The authors describe the organization of a review of research literature on the relationship between Philosophy for/with Children (P4/wC) and religious education/education for spirituality (RE-EfS). They summarize a debate about whether the two are mutually enhancing or incompatible. They explain delimiting the scope of the project and present a grid of research questions used to analyze the literature. They summarize findings on how P4/wC is relevant to five categories of aims of RE-EfS: hermeneutical, cultural, socio-political, moral/spiritual, and (...) epistemological. Many papers in the latter category promote P4/wC as a method for children’s epistemic agency in constructing their religious beliefs. Some respond to objections that children may reject traditional beliefs. Few address potential confusion and angst of children asked to question and defend their religious views. The authors conclude that the pragmatic thrust of P4/wC in resisting a dichotomy between religious and scientific thinking is a value to post-secular society. (shrink)

The secular character of the Nigerian state should not impede collaboration between the Roman Catholic Schools Management Board and the Government of Cross River State (Nigeria) in the area of religious education. Based on the above claim, this paper is an exercise in content analysis of The Catholic School{\\ial is, the document regulating Catholic principles of education in schools) and Religion and National Values: Primary 1- 5(text on curricular contents of religious education at the primary (...) school level in Nigeria) in view of highlighting its implications for religious education. This work is focused on bringing out some points of convergence and divergence, if any, in these two documents. Content analysis technique is the modus operandi used in this research paper. The research findings of this paper show that Catholic primary schools can adopt the curriculum for religious education but should be weary of some of its doctrinally watered-down contents. (shrink)

This study aims to present how a religious education is given in the formal education institutions while Turkish Cypriots are under British administration. In this context, studies were conducted to clarify the issue by using the method of documentation based on the supplied documents from the archives of Turkey and the TRNC and printed works, periodicals and reports. The educational institutions of the Turkish Cypriots continued the tradition that they obtained from the Ottoman Empire under the British (...) administration. During this period, sıbyan schools-primary schools, rushdiyyeh-secondary schools, idadi-high schools and madrasahs constitute the formal education institutions of Turkish Cypriots. Religious education courses were taught in the primary schools of these formal education institutions until the end of the British administration. In secondary and high schools, while religion courses were given for many years, this course was removed from the curriculum after 1942-1943 academic year. The madrasahs, another formal education institution of the period, have lost their effectiveness with the increase of the rushdiyyeh-secondary schools as of the beginning of the 20th century and in the 1920s, all of them were closed except the Peristerona Madrasah. With the death of the teacher of the Peristerona Madrasah in 1940, this madrasah also vanished. (shrink)

In this article we aim to open a new line of debate about religion in public schools by focusing on religious ideals. We begin with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these (...) religions have most adherents in Western liberal democracies that are the focus of this article. The fifth and most important section ‘‘Reasonable pluralism and the inclusion of religious ideals in public secondary schools’’ provides three arguments for our claim that public schools should include religious ideals, namely that they are important to religious people, that they are conducive for the development of pupils into citizens of a liberal democracy, and that the flourishing of pupils as adults is advanced by encountering religious ideals. We also offer a more practical reason: religious ideals can more easily be included within public education than religious dogmas and rules. (shrink)

Discursive liberal democracy might not be the best of all possible forms of government, yet in Europe it is largely accepted as such. The attractors of liberal democracy (majority rule, political equality, reasonable self-determination and an ideological framework built in a tentative manner) as well as an adequate dose of secularization (according to the doctrine of religious restraint) provide both secularist and educated religious people with the most convenient ideological framework. Unfortunately, many promoters of ideological secularization take too (...) strong a stance against the manifestation of religiosity in the public sphere. They claim that people may discuss, debate or adopt (coercive) laws and regularities only by means of secular public reasons and secular motivation. We argue that these secular restraints on the ideological framework are unfairly biased against religion, counterproductive and unreasonable. The exaggerated secular restrictions create a strict secular public sphere that appears to be a Pickwickian world suitable just for inoffensive, dull and lethargic people. Deliberately separated from the idea of truth, secular public reasons cannot sustain a complex adaptive system like discursive liberal democracy. Liberal democracy needs citizens with a strong sense of truth and with a sufficient will-power to follow both a personal ideal and a collective ideal. Religious beliefs provide people with just such a sense of truth and with the desire to have a certain kind of character. In the secularized public sphere of liberal democracy, people can manifest just educated religious beliefs that correspond to the real world and respect the principle of peaceable conduct. In the final part of the article we support the assertion that believers could and should educate their religious belief before expressing them in the public sphere. Educated religious beliefs have a wide enough propositional content, obey the moral imperative of William Clifford, are purged from all propositional components against which there is strong evidence and are consciously cultivated by the mechanism of suggestion. (shrink)

In “Diversifying Effective Altruism’s Longshots in Animal Advocacy”, Matthew C. Halteman acknowledges the value of aspects of the EA method but considers two potential critical concerns. First, it isn’t always clear that effective altruism succeeds in doing the most good, especially where long-shots like foiling misaligned AI or producing meat without animals are concerned. Second, one might worry that investing large sums of money in long-shots like these, even if they do succeed, has the opportunity cost of failing adequately to (...) combat systemic injustice in the shorter term. This chapter explains each of these reservations and goes on to suggest some exciting new initiatives—institution-building in Black veganism, higher education, and religious communities—that could mitigate these reservations, energize and diversify the movement, and remain true to the EA method of supporting underexploited but potentially high-impact causes that produce non-fungible goods otherwise unlikely to be funded. (shrink)

Philosophers of education often view the role of religion in education with suspicion, claiming it to be impossible, indoctrinatory or controversial unless reduced to secular premises and aims. The ‘post-secular’ and ‘decolonial’ turns of the new millennium have, however, afforded opportunities to revaluate this predilection. In a social and intellectual context where the arguments of previous generations of philosophers may be challenged on account of positivist assumptions, there may be an opening for the reconsideration of alternative but traditional (...) religious epistemologies. In this article, we pursue one such line of thought by revisiting a classic question in the philosophy of education, Meno’s Paradox of inquiry. We do this to revitalise understanding and justification for religious education. Our argument is not altogether new, but in our view, is in need of restatement: liturgy is at the heart of education and it is so because it is a locus of knowledge. We make this argument by exploring St Augustine’s response to Meno’s Paradox, and his radical claim that only Christ can be called ‘teacher’. Though ancient, this view of the relationship of the teacher and student to knowledge may seem surprisingly contemporary because of its emphasis on the independence of the learner. Although our argument is grounded in classic texts of the Western tradition, we suggest that arguments could be made by drawing on similar resources in other religious traditions, such as Islam, that also draw upon the Platonic tradition and similarly emphasise the importance of communal and personal acts of worship. (shrink)

There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better (...) understanding where we are, as well as what is attainable in terms of educational justice. I argue that we must constructively critique some of our most cherished beliefs about education if we are to save the hope of real justice from the rhetoric of imagined justice. (shrink)

Religious conservatives in the U.S. have frequently opposed public-health measures designed to combat STDs among minors, such as sex education, condom distribution, and HPV vaccination. Using Rawls’s method of conjecture, I will clear up what I take to be a misunderstanding on the part of religious conservatives: even if we grant their premises regarding the nature and source of sexual norms, the wide-ranging authority of parents to enforce these norms against their minor children, and the potential sexual-disinhibition (...) effects of the above public-health measures, their opposition to at least one of these measures, HPV vaccination, cannot be justified. In fact, their comprehensive doctrines, when properly interpreted, should lead them to back this measure and thereby draw closer to a policy consensus with other citizens regarding teenage sexual health. (shrink)

In this article, I make a philosophical case for the state to fund religious schools. Ultimately, I shall argue that the state has an obligation to fund and provide oversight of all schools irrespective of their religious or non-religious character. The education of children is in the public interest and therefore the state must assume its responsibility to its future citizens to ensure that they receive a quality education. Still, while both religious schools and (...) the polity have much to be gained from direct funding, I will show that parents and administrators of these schools may have reasons to be diffident toward the state and its hypothetical interference. While the focus of the paper is primarily on the American educational context, the philosophical questions related to state funding and oversight of religious schools transcend any one national context . (shrink)

Everyone will agree that education ought to prepare young people to lead a meaningful life, but there are different ways in which this notion can be understood. A religious interpretation has to be distinguished from the secular one on which this paper focuses. Meaningfulness in this non-religious sense is a necessary condition of a life of well-being, having to do with the nesting of one’s reasons for action within increasingly pervasive structures of activity and attachment. Sometimes a (...) life can seem meaningless when it is not so in fact. In more extreme cases it may in fact be to some extent meaningless. Equipping young people for a meaningful life is a worthwhile, but not all-important educational aim. Educators should help them not only to see their lives as meaningful but also to lead lives that <are> meaningful. This involves continuous engagement in the nesting of reasons mentioned above. Where autonomy is also an aim, temperamental attunement to possible options – rather than exposure to all possible options – and time to explore them are important considerations. Questions arise here both about social justice and about whether current school curriculum and timetabling arrangements help or hinder pupils in living a meaningful life. (shrink)

Religious experience is one of the fundamental problems of the philosophy of religion. Although it has entered the literature as a proof of God; discussions focus on its nature. The basic approaches to the nature of religious experience are: religious experience as a feeling, religious experience as a perception, religious experience as a comment. The main reason that makes the nature of religious experience controversial is that it consists of two concepts that have a (...) wide range of meaning, such as religion and experience. The meanings that individuals and traditions attach to these two concepts determine the understanding of religious experience. The beginning of religious experience as a term corresponds to the periods of Protestantism. With the emphasis of Enlightenment on the mind, the meanings attributed to religious experience have been reduced and narrowed. In the literature, religious experience is unclear, cannot be transferred to others, instant and extraordinary experiences. The preliminary acceptance of this article is that the meanings attributed to the term religious experience are narrowed and it is wrong to use the term in the same sense for different traditions. This article assumes that the reader knows the current discussion of the problem. Rather than reacting to the concerns of current debate, it takes a more proactive and pre-opener approach. Rather than reacting to the concerns of the current debate, it takes a more proactive approach to the subject. This paper will present a different reading of religious experience than the literature as a problem of the Philosophy of Religion. In this context, the concept of God, universe and human being in al-Ghazali will be firstly revealed as the ontological background of religious experience; then a description of the concept of religious experience will be proposed on this ontological basis. If you mean an experience related to religion, which is within religious boundaries with religious experience; Islam for a Muslim, that all experiences that cater to all aspects of human existence and religious boundaries cannot be the person to enter into any human experience that is experienced throughout the religious life. Certainly, here we can talk about the experiences that religion has ordered and forbidden, or in other words, experiences that religion regards as positive or negative. If an experience related to God is meant for religious experience, here are two cases: when the truth comes to the essence and attributes of God, the human experience does not reach there and in this sense, a religious experience is not possible. If the acts of God are mentioned; all the experiences that people live in are religious in this sense, because everything outside of their own is a deed of God, and whatever happens in the world of being, takes place within God's deeds. Here, too, whether or not people are aware of it, can be mentioned in other words, from conscious and unconscious religious experiences, which is the deciding factor. Faith, then, can be regarded as the first step of the conscious religious experience. If you are referring to experiences that seem to be unusual for those who are religious and have no religious experience, it is an extraordinary experience to go on a journey itself, compared to not going on a journey. That is to say, the faith itself, which is to ascend to a journey to perfection, is an extraordinary experience compared to those who are not on this path, that is, those who do not have it. For instance for children, the experiences of the elders are extraordinary, and therefore being ordinary and extraordinary is a relative concept. It is necessary to acknowledge the differences in conscious religious experiences mentioned above in the meaning of intense and deep living in themselves. There is a deeper and more intense experience that expresses progress in a journey that leads to God in the sense of the strengthening of faith. This is the kind of experience that most people have not experienced in this sense that the task of the person who is experienced in his own journey is not to stick to them and continue on their way. So living out of order for a Muslim is seen as a barrier that must be encountered and which should not be lingered on, while experiencing something extraordinary has a distinctive place for religious experience in current debates. The issue is not that they cannot be explained but they are not deliberately explained due to the fear of misunderstanding. This can be regarded as a method of education that older adults use to train minors. As a result, if we would define a religious experience according to al-Ghazali, we can say that religion is a journey made towards God, and religious experience is the experience of traveling to God. Traveling to him means to get close to Him, but this approach is not in spatial means but in perfection means. So, religious experience is the journey to perfection of the man himself. Man's perfection is to have the attributes of God who have absolute perfection. These attributes are present in man's own essence. What a person must do, is to place an effort to make these virtual adjectives real. This journey is basically an existential necessity as it provides the happiness that is essential to human existence. In this journey, which can be understood as becoming a human being who was born as a human being. It should also be added that it is not possible to be absolutely perfect and to reach the reality of God himself in this endless journey of perfection. Therefore, the absolute perfection belongs to God, and it is necessary to understand the concept of perfect human being as a person who has traveled in the journey to perfection. (shrink)

Alfred Stepan’s “twin-tolerations” thesis (2000) is a model for explaining different ways that religious and political authority come to be reconciled. In this paper, we investigate some obstacles and challenges to realizing a reconciliation between religious and political authority in the Kingdom of Saudi Arabia (KSA) that might result in a transition away from a theocratic monarchy to a more consultative form of political authority. Whereas most analyses of religion and politics in KSA focus on geopolitics, the rentier (...) state model, or economic and military aid from the United States, we also consider local factors that emphasize the agency of political and non-political actors within KSA, focusing in particular on education policy and how this policy is a barrier to political reform. Our position is not meant to replace the standard models, but rather to supplement them by offering a multi-variable perspective on the challenges and prospects for meaningful political reform in KSA. (shrink)

Philosophy of religion is often regarded as a philosophical discipline in which irrelevant influences, such as upbringing and education, play a pernicious role. This paper presents results of a qualitative survey among academic philosophers of religion to examine the role of such factors in their work. In light of these findings, I address two questions: an empirical one (whether philosophers of religion are influenced by irrelevant factors in forming their philosophical attitudes) and an epistemological one (whether the influence of (...) irrelevant factors on our philosophical views should worry us). My answer to the first question is a definite yes, my answer to the second, a tentative yes. (shrink)

From a problem that concerned only a small number of people, migration has become a constant concern both nationally and internationally. The concrete realities in different regions have become over time subjects of analysis and reflection in order to find solutions that meet the many theoretical and practical issues raised by migration. In Romania people are increasingly discussing about migration and its implications on all sectors of human life. In this context, the Romanian Orthodox Church is called by his priests, (...) to contribute to the integration of people of other nationalities, cultures and beliefs that are established here and at the same time, to help her spiritual children living and working in different parts of the world to preserve and to confess their Orthodox Christian faith. Moreover, it should take care of their families in the country and to contribute to the education of children, whose parents are away, in the spirit of the Christian tradition. (shrink)

Religious discourse is one of the instruments that are often used by the dominant class (the majority, who are in power) to carry out a symbolic violence mechanism against the dominated class (the minority, who are ruled). For example, through religious discourses that seem plural and open, the power and domination of the dominant class are continuously perpetuated. This study aims to analyze the symbolic violence that occurs in religious discourse in Indonesia, especially in the study of (...) religion, by reviewing the discourse of “agama vs. kepercayaan” and “moderasi beragama”. The symbolic violence referred to here is, according to Pierre Bourdieu's theory, violence that does not appear asviolence and is latent. Victims of this type of violence do not feel that they are victims ofviolence as if what happened was natural and it should have been. This study also argues that symbolic violence in religious discourse in Indonesia is widely produced in educational institutions, especially through the hands of academics, because through educational institutions, discourses of “agama vs. kepercayaan” and “moderasi beragama” are formulated and then implemented in government policies, as if the discourse has accommodated all religions and beliefs, but only perpetuates the way of thinking and tastes of the dominant class. In short, this study argues that religious discourses such as “agama vs. kepercayaan” and “moderasi beragama” are produced by the dominant class through educational institutions and so on and produce symbolic violence. (shrink)

The new Christian humanism is not about concepts and theories. It is a mystical experience of the centrality of Jesus Christ, of His face of mercy, of love given and delivered. Love is the gift that we must accept and respond to with love, especially with an ethic of love that makes us stand in solidarity with nature, with each other, and with the poor in a special way. We are a gift that is communicated. We must use the resources (...) of science, technology, and educational advances without fear, but always looking at human beings as the goal of our action. Everything is summarized in an integral ethic of loving care, in which women are experts and especially women religious in the church . (shrink)

In this chapter, I elaborate an idealized type of Islamic philosophy of education and epistemology. Next, I examine the crisis that Islamic schools face in Western societies. This will occur on two fronts: (1) an analysis of the relationship (if any) between the philosophy of education, the aspirations of school administration, and the actual character and practice of Islamic schools; and (2) an analysis concerning the meaning of an Islamic curriculum. To the first issue, I argue that there (...) exists a disjuncture between Islamic educational ideals (as expressed by Muslim philosophers of education), the aspirations of school administrators, and the manner in which Islamic schools operate in practice. Concerning the second item, I argue that Islamic schools, notwithstanding their own insistent claims, must struggle to define what an Islamic education entails that is uniquely distinctive to Islamic schools. Finally, I argue that Islamic educators need to encourage open-minded discussions concerning issues on which there is no settled opinion. I illumine this discussion by drawing upon minority Muslim voices that encourage further dialogue and debate. Above all else, this chapter is an attempt to highlight the challenges that Muslim educators in the West face as they aim to reconcile an idealized caricature of Islamic philosophy of education with the on-the-ground needs of Muslim children socialized in a non-Islamic society. (shrink)

One main kind of etiological challenge to the well-foundedness of someone’s belief is the consideration that if you had a different education/upbringing, you would very likely accept different beliefs than you actually do. Although a person’s religious identity and attendant religious beliefs are usually the ones singled out as targets of such “contingency” or “epistemic location” arguments, it is clear that a person’s place and time has a conditioning effect in all domains of controversial views, and over (...) all of what in the epistemology of disagreement are termed our nurtured beliefs. Still, given the absolutism that has often attended religious truth claims, together with the great contrariety of teachings based upon purported divine revelation, arguments from contingency have often been presented as having special force against religious ‘enthusiasts.’ Chapter Two argues that if we are to explicate the force of problems of religious luck, we need to think more carefully about the scope and force of skeptical arguments of this general type. Contingency problems are not often considered serious objections to faith, since there are narrative theological explanations about differences between “home” and “alien” religious traditions, which any adherent of a particular tradition might appeal to. But what I term the New Problem tries to present a qualified and re-focused set of concerns, rather than a sweeping sort of skepticism. First, I carefully delimit the scope of the de jure challenge which the contingency and insensitivity of belief suggests. In general terms, a de jure challenge implicates dereliction of epistemic duty, intellectual viciousness, or some other sense of epistemic unacceptability to some target class of religious belief, narrow or broad (Plantinga 1995). Next, I redirect that challenge through a new thought experiment aimed at clarifying how the mind-set of religious exclusivism is enabled only through counter-inductive or “pattern-breaking” thinking. Much more focused than any overbroad argument from continency, the New Problem of religious luck is presented as a strong de jure challenge to the reasonableness of religious exclusivist a) conceptions of faith and b) responses to religious multiplicity. (shrink)

Many highly educated people think religious belief is irrational and unscientific. If you ask a philosopher, however, you'll likely get two answers: most religious belief is rational in some respects and irrational in other respects. In this essay I explain why they think religious belief is rational. In a sequel essay I explain why they think the very same beliefs are irrational.

Many highly educated people think religious belief is irrational and unscientific. If you ask a philosopher, however, you'll likely get two answers: most religious belief is rational in some respects and irrational in other respects. In my previous essay I explained why they think so many religious beliefs are rational. In this essay I explain why they think those same beliefs are irrational.

Education for women in Muslim societies had been discussed widely. However, it remains unclear if the perception of the importance of university education in Muslim societies and its predictors are different between men and women. Therefore, this research examined the following misogynistic perception among both genders: university education is more important for men than for women. This research aimed to determine gender differences and predictors of this perception. Sample populations were from Malaysia (N=820), Singapore (N=320), India (N=447), (...) and Pakistan (N=1195). Mean difference test and binomial logistic regression analysis were conducted. The results revealed that more than half of the men agreed that they perceived university education as more important for men than for women. Over half of the women had the same perception. Some demographic variables were significant predictors of perceiving university education to be more important for men than for women, albeit inconsistent based on groups and countries. Some of the findings included being religious predicted less likelihood of misogynistic perception in countries such as Malaysia and Pakistan, but not in the others. Consistently, for both genders, perceptions concerning men’s superiority and women’s role being at home predicted the perception that university education was more important for men than for women. This suggests the intricate influence of the perception of ability and gender stereotype among Muslims when it concerns university education. Further studies are necessary to understand the rationale behind these predictors. (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)

Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical (...) ends. Does history reveal good reasons for this view? The view itself has roots going back to the 16th century and the educational tradition of radical Protestantism. Religious arguments to do with restoring the image of an omniscient God in man made good sense, within their own terms, of an encyclopaedic approach to education. As these faded in prominence after 1800, old curricular patterns persisted in the drive for ‘middle-class schools’, and new, less plausible justifications grew in salience. These were based first on faculty psychology and later on the psychology of individual differences. The essay relates the views of Peters and Hirst to these historical arguments, asking how far their writings show traces of the religious argument mentioned, and how their views on education and the development of mind relate to the psychological arguments. (shrink)

This study aims to examine the Islamic Theological School that was opened in Nicosia back in 1932 to meet the chaplain needs of the Cypriot Muslims. In this context, how the Islamic Theological School was welcomed among the groupings of the period, its physical structure, teaching staff, and students were all addressed within the framework of the education program and the closure process. The "Foundation Files" in the National Archives and Research Department in the TRNC and the newspaper collections (...) of the period and the "British Colonial Documents" in the Archives of the General Directorate of the Foundations of Cyprus are the main sources of our research. Documentation method, which is one of the qualitative research methods, was used in the study. In this context, the documents that could be accessed in the researches related to the subject of the study are examined and described for the objectives of the study. In conjunction with the madrasas in Cyprus becoming dysfunctional until the end of the 1920s, the wrecked Great Madrasah building in Nicosia, which had the purpose of training personnel such as imams, preachers, chaplains and muezzins for the mosques, was demolished and a school called Islamic Theological School was built instead. The opening of the Islamic Theological School led to important debates between the two opposition groups of the time, the Halkçılar and the Evkafçılar. Halkçılar are the group of people who advocate the adoption of the revolutions and reforms of the newly established Turkish Republic also by Turkish Cypriots. For this reason, they strongly criticized the opening of the Islamic Theological School on the grounds that it would cause reactionism and bigotry. On the other hand, the concept of Evkafçılar is used for people who represent tradition and are close to the current British rulers. Evkafçılar advocated the opening of the Islamic Theological School by stating that it was a social need. Accordingly, both groups used the press effectively as a means of conveying their own thoughts. The halkçı group used the newspapers called "Söz" and "Masum Millet" and the evkafçılar group used the newspaper called "Hakikat" as a means to convey their views to the society. In the shadow of the discussions between the two groups, the Islamic Theological School, which was built in 1932 in place of the wrecked Great Madrasah building in the northeast of Selimiye (Hagia Sofia) Mosque in Nicosia, was built as a single-floor building and a gable roof system was used on its roof. Funds were appropriated by Education (Hatib Ahmed Efendi) Foundation for supplying the school's materials such as tables, chairs, cabinets, sofas, and armchairs. In 1932, when the Islamic Theological School began educating, there were only three professors and one teacher in its teaching staff. Hürremzâde Hakkı Efendi, one of the professors, was both the school director and the Fatwa Emin. One of the other professors was an imam and the other one was a fatwa clerk. And Muallim Ahmed Fehim Efendi undertook the duty of imamate. According to the documents examined, the aforementioned faculty members have taught religious and human sciences-oriented courses in the school. As far as we can identify from the documents open to research in the archives, in the years between 1932 and 1950, when the Islamic Theological School was open, a total of 11 students were educated in this school. In the first year of this school, which started education with three students only, students were given a monthly scholarship of 15 shillings. In addition, the students were both able to practice as assistants to muezzins in the mosques during the month of Ramadan and they were also provided with economic support. After graduation, the students were nominated as imams, muezzins and devirhan. The Islamic Theological School was closed in 1950 because there was no student demand. Despite the fact that 11 people received education in 18 years between the school's opening year 1932 and 1950, and the annual reports published by General Directorate of Foundations stated that the Islamic Theological School continued its services satisfactorily under the upervision of its Fatwa Emin, these statements were unrequited in reality. The Islamic Theological School started to serve in the shadow of the debates between the opposition groups of its time. The parties of the discussions are divided into two groups: Halkçılar and Evkafçılar. The first group opposed the opening of the school by claiming that the financial resources of the General Directorate of Foundations would be spent unnecessarily and that the students to be educated would be raised with reactionism and bigoted ideas. The second group, Evkafçılar, approached the issue with a need-centred approach and defended the necessity of a school to educate religious officials. The mentality of the populist group reflects the ideology of the young Turkish Republic and this is clearly seen in their defence mechanisms. Evkafçılar, on the other hand, did not pay the required attention to the Theological School despite their discourses of necessity. As a result, the power struggle of these two groups aiming to hold the leadership of the Turkish Cypriots caused the Theological School to be adversely affected. Very low salaries of religious officials working in existing mosques and low fees being paid to the graduates of the Theological School who were employed in mosques were other factors that reduced the demand for Theological School. As a result, those who saw low-paid religious officials who had difficulty even getting along did not seek education to become religious officials and their families never pointed such way to them. The fact that a very limited number of students attended Theological School did not lead General Directorate of Foundations to alternative solutions. As the Islamic Theological School was not well organized, the issue of religious officials was felt more and more by the muslim people in the following years in Cyprus where many villages do not even have religious officials. (shrink)

In this paper I examine in detail the continued – and curious – popularity of religious schools in an otherwise ‘secular’ twenty-first century Europe. To do this I consider a number of motivations underwriting the decision to place one’s child in a religious school and delineate what are likely the best empirically supported explanations for the continued dominant position of Protestant and Catholic schools. I then argue that institutional racism is an explanatory variable that empirical researchers typically avoid, (...) though it informs both parental assessments of school quality as well as selective mechanisms many mainstream religious schools use to function as domains of exclusion. I then distinguish between religious schools in a dominant position from those serving disadvantaged minorities and argue that the latter are able to play a crucially important function other schools only rarely provide and hence that vulnerable minorities may have reason to value. (shrink)

What should individuals do when their firmly held moral beliefs are prima facie inconsistent with their religious beliefs? In this article weoutline several ways of posing such consistency challenges and offer a detailed taxonomy of the various responses available to someone facing a consistency challenge of this sort. Throughout the paper, our concerns are primarily pedagogical: how best to pose consistency challenges in the classroom, how to stimulate discussion of the various responses to them, and how to relate such (...) consistency challenges to larger issues, such as whether scripture is, in general, a reliable guide to truth. (shrink)

Values are an important part of human existence, his society and human relations. All social, economic, political, and religious problems are in one sense is reflection of this special abstraction of human knowledge. We are living in a globalized village and thinking much about values rather than practice of it. If we define religion and spirituality we can say that religion is a set of beliefs and rituals that claim to get a person in a right relationship with God, (...) and spirituality is a focus on spiritual things and the spiritual world instead of physical/earthly things. If we think rationally we can find the major evils related to religion exiting in present society are due to lack of proper understanding of religion and spirituality. If we really know our own religions and values associated with it, we can create a beautiful world, full or love and respect for each and every human being. The proper knowledge and practice of any religion’s values can make an integrated man. In the book, The Buddha and His Dhamma, Dr. Ambedkar elucidated the significance and importance of Dhamma in human life. The Dhamma maintained purity of life, which meant abstains from lustful, evil practices. The Dhamma is a perfection of life and giving up craving. Dhamma’s righteousness means right relation of man to man in all sphere of life. The basic idea underlying religion is to create an atmosphere for the spiritual development of the individual. He said that Knowing the proper ways and means is more important than knowing the ideal. The major objective of this paper is to the study the religious philosophy of Dr. B.R. Ambedkar and to study how he established that religious and spiritual values enables religious people in particular and humanity at large to solve contemporary problems. (shrink)

This paper was made as part of a wider research I made about rituals and their meaning and roles they are playing in the religious system of thinking. The way they are thought, displayed, precisely followed as instructed and believed, makes them a powerful social act that has been always provided by any religion, and also a tool for religion to make the human society what it is today. After I speak about what is a ritual and its (...) class='Hi'>religious content in general, I am enumerating roles and functions of play and theatre in particular have, both for profane and religious purpose. Do we still use play/games as adults because they are rewarding, they give us pleasure? They are used as means of relaxation, or for continuing the age of childhood; or it is in our nature to play games in everything we do? In this paper I have emphasized play as adaptive potentiation or adaptive variability useful both in therapy, as in religious ceremony. The relation and comparison of rituals with play is due to the fact that playing is the most engaging behavior performed by man and animals, and it can be found as foundation of almost any ritualist activity. (shrink)

Upon abolition of the sultanate, proclamation of the Republic, and termination of the seemingly existing caliphate position, the 1921 Constitution was replaced with the 1924 Constitution, which would remain in full force until 1961. It is observed that as a result of all such consecutive developments, the no. 677 Law on Preclusion and Abolition of Lodges, Zawiyahs, Tomb Keepers and Some Titles, which had been presented to the assembly with a bill prepared by Refik Koraltan, a member of the parliament (...) from Konya province, along with his friends, accepted in November 30th, 1925 and published in the official gazette in December 13th, 1925, interrupted, in general, the religious Turkish music; and in particular, the music of Mevleviyeh and Bektashism cults -lodge/dervish music- during the production stages, which has been determined to be directly connected with the following problems to be dealt with, and which will constitute the focus of our study. Therefore, our "Music Policies in Turkish Single-party Era: Religious Music Example" titled study, as mentioned above, has been the subject of the research concentrated around especially the no. 677 Law came into force in December 13th, 1925, accepted with a bill, within the scope of transitions paving the way for the proclamation of the republic, and legitimacy of various revolutions implemented, and it is important that the effects of the political mobility experienced in our country between 1923 and 1950 during the single-party era on our society, and the extent of such effects on the music life, in particular Turkish religious music education, culture and art in our country can be observed and evaluated. (shrink)

The growth in neoliberal or market-driven higher education has challenged traditional approaches to evaluating faculty members. The involvement of multiple stakeholders (i.e., accreditation bodies, quality assurance officers, administrators, teaching faculty, and students) has led to different and sometimes conflicting needs in faculty evaluation. While extant literature generally suggests that faculty evaluation in contemporary higher education is strongly associated with accountability purposes, little is known about how key agents at the institutional level use evaluation for learning and improvement. Thus, (...) this study attempts to identify the approaches to faculty evaluation that promote learning and improvement in higher education. This study is a qualitative case study of Vietnamese higher education student evaluation of teaching (SET) and voting evaluation practices. It adopts the problem-based methodology (Robinson, 1993; Robinson & Lai, 2006) to investigate the theories of action of some key stakeholders of these faculty evaluation practices in Vietnam. The theories of action comprise the stakeholders’ approaches to faculty evaluation, together with the constraints (that rule in or rule out specific approaches) and the consequences of the approaches. Participants included four quality assurance officers, 18 administrators, and 20 faculty members from seven public higher education institutions in Vietnam. The theories of action about faculty evaluation were constructed based on interviews and key evaluation documents. Overall, the participants took three main approaches to faculty evaluation: (i) complying with the expected evaluation procedures and roles, (ii) taking a harmony-oriented and unilateral approach to problem solving, and (iii) disengaging from evaluation for learning and improvement. The participants generally fulfilled the evaluation policy requirements, but their approaches had a limited impact on learning and improvement at the institutional level. The constraint analysis suggests that the participants’ approaches were not completely passive but were mainly oriented to managerial accountability demands (Røiseland et al., 2015). The participants’ collectivist Confucian harmony-oriented norms hindered their approaches to problem solving and using evaluation for learning and improvement. However, there were a few participants who acted on their own values rather than being confined by political and cultural constraints. In spite of its scarcity, these participants’ self-reliant approach suggests a potential influence of Buddhist principles of self-transformation, contextuality and reflexivity on improving practices (Chu & Vu, 2021; Thich Nhat Hanh, 1987). The study has two key implications. First, it suggests the improvement of faculty evaluation policymaking and implementation by revising several existing constraints and by adding some cultural and individual constraints to the current theories of action. The faculty evaluation problems could be solved by improving the quality of evaluation processes and data, reconceptualising SET and voting evaluation, and treating faculty members’ underperformance as a collective problem. Second, the study suggests a framework to predict the likely success of future intervention on faculty evaluation. For instance, faculty evaluation for learning and improvement will be more feasible if policymakers and implementers prioritise transformational purposes and make joint efforts to foster dialogues and collaboration among individuals and groups. My study also highlights the need to understand faculty evaluation, and possibly other higher education practices in Vietnam, in religious contexts and from individual participants’ spiritual values or philosophical backgrounds. The study implications are applicable to Vietnamese higher education and potentially to other educational settings with similar characteristics. (shrink)

In this article I investigate the extent to which Bhikhu Parekh believes that a person's cultural/religious background must be preserved and whether, by implication, religious schooling is justified by his theory. My discussion will explore—by inference and implication—whether Parekh's carefully crafted multiculturalism, enriched and illuminated by numerous practical insights, is socially tenable. I will also consider whether, by extension, it is justifiable, on his line of reasoning, to cultivate cultural and religious understandings among one's own children. Finally, (...) I will contend that Parekh, notwithstanding his cautious, even‐handed approach, commits several important errors, including conflating the culture of the parents with that of the children and insisting that cultural and religious persons ought to be allowed to defend their views in the public square on religious grounds. (shrink)

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)

An estimated 65 million people have been forced to flee their homelands in the last few years. Average length of displacement for a refugee is now estimated at 17 years. A whole generation of young people are forced to spend their whole youth in refugee camps and can only be educated there. On the other side the international community is strongly underfinancing any education efforts by aid agencies and international organizations. So, it is common that classes have as many (...) as 100 children and teachers must deal with inevitable language barriers. We also have to remember that most children are traumatized by their experiences of fleeing their homes. Whereas the focus of most efforts is aimed at primary education it should not be forgotten that it is also necessary to support older children even up to higher education. A lot of the refugee adolescents have to support their families through activities that make education impossible. According to the UNHCR, more than 3.5 million refugee children do not have the chance to attend an appropriate school education. The inclusion of refugees in the national education systems of their host countries is a promising way of softening the challenges but the financial burden is too heavy to be carried without substantial support from the international community. Unfortunately, this is still dramatically lacking. Seeing these challenges in the world’s toughest classrooms we need to be aware that missing this opportunity to help and educate these traumatized children will fuel the feelings of being disadvantaged and forgotten by the rest of the world. Such feelings are smoothening the way for disaffection and they may become lured to be part of religious extremist organizations if not sufficiently addressed by providing sufficient infrastructure and finances for proper primary and secondary education. (shrink)

Background and Aim: Global trends and national policies have made internationalization and paying attention to the international markets of higher education inevitable on the one hand and becoming a legal requirement of Iranian medical sciences universities on the other hand. Therefore, the main goal of this article was to show, by examining the experience of international marketing of higher education in Tehran University of Medical Sciences, what are the futures of international marketing of higher education in medical (...) sciences? Materials and methods: in this documented data and the views, knowledge and lived experiences of the beneficiaries of the University of Medical Sciences were the basis of the study, and in the following, the methods of documentary studies, trend analysis, brainstorming, expert panel, theme analysis and scenario planning were used. Results: The most important achievement of this article is that among the challenges facing the international marketing of higher education in the University of Medical Sciences, two driving forces have the highest importance and uncertainty in shaping the future of this issue, including: sustainable security and cultural development. Conclusion: The normalization of political and economic relations with the world along with appropriate cultural development inside and outside the university and acceptance of cultural, racial, religious, intellectual, ethnic and gender differences strengthens the marketing process of higher education. In such a situation, the risk of investing in providing international higher education will be reduced. Therefore, the most expensive and the most important uncertainty facing the country's universities in international marketing is the attitude and approach of science and technology governance to the relations and structure governing the international system. (shrink)

Příspěvek se věnuje problematice antického řeckého sportu, konkrétně významu sportovních zápolení a jejich výchovné a vzdělávací roli. Pozornost autor věnuje rozboru pozic filosofů Sókrata, Platóna a Aristotela. Po nastínění kontextu tématu představuje a interpretuje základní filosofické a náboženské premisy sportovního výkonu a jeho výchovné role. Řadí mezi ně úsilí o dosažení božské přízně, nesmrtelnosti, vyššího společenského postavení, ale i ideálů kalokagathia, areté a dalších ctností. Důležitý rozměr antického sportu spatřuje rovněž v jeho formativním potenciálu směřujícímu k přípravě na duševní život. (...) Hlavní část příspěvku se věnuje přístupu k pohybovým zápolením u filosofů Sókrata, Platóna a Aristotela, kteří svými úvahami k chápání výchovné role sportu podstatně přispěli. Následně se autor zaměřuje na identifikaci dobrého sportu podle zmíněných myslitelů a na zkoumání role sportu v kontextu dobrého života, který nahlíží v aristotelském rámci jako dosahování blaženosti. Cílem textu je identifikovat a vyzdvihnout výchovný smysl sportování, poukázat na jeho filosofické konotace a možnou roli sportu v otázce vedení dobrého života. ----------- This manuscript deals with the problematics of ancient Greek sport, specifically with the significance of sporting practices and their educational role. Attention is given to a detailed analysis of the positions of the philosophers Socrates, Plato, and Aristotle. After demonstrating the context, the author presents and interprets fundamental philosophical and religious premises of the athletic performance and its educational role. Among the identified features are the effort of acquiring divine favour, immortality, higher social status, but also the ideals of kalokagathia, areté, and other virtues. Important dimension of ancient Greek sport is also found in its formative potential which aims at the preparation for intellectual life. The main part of the article is focused on the approaches of the philosophers Socrates, Plato, and Aristotle towards the sporting practices. These thinkers made an important contribution to the understanding of the educational role of sport. Then, the author identifies a good sport according to these thinkers and examines the role of such sport in the context of a good life, which is considered in the Aristotelian perspective as achieving beatitude (eudaimonia). The aim of this article is to identify and highlight an educational purpose of sport, underlines its philosophical connotations, and demonstrate its possible role in the context of a good life. (shrink)

In this article, we explore the worldview of the pilgrim and how it relates to the drama of human existence. The worldview of the pilgrim is the starting point in our explorations of the postmodern conundrum and interrelated subjects such as epistemology, ethics, religious symbolism, hospitality and practical life strategies from a narrative and confessional perspective. These elaborations will serve the ultimate goal of this article, which is to contribute to the philosophy of education (including educators and educationists) (...) and consequently to equip individuals with skills and substantial knowledge that would allow them to understand, define and pursue their own life goals as well as to participate with integrity in their community as full-fledged, responsible citizens. (shrink)

Philosophy is an important relation with education as it gives theoretical ground for its development. Principles and values of life learnt through education and experience gives birth to philosophy. Philosophy lays the foundation of leading one’s life based on principles. Education is the source of learning and philosophy it’s applications in human life. While discussing about the real nature of philosophy in present time, we should have a single criteria as if it to be acceptable to all (...) reasonable people of the world. In defining Positive Philosophy it may be said, The Positive Philosophy is an attempt to achieve an intellectual detachment from all philosophical systems, and not to solve specific philosophical problems, but to become sensitively aware of what it is we do when we philosophize. It is an attitude as well as a methodology for both academician and common person. It make education process positive so that it can make something useful for societal growth and in working process it also make the person sensitive about the societal problems and make them ready to be a part of social change. I am not negating something, here “positive” word is not an antonym but it is an adjective. Where there are merely religious, metaphysical and passive ideologies in our education system, we are not able to have a good and creative education. Positive Philosophy is working on that issues which have some worth for human. It is a process to do something creative. We are using innovative method. An innovator could be rebellion because he breaks the established method, norms and redefines the layer of thought. Innovation not simply implies questioning, reshaping, restricting but also developing through transformation. A teacher can play an important role in promoting this discussion because a teacher has the capacity to influence students with their thoughts and personality and engages them to creative activities. Innovativeness needs to be included in the curriculum. Once one becomes habitual to this attitude he/she will be ready to do some positive or creative. In this paper it is an attempt being made to apply positive philosophy though innovative method in our present education system. -/- . (shrink)

This paper is, in part, a report on the conclusions reached at a retreat on Part One of Kant's Conflict of the Faculties, held at the Center for Insight into Philosophic Health, Education, and Renewal, in Mendocino, California. It argues that Kant's distinction between the public and private spheres does not remove but intensifies the philosopher's duty to influence the general public. I conclude with some reflections on how a Kantian philosopher might have a positive influence on religious (...) communities. Includes an appendix coauthored by Richard W. Mapplebeckpalmer. (shrink)

'People travelled for numerous reasons,' so J.W. Drijvers submits at the beginning of his piece on travel and pilgrimage literature. Be it ‘commerce, government affairs, religion, education, military business or migration,’ people ‘made use of the elaborate system of roads and modes of transport such as wagons, horses and boats’ to traverse the far-reaching stretches of the Roman Empire. And for 4th century Christians in particular, participating in religious festivals as well as interaction with holy sites, sacred artifacts (...) and clergymen had become greater a reason to travel still. Motivation to travel, in other words, was aplenty. But what exactly allowed for Christian religious travel in the 4th century AD to develop as quickly as it did? (shrink)

Teaching at a private, conservative religious institution poses unique challenges for equality, diversity, and inclusivity education (EDI). Given the realities of the student population in the Honors College of a private, religious institution, it is necessary to first introduce students to the contemporary realities of inequality and oppression and thus the need for EDI. This chapter proposes a conceptual framework and pedagogical suggestions for teaching basic concepts of social justice in a team-taught, interdisciplinary social science course. The (...) course integrates four different approaches to justice: theoretical, social scientific, narratological, and experiential. The discussion of the experiential dimension of the course references practical pedagogical strategies for making social justice and inequality real for our students. Understanding the realities of social inequality and its roots can foster a better understanding of the social forces and structures that perpetuate inequality. Furthermore, this approach can plant the intellectual and empathic seeds to challenge in-group bias and hopefully germinate into fruitful interaction with diverse others. Finally, this rich, interdisciplinary encounter with social inequality and justice can prepare students to work for just social structures that will lead to a more inclusive world. (shrink)

This paper is, in part, a report on the conclusions reached at a retreat on Part One of Kant's Conflict of the Faculties, held at the Center for Insight into Philosophic Health, Education, and Renewal, in Mendocino, California. It argues that Kant's distinction between the public and private spheres does not remove but intensifies the philosopher's duty to influence the general public. I conclude with some reflections on how a Kantian philosopher might have a positive influence on religious (...) communities. Includes an appendix coauthored by Richard W. Mapplebeckpalmer. (shrink)

This paper examines how stances and understandings pertaining to whether home education is civically legitimate within liberal democratic contexts can depend on how one conceives normative roles of the secular state and the religious neutrality that is commonly associated with it. For the purposes of this paper, home education is understood as a manifestation of an educational philosophy ideologically based on a given conception of the good. -/- Two polar conceptions of secularism, republican and liberal-pluralist, are explored. (...) Republican secularists declare that religious expressions do not belong in the public sphere and justify this exclusion by promoting religious neutrality as an end in itself. But liberal-pluralists claim that religious neutrality is only the means to ensure protection of freedom of conscience and religion, which are moral principles. Each conception is associated with its own stance on whether exemptions or accommodations on account of religious beliefs have special legal standing and thereby warranted. The indeterminate nature of religion and the allegedly biased exclusion of secular beliefs, cited by some when denying religious exemptions, can be overcome by understanding all religious and conscientious beliefs as having equal standing as conceptions of the good. -/- Analysis of court documents from the Uwe Romeike et al asylum case are guided by these understandings, and relationships among themes are explored. -/- In summary, any stance regarding home education may depend on one’s view of secularism, particularly in relation to whether one views religious neutrality as a means to ensure protection of freedom of conscience or an end in itself. (shrink)

In this paper an attempt is made to draw out the contemporary relevance of philosophy in school education of India. It includes some studies done in this field and also reports on philosophy by such agencies like UNESCO & NCERT. Many European countries emphasises on the above said theme. There are lots of work and research done by many philosophers on philosophy for children. Indian values system is different from the West and more important than others. Education has (...) become a tool to achieve efficiency in all walks of human life whether social, political, religious or philosophical. Every nation started developing its own specific set of educational values. For India it is very necessary to increase philosophical thinking study and research. Philosophy could make significant contribution, particularly in relation to children’s moral development because the Indian curriculum currently neglects this aim. A teacher can play an important role in promoting this discussion because a teacher has the capacity to influence students with their thoughts and personality and engages them in these activities. Philosophy needs to be included in the curriculum and have demonstrated cognitive and social gains in children who were explored to philosophy in their schooling. (shrink)

You can get a quick summary of this book on p 135 or 326. If you are not up to speed on evolutionary psychology you should first read one of the numerous recent texts with this term in the title. One of the best is " The Handbook of Evolutionary Psychology " by Buss, but it is big and expensive. Until about 15 years ago, ´explanations´´of behavior have not really been explanations of mental processes at all, but rather vague and (...) largely useless descriptions of what people did and what they said, with no insight into why. We might say that people gather to commemorate an event, praise god, receive his (or her or their) blessings, etc, but none of this describes the relevant mental processes so we might say they are explanations in much the same way that it explains why an apple drops to the ground if we say its because we released it and it's heavy-there is no mechanism and no explanatory or predictive power. This book continues the elucidation of the genetic basis of human behavior which has been almost univerally ignored and denied by academia, religion, politics and the public(see Pinker´s excellent book``The BlankSlatè`). His statement (p3) that it is meaningless to ask if religion is genetic is mistaken as the percentage of variation due to genes and environment can be studied, just as they are for all other behaviors (see eg. Pinker). The title should be "Preliminary Attempts to Explain Some Aspects of Primitive Religion" since he does not treat higher consciousness at all (e.g., satori, enlightenment etc.) which are by far the most interesting phenomena and the only part of religion of personal interest to intelligent, educated people in the 21st century. Reading this entire book, you would never guess such things exist. Likewise for the immense field of drugs and religion. It lacks a framework for rationality and does not mention the dual systems of thought view which is now so productive. For these I suggest my own recent papers. Nevertheless, the book has much of interest and in spite of being dated is still worth reading. -/- Those wishing a comprehensive up to date account of Wittgenstein, Searle and their analysis of behavior from the modern two systems view may consult my article The Logical Structure of Philosophy, Psychology, Mind and Language as Revealed in Wittgenstein and Searle (2016). Those interested in all my writings in their most recent versions may download from this site my e-book ‘Philosophy, Human Nature and the Collapse of Civilization Michael Starks (2016)- Articles and Reviews 2006-2016’ by Michael Starks First Ed. 662p (2016). -/- All of my papers and books have now been published in revised versions both in ebooks and in printed books. -/- Talking Monkeys: Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet - Articles and Reviews 2006-2017 (2017) https://www.amazon.com/dp/B071HVC7YP. -/- The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle--Articles and Reviews 2006-2016 (2017) https://www.amazon.com/dp/B071P1RP1B. -/- Suicidal Utopian Delusions in the 21st century: Philosophy, Human Nature and the Collapse of Civilization - Articles and Reviews 2006-2017 (2017) https://www.amazon.com/dp/B0711R5LGX . (shrink)

Dr. Seyed Mohammad Mohajer, author of this book, for the first time, on the subject of SEM (Student Experience Management) and TEM :(Teacher Experience Management), Expresses and writes In today’s competitive world in which men are looking for acquiring a better place for themselves and their properties, indeed it can be said that people who compete on a full scale in marketing and branding by learning knowledge and experience, are more successful. Apart from people, countries, cities, businesses, historical and (...) class='Hi'>religious sites, companies, products, services, and even government agencies are endeavoring and competing to possess a better place and more profitability. In the meantime, universities, higher education institutions, and specialized schools such as Business Schools, Language Schools, Art Schools, etc are not exceptions. Contest in the digital and traditional area, simultaneously, and with a proper strategy and developing systematic advertising campaigns can make a university or higher education institutions a brand. Since the branding process, as its name implies, has a -ing (continuous), the process must be continual and running continuously. One of the most significant tools in higher education institutions branding is CEM (Client Experience Management) which includes SEM (Student Experience Management) and TEM (Teacher Experience Management). Valuing the main audiences, which are students and professors, and creating a distinctive and excellent experience in the educational environment either in a digital or in a traditional area, can lead to receive excellent feedback from these audiences and direct them to the brand layers that are Awareness, Knowledge, Attitude, Engagement, Satisfaction, Loyalty and the highest level that is Passion, which the same matter make the sense of constancy and belonging and conversion Trademark (Servicemark) a higher education institution to a Lovemark. But how this distinctive experience and feeling can be infused with the audiences? Undoubtedly, many solutions are recommended in this field, such as the use of sensory branding methods, but the important point here is who can create and improve this experience? Certainly, the University Staff has a key and very effective role in the mentioned process. However, the significant point is which employees can make this experience? The answer is very simple but key: Employees who first receive a good sense of working in a scientific and educational environment. Therefore, we are facing a phenomenon called SEM (Staff Experience Management), that is, university administrators and heads, before engaging in Client Experience Management, should seek to create a sense of satisfaction, belonging, and loyalty in the educational environment and grow their educational brand set, which its tools are certainly Employer Branding and Human Capital Management. By mentioning all the foregoing keywords, each of which is a deep concept in BRAND Building and Branding of higher education institutions discussion, we begin our main discussion, namely marketing and branding in higher education institutions. I hope you will be with us by the end of the book and experience a different studying the book, dear reader. Dr. Mohajer writes in his introduction: Be the best version of yourself I daresay all brand and branding concepts and definitions can be observed in the above sentence. whereof the brand, like a human, experiences all the before birth, birth, growth, maturity, wane and death processes, and since a real human being is always looking for growth and ascendancy, and this continuous process to reach the endpoint Life, thus the grown man is always looking to reach a higher point of his present and past. The most important tool in a human ascendancy or a brand is certainly an education. Either for a human or a brand, becoming a distinct brand goes through practical training. The above sentences are a summary of my little experience as Seyed Mohammad Mohajer in education and especially training in the brand management field. Certainly, the brand and education and the combination of these two words are the main and vital tools for the development of any country and human being. Now that I am the President of Tarjoman Oloom Higher Education Institute and the BrandAfarin international group, I consider it necessary as my social mission to start first from myself and with a better understanding of myself, then the great God and comprehending the universe; I announce to the cultured society that we seek to identify brilliant talents in the three areas of education, research and management consulting, and we warmly welcome intellectuals, professionals and individuals seeking individual and organizational growth. Also, by creating skill training courses in four specialized fields of management in the Business School, foreign languages ​​in the Language School of Art and Media in the Art School, and new technologies in the i4.0 School for people who can not afford to pay for the training tuition, We have created the chance to study at Tarjoman Oloom Higher Education Institute for free and then go to the business market. It would be my honor to contact me for more information and direct communication through my website www.mohajer.tvLinks to an external site. and my email info(at)mohajer.tv. Book Details: ISBN-13 : 979-8574963845 Paperback : 272 pages Language: : English ASIN : B08PJPQSK9 Paperback : 272 pages Author: Seyed Mohammad Mohajer, PhD. (President of Tarjoman Oloom Higher Education Institute) For more information on Marketing and Branding in Higher Education Institute, visit: https://www.amazon.com/dp/B08PJPQSK9Links to an external site. (shrink)

Globalization and sophisticated information technology continually flow in all aspects of human lives. Awareness and social control mainly derive from the society as the owner of literature, culture, and local wisdom. They are hoped to have deeply and powerful understanding about actualization in the presence of cultural values which exist in each ethnic in Indonesia. The awareness could create the character building “sipakatau, sipakalebbi, and sipakaraja”mutual honor, respect, and value. This research aims to find out and to describe: (a) the (...) meanings of literature/culture that have philosophical, religious, and social/humanity values and (b) the meanings of ancestral local wisdom. This research is texts and field research. Its approach is “Semiotic Symbols”.The managing of documentation and revitalization of language, literature, and culture has been done, but it is still not maximal yet. This is done in order to avoid extinction. Therefore, the teachers and lectures now must do research to reveal the meanings beyond meaning, and to teach them to their students that are contained in the songs and the ancestral local wisdom of each ethnic in Indonesia. The best solution is to teach them through education. By this way, our nation generations will know and understand their culture. Therefore, it could accelerate the character building and self dignity of our nation who has a high culture, high dignity, and high civilization. (shrink)

You can get a quick summary of this book on p 135 or 326. If you are not up to speed on evolutionary psychology, you should first read one of the numerous recent texts with this term in the title. One of the best is "The Handbook of Evolutionary Psychology" 2nd ed by Buss. Until about 15 years ago, ´explanations´ of behavior have not really been explanations of mental processes at all, but rather vague and largely useless descriptions of what (...) people did and what they said, with no insight into why. We might say that people gather to commemorate an event, praise god, receive his (or her or their) blessings, etc., but none of this describes the relevant mental processes, so we might say they are explanations in much the same way that it explains why an apple drops to the ground if we say its because we released it, and it's heavy-there is no mechanism and no explanatory or predictive power. This book continues the elucidation of the genetic basis of human behavior which has been almost universally ignored and denied by academia, religion, politics and the public (see Pinker´s excellent book ``The Blank Slatè`). His statement (p3) that it is meaningless to ask if religion is genetic is mistaken as the percentage of variation of any behavior due to genes and environment can be studied, just as they are for all other behaviors (see e.g., Pinker). The title should be Preliminary Attempts to Explain Some Aspects of Primitive Religion, since he does not treat higher consciousness at all (e.g., satori, enlightenment etc.) which are by far the most interesting phenomena and the only part of religion of personal interest to intelligent, educated people in the 21st century. Reading this entire book, you would never guess such things exist. Likewise, for the immense field of drugs and religion. It lacks a framework for rationality and does not mention the dual systems of thought view which is now so productive. For this I suggest my own recent papers. Nevertheless, the book has much of interest, and in spite of being dated is still worth reading. -/- 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)