This paper discusses the concept of Dána or charity as the foundation of Indian Social life. Dána has been in vogue in India since the Vedic times, but it was codified by the smritis which prescribe do’s and don’ts of the life of the individual. Limiting its scope to Yagnavalkya smriti the paper analyses the significance of Dána as a regulative principle of accumulation of wealth.

-/- Title: Understanding the Cultural Challenges of Catholic Countries: A Call for Holistic Education and Balance -/- Throughout history, Catholicism has deeply shaped the cultural foundations of many nations. From Latin America to Southern Europe, Africa to the Philippines, Catholic countries have maintained strong religious traditions and spiritual values. However, despite this deep religiosity, many of these societies struggle with cultural issues such as political corruption, poverty, weak institutions, and social inequality. These problems have led many to ask: Why (...) do Catholic countries often face such challenges? The answer lies not in the religion itself, but in how history, power, and education have shaped the way Catholicism has been practiced and institutionalized. -/- Historical Foundations: Colonization and Control -/- Many Catholic-majority nations were former colonies of Spain, Portugal, or France. The spread of Catholicism in these regions was often tied to colonial conquest. Religious conversion was used as a tool to control indigenous populations, while economic and political systems were established to benefit colonial powers. As a result, these societies inherited a foundation not of freedom, justice, and rational order, but of inequality, authoritarianism, and obedience. -/- In these regions, religion was less about moral awakening and more about institutional control. Priests and bishops became agents of the colonial system. The spiritual values of Catholicism — love, compassion, service — were overshadowed by rituals and rigid dogmas. Over time, this created cultures that often valued submission over critical thinking, and tradition over reform. -/- The Influence of the Church on Society -/- The Catholic Church’s influence over education, politics, and morality in these countries has remained strong even after colonization ended. In many places, the Church maintained control over schools and universities, discouraging scientific inquiry or philosophical thinking that challenged religious doctrine. This limited the growth of a truly democratic and knowledge-based culture. -/- Moreover, moral teachings were often delivered in a guilt-centered way, emphasizing sin and punishment rather than understanding and balance. This led to a morality that was often blind to structural injustice. While personal sins were condemned, social sins — like corruption, exploitation, and systemic inequality — were often ignored or tolerated. In some cases, religious institutions even collaborated with corrupt regimes, further weakening the moral backbone of society. -/- Cultural Consequences: Obedience Over Understanding -/- As a result of this historical and institutional pattern, many Catholic countries developed cultures that are hierarchical, conservative, and resistant to change. Citizens often rely on religious or political authority for answers instead of developing their own critical thinking. Family loyalty is prioritized over public responsibility, and forgiveness is preached without real accountability. -/- This culture fosters corruption, since leaders know that the public will be patient, obedient, and forgiving — even when injustices persist. Meanwhile, the youth are raised in systems that teach religious ritual but not scientific reasoning, moral discernment, or systems thinking. Without a deep understanding of cause and effect, natural law, or ethical balance, citizens cannot make informed decisions or hold their leaders accountable. -/- The Path Forward: Holistic Education Based on Natural Law -/- To address these cultural challenges, a new approach is needed — one that integrates the moral teachings of religion with the rational principles of natural law and systems thinking. This is where a holistic educational system, as proposed by many visionary thinkers, including the universal formula developed by Angelito Malicse, becomes essential. -/- A truly transformative education must teach students the universal law of balance in nature, which governs all systems — physical, biological, social, and moral. It must also promote critical thinking, ethical reasoning, and awareness of cause and effect. Such an education will help people understand that morality is not based only on obedience to religious authority, but on how decisions affect the balance of life — internally and externally, personally and collectively. -/- This balance must become the guiding principle of leadership, governance, and citizenship. Only then can Catholic societies fully embody the core message of their faith — love, justice, and compassion — in practical, intelligent, and sustainable ways. -/- Conclusion -/- The cultural weaknesses of Catholic countries are not the fault of Catholicism itself, but of how it has been shaped by colonialism, institutional control, and incomplete education. By combining the spiritual strengths of the faith with a modern, balanced understanding of nature and society, these nations can overcome their historical burdens. The solution lies in reprogramming the educational system to align with truth, balance, and reason — creating a culture that is not only religious, but also wise, just, and free. -/- . (shrink)

J. N. (Jitendra Nath) Mohanty (1928–2023). -/- Professor J. N. Mohanty has characterized his life and philosophy as being both “inside” and “outside” East and West, i.e., inside and outside traditions of India and those of the West, living in both India and United States: geographically, culturally, and philosophically; while also traveling the world: Melbourne to Moscow. Most of his academic time was spent teaching at the University of Oklahoma, The New School Graduate Faculty, and finally Temple University. Yet (...) his preeminent work in Husserlian phenomenology developed alongside his eminent work in Indian philosophy: describing his interests as “a fusion of disparate horizons.” -/- J. N. Mohanty was born September 26, 1928, in Cuttack (Odisha, East India). After graduating from high school, he went on to study both Indian and Western philosophy in Calcutta, earning bachelor’s and master’s degrees. There he read Whitehead and Kant’s First Critique; although he wanted to include mathematics in his curriculum, he was led instead to include Indian philosophy and Sanskrit. On the shelves of his teacher, Ras Vihar Das, he came upon a copy of the English translation (Ideas I, 1931) of Edmund Husserl’s classic Ideen I (1913), which presented Husserl’s ground-breaking conception of phenomenology. In 1952–1954 he left India for the first time, reaching Göttingen to study mathematics and philosophy, which earned him a doctorate in mathematics and “philosophy of mathematical sciences” (in his own words). In Göttingen, Mohanty found the powerful mathematical world that Husserl himself had earlier interacted with, where several Husserl students had formed the Göttingen school of phenomenology. During these years Mohanty studied primarily mathematics, alongside Kant and also Vedic Sanskrit. From his friend Günter Patzig, interpreter of Aristotle and Frege, Mohanty was drawn to Frege in relation to mathematical logic. He attended lectures of Heidegger, intrigued by his ontological thinking. Yet, despite the Husserlian legacy, Mohanty was completely self-taught in his studies of Husserl (as he has reported). With a doctorate in mathematics, and ideas from Kant and Frege in his philosophical background, Mohanty set about crafting his own conception of philosophy grounded in phenomenology, drawing on Husserl’s extensive work, critically sifting through Husserl’s texts and their emerging concepts of intentionality, meaning, subject, intersubjectivity, and world. In between he wrote his first book-length study: on phenomenological insights in Nicolai Hartmann and A. N. Whitehead (1958). -/- Over many decades Mohanty formulated and argued, in analytical detail, for a conception of phenomenology and its place in philosophy, later presented in a clear and concise book titled Transcendental Phenomenology: An Analytic Account (1989). Over these very decades the same scholar explored classical and recent Indian philosophy, thinking through kindred ideas of consciousness, self, and knowledge drawn from the Indian philosophical contexts. While writing on Nyāya theory of truth, he also pondered whether the world and finite individual are illusory or real, and whether Marx, Arendt, Gandhi (whom he heard speak in Calcutta), or Vinoba Bhave (with whom he marched across India for the land-grant movement) could best navigate post-Independent India’s social and svarāj or self-rule reforms. The two Mohantys, thinking through a vision of self and world, turned out to be “non-different” or “non-dual” as they each practiced critical phenomenology from both inside and outside the respective philosophical and cultural traditions. Numerous students, fellows, and colleagues or collaborators have benefited immensely from this infusion and unified approach to diversity in philosophical thought. In the 2000s, moving into retirement, Mohanty wrote two long books devoted to his understanding of Husserl and phenomenology and the calling of philosophy itself. This two-volume study shows Mohanty himself thinking through Husserl, critically, in The Philosophy of Edmund Husserl: A Historical Introduction (2008), and Edmund Husserl’s Freiburg Years: 1916–1938. As Mohanty worked on Husserl, he carefully indicated where he agreed and where he rejected or changed ideas, all part of his practice in phenomenology of “description and interpretation.” It was the same pattern he used in addressing the thought of Husserl vis-à-vis Kant or Frege or even Quine. -/- As Mohanty developed his understanding of phenomenology over the years, he wrote books on theory of meaning and the concept of intentionality, developing a model of ideal meaning and its foundation in intentionality, drawing on Husserl’s results. He followed these with the book Husserl and Frege (1982), linking the thought of those foundational figures for the “continental” and “analytic” traditions, respectively, in twentieth-century Western philosophy. Over his long career Mohanty addressed both traditions in his clear and accessible writing style. While developing his views on phenomenology, Mohanty regularly looked to “Husserl and his others,” evaluating views in Heidegger, Sartre, Merleau-Ponty, Ricoeur, and then Derrida and others in the wake of Husserl. With his background in Kant, Mohanty also looked toward Heidegger and Hegel in relation to Husserl’s later work in the Crisis (1935–38). Similarly, he looked to contemporary analytic philosophers, adjudicating his own, oft-wise Husserlian views in relation to Frege, Nagel, and others. Amid his active scholarly career, Mohanty co-founded the journal Husserl Studies, and was editorial advisor to Philosophy & Phenomenological Research, Philosophy East & West, Journal of Indian Philosophy, Sophia, among others. -/- Yet all this while Mohanty was also thinking and writing about Indian philosophy and its relation to phenomenology. In his own retrospective, Indian philosophy is “the permanent background” of his Husserlian thinking, while Kant is the recurrent Western background of his Husserlian phenomenology. Mohanty’s form of “transcendental phenomenology” evolved, in his own perspective, against the background of his studies of Navya-Nyāya on logic and Vedānta on consciousness, in Indian philosophy, and against the background of Kant’s First Critique on the transcendental, in Western philosophy. Accordingly, Mohanty’s study of logical form and of the intentionality of consciousness seeks a fusion of East and West in the conception of transcendental phenomenology. (Cf. Mohanty’s apt response to critics in The Empirical and the Transcendental (2000).) Even in the context of North American Husserl scholarship, Mohanty has exercised an earnest fusion of East and West. For the so-called East Coast and West Coast interpretations of Husserl’s crucial notion of noema both find a sympathetic spirit in J. N. Mohanty’s careful and nuanced interpretation of Husserlian transcendental phenomenology. With Mohanty the two faces of the noema are the logical (Fregean) and the phenomenal (Kantian), and these views of intentional structure join in consciousness—in a way resonant with Indian thought. -/- - David Woodruff Smith (UC Irvine) and Purushottama Bilimoria (SFSU, San Francisco; University of Melbourne) -/- For photo of Prof Mohanty visit APA online memorial_minutes2023 Courtesy of APA Memorial Minutes (& Proceedings) 2023 . (shrink)

The title of the present paper might arouse some curiosity among the minds of the readers. The very first question that arises in this respect is whether India produced any logic in the real sense of the term as has been used in the West. This paper is centered only on the three systems of Indian philosophy namely Nyāya, Buddhism and Jainism. We have been talking of Indian philosophy, Indian religion, Indian culture and Indian spirituality, (...) but not that which are of more fundamental concepts for any branch of knowledge whether it is social sciences or humanities. No aspect of human life and the universe has been left unexamined by Indian philosophers, and this leads to a totality of vision in both philosophical and psychological fields. In this paper we will discuss the main thinkers, sources and main concepts related to Indian Logic. (shrink)

The concept of the Ashrama system stands as a foundational element within the Indian societal structure yet finds limited discourse within contemporary society. This article delves into the enduring relevance of the ancient Hindu ashrama system in modern society. Analysing the four life stages – Brahmacharya, Grihastha, Vanaprastha, and Sanyasa, the study navigates their philosophical underpinnings and their applicability in today’s intricate societal landscape. It highlights that each ashrama is relevant to a person’s development, individual faculties and society. (...) The article elucidates how the ashrama system offers a holistic framework for personal growth, duty, and spiritual evolution by examining the intersection of tradition and contemporary challenges. Through a balanced synthesis of ancient wisdom and present-day realities, this exploration sheds light on the ashrama system’s potential to inspire purposeful living in the modern age. (shrink)

(PTOJ) - The cultural value system is one of the core and fundamental value systems in Vietnam and is part of the foundation to ensure the country's sustainable development. This article analyzes the building of a Vietnamese cultural value system in the context of the Fourth Industrial Revolution, which has a significant impact all aspects of social life, including the cultural sector.

Social networking technologies have become a ubiquitous framework for social interaction, serving to organise much of the individual’s social life. Such technological structuring affects not merely the individual’s psyche (as a psychotechnics), it also affects broader aspects of society (as a socio-technics). While social networking technologies may serve to transform society in positive ways, such technologies also have the potential to significantly encroach upon and (re) construct individual and cultural meaning in ways that must be (...) investigated. Erich Fromm, who psychoanalytically describes humans as a product of their society and the economic systems within that society, may provide insight into the influence of social networking technologies in contemporary society. He sees the relationship between the individual and society as being in a constant state of dynamic change. Utilising Fromm’s psycho-societal insight, social networking technologies are shown to conflate and confuse the relation between Thanatos and Eros – the Thanatos of a lifeless and consumerist agenda-filled mechanisation, and the Eros associated with social engagement. Thanatos and Eros are tied together via social networking technologies. This results in, firstly, social networking technologies functioning predominantly to further capitalist agendas through the monetisation of these technologies – particularly in terms of linking commodity fetishism and the foundational social drive of the individual. Secondly, social networking technologies mechanise human action according to predictable behavioural paths through the use of these technologies, especially in terms of how socialisation is possible via these technologies (shaping how platonic and romantic relationships may take place in the contemporary world). Such a mechanisation of interpersonal engagement contrasts with Erich Fromm’s assertion that interpersonal relations (vis-à-vis love) are not “mere emotion”, but rather represent an interpersonal creative capacity and interplay. Fromm’s psycho-societal insights will show how contemporary individuals may take independent and responsible rational action to establish accountable and psychologically beneficial ways of engaging with others through social networking technologies. (shrink)

Jeffery D. Long’s book provides an in-depth introduction to Indian philosophy, encompassing Hindu, Jain and Buddhist schools of thought. Long discusses the evolution of Indian thought from the Vedas to the modern era, demonstrating how these diverse traditions offer profound insights into fundamental questions about life, reality and knowledge. The book is designed to help readers understand the various philosophical traditions in India and their impact on global culture. Long identifies a gap in the global understanding of (...) Indian philosophy, often perceived merely as a collection of spiritual teachings separate from rationality and logic. Therefore, the main objective of this book is to correct this misconception by showing that Indian philosophy, while often spiritually oriented, also has a strong foundation in logic and rationality, forming philosophical systems that have persisted for thousands of years. (shrink)

Introduction. The development of legal culture and a culture of human rights in the modern world through media technologies, is acquiring special significance in connection with the processes of globalization and the spread of media in recent decades. The purpose of the article is to study the prospects for the use of media education in the formation of the legal social culture and a culture of human rights. Materials and methods. Based on a study of domestic and foreign sources, (...) issues of media education, media literacy, spiritual and moral education, the legal culture of society, the phenomenon of post-truth and ways of forming critical, creative thinking are considered. The use of general scientific, philosophical, and socio-pedagogical methods has made it possible to study media education as a dialogue of learning, stimulating the development of rational, critical thinking, focused on the search for the value foundations of intellectual and social activity. Results. The development of the field of information and communication technologies determines the principles for the formation of the content and orientation of modern education. Media education is interlinked with the development of democracy and human rights. It influences the formation of a culture of citizen participation, their active social position, civic and political culture. Media education plays a significant role in shaping the legal culture of society since critical media research and information research focuses on the analysis of power structures and structures of dominance in the media. A study of the interpretations of the concepts of "media education" and "media literacy" made it possible to show that media education focuses a person on a critical approach to media content. One of the main issues of media education is teaching a person the skills to critically study media and media technologies, which involves addressing the technological, cultural and historical specifics of specific media used at a specific time and place. Information and communication technologies have changed the way of life, work, communication, and ways of selfpresentation, the formation of values, participation in socially significant events. Therefore, a critical approach to mass media should be based on knowledge of socio-philosophical theories, ethics and research in the field of mass media. Discussion. Mass media are constructing a history of human rights, which updates the topic of the media policy of human rights, combining socio-legal, cultural and media theories. Education in the field of acquiring information perception skills, the ability to correctly understand the importance of audiovisual images, to competently handle and navigate information flows are necessary for the life of a modern person in society. (shrink)

ABSTRACT The individual-community relationship has always been one of the most fundamental topics of social sciences. In sociology, this is known as the micro-macro relationship while in economics it refers to the processes, through which, individual actions lead to macroeconomic phenomena. Based on philosophical discourse and systems theory, many sociologists even use the term "emergence" in their understanding of micro-macro relationship, which refers to collective phenomena that are created by the cooperation of individuals, but cannot be reduced to individual (...) actions. "Emergence" theories attempt to explain the nature of society as a complex system by examining how individuals and their relationships lead to the creation of integrated and macro-social phenomena such as markets, educational systems, cultural beliefs, and shared social practices. As a prelude to activity, every researcher has to answer the question from the methodological point of view, how is it possible to study the behavior of social groups and how can we gain knowledge about the laws related to social groups? Anyone who deals with humanities and social sciences or any reality and phenomenon that affects human beings, inevitably deals with the reality that is emerging. In fact, emergence occurs when one level of reality emerges radically from another level. Examples of emergent levels of reality include how the mind emerges from the body; or the way society emerges from human beings. Therefore, when there is an emerging factor, different scientific disciplines should be used, because it is inevitable to talk about social affairs, psychology and neurobiology, as well as physical and even chemical. -/- INTRODUCTION Since its beginning in the 19th century, sociology has faced the fundamental question of what a social phenomena stands for? At a glance, sociologists deal with the study of social groups, collective behavior, institutions, social structures, social networks, and social dynamics, and ultimately all such phenomena are composed of individuals. Therefore, social phenomena seem to have no independent ontological status, and in this case, sociology is ultimately about reducible individuals. Different approaches about the micro-macro relationship, using the concept of "emergence", argue that although collective phenomena are created by individuals, they cannot be reduced to individual action. The term "emergence" is used to distinguish "emergent results" from " Procedural results". Results are called Procedural that can only be calculated by adding or subtracting the causes that act together. On the contrary, they are emergent outcomes that are qualitatively novel compared to the causes from which they originate. An example of such emergent results is mental characteristics that emerge from neural processes, but are not considered among the characteristics of neural processes of components - which are their origin. Philosophical debates about emergentism and reductionism focus on the mind-brain relationship, but as many philosophers have noted, they can be generalized to apply to any hierarchical set of features. The cognitive revolution reactivated a 19th century controversy between theorists of Identity and dualism. The theorists of Identity believe in reductionist materialism and elimination of metaphysics, according to which the mind is nothing more than the biological, while the dualists believe that the mind and the brain are distinct from each other. Emergence has been considered as a third way between the theories of Identity and dualism. -/- METHODOLOGY Interdisciplinarity Is fundamentally indicated by the dominance of open systems as well as social and emerging systems at different levels. Therefore, as long as we are facing a new emergentism, there will necessarily be different fields and an interdisciplinary method. The commonality of social sciences and cognitive sciences on the issue of emergence provides the possibility of interaction and exchange of concepts between these two for deeper research. Therefore, in this research, apart from the concepts of Subvenience and downward causation, we have used multiple realization and wildly disjunctive, which are used to explain the emerging concept in cognitive sciences, including neurobiology, psychology, and philosophy. For analytical and interdisciplinary approaches, after examining the concepts of subvenience, and wildly disjunctive, Individualistic and collectivist emergentism have been reviewed. And then their adequacy is criticized and evaluated in meeting strong emergence conditions. -/- FINDINGS Philosophers of the mind have been able to define the conditions of irreducibility and downward causation, which are essential for strong emergence, by using the principle of subvenience with the help of multiple realization and wildly disjunctive principles. Therefore, by definition, emergentist individualism suffers from the problem of how to explain downward causality and irreducibility, and emergentist collectivism faces the challenge of reification. The analysis of the challenges facing the two methodological approaches of individualism and collectivism leads us to three unresolved issues about the emerging phenomenon, which are realism, downward causality, and mechanism. Despite the differences in the stances of these two approaches regarding the aforementioned triple problems, individualists and collectivists both agree that some social characteristics are reducible; and some others are irreducible due to their complexity, the determination of which, depends on the case study of the mechanism of emergence of each social characteristic. -/- CONCLUSION An emergence that is consistent with reductionism is called a weak emergence. And strong emergence includes the principle of irreducibility and downward causality. According to strong emergence, the characteristics of social phenomena have downward causal power, which cannot be reduced to the causal forces. The principle of subvenience, together with multiple realization and wildly disjunctive, can provide the conditions of irreducibility and downward causality, which are essential conditions of strong emergence. Based on the philosophical analysis of two methodological approaches, individualist and collectivist, it can be concluded that emergentist individualism suffers from the problem of how to explain downward causality and irreducibility, and reification collectivism faces the challenge of reification. The analysis of the problems faced by these two approaches leads us to three unresolved issues, which are realism, downward causality, and mechanism. individualist emergentists acknowledge the existence of emergent social characteristics, but despite this, they believe that these characteristics are not real but merely analytical constructs that require explanation based on individuals and their mutual actions. But collectivists argue that emergentism yields a categorical ontology and supports social realism. They accept the dependence of social characteristics on individuals, but claim that social entities and structures are ontologically independent. Individualists and collectivists both agree that some social characteristics are reducible; and others are irreducible due to their complexity; and the only way to recognize this is to engage in empirical studies of the mechanisms and temporal processes of "emergence" that create social characteristics. -/- NOVELTY The newness of this compact article is as follows: a) Presenting an interdisciplinary approach using the analysis of philosophy of cognitive sciences, including the philosophy of mind, neurobiology and psychology to formulate the issue of social emergence; b) Criticizing individualist and collectivist methodological approaches to the issue of social emergence and explaining the sufficiency and shortcomings of both in providing weak and strong emerging conditions; c) Explaining and categorizing the challenges facing methodological approaches in explaining the phenomenon of social emergence, in three categories: realism, downward causality, and mechanism. BIBLIOGRAPHY Beckermann, A., Flohr, H., & Kim, J. (eds.) (1992). Emergence or reduction? Essays on the prospects of nonreductive physicalism. Berlin: Walter de Gruyter. Bhaskar, R. (1979). The possibility of Naturalism. New York: Routledge. Bhaskar, R., Danermark, B. & Price, L. (2018). Interdisciplinarity and wellbeing: A critical realist general theory of interdisciplinarity. London and New York: Routledge. Blau, P.M. (1981). Introduction: diverse views of social structure and their common denominator. In Blau, P.M. & Merton, R.K. (eds.), Continuity in Structural Inquiry (pp. 1–23). Beverly Hills: Sage. Blau, P.M. (1987). Microprocess and macrostructure. In K.S. Cook (ed.), Social Exchange Theory (pp. 83–100). Newbury Park, CA: Sage. Brooks, R.A., & Maes, P. (eds). (1994). Artificial life IV; proceedings of the Fourth International Workshop on the Synthesis and Simulation of Living Systems. Cambridge, Mass: MIT Press. Clark, A. (1997). Being there: Putting brain, body, and world together again. Cambridge, Mass.: MIT Press. Coleman, J. S. (1987). Microfoundations and macrosocial behavior. In: J. C. Alexander, B. Giesen, R. Munch, & Neil J. Smelser (Eds.). The Micro-Macro Link (pp. 153–73). Berkeley: University of California. Coleman, J. S. (1990). Foundations of social theory. Cambridge, MA: Harvard University Press. Elster, J. (1985). Making sense of Marx. New York: Cambridge University Press. Fodor, J.A. (1974). Special sciences (Or: The disunity of science as a working hypothesis). Synthese, 28(2), 97–115. Fodor, J.A. (1989). Making mind matter more. Philosophical Topics, 17, 59-79. Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Berkeley: University of California Press. Hempel, C.G. (1965). Aspects of scientific explanation and other essays in the philosophy of science. New York: The Free Press. Horgan, T. (1993). From supervenience to superdupervenience: meeting the demands of a material world. Mind, 102, 555-586. Humphreys, P. (1997). How properties emerge”. Philosophy of Science, 64, 1-17. Kim, J. (1999). Making sense of emergence. Philosophical Studies, 95, 3–36. Kincaid, H. (1997). Individualism and the unity of science. New York: Rowman & Littlefield. Lewis, D.K. (1986). The plurality of worlds. Oxford: Oxford University Press. Nigel, G., & Conte, R. (eds.) (1995). Artificial societies; The computer simulation of social life. London: UCL Press. O’Connor, T. (1994). Emergent properties. American Philosophical Quarterly, 31, 91-104. Popper, K.R. (1968). Conjectures and refutations: The Growth of Scientific Knowledge. New York: Harper & Row. Sawyer, R. K. (2001). Emergence in sociology: contemporary philosophy of mind and some implications for sociological theory. American Journal of Sociology, 107, 551-585. Sawyer, R. K. (2004). The mechanisms of emergence. Philosophy of the Social Sciences, 34, 260–282. Sawyer, R. K. (2005). Social emergence: societies as complex systems. Cambridge: Cambridge University Press. Sawyer, R.K. (2003). Nonreductive individualism: Part 2, Social causation. Philosophy of the Social Sciences, 33, 203–224. Winch, P. (1993). The idea of a social science and its relation to philosophy‭ (SAMT, Trans.). Tehran, Iran: SAMT. (shrink)

Includes bibliographical references and index.

The central aim of this thesis is to confront the world-view of positivistic materialism with its nihilistic implications and to develop an alternative world-view based on process philosophy, showing how in terms of this, science and ethics can be reconciled. The thesis begins with an account of the rise of positivism and materialism, or ‘scientism’, to its dominant position in the culture of Western civilization and shows what effect this has had on the image of man and consequently on ethical (...) views. After having shown the basic weaknesses of this world-view, the positivist account of science is criticised and an alternative epistemology is developed in which the aim of disciplined inquiry is seen to be understanding. It is argued on the basis of this epistemology that science and metaphysics are indissociable, and that the materialist conception of being is open to challenge from a different ontology. Having reviewed the various conceptions of being which have been developed in the past, a version of process philosophy is outlined and it is argued that this promises to be far more effective than materialism as a foundation for the natural sciences. In particular it is shown how in terms of process philosophy it is possible to conceive of living, sentient organisms as having emerged from inanimate being. This provides the basis for the development of a conception of humanity as an emergent form of life. The human order is then seen as a process of becoming within nature with its own unique dynamics, irreducible to any other processes, involving both intentional and unintentional processes. It is shown how on the basis of this conception of humanity it is possible to develop an ethical theory and a critical social science, and in this way, to transcend the disjunction between science and ethics. -/- . (shrink)

Swami Vivekananda is considered as one of the most influential spiritual educationist and thinker of India. He was disciple of Ramakrishna Paramahamsa and the founder of Ramakrishna Math and Ramakrishna Mission. He is considered by many as an icon for his fearless courage, his positive exhortations to the youth, his broad outlook to social problems, and countless lectures and discourses on Vedanta philosophy. For him, “Education is not the amount of information that is put into your brain and runs (...) riots there, undigested all your life. We must have life-building, man-making, character-making, assimilation of ideas.” It is rightly said that, “The Swami’s mission was both national and international. A lover of mankind, he strove to promote peace and human brotherhood on the spiritual foundation of the Vedantic Oneness of existence. (shrink)

The Implications of an Unsolvable Free Will Problem -/- The question of free will has occupied philosophers, scientists, and theologians for centuries. At its core, the free will problem asks whether human beings possess genuine freedom in their decisions or whether their actions are predetermined by natural laws, genetics, and environmental factors. While some argue that the solution to this problem is within reach, others suggest that it might remain unsolved indefinitely. If the free will problem is never solved, it (...) could have significant implications for our understanding of human nature, morality, law, and societal development. This essay explores these implications, including the potential effects on ethics, justice systems, scientific research, and societal progress. -/- 1. Ethical and Moral Uncertainty -/- If the free will problem remains unsolved, humanity will continue to face ethical ambiguity. Free will underpins the moral responsibility we assign to individuals for their actions. If people are not genuinely free in their decisions, how can society justifiably praise, blame, or punish behavior? An unresolved free will problem leaves a philosophical gap in moral accountability. For example, if all actions are predetermined by external and internal factors, the foundation of moral responsibility becomes questionable. Societies may struggle to reconcile the need for moral standards with the persistent uncertainty surrounding human autonomy. -/- Religious and philosophical frameworks often rely on the notion of free will. Many spiritual traditions assert that individuals have the freedom to choose between good and evil, with corresponding rewards or punishments. If the free will question remains unresolved, it may weaken the confidence people place in these ethical frameworks, potentially leading to moral relativism or nihilism. -/- 2. Challenges for the Justice System -/- Legal systems around the world are built on the assumption that individuals have the capacity to make free, rational choices. If the free will problem is never solved, this foundation may weaken. Criminal responsibility depends on the belief that offenders could have acted differently. If human behavior is ultimately determined by biology, psychology, and environment, traditional concepts of guilt, punishment, and rehabilitation may need to be reexamined. -/- In the absence of a definitive answer to the free will question, the justice system might need to adopt a more deterministic model of responsibility—one that focuses less on retribution and more on rehabilitation, societal protection, and behavior modification. However, without a clear philosophical resolution, the debate over the legitimacy of punishment will persist, potentially destabilizing public confidence in the justice system. -/- 3. Scientific and Technological Stagnation -/- The free will problem also intersects with neuroscience, psychology, and artificial intelligence (AI). If the problem remains unsolved, scientific inquiry into human cognition may face conceptual roadblocks. Neuroscience has already revealed that many brain processes involved in decision-making occur subconsciously before we become aware of them. However, this does not definitively prove or disprove free will. -/- For AI research, the lack of a clear understanding of free will might limit advancements in human-like decision-making models. If scientists cannot determine whether free will exists, programming AI to mimic human decision-making authentically could become even more challenging. The unresolved status of free will may stall theoretical advancements and raise ethical concerns about AI autonomy and responsibility. -/- 4. Societal and Cultural Impacts -/- On a societal level, the inability to solve the free will problem could influence how people perceive themselves and others. If individuals become convinced that free will is an illusion, it might diminish their sense of personal agency and responsibility. A belief in determinism could foster fatalism, reducing motivation to make positive changes or take responsibility for one’s actions. -/- Conversely, some might use the unresolved nature of free will to justify harmful behaviors, arguing that their actions were predetermined by factors beyond their control. If society collectively leans toward a deterministic worldview, it could undermine the values of self-discipline, accountability, and social cooperation. -/- Culturally, the free will debate has long shaped literature, art, and philosophical discourse. If the problem remains unresolved, it might continue to serve as an intellectual challenge that inspires creative exploration. Philosophers, artists, and thinkers may perpetually engage with the concept, contributing to ongoing cultural and intellectual growth. -/- 5. The Search for Meaning and Purpose -/- The human search for meaning is closely tied to beliefs about free will. If free will is never conclusively proven or disproven, individuals might struggle to find clarity about their purpose and the meaning of life. Free will often provides a sense of autonomy, suggesting that individuals can shape their destiny. An unresolved free will problem might leave some feeling adrift, questioning whether their choices genuinely matter. -/- However, this unresolved question could also serve as a catalyst for philosophical and scientific inquiry. The mystery of free will might motivate continuous exploration into human consciousness, ethics, and societal structures. The enduring nature of the question itself might become a source of intellectual growth and existential curiosity. -/- Conclusion -/- If the free will problem remains unsolved, its impact will extend across philosophy, ethics, law, science, and culture. Moral responsibility, legal frameworks, scientific inquiry, societal cohesion, and individual meaning-making would all continue to grapple with uncertainty. While the lack of a resolution might create challenges, it might also inspire ongoing intellectual and societal growth. Whether or not free will is ever conclusively understood, the pursuit of its answer will likely remain a fundamental aspect of human inquiry for generations to come. -/- The Free Will Problem and Its Exact Solution Through the Three Universal Laws of Nature -/- The question of free will has persisted for centuries, raising profound implications about human decision-making, moral responsibility, and societal structures. Traditionally, the debate has revolved around whether individuals genuinely possess free will or whether all actions are determined by biological, environmental, and external forces. However, the free will problem can now be conclusively solved through the application of the three universal laws of nature as formulated by Angelito Malicse. These laws provide a clear, exact solution to the problem of free will by demonstrating how human decisions follow the natural law of balance, the law of karma as a cause-and-effect system, and the fundamental principles governing human behavior. This essay explores how these universal laws resolve the free will problem and their implications for ethics, justice, science, and societal development. -/- 1. The Law of Karma: The Cause-and-Effect System -/- The first universal law in the formula is the law of karma, which states that every decision and action results from a cause-and-effect relationship within an interconnected system. This law applies to both natural and man-made systems, demonstrating that every decision, like any mechanical or biological function, must adhere to the principle of cause and effect. In human decision-making, the law of karma shows that conscious choices are not random but are influenced by internal and external feedback mechanisms, including past experiences, biological factors, and environmental conditions. -/- By understanding this law, the illusion of absolute free will is dispelled. Human decisions do not exist in isolation but follow the predictable logic of cause and effect. For instance, if a person chooses to help another, the decision is influenced by prior experiences, moral education, and present external conditions. Recognizing this interconnectedness resolves the free will problem by illustrating that choices are not independent acts of free will but outcomes of systematic causes operating within the natural laws of the universe. -/- 2. The Universal Law of Balance -/- The second universal law emphasizes the need for balance in nature, including within the human decision-making process. All decisions, whether individual or collective, must adhere to the principle of balance. Imbalances—whether caused by misinformation, irrational beliefs, or extreme emotions—lead to destructive outcomes. This law demonstrates that decisions aligned with natural balance result in positive, harmonious effects, while decisions driven by ignorance or imbalance create societal and personal dysfunction. -/- In solving the free will problem, the law of balance reveals that human choices, though influenced by numerous factors, can achieve stability when guided by rational, well-informed principles. Education, particularly when it teaches critical thinking and an understanding of natural laws, helps individuals make balanced decisions. Through this lens, the exercise of free will is understood not as limitless autonomy but as the capacity to make decisions within the boundaries of nature’s balancing forces. -/- 3. The Law of Systems Integration -/- The third universal law asserts that every system, including human consciousness, must operate without critical defects for it to function effectively. Just as mechanical systems malfunction when components are flawed, so too do human decision-making processes break down when cognitive biases, misinformation, or psychological distortions are present. -/- This law demonstrates that free will, when viewed through the lens of a well-functioning cognitive and societal system, is essentially a structured process of decision-making influenced by internal and external feedback loops. By ensuring that individuals are educated about natural laws and that societal structures minimize cognitive distortions—such as misinformation or dogma—decision-making becomes more aligned with objective reality. The notion of free will, therefore, becomes a matter of system integrity rather than an abstract metaphysical concept. -/- Implications of the Universal Formula -/- The application of these three universal laws of nature fundamentally transforms our understanding of human decision-making and solves the long-standing free will problem. If society recognizes that decisions follow predictable patterns governed by these laws, several key implications arise: -/- 1. Ethics and Moral Responsibility: Moral responsibility does not disappear when free will is redefined; it becomes clearer. Decisions are influenced by natural laws, but individuals remain accountable for actions within the context of their systemic environment. Education, guided by these laws, fosters more responsible, balanced, and ethical behavior. -/- 2. Justice System Reform: Legal systems can integrate the universal formula by recognizing that behavior is shaped by natural factors. Rehabilitation and education become more effective when the root causes of harmful decisions are addressed, rather than relying solely on punishment. -/- 3. Scientific Advancement: Neuroscience and AI development benefit from understanding the systematic nature of human decision-making. Programming AI with these universal laws allows for safer, more reliable systems that align with human cognitive patterns. -/- 4. Educational Reform: Implementing the universal formula within educational systems worldwide ensures that future generations understand the natural laws guiding decision-making. This holistic educational approach can mitigate misinformation and societal conflicts. -/- 5. Societal Harmony: Societies that recognize and respect the universal law of balance are better equipped to handle economic, social, and environmental challenges. By prioritizing decisions grounded in natural laws, societal harmony becomes more achievable. -/- Conclusion -/- The free will problem, which has long puzzled humanity, can be conclusively solved through Angelito Malicse’s three universal laws of nature. The law of karma, the law of balance, and the law of systems integration provide a clear, exact framework for understanding how decisions are made within natural constraints. Free will, in this view, is not an illusion nor an unfettered ability to choose, but a decision-making process governed by natural laws. Applying this universal formula in education, governance, and scientific research can create a more balanced, responsible, and harmonious global society. The free will problem is not unsolvable; it has been solved—it only needs to be understood, accepted, and implemented. -/- . (shrink)

The Causes of the Low-Level Mentality of the Human Population and the Path to Intellectual Growth -/- Humanity has made remarkable advancements in science, technology, and societal organization, yet a significant portion of the global population continues to exhibit a low level of mentality. This phenomenon manifests through rigid beliefs, resistance to new information, poor decision-making, and a lack of critical thinking. Understanding the causes of this intellectual stagnation is essential to developing solutions that promote higher-order thinking, rational decision-making, and (...) societal progress. This essay explores the root causes of the low-level mentality of the human population and presents the importance of a holistic, foundational educational approach as a long-term solution. -/- 1. Inadequate Educational Systems -/- Education is the foundation of intellectual growth, yet many educational systems worldwide prioritize memorization over critical thinking. Students are often taught to recall facts rather than analyze, question, and apply knowledge to real-life situations. This traditional approach produces individuals who may know specific information but lack the intellectual tools to evaluate new ideas or solve complex problems. Furthermore, the educational curriculum frequently overlooks essential concepts, such as the natural laws that govern life and society. -/- For example, the understanding of the universal law of balance in nature—where every action has corresponding effects—could significantly improve how individuals perceive and respond to societal and environmental challenges. If education emphasized these principles early on, individuals would better understand the long-term consequences of their decisions and behaviors, leading to more responsible and sustainable actions. -/- 2. Cultural and Religious Dogma -/- Cultural and religious beliefs shape societal values and individual mindsets. While these belief systems often provide moral guidance and social cohesion, they can also hinder intellectual growth when they discourage inquiry and critical thinking. Dogma, by its nature, often demands unquestioning acceptance of certain truths, even when these truths conflict with scientific evidence or observable reality. -/- In many societies, individuals are taught from a young age to accept beliefs based on tradition rather than evidence. This mental conditioning can lead to cognitive rigidity, where people reject new information that contradicts their worldview. Over time, such resistance perpetuates ignorance and limits societal growth. However, this challenge can be addressed by introducing a holistic educational approach that respects personal faith while encouraging open-mindedness, inquiry, and scientific understanding. -/- 3. Social Conditioning and Environmental Influence -/- Humans are social beings, and their mental frameworks are heavily influenced by their surroundings. When individuals grow up in environments where misinformation, anti-intellectualism, and superstition prevail, they are more likely to adopt similar perspectives. Social conditioning shapes mindsets through family teachings, peer interactions, and community beliefs. -/- For instance, communities that view education as irrelevant or elitist may discourage children from pursuing intellectual growth. This pattern is particularly prevalent in economically disadvantaged areas, where the struggle for survival takes precedence over intellectual development. Breaking this cycle requires community-based educational interventions that provide accessible, engaging, and practical knowledge to both children and adults. -/- 4. Media Influence and Misinformation -/- In the digital age, information is abundant, but so is misinformation. Social media platforms, news outlets, and online forums often prioritize sensationalism and emotional engagement over accuracy and critical analysis. Misinformation spreads rapidly, influencing people’s beliefs and behaviors with little regard for factual integrity. -/- The rise of confirmation bias exacerbates this issue. People tend to seek information that aligns with their pre-existing beliefs, regardless of its validity. As a result, false narratives, conspiracy theories, and pseudoscientific ideas can gain widespread acceptance. To counter this, educational systems must incorporate media literacy programs that teach individuals how to evaluate sources, discern fact from fiction, and think critically about the information they encounter. -/- 5. Economic and Survival Pressures -/- Poverty and economic hardship significantly impact intellectual development. When individuals are preoccupied with meeting basic survival needs, intellectual pursuits often become a secondary concern. Education becomes less of a priority when families struggle to afford food, shelter, and healthcare. -/- Moreover, resource-limited schools often lack qualified teachers, educational materials, and modern facilities. This disparity perpetuates a cycle of low-level mentality in economically disadvantaged communities. Addressing this issue requires systemic reforms that allocate sufficient resources to education, particularly in impoverished areas. Integrating the universal law of balance into educational programs can also help communities understand how balanced development—both economic and intellectual—can lead to long-term societal well-being. -/- 6. Cognitive Biases and Psychological Factors -/- Human cognition is inherently susceptible to biases, such as confirmation bias, availability bias, and conformity bias. These biases influence how individuals process information, often leading to flawed reasoning and poor decision-making. For instance, confirmation bias causes individuals to favor information that supports their beliefs while disregarding contradictory evidence. -/- Psychological factors like fear, insecurity, and the desire for social acceptance further contribute to intellectual stagnation. When individuals fear social ostracism or cognitive dissonance, they are less likely to question popular but flawed ideas. Educational systems can mitigate these biases by fostering intellectual humility, self-awareness, and critical thinking skills. -/- 7. Lack of Understanding of Natural Laws and Systems Thinking -/- A fundamental cause of the low-level mentality is the widespread ignorance of natural laws, particularly the universal law of balance in nature. This law, which governs the interdependence of systems and the consequences of actions, applies not only to the physical world but also to human behavior and societal dynamics. -/- When individuals and societies disregard this law, they make decisions based on short-term gains rather than long-term balance. For instance, unregulated population growth or unchecked economic expansion can create environmental degradation, resource scarcity, and societal instability. Teaching systems thinking and the law of balance can help individuals and leaders make decisions that promote societal harmony and sustainability. -/- The Path Forward: A Holistic Educational System -/- Addressing the root causes of low-level mentality requires a systemic, long-term solution: the implementation of a holistic educational system. Such a system should emphasize: -/- 1. Critical Thinking and Inquiry: Teach students how to question, analyze, and evaluate information independently. -/- 2. Natural Laws and Systems Thinking: Incorporate the universal law of balance and other natural principles into the curriculum. -/- 3. Media and Information Literacy: Equip individuals with the skills to navigate information in the digital age. -/- 4. Practical Life Skills: Include lessons on decision-making, emotional intelligence, and societal interdependence. -/- 5. Cultural Sensitivity and Open-Mindedness: Promote respect for diverse perspectives while encouraging intellectual curiosity. -/- This educational transformation should start in early childhood and continue throughout adulthood. Governments, educational institutions, and international organizations must collaborate to implement and promote these principles globally. -/- Conclusion -/- The low-level mentality of the human population stems from multiple interrelated factors, including inadequate education, cultural dogma, social conditioning, misinformation, economic pressures, cognitive biases, and a lack of understanding of natural laws. Overcoming these challenges requires a shift toward a holistic, systems-based educational approach that equips individuals with critical thinking skills, natural law awareness, and intellectual resilience. By prioritizing the understanding of the universal law of balance in nature and integrating it into educational frameworks, humanity can elevate its collective mentality and build a more informed, rational, and balanced society. -/- . (shrink)

In this article, we argue that there is an essential difference between social intelligence and creative intelligence, and that they have their foundation in human sexuality. For sex differences, we refer to the vast psychological, neurological, and cognitive science research where problem-solving, verbal skills, logical reasoning, and other topics are dealt with. Intelligence tests suggest that, on average, neither sex has more general intelligence than the other. Though people are equals in general intelligence, they are different in special (...) forms of intelligence such as social intelligence and creative intelligence, the former dominant in women, the latter dominant in men. The dominance of creative intelligence in men needs to be explained. The focus of our research is on the strictly anthropological aspects, and consequently our explanation for this fact is based on the male-female polarity in the mating systems. Sexual dimorphism does not only regard bodily differences but implies different forms of sex life. Sex researchers distinguish between two levels of sexual intercourse: procreative sex and recreational sex, and to these we would add “creative sex.” On all three levels, there is a behavioral difference between men and women, including the subjective experience. These differences are as well attributed to culture as genetically founded in nature. Sexual reproduction is only possible if females cooperate. Their biological inheritance makes females play a decisive role in mate choice. Recreational sex for the purpose of pleasure rather than reproduction results from female extended sexual activity. Creative sex, on the contrary, is a specifically male performance of sexuality. We identify creative sex with eroticism. Eroticism evolved through the transformation of the sexual drive into a mental state of expectation and fantasizing. Hence, sex differences (that nowadays are covered up by cultural egalitarianism) continue to be the evolutionary origin of the difference between social and creative intelligence. (shrink)

The Importance of Standardizing a Holistic Educational System in All Private and Public Schools -/- Education is the foundation of every society, shaping the future of individuals and nations alike. However, for it to be truly effective, it must be based on fundamental universal principles that guide human decision-making and societal development. To ensure fairness and comprehensive development, it is crucial to standardize a holistic educational system across all schools, both private and public. A holistic education goes beyond traditional (...) academics, focusing on intellectual, emotional, ethical, social, and practical life skills. -/- A key element of this standardization should be the integration of Angelito Malicse’s three universal laws of nature, which provide an exact and scientific foundation for understanding decision-making, social systems, and natural balance. By implementing this system uniformly, societies can create well-rounded individuals who are not only knowledgeable but also responsible, innovative, and compassionate. -/- Bridging the Gap Between Private and Public Schools -/- One of the biggest challenges in education is the gap between private and public schools. Private schools generally have better resources, experienced teachers, and a more advanced curriculum, while public schools often struggle with outdated teaching methods and insufficient funding. As a result, students in private schools receive better education and opportunities compared to their counterparts in public schools. -/- By standardizing a holistic educational system, this gap can be significantly reduced. Every student, regardless of their economic background, will have access to the same quality of education. This ensures equal opportunities for personal growth, career development, and social mobility, helping to create a fairer society. -/- Furthermore, integrating the universal law of balance into the curriculum will ensure that economic and educational inequalities are minimized. This law teaches that all systems, including society and governance, must be balanced to function properly. If every student learns this principle, they will understand the importance of equity in education and policymaking, leading to a more just society. -/- Developing Critical Thinking and Problem-Solving Skills -/- A traditional educational system often emphasizes memorization and test-based learning, leaving little room for critical thinking and creativity. In contrast, a holistic approach encourages students to question, analyze, and solve real-world problems. If this system is standardized across all schools, students will develop essential skills in logical reasoning, innovation, and adaptability, which are crucial for success in a rapidly changing world. -/- A key principle that supports critical thinking is the law of karma, which is not just about morality but also about systems and the law of cause and effect. This law states that any system—whether natural or human-made—must be free of defects or errors to function properly. Applying this law in education will help students develop systemic thinking, allowing them to: -/- Analyze problems in science, economics, and governance with a logical and structured approach. -/- Understand that flawed decisions lead to failure, whether in personal choices, leadership, or technological development. -/- Develop a mindset that prioritizes precision, accountability, and problem-solving, ensuring that they become future leaders and innovators. -/- Ensuring Moral and Ethical Education -/- In today’s world, corruption, misinformation, and moral dilemmas are widespread. Many education systems focus on academics while neglecting moral and ethical reasoning. A holistic educational system integrates values-based education, teaching students about honesty, integrity, social responsibility, and ethical decision-making. -/- The feedback mechanism of conscious minds, the third universal law, explains that individual decision-making is influenced by interactions with others. This law is essential in teaching students about ethical leadership and governance. When students understand how leaders’ decisions influence society and how public perception shapes governance, they will develop a strong sense of responsibility and accountability in leadership roles. -/- By integrating this law into education, students will become better decision-makers, capable of understanding how information spreads, how social structures evolve, and how leadership should be approached with responsibility. -/- Promoting Emotional Intelligence and Social Skills -/- Success in life is not just about academic intelligence (IQ) but also about emotional intelligence (EQ)—the ability to understand, manage, and express emotions effectively. Standardizing a holistic education ensures that all students develop essential life skills such as self-awareness, empathy, conflict resolution, and teamwork. -/- Since the law of balance applies not just to external systems but also to personal well-being, students will be trained to balance mental, emotional, and social aspects of their lives. This will reduce issues like stress, anxiety, and social alienation, creating emotionally stable and compassionate individuals. -/- Preparing Students for Real-World Challenges -/- Most traditional education systems focus only on academic subjects, neglecting practical life skills such as financial literacy, entrepreneurship, environmental awareness, and digital literacy. A standardized holistic educational system would ensure that all students, regardless of the school they attend, gain these essential skills. -/- For example, students would learn how to manage personal finances, understand investments, and navigate digital technology responsibly. This practical knowledge is crucial for helping individuals become independent and responsible adults who can contribute meaningfully to society. -/- The law of karma can be particularly useful in helping students understand how economic and business systems function. If students are taught that defects in economic policies, financial decisions, or business models lead to collapse, they will be better prepared to create sustainable and efficient economic systems. -/- Encouraging Creativity and Innovation -/- A well-balanced education must nurture creativity and innovation, which are key drivers of economic and technological progress. Many traditional schools focus mainly on mathematics, science, and language while neglecting arts, music, sports, and hands-on learning experiences. A standardized holistic system would ensure that all students have the opportunity to explore various forms of creative expression. -/- The feedback mechanism of conscious minds teaches that innovation and creativity evolve through continuous interaction and shared ideas. By integrating this principle, students will be encouraged to collaborate, adapt, and develop groundbreaking ideas, leading to scientific and technological advancements. -/- Creating a More Balanced and Just Society -/- When all students receive a standardized holistic education that includes the three universal laws, it reduces social inequality and fosters a more balanced society. Education should be a tool for empowerment, not a privilege for the few. By ensuring that every child, regardless of background, receives a well-rounded education, societies can create a fairer, more inclusive world where opportunities are based on merit rather than social class. -/- By understanding the law of balance, future policymakers will make rational and sustainable decisions, ensuring that economic, environmental, and social systems remain in harmony. This will prevent economic instability, environmental destruction, and social conflicts. -/- Conclusion -/- Standardizing a holistic educational system across all private and public schools is essential for ensuring equal opportunities, developing critical thinking, promoting ethical values, and preparing students for real-life challenges. However, for education to be truly effective, it must be rooted in universal laws that govern decision-making and social balance. -/- By integrating Angelito Malicse’s three universal laws—the Law of Karma, the Universal Law of Balance, and the Feedback Mechanism of Conscious Minds—education can provide students with a scientific, ethical, and systemic approach to understanding life, society, and governance. -/- If all schools adopt a holistic approach to education based on these universal laws, future generations will be more prepared to solve complex problems, uphold ethical values, embrace cultural diversity, and contribute to a more just and progressive society. Standardizing holistic education is not just a necessity—it is the key to a brighter, more balanced future for all. -/- . (shrink)

The Universal Law of Balance: The Key to Understanding Free Will and Human Decision-Making -/- For centuries, the concept of free will has remained an unsolved mystery. Philosophers, scientists, and theologians have debated whether human beings truly have the power to make independent choices or whether their decisions are predetermined by external forces. Despite these discussions, no universally accepted solution has emerged—until now. -/- The key to solving the problem of free will lies in recognizing that all decision-making follows a (...) fundamental natural law: the Universal Law of Balance. This law governs not only the physical world but also human consciousness and social systems. By understanding how balance shapes our thoughts, choices, and actions, we can eliminate confusion about free will and create a more rational, stable, and just society. -/- Understanding the Universal Law of Balance -/- The Universal Law of Balance states that everything in nature operates within a dynamic equilibrium. Whether we look at ecosystems, physics, economics, or psychology, balance is the governing principle that maintains stability and prevents collapse. -/- In Nature: Ecosystems regulate themselves. If one species becomes too dominant, natural mechanisms restore balance. -/- In Physics: Newton’s Third Law states that every action has an equal and opposite reaction, demonstrating balance in forces. -/- In Economics: Markets function based on supply and demand—imbalances lead to inflation, recession, or economic crashes. -/- In Human Behavior: Emotional states fluctuate based on internal and external conditions, always seeking equilibrium. -/- These examples show that balance is not just a concept—it is an inescapable law of existence. Human thought and decision-making are no exception. -/- How the Law of Balance Governs Free Will -/- Many people believe that free will means making choices completely free of external influence. However, this is a misconception. Every decision a person makes is a response to an imbalance—whether it is a biological need (hunger leading to eating), a social pressure (conforming to norms), or an emotional reaction (seeking comfort when sad). -/- Thus, free will is not absolute but operates within the constraints of balance. Instead of making completely random choices, the human mind is constantly processing feedback from the internal self (thoughts, emotions, desires) and the external world (society, culture, circumstances). Every action is a means of restoring, maintaining, or disrupting balance. -/- For example: -/- A government that ignores economic inequality will face social unrest as balance is naturally restored through protests or revolution. -/- A person who overworks without rest will experience burnout, forcing them to slow down. -/- A company that prioritizes profit over sustainability will eventually face economic collapse due to resource depletion. -/- The Universal Formula reveals that decision-making is not random or purely independent—it follows the patterns of natural balance. -/- Why Ignoring Balance Leads to Crisis -/- Throughout history, civilizations have risen and fallen based on whether they understood and applied the principles of balance. Societies that pursued unregulated expansion, wealth concentration, or environmental exploitation eventually collapsed due to the inevitable consequences of imbalance. -/- Today, many global crises—from economic inequality to climate change—are the result of decisions that violate natural balance. Political systems that concentrate power, financial models based on infinite growth, and extreme ideological conflicts all stem from a failure to recognize that balance is necessary for long-term stability. -/- By understanding and applying the Universal Formula, individuals and leaders can prevent crises before they occur. Instead of reacting to problems after they arise, societies can use balance-based decision-making to anticipate and correct imbalances proactively. -/- Applying the Universal Formula in Education, Leadership, and Society -/- If the Universal Law of Balance is truly the foundation of decision-making, it must be integrated into education, governance, and social systems. -/- 1. Education Reform: Schools should teach students how all subjects are interconnected through balance—whether in science, economics, or ethics. Instead of memorization, students should learn systems thinking and how to apply balance-based reasoning in real-world scenarios. -/- 2. Leadership and Governance: Governments should create dynamic policies that adjust based on real-time feedback, preventing economic, political, and environmental instability. Leaders should be trained to make decisions based on natural equilibrium rather than ideology or short-term interests. -/- 3. Personal and Social Development: Individuals should apply balance-based decision-making in relationships, career choices, and daily life. Recognizing that emotions, actions, and social interactions all function as feedback loops can help people make more rational, stable, and fulfilling choices. -/- The Path Forward: A Balanced Future -/- The Universal Formula is not just a philosophical idea—it is a practical tool that can transform human decision-making at all levels. If individuals and societies embrace this knowledge, the future will be more stable, just, and sustainable. If balance continues to be ignored, crises will persist. -/- The time has come for a new way of thinking, one that moves beyond outdated debates about free will and embraces the fundamental truth of balance. Understanding this principle is not just an intellectual exercise—it is the key to shaping the future of humanity. -/- The question is no longer whether this knowledge is correct—the question is: Will humanity recognize and apply it before it is too late? -/- . (shrink)

The Paradox of Heaven and Overpopulation of a Low-Quality Young Generation -/- Religious beliefs have long shaped human civilization, guiding moral values, social structures, and even population growth. Many faiths emphasize the importance of bringing new life into the world, viewing children as blessings and encouraging large families. At the same time, the ultimate goal of religious life is often portrayed as reaching heaven—a place of eternal peace and divine reward. However, this presents a paradox: if increasing (...) the number of souls is meant to fulfill spiritual purpose, what happens when rapid population growth leads to declining quality in education, moral development, and societal stability? -/- This paradox raises fundamental questions about the balance between religious teachings, population sustainability, and the quality of future generations. If society continues to prioritize quantity over quality, it risks creating an unstable world where human suffering increases rather than decreases. Addressing this dilemma requires a deeper understanding of how religious doctrines, natural balance, and responsible governance must work together to ensure both spiritual and societal well-being. -/- Religious Doctrine and High Birth Rates -/- Many religions encourage large families, considering children as divine gifts. This belief is rooted in the idea that human life is sacred and that bringing more souls into existence contributes to fulfilling a higher purpose. In some religious communities, birth control is discouraged, and parenthood is seen as a duty rather than a choice. This mindset often leads to high birth rates, especially in countries where religion holds strong cultural and political influence. -/- However, an uncontrolled rise in population comes with serious consequences. If economic conditions, education systems, and healthcare infrastructures cannot keep up, the result is a society struggling with poverty, ignorance, and social unrest. Overcrowded schools, lack of proper resources, and a growing number of individuals without critical thinking skills contribute to a lower-quality generation—one that is unable to properly participate in building a stable and progressive society. -/- The Purpose of Life and the Heaven Paradox -/- If heaven is the ultimate goal of religious faith, then increasing the number of people born into the world could be seen as maximizing the chances for salvation. More souls mean more opportunities for individuals to seek divine truth and righteousness. However, if these new generations are not properly guided, educated, or given moral direction, they may end up contributing to societal decline rather than spiritual enlightenment. -/- This raises an important question: is the goal of religious life simply to create more human beings, or is it to nurture individuals who can contribute meaningfully to the world while also preparing for the afterlife? If the focus Is purely on quantity without ensuring proper guidance, then the result is a paradox where a growing population actually moves further away from moral and spiritual enlightenment due to ignorance and miseducation. -/- The Quality vs. Quantity Dilemma -/- A growing population without corresponding improvements in education and ethical values leads to a generation that lacks discipline, wisdom, and a strong moral foundation. The consequences of this are evident in societies where overpopulation contributes to increasing crime rates, economic disparity, and political instability. -/- This dilemma challenges religious and societal leaders to rethink their approach. Is it better to have a smaller, well-educated, and morally upright population, or a large, struggling one that lacks the necessary knowledge and discipline to function effectively? True progress does not come from sheer numbers but from ensuring that individuals are properly equipped to lead meaningful lives. -/- The Balance of Nature and Sustainable Growth -/- From the perspective of the universal law of balance in nature, uncontrolled population growth without advancements in education, economy, and ethics creates a dangerous Imbalance. Nature operates on a delicate equilibrium, where excess in one area often leads to deficiencies in another. When population growth surpasses a society’s ability to provide for its citizens, suffering becomes inevitable. -/- This principle suggests that true progress must involve not just increasing numbers but also ensuring the next generation is properly nurtured. Education, critical thinking, and moral development should be prioritized so that future generations are capable of maintaining harmony in both society and the environment. Without such balance, humanity risks falling into a cycle of decline, where ignorance and poverty overshadow any potential spiritual or intellectual growth. -/- Resolving the Paradox -/- If religious teachings are truly meant to guide humanity toward enlightenment and harmony, then faith-based institutions must emphasize quality over quantity. Responsible parenthood, education, and ethical upbringing should be at the core of religious guidance. Leaders should recognize that ensuring a well-prepared generation is more important than simply increasing the number of births. -/- Governments and religious organizations must work together to promote policies that align with both spiritual and societal well-being. Encouraging responsible family planning, improving education, and fostering a culture of critical thinking are essential steps toward resolving this paradox. When individuals are given the right tools to understand both their material and spiritual responsibilities, they are more likely to create a society that is both morally and intellectually sound. -/- Conclusion -/- The paradox of heaven and overpopulation presents a challenge that cannot be ignored. If religious institutions and governments continue to focus only on increasing population numbers without ensuring the proper upbringing of the younger generation, society will face increasing instability. The key to resolving this dilemma lies in understanding the universal law of balance in nature—where human progress depends on maintaining equilibrium between spiritual beliefs, education, and societal growth. -/- By shifting the focus from quantity to quality, humanity can create a future where individuals are not just numerous but also wise, responsible, and capable of contributing to a better world. This approach not only aligns with natural balance but also ensures that the ultimate goal of human existence—whether in this life or the next—is truly fulfilled. -/- . (shrink)

-/- The Root Causes of Producing a Low-Quality Young Generation in the Modern World By Angelito Malicse -/- One of the most pressing problems facing humanity today is the rising number of young people who grow up without proper education, moral values, direction, or purpose. This growing population of disoriented youth often lacks the tools to live meaningful, balanced lives or contribute positively to society. Understanding the root causes of this phenomenon is essential if we are to find lasting solutions. (...) Drawing from my universal formula based on the natural laws of balance, cause and effect, and feedback mechanisms, I will outline how systemic failure in education, parenting, leadership, and culture leads to the creation of a low-quality young generation. -/- 1. The Failure of Educational Systems -/- Education is the foundation of human development. Yet, many educational systems around the world are outdated, fragmented, and fail to provide the necessary tools for children to become critically aware, morally grounded, and purpose-driven individuals. Instead of nurturing the human mind according to the natural law of balance, schools often focus on rote memorization and competition, producing individuals who may have technical skills but lack self-awareness and ethical reasoning. The inequality in access to quality education deepens the problem. Only the privileged receive meaningful education, while millions are left behind—trapped in a cycle of ignorance and dependency. -/- 2. Poor Parenting and Dysfunctional Home Environments -/- The family is the first environment that shapes a child’s consciousness. Parents who are themselves uneducated, emotionally unstable, or trapped in poverty are often unable to provide the love, structure, and discipline necessary for balanced growth. Children who grow up in broken or abusive households absorb these patterns, and without correction, they replicate them into adulthood. As my universal formula emphasizes, the law of feedback governs the mind’s development. If a child receives constant negative feedback or no guidance at all, their internal balance becomes distorted, leading to emotional and behavioral dysfunction. -/- 3. Toxic Cultural and Media Influences -/- Today’s youth are immersed in a media culture that promotes superficiality, selfishness, and immediate gratification. Entertainment and social media dominate their consciousness, often replacing real human interaction, reflection, and meaningful goals. False narratives of success, distorted beauty standards, and a celebration of rebellion and arrogance push young people further away from natural balance. As the universal law of karma shows, when a system consistently inputs defective information and values, the output will be equally defective. The young generation is a reflection of the cultural systems they are fed by. -/- 4. Economic and Political Systems That Fail the Youth -/- Corrupt, greedy, or short-sighted governments often fail to invest in the development of their young population. In such systems, leaders prioritize power and profit over long-term human sustainability. Young people born into poverty are forced into survival mode, often without access to proper education, nutrition, or mental development. The result is an unbalanced system that violates the natural law of cause and effect. Without justice and equity in society, the seeds planted in the youth will not produce healthy, balanced individuals. -/- 5. Overpopulation Without Balanced Planning -/- In many parts of the world, especially in developing countries, population growth continues unchecked. This leads to overburdened schools, strained resources, and an inability for families and governments to provide basic needs. When population growth exceeds a nation’s ability to provide nurturing and development, imbalance is inevitable. The law of balance in nature, which is central to my universal formula, reminds us that excess—even of life—can create breakdowns when it exceeds the carrying capacity of a system. -/- 6. The Absence of a Universal Moral and Natural Law Framework -/- Perhaps the most fundamental problem is the lack of universal education in natural laws and moral consciousness. Children grow up without understanding the basic laws that govern life and decision-making. The absence of this understanding leaves them vulnerable to ignorance, manipulation, and harmful ideologies. My universal formula—rooted in the law of balance, the law of karma (cause and effect), and the law of feedback—offers a foundation for reprogramming young minds through a holistic and scientific understanding of how life and human behavior function. These principles are not religious dogmas or abstract theories, but observable truths about how systems operate in both nature and society. -/- Conclusion -/- The creation of a low-quality young generation is not an accident—it is the product of broken systems that violate the fundamental laws of nature. By understanding and applying my universal formula, we can transform education, parenting, leadership, and cultural development to restore balance to the human mind. Only then can we raise a generation that is aware, responsible, and capable of building a peaceful and sustainable world. This is not just a theoretical solution—it is a call to action for all educators, leaders, and institutions who care about the future of humanity. -/- . (shrink)

In The Future of Human Nature, Jürgen Habermas raises the question of whether the embryonic genetic diagnosis and genetic modification threatens the foundations of the species ethics that underlies current understandings of morality. While morality, in the normative sense, is based on moral interactions enabling communicative action, justification, and reciprocal respect, the reification involved in the new technologies may preclude individuals to uphold a sense of the undisposability of human life and the inviolability of human beings that is necessary (...) for their own identity as well as for reciprocal relations. Engaging with liberal bioethics and Catholic approaches to bioethics, the article clarifies how Habermas’ position offers a radical critique of liberal autonomy while maintaining its postmetaphysical stance. The essay argues that Habermas’ approach may guide the question of rights of future generations regarding germline gene editing. But it calls for a different turn in the conversation between philosophy and theology, namely one that emphasizes the necessary attention to rights violations and injustices as a common, postmetaphysical starting point for critical theory and critical theology alike. In 2001, Jürgen Habermas published a short book on questions of biomedicine that took many by surprise.[1] To some of his students, the turn to a substantive position invoking the need to comment on a species ethics rather than outlining a public moral framework was seen as the departure from the “path of deontological virtue,”[2] and at the same time a departure from postmetaphysical reason. Habermas’ motivation to address the developments in biomedicine had certainly been sparked by the intense debate in Germany, the European Union, and internationally on human cloning, pre-implantation genetic diagnosis, embryonic stem cell research, and human enhancement. He turned to a strand of critical theory that had been pushed to the background by the younger Frankfurt School in favor of cultural theory and social critique, even though it had been an important element of its initial working programs. The relationship of instrumental reason and critical theory, examined, among others, by Max Horkheimer, Theodor W. Adorno, and Herbert Marcuse and taken up in Habermas’ own Knowledge and Interest and Theory of Communicative Action became ever-more actual with the development of the life sciences, human genome analysis, and genetic engineering of human offspring. Today, some of the fictional scenarios discussed at the end of the last century as “science fiction” have become reality: in 2018, the first “germline gene-edited” children were born in China.[3] Furthermore, the UK’s permission to create so-called “three-parent” children may create a legal and political pathway to hereditary germline interventions summarized under the name of “gene editing.”In this article, I want to explore Habermas’ “substantial” argument in the hope that philosophy and theology become allies in their struggle against an ever-more reifying lifeworld, which may create a “moral void” that would, at least from today’s perspective, be “unbearable”, and for upholding the conditions of human dignity, freedom, and justice. I will contextualize Habermas’ concerns in the broader discourse of bioethics, because only by doing this, his concerns are rescued from some misinterpretations.[1] Jürgen Habermas, The Future of Human Nature.[2] Ibid., 125, fn. 58. 8[3] Up to the present, no scientific publication of the exact procedure exists, but it is known that the scientist, Jiankui He, circumvented the existing national regulatory framework and may have misled the prospective parents about existing alternatives and the unprecedented nature of his conduct. Yuanwu Ma, Lianfeng Zhang, and Chuan Qin, "The First Genetically Gene‐Edited Babies: It's “Irresponsible and Too Early”," Animal Models and Experimental Medicine ; Matthias Braun, Meacham, Darian, "The Trust Game: Crispr for Human Germline Editing Unsettles Scientists and Society," EMBO reports 20, no. 2. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 42.1 (2004) 113-115 [Access article in PDF] Wilhelm Dilthey. The Formation of the Historical World in the Human Sciences. Edited with an Introduction by Rudolf A. Makkreel and Frithjof Rodi. Princeton: Princeton University Press, 2002. Pp xiii + 399. Cloth $55.00. The first complete English translation of Wilhelm Dilthey's (1833-1911) most important mature work—a seminal work for hermeneutics, phenomenology, critical theory, and the (...) philosophy of history and the human sciences—is to be greatly welcomed. This excellent translation conveys the subtlety and richness of Dilthey's German. Its innovative translations of key terms will provide renewed stimulus to interpreting Dilthey's works.This edition includes Dilthey's investigation of the structures of consciousness in his three preliminary "Studies toward the Foundation of the Human Sciences," his exploration [End Page 113] of the import of the productive systems of historical life for knowledge in The Formation of the Historical World in the Human Sciences, and his final and perhaps best formulation of hermeneutics in "The Understanding of Other Persons and Their Manifestations of Life."Although Carnap and others utilized the word Aufbau in the sense of epistemic "construction," Makkreel and Rodi clarify how Dilthey used it in the sense of "formation." The formation of the historical world refers to its articulation in the human sciences which themselves theoretically reflect this historical world (GSW3: 1). They also argue that Dilthey's theory of the human sciences is not merely an epistemology (Erkenntnistheorie), but a theory of knowledge (Theorie des Wissens) that relates knowing to its context. Whereas epistemology seeks to establish the foundations of conceptual cognition (Erkenntnis), Dilthey places the epistemology of the human sciences within a larger context of the knowledge (Wissen) embodied in social practices and historical forms of life. Knowledge encompasses not only the conceptual cognition of reality, but also the values and purposes established about it.Dilthey accordingly situated the human sciences, which are determined by their respective object and how the object is given (SW3: 38), in relation to a pretheoretical life-nexus and its forms of elementary or ordinary understanding. These are tied up with the temporality, historicity, and structures of social life; with an epochal "objective spirit." Objective spirit indicates the ways in which the past has been objectified and continues to shape contemporary practices and it is analyzed in the human sciences as cultural systems and the external organization of society. A significant characteristic of the Formation is the development of the notion of "productive system or nexus." This new translation of Wirkungszusammenhang suggests a historical efficacy or productivity prior to any analysis of it as either causal or teleological (SW3: 4).The human sciences include the study of dynamic interconnected systems that articulate the intersection of meaning, value, purpose, and force. Dilthey interpreted these temporally, such that meaning primarily concerns how humans are determined by their past, value is based on their present feeling of life, and purpose is projective striving into the future in the face of productive forces (Kräfte) which cannot always be predicted or controlled.For Dilthey, understanding (verstehen) is intrinsically interpretive. Humans can cognize themselves and others only indirectly (SW3: 108), since we are conscious and reflective beings who are bound to the facticity of our bodies and world. Given that we know ourselves and others primarily through actions, life-expressions, and their effects—rather than through introspection or intuition—and that everyday understanding can face breakdowns and what seems distant or strange, elementary understanding leads to higher forms of understanding and interpretation; i.e., hermeneutics. Dilthey's project of a critique of historical reason proceeds from the context of life in all of its complexity and concreteness to the conceptual cognition of the sciences and, finally, to reflective awareness (Besinnung). This reflection is made possible by the prereflective reflexivity (Innesein or Innewerden) of the human subject and, with its double meaning of "sense" (Sinn) as meaning and bodily awareness, constitutes the basic movement of Dilthey's thought.Understanding provides more than scientific access to... (shrink)

The city of Kruja dates back to its existence in the 5th and 6th centuries. In the inner city are preserved great historical, cultural, and architectural values that are inherited from generation to generation. In the city interact and coexist three different typologies of dwellings: historic buildings that belong to the XIII, XIV, XV, XIII, XIX centuries (built using the foundations of previous buildings); socialist buildings dating back to the Second World War until 1990; and modern buildings which were built (...) from 1990 onwards. According to the questionnaires, the creation of mathematical models applied to each category will result in contradictory attitudes but also fairy ones based on different percentages. There are underlined 5 quality of life indicators(questions) from a total of 30 questions of the questionnaire, which are involved in mathematical regression and are statistically significant with a significance level p<5% (with a reliability of 95%), which interact for all three categories of buildings. The quality of life indicators: dwelling area, heating mode during winter, level of dwelling improvement, time spent in the dwelling, and monthly electricity payments, are the main actors who will be compared in order to draw conclusions. According to the statistical calculations trend, it is noted that the socialist buildings category does not directly participate in the debate between historic and modern buildings by means of the quality of life indicators (questions). (shrink)

The mobility experience is an important life event for international students, and achieving successful psychological and sociocultural adaptation is crucial for this experience to be positive. Through a three-wave longitudinal study among international students enrolled at universities in Spain, Portugal, and Poland (n = 233), we examined the relationships between social media use, social identification, and (sociocultural and psychological) adaptation across time. Results of cross lagged panel modeling (CLPM) showed that social media contact with home nationals (...) predicted greater identification with this group. Social media contact with host country nationals predicted poorer adaptation. Social media contact with other international students did not show any effects, while identification with this group predicted better adaptation. Our results point to the dynamic nature of the adaptation process, showing that the role of social media use and identification targeted at different social groups may play different roles than was previously found in cross-sectional research. (shrink)

The contents of Brahmajnaana, the Buddhism, the Jainism, the Sabdabrahma Siddhanta and Shaddarsanas will be discussed to present the true meaning of individual’s identity and I. The influence of spirituality contained in Upanishadic insight in the development of Sanskrit language structure, Indian culture, and individual identity formation will be developed. The cultural and psychological aspects of a civilization on the formation of its language structure and prominence given to various parts of speech and vice versa will be touched upon. (...) These aspects will be also compared and contrasted with German, French, Telugu and Hindi and their respective influence on cultural and identity formation and vice versa. A cognitive science interpretation of advaita and dvaita phases of mind and bhakti and vibhakti modes of language acquisition and communication in terms of physics and electronics will be given and be clubbed to present an inclusive and comprehensive modern scientific and social scientific understanding and interpretation of Brahmajnaana, the Buddhism, the Jainism and rest of current theistic and atheistic awareness of I and its spiritual, linguistic, cognitive scientific and rationalistic ideas and opinions. The use of this study for national integration and oneness of Indians will be highlighted. (shrink)

-/- Only this experience … -/- Thirty years ago a young British soldier found himself in a conflict in which Christians were killing Christians. When he protested that involving the Army would provoke more violence from both sides, his government ordered him into a military psychiatric hospital, to be treated - on arrival - for schizophrenia. Instead, the hospital staff found him perfectly sane. Meanwhile, under their observation, he had a spectacular spiritual experience. He had previously decided that God is (...) just a delusion. Here now was a perfect setting for a modern revelation: not only that God is an authentic human experience, but that it is very likely the human experience. Modern atheists are surely right to claim that God has little to do with biology - and physicists, that God little to do with physics. Yet without an understanding of what this intense and complex experience is actually like - and what cultural changes it can inspire - human history is virtually incomprehensible. When he was later training to become a maths teacher at Cambridge University in England, both philosophers and theologians urged him to find a way to express his inspiration through his teaching. He was soon a head of mathematics at one of England’s most prestigious international schools. There he realised that orthodox mathematics instruction does a great deal of moral and social harm - as well as being obviously ineffective. Mathematics should teach youngsters to think honestly, critically and constructively - even to accept other’s criticisms gladly. This is what democracy requires. But youngsters in schools are usually rewarded more for their dishonesty. They learn to resent others’ ability, to reject any criticism. These are major reasons why modern democracies fail. In the last century the same habits of teaching arguably handed power to Stalin and Hitler. Both called their politics ‘scientific’. Both savagely destroyed criticism and dissent. Both enjoyed popular support. These tendencies are active today. In 473959 he describes how his revelation became the foundation of his life - then of his teaching. He explains how teaching mathematics properly and effectively will preserve children’s natural honesty, encourage and support their natural desire to think, to understand and to treat others honestly. In this way, he believes, there is even a possibility of ending the ancient conflicts between Jews, Christians and Muslims: by combining the fundamental moral principles of their most famous exponents. -/- … makes understanding human history possible! (shrink)

There is a growing focus on public health initiatives that prioritise well-being. The main question of our study is whether this, in its current form, can really represent a new response to the challenges of previous strategies, or whether there is a greater chance that it will essentially reproduce the problems associated with the paradoxical situation of public health. Based on a review, analysis and evaluation of the literature on well-being in public health, we outlined the foundations of a new (...) meta-theory of well-being and a possibility for its social application. In our view, well-being is seen as a social representation of a combination of positive and negative freedom of choice concerning the quality of everyday life, used in a positioning process involving both individual and collective aspects. Health is a particular aspect of the social representation and positioning of well-being, which encompasses aspects of the physical, psychological, social and spiritual functioning of individuals. The well-being meta-theory also opens up the possibility for more effective solutions to the social challenges related to well-being and salutogenetic health. It underscores the importance of the need for a dedicated social subsystem where the goals and organizational culture of the organizations involved are focused on well-being and health promotion. In our study, we consider this to be the Public Well-being System (PWS). (shrink)

The family is a social group. Its characteristics are among other things; common residence, co-operation and reproduction. The family has always been considered to be the foundation or nucleus of the society; the most basic unit of its organization. The structure of the family varies according to each society. In pre-colonial era, the family as a social group among the Yorùbá, was a large unit, and extended in nature. They were bound together by the realization of having (...) a common ancestor; alájọbí. All the members of the family see one another as blood relations, as such incest was (and still is) a taboo. Apart from this, sexual relationship among the Yorùbá is heterosexual and permissible only in marriage; between husband and his wife/wives. Though extra-marital relationships are practiced, it is frowned at for men, but intolerable for women. Homosexuality is also a taboo; punishable by public disgrace, with culprits liable to excommunication from the society, especially if unrepentant. It cannot be totally ruled out that these anomalous relationships were not secretly engaged in by few non-conformists among the Yorùbá, before coming into contact with the West, the fact remains that the magnitude by which they are practiced in present times is alarming; threatening the harmony and cultural heritage of the Yorùbá. This fear is expressed in the literary genres of the Yorùbá, especially the film, which is the contemporary popular theatre of the Yorùbá of Nigeria and other tribes in Africa. This study examined sexual relationship among members of the family, in randomly selected Yorùbá films that have family-living as their major or minor themes; to know how affected is the stability of family (sexual) relationship among the Yorùbá. This is in the light of evolving modernity; with its individualistic life-style of people globally, as against the inherited communal social organization of the Yorùbá; built around the virtuous ọmọlúwàbí principle. The plausible reasons for the anomalous behaviors are also examined. Our findings are that prevailing strict traditional conditions, living in private homes as nuclear family, not being properly oriented in Yorùbá cultural values, increased exposition to Western lifestyles and its more relaxed societal expectations, and non-realization of the possibility of anomalous sexual behaviors as mental and biological issues that can be medically treated; are some of the reasons why such behaviors manifest, and are becoming prevalent. We have suggested communal encouragement with empathy, to seek medical assistance for and by the ‘diseased’ person. One finding here is that prevailing traditional conditions, ignorance, poor orientation and westernization present the anomaly mildly and make people not to see anomalous sex behavious as a mental disorder which requires medical attention. (shrink)

The Human System and the Universal Law of Balance: A Foundation for a Stable Society -/- By Angelito Malicse -/- Introduction -/- Every human being is a complete system, constantly interacting with other complete systems. This interconnected nature of human existence suggests that personal experience, decision-making, and societal structures are not random but governed by natural laws—specifically, the universal law of balance. By understanding this, we can address major societal problems by ensuring that individual and collective actions maintain equilibrium (...) rather than create instability. This essay explores how recognizing humans as complete systems interacting within a larger framework can provide solutions for governance, education, and societal harmony. -/- Humans as Self-Regulating Systems -/- Each human functions as an autonomous yet interdependent system. Like biological homeostasis, where the body maintains internal stability despite external changes, individuals regulate their thoughts, emotions, and actions in response to their environment. However, this regulation is not isolated—every person’s decisions and behaviors influence others, creating a dynamic feedback loop of cause and effect. -/- In this framework, free will is not absolute but operates within constraints set by the universal law of balance. People make choices based on personal needs, external conditions, and social influences. When decisions align with nature’s balance, they contribute to stability. When they violate this balance—due to ignorance, misinformation, or unchecked desires—problems arise, both individually and collectively. -/- Interconnectedness and Societal Stability -/- Since every person is a complete system interacting with others, society itself functions as a larger system composed of these individual systems. Social structures—such as governments, economies, and cultures—emerge from these interactions and must also maintain balance. When individuals or groups act against this equilibrium, social problems arise. -/- For example, economic inequality can be seen as an imbalance where resources are distributed in a way that destabilizes the system. Environmental destruction results from ignoring the balance between human consumption and nature’s regenerative capacity. Political conflicts emerge when leadership decisions disrupt the natural equilibrium of power and governance. These problems do not exist in isolation; they are symptoms of an underlying imbalance in the human system. -/- Recognizing this interconnectedness is crucial for solving these issues. Instead of treating problems as separate crises, we must address the root cause—misalignment with the universal law of balance. This requires a shift in how we approach governance, education, and decision-making. -/- Education as a Tool for Systemic Balance -/- To create a stable society, individuals must be taught how their decisions contribute to or disrupt the balance of the system. Education should not merely focus on acquiring knowledge but on understanding how personal and collective choices influence the world. A holistic educational system should integrate: -/- 1. Critical Thinking – Teaching individuals to analyze and assess the consequences of their actions within the broader system. -/- 2. Ethical Decision-Making – Emphasizing responsibility in maintaining balance in personal and societal interactions. -/- 3. Systems Thinking – Understanding how different aspects of life—economy, environment, politics—are interconnected. -/- 4. Scientific and Philosophical Awareness – Bridging material and conceptual knowledge to provide a balanced understanding of reality. -/- By educating individuals in this way, we empower them to act in harmony with the universal law of balance, reducing societal instability. -/- Leadership and Governance Based on Balance -/- Leaders and policymakers must also recognize that they are part of this interconnected system. Decisions made at the highest levels influence the equilibrium of the entire society. Policies that prioritize short-term gains over long-term balance create instability, while those that align with natural equilibrium foster sustainability and justice. -/- A governance model based on balance would: -/- Ensure fair distribution of resources to prevent extreme economic disparities. -/- Implement environmental policies that respect the balance between human needs and nature’s limits. -/- Foster international relations based on mutual cooperation rather than conflict and competition. -/- Promote education and leadership training centered on maintaining societal equilibrium. -/- By integrating the principle of balance into leadership, we can create policies that address the root causes of instability rather than merely reacting to crises. -/- Conclusion -/- Humans are not isolated beings but complete systems interacting within a larger network. Recognizing this interconnectedness is key to solving major societal problems. When individuals and leaders understand that their decisions must align with the universal law of balance, they can contribute to stability rather than disruption. -/- By applying this understanding to education, governance, and daily decision-making, we can create a society that is more just, sustainable, and resilient. The key to a better world is not in isolated solutions but in a fundamental shift in perspective—one that sees all human actions as part of a larger, self-regulating system governed by the principles of balance. -/- . (shrink)

Reedition of papers in English spanning from 1986 to 2009 /// Historical background -- An imposed legacy -- Twentieth century contemporaneity -- Appendix: The philosophy of teaching legal philosophy in Hungary /// HISTORICAL BACKGROUND -- PHILOSOPHY OF LAW IN CENTRAL & EASTERN EUROPE: A SKETCH OF HISTORY [1999] 11–21 // PHILOSOPHISING ON LAW IN THE TURMOIL OF COMMUNIST TAKEOVER IN HUNGARY (TWO PORTRAITS, INTERWAR AND POSTWAR: JULIUS MOÓR & ISTVÁN LOSONCZY) [2001–2002] 23–39: Julius Moór 23 / István Losonczy 29 // (...) ON THE SURVIVAL OF ILMAR TAMMELO’S LETTER AND MANUSCRIPT ADDRESSED TO PROFESSOR MOÓR [2009] 41–44 // PROFESSIONAL DISTRESS AND SCARCITY: ALEXANDER HORVÁTH AND THE LEGACY OF NATURAL LAW IN HUNGARY [2005] 45–50 // HUNGARIAN LEGAL PHILOSOPHY IN THE 20TH CENTURY [2011] 51–72: I. The Pre-war Period [1. Bódog (Felix) Somló (1871–1920) 52] / II. The Inter-war Period [2. Gyula (Julius) Moór (1888–1950) 54 / 3. Barna Horváth (1896–1973) 55 / 4. József Szabó (1909–1992) 57 / 5. István Bibó (1911–1979) 58 / 6. Tibor Vas (1911–1983) 59 / 7. István Losonczy (1918–1980) 60] III. The Post-war Period (Communism) 61 [8. Imre Szabó (1912–1991) 62 / 9. Vilmos Peschka (1929–2006) 63 / 10. Kálmán Kulcsár (1928–2010) 65] IV. Contemporary Trends and Perspectives 66 [11. Csaba Varga (b. 1941) 66 / 12. András Sajó (b. 1949) 69 / 13. Béla Pokol (b. 1950) 70] V. Our Understanding of the Law Today 71 --- AN IMPOSED LEGACY -- LOOKING BACK [1999] 75–94: 1. On Ideologies and Marxism in general 75 / 2. Life of an Intellectual in Communism 79 / 3. On Marxism and its Socialist Cultivation in Particular 82 / 4. Legal Philosophising [4.1. Approaches to Law 87 / 4.2. Arriving at a Legal Ontology 91] 5. Conclusion 94 // LEGAL PHILOSOPHY OF THE MARXISM OF SOCIALISM: HUNGARIAN OVERVIEW IN AN INTERNATIONAL PERSPECTIVE [2003] 95–151: I. Development and Balance of Marxist Philosophising on Law in Hungary [1. Preliminaries (until 1948) 96 / 2. Stalinism (from the Soviet Occupation on) {a) Liquidation of the »Residues« 98 / b) Soviet-type Uniformisation [Gleichschaltung] 99 / c) Denial of the Past, with a Dual Effect 99 / d) »Socialist Legality«, Drawn from the Progressive Past of Western Europe 103 / e) Search for the Germs of Scholarly Evolution 103} 3. Institutionalisation Accompanied by Relaxation (from the 1960s) [a) Epigonism Becoming the Scholarly Ideal 104 / b) Stalinism in a Critical Self-perspective 105 / c) Disciples Diversified Launching their own Trends 107 / d) Comparatism 110 / e) (Re)discovery of the Western Legal Philosophy as a Competitor 112 / f) A Leading Mediatory Role within the »Socialist World Order« 114} 4. Disintegration (in the 1980s) {a) Attempt at Laying New Foundations for Marxism with Epigonism Exhausted 115 / b) Competitive Trends Becoming Exclusive 115 / c) Western Legal Philosophy Acknowledged as a Fellow-traveller within the Socialist Orbit Proper 116 / d) Hungarian Legal Theory Transforming into a National Corpus 118 / e) The Practical Promotion of Some Balance 119} 5. End-game for a Substitute State Religion (in the 1990s) 120] II. Marxist Legal Philosophising in an International Perspective [Ad 1: To the Preliminaries 122 / Ad 2: To Stalinism 124 / Ad 3: To Institutionalisation Accompanied by Relaxation {a) Late Separation from Vishinskiy’s Theory 125 / b) From Ideological Self-closure to an Apparently Scholarly Openness 127 / c) From Political Ideology to Genuine Scholarship 130 / d) International Recognition of Socialist Jurisprudence as an Independent Trend 135 / e) Together with Western Trends 137} Ad 4: To Disintegration {a) Loss of Attraction as Mere Epigonism 139 / b) Exclusivity of Competing Trends 139 / c) Fellowship with »Bourgeois« Trends 140 / d) An own Trend, Internationally Recognised 141 / e) A yet Progressive Role 142} Ad 5: To the Present state 143] III. A Temporary Balance 145 // AUTONOMY AND INSTRUMENTALITY OF LAW IN A SUPERSTRUCTURAL PERSPECTIVE [1986] 151–175: 1. The Strange Fate of Concepts 151 / I. A Relational Category 2. Basis and Superstructure: The Genuine Meaning 154 / 3. Exerting Social Influence as a Conceptual Minimum 156 / 4. Relationships within the Prevailing Totality 158 / 5. Attempts at Interpretation in Hungary 159 / 6. The Lukácsian Stand 162 / 7. Lukács’s Recognitions 168 / 8. Some Criticism 169 / II. The Law’s Understanding 171 / 9. Law Interpreted as Superstructure 171 / 10. Conclusions Drawn for the Law’s Understanding 173 // LEGAL THEORY IN TRANSITION (A PREFACE FROM HUNGARY) [2000] 177–186 // DEVELOPMENT OF THEORETICAL LEGAL THOUGHT IN HUNGARY AT THE TURN OF THE MILLENNIUM [2006] 187–215: 1. International Environment 188 / 2. The Situation in Hungary 190 / 3. Outlook I: The Historical-comparative Study of Legal Cultures and of the Lawyerly Way of Thinking 203 / 4. Outlook II: The Paradigmatic Enigma of the Transition to Rule of Law 207 / 5. Incongruity in Practice 213 / 6. Perspectives 214 --- TWENTIETH CENTURY CONTEMPORANEITY -- CHANGE OF PARADIGMS IN LEGAL RECONSTRUCTION: CARL SCHMITT AND THE TEMPTATION TO FINALLY REACH A SYNTHESIS [2002] 219–234: 1. Dangers of Intellectualism 219 / 2. Schmitt in Facts 221 / 3. Schmitt and Kelsen 222 / 4. On Bordering Conditions 226 / 5. With Kelsen in Transubstantiation 230 / 6. Polarisation as the Path of Theoretical Development 232 // KELSENIAN DOCUMENTS IN HUNGARY: CHAPTERS ON CONTACTS, INCLUDING THE GENESIS OF AUTOBIOGRAPHY [2006] 235–243: 1. Preludes 235 / 2. The Search for Moór’s Bequeath 235 / 3. Moór’s Collegiality 238 / 4. Bibó as a Disciple Translating 241 // THE »HART-PHENOMENON« [2002] 245–267: I. The Hart-miracle 246 [1. The Scene of Britain at the Time 247 / 2. The Personal Career 250 / 3. The Opus’ Career 252 / 4. Verbal Sociologism 255 / 5. Growing into the British Pattern 259] II. The Hart-phenomenon 260 [6. Origination of a Strange Orthodoxy 261 / 7. Mastering Periods of the 20th Century 263 / 8. Raising the Issue of Reception in Hungary 365] // LITERATURE? A SUBSTITUTE FOR LEGAL PHILOSOPHY? [2007] 269–287: 1. The Enigma of Law and its Study 269 / 2. “Law and Literature” 271 / 3. Varieties of “Law and Literature” 274 / 4. The German Study of Artistic Representations 280 / 5. Some Literary Reconsiderations 285 / 6. Conclusion 287 --- APPENDIX -- THE PHILOSOPHY OF TEACHING LEGAL PHILOSOPHY IN HUNGARY [2007] 291–320: I. Why and How to Philosophise in Law? 291 / II. The State of Teaching Legal Philosophy 294 / III. The Philosophy of Teaching Legal Philosophy 296 / IV. Programme at the Catholic University of Hungary 300 [1. Graduate Studies 300 {a) Basic Subjects 301 / b) Facultative Seminars 305 / c) Closing Subjects 309 / d) Written Memoranda and the Thesis 312} 2. Postgraduate Studies 313 / 3. Conclusion 317] V. Perspectives 318 /// Index of Subjects 321 / Index of Normative Materials 328 / Index of Names 329 . (shrink)

When asking fundamental questions about education, philosophers have not shied away from giving radical answers. Jean-Jacques Rousseau, for example, who found himself disenchanted with the artificiality and pride that he encountered in 18th century Paris, advocated a laissez faire education in the countryside. Such an “education by nature,” Rousseau thought, would keep children at bay from morally corrupt society and would allow them to become authentic and sincere persons. Similarly concerned with moral education, in the early 20th century the American (...) pragmatist John Dewey argued that experiential learning in socially diverse settings would be crucial for nourishing democratic culture. Being a pragmatist, Dewey also maintained that educational philosophy should always concentrate on solving practical difficulties of contemporary social life, instead of dealing with idle intellectual puzzles. In this spirit, oriented towards educational practice, several philosophers of education and educational theorists have recently turned their attention to the ways in which education might help solving some of the pressing problems arising from globalization. This special issue of Global Justice: Theory Practice Rhetoric assembles the latest scholarship of some these philosophers and theorists on the topic of “Global Justice and Education” – a topic which until recently has been curiously neglected within the academic literature on global justice. Alejandra Boni (Technical University of Valencia) and Diana Carolina Velasco (University of Ibagué) analyze how power asymmetries in global knowledge production can give rise to epistemic injustices and explored how academics can collaborate with civil society actors to fight such injustices. Johannes Drerup (Technical University of Dortmund and Free University Amsterdam) responds to the postcolonial critique that global citizenship education is Western-centric by arguing that the dichotomy of “the West vs. the Rest” is outdated and that the critical study of colonialism should be part of global citizenship education. Juan Espíndola (National Autonomous University of Mexico) criticizes that low fee private schools in many developing countries often times do not provide an adequate education, and that global philanthropists should therefore be more careful in their support for these schools. Lindsey Schwartz (University of Wisconsin-Madison) discusses a number of problems that students living abroad face because two central principles of educational justice that are usually taken for granted at the national level either systematically overlook or exacerbate their problems. These two principles are the principle of educational adequacy and the presumption of responsibility on the part of a host country for meeting children’s educational needs. Due to their inappropriateness under conditions of globalization and, in particular, transnational migration, Schwartz demands a cosmopolitan revision of the first and a replacement for the second with a focus on collective responsibility. Finally, Danielle Zwarthoed (Catholic University of Louvain) critically examines the proposal that education for autonomy could be conceived of as a global educational aim, and points out that not only do non-Western cultures endorse the ideal of autonomy, but also that autonomy increasingly gains practical value in a world in which mobility is ubiquitous. -/- All paper drafts except that of Lindsey Schwartz have been subject to intensive debate during the two-day international workshop on “Global Justice In and Through Education,” held at the American University of Paris (AUP) on November 29 and 30, 2018. The international workshop was hosted by the Center for Critical Democracy Studies (CCDS) and was generously funded not only from the CCDS but also from the German Research Foundation (DFG). (shrink)

“De jure naturae multa fabulamur” — after 450 years, Luther's statement has lost none of its original validity. After a brief pseudo-renaissance following WWII, one now hears far less in legal theory about natural law, which appears finally to have fallen victim to what Weber early in the century characterized as “a progressive decomposition and relativization of all meta-legal axioms” — a destruction resulting partly “from legal rationalism itself,” and partly “from the skepticism which characterizes modern intellectual life generally.” (...) Law today, wrote Weber, “is all too tangibly (in the great majority of its determinations, and especially in many which are particularly important in terms of principle) revealed to be both the product and the technical medium of a compromise of interests,”. (shrink)

This is not a perfect book, but it is unique, and if you skim the first 400 or so pages, the last 300 (of some 700) are a pretty good attempt to apply what's known about behavior to social changes in violence and manners over time. The basic topic is: how does our genetics control and limit social change? Surprisingly he fails to describe the nature of kin selection (inclusive fitness) which explains much of animal and human (...) class='Hi'>social life. He also (like nearly everyone) lacks a clear framework for describing the logical structure of rationality (LSR—John Searle’s preferred term) which I prefer to call the Descriptive Psychology of Higher Order Thought (DPHOT). He should have said something about the many other ways of abusing and exploiting people and the planet, since these are now so much more severe as to render other forms of violence nearly irrelevant. Extending the concept of violence to include the global long-term consequences of replication of someone’s genes, and having a grasp of the nature of how evolution works (i.e., kin selection) will provide a very different perspective on history, current events, and how things are likely to go in the next few hundred years. One might start by noting that the decrease in physical violence over history has been matched (and made possible) by the constantly increasing merciless rape of the planet (i.e., by people's destruction of their own descendant’s future). Pinker (like most people most of the time) is often distracted by the superficialities of culture when it’s biology that matters. See my recent reviews of Wilson’s ‘The Social Conquest of Earth’ and Nowak and Highfield’s ‘SuperCooperators’ here and on the net for a brief summary of the vacuity of ‘true altruism’ (group selection), and the operation of kin selection and the uselessness and superficiality of describing behavior in cultural terms. -/- This is the classic nature/nurture issue and nature trumps nurture --infinitely. What really matters is the violence done to the earth by the relentless increase in population and resource destruction (due to medicine and technology and conflict suppression by police and military). About 200,000 more people a day (another Las Vegas every 10 days, another Los Angeles every month), the 6 tons or so of topsoil going into the sea/person/year –about 1% of the world’s total disappearing yearly, etc. mean that unless some miracle happens the biosphere and civilization will largely collapse during next two centuries, and there will be starvation, misery and violence of every kind on a staggering scale. People's manners, opinions and tendencies to commit violent acts are of no relevance unless they can do something to avoid this catastrophe, and I don't see how that is going to happen. There is no space for arguments, and no point either (yes I'm a fatalist), so I'll just make a few comments as though they were facts. Don't imagine I have a personal stake in promoting one group at the expense of others. I am 78, have no descendants and no close relatives and do not identify with any political, national or religious group and regard the ones I belong to by default as just as repulsive as all the rest. -/- Parents are the worst Enemies of Life on Earth and, taking the broad view of things, women are as violent as men when one considers the fact that women's violence (like most of that done by men) is largely done in slow motion, at a distance in time and space and mostly carried out by proxy -by their descendants and by men. Increasingly, women bear children regardless of whether they have a mate and the effect of stopping one woman from breeding is on average much greater than stopping one man, since they are the reproductive bottleneck. One can take the view that people and their offspring richly deserve whatever misery comes their way and (with rare exceptions) the rich and famous are the worst offenders. Meryl Streep or Bill Gates or J.K Rowling and each of their kids may destroy 50 tons of topsoil each per year for generations into the future, while an Indian farmer and his may destroy 1 ton. If someone denies it that's fine, and to their descendants I say "Welcome to Hell on Earth"(WTHOE). -/- The emphasis nowadays is always on Human Rights, but it is clear that if civilization is to stand a chance, Human Responsibilities must replace Human Rights. Nobody gets rights without being a responsible citizen and the first thing this means is minimal environmental destruction. The most basic responsibility is no children unless your society asks you to produce them. A society or a world that lets people breed at random will always be exploited by selfish genes until it collapses (or reaches a point where life is so horrific it's not worth living). If society continues to maintain Human Rights as primary, to their descendants one can say with confidence "WTHOE". -/- Those wishing a comprehensive up to date framework for human behavior from the modern two systems view may consult my book ‘The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle’ 2nd ed (2019). Those interested in more of my writings may see ‘Talking Monkeys--Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet--Articles and Reviews 2006-2019 3rd ed (2019), The Logical Structure of Human Behavior (2019), and Suicidal Utopian Delusions in the 21st Century 4th ed (2019) . (shrink)

The global ecological crisis is the greatest challenge humanity has ever had to confront, and humanity is failing. The triumph of the neo-liberal agenda, together with a debauched ‘scientism’, has reduced nature and people to nothing but raw materials, instruments and consumers to be efficiently managed in a global market dominated by corporate managers, media moguls and technocrats. The arts and the humanities have been devalued, genuine science has been crippled, and the quest for autonomy and democracy undermined. The resultant (...) trajectory towards global ecological destruction appears inexorable, and neither governments nor environmental movements have significantly altered this, or indeed, seem able to. The Philosophical Foundations of Ecological Civilization is a wide-ranging and scholarly analysis of this failure. This book reframes the dynamics of the debate beyond the discourses of economics, politics and techno-science. Reviving natural philosophy to align science with the humanities, it offers the categories required to reform our modes of existence and our institutions so that we augment, rather than undermine, the life of the ecosystems of which we are part. From this philosophical foundation, the author puts forth a manifesto for transforming our culture into one which could provide an effective global environmental movement and provide the foundations for a global ecological civilization. (shrink)

-/- Title: The Psychological Foundations of Political Attachment and Strategies for Countering Mass Brainwashing Author: Angelito Malicse -/- Abstract: This paper explores the psychological and neurological mechanisms underlying the intense emotional attachment individuals form toward political figures, often without personal interaction. It examines how such attachments can be manipulated to facilitate mass brainwashing, resulting in cognitive rigidity, social polarization, and the erosion of democratic values. The paper proposes a multi-faceted strategy to counter these effects through foundational educational reform, media (...) literacy, civic awareness, and institutional safeguards, all rooted in a scientific understanding of human behavior and natural law. -/- 1. Introduction -/- In democratic and authoritarian societies alike, the deep emotional connection between political supporters and their chosen leaders has increasingly influenced national discourse and governance. These attachments frequently transcend rational evaluation and persist despite evidence of incompetence, corruption, or ethical breaches. This phenomenon, while often attributed to blind loyalty or ignorance, has scientifically identifiable roots in evolutionary psychology, neuroscience, and cognitive theory. Understanding these mechanisms is essential for developing effective strategies to counter mass manipulation and preserve rational public discourse. -/- 2. Psychological Mechanisms of Political Attachment -/- 2.1 Tribalism and Social Identity Theory 2.2 Human beings evolved in cooperative tribal units where group cohesion was essential for survival. This evolutionary trait persists in the form of social identity, wherein individuals derive self-esteem and belonging from affiliations with larger collectives—such as political parties or ideologies. As posited by Social Identity Theory (Tajfel & Turner, 1979), individuals often perceive their political group as superior, viewing political opposition as a threat to their personal and collective identity. -/- 2.3 Parasocial Relationships and Emotional Bonding 2.4 Through repeated media exposure, supporters often develop parasocial relationships with political figures—one-sided emotional bonds that mimic genuine interpersonal relationships. These relationships are reinforced by charismatic communication, personal storytelling, and the strategic use of shared values or backgrounds (Horton & Wohl, 1956). -/- 2.3 Limbic System Activation and Emotional Conditioning -/- Emotional stimuli such as fear, anger, pride, or hope activate the limbic system, particularly the amygdala, which plays a central role in emotional processing and memory formation (LeDoux, 1996). Political rhetoric is frequently designed to elicit these reactions, bypassing rational evaluation and appealing directly to emotional instincts. -/- 2.5 Cognitive Dissonance and Motivated Reasoning 2.6 Once an emotional attachment is established, individuals are less likely to accept information that challenges their beliefs about a political figure. This phenomenon, known as cognitive dissonance (Festinger, 1957), produces psychological discomfort when new evidence contradicts existing attitudes. To alleviate this discomfort, individuals engage in motivated reasoning (Kunda, 1990), selectively interpreting or dismissing information to preserve their beliefs. -/- 2.5 Neurological Reward Systems and Habit Formation -/- Political activity, such as attending rallies, defending a leader online, or participating in collective actions, often results in dopamine release—the brain’s reward signal. These neurological rewards reinforce behaviors and create psychological dependence on political engagement (Schultz, 1998). -/- 3. The Dynamics and Consequences of Mass Brainwashing -/- When the above psychological processes are deliberately exploited—through propaganda, disinformation, algorithmic manipulation, or emotionally charged messaging—they culminate in what can be termed mass brainwashing. The dangers include: -/- Social polarization, fostering hostility between groups. -/- Suppression of critical thinking, as individuals adhere to emotionally comforting but factually erroneous beliefs. -/- Democratic erosion, where public accountability is diminished. -/- Systemic dysfunction, as governance becomes rooted in loyalty rather than performance. -/- 4. Counteracting Mass Brainwashing: A Scientific and Educational Approach -/- 4.1 Foundational Educational Reform 4.2 The most effective defense against manipulation lies in basic educational reform that incorporates: -/- Critical thinking and logic -/- Media and information literacy -/- Emotional intelligence and self-regulation -/- Ethics and philosophy -/- This approach aligns with the universal law of balance in nature, which asserts that sustainable decisions arise from harmony between internal cognition and external reality. -/- 4.3 Self-Awareness and Psychological Insight 4.4 Individuals must be taught to recognize their own emotional and cognitive biases through self-reflection, mindfulness, and meta-cognition. These skills empower them to remain vigilant against manipulation. -/- 4.3 Civic Literacy and Responsible Citizenship -/- A well-informed citizenry that understands governance structures, democratic processes, and accountability mechanisms is better equipped to evaluate political figures based on evidence and ethics, not emotional loyalty. -/- 4.5 Transparent Media and Ethical Technology Regulation 4.6 Social media platforms and news outlets must be held accountable to uphold truthfulness, algorithmic transparency, and public responsibility, ensuring that emotional manipulation is minimized. -/- 4.5 Institutional Integrity and Independent Oversight -/- To preserve public trust, institutions must function autonomously and ethically, shielded from political influence and equipped with scientific frameworks to monitor and counter disinformation campaigns. -/- 5. Conclusion -/- The emotional attachment of citizens to political figures they have never met is a scientifically explainable phenomenon rooted in tribal instincts, emotional conditioning, cognitive bias, and neurological reward systems. While natural, these mechanisms are vulnerable to exploitation through organized mass brainwashing. The consequences—social division, diminished reason, and weakened democratic structures—necessitate a coordinated response. Through holistic education and ethical institution-building, grounded in a scientific understanding of natural laws, society can be safeguarded from emotional manipulation and restored to balanced, rational civic engagement. -/- References -/- Festinger, L. (1957). A Theory of Cognitive Dissonance. Stanford University Press. -/- Horton, D., & Wohl, R. R. (1956). Mass communication and para-social interaction: Observations on intimacy at a distance. Psychiatry, 19(3), -/- Kunda, Z. (1990). The case for motivated reasoning. Psychological Bulletin, 108(3) -/- LeDoux, J. E. (1996). The Emotional Brain: The Mysterious Underpinnings of Emotional Life. Simon & Schuster. -/- Schultz, W. (1998). Predictive reward signal of dopamine neurons. Journal of Neurophysiology, 80(1) -/- Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The Social Psychology of Intergroup Relations (pp. 33–47). Brooks/Cole. -/- . (shrink)

The Government System: The Foundation of Society’s Stability and Progress -/- Introduction -/- The government system is the most crucial social structure in any society, serving as the foundation for law, order, economic stability, and public welfare. A well-functioning government ensures that citizens live in a secure and prosperous environment, while a failing government leads to instability, poverty, and suffering. Throughout history, nations with strong governance have thrived, whereas those with weak or corrupt governments have struggled. This (...) essay examines the significance of government systems, emphasizing their role in law enforcement, economic development, security, public services, and crisis management, while also comparing examples of successful and failing governments worldwide. -/- The Role of government in Society -/- 1. Law and Order: Maintaining Stability and Justice -/- One of the primary responsibilities of the government is to establish and enforce laws that regulate behavior and maintain societal order. A strong legal system deters crime and ensures that justice prevails, fostering a safe and peaceful environment. -/- Example of Effective Governance: Singapore is widely regarded as one of the safest countries in the world due to its strict but fair legal system. The government enforces laws effectively, which has resulted in low crime rates and a high level of public trust in law enforcement. -/- Example of Weak Governance: In contrast, Somalia has struggled with lawlessness for decades. Due to a lack of central authority and widespread corruption, crime, terrorism, and piracy have flourished, making it one of the most dangerous places in the world. -/- 2. Economic Stability and Development -/- Governments play a crucial role in managing a nation’s economy through policies that regulate industries, control inflation, and promote sustainable growth. A well-managed economy leads to prosperity, while poor governance can result in economic collapse. -/- Example of Effective Governance: Switzerland has a highly stable economy, thanks to strong government policies, a well-regulated banking system, and a commitment to innovation. Its government ensures low unemployment, high wages, and economic resilience. -/- Example of Weak Governance: Venezuela, on the other hand, has faced economic disaster due to government mismanagement. Corrupt leadership, excessive reliance on oil revenues, and poor economic policies have led to hyperinflation, food shortages, and mass poverty. -/- 3. Protection and Security -/- A nation’s security depends on the strength of its government. Governments are responsible for maintaining military forces, police, and intelligence agencies to protect citizens from both internal and external threats. -/- Example of Effective Governance: Finland is one of the safest countries in the world due to its well-organized military and law enforcement agencies. The Finnish government prioritizes national security while upholding democratic values. -/- Example of Weak Governance: Afghanistan has faced decades of instability due to weak governance and persistent conflict. The government’s inability to maintain security has allowed terrorist groups to flourish, leading to widespread violence and displacement. -/- 4. Public Services and Infrastructure -/- Governments are responsible for providing essential services such as education, healthcare, transportation, and utilities. These services improve the quality of life and contribute to a nation’s overall development. -/- Example of Effective Governance: Norway is a global leader in social welfare, with high-quality healthcare and education systems. The government invests heavily in infrastructure, ensuring a high standard of living for its citizens. -/- Example of Weak Governance: Haiti, however, suffers from severe infrastructure deficiencies due to government corruption and neglect. The lack of investment in education, healthcare, and public utilities has led to extreme poverty and poor living conditions. -/- 5. Human Rights and Justice -/- A strong government upholds human rights, promotes equality, and ensures justice for all citizens. In democratic societies, governments protect freedom of speech, assembly, and expression, while authoritarian regimes often violate these principles. -/- Example of Effective Governance: Canada is known for its commitment to human rights and social justice. The Canadian government ensures equality through progressive policies, a fair judicial system, and protections for minorities. -/- Example of Weak Governance: North Korea, in contrast, is an authoritarian state where human rights abuses are widespread. Citizens have little personal freedom, and government control over their lives is absolute, leading to oppression and suffering. -/- 6. Political Stability and Leadership -/- Good leadership is essential for effective governance. Stable political systems enable national progress, while corruption and dictatorship often result in turmoil and suffering. -/- Example of Effective Governance: Germany, particularly under the leadership of Angela Merkel, has maintained political stability and economic strength. The German government’s transparency and efficiency have made it a model for democratic governance. -/- Example of Weak Governance: Zimbabwe, under Robert Mugabe’s rule, suffered from dictatorship, economic mismanagement, and political oppression. His government’s corruption led to hyperinflation and widespread poverty. -/- 7. Crisis Management and Public Welfare -/- Governments must be capable of handling national emergencies such as natural disasters, pandemics, and economic crises. A well-prepared government can save lives and maintain stability, while an ineffective government can worsen crises. -/- Example of Effective Governance: New Zealand’s government successfully managed the COVID-19 pandemic through decisive action, clear communication, and strong public health policies, minimizing infections and deaths. -/- Example of Weak Governance: Brazil’s inconsistent response to COVID-19 led to high infection rates and public confusion. The government’s lack of coordination resulted in severe economic and health consequences. -/- Conclusion -/- The government system is the most important social structure in the world, as it directly influences law enforcement, economic prosperity, security, public services, and crisis management. Countries with strong governance, such as Norway, Singapore, Switzerland, Canada, and Germany, provide stability, safety, and development for their citizens. In contrast, nations with weak or corrupt governments, like Venezuela, Somalia, North Korea, and Zimbabwe, suffer from poverty, violence, and instability. A well-functioning government is essential for national success, and its leadership and policies determine whether a country thrives or fails. To ensure a prosperous future, societies must strive for transparent, efficient, and just governance that prioritizes the well-being of all citizens. -/- . (shrink)

Two competing models of metaaxiological justification of politics are analyzed. Politics is understood broadly, as actions which aim at organizing social life. I will be, first of all, interested in law making activities. When I talk about metaaxiological justification I think not so much about determinations of what is good, but about determinations refering to the way the good is founded, in short: determinations which answer the question why something is good. In the first model, which is described (...) here as objectivistic, it is assumed that determining that which is good is a matter of cognition; in the second model, which could be described here as voluntaristic or excedingly liberal, it is assumed that determining good is not a matter of cognition but of will – something is good because it is wanted. In the latter model, the cognoscibility of good is rejected and therefore the objective criteria for evaluation of which ‘will’ is better and which is worse are rejected. As a consequence, negative freedom becomes the fundamental value of social order and the basic requirement is that of maximizing the sphere of individual’s free actions, the sphere which is free from interference of other individuals or institutions. I am going to argue that none of these models is acceptable as a basis of oragnizing social life, and at least because of one reason. Each of them leads to a certain version of totalitarianism. In the conclusion I am going to present a mixed model, which, in my opinion, reflexes well the practice of democratic states. Analysis of these three models allows, first of all, to identify more clearly some of the problems appearing in making law, including procedural questions. By pointing at the interdependence of the foundations of good and law making procedures it is argued that the choice of the concept of good (a metaaxiological choice) is primary to the choice of law making procedures. (shrink)

The principal goal of Alex John London's For the Common Good is to "articulate a new vision for the philosophical foundations of research ethics" which "moves issues of justice from the periphery of the field to the very center." At the core of this new vision is an understanding of research as a "collaborative social activity between free and equal persons," which aims to develop the knowledge public institutions require to establish and maintain a social order in which (...) people may set and pursue their plans of life. Clinical and social scientific research are not therefore morally optional activities, in London's view, but rather the way public institutions acquire the knowledge they... (shrink)

Feminist philosophers are right to criticize Hegel’s prejudices against women. In many of his works, Hegel reduces women to their physiology as means of explaining why they occupy a subordinate role in nature and in society. Such treatment seems arbitrary at best, for the gendering of roles disrupts Hegel’s dialectical approach to spirit without any meaningful gain. Despite this defect in Hegel’s work, what is positive in Hegelian social and political philosophy remains intact. In this paper I argue that (...) the sexist claims that Hegel makes about women are irrelevant to his theory of the family in the Philosophy of Right. Therein, Hegel outlines three components that are necessary for the completion of the family: marriage, property and assets, and the raising of children. Hegel also includes a description of the different roles occupied by family members and divides these roles along gender lines. Given the three components that are essential to the family, I argue that there is no necessary basis for familial roles to be divided by gender. (shrink)

-/- The Role of a Holistic Educational System in Shaping Future Generations -/- Introduction -/- Throughout history, human behavior has been influenced by powerful social forces such as organized religion, criminal organizations, and political ideologies. These systems shape the way people think, act, and make decisions. Given this, it is reasonable to ask: If people can be strongly influenced by these forces, why not by a holistic educational system designed to promote knowledge, balance, and ethical decision-making? This essay argues (...) that the key to transforming society lies in producing a next generation of high-quality parents while minimizing the influence of low-quality parenting. Through a well-structured holistic educational system, societies can break negative cycles and create a foundation for a more balanced future. -/- The Power of Influence: Religion, Crime, and Education -/- Organized religion and criminal organizations have long demonstrated the ability to shape human behavior. Religion provides people with a sense of purpose, morality, and community, while criminal organizations use fear, loyalty, and material incentives to maintain their influence. If such systems can strongly shape human decision-making, then a well-designed educational system should be able to do the same—but in a way that leads to societal improvement rather than division or harm. -/- The challenge, however, Is that education often takes time and patience, while other forms of influence can provide immediate emotional or material rewards. Religion promises spiritual fulfillment and an afterlife; criminal organizations promise wealth and protection. To compete with these powerful forces, a holistic educational system must offer not only knowledge but also emotional fulfillment, a sense of purpose, and real-world benefits. -/- The Need for High-Quality Parents -/- One of the fundamental pillars of a holistic educational system must be the creation of high-quality parents—individuals who are knowledgeable, responsible, and capable of raising children with strong values and critical thinking. Since parents are the first educators of their children, their level of education and worldview will shape the next generation. -/- High-quality parents are those who: -/- Understand the universal law of balance and apply it in decision-making. -/- Raise children with critical thinking skills and the ability to question misinformation. -/- Provide emotional stability and ethical guidance. -/- Promote responsible behavior, ensuring that their children become constructive members of society. -/- In contrast, low-quality parenting—which may result from ignorance, lack of education, or harmful belief systems—tends to perpetuate cycles of poverty, violence, and misinformation. If left unaddressed, these negative cycles will continue to spread, making societal progress difficult. -/- Strategies for Producing High-Quality Parents -/- To achieve this transformation, several key strategies must be implemented: -/- 1. Holistic Education for All – A foundational education system that not only teaches academic subjects but also ethical reasoning, emotional intelligence, and critical thinking. This would ensure that all children are exposed to knowledge that helps them break free from ignorance. -/- 2. Parental Education Programs – Providing training for existing parents on responsible parenting, balanced decision-making, and child psychology. Even those who did not receive a strong education in their youth can still learn to become better role models for their children. -/- 3. Incentives for Responsible Parenting – Governments and institutions can introduce policies that encourage responsible parenting, such as better access to education for families, financial incentives for those who pursue parenting education, and social support programs that help parents apply their knowledge. -/- 4. Gradual Cultural Shift – Society must begin to view parenting as a vital responsibility, not just a personal choice. By elevating the status of good parenting through media, public discourse, and education, we can make quality parenting a social expectation rather than an afterthought. -/- The Long-Term Vision -/- By implementing these strategies, future generations will be raised by parents who are better equipped to guide their children toward a balanced and knowledgeable life. This will gradually reduce the number of individuals raised in ignorance or influenced by destructive ideologies. -/- While this approach does not provide immediate results, its long-term impact could be the most effective and sustainable solution to many of society’s problems. Instead of fighting ignorance and imbalance at the adult level—when minds are often rigid—it is more effective to prevent these issues at their root: childhood and parenting. -/- Conclusion -/- If society is serious about progress, it must recognize that education is the most powerful force for change. If organized religion and criminal organizations can strongly shape human behavior, then a well-structured holistic educational system should be capable of the same—but in a way that leads to knowledge, balance, and human flourishing. The key to long-term societal transformation is to produce a next generation of high-quality parents while reducing the influence of low-quality parenting. By prioritizing education, responsible decision-making, and ethical leadership, society can ensure a future where balance and progress replace ignorance and suffering. -/- . (shrink)

Abstract In The Descent of Man (1879), Charles Darwin proposed a speculative evolutionary explanation of extended benevolence—a human sympathetic capacity that extends to all nations, races, and even to all sentient beings. This essay draws on twenty-first century social science to show that Darwin’s explanation is correct in its broad outlines. Extended benevolence is manifested in institutions such as legal human rights and democracy, in behaviors such as social movements for human rights and the protection of nonhuman animals, (...) and in normative attitudes such as emancipative values and a commitment to promote the rights or welfare of animals. These phenomena can be substantially explained by cultural evolutionary forces that trace back to three components of what Darwin called the human “moral sense”: (1) sympathy, (2) our disposition to follow community rules or norms, and (3) our capacity to make normative judgments. Extended benevolence likely emerged with “workarounds,” including political ideologies, that established an inclusive sympathetic concern for sentient life. It likely became as widespread as it is now due to recently arisen socio-economic conditions that have created more opportunities for people to have contact with and take the perspective of a broader cross-section of humanity, as well as other species. (shrink)

Nobody doubts that culture plays a decisive role in understanding human forms of life. But it is unclear how this decisive role should be integrated into a comprehensive explanatory model of human behaviour that brings together naturalistic and social-scientific perspectives. Cultural difference, cultural learning, cultural determination do not mix well with the factors that are normally given full explanatory value in the more naturalistic approaches to the study of human behaviour. My purpose in this paper is to alert (...) to some of the theoretical vulnerabilities or concerns that the cross-cultural study of mind and behaviour might entail. I classify these theoretical concerns into three, loosely defined, categories: epistemological, ontological and ethical. The first have to do with what in anthropology was once labelled as ‘butterfly collecting’. What kind of supplementary, or additional, general theoretical knowledge do we produce when we add to the research different, particularistic, culturally determined, ways of knowing? Ontological concerns refer to the underlying reality that those ways of knowing are meant to disclose. If there are so many ways of knowing the world, where is the reality to be known? Ethical concerns are those entailed in the forms of ‘othering’ that unqualified cross-cultural research is likely to produce in research participants. (shrink)

The consciousness of social security comes to a man when he feels that he is getting his basic rights. Human Rights are related to those rights which are related to man’s life, freedom, equality and self-esteem, are established by Indian constitution or universal declaration of human rights and implemented by Indian judiciary system. In other words, “Human rights are rights inherent to all human beings, whatever our nationality, place of residence, sex, national or ethnic origin, color, (...) religion, language, or any other status.”1 We are all equally entitled to our human rights without discrimination. But we when come the present conditions of Indian society, it is painful to say we find lots of discrimination and violations of human rights is a common problem. In this paper it is an attempt is made to describe that casteism cause social insecurity and is a form of violation of human rights. (shrink)

The Shadow of God in the Philosopher’s Garden. The Parc de La Villette in Paris in the context of the philosophy of chôra I Bernard Tschumi’s project of the Parc de La Villette could have won the competition and was implemented thanks to the political atmosphere that accompanied the victory of the left-wing candidate in the French presidential elections in 1981. François Mitterand’s revision of the political programme and the replacement of radical reforms with the construction of prestigious architectural objects (...) and urban assumptions in the French capital gave Tschumi a unique opportunity to realise ideas that polemicised with traditional forms of social life, questioned the basic principles of architecture and included architectural work in the philosophical disputes over the issues of metaphysics. Tschumi’s theoretical assumptions put forward during the design of the Parc de La Villette highlighted the questions of conflict between the main components of the project and suggested that the intensification of differences was analogous to Jacques Derrida’s creation of the concept of différance. It was this philosopher who in a special commentary to Derrida’s project also introduced the concept of maintenant, which aimed at demonstrating that the architect’s polemical inclinations remain in a hidden balance with his inclinations to affirmation of architectural principles. During the discussion between Derrida and Peter Eisenman, who was to take part in the design of the Parisian park, the concept of the chôra was also put forward, which in the course of the debate led to an additional confusion of architectural and philosophical problems. II In the period from the Antiquity to the Renaissance, the dialogue Timaeus was the most frequently commented work of Plato. At present, the most frequently discussed is the issue of the chôra included in it, which aroused fascination among philosophers, researchers of rhetoric, religion, feminism, but also architecture. The work on the chôra also influenced the development of the interpretation of the Parc de La Villette, among which the topics related to the beginning and the change were highlighted. In early uses of the word chôra in Greek, as in Homer’s 18th Book of Iliad, it meant both dancing and a place to dance. On this occasion, it can be seen that it is not possible to determine which phenomenon took precedence in the creation of the name. It cannot be denied, however, that the word concerned a specific movement, as if circular and returning to an indefinable beginning. Despite gaining more and more general meanings, the word chôra has retained its connection with the dance of people on the threshing floor, the dance of bees (choros meliton) or the dance of stars (choros astron). In Timaeus, the chôra is a space filled with movement with an effect similar to shaking the sieve to husk the grain: it separates similar elements from the dissimilar ones. The juxtaposition of the Parc de La Villette and the chôra already at this stage leads to the suggestion that the park was treated by the architect as a place of dynamic changes leading to the establishment of new social solutions. In his statements, the architect confirmed that the park was to be a space of new politics and ethics. The book by Julia Kristeva La Révolution du langage poétique contributed to the spread of the belief that works of art can play a role as factors of political revolution. In this work, the author put forward the thesis that the chôra is a kind of space, the character of which has a destructive influence on attempts to conclude language games. The chôra gives beginning to words, but at the same time, by leaving a trace of this beginning it forces us to renew their meanings. The chôra understood in this way, turns out to be an irremovable beginning, to which one has to return all the time. Kristeva found manifestations of the chôra’s activity in avant-garde French poetry, to which she attributed the role of a mediator between criticism of metaphysics and aspirations for social change. The chôra, violating the language, introduces some voids into it, as if traces of the abyss, which direct the consciousness towards understanding the necessity of political changes. The Parc de La Villette was to pursue similar objectives in the city space. In his essays, Tschumi considered the problems of creating spaces that would give rise to a radical democracy. The proposed rebellious spaces should have the characteristics of a void, in which contradictory forces would occur as forms of pure activity. The means of achieving this goal was to concentrate contradictions and make them visible. The Parc de La Villette was supposed to collect differences as indelible and at the same time by showing them it was supposed to raise awareness of the social world as a conglomerate of differences. Saturation of the space of the park with subversive values results from the character of this space suppressed in the consciousness, as well as from the social diversity which has not been taken into account so far. The main contradictions contained in space relate to the division that exists between its presentation as a mental problem and a sensual one. The park was the deliberate creation of a place that transcends such a division and creates a separate space for negotiation between architectural theories and its practical applications. The purpose of the park was to become a place of future events, which would not hide their conflicting character coming from diversity of both space and society. The method of composition usually aimed at achieving a harmonious whole has been replaced by Tschumi with a system of juxtaposition of non-coherent elements or those resulting from variations and transformations. Tschumi did not seek direct influence on politics in the Parc de La Villette, but made room for thinking about the possibilities of the future. He introduced problems rather than showed solutions to them. The task of the park was to put the principles of architecture into a kind of vibration that would inspire users to participate in the new community. III Tschumi believes that the quality of architecture depends on the theoretical factor it contains. Such a view led to the creation of architecture that would achieve visibility and comprehensibility only after its interpretation. On his way to creating such an architecture he took on a purely philosophical reflection on the basic building block of architecture, which is space. In 1975, he wrote an essay entitled Questions of Space, in which he included several dozen questions about the nature of space. The questions he formulated could be regarded as analogous to the situation in the philosophy of the time, in which the interest in questioning the most obvious forms of understanding the world and intellectual categories increased. The research on space is an area common to many fields of natural sciences, humanities and artistic creation, but it also deals with other problems, such as issues of experience. The concept of space-time continuum proposed by Hermann Minkowski drew attention to the identity of time and space with the events taking place. Probably regardless of the postulates of physicists commenting on Albert Einstein’s discoveries, also in philosophy it increased the importance of the concept of the event which became dominant in Martin Heidegger’s latest work Contributions of Philosophy: Of the event. Furthermore, Tschumi’s reflections on space entered into relation with the problem of experience, which aroused the interest of a group of French philosophers trying to assimilate Georges Bataille’s concept of “inner experience”. Both Tschumi and Derrida referred to Bataille because his views could be used not only to modify the concept of the subject, but also to change the understanding of what constitutes the area of architecture. The discussion on experience has led to the recognition that the subject is not sovereign, but actually a form of what is on their outside. Such insights make it possible to treat the area of the Parc de La Villette as existing mainly when it is organised by its users. The decisive features of the park are its assumptions, according to which it is a variety of active void that leads to agreeing new social relations with it. The park does not force to participate in already existing moral or political communities, but tries to move into an unknown future in which the scope of free functioning of individuals will be increased. Doubts about the principles of functioning of the individual self and its discovery as a whole composed of non-coherent parts, as well as its dependence on its own depth full of disordered forces, influenced the understanding of architecture as a set of contradictions whose source is a fundamental void anticipating the empty phenomenal space. The use of this phenomenal void in architecture, as well as the rejection of the whole and unity, had a specific political purpose and drew its inspiration from political analyses. In the Parc de La Villette, metaphysics and politics were brought closer together because the philosophy of void was used to create new conditions for community action. It can be argued that the source of this philosophy was the perception of errors in existing societies dependent on the shortcomings of traditional metaphysics. Spacing (espacement) was one of the key terms in Derrida’s philosophy, which was also combined with the concepts of différance and chôra. The study of the nature of space, especially its transition from the level of pure possibility to the level of sensual phenomenon, also contributes to understanding how well designed space can have an impact on its audience. This explanation is based on Tschumi’s assumption that the space of the Parc de La Villette contradicts the integrating approaches and instead exposes contradictions, but it does so in a way that combines incompatible properties into a single piece of architecture. The specificity of such integration is similar to the invention of a musical phrase, which is an ideological message: moral and political. Such a thesis may raise doubts, however, if both the clearly adopted assumptions and those deduced from the work allow for their logically ordered presentation then to a limited extent it may be assumed that the work has achieved a connection between a specific philosophy of space and its practical application. Derrida combined the problem of spatiality with the problem of transcendental imagination in the philosophy of Immanuel Kant, who in the first version of Critique of Pure Reason assumed that pure imagination precedes the appearance of time and space, even in their transcendental forms. The imagination in such a situation can be described as a factor activating time and space, which indicates what function is played by movement in this activity. This leads us to recognize that the ultra originary source of pure forms of sensual intuition is movement, which in early Greek philosophy was identified with void and its lack of resistance to phenomena occurring in it. Derrida’s philosophy in search of a certain super-transcendental source of time and space pointed to différance which, like void or the chôra, does not have material features or even any other form of being. Différance is the primary cause of the disruption of motionlessness and the introduction of activity into motionless time and space, thus its activity can be described as spacing (espacement). Derrida’s discoveries in this respect are not entirely original, because Georg Wilhelm Friedrich Hegel already pointed out when examining the present that it is primarily a differential relation (differente Beziehung), which, being seemingly neutral, influences the present with supernatural force and makes it unidentifiable with itself. Differente Beziehung must similarly influence the originary space, negating its initial character by multiplying its divisions and expanding its boundaries. Différance acts by revealing contradictions wherever there is apparent undifferentiation. Tschumi, composing the Parc de La Villette as a variety of void and a set of incompatible layers, followed the rules of différance or the chôra: he made void visible together with its saturation with contradictions. If space can be considered to be the result of the activity of difference, such activity has a certain regularity, which influences the behaviour of its observers. Differences or contradictions fall into a certain rhythm, which can be considered a manifestation of transcendent order. The problem is that what can be considered the source of such order, namely the logos or God, is partly disorder and error. According to descriptions contained in Timaeus, the world is a combination of forces that drive to order with forces of erroneous necessity that resounds in every order and forces it to return to disorder. Derrida denied the possibility of understanding différance as a theological value, even if it were a negative or apophatic theology, but no categorical denial could be perfect. The assumption that différance or the chôra are not endowed with any substance properties cannot deny their activity, and thus a certain force. Already since Democritus, philosophy has multiplied the names of such a force and the contradictory variety of its manifestations, never forgetting also the necessity for reason to withdraw from the possibility of giving its correct characteristics. Such a withdrawal may be interpreted as an expression of respect and, in certain situations, as a cult of the force that precedes reasonableness. The Parc de La Villette, which is an artistic divagation about the contradictions and forces behind them, can be considered as a place of their sublimation, and therefore as a variation of the temple of what differs from order and disorder. IV In the texts that presented the theoretical assumptions of the Parc de La Villette, Tschumi used a large number of terms that contradicted not only the traditional principles of composing architecture, but also negated the rules of social order and the foundations of Western metaphysics. Tschumi’s statements, which are a continuation of his leftist political fascinations from the May 1968 revolution, as well as his interest in the philosophy of French poststructuralism and his collaboration with Derrida, prove that terms such as “disruption”, “dissociation”, “disfunction”, “disjunction” and “dispersion” not only referred to architectural problems but also applied to political criticism and the deepest foundations of thinking itself. His collaboration with Derrida manifested itself primarily in the publication La Case Vide: La Villette 1985, in which the architect’s design drawings and texts explaining his concepts related to the Parc de La Villette were accompanied by an extensive essay by Derrida, which included theoretical problems taken up by Tschumi in a philosophical context. Architectural and philosophical issues were also combined during seven discussion meetings organised by Eisenman, invited by Tschumi to collaborate on the design of the Parc de La Villette. Eisenman, who, like Tschumi, invited Derrida to participate in the design of the park and also led to the publication of Chora L Works: Jacques Derrida and Peter Eisenman, in which his ideas were confronted with Derrida’s philosophical text. In this case, Derrida’s essay was not a direct commentary on the architect’s concepts, but rather a reflection on the question of the chôra presented by Plato in Timaeus. During the discussion and in his essay, Derrida pointed out that the chôra is a component of the created world, yet it does not belong to it, but precedes it. The originality of the chôra is so radical that she also precedes all the factors of creating the world, including ideas and the Demiurge. Thus athesis appeared in the metaphysics of the West that the chôra is a form of active abyss, in relation to which all beings are secondary, both those perfect (as ideas or God) and those created, such as the world, things, people or language. This leads to the conclusion that the chôra does not exist, because all existence is a derivative of the chôra. Nor could the chôra be described, since it is a form of developing a space that is preceded by a lack of space characteristic of the chôra. Derrida intended the chôra to be an instance with an exceptional degree of transcendentalism, an anti-metaphysical instance, but also an a-theological one. However, this attempt failed, both in the field of secular philosophy and in the field of theology. Derrida’s characteristics of the chôra to strengthen its transcendentalism and negation of metaphysics had to be expressed in a language that immediately produces new concepts and a new metaphysics that reproduces the categories of the beginning, the origin or the foundation known from earlier philosophical traditions. All forms of criticism of metaphysics are also inspired by negative, apophatic and mystical theology. The undermining of many concepts of permanent meaning and the introduction of new concepts of unstable meaning, characteristic of the philosophy of deconstruction, had many features of originality, but it was directed towards problems whose solutions repeat, with the use of new vocabulary, the findings known in culture since Democritus. Thus, if apophatic philosophy can be regarded as deconstruction avant la lettre, then deconstruction itself in its late versions began to take on the features of a new religion. The exchange of inspiration between theology and deconstruction was manifested in a series of scientific conferences and publications in which Derrida’s philosophical concepts were interpreted within the scope of religious thought. Theological threads began to be found in such concepts of deconstruction as différance or the chôra, while at the same time Derrida himself undertook in his philosophy to study problems such as the Other (L’Autre) or the Impossible (Impossible), which belonged to newer theological traditions. As a consequence of the new problems, the deconstruction became closer to the features of a new religion. Philosophy, at least from Kant’s time, has tried to create a system that would take over from religion the tasks of setting moral and political goals. Similarly, Derrida has directed his interest towards the problems of democracy and ethics, which would enable their renewal. Attempts to create a new religion (cleared of old metaphors), a new community or a new democracy bring problems and threats which may be no less troublesome than the previous systems. All promises of freedom carry with them threats, the greater the more they strive for perfection. The renewal of existential orders, sometimes carried out by means of violent changes, is a certain repetitive feature of human cultures. Deep changes, however, do not protect against the return of both old gods and old demons. Tschumi and Derrida were shaped in their youth by the atmosphere of leftist rebellion against the moral and political limitations of ossified communities and the imperfections of democracy. The ethical theme distinguishes many of their works, including the Parc de La Villette. The opposition to the metaphysical traditions of philosophy and architecture contained in this park was prompted by specific political situations and resulted from bringing political issues to the level of philosophical considerations. Achievements made at the level of pure concepts were then subject to elevation, to a kind of sacralization, which made them religious concepts. The deconstruction reached for the status of the new religion especially when it found its followers and began to generate moral obligations. In the new situation, terms such as the chôra, l’Autre or the Impossible were absolutized and in relation to them a cult and attitude of adoration emerged. The Parc de La Villtette then gained new post-secular meanings, which allow it to be assigned the function of a Temple of Otherness (L’Autre) and Impossible. V In the traditional sense, a work of art creates an illustration of the outside world, or of a certain text or doctrine. Sometimes it is considered that such an illustration is not literal, but is an interpretation of what is visible, or an interpretation of a certain literary or ideological message. It can also be assumed that a work of art creates its own visual world, a separate story or a separate philosophical statement. Parc de La Villette represents the last of these possibilities: it is a philosophical statement that develops the premises derived from poststructuralist philosophies and the philosophy of deconstruction. The uniqueness of its being status, however, is that it does so not only at the level of the theoretical assumptions, but also through its functioning as an active philosophical work. This means that a park is a happening philosophy. Its activity, however, does not refer only to the present tense, but is also an attempt to penetrate the future, all otherness and impossibility. This kind of activity assumes that the work, in a sense, does not yet fully exist, but is also still produced in the processes of its interpretation. The theoretical foundations of the park included texts by Tschumi, in which he questioned traditional ways of creating a work of architecture, postulating in return the use of a long series of negations, which were comparable to the crisis of metaphysics characteristic of contemporary philosophy. It is therefore no coincidence that the publication containing Tschumi’s theoretical text on Parc de La Villette was accompanied by an essay by Derrida developing some of the architect’s concepts. The next step in integrating philosophy into the process of park design was a series of discussions between Eisenman and Derrida, who completely moved the creation of the park into the world of thoughts, without accentuating the need for their realization in the material reality. The main topic of these discussions was the problem of the chôra, which was taken up by later commentators and used to interpret the park as a work in which the philosophy of the beginning is manifested relating to issues of politics, morality and religion. The park was therefore interpreted as a space of invention within the scope of creating new rules of functioning of the community and democracy. Thinking about the political future may, however, exceed the horizon of ordinary expectations. Although philosophical thought is always connected with contemporary problems and metaphysics sometimes intertwines with current politics, yet at the same time the customs of philosophy also include crossing horizons and thinking about absolute otherness and impossibility. Initially, the chôra, différance, absolute otherness (tout autre) and the Impossible were concepts of pure philosophy of atheistic character, but with the further development of the discussion, more and more theological motifs began to emerge. One of the reasons for this phenomenon was the fact that radical negations of all being, which were contemplated in contemporary philosophy (by Heidegger and Derrida, among others), had previously been manifested in negative and apophatic theologies (by Master Eckhart, among others).Also the category of the “Other”, taken from Emmanuel Levinas, was clearly connected with the thought about God. A further reason for connecting the chôra with the theological thought was the interest in the philosophy of deconstruction expressed by some theologians. John Caputo in particular managed to persuade Derrida to participate in discussions on the current status of religion. In the late period of Derrida’s writing, further statements on religious topics appeared. All these reasons led to posing a question about the identity of the chôra and God. Although there were no satisfactory conclusions on this issue, the discussion was also important to create an interpretation of the park as a place of worship. The chôra, representing, according to Plato, the preoriginal emptiness is the place of every beginning, but it turns out that it is not neutral to the being created in it. The chôra deposits itself in every being as an irremovable beginning that interferes with its stability. The chôra, therefore, forces us into a palintropical movement, but it also turns out to be a pure compulsion, an erring necessity and a fundamental force from which, in the human perception, motifs useful to the individual and to the community are extracted. All definitions of this force, including its anthropomorphisation, are formulated in such a way that they allow for building private and collective morality upon them. Such definitions are changed depending on variable political situations. It is difficult to determine whether in the processes of changes in the formulation of “God’s names” any essential value is retained, which is not subject to change. The current definitions of the chôra (God?), which can be found, for example, in the philosophy of Caputo, stress that she is a combination of various and contradictory forces. This characteristic inherits much of Plato’s concept, reminds us of Master Eckhart’s views on Gottheit and, at the same time, is not unfamiliar to Tschumi, whose essays were an apologia of contradictions. The current concept of chôra, transferred into the sphere of politics, is the praise of social diversity and the protection of the difference from the forces of order. In the Parc de La Villette, the future community and democracy were elevated as a system of safe existence of individuals in all their singularity. The park is a temple of a future community in which individual beings have nothing in common. (shrink)

The Scientific Explanation of the Spread of Major Religions -/- Religions have played a central role in shaping human history, influencing cultures, societies, and even political systems. The spread of major religions—such as Christianity, Islam, Buddhism, and Hinduism—can be understood through scientific explanations rooted in sociology, psychology, economics, and geopolitics. Rather than being solely driven by divine revelation, the expansion of religious beliefs has been largely influenced by historical circumstances, human cognition, and social structures. By analyzing these factors, we (...) can gain a deeper understanding of how and why religions spread across different regions of the world. -/- Cultural Evolution and the Power of Ideas -/- Religions can be viewed as “memes”—units of cultural transmission that spread from person to person, much like genes pass on biological traits. This concept, proposed by Richard Dawkins in his theory of memetics, suggests that religions that are easy to remember, emotionally compelling, and socially reinforcing tend to survive and spread. Throughout history, religious ideas have been passed down through generations via oral traditions, rituals, and later, written scriptures. Those that provided meaning, purpose, and guidance in an uncertain world became deeply embedded in human societies. -/- Social Cohesion and Group Survival -/- One of the primary functions of religion has been to unify communities. Shared beliefs and rituals create a sense of belonging, encouraging cooperation and social order. In early human societies, religious groups that fostered strong social bonds had a survival advantage. They were more likely to defend themselves, share resources, and maintain stability, which allowed them to expand and influence neighboring communities. As a result, religions that emphasized social cohesion—such as Islam’s ummah (community) or Christianity’s emphasis on brotherhood—were more successful in spreading. -/- Political and Military Expansion -/- The role of political power and military conquest in the spread of religions cannot be overlooked. Throughout history, many rulers have used religion as a tool to unify their empires and legitimize their authority. Christianity, for example, gained immense influence when the Roman Emperor Constantine adopted it in the 4th century, leading to its rapid expansion across Europe. Similarly, the Islamic Caliphates spread Islam through military conquests across the Middle East, North Africa, and parts of Asia. In many cases, conquered populations adopted the dominant religion, either voluntarily or through social and economic incentives. -/- Trade and Economic Networks -/- Trade has historically been one of the most effective ways for religions to spread peacefully. Merchants and travelers carried religious beliefs along trade routes, introducing them to new regions. Islam, for example, spread through merchant networks across Africa, Southeast Asia, and the Indian Ocean. Hinduism and Buddhism expanded through trade along the Silk Road and maritime routes, reaching China, Japan, and Southeast Asia. Religious ideas often spread more easily when they were associated with economic prosperity, as people were more willing to adopt new beliefs that were linked to wealth and success. -/- Human Psychology and Cognitive Biases -/- The human mind is naturally inclined to seek patterns, explanations, and a sense of purpose. Religions provide answers to existential questions, such as the meaning of life, the nature of good and evil, and the afterlife. Psychological studies suggest that people are more likely to believe in supernatural explanations when faced with uncertainty, fear, or suffering. The concept of divine reward and punishment—such as heaven and hell—also plays a strong motivational role in religious adherence and proselytization. Additionally, religious rituals and experiences often trigger deep emotional and neurological responses, reinforcing belief and devotion. -/- Missionary Work and Proselytization -/- Many major religions actively encourage conversion and missionary work. Christianity, for instance, has a long history of evangelism, with missionaries traveling to distant lands to spread their faith. Islam also emphasizes Dawah, or the invitation to Islam, encouraging believers to share their religion. Buddhism spread from India to East Asia largely through the efforts of monks and scholars who traveled and translated Buddhist texts. This deliberate effort to spread religious teachings has played a crucial role in their global expansion. -/- Technology and the Role of Media -/- Advancements in communication technology have accelerated the spread of religions. The invention of the printing press in the 15th century revolutionized Christianity by making the Bible widely available, fueling the Protestant Reformation and expanding religious literacy. Today, digital media, television, and the internet continue to spread religious ideas globally. Online sermons, religious forums, and social media have made it easier than ever for religious movements to reach new followers, transcending geographical boundaries. -/- Colonization and Forced Conversions -/- While some religions spread peacefully, others expanded through force. During the Age of Exploration, European powers, particularly Spain and Portugal, used colonization to spread Christianity to the Americas, Africa, and Asia. Indigenous populations were often forced to convert, either through direct coercion or social pressure. Similarly, Islamic expansion in some regions involved the establishment of religious laws that encouraged conversion. These historical events demonstrate how religion has often been intertwined with power and conquest. -/- Adaptability and Syncretism -/- Religions that successfully integrated local customs and traditions tended to spread more effectively. This process, known as syncretism, allowed religions to adapt to new cultures without completely replacing indigenous beliefs. For example, Christianity in Latin America blended with indigenous traditions, creating unique forms of Catholicism. Buddhism in China incorporated elements of Confucianism and Daoism, making it more appealing to the local population. By absorbing elements of local traditions, religions became more accessible and attractive to new followers. -/- Conclusion -/- The spread of major religions is not a purely spiritual phenomenon but a complex process influenced by historical, social, psychological, and technological factors. Political power, military conquest, trade networks, missionary efforts, and cognitive biases all played a role in shaping the religious landscape of the world. By understanding these scientific explanations, we gain a clearer perspective on how religious ideas have persisted and evolved over time. While faith remains a deeply personal experience, its expansion has been driven by forces that extend far beyond individual belief, shaping the course of human civilization. -/- . (shrink)

Although there is such a thing as Indian thought, it seems to play no role in the way social sciences and philosophy are practiced in India or elsewhere. The problem is not only that we no longer employ terms such as atman, avidya, dharma to reflect on our experience; the terms that we do indeed use—sovereignty, secularism, rights, civil society and political society, corruption—seem to insulate our experience from our reflection. This paper will outline Gandhi’s framing of our (...) predicament in Hind Swaraj. It will then discuss three very different examples taken from our peculiar life with concepts that will also serve to clarify and illustrate the framework I am outlining. It will then very briefly discuss how Gandhi saw the Gita as showing him a way out of the predicament. (shrink)

The Pros and Cons of Religion in Human Society -/- Religion has been a central part of human civilization for thousands of years, shaping moral values, cultural traditions, and social structures. While it has inspired great acts of kindness, unity, and artistic expression, it has also been a source of conflict, division, and oppression. The impact of religion on society is complex, with both positive and negative aspects that influence human behavior and progress. This essay explores the benefits and (...) drawbacks of religion, examining how it has shaped societies throughout history. -/- The Pros of Religion In Society -/- 1. Moral and Ethical Guidance -/- One of the primary functions of religion is to provide a moral framework that guides human behavior. Many religious teachings promote values such as compassion, honesty, justice, and respect for others. Throughout history, religious principles have served as the foundation for legal systems and ethical standards. For example, the Ten Commandments in Christianity and Judaism, the Five Precepts in Buddhism, and the moral teachings of Islam have all contributed to the development of societal laws and norms. -/- 2. Community and Social Support -/- Religious institutions create a sense of belonging and social cohesion. They bring people together through shared beliefs, rituals, and traditions. In times of crisis, religious communities provide emotional and financial support to those in need. Churches, mosques, temples, and other religious centers often serve as safe spaces where individuals can seek guidance and assistance. This sense of community strengthens social bonds and provides comfort during difficult times. -/- 3. Psychological and Emotional Comfort -/- Faith offers hope, meaning, and purpose to people, especially when facing hardship, grief, or uncertainty. Many individuals turn to religion to find solace in times of illness, loss, or personal struggles. Prayer, meditation, and religious rituals provide psychological relief and help people develop resilience against life’s challenges. The belief in a higher power or an afterlife can give individuals a sense of peace, reducing anxiety and fear of the unknown. -/- 4. Charity and Humanitarian Efforts -/- Many religious organizations engage in charitable work, helping the poor, sick, and marginalized. Religious teachings often encourage acts of kindness, generosity, and service to others. For example, Christian missionary groups build schools and hospitals, Islamic charities provide food and shelter to those in need, and Buddhist monks dedicate their lives to helping the less fortunate. This commitment to charity has led to the establishment of numerous non-profit organizations that improve lives worldwide. -/- 5. Cultural and Artistic Contributions -/- Religion has played a crucial role in inspiring some of the greatest artistic, literary, and architectural achievements in history. Religious themes are evident In the works of Michelangelo, Leonardo da Vinci, and many other artists. Cathedrals, temples, and mosques showcase the architectural brilliance of different civilizations. Sacred texts, hymns, and poetry have enriched literature and music across cultures. Without religion, many of these masterpieces might not exist. -/- 6. Social Cohesion and Stability -/- Shared religious beliefs help unify societies by fostering cooperation, mutual understanding, and social order. Many religious teachings emphasize peace, forgiveness, and reconciliation, which can prevent conflicts and promote harmony within communities. Religious institutions often encourage people to live virtuous lives and contribute positively to society, reinforcing stability and reducing crime. -/- 7. Influence on Personal Discipline and Growth -/- Religious practices encourage self-discipline, self-improvement, and mindfulness. Fasting, prayer, meditation, and other spiritual exercises help individuals cultivate patience, humility, and inner peace. Many religions promote the idea of lifelong learning and personal development, urging followers to strive for a better version of themselves. -/- The Cons of Religion in Society -/- 1. Dogmatism and Resistance to Change -/- While religion provides moral guidance, some religious institutions resist change and scientific progress. Throughout history, religious groups have opposed advancements in medicine, education, and human rights. The rejection of scientific discoveries, such as heliocentrism and evolution, demonstrates how religious dogma can hinder intellectual progress. -/- 2. Division and Conflict -/- Religious differences have been a source of wars, persecution, and social divisions. The Crusades, religious wars in Europe, and conflicts between different faiths have resulted in immense suffering. Even today, religious extremism and sectarian violence continue to fuel tensions in many parts of the world. Instead of uniting people, religion can sometimes create barriers between different groups. -/- 3. Suppression of Individual Freedom -/- Some religious doctrines impose strict rules on personal behavior, limiting individual freedom and self-expression. In certain religious societies, people face restrictions on their dress, career choices, and even personal relationships. Gender inequality, discrimination against LGBTQ+ individuals, and restrictions on freedom of thought are often justified using religious texts. This suppression of freedom can prevent people from living fulfilling lives according to their own beliefs. -/- 4. Exploitation and Corruption -/- Religious institutions have been used as tools for personal and political gain. Corrupt leaders have exploited followers for financial and political power. Cases of sexual abuse, fraud, and manipulation within religious organizations have damaged trust in religious institutions. When religious leaders misuse their influence for selfish purposes, it harms believers and weakens the moral authority of religion. -/- 5. Psychological Fear and Guilt -/- Some religious teachings instill fear of punishment, such as eternal damnation or divine wrath. This can create guilt and anxiety in individuals, leading to feelings of unworthiness or depression. The emphasis on sin and repentance can sometimes lead people to develop an unhealthy relationship with their own desires and emotions. -/- 6. Impediment to Scientific Thinking -/- In some cases, religious beliefs conflict with scientific knowledge, discouraging rational inquiry and critical thinking. Many religious traditions reject evidence-based theories like evolution and the Big Bang, promoting faith over reason. This resistance to scientific understanding can slow progress in fields such as medicine, environmental science, and technology. -/- 7. Overpopulation and Societal Issues -/- Certain religious teachings discourage birth control and family planning, leading to overpopulation and resource scarcity. In countries where religious beliefs strongly influence policy, restrictions on contraception contribute to high poverty rates and environmental degradation. Without proper population control, societal issues such as hunger, unemployment, and lack of healthcare become more severe. -/- Conclusion -/- Religion has been both a unifying force and a source of division in human history. It provides moral guidance, community support, and psychological comfort, while also inspiring charity and cultural achievements. However, it can also contribute to conflict, suppression of individual freedoms, and resistance to progress. -/- A balanced approach—one that respects religious traditions while promoting critical thinking and secular governance—can help societies maximize the benefits of religion while minimizing its negative effects. By encouraging open-mindedness and ethical responsibility, humans can ensure that religion continues to serve as a positive force in the modern world. -/- . (shrink)

Poverty as a Product of Systemic Failure, Violation of Balance, and Ignorance -/- By: Angelito Enriquez Malicse -/- Introduction -/- Poverty is not merely an economic condition; it is a deeply rooted social issue that stems from systemic failure, violation of balance, and ignorance. While poverty is often viewed as an individual problem, it is, in reality, a consequence of flawed institutions, unsustainable practices, and a lack of proper education. When societies fail to establish equitable systems, disrupt the natural (...) balance of resources, and allow ignorance to thrive, they create conditions where poverty becomes inevitable. This essay explores how these three fundamental factors contribute to the persistence of poverty and how they can be addressed through a more structured and holistic approach. -/- Systemic Failure: The Structural Root of Poverty -/- Poverty does not arise in isolation; it is a direct consequence of systemic failures within economic, political, and social structures. Societies that fail to establish fair economic policies, effective governance, and accessible social services create environments where large portions of the population struggle to meet their basic needs. -/- 1. Corrupt Governance and Wealth Concentration -/- Many governments, particularly in developing nations, misallocate resources due to corruption, leading to inefficiency and economic inequality. Instead of distributing wealth fairly, corrupt leaders allow a small elite to control national resources while the rest of the population remains impoverished. This imbalance makes it nearly impossible for the poor to break free from their conditions. -/- 2. Unregulated Capitalism and Economic Exploitation -/- Capitalism, when left unchecked, often prioritizes profit over people. Large corporations exploit labor by paying unfair wages, reducing access to job security, and minimizing social benefits. This system traps workers in a cycle of poverty where they are overworked but underpaid, unable to save or improve their living conditions. -/- 3. Inadequate Social Safety Nets -/- In many societies, social welfare systems are either weak or nonexistent. Without universal access to healthcare, education, and employment opportunities, the poor remain stuck In survival mode, unable to invest in their future. In contrast, nations with strong social support systems experience significantly lower poverty rates. -/- Thus, systemic failure creates poverty by failing to distribute wealth fairly, regulate economic policies, and provide safety nets for the vulnerable. -/- Violation of Balance: The Disruption of Sustainable Living -/- Your universal law of balance in nature states that everything must exist in harmony to sustain life. Poverty can be seen as a direct result of the violation of this balance, where human decisions have disrupted the natural and social equilibrium. -/- 1. Overexploitation of Resources -/- The reckless consumption of natural resources by a few nations or corporations leaves entire populations without access to food, clean water, and land. When industries prioritize profit over sustainability, they destroy ecosystems, leading to poverty in regions that depend on these resources for survival. -/- 2. Unsustainable Population Growth -/- Many developing nations experience rapid population growth without corresponding economic development. This creates an imbalance where resources such as food, water, and housing become insufficient to support growing populations, leading to mass poverty. Without proper planning and regulation, countries struggle to maintain sustainable living conditions. -/- 3. Extreme Wealth Disparity and Economic Instability -/- A major violation of balance occurs when a small percentage of people control the majority of a nation’s wealth. This concentration of resources leads to social instability, crime, and reduced economic mobility for the poor. A balanced system would ensure that wealth is distributed fairly so that all individuals have access to opportunities for growth. -/- When societies disrupt the balance between population, resources, and economic distribution, they create unsustainable conditions that lead to widespread poverty. -/- Ignorance: The Barrier to Poverty Eradication -/- Perhaps the most critical cause of poverty is ignorance, which manifests both at the individual and societal levels. Ignorance prevents people from understanding, addressing, and solving the very systems that keep them impoverished. -/- 1. Lack of Education and Critical Thinking -/- Without education, individuals cannot acquire the skills needed to escape poverty. Many impoverished regions suffer from low literacy rates, making it difficult for people to find stable jobs, understand their rights, or challenge unfair systems. A lack of critical thinking skills also allows misinformation and propaganda to control public perception, preventing meaningful change. -/- 2. Cultural and Religious Barriers -/- Many societies hold onto outdated traditions or religious dogma that discourage people from questioning authority, using birth control, or demanding better governance. While faith and tradition can provide social cohesion, they can also reinforce poverty when they discourage progress and education. -/- 3. Misinformation and Media Manipulation -/- The spread of false information, especially through social media and political propaganda, keeps people unaware of the true causes of their suffering. Governments and corporations manipulate public perception, convincing the poor that their situation is unchangeable or that economic inequality is “natural.” As a result, people fail to demand better policies or take action to change their circumstances. -/- Ignorance prevents individuals from recognizing the structural causes of their poverty, keeping them trapped in a cycle of economic hardship. -/- Solutions: Restoring Balance and Systemic Reform -/- If poverty is a product of systemic failure, imbalance, and ignorance, then the solution must involve structural reform, balance restoration, and education. -/- 1. Systemic Change: Governments must regulate capitalism, eliminate corruption, and create fair economic policies that ensure wealth is distributed equitably. -/- 2. Restoring Balance: Countries must implement sustainable development strategies, control population growth through education and planning, and ensure that natural resources are used responsibly. -/- 3. Eliminating Ignorance: A reformed educational system must teach critical thinking, scientific reasoning, and ethical leadership to empower future generations to challenge unjust systems. -/- Your holistic educational approach, based on the universal law of balance in nature, could serve as the foundation for eradicating poverty by reprogramming societal thinking and decision-making at a fundamental level. -/- Conclusion -/- Poverty is not simply an unfortunate condition—it is the result of broken systems, disrupted balance, and widespread ignorance. Governments, corporations, and social structures have failed to provide a fair and sustainable way of living, while economic exploitation and misinformation keep people from rising out of poverty. To truly solve poverty, we must rebuild social systems, restore balance, and educate future generations to think critically and act responsibly. Only through such a holistic, scientifically grounded approach can humanity achieve a world where poverty is no longer a systemic inevitability but a preventable condition. -/- . (shrink)

In a world undergoing rapid, large-scale technological change, the phenomenon of technosocial disruption is receiving increasing scholarly and societal attention. While the phenomenon is most actively delineated in philosophy of technology, it is also receiving growing attention within a different area of philosophy, namely the so-called “4E Cognition” approach to philosophy of mind. Despite this shared interest in technosocial disruption, there is relatively little exchange between the theorizing going on in these two different areas of philosophy. One of our paper's (...) two main aims is programmatic: to motivate the fruitfulness of such an exchange. We do this by turning to a specific case of technosocial disruption, namely Teenage Cancel Culture [TCC]. TCC cannot be disentangled from the introduction of social media platforms [SMPs] into modern day social life. Hence, we will speak of SMP-Afforded TCC. SPM-afforded TCC is a phenomenon fretted over by societal actors but strikingly ignored in academic research. In our effort to narrow this knowledge gap, we analyze SMP-afforded TCC from a perspective of technosocial disruption enriched by insights from 4E-Cognition. This brings out a specific worry about the role of SMPs in the social lives of teenagers. We argue that SMP-afforded TCC disrupts the social relational domains within which teenagers develop, maintain, and express their precarious social identities, by creating social affordances that are hostile to healthy risky interpersonal identity-exploration. As such, SMP-afforded TCC not only cancels particular individuals for particular acts; it may also pre-emptively cancel a certain way of being a social self, namely a healthy social risk-taker. We conclude the paper by proposing several potential routes for mitigating the perniciously disruptive effects of SMP-afforded TCC and identifying future areas for research. (shrink)

Understanding the Root Causes of Crime and Violence: A Holistic Solution Based on the Universal Law of Balance, Genuine Spirituality, and Faith in God -/- Crime and violence have long been persistent challenges in human society, creating instability and suffering on both individual and collective levels. While many solutions have been attempted—including law enforcement, economic reforms, and moral education—these approaches have largely failed because they do not address the deeper root causes of crime. -/- The true origin of negative, violent, (...) and criminal behavior lies in the violation of the universal law of balance in nature and the absence of genuine spirituality, faith in God, and prayer. When human decisions disrupt natural balance—whether through ignorance, corruption, or injustice—disorder follows. Likewise, when spirituality is misunderstood or ignored, people lose their moral compass, leading to immorality and crime. Therefore, the only effective way to solve crime is through a holistic approach that integrates governance, education, spirituality, and faith in God as guiding principles for human behavior. -/- Root Causes of Crime and Violent Behavior -/- The causes of crime and violence are complex, involving biological, psychological, environmental, and societal factors. However, they all stem from a fundamental imbalance in human decision-making and the lack of faith in God and true spiritual understanding. -/- 1. Biological and Psychological Factors -/- Genetic and Neurological Influences – Some individuals may have biological predispositions that make them more prone to impulsive or aggressive behavior. -/- Mental Health Disorders – Conditions such as antisocial personality disorder, schizophrenia, and severe depression can lead to crime when left untreated. -/- Childhood Trauma and Abuse – Neglect, domestic violence, or sexual abuse can distort a person’s ability to regulate emotions and behavior. -/- Absence of Moral and Spiritual Guidance – When a person is raised without faith in God and proper spiritual values, they lack an inner sense of morality, leading to destructive behavior. -/- 2. Environmental and Social Factors -/- Dysfunctional Families – Lack of parental guidance, broken homes, and absence of religious teachings contribute to delinquency. -/- Poverty and Economic Hardship – Struggles to meet basic needs push individuals toward crime. -/- Weak Education Systems – Schools that fail to teach ethics, spirituality, and faith in God leave students without a moral foundation. -/- Peer Pressure and Criminal Influence – Association with bad company leads individuals to normalize criminal activities. -/- 3. Societal and Cultural Factors -/- Corrupt Governance and Injustice – When leaders are dishonest and legal systems are weak, crime thrives. -/- Glorification of Violence in Media – Movies, music, and video games that promote aggression influence people’s behavior. -/- Discrimination and Social Exclusion – When people feel rejected by society, they may turn to crime as an act of rebellion or survival. -/- 4. The Lack of Genuine Spirituality and Faith in God -/- Many people mistake religious rituals for true faith in God. Genuine faith is not about blind obedience to religious institutions, but about: -/- Recognizing God as the ultimate moral guide. -/- Living by spiritual principles such as love, compassion, and justice. -/- Seeking divine wisdom in decision-making through prayer and reflection. -/- When people reject faith in God or follow a distorted understanding of religion, they: -/- Prioritize self-interest and material gain over moral responsibility. -/- Justify harmful actions in the name of personal freedom or revenge. -/- Lack inner peace, which leads to frustration, anger, and destructive choices. -/- 5. The Absence of Prayer and Connection with God -/- Prayer is not just a religious ritual—it is a direct way to seek guidance from God and align human actions with divine wisdom. When prayer is absent from a person’s life, they lack the spiritual connection needed to resist temptations and overcome evil influences. -/- A prayerful society promotes: -/- Inner transformation and self-control, reducing violent impulses. -/- Divine guidance in leadership and governance, leading to just policies. -/- Stronger communities, as faith-based groups help guide individuals away from crime. -/- 6. Violation of the Universal Law of Balance in Nature -/- The most fundamental cause of crime is the violation of the universal law of balance. Every action has consequences, and when decisions disrupt balance, suffering follows. Examples include: -/- Governments that prioritize economic growth over social justice create wealth gaps that lead to crime. -/- Individuals who act selfishly without considering God’s moral laws create suffering for themselves and others. -/- Societies that abandon faith in God and spiritual teachings fall into chaos, as people lose their moral compass. -/- Comprehensive Solutions Based on Faith in God, Genuine Spirituality, and the Universal Law of Balance -/- Crime cannot be solved through punishment alone. The only way to eliminate crime permanently is to restore spiritual balance through education, governance, and faith in God. -/- 1. Implement a Holistic Educational System Rooted in Faith and Spirituality -/- Teach Moral and Ethical Decision-Making – Schools must include faith-based ethics and the law of karma (cause and effect) in their curriculum. -/- Introduce Spiritual and Emotional Intelligence Training – Students should learn self-discipline, compassion, and the importance of prayer. -/- Replace Dogmatic Teachings with Genuine Faith in God – Instead of rigid religious traditions, schools should emphasize God’s universal laws of love, justice, and balance. -/- 2. Strengthen Family and Community Faith-Based Guidance -/- Parental Education on Spiritual Upbringing – Parents should be taught how to instill faith in God and moral discipline in children. -/- Community-Based Religious Support – Churches, mosques, and faith-based organizations must actively mentor and guide young people. -/- Early Psychological and Spiritual Guidance for Trauma Victims – Faith-based healing programs can help prevent trauma from turning into violent behavior. -/- 3. Economic and Social Policies Aligned with God’s Law of Justice -/- Regulate Population and Economic Growth – Societies should balance economic expansion with moral responsibility and social welfare. -/- Ensure Fair Wages and Job Security – Economic justice prevents poverty-driven crime. -/- Support the Poor and Marginalized – Faith-based charities and government programs must ensure basic human needs are met. -/- 4. Reform the Justice System to Align with God’s Laws of Mercy and Justice -/- Shift from Punishment to Rehabilitation – The goal should be spiritual and moral transformation, not just incarceration. -/- Eliminate Corruption and Injustice – Leaders must be held accountable to divine principles of justice. -/- Implement Faith-Based Restorative Justice – Encourage repentance, forgiveness, and community healing. -/- 5. Leadership Reform Based on Faith in God -/- Educate Leaders on the Universal Law of Balance and Divine Justice – Leaders must make decisions with wisdom, integrity, and prayer. -/- Promote Ethical and God-Fearing Leadership – Policies must be based on justice, equality, and divine guidance. -/- Encourage Global Cooperation Rooted in Spiritual Principles – Nations must work together under God’s universal moral laws. -/- 6. Use Artificial General Intelligence (AGI) with Spiritual and Ethical Programming -/- Program AGI with God’s Moral Principles and Natural Law – AI should help detect ethical imbalances and prevent crime. -/- Use AI for Early Detection of Criminal Tendencies – AI-powered psychological assessments can identify individuals at risk. -/- Implement AI-Based Governance Monitoring – AI can help eliminate corruption and injustice in leadership. -/- Conclusion -/- Crime and violence are not just social or economic problems—they are the result of a deeper spiritual crisis and loss of faith in God. The only permanent solution is to restore faith, promote genuine spirituality, and align human actions with divine laws. Through education, governance, and prayer, societies can eliminate crime and establish lasting peace. -/- . (shrink)