Astronomy Education

In recent decades, the interactive whiteboard (IWB) has become a relatively common educational tool in Western schools. The IWB is essentially a large touch screen, that enables the user to interact with digital content in ways that are not possible with an ordinary computer-projector-canvas setup. However, the unique possibilities of IWBs are rarely lever-aged to enhance teaching and learning beyond the primary school level. This is particularly noticeable in high school physics. We describe how a high school physics teacher learned to use an IWB in a new way, how she planned and implemented a lesson on the topic of orbital motion of planets, and what tensions arose in the process. We used an ethnographic approach to account for the teacher's and involved students' perspectives throughout the process of teacher preparation, lesson planning, and the implementation of the lesson. To interpret the data, we used the conceptual framework of activity theory. We found that an entr...

The use of a smartphone, with both still and video capabilities, to develop the concepts surrounding stellar parallax is described. The hands-on activities generate useful discussion amongst high school students. Reactions of both students and teachers are presented.

The past several years have presented the astronomy education research community with a host of foundational research dissertations in the teaching and learning of astronomy. These PhD candidates have been studying the impact of instructional innovations on student learning and systematically validating astronomy learning assessment instruments, both of which are important foundational work for the astronomy education research community. These efforts provide substantial weight to an argument that astronomy education research is maturing into a substantial disciplinary research field with many rich questions to pursue in the future.

A new web site called Teach Astronomy (http://www.teachastronomy.com) has been created to serve astronomy instructors and their students, amateur astronomers, and members of the public interested in astronomy. The content includes an online textbook of 400,000 words and 1,200 images, 40,000 articles from Wikipedia, over 1,100 video clips covering all topics in astronomy, over 6,300 images from Astronomy Picture of the Day and AstroPix, over 1,400 podcasts from 365 Days of Astronomy, and 25-30 astronomy news stories each week from Science Daily. All these resources are navigable by a keyword search and via a unique visual interface called a Wikimap, which presents the items clustered by degree of keyword overlap and allows surfing among related items. The site can serve as a replacement for a textbook and as an information resource for formal and informal learners. Future development includes building an instructor and learner community and creating homework assignments that utilize different content areas within Teach Astronomy.

This Impact Report identifies and summarises the diverse impacts, resulting from the £500m of UK funding of Science and Technology in 2013, using numerous quantitative metrics and short case study extracts.  It shows how the varied impacts of a national science and technology organization and its many funded programmes can be annually identified, captured, tracked, and summarised in a public document.

The report was produced for, and by, the Science and Technology Facilities Council (STFC) -  the UK Research Council responsible for funding: (1) all UK astronomy, particle and nuclear physics research, (2) related UK science and technology facilities (e.g. as Harwell and Daresbury), (3) the UK contribution to international science (e.g. CERN, international telescopes and space missions), (4) innovation and business spin-off programmes, and (5) UK public engagement activities.

The Report was co-researched and co-authored by the STFC Impact Team, including myself while Impact Evaluation Manager in 2013, with Dr. Claire Dougan-McCallie (lead author/Head of Impact) and Jenny Beard, with additional input from senior managers, and many data and case study contributions from other key managers across STFC.

Varied key impacts are identified and reported including:

• Research amongst the best (by citation impact) in astronomy, nuclear and particle physics.
• Supported research of 226 Principal Investigators in 70 universities, led to 1,100 peer-reviewed papers in 2012.
• Facilities (the Diamond Light Source, ISIS and CLF) were used in 2012/13 by over 4,200 unique users , in over 2,400 experiments, producing over 1,000 papers in peer-reviewed journals.

• Technology from CERN benefited the UK economy by over £100 billion every year.
• Funding the development of the UK’s space, internet and computer animation industries, returned over £500 billion to the UK economy per annum.
• Funded Innovation Campuses hosted over 230 enterprises and supported over 5,000 jobs.
• UK industry won £43 million in contracts from the international subscriptions funded, and had accumulated a total of £150 million since 2005.

• Funded research inspired future generations to study STEM subjects, attracting 90% of UK undergraduates to study physics, funded 782 PhD students  and 16,800 student training days.
• Between 2009 to 2012 public engagement programmes engaged people on 58 million occasions, with 2 million people engaged in face-to-face activities in 2013 alone.

The idea of sustainability has invaded every aspect of human lives, mainly focusing on intergenerational and intragenerational equalities. The essay suggests the main obstacle standing in the way of sustainable development is the different worldview of various societies and governments, worldwide. Astronomy education provides a platform for everybody to unite under an umbrella and view the world in a healthy, sustainable manner. The essay discusses how astronomy education promotes the attitudes essential in tackling issues regarding sustainability.

ll libro ripercorre la storia di Giovanni Virginio Schiaparelli, l'insigne astronomo italiano, indagando, attraverso i testi di più autori, le diverse fasi della sua attività umana ed esplorativa: dalla fanciullezza e gioventù saviglianese alla prolungata direzione dell'Osservatorio di Brera, attraverso le scoperte compiute durante le opposizioni di Marte ed i numerosi suoi lavori scientifici pubblicati in tutto ilo mondo (qui ordinati per la prima volta in modo sistematico)

We report on the development of an item test bank and associated instruments based on those K-12 national standards which involve astronomy and space science. Utilizing hundreds of studies in the science education research literature on student misconceptions, we have constructed 211 unique items that measure the degree to which students abandon such ideas for accepted scientific views. Piloted nationally with 7599 students and their 88 teachers spanning grades 5-12, the items reveal a range of interesting results, particularly student difficulties in mastering the NRC Standards and AAAS Benchmarks. Teachers generally perform well on items covering the standards of the grade level at which they teach, exhibiting few misconceptions of their own. Teachers dramatically overestimate their students' performance, perhaps because they are unaware of their students' misconceptions. Examples are given showing how the developed instruments can be used to assess the effectiveness of instruction and to evaluate the impact of professional development activities for teachers. Keywords assessment; tests and quizzes; K-6 (or elementary); 7-9 (or middle school); strength of teacher knowledge for each of the standards could also be determined and related to student performance by classroom.

Bu çalışmada “Dünya ve Evren” konu alanı seçilerek, Fen Eğitiminde astronomi konu alanı öğretiminde sorgulama temelli eğitim ortamları oluşturarak uygulama ve değerlendirme yapılmıştır. Yapılandırmacı teori ışığında sorgulama temelli yaklaşım ile öğretmen adaylarına ve öğretmenlere ortaokul 5. sınıf astronomi konularını nasıl öğreteceklerini kavratmak amacıyla iki günlük eğitim verilmiştir. Bu eğitimde metaforlar, KWL diyagramları ve çağrışım kartları kullanılmıştır. Ayrıca katılımcıların astronomiye yönelik tutumlarını belirlemek amacıyla Bilici vd. (2012) tarafından Türkçeye uyarlaması yapılan Astronomi Tutum Ölçeği (ATÖ) uygulanmıştır. Yarı yapılandırılmış görüşme formlarıyla araştırmanın başında ve sonunda katılımcıların görüşleri alınmıştır. Eğitim sonunda 5. sınıf astronomi konularının öğretimine yönelik ders planı hazırlamaları istenmiş ve bu planların öz ve akran değerlendirmeleri yapılmıştır.
(In this study, the subject area of Earth and Universe was selected and application and evaluation were conducted by designing inquiry-based educational environments in astronomy subject instruction in Science Education. In the light of the constructivist approach, a two-day training course was given to the pre-service teachers and in-service teachers in order to teach them how to teach 5th grade astronomy subjects. Metaphors, KWL diagrams and association cards were used in this education. In addition, in order to determine the attitudes of the participants towards astronomy (Bilici et al. 2012), the Astronomy Attitude Scale (AAS2), which was adapted to Turkish, was applied. At the beginning and end of the research, the opinions of the participants were taken with semi-structured interview forms. At the end of the education, the pre-service teachers and in-service teachers were asked to prepare a lesson plan for the teaching of astronomy subjects in the 5th grade and these plans were assessed by self assessment and peer assessment.)

In this paper, we present the results from a study of the impact on students involved in a large-scale inquiry-based astronomical high school education intervention in Australia. Students in this intervention were led through an educational design allowing them to undertake an investigative approach to understanding the lifecycle of stars more aligned with the 'ideal' picture of school science. Through the use of two instruments, one focused on content knowledge gains and the other on student views of school science, we explore the impact of this design. Overall, students made moderate content knowledge gains although these gains were heavily dependent on the individual teacher, the number of times a teacher implemented and the depth to which an individual teacher went with the provided materials. In terms of students' views, there were significant global changes in their views of their experience of the science classroom. However, there were some areas where no change or slightly negative changes of which some were expected and some were not. From these results, we comment on the necessity of sustained long-period implementations rather than single interventions, the requirement for similarly sustained professional development and the importance of monitoring the impact of inquiry-based implementations. This is especially important as inquiry-based approaches to science are required by many new curriculum reforms, most notably in this context, the new Australian curriculum currently being rolled out.

Bu çalışmanın amacı, bilhassa ilk ve ortaöğretim düzeyi öğrencilerinin astronomiye dair en temel kavramlarını anlama düzeylerini ve bu kavramlarla ilgili yanılgılarını tespit ederek, Milli Eğitim Bakanlığı Talim Terbiye Kurulu'nun 24.04.1992 tarihli 98 numaralı kararına göre 10. ve 11.sınıflar için seçmeli bir ders olarak okutulması istenilen "Astronomi ve Uzay Bilimleri" dersinin, önemi ile eğitim ve öğretim sürecine olan katkıları konusunda inceleme yapmaktır.

Esta Tesis aborda la relevancia de los sistemas de referencia en el tratamiento de los
fenómenos físicos, focalizando la atención en  el problema de la  enseñanza de los
fenómenos astronómicos cotidianos (día y noche, estaciones del año y fases de la Luna)
en la escuela primaria, la  cual  se encuentra mayormente desarrollada en base a la
utilización del sistema de referencia heliocéntrico. El problema de este enfoque es que
implica que los estudiantes deban posicionarse "imaginariamente" en el espacio exterior
para observar el movimiento de los astros, lo que  involucra  una determinada
complejidad conceptual y el requerimiento de ciertas habilidades visoespaciales. 
En este trabajo se describe una Estructura Conceptual de Referencia (Otero, 2006)
alternativa y se elabora un “modelo cinemático celeste” a partir de la utilización didáctica
del sistema de referencia topocéntrico, lo que permite realizar descripciones,
explicaciones y predicciones adecuadas de dichos fenómenos desde un marco de
referencia terrestre. A su vez, se desarrolla una Estructura Conceptual Propuesta para
Enseñar acerca de los fenómenos astronómicos cotidianos en la escuela primaria a
partir de distintos lineamientos epistemológicos, cognitivos y didácticos, la cual fue
implementada en un curso de 6to. año de dicho nivel educativo. El análisis de esta
implementación ha permitido estudiar el proceso de conceptualización con el fin de
conocer cuál fue la Estructura Conceptual Efectivamente Reconstruida por los
estudiantes. 
El análisis final llevado a cabo permitió concluir que la secuencia didáctica desarrollada
es eficaz para enseñar sobre el día y la noche, las estaciones del año y las fases lunares
a estudiantes de los últimos años de la escuela primaria, lo que implica la pertinencia en
cuanto a la utilización del sistema de referencia topocéntrico en este nivel educativo.
Esto indica un posible rumbo para una mejora de la enseñanza y el aprendizaje de la
astronomía en las escuelas.

Este trabalho tem o objetivo de discutir alguns aspectos do uso da história da astronomia no ensino, indicando não apenas certas vantagens no uso dessa abordagem, mas também apontando aspectos problemáticos do uso costumeiro da história da astronomia no ensino e o perigo de utilizar fontes de informação mal fundamentadas, como muitas páginas da Internet. Para exemplificar os problemas relacionados com informações equivocadas, este artigo utiliza uma antiga página sobre Copérnico do site do Ministério da Ciência e da Tecnologia (MCT). Palavras-chave: história da astronomia; história da ciência; Copérnico, Nicolau; revolução Copernicana; ensino de astronomia

This annotated resource guide presents 133 pieces of music inspired by astronomical ideas, discoveries, or history, organized in 22 subject categories. Both classical and popular music are included, but only when a clear connection to astronomy could be established. Depending on your musical tastes, you are likely to find some pieces resonating with you and others like the squeaking noise on a blackboard when chalk is held at the wrong angle.

This thesis is situated in the context of an Australian high school level astronomy intervention project which aimed to enable students to undertake real science with professional grade 2-metre class telescopes. The thesis explores the context and background within which the project was situated and the main blocking factors preventing successful implementation culminating in an outline of the education design used in, and the evaluation of, the project. This work has illustrated that with careful design and sufficient teacher training and support, inquiry-based astronomy can feasibly be undertaken in the high-school classroom.

Astronomy is a field which uniquely combines science, technology and culture. In Malaysia as a multi-cultural country, despite having sent an astronaut into space, astronomy education still has not developed yet. Not much is known about the issues and challenges in astronomy education in Malaysia due to lack of astronomy education research. This study acted as an exploratory study to investigate the attitude of science teachers towards astronomy and astronomy education, hoping to gain insights on the environment in which astronomy education in Malaysia takes place. Thus 14 science teachers were interviewed from 9 different schools and their responses were analyzed via thematic analysis. Generally, the teachers showed positive attitude towards astronomy and revealed myriad of perceptions towards astronomy. It is ascertained that religion plays a pivotal role in shaping the teachers’ perception towards astronomy, consequently their attitude. The teachers associated feeling of gratitude to God to activities related to astronomy such as watching astronomy related television shows and star-gazing. Relevance of astronomy, from their perspective, circulates around their knowledge of indigenous astronomy which is based on religions, mostly. Most of them enjoy teaching astronomy because students show more interest in astronomy lessons compared to other science lessons. The perception of teachers on astronomy education in Malaysia was also explored in this study to identify issues and challenges in astronomy education in Malaysia. They science teachers perceive that astronomy education in schools builds the stage for the students to build interest in astronomy and possibly choose path of career in astronomy. Most of them agreed that students struggle with some conceptual topics in astronomy and they need more teaching aids to understand the topics. This study revealed that some teachers perceive modern astronomy based on their indigenous astronomy knowledge. As a result of that, many teachers hold pseudoscientific beliefs in astronomy. Hence there is a need to increase the understanding of science teachers on nature and philosophy of science so that they do not misinform their students. This study certainly has gone some way towards understanding of the environment in which astronomy education takes place in Malaysia. Hopefully, the ideas in this thesis will serve as a foundation for future researches regarding astronomy education in Malaysia.

By means of the Lorentz Transformation, Einstein's Special Theory of Relativity purports invariance of the standard wave equation. Counter-examples, satisfying the Lorentz Transformation, and hence Lorentz Invariance, prove that the Lorentz Transformation does not in fact produce invariance of the standard wave equation. Systems of clock-synchronised stationary observers are Galilean and necessarily transform by the Galilean Transformation. Einstein's insistence that systems of Galilean observers transform, not by the Galilean Transformation, but by the non-Galilean Lorentz Transformation, is logically inconsistent. The Special Theory of Relativity is therefore logically inconsistent. Therefore, it is false. The Lorentz Transformation is meaningless.

This study is aimed to examine about basic astronomy conceptions of pre-service teachers. The universe is pre-service teachers who are going to teach basic astronomy conceptions in primary schools. Sample generated by 338 Turkish, 38 Slovene pre-service teachers. In accordance with the quantitative approach to the study, the data have been obtained through multiple-choice questions.
Data’s are analysed by computer program. The candidates of research are pre-service teachers have misconceptions on specially these issues: seasons, eclipses and phases of the moon. In general university students going 4th class according to 1st class are more successful while they have misconceptions about some issues. Misconceptions that pre-service teachers have in 1st class stabilised 4th class about stars, hub of the universe and gravity in Slovenia; moons phases and seasons in Turkey. Through these findings, it was suggested to teach basic astronomy conceptions with various and effective materials.

Spirit, Power and Axis of everything, in our mortal eyes there is Emptiness: for the truly complete in these empty ones is empty. The Moon, the Axis of everything in our world, is therefore empty for them, and SHOULD BE empty. // Дух, Сила и Ось всего, в смертных очах — Пустота: ибо истинно полное в них, пустых, пусто. Луна, Ось всего в нашем мире, для них посему и пуста, и ДОЛЖНА БЫТЬ пустой.

This book is a correction to my previous book, the 31th episode through tracking the evolution of our universe through the taking the energies in the considerations especially the plank temperature or the vacuum energy. Tracking this energy decreasingly in favor of the magnifying of the space and the mass. We will see some discrepancies between this book and the last one in some mass evaluations like proton and the electron. And this discrepancies are not odd but the energy tracking was the origin of it but the both books are right.
This book demonstrates a logic-mathematized theory for cosmic evolution since origination until the end emphasis on the evolution of the four forces (gravitation, strong and weak, and electromagnetic forces) then connects all that with the evolution of the mass and space. It is interest of studying the microscopic world through the General Relativity not just Quantum Mechanics.
The finding of this study is almost of the weird behavior of the quantum world coming from the high intermutual gravitation forces that exerted by those particles at a very tiny distances, for example proton exerts 1031 times the earth’s inside it body or at 10-16meter and that the reason of the Asymptotic Freedom and confinement phenomena. Electron as another example exerts 1033times the earth’s gravity at 10-19 meter and has mass density 1063 which make it denser than the proton at these tiny distances and that interprets its fundamental as elementary particle or not composite. Also this study gives an interpretation for the asymmetry of the time and the realness of the connection between it and the thermodynamic entropy.
Then diverse topics but crucial are argued as the idea of validation of the uncertainty principle at large distances and gravity, and the isomorphism between the symmetry representations of the standard model and my model, and the concept of one dimensionality and the similarities between my model and the string theory.
I hope this book sheds light on the importance of the gravity and the space and the interactions between them through giving another approach to study the quantum world beside the quantum mechanics science.
My Greetings.
#Ali_Yousif_Hassan_Edriss.

Sooner or later, the Astronomy 101 or astrobiology instructor encounters a student who disbelieves, or is at least skeptical of, factual information presented about the age of the Earth, the age of the universe, astrobiology, or biological evolution. Understanding the evidence and current state of our scientific knowledge about these subjects is important for the Astro 101 instructor faced with individual skeptical students. This understanding is also vitally important for those Astro 101 students who are future teachers and have preconceptions that could have a major impact on the thinking of large numbers of future students. This article contains a summary of different types of pseudoscientific beliefs that students have and suggests ways to approach these subjects so that skeptical learners are more likely to consider the facts presented in the astronomy class. Also included are some useful approaches for dealing with the more recent creationist ideas and tactics, such as "irreducible complexity" and "intelligent design"--especially now that President George W. Bush has expressed support for intelligent design. An appendix catalogs the different forms of creationism and lists some typical questions that their proponents might ask in class, along with suggested answers.

Орел и решка Человека.
______________

Имя «зеленые человечки», носимое Пришельцами, оправданно: кожа их впрямь зелена, и цвет этот, писал Циолковский, дань пище их: как солнцем лист, они кормятся чистым Огнем и с тем есть автотрофы. Цвет серый Гостей, им второй — автотрофия та же: цвет куколки, в метаморфозе живимой не внешнею пищей, а Духом, Огнем Изнутри.

It is well known that soft iron owes its transformation into steel to the addition of carbon. Carbon is the hardest substance on Earth - diamond. Carbon is the mainstay of Life on Earth, since everything living on our planet is built from it. This all means: carbon is the mainstay of our world. But find out: it is also the stronghold of the entire Universe! The mythical metal orichalcum spoken of by Plato and Tolkien's mithril are carbon, structurally superior to diamond. The Moon is made from it by the hand of God. The UFO is made from it by the hand of the Other. // Общеизвестно, что своим превращением в сталь мягкое железо обязано добавке углерода. Углеродом есть самое твердое вещество Земли — алмаз. Углерод — оплот Жизни на Земле, ибо из него на ней построено живое. Все это означает: углерод в нашем мире есть главная твердь. Но узнайте: он есть и твердь Мира! Мифичный металл орихалк, о каком рек Платон, и мифрил Толкина — это углерод, структурно высший над алмазом. Из него рукою Бога сделана Луна. Из него рукой Иного сделан НЛО.

Кръжокa по астрономия
при Университетския център за космически изследвания
Извършва астрономически наблюдения под ръководството на опитни астрономи, научни изследвания в областта на астрофизиката и космическите изследвания.

Членове на Кръжока участваха в наблюденията довели до откриването на над 50 нови Български астероида през последните 10 години и нарекоха астероиди на името на наши национални герои-Васил Левски, Хр.Ботев и др!

Този кръжок има самостоятелни научни изследвания по астрономия. В него студенти и ученици могат да провеждат собствени научни изследвания със значими резултати, под ръководството на специалисти. Кръжокът е направил всички калибровки на астрономическите наблюдения на Националната програма за наблюдения на слънчевото затъмнение през 1999 г и 6 експедиции за наблюдение на слънчевите затъмнения през 2006 и 1999 г. В кръжока членуват студенти и ученици от различни университети, факултети и училища.
Част от астрономическите обекти наблюдавани и заснети от кръжока са: Редки астрономически явления (комети, слънчеви и лунни затъмнения) във видими и инфрачервени лъчи, невидимите части на слънчевата корона до разстояния 5 пъти по- големи от тези до които се вижда с просто око, невидимата част от слънчевата корона в инфрачервени лъчи,ИЧ-снимки на метеорен поток, мъглявини и галактики
Сбирките на кръжока са всяка сряда от 19 ч. ауд. Б302 или А209
Справки и записване: YYShopov@gmail.com, тел. 81-61-(732), (844)

O presente trabalho visa apresentar uma proposta e uma breve análise do potencial pedagógico do tema da Astrofísica Estelar, uma vez que a teoria da formação e da evolução das estrelas é uma fusão da Astronomia com a chamada “Física Moderna”. O assunto proposto está idealmente situado para iluminar e reforçar a base física do Ensino Médio (termodinâmica básica, propriedades da luz, gravitação newtoniana etc.) por meio dos conceitos da Astrofísica Estelar na escola, já que eles se relacionam com o conteúdo que os alunos estavam aprendendo naquele momento. O trabalho se desenvolveu a partir da realização de quatro aulas aplicadas em cinco turmas da 2.a série do Ensino Médio, que tinham, no total, 69 alunos, em uma escola pública da cidade de São Paulo. O tema das aulas se relacionou com a formação e a evolução estelar; porém, também discorreu-se sobre questões mais gerais da Astronomia, como as constelações e o conceito de galáxia, a fim de introduzir o assunto para os estudantes. Toda a atividade foi elaborada a partir de uma apresentação de slides enriquecida com imagens e simulações. Como fonte de dados, utilizou-se um Questionário Inicial e um Final, aplicados durante a atividade, além da gravação das aulas e de outras anotações, sendo a pesquisadora a própria professora da turma. Analisou-se o aprendizado do grupo como um todo e a evolução conceitual de alguns alunos ao longo das aulas. Identificou-se defasagem nos conteúdos de Física dos alunos. Nesse sentido, as aulas sobre estrelas contribuíram de alguma maneira para o aprendizado dos estudantes, conforme verificado. Os resultados mostraram um progresso significativo, destacando-se alguns conceitos físicos agora integrados, tais como a luz e a gravitação.

For the last five years, we have published the Astronomy Education Review (AER), an online journal focusing on astronomy and space science education and outreach. This project, the first of its kind in our field, has made it possible to elaborate, encourage, and support, in one convenient location, the literature of astronomy education research and to explore some of the key issues that professionals in the field are grappling with. In this piece, we present a few statistics about the 100 papers and articles published in the first nine issues of AER, the journal's international readership, and some first measures of its impact. We also ask readers to join us in considering the journal's future.

In response to national reform movements calling for future teachers to be prepared to design and deliver science instruction using the principles of inquiry, we created and evaluated a specially designed course for pre-service elementary education undergraduates based upon an inquiry-oriented teaching approach framed by the notions of backwards faded-scaffolding as an overarching theme for instruction. Students completed both structured-and open-inquiry projects and presented the results of their investigations several times throughout the semester. Using a single-group, multiple-measures, quasi-experimental design, students demonstrated enhanced content knowledge of astronomy and inquiry as well as attitudes and self-efficacy toward teaching.

Readers are advised that an up-to-date discussion of the author's fundamental thesis (’The Idea’), on the origin, operation, and destiny of the World, is now found at the top of the main page under the rubric, Thematic Evolution and Prospect of 'The Idea.'

A substantial part of our work attempts to construct an adequate Theory of the Face. See 'The Soul of Life' (below) and other studies on the page, some of which remain in draft and others merely projected. (Five papers on this difficult subject are planned.)

Progressive and substantial concretion of the thesis has been recently demonstrated through focused studies (2018-2020), whose URLs are conveniently grouped below:

'The Spirit of War'
https://www.academia.edu/36536128/The_Spirit_of_War

'Carlyle and the Idea'
(https://www.academia.edu/37362600/Carlyle_and_the_Idea)

'The Last Day (Illustrated Essay)'
(https://www.academia.edu/41144933/The_Last_Day_Illustrated_Essay_)

'How the German Spirit Died (A History)'
(https://www.academia.edu/41745763/How_the_German_Spirit_Died_A_History_)

'How the Human Spirit Died (Meta-Analysis)'
(https://www.academia.edu/41985864/How_the_Human_Spirit_Died_Meta-Analysis_)

'Three Malefactors of the Communist Idea (Meta-Analytical Note)'
(https://www.academia.edu/42052811/Three_Malefactors_of_the_Communist_Idea_Meta-Analytical_Note_)

Our gradual (and still incomplete) conceptualization of absolute cosmogony, cosmology, and eschatology in its modern (often microphysical) aspects, which has arisen quite organically over several years of detailed study, may be briefly encapsulated and characterized (A-T) for the reader as follows:

A. The Idea is the fundamental reality of the World, whose existence was clearly intuited (as “hypodoche”) by Plato, operationally defined by Boehme (first as “das Rad Gottes” and subsequently as “Eternal Nature”), organically articulated by Hegel (as “the Idea”), and finally discovered to be the locus of proto-being and foundation of living motion by means of 20th century microphysics (and accurately named by it “the color vacuum”). The electron is its projection into the finite. Field theory is its "physical" basis.

B. This definition of “substance” as a completely immaterial and literally infinite, self-related, hebdomadic-triadic system of actuality within the Idea at the fundament or basis of reality constitutes the greatest discovery of the human mind which, before the end of the 21st century, upon full comprehension, will completely revolutionize religion and therefore geopolitics, as well as pedagogy, paleontology, and biophysics.  The seat of the animating principle in organisms can now be described and explained.

C. Briefly, the research for this book involves the cosmology, cosmogony, and eschatology (destiny) of the world as the finite projection of the Eternal Idea. The Idea itself was created by the Triune Absolute Spirit as a finite-infinite field to manifest, reward, and punish moral, aesthetic, and intellectual performances in a Living Matrix.

D. Through the vast and distributed powers of its microphysical basis, the Idea as the created conduit of Absolute Power has autonomously generated a pseudo-history in geology and astronomy. The powers of Light and Darkness guided by Eternal Life deep within the fundament sustain the finite living motion of which we are aware through biology and empower conscious awareness in animals. Biopsychological functioning and all positive intellectual achievement in Mankind have their roots in the Idea.

E. Moreover, though unseen, the silent workings of a vast cosmological Absolute Hebdomad (deduced through study of the Idea in the 17th century) mercifully overarch and limit the Inchoate Life of the Sinister Itself--a Cosmic Disruptor also previously unsuspected that is responsible for the nocturnal Dream Life of animals. Is this a conceptual solution to the mysterious phenomena of telepathy and clairvoyance?

F. Biological and psychic life thus have always been suspended between two great cosmological powers representing a generalized War Between Infinite and Finite Life that began with King Lucifer, and which in its present form continually tests, through Contention, War, and Worldly Contrariety, the whole of Living Being as it follows a tortured and fateful course between Life and Death according to the much-lamented plan chosen by the Mind ("Gemüt") of Adam.

G. Finally, the hidden existence of the Idea necessarily implies a universal negative unity as the ideal origin of all gravitational and inertial phenomena, offering to science a solution at last to storied and continuing, completely beguiling conundrums (e.g., "Dark Matter" and "Dark Energy") involving the ultimate structure of the cosmos.

H. By tracing the Idea's manifold determinations of physical, biological, and psychic being, then, the present study seeks to explicate the final, and heretofore unsuspected, links in the fabled Great Chain of Being for the edification of Mankind. Inherently opposing it, pathetically and even insanely, is guileless materialism.

I. The war of materialism against idealism eventually culminated in the death of the German Spirit (1918). The main intellectual cause of German spiritual morbidity, however, is traceable to events within the Reformation (1517-1546). This did not prevent a period of optimism within Prussian education and science (1800-1840).

J. The theft of Silesia (1946) was an intentionally demoralizing spiritual crime against Germany with major consequences for the spiritual life of the world. The German Spirit's whole turbulent career constituted a vacillation on renunciation of self-will, and this latter always was the essential content of the Absolute Mind in Germany.

K. Germany's fatal spiritual debility can be considered to be a world "contagion" that spread centrifugally from the center of Europe to the whole Human Race which, therefore, is itself now in the throes of an analogous spiritual death, self-contemplation, and deliverance from the finite. The Zero-Hour is imminent.

L. Each of the Six Days (in Moses) is now fundamentally understood to mean a thousand-year period. Thus, Creation has all along been continuous and--after 6,000 years--will soon be completed (the argument proposes a means to confirm or deny the asserted beginning of 3,970 B.C.). Thus, the Day of Rest (for the Community of Heaven) will soon arrive for the self-elect of Mankind.

M. This tortured path was, of course, divinely foreseen but nevertheless represents an accommodative posture which was not at first understood. The Creator's response achieves a wise and just outcome despite the wreck and pain arising from myopic creatural assertion and pathetic gratification, as recounted in the mosaic story of old.

N. In fact, Talmudic commentators reached this conclusion in the 2nd or 3rd century A.D.--amending (in 'Sanhedrin 97a') the original mosaic interpretation of once-and-for-all Creation in favor of Continuous Creation with a clear Limit or End, specified as 6,000 years (each "day of creation," as mentioned above, being 1,000 years).

O. Thus, Moses (properly cogitated) was right but his dicta were for a long period taken wrongly--perforce leading the Christians astray through an accident of church history that remains a stumbling block up to the present day. See the author's 'The Last Day (Illustrated Essay).'

P. We know from modern physics that the "physical" world at the fundament is sustained by completely immaterial field relations that never cease, or else creation-in-process would not maintain itself. The creative motion is mathematically and physically infinite but disguises its own infinity--the chief insight, credited to Dirac, supporting Absolute Physics.

Q. Hence, it is now clear that the Creation--continuous since the beginning--is approaching its End and Goal. The Last Day is thus imminent and will arrive within the present decade, according to the wisest Christian view, this actually having been announced four centuries ago in German idealism.

R. The Eternal Word's role has always been to Shine Divinely (inwardly) in the gloom and darkness of the outward finite (the "Field of the Reprehensible") for salvation's sake (see 'Carlyle and the Idea'). It is this that Jesus of Nazareth spoke of, and it is this his followers embody, when they speak of the "true bread from heaven," etc..

S. This is why Christians can claim that the finalized ("Third") Temple of God is already in existence and is composed of living stones (minus the winnowed Condemned and Damned) whose essence will endure forever in God.

T. Our thesis is only now emerging in its final form. This is because the horizon of knowledge keeps receding as the true depth is revealed--the world is a set of nested dolls and the innermost doll is God, who is unknowably deep (but friendly, since we are Him in disguise when we abandon our finite wills).

The crash of Apollo 13 is the retribution of the lunar People to earthlings trying to penetrate into the Moon. // Сакральный закон строг: вандалу святилище — гибель. Авария, постигшая «Аполлон-13» на пути к Луне — плод незнанья: Луна — врата в Вечность, Отчизну нас, бренных, и гибельны пробы ломиться в сей Храм.