Dr. Amrit Kaur Raina, a renowned educationist, was a profound scholar of Sikhism. Having served as an educationist and administrator for over forty years at various prestigious educational institutions in India, she had also established herself as an eminent writer in the field of a comparative study of religions. Through her literary essays, as published in several reputed research journals, magazines, books, and newspapers, she had been able to create an indelible mark of scholarship on the minds of her readers. (...) Inspired by the writings of the Sikh Gurus and her father, Prof. Harnam Das, she devoted her life to disseminating the Sikh Gurus' educational philosophy and Gurmat among the masses. Being a prolific writer, with thirty-one books to her credit, in the diverse fields of education, religion, Punjabi, and Hindi literature, she had been honoured with the Shiromani Punjabi Sahityakar award (2006) and Haryana Gaurav Puraskar in Punjabi (2016) by Government of Haryana. A votary of honest living, Dr. Amrit Kaur Raina led a life dedicated to the love of God and selfless service to society. She was a true karam yogi who had devoted her whole life to spread the message of education, Gurmat, and service to all. She had been honored for her services to the Sikh cause, by several Sikh organizations, including SGPC, Amritsar; Guru Gobind Singh Foundation, Ludhiana; Sukhmani Society, Amritsar; Shaheed Memorial International Sewa Society, Ludhiana; S. D. College, Ambala Cantt; and Gurmat College, Patiala, etc. Dr. Amrit Kaur Raina often asserted that Sikh Gurus' educational philosophy, their Sikhi ethics, their compositions, and Sri Guru Granth Sahib as a whole are the substance that makes for spirituality befitting the 21st century. Her views on various aspects of Sikh Gurus' Educational Philosophy are presented here for the benefit of readers:. (shrink)

Bhai Vir Singh, a multifaceted personality, had made a seminal contribution to the Sikh religion, its heritage and Punjabi literature. He was one of the harbingers of the Sikh renaissance and immensely contributed to rejuvenating Sikh heritage, history, literature, education, culture and commerce. Bhai Vir Singh was born on December 5, 1872, at Amritsar. He was the eldest among his six siblings. His father, Dr. Charan Singh, was a medical practitioner and an illustrious scholar. His grandfather Bhai Kahan Singh (...) was the first in the family to be sworn as a Sikh and was a forerunner of the family's literary and scholarly tradition. Bhai Vir Singh's ancestry includes Diwan Kaura Mal, the vice-governor of Multan. Bhai Vir Singh's maternal grandfather, Giani Hazara Singh, too was a renowned exegete and a man of letters. Bhai Vir Singh's upbringing in the legendary scholarly Sikh family greatly shaped his personality and works. (shrink)

This publication articulated in three parts, and twelve chapters endeavours to engage with the complex negative emotions and consequent phenomenon of self-deceit, radicalisation and extremism. First part: Emotions as Lines of Demarcation or Guidelines to Our Self. The Psychodynamic Surrounding of our Intentional Self; second part: Case Studies of Some Concrete Societal Encapsulations of the Negative Passions; and third part: Resisting the Colonisation of Tyrannical Affections. Possible Paths of Mitigating Radicalisation and Extremism. What kind of educational responses can be given (...) to extremist claims of territory, identity, resources, power, and interpretations? How can a dialogue on unifying ethical principles and values aid in developing common grounds for preventing radical and extremist excesses? With authors from three continents, this publication endeavours to not only ask the uncomfortable questions with regard to the exteriorisation of human emotive predispositions and inclinations to ostracize, stigmatise and discriminate. The exit door from the extreme is also clearly presented, through four contributions, notably the interplay of Charvaka philosophy, Sikh wisdom on balanced forms of engagement with strong emotions. (shrink)

Women represent half of all humanity, yet they continue to face discrimination in various parts of the world. The feminist movement has done much to lessen gender discrimination in Western societies. However, women in much of the world still face severe difficulties, such as violence, illiteracy, economic and social deprivation. It is increasingly recognized that better education and economic empowerment of women can play a significant role in uplifting the economic level of impoverished areas of the world and lowering (...) birth rates, which is crucial for addressing climate change. Having noted several general rituals and traditions of his time, Guru Nanak recognized that men often looked down upon women as inferior to them. They were thought of as commodities. He condemned this mindset and these practices. Thus, several centuries ahead of the feminist movement, Guru Nanak spoke out against gender discrimination in the subcontinent’s highly male-dominated environment. He opposed established orthodoxy with the radical assertion that women were worthy of praise and equal to men. Besides, God is gender-neutral. It is both man and woman, and its creative aspect is portrayed as that of a mother: Āpe purakẖ āpe hī nārī. God (Creator) is both man and woman. (M. 1, SGGS, p 1020). (shrink)

Women represent half of all humanity, yet they continue to face discrimination in various parts of the world. The feminist movement has done much to lessen gender discrimination in western societies. However, women in much of the world still face severe difficulties, such as violence, illiteracy, economic and social deprivation. It is increasingly recognized that better education and economic empowerment of women can play a significant role in uplifting the economic level of impoverished areas of the world and lowering (...) birth rates, which is crucial for addressing climate change. Having noted several general rituals and traditions of his time, Guru Nanak recognized that men often degraded women. They were thought of as property and treated as lowly and unworthy. He condemned these practices. Thus several centuries ahead of the feminist movement, Guru Nanak spoke out against gender discrimination in India's highly male‐dominated environment. He opposed established orthodoxy with the radical assertion that women were worthy of praise and equal to men. In this article, a brief review of the status of women in Sikh theology is presented. (shrink)

Sikhism is one of the five major world religions. It has the unique distinction of being the only one that arose in the second millennium. Sikhism, a modern religious philosophy propounded by our Gurus, is not an individualistic religion meant for personal salvation. To is meant to usher world peace by its moral authority. The "Granth and Panth" is a philosophy for the total emancipation of mankind. Arnold Toynbee has observed that the Sikh religion had the potential of ushering in (...) a new, higher civilization qualitatively different from the earlier Indic and Hindu civilizations. The potential of the Sikh religion, its elan vital, can play a dominant role in shaping the 21st-century society. There are numerous problems that confront people of all religions. Some of these (as listed below) pose serious challenges to the followers of the Sikh religion in the present century. (shrink)

Dr. Devinder Singh Sekhon served as a Chemistry/Educational Administration professor at various colleges/Universities in Alberta and British Columbia, Canada. Presently, living in Windsor, Canada, he is actively contributing to the fields of Science, Religion, and Literature. Despite being a noted chemist and educationist, he is interested in sharing his insights about religion and science. Due to this keen dedication to sharing his understanding of Sikhi doctrines with all, he authored seven books on various aspects of the Sikh way of life. (...) In addition, his about three dozen stories and two dozen articles have been published in various newspapers and magazines in India, Canada and the USA. His writings, laced with his rationalistic approach and logical outlook, have been well appreciated by his readers. Presently, he is entirely devoted to preparing an English translation of Sri Guru Granth Sahib, the sacred scripture of the Sikhs. In one of my recent meetings with him, I had a chance to learn more about his contributions and insights into Sikhism. A brief write-up of the interview is being shared for the benefit of the readers. (shrink)

Sikhism is the world's fifth-largest religion. It was founded during the late 15th century in the Punjab region of the Indian subcontinent. Its adherents are known as Sikhs. Currently, there are about 30 million Sikhs worldwide. Most of them live in the Indian state of Punjab. As per Sikh tradition, Sikhism was established by Guru Nanak (1469–1539) and subsequently led by a succession of nine other Gurus. Before his death, the tenth Sikh Guru, Guru Gobind Singh (1666–1708), bestowed (...) the status of Guru to the sacred scripture of Sikhs, Adi Granth, which is presently known as Sri Guru Granth Sahib (SGGS) [1]. The Adi Granth was first compiled by Guru Arjan Dev, the fifth Sikh Guru, in 1604. Its second and final version has been the handiwork of Guru Gobind Singh, who added the hymns of his father, Guru Teg Bahadur, the ninth Sikh Guru [2], at Damdama Sahib, Talwandi Sabo, Punjab, in 1705. The holy Sikh scripture, SGGS, contains 1430 pages of text in poetry form. In addition to the hymns of the six Sikh Gurus and four Sikhs, it includes hymns composed by fifteen saints (Bhagats) and eleven poet laureates (Bhats) of the Guru's court. Muslims and Hindus, Brahmins, and "untouchables" all come together in one congregation to create a universal scripture. It is a compendium of mystic, metaphysical and religious poetry written or recited between the 12th and 17th centuries in the Indian sub-continent [3]. Sri Guru Granth Sahib, through its comprehensive worldview, offers a perfect set of values and an applicable code of conduct. Its cardinal message is addressed to the welfare of all humans irrespective of their caste, color, creed, culture, and religion. SGGS emphasizes love, respect, empathy, and acceptance of others' existence. It prohibits us from infringing on the freedom and rights of others. The life and works of the Sikh Gurus exemplify the practicability of these ideas. Their inter-faith dialogues highlighted that human unity and oneness could be achieved through tolerance, communication, and respect for others [4]. Besides a matchless elaboration of spirituality, Sri Guru Granth Sahib enshrines a powerful expression of the message of revolutionary ideals of social welfare, human rights, multicultural distinctness, and religious freedom. In the present era, when the threats and fear of interfaith conflicts, military aggression, terrorism etc., have overpowered human sentiments, the teachings of Sri Guru Granth Sahib are even more relevant to resolving all these problems. (shrink)

Having served as an educationist and administrator for over forty-two years, at various prestigious educational institutions in India, he has also established himself as an eminent writer in the field of Sikh theology. Through his literary essays, as published in several reputed journals, magazines, books, and newspapers, he has been able to create an indelible mark of scholarship on the minds of his readers. Besides, he has published about one dozen books related to Sikhism. He has been honoured for his (...) services to the Sikh cause by several Sikh and non-Sikh organizations, e.g., SGPC, Amritsar; ICCR, Govt. of India; and Templeton Foundation, USA. He has also been honoured with Shiromani Award for Scientific Literature in Punjabi (1993) by Govt. of Punjab. A renowned Physicist and a noted Sikh theologian, Prof. Virk, is a founder member of the School of Scientific and Logical Interpretation of Gurbani. He is committed to bringing out the truth of Gurbani, logically, rationally and scientifically. With his scientific training and devotion to Gurbani, he is eminently qualified to do so. Prof. Virk adheres that Sikh Gurus' Philosophy is perennial and universal in its approach to understand Cosmology, Nature, life and human behaviour in the present scientific era. His scientific background and professional life as a scientist have undoubtedly influenced his choice of paradigm and perspective. Prof. Virk asserts that Sikh Gurus, their philosophy, their bani, their Sikhi, and Sri Guru Granth Sahib delineate the basics for the global society of the 21st century. His views on various aspects of Sikh Philosophy are presented here for the benefit of readers:. (shrink)

Prof. Devinder Singh Chahal, an international microbiologist, having worked at various prestigious universities in India and the USA, migrated to Canada in 1975. In Canada, firstly, he worked at the University of Waterloo, Ontario and later on at Institut Armand‐Frappier, Université du Québec, Laval, Québec. He retired as a Professor of Industrial Microbiology in 1996. In his long career as a microbiologist, he is credited with the discovery of two new species of fungi, three scientific books, numerous research articles and (...) five patents. He has published 6 books and several articles on the scientific and logical interpretation of Gurbani. He played an instrumental role in establishing the Institute of Understanding Sikhism, Laval, Quebec. Presently, he is working as honorary Editor‐in‐Chief of "Understanding Sikhism: The Research Journal." Besides, he is a member of the Advisory Committee of SGGS Study Centre, G.N.D. University, Amritsar since 2011. He has been honoured for his services to Sikhism by several Sikh organizations e.g., SGPC, Amritsar; DSGMC, New Delhi and SGGS World University, Fatehgarh, Punjab. A renowned microbiologist and a noted Sikh theologian, Prof. Chahal, is a founder member of the School of Scientific and Logical Interpretation of Gurbani. He is committed to bringing out the truth of Gurbani, logically, rationally and scientifically. With his scientific training and devotion to Gurbani, he is eminently qualified to do so. Prof Chahal adheres that Nanakian Philosophy is perennial and universal in its approach to understand Cosmology, Nature, life and human behaviour in the present era. In his works, he portrays intellectually courageous and authentic attempts to interpret Guru Nanak's verses logically and scientifically, to create an accurate understanding of the Guru's messages. His scientific background and professional life as a scientist have undoubtedly influenced his choice of paradigm and perspective. Prof Chahal asserts that Guru Nanak, his philosophy, his bani, his Sikhi, and the Guru Granth Sahib delineate the basics befitting the 21st century. His views on various aspects of Nanakian Philosophy are presented here for the benefit of readers:. (shrink)

Any two things, living or non-living, countries or nations that cooperate with each other are said to be interdependent or mutually dependent. Interdependence means interconnectedness and reliance on one another socially, economically, environmentally and politically. It is a dynamic of being mutually and physically responsible for and sharing a common set of principles. Some people advocate independence as a sort of ultimate good; others do the same with devotion to their family, community, or society. Interdependence recognizes the truth in each (...) position and weaves them together. Sri Guru Granth Sahib [1-2], the holy scripture of the Sikhs, emphasizes the importance of the interdependence of all things. It stresses that preserving the natural state of things is a sine-qua-none for the sustainability of life on Earth. (shrink)

The process by which theological texts are understood relies on a particular hermeneutical viewpoint. In the interpretation of a text, hermeneutics considers the original medium as well as what language says, supposes, doesn't say, and implies. The process consists of several steps for attaining the best of the Scriptural author's intended meaning(s). Some important steps are outlined in the article.

Sikhism, a vibrant and inclusive religion, provides a rich tapestry of teachings and traditions. Introducing children to Sikhi through interactive learning and play not only enhances their understanding but also fosters a deep connection with the values and principles of Sikhism. This holistic approach engages children actively, making the learning journey enjoyable, memorable, and impactful. Given the dire need to engage in such a holistic approach, various such activities and their specific examples are described here.

ਡਾ. ਜਸਬੀਰ ਸਿੰਘ ਸਰਨਾ, ਜੰਮੂ-ਕਸ਼ਮੀਰ ਸਰਕਾਰ, ਭਾਰਤ ਦੇ ਖੇਤੀਬਾੜੀ ਵਿਭਾਗ ਤੋਂ ਸੇਵਾ ਮੁਕਤ ਅਧਿਕਾਰੀ ਹਨ। ਅਜੋਕੇ ਸਮੇਂ ਵਿਚ ਸ੍ਰੀ ਨਗਰ ਦੇ ਵਾਸੀ, ਡਾ. ਸਰਨਾ ਜਿਥੇ ਖੇਤੀਬਾੜੀ ਵਿਸ਼ੇ ਦੇ ਮਾਹਿਰ ਹਨ, ਉਥੇ ਉਨ੍ਹਾਂ ਦਾ ਪੰਜਾਬੀ ਸਾਹਿਤ ਅਤੇ ਸਿੱਖ ਧਰਮ ਦੇ ਇਤਿਹਾਸ ਨਾਲ ਗਹਿਰਾ ਨਾਤਾ ਰਿਹਾ ਹੈ। ਬਚਪਨ ਦੌਰਾਨ ਘਰ ਵਿਚੋਂ ਹੀ ਮਿਲੇ ਧਾਰਮਿਕ ਸੰਸਕਾਰਾਂ ਨੇ ਡਾ. ਸਰਨਾ ਨੂੰ ਗੁਰੂ ਸਾਹਿਬਾਨ ਦੇ ਜੀਵਨ ਸੰਬੰਧਤ ਸਥਾਨਾਂ ਦੀ ਨਿਸ਼ਾਨਦੇਹੀ ਅਤੇ ਸਿੱਖ ਇਤਹਾਸ ਦੇ ਗਹਿਨ ਅਧਿਐਨ ਵੱਲ ਪ੍ਰੇਰਿਤ ਕੀਤਾ। ਪੰਜਾਬੀ ਸਾਹਿਤ ਅਤੇ ਸਿੱਖ ਚਿੰਤਨ ਦੇ ਵਿਭਿੰਨ (...) ਪੱਖਾਂ ਦੀ ਪੜਚੋਲ ਉਨ੍ਹਾਂ ਦੇ ਜੀਵਨ ਦਾ ਅਹਿਮ ਅੰਗ ਰਹੀ ਹੈ। ਇਨ੍ਹਾਂ ਖੋਜਾਂ ਸੰਬੰਧਤ, ਉਨ੍ਹਾਂ ਦੀਆਂ ਅਨੇਕ ਰਚਨਾਵਾਂ, ਸਮੇਂ ਸਮੇਂ ਦੇਸ਼-ਵਿਦੇਸ਼ ਦੀਆਂ ਸਮਕਾਲੀ ਅਖਬਾਰਾਂ, ਮੈਗਜੀਨਾਂ ਤੇ ਖੋਜ ਪੱਤ੍ਰਿਕਾਵਾਂ ਦਾ ਸ਼ਿੰਗਾਰ ਬਣਦੀਆਂ ਰਹੀਆਂ ਹਨ। ਉਨ੍ਹਾਂ ਦੀਆਂ ਹੁਣ ਤਕ 51 ਕਿਤਾਬਾਂ ਅਤੇ ਲਗਭਗ 300 ਸਾਹਿਤਕ ਲੇਖ ਛੱਪ ਚੁੱਕੇ ਹਨ। ਡਾ. ਜਸਬੀਰ ਸਿੰਘ ਸਰਨਾ ਇਕ ਅਜਿਹੀ ਵਿਲੱਖਣ ਸ਼ਖਸ਼ੀਅਤ ਹਨ, ਜਿਨ੍ਹਾਂ ਨੇ ਆਪਣਾ ਸਮੁੱਚਾ ਜੀਵਨ ਸਾਹਿਤਕ ਤੇ ਗੁਰ-ਇਤਿਹਾਸ ਜਾਗਰੂਕਤਾ ਕਾਰਜਾਂ ਲਈ ਅਰਪਣ ਕੀਤਾ ਹੋਇਆ ਹੈ। ਬਹੁਪੱਖੀ ਸਖਸ਼ੀਅਤ ਦੇ ਮਾਲਕ ਡਾ. ਜਸਬੀਰ ਸਿੰਘ ਸਰਨਾ, ਪਿਛਲੇ ਲਗਭਗ ਚਾਰ ਦਹਾਕਿਆ ਤੋਂ ਹੀ ਉਹ ਖੇਤੀਬਾੜੀ, ਸਾਹਿਤਕ, ਵਾਤਾਵਰਣੀ ਅਤੇ ਸਿੱਖ ਇਤਹਾਸਕਾਰੀ ਕਾਰਜਾਂ ਵਿਚ ਤਹਿ ਦਿਲੋਂ ਜੁੜੇ ਹੋਏ ਹਨ। ਸਾਹਿਤਕ ਖੇਤਰ ਵਿਚ, ਅਨੇਕ ਸੰਚਾਰ ਮਾਧਿਅਮਾਂ ਖਾਸਕਰ ਅਖਬਾਰਾਂ, ਮੈਗਜੀਨਾਂ ਅਤੇ ਕਿਤਾਬਾਂ ਆਦਿ ਰਾਹੀਂ, ਉਹ ਸਮਾਜਿਕ ਤੇ ਸਿੱਖ ਇਤਹਾਸ ਨਾਲ ਸੰਬੰਧਤ ਮਸਲਿਆਂ ਨੂੰ ਉਭਾਰਣ ਤੇ ਉਨ੍ਹਾਂ ਦੇ ਸਹੀ ਹੱਲਾਂ ਬਾਰੇ ਸਾਨੂੰ ਸੱਭ ਨੂੰ ਸੁਚੇਤ ਕਰਦੇ ਰਹੇ ਹਨ। ਉਨ੍ਹਾਂ ਦੇ ਬਹੁ-ਖੇਤਰੀ ਤੇ ਬਹੁ-ਦਿਸ਼ਾਵੀ ਕਾਰਜਾਂ ਵਿਚੋਂ ਉਨ੍ਹਾਂ ਦਾ ਸਿੱਖ ਇਤਿਹਾਸਕਾਰੀ ਪ੍ਰਤਿ ਅਮਲੀ ਸੇਵਾ-ਭਾਵ ਰੱਖਣਾ, ਖਾਸ ਤੌਰ ਉੱਤੇ ਪ੍ਰਭਾਵਿਤ ਕਰਦਾ ਹੈ। ਸਾਹਿਤਕ ਖੇਤਰ ਵਿਚ ਉਨ੍ਹਾਂ ਦੀ ਪਹਿਚਾਣ ਨਾਜ਼ੁਕ ਅਹਿਸਾਸਾਂ ਨਾਲ ਰੱਤੇ ਕਵੀ ਹੋਣ ਦੇ ਨਾਲ ਨਾਲ ਸਿਰਮੋਰ ਵਾਰਤਾਕਾਰ ਵਜੋਂ ਵੀ ਪਰਪੱਕ ਹੈ। ਵਰਨਣਯੋਗ ਹੈ ਕਿ ਉਨ੍ਹਾਂ ਦੀ ਸਮਕਾਲੀ ਸਮਾਜਿਕ, ਧਾਰਮਿਕ, ਵਾਤਾਵਰਣੀ ਤੇ ਇਤਿਹਾਸਕਾਰੀ ਮਸਲਿਆ ਸੰਬੰਧਤ ਪਕੜ੍ਹ ਬਹੁਤ ਹੀ ਪੀਡੀ ਹੈ। ਵਾਰਤਾਕਾਰ ਵਜੋਂ ਜਿਥੇ ਉਹ ਇਸਲਾਮ ਅਤੇ ਸਿੱਖ ਧਰਮ ਦੇ ਅਹਿਮ ਮੁੱਦਿਆ ਬਾਰੇ ਬਹੁਤ ਹੀ ਪਾਰਖੂ ਦਿ੍ਸ਼ਟੀਕੋਣ ਦੇ ਧਾਰਣੀ ਹਨ, ਉਥੇ ਉਨ੍ਹਾਂ ਨੇ ਇਨ੍ਹਾਂ ਭਾਈਚਾਰਿਆਂ ਦੇ ਸਮਕਾਲੀ ਸਰੋਕਾਰਾਂ ਨੂੰ ਸੰਚਾਰ ਮਾਧਿਅਮਾਂ ਰਾਹੀਂ ਸੰਬੰਧਤ ਅਧਿਕਾਰੀਆਂ ਤੇ ਸਰਕਾਰਾਂ ਤਕ ਪਹੁੰਚਾਣ ਵਿਚ ਵਿਸ਼ੇਸ਼ ਰੋਲ ਅਦਾ ਕੀਤਾ ਹੈ। ਉਨ੍ਹਾਂ ਦੇ ਨਿੱਜੀ ਤਜਰਬੇ ਅਤੇ ਵਿਚਾਰਾਂ ਨੂੰ ਜਾਨਣ ਦੀ ਉਤਸੁਕਤਾ ਹਰ ਪਾਠਕ ਦੇ ਹਿਰਦੇ ਅੰਦਰ ਠਾਠਾਂ ਮਾਰਦੀ ਹੋਵੇਗੀ। ਇਸੇ ਮੰਤਵ ਦੀ ਪੂਰਤੀ ਲਈ ਡਾ. ਜਸਬੀਰ ਸਿੰਘ ਸਰਨਾ ਜੀ ਵਲੋਂ ਪ੍ਰਸਤੁਤ ਵਿਚਾਰ ਲੜੀ ਪੇਸ਼ ਕੀਤੀ ਜਾ ਰਹੀ ਹੈ;. (shrink)

Sikhism, a panentheistic religion, originated in the Punjab province of the Indian subcontinent, during the 15th century. It is one of the youngest and fifth major world religions, founded by Guru Nanak. The fundamental beliefs of Nanakian Philosophy have been enshrined in the sacred scripture, Sri Guru Granth Sahib. These beliefs include faith in and meditation on one universal creator, unity of all humankind, engaging in selfless service, striving for social justice for all, honest livelihood and ethical conduct while living (...) a householder's life. Sikhism has about 28 million adherents worldwide. World peace is an ideal state of freedom, peace, harmony, and happiness among and within all nations and people. This idea of a peaceful world, free from violence provides a basis for peoples and nations to willingly cooperate to prevent warfare. While different cultures, religions, philosophies, and organizations may have different concepts about how such an ideal state might come about, they have in common this idea of a cessation of all hostility amongst all humanity. World Peace could be established through religious or secular organizations, that address human rights, education, or diplomacy to end all forms of fighting. All religions are potential bearers of peace, reconciliation, and reflection. This is true for Sikhism as well. As we are aware that peaceful coexistence between individuals, communities, and nations is possible provided freedom, justice, human dignity and equal opportunity to all are guaranteed. Sikhism with its doctrines of sangat (holy congregation), pangat (equality), wand chhakna (sharing with others), love of nature, sarbat da bhala (universal welfare), seva (selfless service), universal brotherhood, justice, liberty and fraternity, offers a pragmatic approach to achieve our well-cherished goal of world peace, harmony and happiness. (shrink)

Sikhism, a panentheistic religion, originated in the Punjab province of the Indian subcontinent during the 15th century. It is one of the youngest and fifth major world religions. The fundamental beliefs of Sikhism have been enshrined in the sacred scripture, Sri Guru Granth Sahib. These beliefs include faith in and meditation on one universal creator, unity of all humankind, engaging in selfless service, striving for social justice for all, honest livelihood and ethical conduct while living a householder's life. Sikhism has (...) about 28 million adherents worldwide. World peace is an ideal state of freedom, peace, and happiness among and within all nations and people. This idea of a peaceful world, free from violence, provides a basis for peoples and nations to willingly cooperate to prevent warfare. While different cultures, religions, philosophies, and organizations may have different concepts about how such an ideal state might come about, they have in common this ideal of a cessation of all hostility amongst all humanity. World Peace could be established through religious or secular organizations that address human rights, education, or diplomacy to end all forms of fighting. All religions are potential bearers of peace, reconciliation and reflection. This is true for Sikhism as well. As we are aware that peaceful co-existence between individuals, communities and nations is possible provided freedom, justice, human dignity, and equal opportunity to all are guaranteed. Sikhism with its doctrines of sangat (holy company), pangat (equality), wand chhakna (sharing with others), love of nature, sarbat da bhala (universal welfare), seva (selfless service), universal brotherhood, justice, liberty and fraternity, offers a pragmatic approach to achieve our well-cherished goal of world peace. (shrink)

Education systems are full of harmful violence of types often unrecognised or misunderstood by educators, education leaders, and bureaucrats. Educational violence harms a great number of innocent persons (those who, morally speaking, may not be justifiably harmed). Accordingly, this paper rejects educational violence used to achieve educational ends. It holds that educational violence is unjustified if the condition that innocent persons are harmed is satisfied, that this condition is satisfied in current educational practice (compulsory schooling), and that, therefore, (...) the current education system (schooling) acts in an unjustifiable manner. If the means of educating cannot be justified, then that education system itself cannot be justified, since an end cannot be justifiably pursued if the means requisite to pursuing it are unjustifiable. I call this stance ‘educational pacifism’. (shrink)

This paper examines the function of language in the domain of education and it‘s vice versa. As we are aware of the fact that language and education are endemic elements of human development and evolution. According to Gandhi, education is the recognition of mind-body, soul and spirit. It is the attainment of the values through morality and ethics. Gandhi accepts communicative aspect of language where as Wittgenstein accepts analytical and conceptual aspect of language. Wittgenstein realized that (...) class='Hi'>education is the constituent of what we know, believe and learn. Gandhi asserts on Mother tongue, primary- secondary languages and national languages whereas Wittgenstein emphasis on the natural languages, meta-languages and ideal languages. In this paper I shall demonstrate the problems of language which becomes hurdles in the process of education. For both Gandhi and Wittgenstein, there are problems not in language but in its ordinary usage, speaking, writing, meaning and communication. (shrink)

Neoliberalism is an approach to social policy, now globally influential, that applies market approaches to all aspects of social life, including education. Charter schools, privately operated but publicly funded, are its most prominent manifestation in the U.S. The neoliberal principles of competition, consumerism, and choice cannot serve as foundations of a sound and equitable public education system. Neoliberalism embraces socio-economic inequality overall and in doing so constricts any justice mission its adherents espouse in virtue of serving a relatively (...) disadvantaged student population, as charter schools often (by no means always) do. It constricts educational justice by (1) embracing a “human capital” approach as the primary good of education, (2) creating educational inequality through (unofficially) selecting a relatively advantaged segment of the disadvantaged demographic it serves, (3) denying the effect of poverty on educational performance, and (4) devaluing its students’ familial ethnic cultures. (shrink)

The idea that education should equip people to lead flourishing lives and help others to do so is now becoming salient in policy-making circles. Philosophy of education can help here by clarifying what flourishing consists in. This essay examines one aspect of this. It rejects the view that well-being goods are derivable from human nature, as in the theories of Howard Gardner and Edmond Holmes. It locates them, rather, as cultural products, but not culturally-relative ones, drawing attention to (...) the proliferating forms they have taken over the past three or four centuries. It looks to aesthetics and art criticism as a guide to a philosophical treatment of well-being goods more generally. It also takes off from aesthetics and art criticism in seeking to identify reliable authorities on the flourishing life. On this, it rejects elitist conceptions in favour of a more democratic model, emphasising its importance in education for citizenship. (shrink)

The philosophy of Charles S. Peirce (1839–1914) enhances our understanding of educational processes.

Taking equality seriously means that we ought to consider the ways in which persons are not only unfairly advantaged or disadvantaged from the start – e.g., through genetic inheritance, wealth, or a parent’s educational background – but also how opportunities and rewards that result from these basic inequalities are later exacerbated in the distribution of goods and opportunities. The basic point of equality as a normative principle is not that everyone have similar things or achieve similar outcomes, that would be (...) undesirable both for reasons having to do with individual liberty as well as social need. (shrink)

I argue that, although education should have positive effects on students’ epistemic character, it is often actually damaging, having bad effects. Rather than cultivating virtues of the mind, certain forms of education lead to the development of the vices of the mind - it is therefore epistemically corrupting. After sketching an account of that concept, I offer three illustrative case studies.

How should academics respond to the work of immoral intellectuals? This question appears to be one that is of increasing concern in academic circles but has received little attention in the academic literature. In this paper, we will investigate what our response to immoral intellectuals should be. We begin by outlining the cases of three intellectuals who have behaved immorally or at least have been accused of doing so. We then investigate whether it is appropriate to admire an immoral person (...) for their intellectual contributions. We will argue that such admiration can be a fitting response to the intellectual achievements of an immoral person but only if the person has indeed done something important. However, we then identify two moral reasons against openly admiring immoral intellectuals. First, that such admiration may give the appearance of condoning the immoral acts of the intellectual. Second, that such admiration may lead to emulation of the intellectual’s problematic ideals. This may be enough to persuade us of the moral reasons to avoid engaging with the work of unimportant and easily replaceable intellectuals in our research and our teaching. However, for more important intellectual figures we have weighty educational reasons to cite them and include them in our courses. This leads to a tension, which we attempt to resolve by proposing ways to accommodate the moral reasons against admiring immoral intellectuals and the intellectual reasons to include them in our courses, though we conclude on the pessimistic note that this tension may not be entirely resolvable. (shrink)

South Asia, home to one-third of the world population, is a diverse region with distinct conflicts and politico-economic subtleties. It has large sections of an impoverished population due to a lack of adequate health, education, water, sewerage, and transportation facilities. Natural disasters, as well as the lack of access to basic facilities, increase the probability of conflict. Peacebuilding is the practice of developing policies that consolidate peace and restore order through political, economic, and social reforms. Primarily, it depends on (...) the security, economic, and political dynamics of the region where it is being carried out. Therefore, the challenges to peacebuilding in South Asia are immense. State security and peace of several South Asian countries are threatened by non-representative regimes, foreign interventions, internal ethnic conflicts, natural resource disputes, and deteriorating governance structures. So, South Asian countries are more vulnerable to cross-border terrorism and ethnic and sectarian conflicts [1]. Sikh Gurus [2] proclaim that if one considers people of one's community as friends and people of other communities as enemies, one can never attain peace of mind. A feeling of universal fellowship is the foundation for peaceful coexistence in a diverse society. (shrink)

Traditionally, policy-making at the national, state and local levels has been associated with politicians, while planning and implementation are handled mainly by planners and administrators, respectively. Education is, therefore, not different; hence future context will continue to be in the hands of politicians. However, the role of politicians in this perspective can be directed to the expectation of society if planners perform their specialist functions effectively. In this capacity, the technical and professional advice of professional planners is necessary to (...) chart a realistic or rational course for the future. The planner, therefore, is the catalyst in the politics of education. The planner, therefore, is the catalyst in the politics of education. The planners are always in the background, yet they remain the most crucial agents in growth and development in education. As is already well known, politics is the game of power, control and authority, and the influence of these forces in education determines the pattern and nature of politics in education in a given society. Because of the need to control these forces (politicians), there is always the struggle for the concentration of decisions or policy-making at certain levels of government. This is partly related to the scope of centralization and decentralization in the general policy and education in particular. Suffice it to say that centralization and power aggrandizement has become the most typical characteristics of policy-making machinery in developing countries. (shrink)

Understanding climate change is becoming an urgent requirement for those in education. The normative values of education have long been closely aligned with the global, modernised world. The industrial model has underpinned the hidden and overt curriculum. Increasingly though, a new eco-centric orientation to economics, technology, and social organisation is beginning to shape up the post-carbon world. Unless education is up to date with the issues of climate change, the estate of education will be unable to (...) meet its task of knowledge transfer. This paper covers the basic science and ethical policy debates, and begins to outline the questions that will necessarily entangle education as we orientate ourselves to the new world that is upon us. (shrink)

Endorsing Bill Readings’ argument that there is an intimate relationship between the dissolution of the nation-State, the undermining of the Humboldtian ideal of the university and economic globalization, this paper defends both the nation-State and the Humboldtian university as core institutions of democracy. However, such an argument only has force, it is suggested, if we can revive an appreciation of the real meaning of democracy. Endorsing Cornelius Castoriadis’ argument that democracy has been betrayed in the modern world but disagreeing with (...) his analysis of modernity, it is argued that the tradition of modern democratic thought can only be properly comprehended in relation to the ‘radical enlightenment’ originating in the Renaissance, efforts to subvert this by the ‘moderate enlightenment’, and the revival and reformulation of the radical enlightenment in Germany at the end of the eighteenth century. It is shown that subsequent political thought only becomes fully intelligible in relation to the on-going struggle between the radical and the moderate enlightenments, and that it is necessary to appreciate that the moderate enlightenment, manifesting itself in neo-liberal thought, is profoundly anti-democratic. While the radical enlightenment was developed in the nineteenth century by philosophical idealists, it is suggested that the achievements of the idealists can be successfully defended now only on naturalistic foundations through process metaphysics. Process metaphysics, it is shown, provides the basis for reviving the Humboldtian model of the university, the democratic nation-State, and a vision of the future as ‘communities of communities’ to counter the dissolution of all communities into the global market promoted by neo-liberals. (shrink)

Citizens are politically autonomous insofar as they are subject to laws that are (a) justified by reasons acceptable to them and (b) authorized by them via their political institutions. An obstacle to the equal realization of political autonomy is the plurality of religious, moral, and philosophical views endorsed by citizens. Decisions regarding certain fundamental political issues (e.g., abortion) can involve citizens imposing political positions justified in terms of their respective worldviews upon others. Despite citizens’ disagreements over which worldview is correct, (...) ‘political liberalism’ claims that there is a form of political autonomy that is realizable within pluralist societies. (Political liberalism differs from ‘comprehensive liberalism’ by, inter alia, being ‘freestanding’ vis-à-vis citizens’ different worldviews.) Citizens can be politically autonomous if they enjoy equal political power and justify its exercise with ‘public reasons.’ A political liberal education would aim at ensuring that all students can become politically autonomous citizens by teaching them how to exercise their democratic rights effectively and how to engage in public reasoning. Some political and educational theorists, however, argue that teaching students how to be politically autonomous amounts to teaching them how to be ‘comprehensively’ autonomous. If this is so, then the distinction between political liberalism and comprehensive liberalism collapses, at least with respect to education. This chapter outlines the main elements of political liberalism, summarizes the main requirements of a political liberal citizenship education, and surveys three arguments in support of and against the thesis that a political liberal education amounts to an education for comprehensive autonomy. (shrink)

When you expect something bad to happen, you take action to avoid it. That is the principle of action that underlies J. Y. Lee’s recent paper (2021), which presents a new form of epistemic injustice that arises from anticipating negative consequences for testifying. In this brief reply article occasioned by Lee’s essay, I make two main contributions to the discussion of this idea. The first (§§2–3) is an intervention in the discussion between Lee and Eric Bayruns García regarding the relationship (...) between anticipatory epistemic injustice and Kristie Dotson’s concept of testimonial smothering. The second (§§4–5) is to expand the concept of anticipatory epistemic injustice into the educational context, and to illuminate yet another form of anticipatory epistemic injustice, which I call anticipatory zetetic injustice (§6). (shrink)

The purpose of this article is to present the main contributions to peace, democracy, and the philosophy of education in Colombia, made by philosopher Guillermo Hoyos-Vásquez (Medellín, 1935 – Bogotá, 2013). The work of this Colombian philosopher stands out for its important contributions to political philosophy as the vital, supportive, and responsible exercise of thought concerning the public interest. Using Kant’s concept of practical reason, Husserl’s lifeworld [Lebenswelt], and Habermas’s communicative action as starting points, Hoyos-Vásquez succeeded in going beyond (...) these political philosophers by trying to apply their ideas in the midst of the difficult context of corruption, drug trafficking and armed conflict in Colombia over the past five decades. At the same time, Hoyos-Vásquez developed throughout his life a varied public activity as a thinker and educator, belying the myth of the theoretical distance between the philosopher and his/her political present or historical reality. The thought of Guillermo Hoyos-Vásquez, and his public action as an educator, represent a substantial contribution to contemporary political and educational philosophy, maintaining a close connection between theory and practice. (shrink)

Governance encompasses the processes by which organizations are directed, controlled and held to account. It includes the authority, accountability, leadership, direction, and control exercised in an organization. Greatness can be achieved when good governance principles and practices are applied throughout the whole organization. Ethical Governance requires that public officials adhere to high moral standards while serving others. Authentic Governance entails the systematic process of continuous, gradual, and routine personal/corporate improvement, steering, and learning that lead to sustainable high personal/corporate performance and (...) excellence. Thus authentic governance represents the ability to discern right from wrong and the commitment to do what is right, good, and proper. Benevolent governance is perceived to be for benefit of the population as a whole. Sikhism, a panentheistic religion, originated in the Punjab province of the Indian subcontinent, during the 15th century. It is one of the youngest and fifth major world religions, founded by Guru Nanak. The fundamental beliefs of Sikhism have been enshrined in the sacred scripture, Sri Guru Granth Sahib [1-3]. These beliefs include faith in one universal creator, unity of all humankind, engaging in selfless service, striving for social justice for all, honest livelihood and ethical conduct while living a householder's life. Sri Guru Grant Sahib provides very useful insights for governance through religious or secular organizations, that address human rights, education, or diplomacy to end all forms of disparity/discrimination among people [4-5]. In this article, an attempt is made to understand how the doctrines of Sikhism encourage us for better governance and by which means. Whether these doctrines align with the above-mentioned forms of governance or conflict with these. It is pointed out the most of the attributes of good, ethical, authentic and benevolent governance are genuinely supported by the Sikh doctrines. The adherence to democratic and republican organizations, for providing high-quality governance, is encouraged in Sikh principles and practices. (shrink)

In this paper, with reference to Vito Acconci’s Following Piece (1969) and Sophie Calle’s Take care of yourself (2007), I show that some works of conceptual art rely on exemplification to convey ideas, and I defend the following claims about those works. In the first place, I argue that the kinds of events and of objects they present us with are relevant for appreciating the views the works convey. In the second place, siding with Elisabeth Schellekens (2007) and Peter Goldie (...) (2007), I argue, contra James Young (2001), that those artworks can yield experiential knowledge. In the third place, I argue that those artworks also possess probatory value. Finally, I maintain that those artworks can be valuable instruments for the education of the emotions. (shrink)

For Kant, we cannot understand how to approach moral education without confronting the radical evil of humanity. But if we start out, as Kant thinks we do, from a morally corrupt state, how...

In this book we included 10 papers from academicians, teachers and research scholars on the philosophy of Sri Aurobindo that touches various aspects of his thoughts. The year-long celebrations to commemorate the 150th birth anniversary of Sri Aurobindo began from 15th August, 2021 in India and all over the world. This volume is also a part of this celebration. Before that we published a special volume of Milestone Education Review (The Journal of Ideas on Educational & Social Transformation) (ISSN: (...) 2278-2168), Year 12 (01-02), October 2021 on “Philosophy of Sri Aurobindo”. The Department of Philosophy and the Department of Political Science of P.G. Govt. College, Sector-46, Chandigarh organised an One-Day National Seminar on “Relevance of Philosophy of Nationalism of Sri Aurobindo in Contemporary India” on 14th October, 2022 sponsored by Indian Council of Philosophical Research (ICPR) New Delhi. This book is an outcome of that seminar. (shrink)

This volume represents a rich multi-disciplinary contribution to an expanding literature on citizenship, identity, and education in a variety of majority and minority Muslim communities. Each of these essays offer important insights into the various ways one may identify with, and participate in, different societies to which Muslims belong, from the United Kingdom to Pakistan to Indonesia. Authors include Robert Hefner, Andrew March, Tariq Modood, Lucas Swaine, Matthew Nelson, Rosnani Hashim, Charlene Tan and Yedullah Kazmi.

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

Man is a seeker by nature. He searches for truth. An ordinary man cannot be indifferent to truth because of the deep quest within him for truth. Gandhi lived his whole life in the perpetual quest for truth. He lived and moved in pursuit of this goal. This pursuit of seeking truth under the banner of philosophical education makes educational philosophizing moral. One can perfect these ideologies of different schools and make philosophizing in education better by placing truth (...) in the center. Thus, an idealist can evolve a realization of truth, a naturalist can bring about the true nature and potentialities of the individual, and pragmatists can rejuvenate the minds with a truth-oriented strategy and existential thinkers can invite truth into them so that they can avoid fear and dread. The Gandhian vision of Satya offers us the key to integral education. Following the footprints of Satya not only satisfies the Gandhian aims for education but it also helps the human person to continue his role on the earth as the seeker of truth. The aim of my research is to explore whether the concept of the truth of Mahatma Gandhi could be used as a platform for philosophical education? Can we take inspiration from Gandhian thoughts so that philosophizing may not engage itself in hermeneutical violence to bring out the truth (of our making) but a hermeneutical ahimsa that lets the truth show itself? Truth for Gandhi was equal to one of his lungs. He spoke the truth, wrote on truth, and exhorted people to be truthful. Gandhi made the concept of truth central to metaphysics, epistemology, morality, and the philosophy of religion. Truth was the guiding principle for Gandhi in all these disciplines. When we bring in truth as the guiding principle in the philosophy of education we envisage an educational community of all truth seekers traveling together in freedom to come to an ever-increasing approximation of truth. Should philosophy stop the pursuit of truth (satya) as Rorty claims? Is communication of truth irrelevant as no truth is ascertainable as skeptics claim? Is the will to communicate truth senseless since truth is an illusion? Do these approaches satisfy the philosophical minds that are after truth? The methodology I pursue in this thesis is an exploratory, analytical, and critical approach. a) Analytical: The basic method to be used is to analyze the existing works and apprehend their significance in the area of education, in particular philosophical education. b) Critical: a critical and comprehensive analysis of the concept of truth is followed in the research to represent the significance of truth in philosophical education. Man cannot be indifferent to truth since there is a longing for truth in the heart of every human being. Hence the need to search for it with all one’s might through success does not come everyone’s way in the same measure. The reason for this is that there are certain factors that impede our search and they even distort our understanding. They are natural limitations of reason, inconsistency of the heart, worldly concerns, and fear of the demand that truth makes. Hence it is necessary to overcome these in the search for truth. In his dealings with others, the human person wishes that the other may communicate his truth and only truth. Gandhian invitation is to be an experimenter with truth. Truth is that all seek and want above everything. No one wishes to compromise on that. When we bring in truth as the guiding principle in the philosophy of education we envisage an educational community of all truth seekers traveling together in freedom to come to an ever-increasing approximation of truth. They are compelled to study and defend truth in a better way when they are confronted. They will be forced to discern the core of truth from its formulations. That is the role of the experimenter with the truth. -/- In this research paper, I attempt to present M. K. Gandhi as an educationist giving emphasis only on his concept of truth. It is a limited approach to Gandhian educational philosophy because when I attend only to the concept of truth I fail to include very many other aspects of his educational philosophy like craft-centered education, teaching methods, education for different sections of society, etc. It also limits me to criticizing Gandhian dislike for the higher education system appropriately. However, the notion of truth is a common platform that could be shared by three important branches of philosophical education, namely the naturalistic, the idealistic, and the pragmatic. (shrink)

The problem of supporting scientific and educational institutions is considered. A method of selective financing of scientific and educational institutions that create innovative technologies taking into account their investment in innovative developments is proposed. On the basis of statistical data on the indicators for assessing the activities of scientific and educational institutions and the indicator of the innovative potential of a scientific and educational institution from the production of innovations (PNn), their rating was calculated. The essence of PNn is to (...) compare the indicators of the volumes of income of the special fund Dsfn and the volume of expenditures of the scientific and educational institution Vn. -/- In order to stimulate scientific and educational institutions to create innovative technologies, it was proposed to introduce targeted investments. The problem of quantifying the rate of premium on the basis of an integrated approach in terms of indicators of innovative potential from the production of innovations and the rating of a scientific and educational institution for 2 institutions (namely: K and H) has been solved. Institution K will receive a large increase, and institution N will receive a smaller increase, the value of which will be 56.23 % and 43.76 %, respectively. The results showed the independence of the indicator of the innovative potential of a scientific and educational institution from the production of innovations from the previous rating of a scientific and educational institution, or vice versa. The proposed methodology has been tested by an experimental method, targeted investments have been determined based on an integrated approach in terms of indicators of innovative potential and the rating of a scientific and educational institution. -/- This study is of practical interest to government authorities and grantors when allocating funds according to the vector of selective financing of scientific and educational institutions through targeted investments in the development of innovative technologies, and theoretically – to researchers dealing with issues of financial security, protectionism and public administration. (shrink)

Democracy is an interesting topic that many scholars pay attention to, since it is the foundation of a civil society. There are many factors that contribute to the country’s democracy. Two of many important factors that have a great impact on democracy are the people’s income and education. This study would investigate the relationship among income, level of education and democracy. The study focuses on the eastern cultured country, which is Vietnam after more than a decade of economic (...) transformation in this case. The data is obtained from World Value Survey (wave 5, 2006). The author found out that there is a positive significant relationship between income and democracy, not level of education and democracy by using the correlation statistical method. The author acknowledges some limitation and suggests recommendations for future search. (shrink)

The present essay discusses the relationship between moral philosophy, psychology and education based on virtue ethics, contemporary neuroscience, and how neuroscientific methods can contribute to studies of moral virtue and character. First, the present essay considers whether the mechanism of moral motivation and developmental model of virtue and character are well supported by neuroscientific evidence. Particularly, it examines whether the evidence provided by neuroscientific studies can support the core argument of virtue ethics, that is, motivational externalism. Second, it discusses (...) how experimental methods of neuroscience can be applied to studies in human morality. Particularly, the present essay examines how functional and structural neuroimaging methods can contribute to the development of the fields by reviewing the findings of recent social and developmental neuroimaging experiments. Meanwhile, the present essay also considers some limitations embedded in such discussions regarding the relationship between the fields and suggests directions for future studies to address these limitations. (shrink)

The dishonest practices in the conduct of educational research in South-South region particularly, and Nigeria generally, has called for urgent intervention. This study assessed data management practices and educational research effectiveness of University Lecturers in South-South Nigeria. A sample of 602 lecturers that were accessible during data collection responded to two questionnaires (Data Management Practices Questionnaire – DMPQ and "Educational Research Effectiveness Questionnaire – EREQ). Multiple regression was employed in the analysis of data. Findings revealed amongst others that; data storage, (...) data security, data retrieval, data sharing, and data re-use jointly contributed to the total variance in educational research effectiveness in terms of proper citations by 56.25%, problem-solving by 22.14%, knowledge creation by 34.50%, and generation of testable data by 36.88%; and their composite influence on educational research effectiveness in terms of proper citations (F=152.25,p<.05), problem-solving (F=33.90,p<.05), knowledge creation (F=62.78,p<.05), and generation of testable data (F=69.65,p<.05), is statistically significant. Based on the findings of this study, it was recommended among others that, there should be an up-to-date database or data warehouse in Ministries of Education where researchers can easily access data in order to increase the quality of researches by eliminating the problems of data fabrication and falsification. This study contributes to the existing body of knowledge by addressing the gaps arising from the paucity of research literature on educational research effectiveness. This study shows how data management practices affects the quality of educational research output of university lecturers using empirical evidence from Nigeria. (shrink)

Response to Steven Bland’s ‘Interactionism, Debiasing, and the Division of Epistemic Labour’ (in Social Virtue Epistemology, (eds.) M. Alfano, C. Klein & J. de Ridder). Biased cognition is an obvious source of epistemic vice, but there is some controversy about whether cognitive biases generate reliabilist or responsibilist epistemic vices. Bland’s argument, in a nutshell, is that since the development of cognitive biases is due to the interplay of internal psychological processes and external (i.e., environmental) conditions, it cannot be expected that (...) a solution to the problem tackles only one of these dimensions. We argue that the complex architecture on which Bland’s coordinated approach is grounded appears to lose some stability once we analyze more closely its pillars. We shall concentrate our attention on the notion of reliabilist and responsibilist epistemic virtues that the approach should foster as well as on the educational implications of Bland’s view. (shrink)

In recent years, there has been increasing interest in analytic philosophy that engages with non-Western philosophical traditions, including South Asian religions such as Hinduism, Buddhism, and Jainism. However, thus far, there has been no engagement with Sikhism, despite its status as a major world religion with a rich philosophical tradition. This paper is an attempt to get a start at analytic philosophical engagement with Sikh philosophy. My focus is on Sikh ethics, and in particular on the theory of vice and (...) virtue that can be gleaned from Sikh scripture. According to this theory, the five major vices have a unified source in the vice of haumai. Haumai is a kind of false conception of oneself as singularly important, and correspondingly, a false conception of the world as revolving around oneself, as a world of objects there for one’s use. Vice, then, comes down to the failure to recognize the importance of others. The corresponding picture of virtue is that virtue consists in a recognition of the importance of others, through the recognition of an ultimate reality on which all are One. After reconstructing the Sikh theory of vice and virtue, I conclude with some comparative remarks on Sikh and Western ethics. (shrink)

It is commonly assumed that to educate means to control or guide a person’s acting and development. On the other hand, it is often presupposed that the addressees of education must be seen as being endowed with free will. The question raised in this paper is whether these two assumptions are compatible. It might seem that if the learner is free in her will, she cannot be educated; however, if she is successfully educated, then it is doubtful whether she (...) can be seen as free. Inspired by the current philosophical debate on the compatibility of free will and determinism, this paper spells out two versions of this dilemma. The first version relies on the idea that to be free means being the causal source of one’s actions. The second formulation refers to the notion of freedom as the ability to act otherwise than the way one actually acts. The solution to the dilemma that is developed in this paper, however, uses a third concept of free will—to be free means being able to act on reasons. (shrink)

This paper consists of a conversation between a philosopher specialising in ethics and religion and an educational researcher with an interest in cultural studies and contemporary social theory. Dialogic in form, this paper employs an interdisciplinary response to an interdisciplinary project and offers the following components: a dialogic theorizing of the implications for education of a research project on spiritual capital; a continuation of the project of analyzing moral thinking in various cultural and societal settings; a continuation of the (...) project of analyzing political rhetoric (towards an understanding of the polemics of political rhetoric); a reaffirmation of the value of recognizing difference and ambiguity in the global moment. (shrink)

Philosophical arguments regarding academic freedom can sometimes appear removed from the real conflicts playing out in contemporary universities. This paper focusses on a set of issues at the front line of these conflicts, namely, questions regarding sex, gender and gender identity. We document the ways in which the work of academics has been affected by political activism around these questions and, drawing on our respective disciplinary expertise as a sociologist and a philosopher, elucidate the costs of curtailing discussion on fundamental (...) demographic and conceptual categories. We discuss some philosophical work that addresses the conceptual distinction between academic freedom and free speech and explore how these notions are intertwined in significant ways in universities. Our discussion elucidates and emphasises the educational costs of curtailing academic freedom. (shrink)

This paper applies a virtue epistemology approach to using the Internet, as to improve our information-seeking behaviours. Virtue epistemology focusses on the cognitive character of agents and is less concerned with the nature of truth and epistemic justification as compared to traditional analytic epistemology. Due to this focus on cognitive character and agency, it is a fruitful but underexplored approach to using the Internet in an epistemically desirable way. Thus, the central question in this paper is: How to use the (...) Internet in an epistemically virtuous way? Using the work of Jason Baehr, it starts by outlining nine intellectual or epistemic virtues: curiosity, intellectual autonomy, intellectual humility, attentiveness, intellectual carefulness, intellectual thoroughness, open-mindedness, intellectual courage and intellectual tenacity. It then explores how we should deploy these virtues and avoid the corresponding vices when interacting with the Internet, particularly search engines. Whilst an epistemically virtuous use of the Internet will not guarantee that one will acquire true beliefs, understanding or even knowledge, it will strongly improve one’s information-seeking behaviours. The paper ends with arguing that teaching and assessing online intellectual virtues should be part of school and university curricula, perhaps embedded in critical thinking courses, or even better, as individual units. (shrink)

It has become easy to make a case for the relevance, richness, and importance of philosophical thinking for information research and practice. [Introduction to a special issue].