Cicero’s "Academica" offers a particularly rich demonstration of how the unhappy dialectic between stoicism and skepticism engages Roman historical self-consciousness. The Hegelian thesis of philosophy as mediated through historical development is given a clear articulation in the “derivative” Romans, precisely through their reception of a tradition, their experience of philosophy as inseparable from the self-consciousness of historical relation. The dispute happening in the "Academica" between a dogmatic stoicism and academic skepticism thus directly echoes the problems of contemporary 21st century philosophy (...) insofar as the structures of the unhappy consciousness endure in the “academic” give and take between the authority of received doctrine (say, of mainstream post-classical analytic philosophy) and their subversion in skeptical critique. (shrink)

This textbook has been written to discuss the fundamental problems of Greek Philosophy. There has been many philosophical Problems which Greek philosophers has discussed and examined with rational approach. The philosophical problems which we have mentioned in this book are: Greek Rationalism, Greek Naturalism, Greek Idealism, Greeks on human mind, Number theory and Greek Metaphysics. We have defined some significant issues like Greek atomism, Nihilism, Solipsism, Dogmatism, Sophism and Pluralism. Philosophy is the subject (...) which studies the fundamental Problems of the world. The problems which Philosophy studies are reality, existence, mind, thought, language, essence, experience, perception, knowledge, God, and so on. This book ‘Problems of Greek Philosophy’ is divided into six chapters while first Chapter ‘Introduction to western Philosophy’ deals with overall discussion and argumentation of western philosophy and also some valuable introductory information on Greek Philosophy. Second Chapter ‘Greeks on Nature’ attempts to discuss the lonian classification and examination of natural elements like water, air, Aperion, fire and reality. This chapter deals with the ultimate constituents of the natural stuff. Third chapter ‘Greek Rationalism’ deals with the role of reason in explanation of the world. Greek rationalists have used reason as the fundamental constituent of the universe. Fourth chapter ‘Number theory and Greek Metaphysics’ deals with the contribution of great mathematicians like Pythagoras and Zeno to the world. This chapter has highlighted the philosophy of number and metaphysics. Fifth Chapter ‘Greek Idealism’ highlights the philosophy of Greek idealists; Protagoras, Socrates and Plato. Sixth Chapter ‘Mind in Greek Philosophy’ deals with the concept of mind and thought in Greek philosophy. This section examines the contribution of Anaxagoras and Empedocles. (shrink)

In this book the author presented the history of the Greek philosophy that extends from the six century BC till the six century AC. He divided the book into three main stages: Philosophy before Socrates: It extended from 6th century BC to mid 5th century BC. This stage began with Thales and his school of Physics; Heraclitus; Pythagoras school; Eleaties School; then Empedocles and Anaxagoras; Democritus and Sophists school. The themes of philosophical contemplation were nature, universe and man. Socratic (...) Method was represented by Socrates, Plato and Aristotle as all of them paid much concern to establishing philosophical systems especially Plato and Aristotle. They both presented solutions to the problems raised by philosophers before the time of Socrates. As for Socrates, he was the real founder of Ethics science and approach. The third stage is Hellenistic philosophy which is in its turn divided into two stages. The first is represented by Stoicism school, The Epicureanism School, and Skepticism. The second was represented in the modern Pythagorean and Platonic schools. The researcher focused on two aspects which the Greek philosophy. The first one is the large number of philosophers and philosophical schools in comparison with Islamic, Christian, modern and contemporary philosophies. The second is the diversity and change amongst the philosophers of Greece whether they belong to the same philosophical school or to independent schools in addition to the miracle of the Greek philosophy as mentioned by Aristotle who said that it was created from nothing as well as the opinions by the researcher in this concern. (shrink)

The article examines the collaborations between the pensionnaires of the Villa Medici in Rome and the members of the French School of Athens, shedding light on the complex relationships between architecture, art, and archeology. The second half of the 19th century was a period during which the exchanges and collaborations between archaeologists, artists, and architects acquired a reinvented role and a dominant place. Within such a context, Athens was the place par excellence, where the encounter between these three disciplines took (...) place. The main objective of the article is to render explicit how the revelations of archeology, actively disseminated by the members of the French School of Athens—the “Athéniens”—had an important impact on the approach of certain pensionnaires of the Villa Medici in Rome. Particular emphasis is placed on certain pensionnaires, who decided to devote their envois to ancient monuments of Greece. In parallel, the article intends to shed light on the methods that helped the pensionnaires-architects of the Villa Medici in Rome appropriate archaeological discoveries concerning Greek antiquities. The article takes, as a starting point, the following hypothesis: to better understand the figure of the architect-archaeologist, of whom Jacques Ignace Hittorff is an emblematic example, it is pivotal to bear in mind that before the second half of the 19th century neither the figure of Hellenic archeology nor the figure of the architect had yet acquired their autonomy. Taking into account that Johann Joachim Winckelmann, in the middle of the 18th century, forged an ideal Greek model, which was criticized during the second half of the 19th century, the article also sheds light on the fact that the revelations of archaeologists have called into question the Winckelmannian image of Greece. Another aspect that is explored in the article is Jacques Ignace Hittorff’s studies concerning the polychromy of ancient Greek monuments, paying special attention to his Restitution du temple d’Empédocle à Sélinonte ou l’Architecture polychrome chez les Grecs. The article also explores how the shifts of the status of philhellenism are related to the mutations of the meaning of travel to Greece. In parallel, it investigates the impact of Greek independence on the ideals of beauty and nature in arts, as well as how Greek independence is related to the intensification of the interest in the excavations of Greek antiquities. (shrink)

The book Speech of Greek Philosophy is worth reading for a number of reasons, including: It covers history of Greek philosophy from its early days, Thales and his natural school to the Hellenistic age. In addition, the modern world admits, whether in the East or the West, that it owes the Greek mentality the overwhelming majority of its philosophical, literary and artistic products. It is the special belief of European scholars that the Greeks are masters of the (...) modern world in everything that affects the mental and technical matters, but rather many of the natural sciences that have reached at present a distinct amount, thanks to the founding of the Greeks. The book briefly provides the reader with what these Greek ideas are. (shrink)

Bios Philosophos. Philosophy in Ancient Greek Biography (Brepols, 2016), organized by Mauro Bonazzi and Stefan Schorn, delivers deep and wide tours through the philosophical aspects of Greek biographical production. On the one hand, it does not concentrate only on the later periods of Greek philosophy, when biographical production abounded; instead, it goes all the way back to the fourth century BCE, when biographical texts were fragmentary and mingled with other styles. On the other, it tries to unveil (...) the philosophical motives in authors' works who tend to be disregarded as historians, biographers, hagiographers, or even as mere fans of the most prominent figures of their own schools. -/- In our review, we will attempt to give a brief account of the ten articles that make up this volume, which, in turn, will hopefully provide an overview of the different connections between the biographies and biographers and their philosophical motives. (shrink)

The Sophistry, not a school in any ordinary sense, set new pedagogical standards in Greek educational practice, being as it were the highest stage of educational system. Two innovations of the sophistic education are of special interest: first, its professionalism, which presupposes a systematic transfer of specialized knowledge and includes such forms of “in-calls” learning as lectures and discussion in small groups and, second, the appearance of special rhetorical handbook or written manuals, actively used in the class.

The paper will explicate the Sache or matter of the dialectic of the founder of Kyoto School philosophy, Nishida Kitarō (1870-1945), from the standpoint of his mature thought, especially from the 1930s and 40s. Rather than providing a simple exposition of his thought I will engage in a creative reading of his concept of basho (place) in terms of chiasma and chōra, or a chiasmatic chōra. I argue that Nishida’s appropriation of nineteenth century German, especially Hegelian, terminology was inadequate in (...) expressing what he strove to say—for his concept of basho confounds traditional metaphysical discourse. Because of its chiasmatic and chōratic nature, the Sache he strove to capture and express through the language of dialectical philosophy, perpetually slips away from any systemic bounds. His “dialectic” (benshōhō) implies a chiasma or a criss-crossing of multiple factors on multi-dimensional levels that exceed in complexity simplistic binomial oppositions or the triadic formula of traditional dialectics. The complexity is one of over-determination that threatens to undermine the very language of such a dialectic. As the deep complexity of over-inter-determinations would deconstruct any notion of a substance, what Nishida offers—as opposed to an ousiology (or logic of substance)—is a chiasmology. I thus argue that his so-called dialectic is really an unfolding of that chiasma. And if chiasma expresses the over-determinate aspect of Nishida’s matter of thinking, chōra would express its under-determinate aspect. Nishida himself based his concept of basho or “place” on Plato’s notion of the chōra from the Timaeus. I take Nishida’s basho in its chōratic nature as what simultaneously unfolds and enfolds the chiasma. But in the case of the chōra it is its under-determinate nature that refuses reduction to any of the terms of opposition. In its self-withdrawal, it provides a clearing, a space, for the chiasmatic unraveling of the many. Like the chiasma it undermines any claim to a first substance or the hegemony of a universal First. For in its indeterminateness, it is “nothing” (mu). The unfolding it enfolds is, as Nishida states, “a determination without determiner.” In concrete terms, however, we might develop Nishida’s concept further by returning to the original pre-Platonic Greek meaning of chōra in the sense of “region” or “country,” to understand chōra or basho here as the very space of co-existence provided by this very earth. As a chiasmatic chōra irreducible, in its over- and under-determinations, to being or non-being, Nishida’s basho qua mu proves to be the an-ontological origin of both on and meon (being and non-being). Rejecting the culture-nature dichotomy this notion of our place of being as chiasma and chōra underscores our holistic symbiosis with the earth as the anontological (un)ground and clearing for our co-existence in a concrete milieau with one another and with nature. It is this earth as our ultimate contextual wherein that provides a clearing for co-dwelling and mutual encounter with one’s other, that we must acknowledge today if we are to co-exist authentically and freely vis-à-vis our global neighbors and vis-à-vis the surrounding nature. (shrink)

The ancient Greeks already used to give ethnic names to their different scales, and observations on differences in music of the various nations always raised the interest of musicians and philosophers. Yet, it was only in the late nineteenth century that “comparative musicology” became an institutional science. An important role in this process was played by Carl Stumpf, a former pupil of Brentano’s who pioneered these researches in Berlin. Stumpf founded the Phonogrammarchiv to collect recordings of folk and extra-European music (...) and a dedicated journal, the Sammelbände für vergleichende Musikwissenschaft. Gifted in the field of science no less than in that of musicology, Stumpf developed an empirically-oriented approach to phenomenology, deeply divergent from Husserl’s and highly influential over the Berlin school of Gestalt psychology. A self-declared “outsider” among armchair philosophers, Stumpf experimentally investigated the perception of sounds and the origins of musical consonance. Developing the physiological studies of Ernst Weber on the sense of touch, Stumpf discovered that two sensations of tone, given at the same time, tend to mix in a certain degree. Musical consonance – he claimed – lays in this level of “tonal fusion”, not in the allegedly “natural” series of the harmonic partials of a vibrating chord, as suggested by the naturalists of all times from Pythagoras to Stumpf’s great contemporary Hermann Helmholtz. Accordingly, no musical system can claim for preponderance over the others: Stumpf’s researches in comparative musicology served to corroborate his theses on “tonal fusion” and the psychological foundations of consonance. Although Stumpf later revised and finally abandoned this theory, its permanent value lays in its opposition to dominant naturalistic approaches. The commitment for comparative musicology at the Berlin School is then no concession to a positivistic fashion for exoticism. The fundamentally Eurocentric stance of naturalistic theories of music is also fiercely contrasted by Stumpf’s pupil Erich Hornbostel, who suggests that music ought to be considered as culture, rather than as nature, and focuses attention on the eventually melting human cultures. The Berlin school flourished until the Nazis forced most of its exponents to emigration and, for tragically obvious reasons, heavily discouraged researches on these topics. (shrink)

In this extended essay, I argue that Frege plagiarized the Stoics --and I mean exactly that-- on a large scale in his work on the philosophy of logic and language as written mainly between 1890 and his death in 1925 (much of which published posthumously) and possibly earlier. I use ‘plagiarize' (or 'plagiarise’) merely as a descriptive term. The essay is not concerned with finger pointing or casting moral judgement. The point is rather to demonstrate carefully by means of detailed (...) evidence that there are numerous (over a hundred) and extensive parallels both in formulation and --more importantly-- in content between the Stoics and Frege, parallels so plentiful that one would be hard pressed to brush them off as coincidence. These parallels include several that appear to occur in no other modern works that were published before Frege’s own and were accessible to him. Additionally, a cluster of corroborating historical data is adduced to support the suggestion, showing how easy it would have to been for Frege to plagiarize the Stoics. This (first) part of the essay is easy to read and vaguely entertaining, or so I hope. -/- (Corrigendum: At school, Frege likely had seven, not ten, years of intensive Latin and four years of intensive ancient Greek courses.). (shrink)

There are some tantalizing suggestions that Pyrrhonian skepticism has its roots in ancient India. Of them, the most important is Diogenes Laertius’s report that Pyrrho accompanied Alexander to India, where he was deeply impressed by the character of the “naked sophists” he encountered (DL IX 61). Influenced by these gymnosophists, Pyrrho is said to have adopted the practices of suspending judgment on matters of belief and cultivating an indifferent composure amid the vicissitudes of ordinary life. Such conduct, and the attitudes (...) that it embodied, became inspirations to later skeptical thinkers. It is a fact that practices of the sort attributed to Pyrrho are richly evident in a number of ancient Indian philosophical and ascetic movements. On this basis, attempts have been made to determine the identity of these gymnosophists and, further, to pinpoint the dialectical tropes within Pyrrhonism that may have their basis in Indian thought. But despite these attempts, and in the absence of any new discoveries, these suggestions will likely remain just that. The paucity of the historical data and the problematic nature of the data itself prevent us from reconstructing a solid bridge between ancient India and Greek skepticism that may serve as the basis of robust historical theorizing. Classical India does, however, lay claim to a sophisticated and diverse culture of epistemological reflection, which includes a number of innovative skeptical thinkers deserving study on their own merits. This chapter is meant to provide such a study, or perhaps more accurately, a prolegomena for such. After some initial ground-laying, I will discuss three leading Indian skeptics and situate them historically and conceptually within the network of competing schools that comprise classical Indian philosophy. They are Nāgārjuna (c. 150 CE), the founder of Madhyamaka Buddhism, Jayarāśi (c. 800), associated with the Indian materialist tradition, and Śrīharṣa (c. 1150), a thinker connected to the school of Nondual (Advaita) Vedānta. (shrink)

It is not mere coincidence that several of Plato’s dialogues are set in gymnasia and palaistrai (wrestling schools), employ the gymnastic language of stripping, wrestling, tripping, even helping opponents to their feet, and imitate in argumentative form the athletic contests (agōnes) commonly associated with that place. The main explanation for this is, of course, historical. Sophists, orators, and intellectuals of all stripes, including the historical Socrates, really did frequent Athens’ gymnasia and palaistrai in search of ready audiences and potential (...) students. Perhaps they were following the example of Pythagoras, who may have been a boxing coach (gymnastēs) and was, in any case, associated with the extraordinary Olympic success of athletes from his adopted Croton—success so great it generated the saying that the last of the Crotonites was the first among all other Greeks. After his visit to Western Greece, Plato famously established his school in or adjacent to the Academy gymnasium in Athens, and he may have held the public office of Gymnasiarch there. In this essay, I would like to argue that there are also symbolic reasons for Plato setting some of his dialogues in gymnasia. These dialogues function as virtual gymnasia in which readers are coached by the character of Socrates toward an innovative ideal of aretē (virtue, excellence). (shrink)

In recent years, and especially after the outbreak of the global financial crisis, right-wing and left-wing populist parties and movements have enjoyed significant political success in Europe. One of these parties is SYRIZA in Greece. In this paper, we explore some of the particular characteristics of the political discourse articulated by SYRIZA in power. The core argument of the paper is that the Greek radical left party continues to express an inclusionary populist discourse after its rise to power. We (...) examine this issue by utilising the methodology of the Essex School of Discourse Analysis. Moreover, we attempt to substantiate the view that populism does not always have a negative connotation and is not deterministically associated with nationalism or racism. Furthermore, we try to establish whether the concept of "crypto-colonialism” is an important key to understanding the rise of inclusionary populism to power in Greece. Finally, we analyse various manifestations of Greek anti-populism in order to highlight the danger that derives from this kind of stereotypical discourse. (shrink)

Thomas Aquinas wrote a text later known as Quaestio de attributis and ordered it inserted in a precise location of his Commentary on the Sentences of Peter Lombard more than a decade after composing this work. Aquinas assigned exceptional importance to this text, in which he confronts the debate on the issue of the divine attributes that swept the most important centres of learning in 13th Century Europe and examines the answers given to the problem by the representatives of the (...) four mainstream schools of his time: the Greek mystic Dionysius Areopagita, the Latin Saint Anselm of Canterbury, the Jewish rabbi Moses Maimonides and the Muslim philosopher Ibn Sina. This in-depth study of Thomas Aquinas’ Quaestio de attributis (In I Sent., d. 2, q. 1, a. 3) binds together the findings of previous research on the unique history of this text by reconstructing the historical circumstances surrounding its composition, shows that the Quaestio contains Aquinas’ final answer to the dispute on the divine attributes, and thoroughly examines his interpretation of Maimonides’ position on the issue of the knowledge of God by analysing this and other texts related to it chronologically and doctrinally. The examination of the Quaestio reveals the background of Thomas Aquinas’ renewed interest in Maimonides’ position on the issue and brings to light elements of Aquinas’ interpretation that are absent from his earlier references to Maimonides. Moreover, the chronological and doctrinal connection of the Quaestio de attributis to other Thomistic works with explicit references to Maimonides enables a reconstruction of his comprehensive approach to Maimonides’ teaching on the possibility and extent of the knowledge of God in the Guide of the Perplexed and highlights the place of Maimonides’ philosophical teachings in Thomas’ own thought in issues like "Being" as the proper name of God, the multiplicity of the divine names, the beatific vision in the afterlife, the causes that prevent the instruction of the multitude in divine matters and the role of faith and prophecy in the acquisition of the true knowledge of God in this life. The last chapter examines the reasons behind Aquinas’ silencing of Maimonides’ name when introducing his Five Ways for the knowledge of the existence of God, in spite of the evident relation between these and Maimonides’ Four Speculations. The study is completed with an extensive appendix that includes the text of the Quaestio de attributis with an English translation and the critical edition of several chapters of the 13th Century Latin translation of the Guide of the Perplexed known as Dux neutrorum. (shrink)

The chapter revisits the relationship between restorative justice and punishment through the eyes of Classical Greek philosophy and tragedy, the School of Collectivists, and contemporary thinkers. The extant literature sees restorative justice either as alternative punishment or an alternative to punishment. This chapter puts forward the notion of restorative punishment by deconstructing the concept of pain, and by reconstructing a new vision through the notion of catharsis. The chapter then takes a bold step in proposing a philosophical framework to (...) justify the normative thinking underpinning its proposed concept of restorative punishment and pain. (shrink)

Many of the philosophical treatises which Cicero wrote in the last years of his life quote, discuss, and debate the various doctrines and philosophical systems of the Hellenistic schools of philosophy. Although Cicero sometimes represents himself as only translating or reproducing Greek ideas for a Latin or Roman audience, his actual philosophical practice is much more subtle and varies from treatise to treatise. In some treatises, such as On the Nature of the Gods or Tusculan Disputations, Cicero incorporates (...) the views of the Hellenistic schools into a philosophical presentation oriented by the methodology of the New Academy, which sought to call into question the dogmas of those schools. In other treatises, such as On Duty, Cicero philosophizes in light of Hellenistic views, but he does so critically and discriminately, arriving at a novel philosophical position which is responsive to the intellectual predicaments occasioned by the collapse of the Roman Republic. (shrink)

SYRIZA is the first radical left party in Europe which managed to seize power through a strong inclusionary populist and anti-austerity discourse. In this paper, we examine the political discourse articulated by SYRIZA in power (2015-17) through Laclau’s theory and “Populismus” approach and we utilize the lexicometric tool of “Populismus Observatory” to search the frequently appeared words in Alexis Tsipra’s discourse. “Populismus” is a research project and an open access web-based Observatory at the Aristotle University of Thessaloniki (School of Political (...) Science) that analyzes populism through a discursive methodological framework. The simple lexicometric analysis can help us to sketch a statistical outline of the discourse, followed by theoretical scrutiny. Our aim is to find if SYRIZA transforms its rhetoric after the conquest of power (January 2015) and which central signifiers tends to use and avoid. Furthermore, we argue that the concept of “crypto-colonialism” can explain the dominance of egalitarian populism in the Greek politics but we question the use of the term for any inclusionary populist case. Moreover, we underline the failure of SYRIZA to fulfill the popular demands and we seek out the reasons of this fiasco. Finally, we try to answer to the following question: Does the case of SYRIZA prove that populism fails wherever it comes from (right or left)? (shrink)

In recent years, in the era of multiple crises, there are many political parties and leaders that use conspiracy theories in their discourse, trying to explain facts and figures on politics, economy, society, environment and space. There is an ongoing debate in populism studies on the possible connection between the populist phenomenon and conspiracy theories, thus creating two main theoretical camps. On the one hand, there are many scholars who recognize a strong correlation between the two phenomena, with some of (...) them believing that they are directly equated. On the other hand, there are several researchers who consider populism as a phenomenon with its own unique essence without predetermined characteristics. Hence, the question that arises here is: Is conspiracism endogenous to populism, or not? In this article, I first look at the definitions of conspiracy theories/conspiracism and populism, attempting to avoid stereotypical readings. After that, I highlight the discussion that takes place in academia around the internal features of the populist phenomenon and its possible connection with conspiracism, with the aim of showing that populism presents a unique logic, without a necessary connection to conspiracism. Finally, I focus on the Greek case of recent years, describing an example where the concept of conspiracy theory became a polemical tool against political rivals, negatively affecting politics and society. My analysis is based on post-structuralist theory and methodological tools of the Essex School of Discourse Analysis, taking into account aspects of other approaches to populism. (shrink)

1 Introduction1 In the 1980s, hermeneutics was often incorporated into deconstructionism and literary theory. Rather than focus on authorial intentions, the nature of writing itself including codes used to construct meaning, socio-economic contexts and inequalities of power,2 Gadamer introduced a different perspective; the interplay between effects of history on a reader’s understanding and the tradition(s) handed down in writing. This interplay in which a reader’s prejudices are called into question and modified by the text in a fusion of understanding and (...) topic revitalized the study of the printed word. Gadamer’s turn to language for understanding the meaning of Being also appealed to the post-modern antipathy toward modernity and metaphysics.3 If the truth and validity of interpretations are limited to communities of language, then our mode of being in history cannot but be historical. This point of view rendered Gadamer’s phenomenological hermeneutics vulnerable to the critique of moral and epistemological relativism. However, Gadamer’s theory of interpretation also stems from re-examination of the beginning of knowledge in the Pre-Socratics and Plato, and on this basis, is receptive to another dimension of inquiry than that which was trending in North America. -/- At the East-West Center, University of Hawai’i at Manoa in 1982, Chung-ying Cheng for the first time introduced onto-hermeneutics to an audience of esteemed philosophers including Li Zehou, Ren Jiyu, Feng Youlan, and Zhang Liwen.4 In contrast to schools of deconstruction and literary theory that had disengaged the interpreter from trans-historical sources of meaning and truth, Cheng explained that interpreters exist within a cosmological order inextricable from responsibility to harmonize Heaven and Earth in creative acts of interpretation. By integrating Chinese cosmology into hermeneutics through ontology, he tacitly challenged philosophers in the West to re-examine assumptions about humanity’s place in nature and by implication, Gadamer’s recovery of the beginnings of knowledge in Western philosophy. -/- Cheng’s Neo-Confucianism is inspired by the method and goals of Thomé H. Fang. The following words by Fang seem to prefigure, although in an indistinct and bundled way, aspects of Cheng’s philosophy including a Mencian theory of human nature, comprehensive observation, and creativity: “In the very process of living in concord with creative Nature, Man is charged with an ideal to be fully realized in the light of the principle of comprehensive harmony.”5 Like Fang, Cheng reinvigorates Chinese culture and language, but not solely in order to vindicate the insights of Neo-Confucianism. He has studied Western thought, from pragmatism and the analytic school to German idealism and phenomenology, to unlock and clarify philosophical concepts within the Yijing tradition and thereby render them intelligible to Anglophones. The result has been an awakening of Western scholars to the moral and cultural consequences of decoupling their thought from metaphysical foundations that are neither dogmatic nor doctrinal. -/- Not unlike the dialectic of Gadamer’s dialogue form, onto-generative hermeneutics integrates contrary positions on the same topic in order to blend both sides into a world philosophy, or as Cheng says, a “totalizing or integrative theory,”6 not to be confused with a theoretical rewording of a theory. On the contrary, the universal scope and relevance of hermeneutics stems from personal experience. Just as Gadamer, in response to faction and strife, immersed himself in Plato during the war years, and developed a method with which to harmonize opposites, so too, according to On-cho Ng, was Cheng moved by faction, strife and political persecution to develop a path toward unity.7 Gadamer taught at McMaster University in Hamilton, Ontario, and Cheng at the University of Hawai’i at Manoa among other institutions in North America. They facilitated trans-continental educational and cultural ties. Similar experiences yield similar insights irrespective of differences of time and place. Hence, authors in this issue who reside in Europe, China and North America, delineate the differences between Gadamer and Cheng, yet also, in light of Cheng’s onto-generative method and cosmology, develop integrative theories. Due to the page-budget restriction of the publisher, certain articles of this special theme will be subsequently published in the next issue. -/- 2 Integrative Theory This special issue of The Journal of Chinese Philosophy confirms a dimension of hermeneutics that Cheng has both motivated and inspired. The contributors do not abide by the conviction that since thought is mediated by language, interpretations cannot transcend culture. On the contrary, their research exemplifies the fruits of trans-historical onto-dialogical hermeneutics within limits defined by their field inquiry, organized into Parts I and II, around three themes: language, the philosophy of history and ethics. -/- Andrew Fuyarchuk introduces the theme of ontology in relation to Gadamer’s turn to language. Fuyarchuk argues that Chung-ying Cheng’s criticism of Gadamer’s hermeneutics is informed by Heidegger’s concept of Dasein and thereby overlooks how Gadamer’s Platonic-Pythagorean problem of the division between the One and Many is harmonized in the event of language, which in turn positions Gadamer in proximity to the presupposed grounds of receptivity in Cheng’s onto-generative hermeneutics. Lauren Pfister’s contributing article addresses the year 2000 meeting between Cheng and Gadamer in Heidelberg and expands the transhistorical grounds of meaning in Gadamer to matters of theology. Pfister’s summary of the written Chinese record of their conversation indicates that Cheng does not address the role of Christian philosophy and hence, the role of the inner word in Gadamer’s hermeneutics. This is important not only for detecting changes in Cheng’s philosophical development, but also for modifying his hermeneutics along the lines of a living conversation, possibilities explored by Pfister in a sequel to the article submitted to this issue. Nevertheless, by raising the issue of how Gadamer’s turn to language for understanding the meaning of Being extends possibilities in Cheng’s thought, Pfister anticipates the article by Katarina Gajdosova. She returns to the roots of Chinese thought during the Warring States period and broadens the meaning of names in recently excavated texts. Contrary to the conventions about how to understand terms, she appeals to both Heidegger’s ontology and Cheng’s notion of receptivity and creativity to reinterpret naming in relation to cosmology. Along the same lines, insofar as the event of Being is lingual, Jay Goulding captures its emergent structure in an evolving community of scholars and scholarship. He recalls his philosophical journey toward Cheng’s philosophy that begins in conversations with Gadamer at McMaster University in Hamilton, leads to Heidegger and Asian thought, expands into turning points with teachers and colleagues from various backgrounds that by increments contributed to Goulding’s formulation of “Daoist phenomenology.” -/- Although differing traditions guide their inquiries and research, Cheng and Gadamer recall the wisdom of the past to ameliorate the fragmentation in contemporary life. This leads them to re-examine the origins of philosophy; historical roots and thus sources of creative re-interpretations East and West whose affinities are developed in contributions by Hyun Höchsmann and Friederike Assandri. Höchsmann assesses convergences and divergences in the origins of Chinese and Western philosophy (Confucius and Socrates, the Yijing and Pre-Socratics) that culminates in pairing Gadamer’s understanding of paideia in the context of Plato’s political cosmology in the Timaeus with moral and social cultivation in The Western Inscription. She delineates the limits of this comparison which in turn justifies introducing Vattimo’s notion of locality. Assandri’s comparative analysis moves between India and China, Buddhism and Tang Daoism. Based on Gadamer’s argument that writing detaches concepts from their cultural moorings, she defines and applies three levels of understanding in onto-generative hermeneutics to Buddhist terms that were assimilated into the Benji Jing and in so doing clarifies essential dimensions of Daoism. -/- Contributions by Stephen Palmquist and Nicholas Brasovan position Cheng in relation to Kant and Gadamer by way of Aristotle’s ethics respectively. On the one hand, Palmquist plots Cheng’s evolving criticism of Kant’s moral philosophy and draws on crucial dimensions of Gadamer’s hermeneutics to reposition that criticism in a constructive relation to Kant’s emphasis on the philosophical conditions of morality while also indicating how religious dimensions of his thought answer Cheng’s concerns for lived moral action. For Palmquist, Gadamer enables a constructive criticism of Cheng. On the other hand, Brasovan compares Cheng’s Yijing-based account of moral deliberation with Gadamer’s Aristotelian-based ethics and reasons that in contrast to Cheng, Gadamer’s hermeneutical consciousness is disengaged from practical knowledge. For Brasovan, Cheng is a constructive critic of Gadamer. Palmquist and Brasovan’s divergent angles on Gadamer and Cheng map onto a dialectic of contrast and complementarity that constitutes the inner logic of Cheng’s philosophy. In other words, Gadamer and Cheng ought to be read alongside one another for the sake of removing discrepancies and contradictions, which constitutes the organic structure of their thinking. -/- 3 Our Mode of Being in History Is Not Historical The conversations between Cheng and Gadamer in this issue of The Journal of Chinese Philosophy pivot on language, philosophy of history and ethics within a comparative framework of analysis, but also explore the grounds that make the comparisons possible. Those grounds are informed by Chinese cosmology, and function to wrest Gadamer from the shadow of Heideggerian facticity and reposition him within the range of Cheng’s ideas about our place in nature that is embedded in his question about how mind emerges from inorganic matter.8 -/- For Gadamer scholars of Heidegger, human finitude, our ownmost individuating death ensures that hermeneutics is always open to the other as other, always on the way toward understanding the meaning of Being. To arrest the process in a concept of “the Absolute” cannot but represent someone’s point of view, and thereby render hermeneutics indistinguishable from ideology. However, insofar as finitude is defined by them in terms of an onto-theological concept of immorality, finitude is a metaphysical concept consistent with epistemologies and confuse beings with the meaning of Being. As a result, the celebrated political value of hermeneutics to always be on the way toward an understanding of the meaning of Being admits subtle variations on the same worldview that are insufficiently self-critical. -/- Gadamer scholars of Heidegger are right. A transformation in ethos and opening to the meaning of Being depends on awareness of finitude. Yet this awareness does not yield openness to more of the same, i.e., discourse structurally incapable of coming to unity but instead, for both Gadamer and Cheng, openness to a distinctly different ontological dimension of reality. As Sandra Wawrytko and So-Seong Park indicate,9 this ontological dimension is prefigured in the experience of being-as-a-whole or the totality of all possible relations in both Chinese totemic shamanistic rituals,10 and Greek Dionysian festivals.11 Through these religious experiences human ethos and therefore consciousness is expanded and elevated from being centered on one’s ownmost concerns toward an affinity with all sentient beings from insects and plants to animals. The channel for this affinity is an auditory disposition and hence, the emotions, compassion, and feeling response. -/- The capacity for an auditory disposition, or as Gadamer calls it, listening consciousness to respond to the inter-relationality and therefore inherent balance of nature is developed through music, song and dance of the religious rituals and festivals. They facilitate the unity of mind with nature. This use of music, that transforms ordinary consciousness, explains Cheng’s emphasis on the receptivity of feeling response in comprehensive observation, and Gadamer’s emphasis on openness to the other in attunement. However, an auditory disposition characteristic of pre-literate oral cultures that reveals the “All” need not rely on religion. As theorists about the evolution of language have explained,12 modern languages preserve their pre-historical past in music or prosody. That is to say, the song and dance that revealed the totality of inter-related beings to an ethos of comprehensive observation and attunement toward beings in classical civilizations is retained in the back-and-forth movement or rhythm of the dialogue form. Our mode of being in history is a mode of being in nature – through the music of language. -/- While alerting the reader to the limits of a nominalist interpretation, Gadamer expresses the inner law of the nature as follows: “in perishing there is always becoming, and in becoming there is always perishing.”13 Considered in process, opposites generate and blend into each other. This law of nature applies to everything.14 Hence, in a manner comparable to Pfister’s concluding insights, onto-dialogical hermeneutics is not only open to discrete events of otherness but moreover, to the moving structure of reality expressed, as Gajdosova suggests, in the existential moment of naming. Considered as interplay of tension and resolution with a life of its own, the dialectic of a dialogue is self-similar to the way in which an organism grows (by instinct). There is, therefore, a sense in which the art of interpretation extends the human mind into the eternal cycles of nature such that we participate in the articulation of the inner telos/homeostasis toward which all beings strive and importantly for Gadamer scholars of Heidegger, within the material limits of energy to which our embodied minds are self-evidently subject. In mortality there is always immortality. (shrink)

Mencius, referred to as second sage in Chinese philosophy history, grounds his theory about original goodness of human nature on psychological components by bringing in something new down ancient ages. Including the principles of virtuous action associated with Confucius to his doctrine, but by composing them along psychosocial development, he theorizes utterly out of the ordinary that makes all the difference to the school. In his argument stated a positive opinion, he explains the method of forming individuals' moral awareness by (...) means of inseparable integrity of feelings and thoughts, saying human being are born innately good. According to Mencius, heart-mind correlation is the motivational complement of inner incentives. Knowledge and virtue, which are extensions of inborn goodness, comprehended intuitively; then affective motives respond to circumstance, what is learned transmits to cognitive process and eventually behavior emerges. Comparing during the years of Warring State period he lived, in western geography Aristotle, who is one of the pioneers of Greek philosophy, argues deductive and inductive methods in mental activity. On the other hand, Mencius uses analogical reasoning throughout his self-titled work. This essay is an attempt to assert that most postulates of developmental theories, which have been considered an integral part of modern psychology, begin with Mencius in early era. Secondly, this study also aims to discuss the main paradigm of Mencius across emotivist-rationalist opposition, which keeps emotion above thought as well as reason above emotion. (shrink)

I argue that, in the second half of the second Millennium, three parallel processes took place. First, normative ethics, or natural morality, that had been a distinct subject in the education of European elites from the Renaissance times to the end of the eighteenth century, disappeared as such, being partly allotted to the Churches via the teaching of religion in State School, and partly absorbed by the study of history and literature, assumed to be channels for imbibing younger generations with (...) the shared values of the State, the Nation, or the People. Second, religion, or better the prevailing religion or, in most countries, the “State Religion,” became a compulsory subject in the State school. Both the State school and Religion as a discipline were indeed novelties. Third, a result of a tacit pact between two ruling groups was that the canon of European culture was transformed into something less consistent and less comprehensive than its previous post-Renaissance version had been. In more detail, the tradition to be transmitted to younger generations was construed around a fable, or better a lie, namely that the modern European is the ancient Greek’s grandson, and the ancient Hebrew had nothing to bequest to the Modern European. Besides, the canon was reduced to a bark without a kernel, in so far as literature and history took the place that used to belong to “philosophy” or to Studia Humanitatis. (shrink)

...If, in some places, backward science determines the remaining period by the lack of optimism only by the number 123456789, then our progressive science expands it to 987654321, which is eight times more advanced than theirs. However, due to the inherent caution of scientists, both sides do not specify the measuring unit of reference — year, day, hour or minute are meant. Leonid Leonov. Collected Op. in ten volumes. Volume ten. M.: IHL, 1984, p.583. -/- The modern men being as (...) a rule is proceeding in three relatively autonomous, but immanently coexisting, and each penetrating dialectically through other, and each contesting even cruelly with other, and each more or less dominating on other, differently in various societies, worlds: the first one of the barbarity, the second one the culture, the third one the civilization... Barbarity is the mode of coexistence of autonomous human societies based on the unlimited will to act so as subject wants to do without any limitations of his activities... Culture is the mode of coexistence of autonomous human societies based on the most ancient testaments, customs, traditions etc of the highestly sacrified appearence... Civilisation is the mode of coexistence of autonomous human societies based on the reasoned or legitimated by social contracts, by profits, by expediency and so more constitutions, institutions etc... -/- Andrei Melnikov-Pechersky in his epic "In the Woods" says that there was a movement among the Old Believers in Russia, or a current that proclaimed Kostroma the new and, it seems, the only true Jerusalem, in an apocalyptic sense, of course, which in its spiritual scale was probably not inferior to the Bogomils, shakers, Mormons, or else and the whole Reformation in potential. In Western Europe, every more or less convex nuance of the history of a state or region (even if it is a small San Marino) is overgrown with almost a dozen institutions, not always state ones, by the way, in which almost every sneeze and step of very ambivalent historical subjects in a broad sense is studied. Especially in the young, but very pretentious America of the United States, which embodies all world justice. In our country, for example, even many leading humanitarian specialists do not realize the spiritual value of the Ipatievsky MONASTERY. The Russian writer Boris Shiryaev, who died quite a long time ago and in a very far abroad, devoted a special part of his documentary and artistic epic of wanderings "The Inextinguishable Lampada" to an entertaining and instructive, tragic fate of a kind of village monarchy in some Villages of the Kostroma province (I could not identify the area, and, frankly, I did not really try) in the early years The Soviet government. At the same time, all Russians learn about the French emperor Napoleon almost with their mother's milk how many percent of cyanide potassium was found in his hair, they reflect on Lermontov's "Airship" (probably, just not to "memorize" the imposed "Borodino" by heart). The events, of course, are incomparable, but the fact is significant. The outstanding national artist (if not to say a thinker of the Chesnyakov level) Grigory Pavlovich Kusochkin was glorified wherever, in whatever catalogues he was not included. Paris, London, New York, St. Petersburg, Moscow... To look at some smear of luminaries like Picasso or Modigliani, international tourist routes are organized in the restaurant toilet using the finest marketing technologies, and we did not even know Grigory Pavlovich by sight until, thank God, a series of TV shows on all Russian channels was dedicated to him in one gulp. Why is this happening? Is it a consequence of poverty or the result of the conscious policy of the ruling elite of the country and the world? The regions of the Kostroma Region are Austria, Switzerland, Bavaria, Armenia, Moldova, and Georgia... Georgia! I served in the army there. In this small but very great country, judging even by the appearance of its President Shevardnadze, although it is smaller than the Kostroma region, there are so many different, but Georgian-speaking peoples! Kakhetians, Meskhetians, Imereti, Iveretians, Mingrelians, Khevsurs... Adjarians (mostly Georgian-speaking Muslims) even have their own autonomy. And some peoples are not Georgian—speaking at all — South Ossetians, Abkhazians, Kurds, Armenians, Greeks, even Assyrians. In the Kostroma Region, and in any Russian "province" — not much less: there are plenty of the same Georgians or Armenians everywhere, quite moderate, loyal, and so on. Having, as a rule, their own officially registered associations within the framework of cultural autonomy. Well done! And Israel! He is the only one with all his "illegal" (and I am for the fact that every nation knows better where its ancestral lands are) territories half the size of the Kostroma region. The total number of Jews worldwide, according to the "Soviet Encyclopedic Dictionary" in 1987, is about 14 million. Meanwhile, the fate of Israel is being preoccupied (it is very instructive how he achieved this!) all the united nations of the world. In the Kostroma Region and its diaspora, it seems to everyone, and especially to its semi-migrant, Varangian leadership. I don't care if they build a public atomic bomb here in the form of a nuclear power plant or not. Because they do not know the value of this land, the greatness of its spirit. Kostroma is a holy land. I will immediately make a reservation that by Kostroma I mean not only the modern region, but the entire area that has ever historically been associated with Kostroma. The USSR is also a part of the great historical Russia. In this sense, even the entire era of the Russian Romanov Empire is the Kostroma region. Or: many toponymic objects of our native land are called mysteriously beautiful: Sharya, Shunga, Shekshema, Sholezhka, - we need to find out what kind of peoples — and where are they now? — we left such euphonious archetypal combinations, because these are our Kostromsky peoples, these are our Kostroma people. Or, say, the classic of American and world sociology Pitirim Alexandrovich Sorokin writes in his autobiographical scientific novel "The Long Way" that he studied at the Khrenovskaya (what a strong word!) teachers' seminary of Kostroma province, but in an administrative row for propaganda activities, gendarmes were taken by sledge to the prison of the city of Kineshma - is this not a fact for Kostroma, and primarily for him, local history, although Kineshma has long been attributed to the Ivanovo region, and Pitirim Alexandrovich is buried on the other side of the planet?! I have not the slightest doubt that Kostroma provided spiritual food, gave birth to and nurtured a huge intellectual diaspora with extremely valuable material on a national, global scale. And this is both in direct and indirect order, in the form of a chain reaction. Apparently, it is easy for an intelligent person to grow up in Kostroma, but it is impossible to live, and somewhere on the contrary. Therefore, it is not surprising that the geneticist academician D. K. Belyaev, who was born in the village of Protasov near Nerekhta, very close to Kostroma, glorified Moscow and Siberia with his discoveries and practical results, which immeasurably enriched the Soviet state treasury with foreign exchange income from the sale of the most valuable fur grown according to the biotechnology developed by him in a much shorter time than it usually turns out in nature. And in Kostroma, most likely, few people know who he is and what he is famous for. I will focus in more detail on one of the aspects of his great life. This happened back in the so-called pre-Perestroika times. In a series of his speeches, Dmitry Konstantinovich, based on the results of his and colleagues' research, emphasized, in his opinion, the determining role of the biological factor in shaping the content of human essence, of course, only in a philosophical, conceptual aspect. For some reason, this was opposed by a geneticist, as they say, persecuted at one time by the "senile" in selectionism (including human nature) by the Michurino-Lysenkoists, academician N. P. Dubinin, which personally remains incomprehensible to me until now. With a grateful curtsey to Academician Dubinin and his point of view, the famous French humanist, member of the Politburo of the French Communist Party Lucien Sav appeared on the pages of the Communist magazine. The material was clearly titled: "Problems are not only scientific, but also political." He very indecently attributed the views of academician Belyaev to "a reactionary ideology that tries to put genetics at its service, and more broadly, biology, in order to present all kinds of social inequalities of all kinds as inherent in nature itself"(1). I would like to see any ideology that does not try to "put this or that at its service," much less something worthwhile... A little later, the editorial of the Communist hit the "biologizers", and soon Dmitry Konstantinovich was gone. In short, it is only on the example of our fellow countrymen that you can write interesting, world-class essays on science and its history, but instead our scientists should fit their global potencies into a page and a half (good yet. if not entirely at their own expense), and then for at least three years to guess whether they will be published or not. Now it no longer surprises me how at one time, when, after reading the listener card I filled out, the sweetest girl from the IPKPON office at USU congratulated me for something. It turned out that the dean of the Faculty of Philosophy of USU, doctor, professor, Honored Scientist, and now academician Konstantin Niko-laevich Lyubutin is a countryman, Kostromsky, or rather Manturovsky by origin, as I write below in the notes — we are Kostromendors. To him, my fellow citizen in the most subtle micropatriotic dimensions, I owe a lot in my professional and social development, even in survival. Because that's how it often turns out: you can be born here, sometimes you can live here... It's very hard. Maybe the Kostroma origin of an outstanding Russian historian of philosophy, organizer of science and education, educator and friend of a galaxy of people devoted to the Motherland and the cause is not a great milestone in the history of the region, but name me at least a dozen Russian cities on the scale of Kostroma, from where such intellectual ones would come out into the world and light luminaries like ours. No matter who you take from the world significance of the pillars of national (and world, and foreign, - even the great Rabbi of Lubavitcher spent three years in exile in a Campfire, — I learned from some foreign voices) history, literature, culture in general, technology, science and so on - you will always find someone, which is very directly related to Kostroma. Pushkin, Lermontov, Gorky. Alexander Nikolaevich Ostrovsky, Pisarev, Uspensky, Katenin, Florensky, Savrasov, Kustodiev, Dyagilev, Mikhalkov, Alexander Alexandrovich Zinoviev; writers, artists, entrepreneurs, revolutionaries, inventors, politicians... In some world-famous for its classic Russian provincialism, Kologriv has been storing, figuratively speaking, unique sketches, if not of Leo-Nardo da Vinci himself, then certainly of his school, almost since the seventeenth century. And not only that. Nevertheless, the well-known Chukhloma to the Fatherland, in addition to thinkers of the rank of Rozanov and Zinoviev (where should domestic philosophers mature and not be born, if not in Chukhloma, Manturov or Khrenknowswhere?), gave an actor of amazing, national, originality — Mikhail Pugovkin, who can not be confused with anyone, a role that no one will repeat. (shrink)

This is a short academic book based on Shakespeare’s Macbeth (original). The approach and procedure on writing critical answers of the play is authored on advanced thoughts of the Council for Indian School (XI and XII, ISC). This book can also be used by college students on preliminary understanding to analyse this Shakespearian play as The Prologue of Evil. .....In the play, Hecate is presented as a separate character from three witches who first appear in Act 1, Scene 1. Hecate's (...) role is primarily that of an observer and commentator on actions of Macbeth and the other characters. She serves as a counterpart to Lady Macbeth, as she rules the three witches and is drawn from the Greek goddess of feminine magic. Goethe's judgment of Lady Macbeth as a super witch is the most well-known evaluation of calling her a witch. This is used to describe evil forces she has that are more terrible than three witches in the play.” . (shrink)

The paper seeks to show that the period between the years 756 and 1031, a period officially recognized as the domination of the Umayyad dynasty in the Iberian Peninsula, saw the emergence of the most important movement for the recovery of classical Greek works known, and offered the foundations for the second Renaissance, the Italian. It also shows that translation is a process that can fundamentally alter original works, as they depend on the translator's interpretation, as well as the (...) existence of equivalent words and concepts in the language to be translated. Both problems were identified in the recovery of classical Greek works by the Toledo School of Translators. The result was that Italian Renaissance was, in fact based on what had been made available by the Toledo School of Translators, which confirms the thesis that the first Renaissance was the Islamic one and that the Italian Renaissance was a later movement. (shrink)

The early 21st century has witnessed a significant rise in extreme nationalism, racism, and xenophobia, deeply affecting the rights of minorities such as the Roma, who have historically faced systemic discrimination and racism. Given that many political leaders who downplay minority rights often engage in populist discourse, a debate has emerged about the relationship between populism and minority rights. While many scholars argue that populism inherently undermines liberal principles like the protection of minorities, the question remains whether populism is necessarily (...) anti-pluralist and anti-minority. What about the case of left-wing populism? Furthermore, why is the relationship between anti-populism and minorities often overlooked? In this article, we examine the relationship between populism, anti-populism, and minorities through the case of two different governmental discourses in crisis-ridden Greece. Specifically, we focus on the governmental political discourse and policies of the populist SYRIZA (2015-2019) and the anti-populist ND (2019-2023) on Roma, with the aim of showing that populism is not necessarily anti-pluralist, while anti-populism is not always pluralist, as both phenomena can follow inclusionary or exclusionary logics. (shrink)

The value of science partly lies on the development of useful products for humanity’s needs, but basic sciences cannot be said the “protagonists” of their obtention. Human history shows that these processes occur as a result of interactions between science and technology, mathematics, and engineering, as well as ethics and aesthetics. This network of disciplinary relationships facilitating the impact of scientific knowledge on human lives is at the center of discussions in the field of Science, Technology, Engineering, and Mathematics (STEM) (...) education, and will be the focus of this article. Since the problems encountered in people’s everyday activities cannot be solved with the knowledge and skill of a single discipline, there emerges an aim for general education to attain more holistic understandings required by human needs. Our conceptualization of STEM education, based on classical Greek philosophy, addresses this issue. We acknowledge that the traditional paradigm of monodisciplinary education, formed as a result of the separation of sciences over history, has been challenged in the last two decades with the rise of integrating approaches in science and technology education. STEM is consistently mentioned as a way for gaining the integrated knowledge and skills deemed important for the near future, but theoretical searches towards solving its basic problems are still ongoing and we take this as our general research problem. In this argumentative study, the philosophical approach proposed to shed light on STEM education practices is structured along two conceptual axes: integration of disciplines and inclusion of humanistic goals. Suitable foundations for our proposal are sought in Aristotelian philosophy: We use Aristotle’s conception of a particular kind of human activity—poiesis, that aims to create “useful” and “aesthetic” products in order to propose an engineering “center” or “core” in the design of STEM school practices. Our model, labeled as “poietic” STEM, incorporates key elements of the nature of engineering; under the light of such a model, some aspects of what is called the “nature of STEM” are discussed. We conclude that, in an education envisaging more holistic approaches towards citizen literacy, it is necessary to connect the performance of STEM with responsible human interaction. In accordance with this requirement, our approximation to STEM centered on an epistemologically sophisticated conception of engineering makes room for fostering shared awareness in students. (shrink)

In this paper, we introduce the Hinduism religion and philosophy. We start with introducing the holy books in Hinduism including Vedas and Upanishads. Then, we explain the simplistic Hinduism, Brahman, gods and their incarnations, stories of apocalypse, karma, reincarnation, heavens and hells, vegetarianism, and sanctity of cows. Then, we switch to the profound Hinduism which is the main core of Hinduism and is monotheistic. In profound Hinduism, we focus on the non-dualism or Advaita Vedanta approach in Hinduism. We discuss consciousness, (...) causality, Brahman, psychology based on Hinduism, supportive scientific facts for Hinduism, the four levels of truth, and Maya. The four paths of knowledge, love, karma, and meditation are explained as well as the cosmic mind, the subtle body, and Aum. The risks for every path are also explained. Then, we introduce the orthodox and heterodox Indian schools including Yoga, Nyaya, Advaita Vedanta, Vishishtadvaita, and Dvaita. Connections to some other religions including Buddhism, Jainism, Sikhism, Judaism, Christianity, Islam, Islamic mysticism, and Zoroastrianism are analyzed. Finally, we explain the connection of Hindu philosophy with the Greek, western, and Islamic philosophies which include the philosophies of Plato, Aristotle, Plotinus, Spinoza, Descartes, Hegel, Schopenhauer, Avicenna, Suhrawardi, and Mulla Sadra. (shrink)

Epicurean philosophy, as Epicurus's teachings became known, was used as the basis for how the community lived and worked. At the time, founding a school and teaching a community of students was the main way philosophical ideas were developed and transmitted. Greek philosopher Aristotle (384–322 BCE), for instance, founded a school in Athens called the Lyceum. Epicurus and his disciples believed either there were no gods or, if there were, the gods were so remote from humans that they were (...) not worth worrying about. Similarly, humans would not have to worry about the afterlife. Instead, humans should live by maximizing their pleasure. The highest pleasure was to be found in the absence of pain. Epicurus taught that humans could maximize their pleasure by living simply and enjoying those impulses that are natural to humans. These impulses include the need to eat and the desire for good friends and company. The Principal Doctrines are 40 statements outlining the basis for the beliefs of Epicurus and his followers about how to lead a good life. Epicurus's other philosophical beliefs (such as his belief that existence was composed of indivisible particles called atoms) are expressed in other writings. Almost none of Epicurus's original writings survive to the present day. His works, including the Principal Doctrines, are known to us because of the work of later writers. In the 3rd century CE, Diogenes Laërtius reproduced Epicurus's writings in Lives, Teachings, and Sayings of Famous Philosophers. Produced centuries after Epicurus's death, such collections may not be Epicurus's precise words or formulations. The Principal Doctrines should thus be regarded as the core principles not only of Epicurus but also of his followers, the Epicureans. (shrink)

There was a time in my school years when I have learned about Achilles and Tortoise “paradox” originated from Zeno. It was then clear that the ancient Greeks were arguing about this problem but contemporary science has clarified the issue. Yet to my surprise the problem is still debated over and over, despite the fact there exist mathematical proofs. I feel like reminding myself why this is not a paradox beyond reasonable doubt. This is a draft to a section of (...) a future publication. (shrink)

The studies of ethics had long been under-dealt although it is the kind of primary in sustaining a civility. It is hardly deniable that the concept of efficiency and productivity has hailed on the mindedness and interest of academic community. The narrative of ethics or social justice would be ridiculed as the kind of Greek juggle on philosophy or put to be on neglect for its lacking or default on the modern disciplinary frame in the academics. A cure, however, (...) seems not to be from a juggernaut of modern capitalistic civilization and its supportive paradigm of understanding so that alternative way for any more realistic solution can be made exploitative from the ethics or similar tools of motivation. Now we talk about noblesse oblige or benevolent capitalism as one important dose for the new paradigm of social promise or reformed capitalism. The ethics studies have increasingly made its way as focused in the discipline of business and public administration. Typically, it is profiled in combination of leadership studies, and the civility tends to accept this narrative, beyond the liberal competition and fairness school, as one of important element when we consider the concept of social justice. The modern professionals, for example, bar members, medical doctors, and many of licensees for their business operation, also clone to carry their responsibility under a specific ethical code. This would be the kind of safety code from the abusive or madly profit-driven capitalism. More importantly, I believe that a sheer understanding of ethics and social justice would be assets and equipment for the ruling class in the contemporary society. In this context, the paper would survey an ethical theory or decision making model, history of Korea as well as a recent episode involving the chief prosecutor of South Korea. Korean leadership, typically for the powerful cores or inner circle princelings, can be revisited in purview of ethics studies, such as Cooper‟s design and ethical decision making model. (shrink)

If something could boast of the ancient Greek world for its contribution to this global culture should be the development of philosophical thought. The search for "laws", i.e. the rules governing the nature and binding together, shifted the centre of human thought from the man himself, in the world, in the universe. His search starts with the pre-Socratic philosophical schools and reaches its peak, with the two main proponents of ancient intellect, Plato first and Aristotle's pupil. The contribution (...) of Aristotle particularly could be focused on the attempt to answer the problem of truth. For Aristotle, the search for truth sits in this thing and the intellectual space and the subjective judgment based on reasoning and evidence. Even the metaphysical thought of Aristotle, about God's problem, recommends the apotheosis of reason. The existence of God is a rational truth, it is the reason, and the truth because it fits with the being, the thing. The thought of Aristotle about the existence of God is identified with the existence of God, therefore God exists and proving that it exists. The mind can match things and establish the truth of the existence of God. In this rational metaphysics Aristotelian awareness of the existence of God, in which God, according to Aristotle, moves all other beings, but he remains motionless because it is not material and therefore not have the need of movement, at rival of the Christian philosophy. The Christian philosophy puts the concept of the person, so selfishness and diversity as a means of approach to God through the process of experience. Which is the common point between Aristotle and Christian Philosophy. In their attempt to investigate the relationship of being concerning the ontological beings and the reflection on the Being. (shrink)

The Louvre Museum is the largest of the world's art museums by its exhibition surface. These represent the Western art of the Middle Ages in 1848, those of the ancient civilizations that preceded and influenced it (Oriental, Egyptian, Greek, Etruscan and Roman), and the arts of early Christians and Islam. At the origin of the Louvre existed a castle, built by King Philip Augustus in 1190, and occupying the southwest quarter of the current Cour Carrée. In 1594, Henri IV (...) decided to unite the palace of the Louvre with the palace of the Tuileries built by Catherine de Medicis. The Cour Carrée was built by the architects Lemercier and then Le Vau, under the reign of Louis XIII and Louis XIV. The Department of Paintings currently has about 7,500 paintings (of which 3,400 are exposed), covering a period that goes from the Middle Ages to 1848 (date of the beginning of the Second Republic). By including the deposits, the collection is, with 12,660 works, the largest collection of ancient paintings in the world. With rare exceptions, the works after 1848 were transferred to the Musée d'Orsay when it was created in 1986. CONTENTS: Louvre Museum - Variety of exhibited works - The Royal Palace - The collections - - Eastern antiquities - - Arts of Islam - - Egyptian Antiquities - - Greek, Etruscan and Roman Antiquities - - Paintings - - - French school - - - Northern Schools (Flanders, Netherlands, Germany) - - - Italian School - - - Other schools Painting - Definitions - Painting genres - - The landscape - - Still life Paintings - FRANCOIS BOUCHER - - Vulcan presenting arms to Venus for Aeneas - RAPHAEL - - Portrait of Baldassare Castiglione - RUBENS - - Helena Fourment with children - LOUIS DAVID - - Madame Récamier - REMBRANDT - - Portrait of Heindrickje Stoffels - VELAZQUEZ - - Portrait of the Infanta Margarita - SIMONE MEMMI - - Jesus Christ walking on Calvary - JAN STEEN - - The Bad Company - HANS HOLBEIN - - Erasmus - CORREGGIO - - Mystic Marriage of Saint Catherine - LANCRET - - Conversation - JAN VAN DER MEER (VERMEER) - - The Lacemaker - VAN DYCK - - Charles I at the Hunt - FRANÇOIS CLOUET - - Elisabeth of Austria (1554-1592), Wife of Charles IX and Queen of France (1570 - 1574) - DELACROIX - - The Barque of Dante - EL GRECO - - Saint Louis, King of France, and a page - REMBRANDT - - Pilgrims at Emmaus (The Supper at Emmaus) - GERARD DAVID - - Marriage at Cana - RAPHAEL - - Portrait of Dona Isabel de Requesens, Vice-Queen of Naples - RUBENS - - La Kermesse (The Village Fête, or Noce de village) - FRANS HALS - - The Gypsy Girl - DECAMPS - - The Sonneurs - HOLBEIN THE YOUNGER - - Anne of Cleves - P. PRUD’HON - - Psyche transported to Heaven - PHILIPPE DE CHAMPAIGNE - - Portrait of Richelieu - LANCRET - - The Autumn - L. DAVID - - Madame Seriziat - COROT - - Recollection of Mortefontaine - LEONARDO DA VINCI - - La belle ferronnière - CORREGGIO - - Venus and Cupid with a Satyr - WATTEAU - - Pilgrimage to Cythera (The Embarkation for Cythera) - NICOLAS POUSSIN - - The Inspiration of the Poet - PRUD’HON - - The Empress Josephine (1763-1814) - FRAGONARD - - The Bathers - H. RIGAUD - - Louis XIV (1638–1715) - TERBURG - - The Concert - LEOPOLD ROBERT - - The Pilgrimage to the Madonna of the Arch - LARGILLIERE - - Family Portrait - MANTEGNA - - Parnassus - MEMLING - - The Virgin and Child between St James and St Dominic - FRAGONARD - - The Music Lesson - JEAN VAN EYCK - - The Virgin of chancellor Rolin - PAOLO VERONESE - - Susannah and the Elders - FRANÇOIS BOUCHER - - Diana leaving her bath - GÉRICAULT - - The Raft of the Medusa - MURILLO - - Assumption of the Virgin - CLAUDE GELLEE (LORRAIN) - - Ulysses returning Chryseis to her father (Marine, setting sun) - INGRES - - Madame Riviere - E. MURILLO - - The Young Beggar - GREUZE - - The Broken Pitcher - PIETER DE HOOCH - - Card players in an opulent interior - POUSSIN - - Et in Arcadia ego - QUENTIN MATSYS - - The moneylender and his wife - ANDREA SOLARIO - - Madonna with the Green Cushion - TITIEN - - Woman with a Mirror - DAVID TENIERS (the Younger) - - The Works of Mercy - LEONARDO DA VINCI - - Mona Lisa (La Gioconda) - Armand Dayot . (shrink)

This book presents a new account of Thales based on the idea that Acheloios, a deity equated with water in the ancient Greek world and found in Miletos during Thales’ life, was the most important cultic deity influencing the thinker, profoundly shaping his philosophical worldview. In doing so, it also weighs in on the metaphysical and epistemological dichotomy that seemingly underlies all academia—the antithesis of the methodological postulate of Marxian dialectical materialism vis-à-vis the Platonic idea of fundamentally real transcendental (...) forms. Unbeknownst to many scholars, there are various Neo-Marxian thinkers that position the origin of coinage as the pivotal technological development giving rise to impersonal “metaphysical cosmology,” suggesting that the value of money was more-or-less projected back onto the cosmos in the form of “ideal substances.” While the arguments are incredibly sophisticated and persuasive, their conclusions (either stated or implied) are rather difficult to swallow: the self is merely an illusion, abstract ideas of an ultimate source of value, like God or the Good, are totally delusional (as is the soul, and presumably any notion of inherent human dignity), and essentially everything is reducible to mankind’s enslavement to commodities and the notion of our own objectified labor, which is the true source of all value according to Marx. Not only is this an alarming belief that many scholars (consciously or unconsciously) have adopted, since essentially any action could be “justified,” it is also demonstrably false, since it rests on a misunderstanding of Thales and misconception of philosophy as such. -/- My work rectifies that misunderstanding. In an important sense, it is an attempt at redefining philosophy as a “love of wisdom,” which I argue was accurate even in the Presocratic setting, and it uses the influence of Acheloios on Thales to do so. Throughout its pages I explore the etymology and historical uses of the word ὔδωρ, examine the archaeological context of 7th to 6th century Miletos, consider various aquatic myths Thales encountered, and highlight a hitherto overlooked tradition stemming from Thales and influencing such thinkers as Pythagoras, Empedokles, and Hippo, which culminates in a completely new reading of Plato’s Phaedrus, a dialogue in which Plato responds to the exact type of thinking employed by the Neo-Marxians. It is there that we find Socrates and Phaedrus surrounded by the iconography of Acheloios and the nymphs, all while they lie reclined like river gods (the sinews of Acheloios) on the banks of the Ilisos. And it is in that dialogue that Plato defines philosophy as a love of wisdom—the beholding of a multiplicity of hermeneutical frameworks—and alludes to the fact that it began with the sacrifice of Acheloios, the initial philosophical maneuver which he attributes to Thales. The book ends with a threefold rejoinder to the Neo-Marxian school, corresponding to the λόγος, μῦθος, and ἔργον of Acheloios. It turns out that, (1) the λόγος of Acheloios contained the ideal preconditions conducive to an abstraction to a more refined philosophical worldview in which divine water operated as the One among the Many; (2) the μῦθος of Acheloios actually encouraged the application of the notion of sacrifice to Acheloios himself (thus revealing his essence as divine water); and, (3), the ἔργον of Acheloios, in which he kneels in assent to sacrifice, is found on a coin that was probably designed by Thales. In the final analysis, I suggest that the tradition of Acheloios is reflective of a greater philosophical truth, and that by following Thales’ lead, we transcend the Marxian hermeneutic of doubt and reorient ourselves toward the οὐσια ὄντως οὖσα. (shrink)

El presente trabajo se concentra en el debate acerca de los alcances de la providencia que tuvo lugar entre las escuelas estoica, platónica y peripatética entre las siglos I y III de nuestra era. En ese contexto, analiza el problema del status ontológico de los singulares en Orígenes de Alejandría y Nemesio de Émesa. Influidos primariamente por la síntesis filoniana entre las distintas teorías griegas de providencia y la de las Escrituras, estos autores fundan la consistencia de los singulares en (...) la tesis de una acción directa del principio divino sobre cada uno de ellos. Frente a una cierta tendencia universalista y necesitarista del pensamiento clásico, los Padres griegos intentaron rescatar el valor metafísico del individuo en cuanto tal. -/- The present paper focuses on the debate over the scope of Providence that took place among the Stoic, Platonic and Peripatetic schools between the first and the third centuries AD. In that context, it deals with the problem of the ontological status of the singulars in the thought of Origen of Alexandria and Nemesius of Emesa. Influenced primarily by the Philonian synthesis of the different Greek theories of Providence with that of the Scriptures, Origen and Nemesius ground the consistency of individual beings on the thesis of a direct divine action intended for each of them. Faced with the universalistic and necessitarian tendencies of classical thought, the Greek Fathers tried to rescue the metaphysical value of individuals as such. (shrink)

"In the programs of Logic and History of Philosophy in the FHUCE study and introduction to logic is always done on the basis of Western classical Greek tradition, and its development is still exclusively through Western culture. This presentation aims to provide a path parallel to the West is the tradition of Nyaya-Vaisesika schools, which arise in the S. V B.C. like a response to the anti-Vedic Buddhist nihilism, and reached an important technical development at the beginning of (...) S. II D.C. when you know the Nyāyasutras attributed to Aksapada Gautama, and are considered the founding text of Nyāya tradition of Indian philosophy. The great virtue of the achievement of these schools is that although the system has Vaisesika been described as "a synthesis between philosophy of nature, ethics and soteriology" , which also applies to school Nyāya in the latter we are also a great emphasis on epistemology and the rules must be observed in philosophical debates. In their synthesis, Nyāya -Vaisesika system gets his language and jargon will be adopted by all who wish to discuss logical issues in India (especially in discussions Vedanta / Buddhism) without the need to adopt such language should assume his ontological, moral and religious premises. (shrink)

This paper presents the teaching of Isocrates (436-338 BC), Plato’s contemporary Athenian author, and his conceptions about the form and purposes of paideia or education, which he called, as a whole, philosophía. To this end, the list of students Isocrates supposedly had, the popularity of his school and the testimony by other authors of antiquity on his educational influence are described. After that, the isocratic definition of philosophía is discussed: sometimes presented as an intellectual commitment coupled with experience, at other (...) times as the culture or paideia created by Athens, a city where logos, in its double meaning of reason and discourse, occupied a place of exceptional importance. Finally, I move from this general definition of philosophía to that presented and professed by Isocrates in his school, which, according to him, was the only one to fully deserve the title of philosophía, defined as a deliberate educational procedure. Then the philosophía of Isocrates and its most important principles are presented: dóxa or opinion, empeíria or experience, and the kairós or occasion, pointing out the reasons for this option, the expected results of such educational program, and how such principles appear in what we would call its pedagogical methods, among which Isócrates’ practice of submitting his own works to the criticism of his students, in a form of discussion or debate that nowadays we would call a seminar, stands out. ********** O artigo apresenta o magistério de Isócrates (436-338 a.C.), autor ateniense contemporâneo de Platão, e suas concepções acerca da forma e dos propósitos da paideía ou educação, que ele denominava, em seu conjunto, philosophía. Para tanto, descrevemse o rol dos alunos que Isócrates teria tido, a popularidade de sua escola e o testemunho, por outros autores da Antiguidade, de sua influência educativa. Em seguida, discute-se a definição isocrática de philosophía, apresentada, por vezes, como um empenho intelectual conjugado à experiência; em outros momentos, como a cultura ou paideía criada por Atenas, cidade em que o lógos, em seu duplo sentido de razão e discurso, ocupava lugar de excepcional importância. Por fim, passa-se dessa definição geral de philosophía para aquela que a apresenta como um procedimento educativo deliberado, sendo que o professado por Isócrates em sua escola seria, segundo ele, o único a merecer, de todo direito, o título de philosophía. Descreve-se, então, a philosophía de Isócrates, com seus princípios mais importantes, a dóxa, ou opinião; a empeiría, ou experiência, e o kairós, ou ocasião, indicando as justificativas para essa opção e os resultados esperados de tal programa educativo, e de que modo tais princípios estariam presentes no que chamaríamos de seus métodos pedagógicos, dos quais se destaca a prática de Isócrates de submeter suas próprias obras à crítica de seus alunos, em um formato de discussão ou debate próximo do que denominaríamos, hoje, de seminário. (shrink)

This essay by Nishida Kitarō from 1927, translated into English here for the first time, is from the initial period of what has come to be called “Nishida philosophy” (Nishida tetsugaku), when Nishida was first developing his conception of “place” (basho). Nishida here inquires into the relationship between logic and consciousness in terms of place and implacement in order to overcome the shortcomings of previous philosophical attempts—from the ancient Greeks to the moderns—to dualistically conceive the relationship between being and knowing (...) in terms of subject-object or form-matter. During the course of articulating his novel approach to consciousness and cognition, Nishida discusses what he takes to be the weaknesses of Greek hylomorphism, Kantian (and neo-Kantian) dualism, and Husserlian phenomenology. Dissatisfied with the attribution of mere passivity to placiality, and turning away from consciousness objectified as a subject of statement, Nishida imparts to consciousness qua place a certain logical independence as an active yet un-objectifiable “predicate.” This investigation of consciousness as the unobjectifiable place for objectification leads Nishida to the notion of what precedes consciousness itself, a “place of nothing” (mu no basho) that envelops the dichotomized structures of subject-predicate, being-nothing, subject-object, universal-particular, et cetera. (shrink)

We present an approach in which ancient Greek mathematical proofs by Hippocrates of Chios and Euclid are addressed as a form of (guided) intentional reasoning. Schematically, in a proof, we start with a sentence that works as a premise; this sentence is followed by another, the conclusion of what we might take to be an inferential step. That goes on until the last conclusion is reached. Guided by the text, we go through small inferential steps; in each one, we (...) go through an autonomous reasoning process linking the premise to the conclusion. The reasoning process is accompanied by a metareasoning process. Metareasoning gives rise to a feeling-knowing of correctness. In each step/cycle of the proof, we have a feeling-knowing of correctness. Overall, we reach a feeling of correctness for the whole proof. We suggest that this approach allows us to address the issues of how a proof functions, for us, as an enabler to ascertain the correctness of its argument and how we ascertain this correctness. (shrink)

This study evaluated school quality indicators and teachers job performance in Cross River State. One research question and four null hypotheses were raised following factorial research design. Proportionate random sampling technique was employed in selecting a sample of 1,463 teachers representing 30 percent from a population of 4,878 teachers distributed across 271 public secondary schools in Cross River State. “School Quality Indicators Questionnaire (SQIQ) and Teachers’ Job Performance Questionnaire (TJPQ)” were the instruments used for data collection. Prepared data were (...) analyzed using descriptive statistics; while the null hypotheses were all tested at .05 alpha level using Pearson Product Moment Correlation and Multiple regression analyses as appropriate with the aid of Minitab statistical software v18. Findings revealed that, quality of school facilities, leadership, and supervision jointly accounted for 90.6 percent (Pred. R2 = .9063) of the total variance of teachers’ job performance; there is significant relationship between quality of school facilities (r = .478, p< .05), quality of leadership (r = .928, p< .05) quality of supervision (r = .881, p< .05) respectively with secondary school teachers’ job performance; quality of school facilities, leadership, and supervision have significant composite influence (F=4800.58, p<.05) on secondary school teachers’ job performance; quality of leadership was the highest predictor (t=45.38, p< .05) of teachers’ job performance, followed by quality of school supervision (t = 27.29, p <.05). Based on these findings, conclusions and recommendations were made for improvement. Keywords:. (shrink)

According to a prominent narrative, the problem of recognition arises in the modern period in opposition to premodern notions of honor. This chapter invites us to reconsider this narrative by examining two views of honor in ancient Greek thought. I first show that Homeric honor includes contestable norms of reciprocal respect and esteem for individual virtue. I then show how Plato appropriates the Homeric view in his ethical psychology yet articulates a competing view of the nature and value of (...) honor. By showing that ancient Greek honor is more continuous with theories of recognition than has been appreciated, this chapter offers fresh perspectives on a central strand of ancient Greek ethics and its relevance to social and political thought. (shrink)

The author investigates greek ontologies that apparently rely on a conflation of "binary" (x is f) and "monadic" (x is) uses of 'is'. He uses Aristotelian and other texts to support his proposal that these ontologies are explained by the Greeks using two alternative semantic analyses for 'x is F'. The first views it as asserting a relation between x and F, the second as asserting that a "predicative complex" exists, where a predicative complex is a complex consisting of (...) x and F. The article concludes by indicating some uses for the novel concept of predicative complex in aristotelian interpretation. (shrink)

Background: Food fortification refers to the process of adding nutrients to foods during their production. It is a cost-effective strategy with well-documented health, economic, and social benefits. Food fortification practices in school meal programs need guidance and legal support from various national policies. Aim: This study aims to analyze how various national policies—such as those related to school feeding, nutrition, health, food safety, agriculture, and the private sector—associate with the implementation of in-school food fortification among countries with school meals programs. (...) Methods: The Bayesian Mindsponge Framework, combining the reasoning strengths of Mindsponge Theory and inference advantages of Bayesian analysis, was employed on a dataset of 126 government representatives who manage large-scale school meal programs in 126 different countries. Results: Findings showed that food safety policy and agriculture policy were positively and significantly associated with the in-school food fortification practices, while school feeding policy and private sector policy had ambiguous relationships with these practices. Nutrition policy and health policy had a significant negative association with food fortification practices among countries implementing school meal programs. Conclusions: Findings underscore the strong position of food safety policy and agriculture policy in guiding food fortification practices in school meal programs. There is a need to re-assess the implemented nutrition policy and health policy due to their significant negative associations with these practices. Enhancing and strengthening the school feeding policy and private sector policy may increase their potencies in giving positive impacts on in-school food fortification practices. (shrink)

This study assessed school-community relationship and school system effectiveness in secondary schools in Cross River State. Four null hypotheses were formulated accordingly as guide to the study. The study adopted descriptive survey research design. A total of 1,480 academic staff which comprised 271 principals, and 396 vice principals selected through census technique, and 813 teachers selected using simple random sampling technique, were used to elicit data for the study. “School-Community Relationship and Secondary School System Effectiveness Questionnaire (SCRSSSEQ)” was used (...) as instrument for data collection. Collected data were analyzed using descriptive statistics, while the null hypotheses were all tested at .05 level of significance using Pearson Product Moment Correlation with the aid of SPSS version 21. Findings from the study revealed that: parent-teachers’ relationship, school- community use of resources, school-community communication and school-community collaboration are significantly related to secondary school system effectiveness respectively, in Calabar Municipal Area of Cross River State. It was concluded that generally that school community relationship has significant relationship with school system effectiveness respectively. Based on the findings of this study, it was recommended among others that; principals should setup active parents’ teachers’ associations in their schools with leaders of the association comprising of community members and staff of the school. This will serve as a link that binds the school to the community and will create a platform for discussing and settling disputes. (shrink)

Over the past 45 years there has been increasing vocal opposition to religious schools, particularly in Western Europe. Only some of this opposition is related to the perception that some religious schools might be excluding the less fortunate. Much of the opposition rests on the conviction that it is no longer tenable to fund and support so many religious schools when the number of persons professing religious belief has sharply declined. This argument, buttressed by the belief that (...) Europe has undergone a profound “secularization,” maintains that religious schools are but an obsolete cultural relic to be discarded in favor of nondenominational alternatives. Relatedly, religious schools are believed to contribute to segregation and “divisiveness”: Rather than maintain a system in which persons are drawn to schools that reflect their own cultural or religious background, children ought to attend the same schools, learning from – and not only about – each other through substantive interaction. Underneath this argument lies a concern with fostering the skills and dispositions necessary for citizenship. It remains unclear, however, whether religious schools are more guilty of segregation than nonreligious schools. Nor is it clear why attending a religious school would make one less capable of cultivating the skills and dispositions necessary for citizenship than nonreligious alternatives. (shrink)

Background: Food insecurity condition challenges the availability of food, access to food, food supply stability, and food utilization. Food banks play a major role in the food aid sector by distributing donated and purchased groceries directly to food-insecure families, thus significantly impacting food insecurity. On the other hand, school meal programs are implemented in many countries to combat food insecurity among school-aged children. The synergy between school meal programs and food banks has a great potency to combat food insecurity among (...) children effectively. Aim: This study aims to examine the association between experts’ involvement—such as nutritionists, farmers, and private sectors—and community engagement, including parents and others, with the linkage between food banks and school meal programs among implementing countries. Methods: The Bayesian Mindsponge Framework, combining the reasoning strengths of Mindsponge Theory and inference advantages of Bayesian analysis, was employed on a dataset of 126 government representatives who manage large-scale school meal programs in 126 different countries. Results: Findings showed that the involvement of nutritionists and the private sector was positively associated with the linkage between food banks and school meal programs, while farmers’ involvement showed an ambiguous association. The engagement of parents and others also showed an ambiguous relationship with this linkage. Conclusions: Findings underscore the strong need to formulate strategies for increasing the involvement of nutritionists and the private sector to successfully link the food banks with school meal programs in implementing countries, which is crucial for effectively combating food insecurity among school-aged children. (shrink)

Increasing parts of the world population have rudimentary reading and writing skills but limited command of grammar, syntax and spelling. This functional illiteracy has detrimental effects on labor market participation, population health and political stability. Geographies of illiteracy also include affluent societies like the Netherlands, a country that is not only illustrative of a widespread phenomenon, but arguably also a bellwether of things to come elsewhere in the world if these developments are not reversed. This exploratory paper focuses on two (...) institutional spaces where the literacy crisis is conventionally addressed: schools and public libraries. We argue that while each has a contribution to make, neither institution is currently able to curtail the trend, partially because preferred literacy promotion methods are incongruent with rapidly evolving changes in the literacy landscape, especially regarding youth communication. We consider three possible responses to our current literacy crisis and conclude that efforts to curb functional illiteracy require a pragmatic and multi-pronged approach, and perhaps even some counterintuitive strategies. (shrink)

John White (2016) defends the UK private school system from the accusation that it allows an unfair form of ‘queue jumping’ in university admissions. He offers two responses to this accusation, one based on considerations of harm, and one based on meritocratic distribution of university places. We will argue that neither response succeeds: the queue-jumping argument remains a powerful case against the private school system in the UK. We begin by briefly outlining the queue-jumping argument (§1), before evaluating White’s no-harm (...) (§2) and meritocracy (§3) arguments. (shrink)

Many profess a belief in the importance of school integration. In this essay I argue that the evidence tells against the sincerity of this belief.

Climate change and environmental degradation are threatening the existence of humanity. The youth have the potential and capability to play a pivotal role in tackling these challenges. Therefore, the current study aims to examine how school and family environmental education can enhance environmental knowledge, willingness to take action, and pro-environmental behaviors among children and young people. The Bayesian Mindsponge Framework (BMF) analytics was utilized on a nationally representative dataset of 2069 Vietnamese primary, secondary, and high school students. The analysis results (...) suggest that school and family environmental education is beneficial for improving students’ environmental knowledge and willingness to take environmental actions. Notably, the effect of school education is more substantial for cultivating environmental knowledge, whereas family education has a stronger impact on raising students’ willingness than school education. Students with higher levels of environmental knowledge are more likely to conduct pro-environmental behaviors only when they are willing to take environmental actions. If students are unwilling to act, higher environmental knowledge is negatively associated with the likelihood of pro-environmental behavior. Following these findings, we call for coordinated education efforts of schools and families to cultivate students’ eco-surplus culture. The education efforts should be implemented along with exposing students to environmental settings and encouraging them to read environmental books. (shrink)

In England and Wales we have had a National Curriculum since 1988. How can it have survived so long without aims to guide it? This IMPACT pamphlet argues that curriculum planning should begin not with a boxed set of academic subjects of a familiar sort, but with wider considerations of what schools should be for. We first work out a defensible set of wider aims backed by a well-argued rationale. From these we develop sub-aims constituting an aims-based curriculum. Further (...) detail is provided here on one of the most central educational aims, to do with equipping each child to live a flourishing personal and civic life. [A later, more detailed account of an aims-based curriculum is available in Reiss, M and White J <An Aims-based Curriculum: the significance of human flourishing for schools> Institute of Education Press 2013]. (shrink)