PL9fwy3NUQKwaFOl2Jsp3na5AwEeg3rwc5/ZXB4z1ZFx-M.srt

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بسم الله الرحمن الرحيم طبعا احنا في chapter four

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okay chapter four is related to the research 

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philosophy I know this chapter is sometimes a

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piece of headache because the .. the key words in

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this chapter are sometimes fancy words and

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هو ليس مرتبط بما قد كنت تدرسه قبلها لذلك هناك

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مصطلحات مختلفة ستكون متوفرة في هذه القصة مرتبطة 

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بالمفاهيم الانتقالية أولاً سأظهر لكم هذا البرنامج

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what this picture? it's a tree. what you observe in

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this tree? it's

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a big one and there's a small one. okay, fine. this

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big one and this is a large one. what else you see 

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in the big picture? okay, what else؟ ايش احنا شايفين في

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هالصورة؟ تمام

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تمام. So if we write down what you said, some people

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say هدوء طبيعي okay طبيعي واحدة كبيرة و واحدة

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صغيرة. we have large and small. هي هدوء okay, anyway

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بس تحكوا معايا. ممنوع تحكوا مع بعضأه. اتفضل. green

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what you observe also in this picture? okay, okay

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what you observe in the tree? ايش

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بنشوف في الشجرة؟ معلها ثمار. okay. Do you see ..

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شايفين أنتوا بس الأوراق ولا إيش شايفين؟ أوراق ..

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في غير الأوراق شايفين؟ شايفين الساق؟ مظبوط. طيب

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let's go to the second picture. what you see in

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this picture?

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ما هو الفرق بين الأولى والأولى؟ هنا تفصيل تفصيل

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يعني على نفسي ماذا أخرى؟ انه مخفف في الفيلم الأول

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أيه مخفف؟ أولا أولا أولا أولا أولا أولا أولا أولا

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أولا أولا أولا أولا أولا أولا أولا أولا أولا أولا

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أولا أولا أولا أولا أولا أولا أولا أولا أولا أولا

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أولا أولا أولا أولا أولا أولا أولا أولا أولا أولا

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أولا أولا أولا أولا أولا أولا أولا أولا أولا أولا

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أولا أولا أولا أولا أولا أولا أولا أولا

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أ

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نرى الأساسيات، بالإضافة نرى بعض الأشياء، هذا يعني

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في فلسفة البحث الفلسفية. فلسفة البحث. فلسفة هي أشياء

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مرتبطة بهذه الجزء، ما رأيته في بحثك هو هذه الجزء

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بقى in the research philosophy you should discuss

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the underneath, the just .. the .. the ground of

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your research, the abstract of .. of your research

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the very limited number of .. of researchers they

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are focusing on this part. why you are doing

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research is related to this area, but the research

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is here. وفي كلمات أخرى، الـmethodology والمثاليات

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في هذه الصورة إذا عدت إلى الصورة السابقة، ترى أعلى

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الأرض، أشياء أعلى الأرض، لكنها ليست .. الصورة لا

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تقدر تعطيني بعض التفاصيل، ما يحدث تحتها، وهذه

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الشجرة ليست مفتوحة من أسلوبها. and this is why in

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the research sometimes the research philosophy is

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in the subject and sometimes is not in the subject

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and this is give us the question: is it important

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to know the research philosophy or not? هل من المهم

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احنا نعرف الفلسفة التجارية ولا لا؟

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Another example: is it important that the

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researchers write the research philosophy or not?

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نعم

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نعم. لذا لدينا إجابة هنا. okay, what else? is it

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important to understand research philosophy? yes

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or no? هل مهم إحنا نفهم فلسفة البحث؟ yes. Is it

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important to write it down in your research? yeah

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so some people saying yes and .. it is important

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to .. to understand your research philosophy. it is

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important, but it is not important to include it in

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your research because if you look at any article

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any journal article or any thesis or any thesis or

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any assignment, it's barely or hardly to find the

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research philosophy in your research, but you have

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to understand the research philosophy because

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research philosophy dictates your research

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methodology and research methods. if you think that

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this is the tree, okay, and this is the roots. the

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roots here represent the research philosophy. the

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research philosophy includes two main parts. the

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first one is the ontology

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and the second part is epistemology. so

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the roots of science in general. you are talking

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underneath .. underneath your research. it's the

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roots of your research is related to your

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أبسطمولوجي position and your ontology position. I

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know you are not familiar with these two different

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keywords because these two keywords are granted or

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abstracted from the Greeks philosophy, from Plato,

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from Dux and Socrates and other Thomas More and

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other philosophers. لذلك في هذه الحالة وفي ميزة

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التحقيق هي المهم أن تفهم فيروسفيا تحقيقك لكنها

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ليست مهمة جدًا لتضمنها في تحقيقك. ومن ثم بعد فهم

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أبسطامولوجيا وأبسطامولوجيا وأونطولوجيا فهي تدرس

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بقية تحقيقك وهو مرتبط بالميزة التحقيقية

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methodology. it's it's the it's the theory of or

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the it's the knowledge of of methods or the

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philosophy of of methods. and then the methods and

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beliefs consider. I like approaches, results, and you

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have the results, data collection, and results. لذلك

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مرة أخرى سوف ندخل في التفاصيل على فهم الانتولوجيا

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والإبستامولوجيا. الانتولوجيا

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مرتبطة بال .. مرتبطة بالعلم الموجود،

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والإبستامولوجيا مرتبطة بالفكرة العلمية. يعني احنا ال

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ontology هي علم الوجود. whether the reality is

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exist or not, the reality is one reality or multi

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version of realities. the epistemology: how we know

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what we know or what is the .. how we access the

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knowledge, how we know the .. the knowledge, and is

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much related to the theory of knowledge. إلى علاقة

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بشكل مباشر بنظرية المعرفة. okay, so we will go in

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details in both two ontological and

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epistemological aspects. okay

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look at this onion. it's a research onion. it's it's

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important to understand the the first one. if you

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look at here, it is the philosophy which is the

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main core in .. in your study. if you answer the

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philosophy question, then you can go in details

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about the rest of .. of your .. of your study. you

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can go to the data collection. okay

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okay

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الكتابة هذه مش مشكلة لما ان .. so this is the

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research onion. if you look at the research onion

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here, you have multi layers starting from the

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research philosophy as we explained. it's .. it's

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underneath. وهو يتأكد أنه يحتوي على أسباب انتقالية

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وإبستامولوجيا. وعندما تتأكد انتقالية وإبستامولوجيا

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فهو يتأكد من وجهة فلسوفيةك التي تأتي من

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الـPositivist، انظر هنا الـPositivist إلى

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الـPragmatism

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ففي رحلة من الـPositivism إلى الـPragmatism، تتجه

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إلى الواقعية والتفكير، حسنا؟ مرة أخرى، أعرف أنها

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شيء صعب، ولكن سأعطيك مثال لتحطيم عيون هذه المواضيع،

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لذلك لا تقلق عن الواقعية والتفكير، ثم عندما تحرر 

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موقعك الفلسفي، ثم تذهب إلى أنك إما دراسي أو إدراسي

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إذا كنت تلاعب .. إذا كنت تلاعب في هذه اللحظة هنا

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إذا موقعك الفلسفي هو نظرية .. نظرية، ثم أنك دراسي،

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سأعطيك مثال، إنها مثال حقيقي هنا في هذه الدراسة

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إذا كنت أسألك .. إذا كنت أسألك سؤال صغير what you

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observe in this class ايش أنتو شايفين في هالصف

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students students let's see students teacher you

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have teacher video lecture في تصوير محاضرة yes

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okay videoing okay what else the more answers you

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give me the more understanding

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أه no I'm asking you I know the answers so I can

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answer in different ways okay so if I ask you

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again the question بس what what you observe

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students students okay okay discussions okay what

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else Okay عمر باينز yeah why you laughing she

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observed this what you noticed also knowledge

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what is the knowledge sorry okay you can answer

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information كمان delivering some information all

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these things observed do you observe other things

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do you observe other things? furniture okay you

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have furnitures okay okay the class what

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other things? what you observe you? laptop yeah

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please what you observe? laptop oh yeah yes what

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he's doing? what what you observe what what other

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things you observe in this meeting sorry okay so

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so let's let's say let's say in other in other

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words what what you observe is what you observed

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again what you observed is what you observed you

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observed what is on the ground Okay؟ So you have

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students, you have teachers, you have cameras, you

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have .. So it's facts Do you observe other things؟

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أه please So for .. for .. for me I observe

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different things I observe some people smiling

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Students talk to each other Yeah, so it's students

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talking to each other Why you are not observing

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this? I observe some students are upset some some

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students are laughing others they are okay

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sleeping others so the more you give your brain

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time to see a particular phenomenon then you can

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extract extract more knowledge or more information

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and sometimes

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أو كمهمة للحصول عليها كمهمة للحصول عليها كمهمة

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للحصول عليها كمهمة للحصول عليها كمهمة للحصول عليها

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كمهمة للحصول عليها كمهمة للحصول عليها كمهمة للحصول

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عليها كمهمة للحصول عليها كمهمة للحصول عليها كمهمة

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للحصول عليها كمهمة 

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للحصول عليها كمهمة للحصول عليها كمهمة للحصول

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عليها كم

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الكاميرا في المجلد، لدينا أضواء، لدينا كل هذه

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الأشياء حقيقية، لذلك فلما تتكلم عن الحقيقية، فأنت

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مبتدئ، مبتدئ يعني أنك تدرسهم، حسنا، يمكنك تقيمهم،

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لديك رقم من السرير، لديك كاميرات، لديك رقم من

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الأضواء، حسنا، رقم من المدرسين However, when you

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are talking about the number of students, you talk

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at a student as an object, so be careful for what

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the terminology that I use, you use student as

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object

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objects بقى you didn't mentioned for the

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relationship between students only one of the

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student mentioned oh some student they are talking

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together they are they are they they contact each

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other so this observation it's go underneath your

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observation okay I will give you the example again

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what you observed okay

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what you observed in the class

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Okay, so machines again I repeated the question to

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motivate you to think in different ways but still

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you are interested to be or to think in a positive

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way الـ positive لا يعني الـ positive اللي تعرفه

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positive، okay؟ plus، لا، يعني هذا، يعني أنك تكتشف

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أشياء في مشكلة نيوميرية جدًا، ترى

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الحقيقات، على سبيل المثال، إذا كنت أفسر السيارة،

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ترى أنها لديها أربع حركتين و أربع ويندوز و أربع

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أبواب و etc، أنت لا تتكلم عن عملية السيارة، وهي

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مختلفة Okay؟ So it's important what is the level

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you are looking at and your brain is bringing you

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to a particular place that's reflecting your

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experience So positivism is much related to the

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facts Okay it's facts number of students number of

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lights okay number of people so we can tell okay

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the relationship between the size of the class and

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the number of students if we bring 200 students to

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this class we couldn't afford them in this class so

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we build the relationship between two different

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items in terms of numbers so we have two hundred

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students we cannot bring them this class so two

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hundred students and the space of the class is not

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going together in terms of the space but if we

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bring fifty students on this class okay the class

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can afford them وهي تبني الاتصال بين الأشخاص وأيضًا

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هي علاقة لـ Positivism ونذهب

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إلى الواقع الواقع هو مرتبط بـ It's real لدينا 45

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طلاب It's real، هذا فقط واحد من الحقيقة فقط واحد

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من الحقيقة توجد Can you claim we have more than 45

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students? No, because it's real 45 students, you

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can talk about the space, you can say okay we have

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four cameras, okay, so it's real four cameras, you

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cannot claim that we have six or seven cameras, so

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realism it's accept only one reality

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and again for the relationship between X and Y

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it's real relationship between the space of this

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room and the number of students the more number of

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students we have we have the more space in the

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rooms so this is the it's it's real انظر إلى الـ

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Onion مرة أخرى، لديك فرق بين الواقع والتفكير ماذا

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يعني التفكير؟ التفكير يعني كيف تشعر بالعلم كيف ..

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ما هي توقعك حول العلم وفي هذه الطريقة يعني أنك

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تقبل حقيقات مختلفة different version of realities

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you may accept okay we have many students around

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some students are laughing and talking to each

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other we may ask a question whether they not

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respect the class or other things if you are

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positivist إذا كنت مجرد positivist، تبني حقيقتك

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باعتبار القوانين في الجامعة، هذا يعني أن أي طلاب

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يتحدث في الجامعة بدون أي اعطاء، هذا يعني أنه يخطر

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القوانين، حسنا؟ لكن دعنا نضعها بطريقات مختلفة هل

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تلاحظ طلاب يتحدثوا مع بعض؟ إذا نعم، حسنا، لماذا

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يتحدثوا مع بعض؟ whether they want to violate the

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rules or they are discussing the questions if they

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are discussing the questions so in this way you

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accept you give your your time or you're trying to

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accept different version of realities okay أنه

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احنا نسمح لنفسنا نختبر أكتر من ال reality الحقيقة و 

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الانتاج مقارنة مع بعضها البعض، الحقيقة تقبل فقط

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واحد من الأشياء الحقيقية، المدرسة تقريبا 50 شخص،

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المدرسون يضحكوا في المدرسة لأنهم غيروا القواعد،

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ولكن في الحقيقة الحقيقية مختلفة

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إذا نعود إلى عدد الطلاب نقول حسنًا لدينا 50 طالب

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في الدراسة لأنهم يحبون هذه الدراسة، فهي مختلفة

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الآن، لذلك نتصل نتصل the presence of students with

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with different realities, the students coming to

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this class because okay they like this meeting,

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okay they have many things to deliver, they have

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many things to talk about, so just we are not dealing

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with the students as numbers، نتعاملش مع الطلاب as

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أيش؟ أرقام، as an object, we talk about students as a

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subject. Okay, we may accept some students coming to

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this class not to... to have the knowledge, the

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students coming to class because their dad's or mom's,

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because they're parents، لأن أمهم وأبوهم بدهم هيك، so

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it's another explanation for the reality of having

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a student in this meeting، يعني ال reality تبعته 

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الطلاب okay, because they are enrolled in this

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meeting, in this class, yes, they are enrolled, but

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there is another explanation why the students are

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here, so I don't want to go into details because in

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the next slides we will see the in-depth meeting,

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the pragmatism, they don't care، البراجماتيزم لا يهتم

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إذا أنا أقبل حقيقة واحدة أو أقبل مجموعة من الحقائق

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لذلك السؤال، البراجماتيزم من نفسه يجعلني أقبل حقيقة

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واحدة أو مجموعة من الحقائق، لذلك هذا هو السبب في

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اسمه البراجماتيزم، والبراجماتيزم ليس بالطبع أنه

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يتكلم عن فلسفة البراجماتيزم، مش كتير مهم بالنسبة لهم،

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يحكوا على ال research، فرصة ال most important thing

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in the pragmatism, whether your research question

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is working or not, whether the results of your

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research is working or not, this is pragmatism، يعني

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نتائج البحث تبعتكم هل بتعمل تحسين؟ إلها انعكاسات؟

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مهمة. So what is the what is the implications of

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the other philosophies if your research question

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is not working, or if the answers on research

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question is not applicable, for instance if you

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suggest recommendations in your research and these

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recommendations are not feasible, so it is not worth

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your research, so the pragmatism looking at the

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outcomes of your research, it doesn't matter what

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is your research engines، يعني بغض النظر عن

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research engines تبعتنا، كتير مهم نتطلع على ال

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pragmatism, okay.

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وبعد ذلك يمكنك التحدث عن إذا كنت مخصص أو غير مخصص

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غير مخصص يعني أنت مخصص في المبادئ والواقعي، غير 

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مخصص، أنت مخصص في المقارنة أو المقارنة ومخصص

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Okay, so this is the idea of the research engines.

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So after setting the parameters of your research

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philosophy, now you go all of the grounds. So this

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is underneath and then okay, I'm positivist, then

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I'm deductive, then after that okay, I may use one

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of these methods,

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survey, case study, action research، دكتور أنا

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دكتور، وأنت دكتور، أنا قاعد اللي... أنا سأشرحهم لك

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جميعاً، okay, survey, case study, experiments, etc.,

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okay.

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So,

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the research philosophy is much related to how the

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knowledge is developed، كيف تطوير المعرفة، is much

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related to the knowledge paradigm, knowledge

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paradigm.

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يسموها

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هرم المعرفة، also I will go into details about the

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knowledge paradigm.

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إذا ذهبت لتحقيقك، يجب أن تتطور، كيف تتطور المعرفة

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المرتبطة مع تحقيقك لأنك

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لم تَنفصل من بقية الآخرين، لأن إحنا مش مفصلين عن

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others. You are not the first one to come and to

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investigate a particular social and economic

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phenomenon. So it's important to you to... to see

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how the knowledge is developed and what are the

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mechanisms by which the knowledge is developed، وإيش 

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هي ال mechanisms، الأدوات اللي من خلالها ال

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knowledge is developed, they could use in your exam.

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I may not ask you in details about these things

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because I know, despite of having this chapter in

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this book, I know sometimes, sorry.

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I know this, so don't worry, this is for... for your

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knowledge and for your understanding، كل ال chapter

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مطلوب، okay, so it's it's it's understanding, okay, so

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and how the knowledge is developed, how the

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knowledge is developed، هي مرتبطة مع موقع

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إبستامولوجيا، كيف تتطور المعرفة، ما هي نظريات

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المعرفة مرتبطة مع إبستامولوجيا، ولكن طبيعة المعرفة

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هو إذا كانت المعرفة حقيقية أو لا، فهي مرتبطة بالـ

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Ontology، لذلك مرة أخرى، إذا قمنا بتعديل فلسفة

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المحققية، فهي مرتبطة بشكل كبير بجانب الـ Ontology

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وبجانب الـ Epistemology، لذلك جانب الـ Ontology

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مرتبط بشكل كبير بجانب الـ Whether the knowledge

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exists or not، بالنسبة للإبسطومولوجيا مرتبطة بكيف تم

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تطبيق المعرفة وماذا هي الأسلوبات وكيف تدخل المعرفة

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مرة أخرى بالنسبة لطبيعة المعرفة مهما كانت معرفتك

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صح أو خاطئ أو هل هذا صح أو ليس صح؟ هل صح أن يكون

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هناك 45 طالب؟ أو ماذا؟ فالفكرة هنا في تدخل الفلسفة

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التحققية، تبحث عن اتنين أشياء، أولاً موقع

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إبستامولوجيك، تتعامل مع نظرية المعرفة، وانتولوجياك

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مرتبطة بالبشرية، أنا أستخدم كلمات مختلفة فقط

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لأتعامل مع مصطلحات مختلفة، فهي... هي البشرية مرتبطة

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بالوجود، حسنا مرتبط بالوجود، حتى وإن الحقيقة موجودة

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أو لا، because sometimes you think it's real, but

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when you go into details it's not real، زي إن أنتو

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بتشوفوا مثلاً من بعيد سراب، it's not real, yeah, it's

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not real, but if from your point of view it's real,

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but when you become closer and closer it's not

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real. Okay, so the idea is here is to examine your

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knowledge first, how your knowledge is developed,

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how the areas of this subject is developed, which

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is related to the epistemology, okay, what are the

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philosophical foundations of related knowledge,

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and the second question, what is the reality of

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your knowledge, okay? And in addressing these

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things we have ontology, epistemology, and

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pragmatism, also the things related to the

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ontology, epistemology is the axiology, I don't

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know it's written in this textbook or not, axiology,

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okay.

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So it's axiology, axiology.

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So axiology is related to the values, your values,

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for instance, when I ask you questions about the

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tree, some students say it's called place, others

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they are looking at the tree, others look at the

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green space, others they are looking at the 

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leaves, others are looking at the ground, so

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explaining these things is bringing from your

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experience because you may like places with green

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أو مكانين مرعبين تقول إنّها مكان مرعبين أنت تنظر في

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الشجرة في الصورة لأشياء تتوافق باتصالك أنت تنظر و

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بعض الطلاب لا ينظرون إلى الشجرة نفسها على الرغم من

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أنّ الشجرة كانت كبيرة جدا في الصورة إذا تنظر، أعود

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لإجابتك

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لكنّ الشيء هو عندما أسأل طلابهم يركزوا على البيئة،

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الأشياء المرتبطة بالطعام، وتركز على الطعام،

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ومجموعة طلاب محددة 

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00:33:53,480 --> 00:33:55,680
 

391
00:33:55,680 --> 00:33:58,880
 

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00:33:58,880 --> 00:34:04,820
 

393
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based on your experience, okay, sometimes you are

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not looking at the picture itself, you are looking

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at your experience in the picture, which is related

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to the philosophical foundation in your research

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and this is you are looking things in the

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observation that meet you، يعني بتطلع على أشياء

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that meet you اللي بتلاقوها في حالكم. Okay, so this

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is the values, axiology، يعني اتقال الفلسفة لازم

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00:34:41,150 --> 00:34:44,510
تكون من الناس experience؟ sorry؟ الفلسفة لازم

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ناخدها من الناس experience؟ هي بتطلع دواعي الناس

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00:34:48,470 --> 00:34:52,390
بقى، بس مش ضروري. I don't understand the question.

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يعني إذا احنا بنعمل الفلسفة لازم احنا نكون

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experience ولا ناخدها من الناس؟ No, it's not

407
00:34:57,330 --> 00:35:00,710
related to .. to .. to have experience or not,

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00:35:00,990 --> 00:35:07,150
it's .. it's related to you to you, but when I read

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your research because you are doing research, I may

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00:35:10,450 --> 00:35:14,650
read your philosophical foundation, your your your

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00:35:14,650 --> 00:35:17,630
philosophical foundation, I can see you are

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positivist, you are realist, you are relativist, you

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are critical realist, you are critical relativist.

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So it's it's a matter of, as as a supervisor, to

415
00:35:30,650 --> 00:35:36,090
understand you. بسبب أنّك كتابة تحضر أفكارك، تحضر

416
00:35:36,090 --> 00:35:43,090
معلوماتك، تحضر قيمتك، لتحضيرك. حسناً، فهي كلمة أخرى.

417
00:35:43,090 --> 00:35:48,550
إذا كنت تؤمن بالرقم والفيجوريات، فأنت كتابة جيدة

418
00:35:48,550 --> 00:35:58,010
تبحث عن علاقة بين X و Y، هذه ليست الأشياء، إنّك الآن

419
00:35:58,010 --> 00:36:02,190
إذا كنت تؤمن بالرقم والفيجوريات، تبحث عن the

420
00:36:02,190 --> 00:36:06,690
statistical relationship between two items، تمام؟

421
00:36:06,690 --> 00:36:11,570
But if you are not look .. not looking at

422
00:36:11,570 --> 00:36:14,590
positivist, you are looking at the relationship

423
00:36:14,590 --> 00:36:18,610
between students, okay, it's the social actions

424
00:36:18,610 --> 00:36:21,170
between students here in this meeting, in this

425
00:36:21,170 --> 00:36:24,110
class, because when I ask a question related to the

426
00:36:24,110 --> 00:36:28,040
what you observe in the class, I don't ask you to

427
00:36:28,040 --> 00:36:31,800
count number of students in the class, you can look

428
00:36:31,800 --> 00:36:35,560
at, okay, see students are sitting in a particular

429
00:36:35,560 --> 00:36:38,680
order, for instance, friends sitting together, people

430
00:36:38,680 --> 00:36:42,500
who enrolled in the same time or in the same year

431
00:36:42,500 --> 00:36:48,830
sitting together, clever students sitting مقابلين لا

432
00:36:48,830 --> 00:36:52,170
يجلسون مع بعضهم البعض، فهذه هي فعالية السياسة من

433
00:36:52,170 --> 00:36:57,910
مقابلتك، لذلك مقابلين مقابلين يعني إذا كانت

434
00:36:57,910 --> 00:37:00,890
مقابلتك في هذه المجلس أو في هذه الدراسة، يمكنك أن

435
00:37:00,890 --> 00:37:04,690
تجلس مع بعضك، ربما أبيك وأبيها أصحي أصحي صديق،

436
00:37:04,690 --> 00:37:10,570
لذلك أنت .. لذلك الوضع السياسيلذلك عندما تدخل في

437
00:37:10,570 --> 00:37:15,050
التفاصيل في السؤال اللي هو أنا فقط أرسل سؤال واحد

438
00:37:15,050 --> 00:37:19,890
في المجلد ما تشاهده في هذه المجلدة يمكنك الذهاب

439
00:37:19,890 --> 00:37:23,590
إلى علاقة الاجتماعية لماذا الطلاب يجلسوا بهذه

440
00:37:23,590 --> 00:37:27,430
الطريقة؟ لماذا الطلاب يجلسوا بهذه الطريقة؟ هذا

441
00:37:27,430 --> 00:37:32,560
يعني أنني لا أسأل في مجلد إيجابي، and I ask in

442
00:37:32,560 --> 00:37:35,780
relativist، so I'm bringing my experience now on

443
00:37:35,780 --> 00:37:38,520
the table، okay، students sitting، can you explain to

444
00:37:38,520 --> 00:37:42,880
me the question how students sitting in this class

445
00:37:42,880 --> 00:37:45,980
or why students sitting in this manner؟ على طول

446
00:37:45,980 --> 00:37:53,460
يعني أشوفه لأ يعني ليش الطلاب بيقعدوا القاعدة هذه

447
00:37:53,460 --> 00:37:59,440
يعني التشكيلة هذه نشوفوها friends مثلاً هذه واحدة

448
00:37:59,440 --> 00:38:06,450
friends أصدقاء .. bottles ممكن .. آه .. group ..

449
00:38:06,450 --> 00:38:12,730
group works ممكن .. ممكن .. ممكن .. ممكن .. ممكن

450
00:38:12,730 --> 00:38:13,950
.. ممكن .. ممكن .. ممكن .. ممكن .. ممكن .. ممكن ..

451
00:38:13,950 --> 00:38:15,310
ممكن .. ممكن .. ممكن .. ممكن .. ممكن .. ممكن ..

452
00:38:15,310 --> 00:38:17,330
ممكن .. ممكن .. ممكن .. ممكن .. ممكن .. ممكن ..

453
00:38:17,330 --> 00:38:22,430
ممكن .. ممكن .. ممكن .. ممكن .. ممكن .. ممكن ..

454
00:38:22,430 --> 00:38:31,720
ممكن .. ممكن .. ممكن .. ممكن .. Okay, and your

455
00:38:31,720 --> 00:38:38,480
friends, what .. what you say؟ آه تمام

456
00:38:38,480 --> 00:38:42,060
okay, another .. another explanation. اعطوني تفسيرات

457
00:38:42,060 --> 00:38:49,220
أخرى. آه، اعطوني تفسيرات أخرى. تفضل. آه، they are

458
00:38:49,220 --> 00:38:54,540
matching what they .. yeah، their mind. آه يعني they

459
00:38:54,540 --> 00:39:00,180
have match brains. آه، يكون comfortable with the

460
00:39:00,180 --> 00:39:07,040
friends، comfortable. آه، yes, because you are left

461
00:39:07,040 --> 00:39:10,220
hand، so you are looking at .. you select your

462
00:39:10,220 --> 00:39:14,000
friends، I mean you are sitting with the friends

463
00:39:14,000 --> 00:39:18,720
okay، if the left hand side chair is here, you will

464
00:39:18,720 --> 00:39:23,190
sit down here. إذا كان الكورس الشمال موجودة هل هتقعد

465
00:39:23,190 --> 00:39:27,410
هنا أو هتقعد عند صحابك؟ Yes, so you see, so this

466
00:39:27,410 --> 00:39:33,930
is the context إنّه if the left hand side is in

467
00:39:33,930 --> 00:39:39,590
here, so she will bring friends with her. Okay, so

468
00:39:39,590 --> 00:39:43,990
this is social context. So again,

469
00:39:45,850 --> 00:39:52,310
this setting is not observed هي ليست ملاحظة للناس

470
00:39:52,310 --> 00:39:56,310
الذين يأتوا للمرة الأولى، لذا عليك أن تتعامل في

471
00:39:56,310 --> 00:40:00,890
المقابلات الاجتماعية لتفهم ما يحدث في الجامعة، بتقوم

472
00:40:00,890 --> 00:40:05,110
انتوا تتدخله في ال social settings، but numbering

473
00:40:05,110 --> 00:40:08,630
anyone coming from outside they can okay، number

474
00:40:08,630 --> 00:40:11,430
the students one, two, three, four, five, fifty، so

475
00:40:11,430 --> 00:40:14,990
we have fifty students، we have five cameras، we

476
00:40:14,990 --> 00:40:17,810
have .. so let's go back to the to the same

477
00:40:17,810 --> 00:40:21,590
question which needs more experience، the

478
00:40:21,590 --> 00:40:27,030
relativist or the positivist؟ relativist، okay.

479
00:40:27,030 --> 00:40:31,810
relativist because .. because .. because relativist

480
00:40:31,810 --> 00:40:36,650
.. because relativist needs to understand

481
00:40:36,650 --> 00:40:42,090
underneath the social settings، you need to

482
00:40:42,090 --> 00:40:45,430
understand the social mechanisms that's bringing

483
00:40:45,430 --> 00:40:48,590
students together to set up in a particular place.

484
00:40:49,230 --> 00:40:52,010
Okay, I will ask you a question، why you are

485
00:40:52,010 --> 00:40:55,530
sitting in this place؟ شهيرة Why, what is the

486
00:40:55,530 --> 00:40:58,010
things you and shaheera؟ my friends. She is

487
00:40:58,010 --> 00:41:02,250
friends, okay، okay، both of you، why you sitting in

488
00:41:02,250 --> 00:41:06,030
this؟ friends، friends. What other things؟ friends،

489
00:41:06,190 --> 00:41:10,330
okay، so friends، why you sitting in this place؟

490
00:41:10,630 --> 00:41:13,410
friends، friends، friends، friends، friends،

491
00:41:13,410 --> 00:41:14,650
friends، friends، friends، friends، friends،

492
00:41:14,650 --> 00:41:14,730
friends، friends، friends، friends، friends،

493
00:41:14,730 --> 00:41:15,650
friends، friends، friends، friends، friends،

494
00:41:15,650 --> 00:41:17,410
friends، friends، friends، friends، friends،

495
00:41:17,410 --> 00:41:17,670
friends، friends، friends، friends، friends،

496
00:41:17,670 --> 00:41:21,740
friends، friends ما نعش ألا أعرف ال friends؟ آه؟ no

497
00:41:21,740 --> 00:41:25,420
no، tell me the truth، is because of friends or you

498
00:41:25,420 --> 00:41:29,040
you would like to be in the first row؟ first row.

499
00:41:29,040 --> 00:41:32,820
okay، okay، you laughing، so why you sitting in this

500
00:41:32,820 --> 00:41:40,120
okay، friends، so sorry، you would like in the middle

501
00:41:40,120 --> 00:41:44,100
Okay, yes, so so she's reflecting things and to be in

502
00:41:44,100 --> 00:41:57,030
the middle المشكلة هي، كما قلت، في الـPositivist،

503
00:41:57,030 --> 00:42:01,370
يمكنك أن تعدد، يمكنك أن تبني علاقة بين أشياء

504
00:42:01,370 --> 00:42:06,510
مختلفة، لكن في الـRelativist، إنها تجارب مجتمعية،

505
00:42:06,510 --> 00:42:11,470
ميكانيزمات مجتمعية، الـPositivist، إنها مرتبطة 

506
00:42:11,470 --> 00:42:17,110
بشكل كبير بالعلم الطبي، العلم الطبي. الـRelativist

507
00:42:17,110 --> 00:42:21,690
هو مرتبط بشكل كبير بالعلم الاجتماعي، فهذه الأشياء

508
00:42:21,690 --> 00:42:29,310
الاثنين مختلفة، حسناً، أرجوك، أجزاء الـOntology،

509
00:42:29,310 --> 00:42:34,890
أجزاء الـOntology، لدينا Objectivism أو Objective

510
00:42:34,890 --> 00:42:42,460
وSubjective، دعونا نعود إلى السؤال الـ .. الـ

511
00:42:42,460 --> 00:42:46,400
ontology... the ontology it's come from the Greek

512
00:42:46,400 --> 00:42:54,400
words is ontas ontas it means the... the being so

513
00:42:54,400 --> 00:42:57,600
it's the science of being or the science of

514
00:42:57,600 --> 00:43:06,240
existence يعني علم الوجود okay أو علم الحقيقة it

515
00:43:06,240 --> 00:43:10,870
is a truth that we have for the students. ولكن إذا

516
00:43:10,870 --> 00:43:15,510
قبلنا مختلفية الحقيقة، فهي الحقيقة، مرة أخرى، هي

517
00:43:15,510 --> 00:43:22,290
الحقيقة، لدينا 45 طالبًا، لذلك نحن مهتمون، نحن

518
00:43:22,290 --> 00:43:27,570
مهتمون، ولكن إذا تتكلم عن الوضع الاجتماعي، فأنت

519
00:43:27,570 --> 00:43:33,230
مهتم، مرة أخرى، الطلاب هم الطلاب، ولكن يمكن اعتبارك

520
00:43:33,230 --> 00:43:40,470
كطالب، طالب، كسياسي or you can consider as a

521
00:43:40,470 --> 00:43:44,490
student as objective. Objective it means object

522
00:43:44,490 --> 00:43:51,530
أشياء. The feelings attitudes is not intervene in

523
00:43:51,530 --> 00:43:54,330
the social settings. ما بتتأثرش في الـsocial

524
00:43:54,330 --> 00:43:58,590
settings in terms of research. In terms of research

525
00:43:58,590 --> 00:44:01,250
إذا احنا بنرتبع في الـresearch there is a big

526
00:44:01,250 --> 00:44:04,410
difference between objectivism and subjectivism.

527
00:44:06,570 --> 00:44:09,670
For objectivism, the people who believe on

528
00:44:09,670 --> 00:44:14,990
objectivism, they think that the social actors are

529
00:44:14,990 --> 00:44:18,370
disengaged from the social settings or from the

530
00:44:18,370 --> 00:44:21,870
business and economic settings. يعني أنتو ما قلكوا

531
00:44:21,870 --> 00:44:24,570
مش علاقة في. You are just applying rules. Why you

532
00:44:24,570 --> 00:44:28,470
are in the class because I'm I'm recorded in this

533
00:44:28,470 --> 00:44:33,690
class. I'm enrolled in this class. ليش أنتو موجودين

534
00:44:33,690 --> 00:44:36,750
في الـ... في الـ... في المحاضرة هذه لأنه أنا مسجل

535
00:44:36,750 --> 00:44:40,830
فيها، so it's... it's... it's a positivist. It is

536
00:44:40,830 --> 00:44:43,250
... I consider any student enrolled in the class, he

537
00:44:43,250 --> 00:44:45,430
can be or he... he or she can be in this... in

538
00:44:45,430 --> 00:44:50,370
this meeting. Subjectivism is different. It's in

539
00:44:50,370 --> 00:44:53,610
different in different ways. It means the social

540
00:44:53,610 --> 00:44:57,350
entities by itself it changed the social phenomena.

541
00:44:57,350 --> 00:45:00,710
In next meeting I will go in details about the

542
00:45:00,710 --> 00:45:04,610
understanding of subjectivism and objectivism.

543
00:45:04,610 --> 00:45:08,270
Sorry for this meeting. This much of headache.

544
00:45:08,270 --> 00:45:10,030
يعطيكم العافية