Sense as a source of knowledge A mental critical study of John Locke's empiricism

Ali Mustafa — 2024-04-13

The research aims to present the empirical vision of the pioneer of its philosophy in the modern era, John Locke, because he is the theorist of it, and because it the only way which the West locking to the world, and the importance and impact of this philosophy on the skopos vision of man and his relationship with the world, in the both dimensions. Therefore, it’s necessary to provide a rational criticism to this philosophy, in a critical analytical study, with the experimental and mental evidence, and obliging the opposite party which adopt the empiricism. It was concluded that the empirical philosophy has their bears factors that refute it internally, which it cannot prove its claim through experience. In addition to, John Locke believes in a specific experience which the mind has an effective and essential role in determining its features, and denies the basic mental necessities, and proves -at the same time- the existence of the Creator and the sense of human self, which relies in the folds of his conclusion on the innate law of causation. And this philosophy dependent on an incomplete induction that measures the absent on the witness, it can be rejected as just an experiment that did not have the opportunity to find examples contrary to it, and therefore the certainty sought by John Locke is abstained. And the anthropological surveys conducted on children proved that at very early stages they realize the innate principles and the existence of a supreme being.

The effectiveness of using the two strategies of blended learning and flipped learning in the achievement of the tenth-grade high school students in the subject of Kurdish grammar.

Heevy Sarhan — 2024-04-21

The aim of the research is to identify the effectiveness of using the blended learning and flipped learning strategies in the achievement of the tenth-grade high school students in the subject of Kurdish grammar. The research community included tenth grade students from literary classes in day high schools for girls. There were (3319) students from the Semel Education Directorate in Semel district for the academic year (2021 – 2022). The sample included (81) students from (Shanaz for girls) and (Kumata for girls) high schools which were selected methodically. The participants for both the experimental and control groups were chosen randomly. The first experimental group consisted of (30) students, while the second experimental group consisted of (30) students from (Kumata high school for girls). On the other hand, the control group consisted of (21) students from (Shanaz high school for girls). The first experimental group used the blended learning strategy and the second experimental used the flipped leaning strategy, and the control group were using the usual method. The researchers prepared (8) daily plans for each method. The achievement test also included (35) ideas of multiple choiceand true and false questions. The validity of the test was extracted, analysis of variance for the test items and the level of difficulty for the test items, the discriminatory power of the test items, the effectiveness of the wrong alternatives, the duration of the test, and the stability of the test were calculated according to the equation (Kiodor- Richardson-20) of (0.90). After a full course, the experiment was completed. The researchers applied the tool, extracted data, and conducted statistical analysis using one-way analysis of variance (one-way ANOVA) and the Scheffe test. The results indicated that the blended learning strategy was more effective in academic achievement compared to both the flipped learning strategy and the usual method. Additionally, the flipped learning strategy showed greater effectiveness in academic achievement compared to the usual method.

Humanities Journal of University of Zakho

Sense as a source of knowledge A mental critical study of John Locke's empiricism

The effectiveness of using the two strategies of blended learning and flipped learning in the achievement of the tenth-grade high school students in the subject of Kurdish grammar.