La distinta naturaleza del día y la noche en la antigüedad, y sus divisiones en horas
Resumen
En este artículo intento explicar las diferencias religiosas entre el día y la noche, ya que los hombres de la Antigüedad nunca comprendieron que ambas conformaran una unidad. Estudio, por tanto, las características que tuvieron el día y la noche, en especial las de esta última, en algunas de las culturas más representativas de la Antigüedad –sumeria, babilónica, egipcia, hebrea, griega, romana y celta–. Así, podemos observar que básicamente todas ellas consideran el día como un momento de vida, mientras que la noche, a menudo, es entendida como muerte y maldad. Con todo ello, podemos comprender por qué el día no fue dividido en veinticuatro horas, sino en doce diurnas y doce nocturnas.
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Çakmakçı, G. (2017). Using video vignettes of historical episodes for promoting pre-service teachers› ideas about the nature of science. Science Education International, 28(1).
Cereci, S. (2017). Social responsibility of media on environmental dangers: Warning productions. World Journal of Environmental Research, 7(1), 27-35. doi:https://doi.org/10.18844/wjer.v7i1.2383
Cevik, M., & Senturk C. (2019). Multidimensional 21th century skills scale: Validity and reliability study. Cypriot Journal of Educational Sciences. 14(1), 011–028. doi:https://doi.org/10.18844/cjes.v14i1.3506
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Debes, J. (1968). Some foundations of visual literacy. Audio visual instruction, 13. 961-964.
Dereli, E. (2019). The relationship between prosocial behaviours, aggression types and moral—social rule knowledge in preschool children. Cypriot Journal of Educational Sciences, 14(1), 42-55. doi:https://doi.org/10.18844/cjes.v14i1.3642
Elyildirim, S. (2019). Influence of native language and general English proficiency on the use of articles in English. Global Journal of Foreign Language Teaching, 9(2), 110-121. doi:https://doi.org/10.18844/gjflt.v9i2.4100
Erden, M. (2001). Öğretmenlik mesleğine giriş. Alkım Yayınları, İstanbul, 2001.
Faruque, O. (1984). Graphic communication as a design tool. Van Nostrand Reinhold Company Inc.
García Laborda, J., Giménez López, J. L., & Magal Royo, T. (2011). Validating Mobile Devices in the Spanish University Entrance Exam English Paper. New Educational Review, 25(3), 160-171.
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Heinich, R. Molenda, M., & Russel, J.D. (1989). Instructional media and new technologies of instruction (Third Edition). Macmillan Publishing Company.
Kurt, F., & Yavuz, F. (2018). An adaptation of traditional Turkish educational games to the teaching of vocabulary in EFL environment. International Journal of New Trends in Social Sciences, 2(2), 25-31. doi:https://doi.org/10.18844/ijntss.v2i2.3952
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Pavlovic, D., Petrovic, Z. S., & Vulic, T. (2017). Media in Schools: Work Experience of Teachers as a Determinant of the Utilization of Media Resources. New Trends and Issues Proceedings on Humanities and Social Sciences, 2(5). doi:https://doi.org/10.18844/prosoc.v2i5.1102
Polat, C. (2006). Bilgi çağında üniversite eğitimi için bir açılım: Bilgi okuryazarlığı öğretimi. A.Ü. Türkiyat Araştırmaları Enstitüsü Dergisi, (30), 249-266. doi:https://doi.org/10.14222/Turkiyat775
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Turan, S., Karadağ, E., Bektaş, F., & Yalçın, M. (2014). Türkiye’de eğitim yönetiminde bilgi üretimi: Kuram ve Uygulamada Eğitim Yönetimi Dergisi 2003-2013 Yayınlarının İncelenmesi [doi: 10.14527/kuey. 2014.005]. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 20(1), 93-119. doi:https://doi.org/10.14527/kuey.2014.005
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