultural transfer under the specific condition of almost complete
displacement and subsequent partial resettlement of selected Czech
border areas in 1945–1948. It is argued, on a theoretical level, that
although one of the essential motives of this depopulation was ethnic,
we ought to denationalise the image of history. The authors believe that
this is essential for a better understanding of the processes of cultural
inheritance in relation to smaller communities or individual experiences.
We rethink the categories of cultural heritage and link them to the
semiotic theory of signs, highlighting the actorial process of meaning
attribution as an essential dimension of cultural heritage. Special attention
is paid to objectification and value connotation of symbolic centres as
specific cases of this meaning attribution. At the same time, we investigate
the importance of insider and outsider activities for the transfer of cultural
heritage in specific de- and repopulated areas. In this context, we propose
a typology of relationality, activities, and actors.

Generative linguistics treats inflections as subspecifications of the node INFL. This means that, for instance, tense and mood morphemes count as heads, parallel to lexical heads, as far as the formal structure goes. It is hard to find any substantial arguments for this alleged similarity. Taking critical stances by Haspelmath as a starting point, I agree that classical tests like hyperonymy, distributional equivalence or status as a valence bearer will not apply, but contrary to Haspelmath, I hold that dependency does in fact apply, provided that the classical distinction between endocentrism and exocentrism is reintroduced and taken seriously. Tense and mood morphemes are obligatory and therefore heads, in the sense that they contract exocentric constructions. Semantically, verbal inflections are similar to lexically filled free adjuncts like sentence adverbials and dialogic particles. Both inflections and free adjuncts have scope over a part of the clausal hierarchy, over a predication or over a proposition. As parts of morphology, however, they are turned into exocentric co-heads of the predicate structure of the clause. This semantic similarity is not captured in the generative framework since free adjuncts are modifiers and inflections are heads. No substantial criteria can be found to show inflections to be endocentric heads, and the exocentric alternative has long since faded into oblivion. Thus, at the level of semantic scope, inflections and free adjuncts are similar, and inflections acquire head status through morfologisation, that is: as one of the heads of an exocentric construction.

1. Sorrig og Glaede På italiensk er udtrykket per filo e per segno 1 et idiom, dannet af ordet filo 'tråd' og segno 'tegn', og efter ordbøgerne betyder det 'i alle detal-jer'. 2 Det er formentlig en barokantitese, jf. sorrig og glaede, ude og in-de, himmel og jord, i stort og småt, for better or worse, med den kon-ventionelle betydning bagved: 'helheden', 'verden', 'livet', 'universet', og udtrykkene peger gennem modsaetningen på helheden: 'alt hvad li-vet rummer', 'overalt i verden'. I tilfaeldet per filo e per segno er hel-heden 'teksten', 'ytringen', 'fremstillingen', 'sagen' med alle dens sider og detaljer. Når sådanne antiteser anvendes som klicheer, er det blot disse helheds-betydninger der formidles, og det er ofte ligegyldigt hvilken antitese der bruges; men uden for klicheen er det aldeles ikke ligegyldigt at Kingo bruger Sorrig og Glaede. Det er heller ikke ligegyldigt a...

Abstract: The article undertakes a thorough analysis of the initiatives executed by researchers within the purview of the international "NEW ABC project – Networkingthe Educational Worlds: Across Boundaries for Community Building", as implemented under the European Union’s Horizon 2020 research and innovation program. The project distinguished itself through an innovative methodology that seamlessly integrated research and integrative facets. Employing the Participatory Action Research (PAR) paradigm, co-creation, and whole-child approach to child development, bottom-up approach, and principles of care and compassion,
it demonstrated a nuanced understanding of multifaceted educational dynamics. Significantly, the article accentuates the pivotal role of activating methods associated with adventure education and the theory of anchoring in the local environment. These methodological components proved instrumental in facilitating the realization of social projects envisioned by both Polish children and those with migration experiences. Under the guidance of teacher-assistant pairs, the children used a specially curated urban sketchbook to craft activities fostering a profound connection with the local culture and heritage of their place of residence. The article meticulously delineates how these applied methodologies efficaciously contributed
to the attainment of the project’s predefined objectives.

Streszczenie: W artykule przeanalizowano działania prowadzone przez badaczy i badaczki w ramach międzynarodowego projektu "NEW ABC-Networking the Educational Worlds: Across Boundaries for Community Building", realizowanego w unijnym programie badań i innowacji Horyzont 2020. Projekt ten charakteryzowała innowacyjna metodologia, łącząca aspekty badawcze i integracyjne, wykorzystująca paradygmat Participatory Action Research (PAR), współtworzenia, a także holistyczne podejście do dziecka ("whole child approach"), podejście oddolne oraz zaopiekowania i empatii. Warto podkreślić, że aktywizujące metody związane z pedagogiką przygody oraz teorią zakotwiczenia w środowisku lokalnym były kluczowymi elementami projektu, pomagającymi dzieciom polskim oraz tym z doświadczeniem migracji realizować stworzone przez nich projekty społeczne. Animowane przez pary nauczycielsko-asystenckie dzieci używały do tworzenia zajęć specjalnego spacerownika miejskiego umożliwiającego im zakorzenienie się w lokalnej kulturze oraz dziedzictwie miejsca zamieszkania. Artykuł szczegółowo omawia, w jaki sposób zastosowane metody skutecznie przyczyniły się do realizacji założonych celów projektu, podkreślając ich istotną rolę we wspieraniu wszechstronnego rozwoju dzieci w międzykulturowym środowisku edukacyjnym.

Somut islemsel donemdeki ustun ve normal zekâli cocuklarin somut dusunme yeteneklerinin incelenmesi” basligini tasiyan bu arastirmanin amaci; Ogrencilerin somut dusunme yetenekleri; cinsiyet, sinif, sosyo- ekonomik seviye, okul turu, okul oncesi egitim alma ve annenin ev disinda calismasi gibi degiskenlere gore farklilasma durumlarinin belirlenmesidir. Bu arastirma icin Istanbul’un 32 ilcesinden alt, orta ve ust sosyoekonomik seviyeyi temsil edecek okullar random secilmistir. Her okuldan subeler arasinda yine random usulu ile, bir 2. sinif bir de 3. sinif belirlenmistir ve orneklem toplam 438 kisiden olusmaktadir. Bu ogrencilerden veri toplamak icin, (1) Kisisel bilgi formu, (2) Somut Islemsel Dusunme Testi (Concrete-Operational Reasonning Test) ve (3) Raven Standart Ilerleyen Matrisler Testi (Raven Standart Progressive Matrices-Plus Version) kullanilmistir. Sonuc olarak, ogrencilerin somut dusunme yetenekleri; cinsiyet, sinif, sosyoekonomik seviye, okul turu, okul oncesi egitim alm...

For South African communities to achieve substantive progress, the establishment of strategic partnerships is essential for effectively addressing their complex social challenges. Churches, given their profound community presence and moral authority, are urged to join
forces with other societal sectors, particularly government and business, to promotecomprehensive community development. This article examines the potential for church partnerships with these sectors, investigating how such alliances can foster sustainable and holistic transformation. Central questions driving this inquiry include: What distinct contributions do churches bring to community development partnerships? and how can
these partnerships efficiently combine their resources to tackle social, economic, and environmental issues? By assessing the role of the church alongside governmental frameworks and business resources, this study underscores the importance of an integrated approach to development. The church’s involvement not only provides essential support to vulnerable groups but also contributes strategically to the long-term empowerment of
communities. This article ultimately underscores the need for combined engagement, demonstrating how a unified approach can amplify the collective impact on social wellbeing and resilience within South Africa. By highlighting the theological and organisational identities of churches, alongside the distinct capital and power each entity holds, the article
seeks to identify common grounds for cooperation, with a particular focus on the church’s
capacity to exert positive, morally guided influence within these partnerships.

La astrotanatología, según mi criterio y experiencia por más de treinta años en la materia astrológica consultiva y terapéutica, al situarse en el cruce entre la astrología, la filosofía y la tanatología, explora el significado más profundo de la muerte y su papel en la comprensión de la existencia humana, no como un simple final, sino como un proceso y posibilidad que da sentido al ser en su totalidad.

Günümüz dünyasında yapay zeka hayatımızın her noktasında günden güne daha önem kazanan bir olgu olarak karşımıza çıkmaktadır. Yapay zekâ ve zekâ kavramlarının farklı özelliklere sahip kavramlar olmakla birlikte, kişilere benzersiz faydalar sağladığı bilinmektedir. Telefondan tutun da, mutfak robotuna kadar yapay zekanın entegre olduğu insan yararına, bazen de zararına (silahlar gibi) olmayan ürün yok gibi gözükmektedir. Yapay zeka sürekli kendini yenileyen bir konumda olduğu için, yapay zekâ teknolojisinin çevrim içi eğitim ve öğretim ortalamalarına uyarlanması ve kullanılması hızla yaygınlaşmaktadır. COVİD döneminde kullanılan ve bir çözüm olarak ortaya çıkan online eğitimin ne zaman yeniden gündeme geleceğini söylemek güçtür. Git gide daha teknolojik ortamlarda öğrenci yetiştiren öğretmenlerin bu baş döndüren gelişimlere kayıtsız kalmaları imkânsız gözükmektedir. Bu çalışma, İngilizce öğretmen adaylarının metafor kullanarak “yapay zekâ” kavramına ilişkin algılarını ortaya çıkartmayı amaçlamaktadır. Çalışmada nitel araştırma yöntemi kullanılmış olup, olgu bilim deseni tercih edilmiştir. 2023-2024 bahar yarıyılında Nevşehir Hacı Bektaş Veli Üniversitesi İngilizce öğretmenliği bölümü 43 öğretmen adayları ile çalışılmıştır. İngilizce öğretmen adaylarının yapay zekâ hakkında ne düşündüklerini belirlemek için metafor çalışmalı sayesinde, onlardan “Yapay zekâ ………gibidir, çünkü….” cümlesini doldurmaları istenmiş ve bulunan metaforlar içerik analizi ile değerlendirilmiştir. Elde edilen sonuçlardan, adayların yapay zekâyı farklı şekilde değerlendirdikleri ve yapay zeka hakkında genel bir bakış açısı kazandıklarını ortaya koymaktadır.
Bulgulardan hareketle, İngilizce öğrencilerinin yapay zekâ kavramına ilişkin toplamda 43 tane ayrı metafor ürettikleri, bunlar arasında en yüksek frekansa sahip olanlar: uzay, evren, robot, çocuk ve silah şeklindedir. Ortaya çıkan bu metaforlar 8 farklı kategoriye ayrılmış olup bu kategoriler: obje/sınırsızlık, risk/tehlike, insansılık/duygu, işlev/yapı şeklinde oluşmuştur. Anahtar Kelimeler: Yapay zeka, metafor, İngilizce, öğretmen adayı

This article explores the integration of Western scientific paradigms and endogenous knowledge systems as a pathway to more inclusive and sustainable development. While Western science, rooted in positivism and empiricism, has driven technological progress, it often overlooks the socio-cultural and ecological contexts specific to local communities, particularly in the Global South. Endogenous knowledge, with its holistic and relational approaches, provides valuable insights for sustainable development. Through a theoretical and conceptual analysis, this paper advocates for epistemological pluralism, which fosters the co-production of knowledge across disciplines and cultures. The study also examines the decolonisation of science, addressing the historical marginalisation of indigenous knowledge and proposing institutional reforms that validate these systems in mainstream development practices. It highlights the importance of interdisciplinary collaboration and participatory research to ensure local communities play an active role in shaping sustainable development strategies. The findings emphasise the need for policy shifts, interdisciplinary research, and institutional changes to ensure equitable inclusion of indigenous knowledge in global sustainability agendas, offering a more culturally sensitive and resilient approach to development.

The aim of this article is to comprehensively examine the ways in which digital competences and their components are defined in the recommendations of the European Union (EU), the European Commission (EC) and the United Nations Educational, Scientific and Cultural Organization (UNESCO). The study delves into the evolving landscape of digital competences and highlights commonalities and differences in the frameworks proposed by these influential bodies. Through a comparative analysis, the paper seeks to contribute to a deeper understanding of conceptualisations of digital competences, which may facilitate the development of a unified framework that can guide educational policies and practices.

Research on cultural differences from various perspectives, including linguistics, cultural patterns, models of cultures, and cognitive style, has contributed to cross-cultural design. Culture is a way of life, whereas design implies planning to develop products for ease of living. Culture and design can't be separated and are moving collectively from ancient human civilizations to the current world. Over the past several decades, there has been a growing interest in how culture is shaping the design research and the making of things. Culture includes a shared set of values, which comprises human behavior, material culture and social conditions which encourages the designers to build products with sensitivity to people's lived experience. It is a known fact that, culture completely changes the way our brains process information. Hence, various cultures design things very differently. In this article, it is discussed how the culture influences the design of both in the prospect of Eastern and Western culture. Also, the purpose of this paper is to gain some insights from a leading scholar of the cross-cultural cognitive social psychology field on how cultural differences are viewed, understood, and dealt with, and thus to contribute to enrich the way cultural differences are framed in cross-cultural management research.

Regardless of what each person considers to be healthy, we all want to live a life free of pain. In one way or another, we all want wellness. Well, the book Holistic Healing, edited by Peter A. Dunn, presents various holistic healing practices, the theory behind each of them, and the change they produce in society.  For some sectors and people in the health field, the term holistic may evoke distrust, suspicion, or simply indifference, as it has been used to refer to healing practices that are not part of biomedicine or so-called Western medicine. The interesting thing about this book is that the authors of each chapter demonstrate in different ways that a more complete approach to the human being allows us to approach health from a perspective that goes beyond the healing of physical illness.  As we will see below, a holistic view considers the physical, psychological, emotional, and spiritual dimensions of the human being, how they interact, and how they are influenced by social, economic, and environmental realities.


Independientemente  de  qué  considere  cada  persona  como  saludable,  lo  más  seguro  es  que  cualquiera  de  nosotros quiera vivir una vida sin molestias ni dolores. De alguna manera, todos queremos bienestar. Pues bien, el libro Holistic healing, editado por Peter A. Dunn, nos presenta  diferentes  prácticas  de  sanación  holística,  la  teoría subyacente a cada una de ellas, y el cambio que estas  producen  en  la  sociedad.  Para  algunos  sectores  y personas del ámbito de la salud, el término holísticopuede causar desconfianza, recelo o simplemente indiferencia, ya que ha sido usado para referirse a prácticas de sanación que no hacen parte de la biomedicina o de la llamada medicina occidental. Lo interesante de este libro es que los autores de cada capítulo evidencian de distintas maneras que una aproximación más completa al  ser  humano  permite  abordar  la  salud  desde  una  perspectiva que va más allá de curar las enfermedades físicas.  Como  veremos  a  continuación,  una  mirada  holística  considera  las  dimensiones  física,  psicológica,  emocional y espiritual del ser humano, cómo interactúan entre ellas y cómo se ven influenciadas por la realidad social, económica y ambiental.

Verbal aptitude is described as the ability to use the written language and to grasp concepts
which are delivered through words. Aptitude plays a prominent role in foreign language
learning. The studies conducted by researchers resulted in a sociopsychological theory of
second or foreign language learning. The theory holds that any successful learner of a
second/foreign language must be ready to adopt the certain aspects and linguistic and social
factors of the target language. However, scrutinizing the potential differences between aptitude
levels and other variables such as gender, age, and learners’ grade point average scores could
yield to significant results and these results would be prolific for language teachers. The current
study is a quantitative study with cross-sectional research design the purpose of which is to
determine the aptitude levels and check if the aptitude levels of the participants reveal
differences in relation to the variables of the population characteristics. The aim of this study is
to reveal if there are any differences of prospective English teachers’ aptitude levels by their
age, gender and GPA scores. This descriptive quantitative study is of cross-sectional design.
101 prospective English teachers participated in the study. For the purpose of tracing the
aptitude levels of participants and revealing the possible differences between their aptitude
levels and other variables, the participants were given a 40-item multiple choice verbal aptitude
test embodying items which measure their ability to spell words correctly, use grammar
accurately, grasp word meanings and word relationships. The data were analyzed with SPSS
22 program. The results revealed that having information about the language aptitude levels
might help researchers to have a better understanding about the language learners, the milieu
of learning, and the learning outcomes. The results were presented within the light of the related
literature. The ethics committee approval report was not added into the body of this study since
the manuscript had been submitted into the system of the journal before the decision concerning
the ethical committe approval was issued.

Gynecological cancers require complex intervention since patients have specific needs to be addressed. Centralization to high-volume centers improves the oncological outcomes of patients with gynecological cancers. Research in gynecological oncology is increasing thanks to modern technologies, from the comprehensive molecular characterization of tumors and individual pathophenotypes. Ongoing studies are focusing on personalizing therapies by integrating information across genomics, proteomics, and metabolomics with the genetic makeup and immune system of the patient. Hence, several challenges must be faced to provide holistic benefit to the patient. Personalized approaches should also recognize the unmet needs of each patient to successfully deliver the promise of personalized care, in a multidisciplinary effort. This may provide the greatest opportunity to improve patients' outcomes. Starting from a narrative review on gynecological oncology patients' needs, this article focuses on the experience of building a research and care infrastructure for personalized patient management.

Diante das múltiplas crises ambientais e sociais causadas em grande parte pelo comportamento predatório do ser humano em seu habitat, o principal desafio que se apresenta à espécie humana é o de construir e nutrir comunidades humanas sustentáveis de modo que os seus modos de habitar não interfiram na capacidade inerente da natureza de sustentar a vida. Neste estudo, objetivou-se elucidar constructos contemporâneos de habitares contra hegemônicos experienciados em Comunidades Intencionais (CI) que demonstram consciência ecológica em suas formas de habitar. Para tanto, foram selecionados três estudos de caso que apresentam relevância internacional em seus modos de vida ao propor formas de habitar alternativas às da sociedade mainstream, e que configuram diferentes cenários de implantação e escala de projeto, a saber: Findhorn na Escócia, Auroville na Índia, e Christie Walk na Austrália. A discussão dos resultados buscou evidenciar semelhanças e diferenças nas formas de habitar experienciadas em cada CI analisada, além de propor uma correlação com os princípios ecológicos de modo a ressaltar as potencialidades de tais constructos para a resiliência e a sustentabilidade do habitat urbano contemporâneo. Os resultados deste trabalho contribuem com estudos que propõem uma nova abordagem epistemológica da arquitetura sob o enfoque sistêmico, em especial, às pesquisas dedicadas a habitares de CI que têm subjacente a intenção de promover o equilíbrio do ser humano em seu habitat.

İnsan, sosial, iqtisadi və ekoloji aspektlərin davamlılığı haqqında dialoqlar hazırda dünyanın hər yerində — mediada, ictimai yerlərdə, iş yerlərində, sinif otaqlarında və bir çox başqa sahələrdə aparılır. Ekoloji davamlılığın tədris kontekstlərinə daxil edilməsi istiqamətində irəliləyişlər əldə edilir. Getdikcə daha tez-tez təşkil olunan müəllim konfranslarında davamlı təhsilə dair müzakirələr və seminarlar keçirilir. Təşkilatlar müxtəlif kontekstlərdə müəllimləri dəstəkləmək üçün davamlılıq üzrə peşəkar inkişaf kursları təşkil edir və onları maarifləndirmək üçün ekoloji mövzularda təlimlər keçirlər. Bu mövzuda yeni layihələr hazırlanır, dövlətimiz layihələrin həyata keçirilməsində gənc mütəxəssislərə böyük dəstək göstərir. İngilis dili dərslərində ekolinqvistika, ətraf mühitin qorunması, iqlim dəyişiklikləri, biomüxtəliflik mövzularında diskussiyalar aparılır. Məqalənin əsas məqsədi tədris olunan fənn proqramlarına yeni mövzuların daxil edilməsinin vacibliyini vurğulamaq və bu sahəyə marağı artırmaqdan ibarətdir. Təhsilalanların həmin mövzularda biliklərini artırmaq əsas hədəflərdən olmalıdır. İngilis dili dərslərində bu mövzuda kifayət qədər material və məlumat olduğundan müəllimlər dərslərini real həyatın tələbatına və cəmiyyətin dinamikasına uyğun interaktiv üsullarla təşkil edə bilərlər.

Dialogues about human, social, economic, and environmental aspects are currently being conducted all over the world — in the media, on the street, in workplaces, classrooms, and many other areas. When it comes to changes and the implementation of new systems, although schools pay very little attention to this issue, teachers strive to bring continuity to the audience. Progress is being made in bringing sustainability into educational contexts. At the continuously increasing
teacher conferences, discussions, and seminars on continuous education are held. Organizations arrange professional development courses on sustainability to support teachers in different contexts and provide training on environmental issues to educate them. In this regard, new projects are being prepared, and our state provides great support to young specialists in implementing these projects. Lectures on eco-linguistics, environmental protection, climate change, and biodiversity are held in English classes. The main goal of the article is to emphasize the importance of introducing new topics into the taught curriculum and to increase interest in this field. Increasing the knowledge of students in the listed subjects is one of our goals. Since there is enough material and information on this topic in English language classes, teachers can organize their lessons in interactive ways according to the needs of real life and the dynamics of society.

cómo quienes reciben un amor incondicional continuado durante toda su vida se convierten en adultos con una alta autoestima y gran confianza en sí mismos BRIAN TRACY Para mi esposo, Damon, que me alienta con su amor y respaldo incondicionales, y para mis tres hijos, Julia, Will y Scarlett, que hacen que cada día sea una aventura llena de lecciones, risas y amor. CHRISTINA TRACY STEIN Contenido Portadilla Cita Introducción. El sapo y la princesa 1. Siete verdades sobre usted mismo 2. Imagine a su príncipe azul 3. Mire su sapo a la cara 4. Limpie el estanque de esos feos sapos 5. Drague la ciénaga 6. Cambie el agua de su estanque 7. Busque la belleza en los sapos 8. Dé un salto adelante con confianza 9. Diga adiós a sus feos sapos con un beso 10. Espere lo mejor de su sapo 11. Deje de aferrarse a esos dolorosos sapos 12. Siete claves para conseguir una personalidad positiva Conclusión. Actuar lo es todo Agradecimientos Créditos Introducción El sapo y la princesa Está usted aquí, en este mundo, para hacer algo maravilloso con su vida, para experimentar felicidad y alegría, tener relaciones maravillosas, una salud excelente, una prosperidad absoluta y sentirse totalmente realizado. Entonces, ¿cómo es que todavía no vive la vida de sus sueños? Si quiere conocer las razones de su felicidad o de su infelicidad, de su éxito o falta de éxito, de sus ganancias o pérdidas, mire en el espejo que tenga más cerca. La calidad de lo que piense de la persona que ve en el espejo decidirá, en gran medida, la calidad de su vida. Si cambia su manera de pensar en sí mismo, cambiará su vida... casi de inmediato. No hay nada bueno o malo, pero pensarlo hace que lo sea. WILLIAM SHAKESPEARE Un cuento de hadas Érase una vez, como nos dice un cuento de hadas, un apuesto príncipe al que una bruja malvada convirtió en un feo sapo. Su maleficio sólo se rompería si

In the face of the multiple environmental and social crises largely caused by the predatory behavior of human beings in their habitat, the main challenge that the human species must deal with is to build and nurture sustainable human communities so that their ways of inhabiting do not interfere with nature's inherent ability to sustain life. This study aimed to elucidate counter-hegemonic contemporary housing constructs experienced in Intentional Communities (IC) that demonstrate ecological awareness in their ways of inhabiting. For this purpose, three case studies were selected that present international relevance in their ways of life by proposing ways of inhabiting that are alternative to mainstream society and configure different scenarios of project implementation and scale, such as Findhorn in Scotland, Auroville in India, and Christie Walk in Australia. The discussion sought to highlight similarities and differences in the ways of inhabiting experienced in each IC analyzed, besides proposing a correlation with ecological principles to emphasize the potential of such constructs for the resilience and sustainability of contemporary urban habitat. The results of this paper contribute to studies that propose a new epistemological approach to architecture from a systemic perspective, especially to studies dedicated to IC settlements whose underlying intention is to promote the equilibrium of the human in his habitat.

This thesis seeks to rethink  ̶  from an unconventional, holistic perspective  ̶  the Fundamental Principle of Humanity (‘Humanity’) as adopted in 1965 by the International Red Cross and Red Crescent Movement (the Movement). ‘Humanity’, such as defined and interpreted today, seems to be limited and incomplete, and, to a certain extent, no longer adequate to effectively meet the world’s unprecedented, critical crises and challenges at their root, in addition to addressing their symptoms. Rather, it is focused on preventing and alleviating the suffering of human beings only without sufficiently and inclusively considering other forms of life (e.g., animal, plant), their intrinsic value, suffering/interests, well-being and our interwoven destinies.

These interlinked predicaments have indeed greatly evolved and are somewhat indicative of the inadequacy of  fragmented, human-centric approaches that place humanity above and/or as separate from the essential interconnected web of life, and that are, at their core, embedded in an unjustified moral discrimination that excludes non-human living beings on the basis of ‘difference’ alone. Paradoxically, such approaches and their underlying mindsets precisely represent some of the root causes of current global challenges (biodiversity loss, climate change, infectious diseases with pandemic potential, etc.), which threaten humanity’s well-being and survival, and that of the Earth as a whole. Given the rapidly closing window for action, these complex issues imperatively require the whole of humanity  ̶  including humanitarians  ̶  to urgently embrace ‘transformative change’ and extend compassion to all beings. 

This thesis therefore holistically reinterprets, expands and re-envisions ‘Humanity’ through deeper environmental consciousness and further inclusiveness with the aim to broaden its implications for the humanitarian and development work of the Movement so that it becomes even more meaningful, effective, preventive, comprehensive and ethical. Grounded in both scientific research/findings and ethical considerations, this paper represents an urgent call for radical transformation through the following two lenses: 

(i) Expanding ‘Humanity’ (horizontal expansion): to be truly fit for the future, ethically coherent and aligned with its own humanitarian values, the Movement needs to shift paradigms and further evolve towards a broader, transformative and holistic vision and understanding of the Principle of Humanity, based in the recognition of the essential interconnectedness, interdependence and intrinsic value of all life. This implies extending without discrimination its compassion and efforts to prevent and alleviate animal suffering; to care and ensure respect for the well-being, health, sustainability, diversity and dignity of the Earth in its wholeness and thereby of all its ecosystems and life forms; as well as to promote and inspire conscious, compassionate, peaceful and harmonious living with Nature. Such a shift towards a more inclusive and ecocentric approach is absolutely vital for effectively preventing and alleviating human suffering, for safeguarding human dignity, for achieving holistic peace and sustainability, and perhaps even for humanity to survive ̶ as we are not separate beings. We are inextricably and intrinsically linked with one another and “whatever we do to the web of life, we do to ourselves.” (Chief Si’ahl, 1854); 

(ii) Deepening ‘Humanity’ (vertical expansion): for humanity to thrive and reach its full potential, it is essential to further understand and consider the micro-macro interrelatedness, which reveals that the state of the ‘outer world’ is a reflection or projection of our ‘inner world’; both concomitantly transforming and mutually reinforcing one another. Hence, the need to further enhance ‘inner conditions’ and shift into deeper levels of awareness and expanded consciousness, which enable one to realize non-separation and experience oneself as part of and at one with the undivided whole of life. Such transformational insight on ‘inter-beingness’ and non-separability is crucial for unfolding reverence for life and its diversity; expanding compassion and one’s intrinsic, authentic humanity within, compelling one to act spontaneously to alleviate suffering and care for other living beings, human and non-human, and the Earth as a whole, as one would do for oneself. Whether humanity is willing to cultivate this deep, critical consciousness may greatly determine the future of the planet and the realization of inner and outer unity and peace. 

Finally, this work may open the path to further discussions and collective questioning, and as such, potentially lead to broaden the Movement’s mission and mandates. It also calls upon the wider humanitarian and development community, if not the whole of humanity, to further integrate holistic approaches, to be responsive to and advance concerns for the well-being of the Earth, its animals, living beings and ecosystems  ̶  especially through leading by example and leveraging the transformative and preventive powers of education. This is part of our collective moral responsibility towards ‘life’ in its wholeness and towards humanity itself, and part of being human and humane.

Effective preventative measures are necessary since cardiovascular diseases (CVDs) continue to be a major cause of morbidity and mortality worldwide. An outline of the new behavioural intervention paradigm for preventing cardiovascular events and enhancing heart health is given in this abstract. A shift toward incorporating behavioural techniques has gained significance since traditional treatments centred on surgical and pharmaceutical interventions have proven ineffective. The wide variety of behavioural therapies used in cardiology—including lifestyle adjustments, psychological interventions, and health education programs—is examined in this thorough study. Changes in diet, regular exercise, quitting smoking, and stress reduction are examples of lifestyle therapies that are highly effective in lowering cardiovascular risk factors. Psychosocial therapies such as mindfulness-based practices and cognitive-behavioural therapy address the complex interactions between mental health and cardiovascular health. Programs for health education are also essential for raising public awareness and encouraging adherence to preventive care. The abstract explores the data demonstrating the efficacy of these treatments, emphasizing strategies at the individual and community levels. Additionally covered are the prospects and difficulties of putting behavioural therapies into practice in cardiology. Customizing behavioural therapies to each patient's unique qualities and preferences is critical as precision medicine gets traction. In conclusion, we emphasize the necessity of interdisciplinary cooperation, legislative backing, and continuous research to improve and maximize behavioural interventions for the prevention of cardiovascular illnesses. This move toward a patient-centred, holistic approach is a potential direction in the pursuit of all-encompassing cardiovascular health promotion.

The research paper aims to build a comprehensive model of the organization and to the continuous development and improvement process, so as to be a methodological basis the helps researchers in possessing a comprehensive that will enable them to conduct the researches in the field of continuous development. It also aims to measure the effect of continuous development processes on the organizational performance in department of lands and survey and measuring the levels of continuous development in the department. 220 questionnaire form papers were distributed randomly on the study population, and 203 of them were answered and delivered back. Statistical analysis was conducted on them. The research employed field study with random sampling, and descriptive and analytical methods of research. The results firmly showed the public weakness in all constituents of the continuous development process , and that the effect of the continuous development process on the organizational performance which is represented in five total circles : the organization philosophy , its general system , its administrational processes , its operational processes , and processes organization maintenance itself was more weak , and that even the effect in the whole development process itself was also weak. These results impose the higher management conducting comprehensive assessments and preparing development plan that should include all the organizational capability constituents so as to be complied with total quality management TQM criteria.

Many contemporary societal challenges manifest themselves in the domain of human-environment interactions. There is a growing recognition that responses to these challenges formulated within current disciplinary boundaries, in isolation from their wider contexts, cannot adequately address them. Here, we outline the need for an integrated, transdisciplinary synthesis that allows for a holistic approach, and, above all, a much longer time perspective. We outline both the need for and the fundamental characteristics of what we call "integrated history." This approach promises to yield new understandings of the relationship between the past, present, and possible futures of our integrated human-environment system. We recommend a unique new focus of our historical efforts on the future, rather than the past, concentrated on learning about future possibilities from history. A growing worldwide community of transdisciplinary scholars is forming around building this Integrated History and future of People on Earth (IHOPE). Building integrated models of past human societies and their interactions with their environments yields new insights into those interactions and can help to create a more sustainable and desirable future. The activity has become a major focus within the global change community.

The study sought to explore relevant intervention strategies for addressing academic, personal, social, and career needs for female students at a university in Eswatini with a view to enhance a holistic wellness of students. A qualitative approach using a single case study design was used to collect data from twenty-two students who were purposively selected from three faculties of this university including two counselors. Data were collected using focus group discussions and semi-structured interviews and analysed using thematic analysis. The findings revealed that female students needed intervention strategies such as guidance and counselling, robust orientation services, cultivation of harmonious interactions, spiritual support, and physical support in the university to address their needs. The study recommended that the university should match quantitative growth with qualitative support by enhancing holistic wellness of female students in the institution.

ÖZET 'Mimarın eğitimi' çift anlamlı çağrışımları olan spekülatif bir terim. Mimarlık eğitiminin sorgulanmasında bu kurgusal terimin çağrışımları farklı açılımlara neden olduğundan son yıllarda çok sık kullanılıyor. Bu makalede söz konusu terim, öğrenme odaklı eğitim stratejisi bağlamında mimar adayının eğitime başladığı ilk andan itibaren hayat boyu öğrenme sürecine uzanan bir zaman aralığını kapsıyor; ve eğitimde sürdürülebilirlik ve esneklik ilkesine gönderme yapıyor. 'Mimarın eğitimi' üzerine tartışmalar mimarlık toplum ilişkisini de farklı açılardan sorgulamamıza yardımcı olmakta. Türkiye' de toplum ve mimarlık ilişkisi, mimarlık politikaları geliştirme çabaları, eğitim sırasında kazanılmayan çevresel duyarlılık ve toplumsal sorumluluk nedeniyle son derece yetersiz. Mimarlık bilgisinin değişen, değişime direnç gösteren paradoksal konularının bir arada ele alınmasına kapı açan "mimarın eğitimi" terimi öğrenme odaklı bir eğitim stratejisinin ve taktiklerin gelişmesine katkı sağlayabilir. Bu makale, günümüzde tartışmaların ekseninde yer alan eğitimin paradokslarını ve derin ilişkilerini, arada olma haline gönderme yapan araform / ara uzam kavramı üzerinden anlama ve açıklama odaklı bir yaklaşım olarak düşünülebilir. "Mimarın eğitimi üzerine spekülatif bir deneme" adlı bu araştırma yazısı özgün bir eğitim stratejisi arayışı bağlamında ara uzam gerçekliğin olası durumlarına ilişkin taktik üretme denemesi olarak düşünülebilir.