The Iranian prophet and reformer Zarathustra (Greek: Zoroaster) founded his religion in the 6th Century BC. In a series of visions he was taken up to Heaven and Ahura Mazda - creator of all that is good - charged him with enlisting Humanity in the fight against Aura Mainyu - the principle of chaos and destruction - offering Mankind a free choice between Good and Evil. It is hard to overstate the importance of Zoroastrianism. According to Professor of Iranian (...) Studies Dr Mary Boyce: "It was the first to teach the doctrines of an individual judgment, Heaven and Hell, the future resurrection of the body, the general Last Judgment, and life everlasting for the reunited soul and body." 'The Teachings of Zoroaster' is an excellent introduction to this little-known and often misunderstood religion, giving Zoroastrianism its rightful place as the precursor of many Christian, Judaic and Islamic beliefs. (shrink)

One important aim of moral philosophy courses is to help students build the skills necessary to make their own well-reasoned decisions about moral issues. This includes the skill of determining when a particular moral reason provides a good answer to a moral question or not. Helping students think critically about religious reasons like “because God says so” and “because scripture explicitly says so” can be challenging because such lessons can be misperceived as coercive or anti-religious. I describe a framework for (...) teaching about religion and moral reasons that I have found overcomes these challenges while also building generalizable skill at analyzing and evaluating moral reasons. (shrink)

Fourteen philosophers share their experience teaching Peirce to undergraduates in a variety of settings and a variety of courses. The latter include introductory philosophy courses as well as upper-level courses in American philosophy, philosophy of religion, logic, philosophy of science, medieval philosophy, semiotics, metaphysics, etc., and even an upper-level course devoted entirely to Peirce. The project originates in a session devoted to teaching Peirce held at the 2007 annual meeting of the Society for the Advancement of American (...) Philosophy. The session, organized by James Campbell and Richard Hart, was co-sponsored by the American Association of Philosophy Teachers. (shrink)

Richard Dawkins has argued on several occasions that bringing up your child religiously is a form of child abuse. According to Dawkins, teaching children about religion is fine (it helps them to understand cultural references, for instance), but indoctrinating children – by which Dawkins means any form of education that teaches religious beliefs as facts – is morally wrong and harmful. Dawkins is not alone: the American theoretical physicist Lawrence Krauss, for instance, recently argued that teaching Young (...) Earth Creationism (henceforth YEC) is a form of child abuse. Here, I want to focus on the role of parents in instilling religious beliefs in their children, especially beliefs that are incompatible with science, such as YEC. Instead of using the rather laden term “child abuse,” I want to tease apart two questions: Are YEC parents harming their children, and is what they do morally wrong? (shrink)

This essay develops standards for grading religions including various forms of spiritualism. First, I examine the standards proposed by William James, John Hick, Paul Knitter, Dan Cohn-Sherbok, and Harold Netland. Most of them are useful in grading religions with or without conditions. However, those standards are not enough for refined and piercing evaluation. Thus, I introduce standards used in spiritualism. Although those standards are for grading spirits and their teachings, they are useful in refined and piercing evaluation of religious phenomena. (...) The spiritual standards complement James's, Hick's, Knitter's, and Netland's standards. Although most of the spiritual standards are rationally unjustifiable, they have practical value. (shrink)

Science and religion are based on different aspects of human experience. Science is a way of knowing and understanding the natural world, using empirical evidence and testable explanations. Religious faith does not depend only on empirical evidence and typically involves supernatural forces or entities. Thus, science and religion are separate and address the aspects of human understanding in different ways. The dialogue between science and religion is productive from a theological point of view since the world-environment in (...) which the theologians live is most productively studied by the sciences. The Sikh teachings, as recorded in Sri Guru Granth Sahib (SGGS), not only recognize a relationship between religion and science, logic and culture, it describes them to be interdependent. Sikh doctrines enunciate that the pursuits of learning about the cosmos by science and religion are not confrontational but complementary. Sikh precepts stress that the key to creating syncretism between science and religion is to cultivate a spirit of humility among scientists, theologians, faith practitioners, and clerics in front of Infinite Wisdom (Creator). (shrink)

Guru Tegh Bahadur Ji fell as a martyr to the freedom of consciousness and belief, under the orders of Aurangzeb, a ruler, who with his puritanical views had an attitude of narrow exclusiveness in the matters of religion. Sikhism, of which Guru Tegh Bahadur Ji was the Ninth Apostle, has all through upheld the spiritual approach in matters of faith, and its message has been free from the rancour of any kind against any set of beliefs. The great sacrifice (...) made by Guru Tegh Bahadur Ji to vindicate the right of the people to profess and practise the faith, meant, in fact, the assertion of the principle of justice for which the ruling Mughal rulers of the day had very scant regard. For this reason, the life, career, and teachings of Guru Tegh Bahadur Sahib are of immense significance even in contemporary times, when the forces of hate, fanaticism, and tyranny are still very dominant and assertive. -/- Guru Tegh Bahadur Ji was a multifaceted genius. He was not only a martyr and a prophet but was also a great poet. In addition to his 57 Salokas, 59 of his other compositions (Sabads), written in 15 Raagas (measures) are included in Sri Guru Granth Sahib. His hymns deal with the pathos of the human predicament. Though he articulates on the unreality of human passions and possessions, yet his hymns have been a source of spiritual succour and solace to millions of people in their hours of personal grief and affliction. He brightens our awareness of the ephemerality of the material phenomena, however instead of creating a sense of despair and depression, elevates the human mind and imbues it with the hope which permeates the cosmos. He fortifies our faith in human nature and makes it possible for us to rise above the irritants of the immediate problems of existence and keep our attention focussed on the everlasting and eternal. (shrink)

Sri Guru Granth Sahib, the holy scripture of the Sikhs, contains numerous references to the worship of the divine in Nature. The Sikh scripture declares that human beings' purpose is to achieve a blissful state and be in harmony with the Earth and all creation. Millions of Sikhs recite Gurbani daily wherein the divine is remembered using the symbolism from Nature, esp. air, water, sun, moon, trees, animals, and the Earth. The human mind loses communion with Nature and ultimately with (...) God by being self-conceited. It causes misery all around, is a repeated assertion of Sikhism. The contemporary environmental crisis is an outcome of the actions of such a self-conceited human mind. By affirming God's immanence and His presence in the creation, the Sikh religion imparts the spirit of self-righteousness to the entire subject of Nature. Sikhism is a remarkable religious and cultural phenomenon; several important themes emerge within its universe of beliefs. On the ecological front, the theology of Sikhism suggests that humans must live in harmony with Nature. The Sikh Gurus exemplified many of these teachings, and their examples continue to inspire contemporary social, religious, and environmental leaders in their efforts to protect the planet. In this presentation, the prime environmental teachings of Sikhism are shared with the community. (shrink)

This is a reading intended for Introductory Ethics courses that helps student think through basic questions about Religion and Morality. Instructors can find my suggestions for how to use the paper, along with class exercises, in Jason Swartwood, (2019) “A Skill-Based Framework for Teaching Morality and Religion,” Teaching Ethics, 18 (1): 39-62. -/- Instructors can profitably assign students to read sections 1-4 of "Religion and Moral Reasons" and then discuss the application to religious reasons using (...) the class exercises I outline in "A Skill-Based Framework ..." If you have feedback or use the paper, I'd love to know! (shrink)

According to Thomas Aquinas, what distinguishes the theological from the cardinal virtues is the nature of their object: the latter aim at the natural excellence of humans, while the former direct us beyond ourselves to focus on the Divine. This paper considers the cinematic work of Drew Goddard — in particular, his 2018 film _Bad Times at the El Royale_ — as a post-religious response to Aquinas, insofar as it retains and re-presents Faith, Hope, and Love as valuable elements of (...) the human experience itself, even in the absence of a supernatural vector of their application. After the fashion of Caputo’s Derrida, I offer a religionless interpretation of each of the three theological virtues and show how _Bad Times_ itself deconstructs the roles of ‘god’ and ‘human,’ interchanging them in a way that manifests a “religionless religion” wherein the theological virtues can remain vibrant, even without the theological structure that might be expected to undergird them. In short: _Bad Times at the El Royale_ demonstrates how even if God is dead, Faith, Hope, and Love are not. (shrink)

Folklore has a critical role as a cultural transmitter, all the while being a socially accepted medium for the expressions of culturally contradicting wishes and conducts. In this study of Vietnamese folktales, through the use of Bayesian multilevel modeling and the Markov chain Monte Carlo technique, we offer empirical evidence for how the interplay between religious teachings (Confucianism, Buddhism, and Taoism) and deviant behaviors (lying and violence) could affect a folktale’s outcome. The findings indicate that characters who lie and/or commit (...) violent acts tend to have bad endings, as intuition would dictate, but when they are associated with any of the above Three Teachings, the final endings may vary. Positive outcomes are seen in cases where characters associated with Confucianism lie and characters associated with Buddhism act violently. The results supplement the worldwide literature on discrepancies between folklore and real-life conduct, as well as on the contradictory human behaviors vis-à-vis religious teachings. Overall, the study highlights the complexity of human decision-making, especially beyond the folklore realm. (shrink)

This research employs the Bayesian network modeling approach, and the Markov chain Monte Carlo technique, to learn about the role of lies and violence in teachings of major religions, using a unique dataset extracted from long-standing Vietnamese folktales. The results indicate that, although lying and violent acts augur negative consequences for those who commit them, their associations with core religious values diverge in the final outcome for the folktale characters. Lying that serves a religious mission of either Confucianism or Taoism (...) (but not Buddhism) brings a positive outcome to a character (βT_and_Lie_O= 2.23; βC_and_Lie_O= 1.47; βT_and_Lie_O= 2.23). A violent act committed to serving Buddhist missions results in a happy ending for the committer (βB_and_Viol_O= 2.55). What is highlighted here is a glaring double standard in the interpretation and practice of the three teachings: the very virtuous outcomes being preached, whether that be compassion and meditation in Buddhism, societal order in Confucianism, or natural harmony in Taoism, appear to accommodate two universal vices—violence in Buddhism and lying in the latter two. These findings contribute to a host of studies aimed at making sense of contradictory human behaviors, adding the role of religious teachings in addition to cognition in belief maintenance and motivated reasoning in discounting counterargument. (shrink)

In recent years official Roman Catholic documents have addressed the ecological crisis from the perspective of Catholic social teaching. This expansion of Catholic social thought addresses the social and ecological question. This paper links environmental and human ecology with the concept of sustainability and proposes an interpretation of the common good and a definition of sustainability within Catholic social teaching. Our treatment of sustainability and Catholic social teaching includes: an analysis of the ecological processes that sustain nature; (...) insights from human ecology, and an examination of models of sustainability as a foundation for re-structuring society to promote the common good. The paper provides a summary of the historical expansion of the common good within modern Catholic social thought, and concludes with an ecological interpretation of the common good and a definition of sustainability within the Catholic understanding of justice. (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)

John Tillson argues, on grounds of children’s well-being, that it is impermissible to teach them religious views. I defend a practice of pluralistically advocating religious views to children. As long as there are no monopolies of influence over children, and as long as advocates do not use coercion, deceit, or manipulation, children can greatly benefit without having their rational abilities subverted, or incurring undue risk to form false beliefs. This solution should counter, to some extent, both perfectionist and antiperfectionist reasons (...) against initiating children into religions. (shrink)

Luthers »Von der Freiheit eines Christenmenschen« bietet einen Einblick in sein Menschenbild. Die philosophisch-ethische Perspektive ist für den Einsatz in der Oberstufe konzipiert, wo sie auch einen Hintergrund für das Zentralabiturthema im Fach Religion bietet.

This paper presents the joint journeys, from the East to the West, of three emerging educators, who reflect on their lived experiences in an Asian educational context and their shaped identities through a connection between the motherland and the places to which they immigrated. They have grounded their identities in the inequities they experienced in Asian education and described their experiences through a cultural and social lens as Asian teachers studying in Canadian institutions. They story their lived experiences by using (...) a Photo-voice research method to elicit the narratives of their East-to-West transcultural journeys. The major finding is the reconstructed identity of each of the researchers. The data collected through ‘Photo-voice’ sheds light on the influence on teachers’ mindset of the Three Teachings or Religions—Buddhism, Confucianism, and Taoism — across Asia on teachers' mindset, which are seen to cause inequities among the marginalized. The purpose of this research is an attempt by the authors, who have immersed themselves in each other’s journeys, to discuss how they have reformed their educator identities in a Canadian educational context in which equity, diversity, and inclusion are acknowledged. (shrink)

This essay is an interreligious study of spirituality of work and its implications for business ethics. It considers the normative / doctrinal teachings on human work in Bhagavadgita (BG) and Catholic Social Teaching (CST). In as much as the focus of this study is spirituality of work, it does not present an in-depth and comprehensive comparison of Hindu and Catholic religions. Similarities and differences between the texts under consideration will be examined, but such examination will be limited to the (...) most critical and relevant points. It will begin by exploring a Hindu spirituality of work based on BG. The paper will analyze salient ideas and relevant passages in the text that tackle the religio-spiritual significance of our daily engagement in the world through paid work from a Hindu perspective. A discussion on major themes in CST that resonate with BG’s teachings on work will follow. These themes will serve as analytical elements that will frame an interreligious spirituality of work from the two points of view. The interreligious analysis will demonstrate that as far as BG and CST are concerned, spirituality of work can be a unifying force, a locus for cross-cultural dialogue, and a bridge between different beliefs. Next, the essay will tackle the implications of a Hindu-Catholic spirituality of work for business ethics. It will explain how the two textual traditions deepen our understanding of work by providing answers to the questions why must we work, what is the right attitude to work, and how our work connects us with other beings and with our ultimate end. Finally, the conclusion will demonstrate how the findings of this study relate and enhance the outcomes of current research in spirituality of work. Finding common grounds on how different religions regard work would enable business professionals and managers to truly value diversity and inclusiveness and respond ethically to the expression of religions in an increasingly pluralistic workplace. (shrink)

This essay is an interreligious study of spirituality of work. It considers the normative/doctrinal teachings on work in Bhagavadgita and Catholic Social Teaching. It will begin by exploring a Hindu spirituality of work based on Bhagavadgita. The paper will analyze salient ideas and relevant passages in the text that tackle the religio-spiritual significance of our daily engagement in the world through paid work from a Hindu perspective. A discussion on major themes in Catholic Social Teaching that resonate with (...) Bhagavadgita’s tenets on spirituality of work will follow. These themes will serve as analytical elements that will frame an interreligious spirituality of work from the two points of view. This study will demonstrate that, as far as spirituality of work is concerned, there is more convergence than divergence between Catholicism and Hinduism. Spirituality of work can be a unifying force, a locus for cross-cultural dialogue, and a bridge between different beliefs in the workplace. (shrink)

Recent decades have witnessed a sharp increase of interest in the cultures and regions of South and East Asia, owing in part to the prominent role Asian economies have played in the era of globalization. Asian Worldviews: Religions, Philosophies, Political Theories is a unique, reader-friendly introduction to the intellectual heritage of the region. Assuming no previous background in Asian cultural history, Asian Worldviews moves beyond chronological and geographic boundaries to present an integrated treatment of the beliefs, teachings, and ideologies that (...) have shaped the worldviews of approximately half of the global population. Rein Raud explores forms of knowledge in China, India, Tibet, Japan, Korea, and Southeast Asia, providing balanced coverage of all historical periods from antiquity to the modern day. -/- Asian Worldviews embraces the connections rather than the divisions between the religious and philosophical dimensions of South and East Asian thought, and emphasizes a robust engagement with each culture's political, social, and economic contexts. Clear, accessible chapters discuss the development of religious, philosophical, and political thought in India, China, and Japan, and provide succinct overviews of the history of ideas in Korea, Tibet, and Southeast Asia. Throughout the book, Raud uses a comparative approach to examine the mutual influence and productive dialogue, past and present, between Asian cultures as well as with the West, and considers the impact of various worldviews on the development of modern Asian societies. -/- Comprehensive and well-informed by recent developments in the scholarship, Asian Worldviews: Religions, Philosophies, Political Theories is an unparalleled resource for a broad range of courses in Asian studies, philosophy, religious studies, and global politics, as well as an excellent introduction for non-specialist readers looking for a contextual foothold in the rich cultural and intellectual history of South and East Asia. (shrink)

Is there a possible biological explanation for religion? That is, is there a genetic basis for believing in mystical, supernatural beings when there is no scientifi c evidence for their existence? Can we explain why some people prefer to accept myth over science? Why do so many people still accept creation and refuse to embrace evolution? Is there an evolutionary basis for religious beliefs? It is certainly true that religions have been part of human civilization throughout most of its (...) recent history, at least for the last 5,000 years, and probably for much longer. Even great nonmystical philosophers such as Confucius, Buddha, and Lao Tzu have had their teachings evolve into mystical religions with spiritual ancestors, gods and reincarnation. On the other hand, religion is largely absent in modern Chinese culture, and of diminishing importance in Japanese and European cultures. In all cultures, the degrees of education gained by individuals correlate inversely with attachments to mystical deities. Atheists abound although they may be reluctant to come out of the closet and affi rm their rational convictions. In this article, we seek explanations for human irrationality. (shrink)

This study examines from an ethical framework the circumstances of workers who are engaged in non-professional services that are offered through corporations that are organized to serve high volume of costumers. Drawing on the relevant ethical teachings of the Catholic social tradition (CST), it explores some practices, strategies, and policies that could address the problems experienced by many service providers in the United States today. CST refers to a wide variety of documents of the magisterium of the Catholic Church which (...) respond to the changing social and economic challenges of the modern world. The study argues that the primacy of the person, love and subsidiarity, sense of community, and respect for worker’s rights and unionism in CST are not only moral principles that uphold intrinsic human goods, they are likewise instrumental to operational effectivity because they promote job satisfaction, smooth interpersonal relationship, and long-term commitment with the company. They enable service providers to work efficiently, deliver exceptional service, and act as conduit between the customers and the business establishment, rather than simply being caught between their conflicting demands. (shrink)

This paper is about the modern-day problem of human alienation and fulfillment in work from the perspective of the Catholic social thought. It analyses the symptoms and causes of work alienation, the meaning of work and its significance in the individual’s quest for fulfillment, and how the Catholic social teachings can shed light on the problems involved in transforming the world of work. Alienation in work affects one’s subjective and psychological fulfillment, but it is not ultimately dependent on material culture (...) or economic models. The problem of alienation in work cannot be dealt with by simply modifying the production process or the wage system, although these are factors that alienate people even more. Social problems cannot be solved without light of faith and the recognition of the moral order that is rooted in God. In the final analysis, alienation is not simply the loss of meaning in human activities. It is the loss of life’s meaning and man’s estrangement from his own authentic nature, including his reason for being and final end, that results from the rejection of God and His teachings. What Catholicism provides is a combination of economic, psychological, moral, social, and spiritual motives for work that will make it personally fulfilling. (shrink)

Cognitive science of religion is sometimes portrayed as having no bearing on the theological doctrines of particular religious traditions, such as Christianity. In this paper, I argue that the naturalistic account of the etiology of religious beliefs offered by the cognitive science of religion undermines the important Christian doctrine of the grace of faith, which teaches that the special gift of divine grace is a necessary precondition for coming to faith. This has some far-reaching ramifications for Christian theology. (...) -/- . (shrink)

This paper tackles the current challenges to private sector unionism in the United States in light of Catholic social teaching (CST). The focus of the study is unionism in the private sector where the fall-off in membership is observed. CST is contained in a wide variety of official documents of the Catholic Church, in particular papal encyclicals, which present ethical norms for economic life in response to the changing realities of the modern world. The study begins with an analysis (...) of the concrete situation: the causes of decline in union membership. It is followed by an ethical reflection on CST’s perspectives and exploration of practices, strategies, and policies that can help reverse the ongoing trend of union decline and revitalize the labor movement in the country. The paper argues that unions are good in themselves as an expression of the workers’ right to associate and instrumentally good as they invoke such values as the dignity of work, solidarity, subsidiarity, common good, and economic equality. While it has been proven that workers and society as a whole gain material benefits from effective unionization, focus on intangible benefits and moral principles offered by CST may give labor organizing a new impetus and inspiration. (shrink)

Starting from the traditional approaches to teaching science and religion we discuss modern pedagogical methods based on inquiry. We explore whether and how the teaching methods specific to each discipline may benefit in the teaching of the other.

Although 550 years have passed since the birth of Guru Nanak, his life and teachings still hold great power and meaning for humanity in the 21st century. He was not only the founder of the Sikh religion but was a great poet, an eminent philosopher, a notable humanist, and a leading social reformer. His philosophy for a social revolution and universal brotherhood is relevant more than ever before. He not only propounded a new way of life but a realistic (...) and optimistic worldview. Quintessentially, his most penetrating insight is that the ultimate goal of human life, to be a sachiara (truthful being), can be achieved by following the path of truthful living. He envisaged the emergence of a race of gurmukhs (God-conscious beings). The teachings of Guru Nanak focus on the upliftment of the weaker sections of the society and their empowerment to live a life of dignity. Love of God (who is the epitome of virtues), egalitarianism, altruism, harmony with nature, cultivation of scientific temper, Interdependence, impermanence, inter-faith harmony, multiculturism, lifelong learning, pro-active social justice, and peaceful co-existence are the lodestars of Guru Nanak’s message to humanity. Three cardinal points of his teachings: Kirat Karo (honest living), Naam Japo (devotion to God) and Vand Chhako (sharing with others) have become an integral part of the lives of Sikhs all over the world. The crux of his teachings found expression by the establishment of daramsals (gurdwaras) and the development of langar (community kitchen), pangat (sitting in a row on the same level) and Sangat (holy congregation) traditions among his followers. Thus even in the contemporary world, Guru Nanak's universal teachings are as relevant as ever. (shrink)

We can judge whether some activities are scientific or religious, depending on how similar they are to exemplar scientific activities or to exemplar religious activities, even if we cannot specify the necessary and sufficient conditions for science and religion. The absence of the demarcation between science and religion does not justify the school policy of teaching the creationist hypothesis that God created the universe any more than it justifies the religious policy of teaching evolutionary theory, quantum (...) mechanics, and the Big Bang theory in religious institutions. -/- . (shrink)

Ideology is an important part of the political mechanism that helps to ensure the loyalty of citizens to the state and give it a moral basis and justification. Roman patriotism was deeply religious. The community was the subject of faith, but also faith was a state duty, a testimony of trustworthiness. Personal religiosity was res privata, but loyalty to the state cult was res publica. Roman ideology was based on respect for ancestors, respect for the institution of the family and (...) the promotion of fertility, the Christian community initially opposed all this paganism, offering a completely different paradigm. From the concept of the race as the sacred connection of generations follows the cult of ancestors, especially the cult of the leaders of the family, its “patriarchs”. The latter have always been to some extent political leaders, and political leaders, in turn, turned out to be the leaders of the race. The deification of the emperor after death was based on the cult of ancestors, which had a great significance for the Romans. A person feels comfortable in the ancestral world, where he clearly represents his place in the connection of generations, honoring his ancestors and the land of his ancestors. The clan religion quite organically fits into this paradigm, being its ideological justification. Paganism unites “us”, opposing them “alien” on the basis of belonging to the race, contact with the land. Christianity was formed as a non–ethnic religion, rejecting the cult of ancestors as such. Everything that is important to the state turns out to be devoid of meaning for a person who takes the teaching of Christ seriously and considers it as a guide to action. But such extreme forms of religiosity, being the choice of individuals, can not act as a social standard; there can not be a state if all its members abandon their worldly affairs and will search for the Kingdom of Heaven. Early Christians had a plan to fight the world, but there was no plan for its reorganization. When this new power won, it became obvious that without cardinal rebirth, it is doomed, because Christianity in its original sense could not become the basis of any state. It had to adapt to the tasks of state building, but at the cost of this was a complete transformation, distorting the original message beyond recognition. With the establishment of Christianity as a state religion, the conditions for the transformation of Christianity into a civilizational factor began to take shape. The foundations of Christian civilization were laid by the first Christians, but Christian civilization was created by the “second” who were able to reconcile two sworn enemies – the state and the church. (shrink)

The increasing religious diversity in educational space has raised a legitimate question on how Catholic theology/ catechesis must be taught in Philippine Catholic universities given the institutional mandate to educate students “into the faith of the Church through teaching of Christian doctrine in an organic and systematic way” (Wuerl, 2013, 1). On this note, the paper makes reference to “centered plural- ism” (CP), a positional posture espoused by Georgetown University in dealing with this predicament. In an attempt to (re) (...) appropriate CP into local context, there is a need to explore the Filipino conception of self/others as enveloped within the indigenous concept of kapwa. Hereon, the paper finds that CP is not just feasibly suitable in local context but with kapwa's more inclusive description of the relationship of self and others, a CP‐based teaching paradigm in theology/ catechesis is a promising project in the educational scene of the Philippines. (shrink)

As anyone familiar with my own work would readily infer, I have virtually boundless admiration for Wayne Proudfoot’s Religious Experience. In fact, to be honest I think Religious Experience belongs together with Jeff Stout’s The Flight from Authority and David Hume’s Dialogues Concerning Natural Religion as the books that have most profoundly shaped my teaching and scholarship. More than the other two works, however, Religious Experience has informed my most basic attitudes about the point and proper pursuit of (...) the shared enterprise we call the study of religion. I know I’m not completely idiosyncratic in my estimation of... (shrink)

Prof. (Dr.) Balwant Singh Dhillon, a much-acclaimed Sikh-historian, a dedicated researcher, a prolific writer, and a profound scholar of religion, was born in 1950, at Village Ran Singh Wala, District Faridkot, Punjab, India. With his keen interest in learning, he received a B.A. degree from SGGS College, Chandigarh, in 1972, and an M.A. (History) degree from the University of Rajasthan, Jaipur in 1974. During his younger days, he nurtured a keen interest in sports. On attaining the National Level Athlete (...) ranking, he was enthusiastic about pursuing a career in sports. Thereby, he joined Master Course for Coaching in athletics at the National Institute of Sports, Patiala, in 1974. Herein, he came in contact with Prof. Labh Singh of the Institute of Sikh Studies (IOSS, now Gurmat College), who inspired him to take up Sikh studies. This interaction brought a sea change in his life motive, and he committed himself to pursue a career in Sikh studies. After receiving M.A. (Religious Studies) degree from the IOSS in July 1976, he joined M. Lit. (Religious Studies) course at Punjabi University, Patiala. Here he had the opportunity to learn from several eminent scholars, e.g., Prof. Harbans Singh, Prof. Gurbachan Singh Talib, Prof. L.M. Joshi, and Dr. A.N. Sinha, etc., which made his resolve steadfast. In January 1977, he joined the Department of Guru Nanak Studies at Guru Nanak Dev University (GNDU), Amritsar, to pursue his research activities for a Ph.D. degree. In March 1985, he was awarded a Ph. D. degree by GNDU, for his outstanding research work on "The Sikh Gurus and the Mughal State." Starting, in April 1979, as a Research Assistant at the Department of Guru Nanak Studies, he rose to the position of Professor and Head of the department. He retired in June 2010. During his tenure at the university, he had also served as Dean, Faculty of Humanities and Religious Studies, Senator and Syndic of the University. As Head of the Department of Guru Nanak Studies, he played a vital role in starting the teaching of M.A. (Religious Studies and Philosophy)at GNDU, Amritsar. Under his stewardship, the research projects on "Sikh Religion and Philosophy," "Sikh History," and "Sikh Literature" were taken up, which led to a research and development grant of Rs. 3.2 Million from U.G.C., New Delhi, during 2006-2011. Dr. Dhillon was instrumental in establishing the Centre on Studies in Sri Guru Granth Sahib at the university, in April 2011, and served as its founding Director till February 2015. He has also served as the Editor-in-Chief for reputed Sikh research journals, "Journal of Sikh Studies" and "Perspectives on Guru Granth Sahib," published by the GNDU. In his forty years long professional career, he has been credited with authoring/publishing about a dozen books and over 100 articles in various research journals, books, and encyclopedias. Besides chairing several international seminars/conferences, he played a vital role in organizing many such events at the Department of Guru Nanak Studies and Centre on Studies in Guru Granth Sahib. He has the honour of representing India at many conferences/ seminars within Canada, America, England, Germany, and Australia. With his continuous dedication to religious studies, he has established himself as an exponent of interfaith dialogue and an eminent writer in the field of Sikh history. Through his well-researched and analytic writings, he has created an indelible mark of scholarship on his readers' minds. For his outstanding contributions in the fields of Sikh history and literature, he has been honoured by several literary and social organizations. Despite his great love and commitment to Sikh History and Religion, Dr. Dhillon subscribes to the idea that Sikh Gurus' Philosophy is perennial and universal in its approach to understand cosmology, Nature, life, and human behaviour in the present era. Furthermore, He asserts that the Sikh Gurus' ideology, its beliefs and practices, social order, worldview, and devotional pattern, as propounded in Sri Guru Granth Sahib, address the basics befitting the 21st century. His views on various aspects of Sikh history and philosophy are presented here for the benefit of readers. (shrink)

Given India’s vibrant religious landscape, there is a somewhat surprising paucity of depart‐ ments, centres or even programs for the academic study of religion. This article discusses this issue based on the preliminary results of an interview study conducted at Banaras Hindu University (BHU), Varanasi, India, in 2014 and 20 Its focus is on the views of university teachers and researchers concerning the place, role and function of religion and religious stud‐ ies at BHU. Twenty‐eight semi‐structured interviews were (...) conducted. In the course of their analysis, six themes emerged: 1) the place and role of religion in society; 2) religion as ‘religi‐ osity/spirituality’ or sanatana dharma vs. political ideology/communitarianism; 3) religion vs. dharma; 4) secularization; 5) religion in education in general; and, 6) religion in the education at BHU. The informants agreed on the increasing importance of religion in India, and most of them viewed the meaning of secularization as being ‘equal respect for all religions’. Moreover, a majority distinguished between ‘religion’, in the Western sense, and the Indian conception of dharma, considering it regrettable that the latter, described as the common ground of all reli‐ gions, is not taught more extensively at BHU. They also considered the original ideal of BHU’s founder, Madan Mohan Malaviya, to be of signi cant importance. That ideal involved not only teaching students the knowledge and skill sets found in a standard modern university, but also equipping them with a value‐based education, grounded upon sanatana‐dharma. As our project progresses, further understanding of this turn toward dharma education is something we intend to pursue through the lens of multiple modernities, developed by Marian Burchardt et al. as multiple secularities. (shrink)

At first glance, Aristotle’s Politics is a repository of dry, professorial lecture notes. Although the work contains the occasional literary reference or historical digression, analysis, argumentation, and socio-political taxonomies predominate. Beneath the surface of such prose, Pangle locates an Aristotle who seeks to involve the reader in dialogical exchange—much like as in a Platonic dialogue—by means of dialectical, rhetorical and literary devices. Pangle—a student of the political theorist Leo Strauss, a translator of Plato, Aristophanes and Sophocles, and the author of (...) books on modern political theorists such as Montesquieu, Locke, and the Federalist Papers—has written a study of the Politics informed not only by a close reading of the text, but also its relationship to modern republicanism, and the conflict between rationalism and religion. A previously published introduction presents what Pangle takes to be Aristotle’s rhetorical strategy in the Politics; it is followed by chapters organized around individual books in the Politics (a chapter each for Politics I, II, and III, and consolidated chapters for Politics IV-VI and VII-VIII—the last of which had been previously published in part). The text is followed by almost 50 pages of notes, notes in which Aquinas is cited as frequently (and sometimes more frequently) than contemporary Aristotle scholars like P. Simpson, R. Kraut, and E. Schütrumpf and Alfarabi is cited more frequently than F. Miller (although by far the most frequently cited authorities are the 19th century scholars F. Susemihl, R.D. Hicks, and above all, W. Newman). The book is clearly a mature work of scholarship, informed by extended reflection on Aristotle’s Politics and the subsequent western tradition of political theory and philological commentary which has responded to it. (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 addresses the welfare of all humans irrespective of their caste, colour, 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)

PREFACE WORD The Tanzimat period, which was the starting point of reform movements in many areas such as social, political, economic, military, etc., in which steps were taken towards Westernization, is considered to be an important milestone in drawing the fate of the Ottoman Empire. In this longest century of the empire, when many things were rushed, education partially received its share of change and reform. However, since the field of education was under the control of religious institutions such as (...) the Şeyhülislâmlık and the Nezâresi Evkâf-ı Hümâyun, the changes and reforms in this field remained limited. Regarding philosophy, which is the subject of our study, we can say in advance that philosophical movements in the West, the ideas of philosophers and philosophical education in the Western sense began to enter our country in the post-Tanzimat period. It is noteworthy that during this period when the Ottoman Empire became acquainted with Western philosophy, philosophy in the West experienced a period of crisis. In the period preceding this acquaintance, philosophy education in our country was carried out in a style loyal to the tradition of Islamic philosophy, and the break in this tradition occurred with the Tanzimat. One of the most widely debated issues from the Tanzimat to the present day has been whether or not a philosophical tradition unique to us can be established. Issues such as whether a philosophy built on our own culture and values can provide us with the opportunity to raise philosophers who are considered philosophers in the Western sense, and the level of competence and proficiency of Turkish in terms of creating a philosophical language on the way to realizing this opportunity, and efforts to establish a deep-rooted tradition continue to stand before us. In this study, from a holistic perspective, the changes in philosophical paradigms in certain periods from Tanzimat to the present day have been tried to be determined chronologically and problematically. The fact that the movements that emerged with Tanzimat were broken in certain periods, such as 1915, 1933 and 1960, and left their place to different movements, and the changes in our country in parallel with the change in the perception of philosophy in the world have been tried to be revealed in this study, and as a result of the study, results that have not been expressed so far have been reached. Again, whether the perception of philosophy has changed in society along with the change in philosophy in higher education is among the topics investigated in this study. For example, the fact that professors such as Mehmet İzzet, Niyazi Berkes and Necati Öner, who studied philosophy, regretfully admitted that it was embarrassing to say "I am studying philosophy", and instead took refuge in evasive answers such as "I am studying at the Faculty of Literature, I am studying at the Faculty of Language and History", clearly shows how the difficulty of doing philosophy in Turkey is at a high level with these prejudices. From the times when philosophy was identified with irreligion and atheism, and philosophers were seen as useless people who only criticized and did not produce solutions, to the present situation, the paths taken and the obstacles overcome make us hopeful for the bright future of philosophy in Turkey. In the Dârülfünun, which was de facto established in 1863 and opened and closed many times, philosophy courses were able to find a wide place in the curriculum after 1900 and especially after 1916. However, the contribution of philosophy courses and departments, which have been a significant part of the academy since 1916 both as a field of research and education, to the establishment and development of the longed-for original philosophical thought is currently the subject of a separate discussion. Indeed, philosophy departments have never escaped the criticism that they teach Western thought, transfer Western intellectual currents, ignore social values, and provide an exclusively Western and unproductive education. Our study, which deals with the processes of change and transition in philosophy education in Turkey and the debates on these processes, consists of three chapters and three appendices. In the first part, the studies in the field of philosophy from Tanzimat to the Republic are discussed theoretically and a general framework is tried to be drawn about the establishment of philosophy in Turkey. The topics covered in this section are mainly philosophy education until the establishment of the first university in 1863 under the name Dârülfünun and its closure and reopening in 1900 under the name Dârülfünun-ı Şâhâne. As is known, after a long period of trial and error, Dârülfünun was reformed under the name "Dârülfünun-ı Osmânî" in 1908 during the Second Constitutional Monarchy. Reforms in the field of education continued unabated, and with the university reforms in 1915 and 1933, philosophy departments also underwent significant change and transformation. Especially German faculty members, who were influential in these reforms, played an active role in the restructuring of the philosophy department. Apart from universities, philosophical activities were also carried out in non-governmental organizations, newspapers and journals. In particular, the philosophers who tried to become an association under the name of the Turkish Philosophical Society are today actively working under the name of the Philosophical Society of Turkey and the Turkish Philosophical Association. In this part of our study, in addition to these issues, the philosophers of the Republican period, which we have identified as four generations, and their philosophical attitudes and behaviors are evaluated together with the aspects reflected and not reflected in their works, and the interaction between the similarities and differences between the general characteristics of the generations and the philosophical atmosphere in the country is tried to be analyzed. The similarities and differences between the generations are analyzed since they are the main factors that determine and govern the course of philosophy in Turkey. The second chapter is devoted to "Philosophical Disciplines in Purgatory in the Republican Era". In this section, the disciplines of history of science, logic, Islamic philosophy and philosophy of religion, which we characterize as disciplines in limbo because their place in philosophy departments has always been controversial, are analyzed. In the third and final chapter, under the title "Philosophical Problems and Movements in the Republican Era", the problem of establishing the practical implications of the philosophical issues discussed in the first two chapters on the theoretical level, the question of whether Turkish can be the language of philosophy, Western philosophical movements in Turkey and their representatives are discussed. This chapter concludes with the main purpose of the study, which is to discuss the problems of philosophy in Turkey, suggestions for solutions and future perspectives. We have tried to enrich our research with three appendices that are considered to be complementary to these three chapters. The first appendix contains interviews with twelve senior professors who retired after teaching philosophy in Turkey for many years. These senior professors were asked questions about the changes in the view of philosophy in Turkey, philosophy education in higher education, their perceptions of philosophy, etc., and an important historical note was made with their answers based on their experiences. In this respect, we believe that these interviews will serve as an important source and reference for future generations and the social sciences community. Although the speeches of these professors contain many important discourses, messages and references, we have chosen one motto phrase to carry in the title. On this occasion, we would like to express our gratitude to our esteemed professors for sharing their vast knowledge and experience in the field of philosophy with us. In the second appendix, the short life stories and works of about a hundred professors in the field of philosophy in the Republican period are included. Although this information is sometimes easily obtained through the internet, biographical books or the works of the professors themselves, sometimes, after a very long and laborious work, original information has been reached, which is expressed for the first time in this study. Sometimes the capture of a very small detail required great efforts. In the third and final appendix, the names and periods of the senior philosophers of the Republican period are listed chronologically. (shrink)

Contemporary criticism of religion, which itself mainly claims to be secular and “ideologically neutral”, has some difficulties in finding rational argu-ments that actually acknowledge the value of religious worldviews. Instead of reflecting on criteria for constructive and harmful religiosity, most of the current arguments set secular thinking as the mode and therefore seem to derive from “secularistic” ideology (Habermas). This problem intensifies considering the growing attraction of commercial esoteric teachings because “esoteric spirituality” blurs the conceptual distinction between secular spiri-tuality (...) (Metzinger) and secularistic religiosity. The essay therefore focuses on the argument that the spiritual should be seen as the rationality of religiosity in general and hence should be distinguished from the irrational will to belief which is frequently encountered on the esoteric market. (shrink)

A brief review of the life and spiritual autobiography of the unique American mystic Adi Da (Franklin Jones). The sticker on the cover of some editions says `The most profound spiritual autobiography of all time` and this might well be true. I am in my 70´s and have read many books by spiritual teachers and on spirituality, and this is one of the greatest ones. Certainly it is by far the fullest and clearest account of the process of enlightenment I (...) have ever seen. Even if you have no interest at all in the most fascinating of all human psychological processes, it is an amazing document that reveals a great deal about religion, yoga, and human psychology and probes the depths and limits of human possibilities. I describe it in some detail and compare his teaching with that of the Indian mystic Osho. -/- 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)

Academic study of religion, embracing what at the University of Dhaka is called World Religions and Culture, is a relatively new eld of scholarship in the world. It is only beginning to emerge in Bangladesh and other South asian countries. as distinguished om the theological study of reli‐ gion, which favours one’s own faith tradition, academic study of religion uses the same descriptive, analytic and critical academic criteria and methods to study any form of religious life, including one’s (...) own. In this paper, there has been an e ort to discuss the basic di erences between these two sorts of study. The paper then explores the brief history of academic study of religion in the modern world and how it came into being at Dhaka University (DU) as the Department of World Religions & Culture (WRC) under the faculty of arts. Finally, the crucial role of late Professor Dr. Joseph T. O’Connell (1940–2012) in forming the Department and its a liated Centre for Inter‐religious & Intercultural Dialogue (CIID) as an academic place for the study, teaching and doing research on the di erent religious issues for the promotion of multi‐religious and multi‐ cultural peace and harmony in Bangladesh is discussed. The paper has been written on the bases of the o cial documents of Dhaka University as for the existence of WRC and CIID, academic activities and works of faculty members of WRC, especially of Professor Dr. Joseph T. O’Connell, along with other primary and secondary literary sources relevant to the academic study of religion. (shrink)

In the teachings of many world religions, one often finds the injunction to die before you die. This refers to a psycho-spiritual process made possible through a traditional “science of the soul” which confers purification, illumination, and spiritual reintegration. This ‘alchemical’ transformation serves to provide true healing, and to restore the wholeness of our primordial nature as human beings.

The article provides an analysis of the European Court of Human Rights judgments in the case of Lautsi v. Italy (application no. 30814/06), also known as the Italian crucifix case. The applicant claimed that displaying crucifixes in the Italian State-school classrooms attended by her children was contrary to the principle of secularism, by which she wished to bring up her children, and therefore infringed her right to ensure their education and teaching in conformity with her religious and philosophical convictions, (...) and also breached her freedom of conviction and religion, as protected by Article 9 of the Convention. In its judgment of November 3, 2009, the seven-judge Chamber declared that there had been a violation of Article 2 (right to education) of Protocol No. 1 of the European Convention on Human Rights taken together with Article 9 (freedom of thought, conscience, and religion) of the Convention. The judgment was given unanimously and none of the judges appended a separate opinion. The Italian Government asked for the case to be referred to the Grand Chamber by virtue of Article 43 of the Convention. In the judgment of the Grand Chamber, delivered on March 18, 2011, the Court held, by fifteen votes to two (and with separate opinions of six judges), that there had been no violation of Protocol No. 1 and no violation of the Convention itself. The analysis in the article is focused on selected principal factors determining the Court's decision. It shows that the proposal for the Court to recognize secular convictions as those protected by Article 2 of Protocol No. 1 or Article 9 of the Convention has no sufficient basis in the Convention itself and in earlier Court's case-law and, even, may be considered as promotion of religious intolerance, threatening the freedom to publicly manifest a religion or belief, as guaranteed by Article 9 of the Convention. -/- Opracowanie zawiera analizę wyroków Europejskiego Trybunału, które zapadły w sprawie Soile Lautsi (app. 30814/06), zwaną „włoska sprawa krzyża” (Italian Crucifix Case). W sprawie tej skarżąca zarzucała, że okazywanie znaku krzyża w klasach włoskich szkół państwowych, do których uczęszczały jej dzieci, jest sprzeczne z zasadą sekularyzmu, zgodnie z którą chciała ona wychować swoje dzieci i dlatego stanowi naruszenie jej prawa do wychowania i nauczania zgodnego z jej religijnymi i filozoficznymi (moralnymi) przekonaniami, oraz stanowi naruszenie wolności religijnej, gwarantowanej art. 9 Konwencji. W wyroku siedmioosobowej izby ogłoszonym 3 listopada 2009 r. izba uznała naruszenie art. 2 (Prawo do nauki) Protokołu dodatkowego nr 1 do Konwencji o ochronie praw człowieka i podstawowych wolności w powiązaniu z art. 9 (Wolność myśli, sumienia i wyznania) Konwencji. Wyrok zapadł jednomyślnie i żaden z sędziów nie dołączył do wyroku swoich uwag. Rząd Włoch złożył wniosek w trybie przewidzianym art. 43 Konwencji o przekazanie sprawy do Wielkiej Izby. W wyroku Wielkiej Izby ogłoszonym 18 marca 2011 r. Trybunał uznał zdecydowaną większością głosów – 15 za wobec 2 przeciw (sześciu sędziów dołączyło swoje uwagi), że nie doszło do naruszenia ani Protokołu nr 1, ani samej Konwencji. Analizy koncentrują się na wybranych zagadnieniach, kluczowych dla argumentacji Trybunału. Analizy te pokazują, że postulowanie przez izbę uznania za prawo podmiotowe radykalnie pojętej negatywnej wolności religijnej, oraz postulowanie - tak przez izbę, jak i przez Wielką Izbę - ochrony przekonań sekularystycznych jako przekonań chronionych art. 2 Protokołu dodatkowego nr 1 lub art. 9 Konwencji, nie posiada należytego uzasadnienia ani w samej Konwencji, ani w dotychczasowym orzecznictwie Trybunału, a co więcej – może być uznane za propagowanie nietolerancji religijnej, godzącej przede wszystkim chronioną art. 9 Konwencji wolność publicznego uzewnętrzniania przekonań religijnych i filozoficznych. (shrink)

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

The teachings and actions of Jesus Christ (Yeshua Ha'Mashiach) and the apostles recorded in the New Testament are analyzed in regard to their ethical and political philosophy, with analysis of context vis-à-vis the Old Testament (Tanakh, or Hebrew Bible) being given. From this analysis, it is shown that Jesus is a libertarian anarchist, i.e., a consistent voluntaryist. The implications this has for the world are profound, and the ramifications of Jesus's anarchism to Christians' attitudes toward government (the state) and its (...) actions are explicated. (shrink)