IDEA

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idea

1. Philosophy
a. a private mental object, regarded as the immediate object of thought or perception
b. a Platonic Idea or Form
2. Music a thematic phrase or figure; motif

Idea

 

a form by which the phenomena of objective reality are comprehended in thought, a form that includes within itself a consciousness of purpose and projections of further knowledge of the world and its transformation in practice.

The concept “idea” was first introduced in classical antiquity. Democritus applied the term “ideas” to his atoms—indivisible, intelligible forms. For Plato ideas are incorporeal ideal essences, which constitute the truly objective reality and exist apart from concrete objects and phenomena; they constitute a separate ideal world. In the Middle Ages ideas were understood as the archetypes of things belonging to the divine spirit; god created things according to his ideas, or ideal forms. In the modern period, in the 17th and 18th centuries, the theoretical and cognitive aspect of the idea came to the fore; the doctrine that ideas are modes of human knowledge was developed, and the question of the origin of ideas, of their cognitive value, and of their relation to the objective world was raised. Empiricism linked ideas with human sense perceptions and sensations; rationalism linked them with the spontaneous activity of thinking. The theory of ideas had an important place in classical German idealism: Kant called ideas notions of reason, for which there were no corresponding objects in sense perception. For Fichte, ideas were immanent goals according to which the Ego created the world. For Hegel, the idea was objective truth, the coincidence of the subject and the object crowning the whole process of development (see Soch., vol. 6, Moscow, 1939, p. 214).

In the Marxist-Leninist conception, the fundamental starting point is the materialist thesis of knowledge as a reflection of reality and of ideas as specific forms of this reflection. “All ideas are drawn from experience; they are reflections of reality, whether accurate or distorted” (F. Engels; in K. Marx and F. Engels, Soch., 2nd ed., vol. 20, p. 629). However, an idea cannot be reduced to the registration of the data of experience. It is a reflection of the thing, quality, or relation not only in its present state of being but also in its necessity and potentiality, in its developmental tendency. Lenin regarded ideas as the highest form of the theoretical mastery of reality. He wrote in his conspectus of Hegel’s Science of Logic, “Begriff [the Notion] is still not the highest concept: still higher is the Idea = the unity of the Begriff and Reality” (Poln. sobr. soch., 5th ed., vol. 29, p. 151). In the idea, there occurs the fullest coincidence between the content of thought and objective reality. This is objective, concrete, comprehensive knowledge of reality, knowledge that is ready for its practical embodiment. These two moments of the idea, the reflection of objective reality and the positing of a practical goal for man, exist in an organic unity and give to the idea its specific quality and its place in the process of human consciousness. Thus, the idea is an active mediating link in the development of reality and in the process of practical human activity, which creates new, previously nonexistent forms of reality.

In science ideas perform various roles. They not only summarize the experience of preceding scientific development in one or another sphere but also serve as a basis for synthesizing knowledge into some sort of an integral system, performing the role of active heuristic principles for explaining phenomena and seeking new ways to solve problems. Depending on their content, ideas, reflecting social existence, influence the course of social life in different ways. Reactionary ideas, which distort reality and serve the interests of classes on their way out of the historical arena, function as brakes upon social progress. Ideas that accurately and profoundly reflect real processes and express the interests of progressive social classes help to accelerate social progress and to organize and mobilize these classes to overthrow the obsolete and to introduce the new and progressive.

P. V. KOPNIN

idea

[ī′dē·ə]
(psychology)
A mental impression or thought.
An experience or thought not directly due to an external sensory stimulation.

IDEA

(language)

IDEA

(algorithm)

IDEA

(International Data Encryption Algorithm) A secret-key cryptography method that uses a 128-bit key. Introduced in 1992, its European patent is held by Ascom-Tech AG, Solothurn, Switzerland. Written by Xuejia Lai and James Massey, it uses the block cipher method that breaks the text into 64-bit blocks before encrypting them. See PGP.
References in periodicals archive ?
In part 1, they examine how linguistic and functional varieties of English complicate different aspects of English-language teaching and give ideas for teaching materials, assessment, and teacher education.
Interdisciplinary contributors in art, history, literature, and arts administration, as well as artists, musicians, and curators, give ideas for transformative arts education curricula and arts integration projects, demonstrated with real-life examples.
Entries discuss the cultural and historical significance of the food and its nutritional value, and give ideas on where to try some.
Later chapters give ideas for lessons, differentiating instruction, and suggestions for using arithmetic and algebraic notation and proofs in elementary grades.
They outline the creation of the collaborative culture of a PLC and give ideas for developing a viable curriculum.
Articles from the Harvard Business Review, first published 1994-2010, give ideas on managing supply chains.
The material compiled here began as presentations at the March 2010 conference, "Vulnerable Populations and Economic Realities." Contributors have transformed their conference presentations into 21 essays that give ideas for incorporating issues of race, gender, sexual identity, nationality, disability, and poverty into the law school curriculum, both inside the classroom as well as in clinical and externship settings, study abroad, and social activism.
Later chapters give ideas for using many different types of questioning strategies, including Socratic reasoning and questioning strategies for thinking about moral dilemmas.
Drawing from what they learned in workshops, classrooms, conferences, and factories in North America and Europe, as well as research and speaking to students, teachers, and parents, they give ideas for improving the learning environment, creativity, the brain-body connection, community connections, sustainable schools, the senses, inclusive learning, and technology, with interviews with children's singer and advocate Raffi, Howard Gardner, creativity consultant Ken Robinson, and others, and case studies of schools in Europe and North America.
Teachers and principals also give ideas about assessment, classroom management, motivation, teaching, and activities.