The essence and content of the term philosophy

The main currents of Buddhism. Buddizmning asosiy oqimlariga Mahayana, Teravada (Hinayana nomi bilan ham tanilgan) va Vajrayana (Lamaizm nomi bilan ham tanilgan) kiradi. Mahayana eng katta filial bo'lib, Sharqiy Osiyoda, jumladan, Xitoy, Koreya va Yaponiyada joylashgan. Teravada asosan Shri-Lanka, Tailand, Kambodja, Laos va Myanmada uchraydi. Vajrayana ko'pincha Tibet bilan bog'liq, ammo Nepal, Butan va Mo'g'ulistonda ham mavjud. Bu turli oqimlar turli xil e'tiqodlarga, amaliyotlarga va Buddist ta'limotlarini talqin qilishga ega.( The main currents of Buddhism include Mahayana, Theravada (also known as Hinayana), and Vajrayana (also known as Lamaism). Mahayana is the largest branch and is found throughout East Asia, including China, Korea, and Japan. Theravada is found primarily in Sri Lanka, Thailand, Cambodia, Laos, and Myanmar. Vajrayana is most commonly associated with Tibet, but is also found in Nepal, Bhutan, and Mongolia. These different currents have varying beliefs, practices, and interpretations of Buddhist teachings.)

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   Levels and stages of knowledge. Bilim darajalari va bosqichlarini tasniflashning turli usullari mavjud bo'lib, ulardan ba'zilari sezgi, idrok, tasavvur, hissiy bilim, aqliy bilim, mantiqiy bilim va yo'q bilimlarni o'z ichiga oladi. Bundan tashqari, ba'zi modellar ongsiz qobiliyatsizlik, ongli qobiliyatsizlik, ongli kompetentsiya va ongsiz kompetentsiya kabi o'rganish yoki kompetentsiyaning turli bosqichlari mavjudligini ko'rsatadi. Salomatlik nuqtai nazaridan, meva va sabzavotlarni iste'mol qilish kabi sog'lom xatti-harakatlarni qabul qilishda o'zgarishlarga tayyor bo'lishning turli bosqichlari bo'lishi mumkin. Shuni ta'kidlash kerakki, bilim va o'rganish ham sohaga xos bo'lishi mumkin va bir sohadagi tajriba boshqalar uchun ham umumlashtirmaydi.( There are various ways to classify levels and stages of knowledge, and some of them include intuition, perception, imagination, emotional knowledge, intellectual knowledge, logical knowledge, and absent knowledge. Additionally, some models suggest that there are different stages of learning or competence, such as unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence. In the context of health, there may be different stages of readiness for change when it comes to adopting healthy behaviors, such as consuming fruits and vegetables. It is important to note that knowledge and learning can also be domain-specific, and that expertise in one area does not necessarily generalize to others.)
   
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