The text places special emphasis on the ethical co-operation that emerged between religious traditions during the civil right-Vietnam war era.

Though others have surveyed the different methods in comparative religious ethics, relatively little attention has been given to different approaches to pedagogy. The field of comparative religious ethics has now reached a level of maturity so that there are a variety of ways such courses can be taught. In this review I consider the approaches to comparative religious ethics found in four recent texts by Jacob Neusner, Darrell Fasching and Dell deChant, Regina Wolfe and Christine Gudorf, and Sumner Twiss (...) and Bruce Grelle. In the essay I note the strengths and weaknesses of each text, with special attention given to how the texts might work in the classroom. I then argue that the different texts reflect different understandings of the goal of teaching comparative religious ethics, and I make these goals explicit in order to help teachers decide how they might approach the teaching in this growing field. (shrink)

This popular textbook has been thoroughly revised and updated to reflect recent global developments, whilst retaining its unique and compelling narrative-style approach. Using ancient stories from diverse religions, it explores a broad range of important and complex moral issues, resulting in a truly reader-friendly and comparative introduction to religious ethics. A thoroughly revised and expanded new edition of this popular textbook, yet retains the unique narrative-style approach which has proved so successful with students Considers the ways in which ancient stories (...) from diverse religions, such as the Bhagavad Gita and the lives of Jesus and Buddha, have provided ethical orientation in the modern world Updated to reflect recent discussions on globalization and its influence on cross-cultural and comparative ethics, economic dimensions to ethics, Gandhian traditions, and global ethics in an age of terrorism Expands coverage of Asian religions, quest narratives, the religious and philosophical approach to ethics in the West, and considers Chinese influences on Thich Nhat Hanh's Zen Buddhism, and Augustine's Confessions Accompanied by an instructor's manual which shows how to use the book in conjunction with contemporary films. (shrink)

This popular textbook has been thoroughly revised and updated to reflect recent global developments, whilst retaining its unique and compelling narrative-style approach. Using ancient stories from diverse religions, it explores a broad range of important and complex moral issues, resulting in a truly reader-friendly and comparative introduction to religious ethics. A thoroughly revised and expanded new edition of this popular textbook, yet retains the unique narrative-style approach which has proved so successful with students Considers the ways in which ancient stories (...) from diverse religions, such as the Bhagavad Gita and the lives of Jesus and Buddha, have provided ethical orientation in the modern world Updated to reflect recent discussions on globalization and its influence on cross-cultural and comparative ethics, economic dimensions to ethics, Gandhian traditions, and global ethics in an age of terrorism Expands coverage of Asian religions, quest narratives, the religious and philosophical approach to ethics in the West, and considers Chinese influences on Thich Nhat Hanh's Zen Buddhism, and Augustine's Confessions Accompanied by an instructor's manual which shows how to use the book in conjunction with contemporary films. (shrink)

Confronts the Janus-faced myth of technology as both the object of dread and the source of hope, which leads both to the demonic final solution and to the merciful, healing sacrifice.

Toward a Postmodern Ethic of Radical Freedom is one of the first, if not the first, to bring Cornel West and Michel Foucault together in a meaningful dialogue to formulate "a postmodern ethic of radical freedom." This dialogue begins with the practical posture of West, more specifically his notions of truth and reality and work, then goes back to his more theoretical work to explore the same notions. As a project in constructive ethics, this book examines Cornel West's epistemology (notion (...) of truth) and metaphysics (notions of reality) as foundational components for a postmodern ethic of radical freedom. These foundational components are then brought into a discursive conversation with aspects of Michel Foucault's archaeology and genealogy, with a method called reconstruction. This reconstruction results in two important trajectories, radical ontology and radical epistemology, which become the pillars for a postmodern ethic of radical freedom. The last chapter of the book weaves together all components with the womanist work of Monica Coleman and Patricia Hill Collins as examples of this ethic of radical freedom. Practically speaking, this postmodern ethic of radical freedom serves as a platform to ensure transcendence so that all people, regardless of race, gender, or sexuality, can enjoy a flourishing and fulfilled life. (shrink)

The value of human bodies for the teaching of anatomy has been recognized since the 16th century. Many medical students are exposed to the process of body donation as human dissection continues to play a fundamental role in many medical courses. The opportunity of dissection not only provides students with an educational approach to learning human structure but also exposes them to the emotions surrounding death and dying and the role of the anatomical donor in their journey. This paper explores (...) the subject of body donation in relation to anatomical examination, the relationship the donor has to the medical student experience and the purpose of thanksgiving services. The paper concludes with a brief description of a study carried out at a UK medical school to seek the views of first- and second-year medical students on the purpose, place and value of thanksgiving services. (shrink)

Patricia Williams made a number of claims concerning the methods and practise of cladistic analysis and classification. Her argument rests upon the distinction of two kinds of hierarchy: a divisional hierarchy depicting evolutionary descent and the Linnean hierarchy describing taxonomic groups in a classification. Williams goes on to outline five problems with cladistics that lead her to the conclusion that systematists should eliminate cladism as a school of biological taxonomy and to replace it either with something that is philosophically coherent (...) or to replace it with pure methodology, untainted by theory (Williams 1992, 151). Williams makes a number of points which she feels collectively add up to insurmountable problems for cladistics. We examine Williams' views concerning the two hierarchies and consider what cladists currently understand about the status of ancestors. We will demonstrate that Williams has seriously misunderstood many modern commentators on this subject and all of her five persistent problems are derivable from this misunderstanding. Some persons believe and argue, on grounds approaching faith it seems to me, that phylogeny comes from our knowledge of evolution. Others have found to their surprise, and sometimes dismay, that phylogeny comes from our knowledge of systematics. Nelson (1989, 67). (shrink)

BACKGROUND -/- The importance of ontologies in the biomedical domain is generally recognized. However, their quality is often too poor for large-scale use in critical applications, at least partially due to insufficient training of ontology developers. -/- OBJECTIVE -/- To show the efficacy of guideline-based ontology development training on the performance of ontology developers. The hypothesis was that students who received training on top-level ontologies and design patterns perform better than those who only received training in the basic principles of (...) formal ontology engineering. -/- METHODS -/- A curriculum was implemented based on a guideline for ontology design. A randomized controlled trial on the efficacy of this curriculum was performed with 24 students from bioinformatics and related fields. After joint training on the fundamentals of ontology development the students were randomly allocated to two groups. During the intervention, each group received training on different topics in ontology development. In the assessment phase, all students were asked to solve modeling problems on topics taught differentially in the intervention phase. Primary outcome was the similarity of the students’ ontology artefacts compared with gold standard ontologies developed by the authors before the experiment; secondary outcome was the intra-group similarity of group members’ ontologies. -/- RESULTS -/- The experiment showed no significant effect of the guideline-based training on the performance of ontology developers (a) the ontologies developed after specific training were only slightly but not significantly closer to the gold standard ontologies than the ontologies developed without prior specific training; (b) although significant differences for certain ontologies were detected, the intra-group similarity was not consistently influenced in one direction by the differential training. -/- CONCLUSION -/- Methodologically limited, this study cannot be interpreted as a general failure of a guideline-based approach to ontology development. Further research is needed to increase insight into whether specific development guidelines and practices in ontology design are effective. (shrink)

This article presents data from the Growing up with Media study related to the implementation of a risk reduction protocol that resulted in three groups of youth: low-risk youth (no flags), youth flagged because of violence involvement and not clinically referred; and flagged youth who were referred to a team clinician due to additional risk considerations. Data are from 3,979 US youth 14–15 years of age recruited through social media between October 2018-August 2019. Four in ten youth were flagged for (...) review. Findings suggest that this methodology of identifying and reviewing cases appears to be working as intended: Not only did referred youth have more flags than non-referred youth, but post-hoc analyses suggested that these youth also had higher rates of psychosocial problems (e.g., non-victimization adversity, substance use, and depressed mood). The implementation of a risk reduction protocol such as the one described in this article adds a layer of human subject protection beyond the more standard list of websites and hotlines provided to all participants in most studies. This protocol leads the way for future studies to recreate a similar process to address concerning responses collected from survey research. (shrink)

OBJECTIVE: (a) To measure the effect of a guideline-based training on the performance of ontology developers compared with the performance after unspecific training by a competency question based evaluation; and (b) to provide empirical evidence for the applicability of competency questions in formal ontology evaluation in general. BACKGROUND: A close connection between ontology development and ontology evaluation as quality management procedure can been attained with the use of competency questions. Competency questions are often used as a semi-formal specification of requirements (...) for an ontology under development. Hence they can also be used as evaluation instruments, in order to check how far an ontology fulfills these requirements. METHODS: A randomized controlled trial was conducted with two groups of 12 students each. The intervention consisted in a differential guideline-based training on ontology development vs. unspecific training. After a group-specific training focusing on three topics per group, performance of students was assessed with 12 exercises (2 exercises per topic), in which the students had to apply their skills. Different types of competency questions were elaborated for the analysis of the students' ontologies. We used the proportion of correct answers as a measure of ontology quality. RESULTS: On single topic level, the performance of ontology developers increased after guideline-based training for two out of the six topics: it increased from a proportion of 0.46 to 0.63 for the topic Process \& Participation and from 0.44 to 0.53 for the topic Collective Material Entity. In regression analysis, a positive correlation was shown between the performance of students on untrained topics and the performance after specific guideline-based training. Moreover, in multiple regression analysis an overall effect of specific training of 0.09 was calculated (p < 0.1). CONCLUSION: The results show an effect of a specific guideline-based training on the performance of ontology developers compared to the performance after unspecific training by an increase of about 10 \% on the rate of correct competency questions. In addition, this study has shown the general applicability of competency questions in a formal ontology evaluation scenario. However, the study also shows that the training of ontology developers and their performance evaluation is a tedious task. The resulting performance of ontology developers is more dependent on the a priori individual competencies than on the specific acquired skills after training. (shrink)

This study extends the examination of moral content in the media by exploring moral messages in television programming and viewer characteristics predictive of the ability to perceive such messages. Generalisability analyses confirmed the reliability of the Media’s Moral Messages (MMM) rating form for analysing programme content and the existence of 10 moral themes prevalent in television media. Standard regression analyses yielded evidence indicating viewers’ moral expertise, as measured by the Defining Issues Test (DIT), familiarity with the programme and level of (...) education predicted their ability to perceive moral messages in a television drama popular in the USA at the time of data collection. Identification of patterns in moral content represented in television programming, as well as knowledge of how viewer characteristics relate to their ability to perceive such content, can provide parents and educators with a means for better comprehending messages regarding human interaction to which they or their children are exposed. (shrink)

Ontology engineering is mainly done by domain experts who are specialists in their domain but have, if at all, limited knowledge in logics, computer science, or analytic philosophy. The literature on formal ontologies and biomedical ontologies is neither suited nor intended to serve as an educational resource that would help domain experts to become good ontologists. Existing educational resources focus rather on ontology tools and languages than on good practice. The purpose of the GoodOD guideline is to pave the road (...) for domain experts who want (or need) to become ontology engineers. It pursues the openly pragmatic approach that ontology engineers only need to know ontology theory to the extent which supports the (measurable) outcome of their work. The GoodOD Guideline builds upon given philosophical and methodological principles as well as preexisting tools and resources. In particular (pragmatic) scientific realism, first order logics and its subset OWL-DL (description logics), set theory, an upper-level ontology with high-level categories and a canonic set of relations, constraints which limit the freedom of choice when building coordinate expressions, the ontology editor Protégé 4, a complete DL reasoner, such as HermIT, ontology design patterns, and naming conventions. -/- Given these precepts the guideline contains all the knowledge to be acquired by a user to be able to solve ontology engineering problems in a foreseeable and non-arbitrary way. The didactic concept is to convey the skills not only by theory but also by practical examples. (shrink)

Background: In order to improve ontology quality, tool- and language-related tutorials are not sufficient. Care must be taken to provide optimized curricula for teaching the representational language in the context of a semantically rich upper level ontology. The constraints provided by rigid top and upper level models assure that the ontologies built are not only logically consistent but also adequately represent the domain of discourse and align to explicitly outlined ontological principles. Finally such a curriculum must take into account the (...) pre-existing skills and knowledge of the target audience. -/- Objective: To develop a well-structured curriculum aligned to the particular requirements of life science professionals, in order to enable them to create logically sound, domain adequate and predicable ontologies using the Web Ontology Language (OWL) in Protégè. -/- Methods: Content selection for the curriculum was based on the literature, pre-existing tutorials, and a guideline for good ontology development (i.e ontology design enhancing domain adequacy, sustainability and interoperability) that drew on the authors previous experiences with large ontology development projects. Learning objectives were formulated according to a needs assessment of the targeted learners, who were students trained in life sciences with basic knowledge and practical skills in computer science. As instructional format we choose an approach with a high amount of practical exercises. The curriculum was first implemented with 24 Students and 7 lecturers/ tutors over 5 full days. The curriculum was evaluated by gathering the participants feedback via a questionnaire. -/- Results: Curricular development produced 16 modules of approximately 2 hours each, which covered basic principles of Applied Ontology, description logic syntax and semantics, as well as best design practices outlined in ontology design patterns and variants of the BioTop upper ontology. An opinion survey based on questionnaires indicated that the participants took advantage from the teaching strategies applied, as they indicated good knowledge gain and acknowledged the relevance of the modules. The difficulty was rated slightly lower. -/- Conclusion: The development of teaching material for principled ontology design and best practices is of crucial importance in order to enhance the quality of biomedical ontologies. Here, we present a curriculum for a week long workshop, leveraging on current educational principles, focusing on interactive hands-on exercises, group interactions, and problem-oriented learning. Whereas evaluation clearly showed the success of this approach, in particular regarding student’s satisfaction, the objective measurement of traceable effects on the quality of the generated ontology, although of much higher interest, has just started. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Plotinus and the Parmenz'des B. DARRELL JACKSON IN 1928 E. R. DODDSARGUED that the first two hypotheses of Plato's Parmenides are the primary source of Plotinus' doctrines of the One and of Nous. I Dodds' main evidence was a list of parallels between the Parmenides and the Enneads? He argued further that the Neoplatonic interpretation of the Parmenides as positive metaphysics was neo-Pythagorean in origin. Several Plotinus scholars (...) have accepted and extended Dodds' view of the importance of the Parmenides for Plotinus. This group includes ]~mile Br6hier, ~ A. H. Armstrong, 4 Hans-Rudolf Schwyzer, 5 and Paul Henry. n But Dodds' position is by no means universally accepted. Elmer O'Brien has recently argued that the Plotinian One was derived ultimately from Philo and mediated to Plotinus through Albinus and Numenius. 7 He says that Dodds' case, though good, is not convincing. It. A. Wolfson has been the great advocate of the Philonic origin of Plotinus' views. According to Wolfson, the doctrines attributed by Plotinus to Plato are not Plato's but mainly Philo's. 8 Others see Plotinus in varying degrees of dependence upon Plato. Philip Merlan holds that Plotinus is more in debt to the immediate successors of Plato and to Aristotle's interpretation of Plato than to the Platonic writings themselves. 9 C. J. de Vogel sees Plotinus as dependent upon Plato for a hierarchy of being which was accepted and elaborated by various middle Platonists and Gnostics. 1~According to de Vogel, the Parmenides wus not importan% in this hierarchy tradition, n In this article I shall re-examine Dodds' position. I believe the case for Plotinus' dependence upon the Parmenides can be strengthened. I shall try to do this by examining the systematic relation of Plotinus' thought to the Parmenides. Dodds x"The Parmenides of Plato and the Origin of the Neoplatonic 'One'," The Classical Quarterly, XXII (1928), 129-142. 2Ibid., 132 f. *In the introductions to Enneads V.3 (esp. pp. 43 f., 46 f.), V.5 (pp. 87 ft.), VI.4-5 (pp. 161163,165-168),and VI.7 (pp. 49, 60) in his Bud~ edition and translation of the Enneads (Paris, 1931-38). 4The Architecture of the Intelligible Universe in the Philosophy of Plotinus (Cambridge, at the University Press: 1940), pp. 14-28. In his article "Plotinos", Vol. 21, pt. 1 of Paulys Real-Encyclopgdie der Klassischen Altertumswissenschaft, 1951, cols. 552-554. eIntroduction to the second edition of Stephen MacKenna's translation of the Ennead.~ (New York: Pantheon Books Inc., n. d.), pp. xli-xliv. Elmer O'Brien (ed. and trans.), The Essential Plotinus (New York: Mentor, 1964),p. 15. 8"Albinus and Plotinus on Divine Attributes," Harvard Theological Review, XXXXV (1952), 115. 9From Platonism to Neoplatonism (2n ed. rev.; The Hague: Martinus Nijhoff, 1960). 10"On the Neoplatonic Character of Platonism and the Platonic Character of Neoplatonism," Mind, LXIII (1953), 43-64. 11Ibid., 58. [3]5] 316 HISTORY OF PHILOSOPHY considered only parallel terminology. I shall in addition look at parallel argumentation and conclusions. Furthermore, since Dodds accounts only for Plotinus' first two hypostases, I shall consider the relation of the third hypostasis (soul) to the Parmenides. My primary interest is not the source of Plotinus' interpretation of the Parmenides but the way he carries that interpretation out. TM The former issue has often been focal in the literature on this subject. ~8It is certain thay many of the ideas used by Plotinus were already in circulation. But it is equally certain that in his combination of these ideas of a hierarchy, of transcendence, etc., Plotinus is original. I shall argue that this originality of combination is largely determined by an interpretation of the Parmenides. I should add that I am not concerned with whether Plotinus' interpretation is correct. ~4 In the following pages I shall attempt to show three things: (1) how Plotinus explicitly interprets the Parmenides, (2) to what extent he draws upon the language of the Parmenides, and (3) to what extent Plotinus' system may be understood by its relation to the Parmenides. I. Plotinus' Interpretation of the Parmenides The obvious place to begin an analysis of Plotinus' relation to the Parmenides is Enneads V... (shrink)

Following the Introduction, the essays to be listed, each with a reply by Errol E. Harris, comprise the principal content. B. Blanshard, “Harris on Internal Relations”; G.R. Lucas, Jr., “Science and Teleological Explanations”; J.E. Smith, “Harris’ Commentary on Hegel’s Logic”; G. Rinaldi, “The Identity of Thought and Being in Harris’ Interpretation of Hegel’s Logic”: T. Rockmore, “System and History: Harris on Hegel’s Logic”; R. Hepburn, “The Problem of Evil”; W. H. Walsh, “Hegel on Morality”; W.N.A. Klever, “The Properties of the (...) Intellect”; P. Muller, “The pons asinorum in Philosophy”; Wm. Earle, “The Evanescent Authority of Philosophy.”. (shrink)

Following the Introduction, the essays to be listed, each with a reply by Errol E. Harris, comprise the principal content. B. Blanshard, “Harris on Internal Relations”; G.R. Lucas, Jr., “Science and Teleological Explanations”; J.E. Smith, “Harris’ Commentary on Hegel’s Logic”; G. Rinaldi, “The Identity of Thought and Being in Harris’ Interpretation of Hegel’s Logic”: T. Rockmore, “System and History: Harris on Hegel’s Logic”; R. Hepburn, “The Problem of Evil”; W. H. Walsh, “Hegel on Morality”; W.N.A. Klever, “The Properties of the (...) Intellect”; P. Muller, “The pons asinorum in Philosophy”; Wm. Earle, “The Evanescent Authority of Philosophy.”. (shrink)

Chris Roederer, Darrel Moellendorf. last two hundred years or more under the notion of stare decisis and the rule of law. The matrix of legal rules is no longer the seat of the law in South Africa, if it ever was. One can disagree with Mohamed J's ...

Following the Introduction, the essays to be listed, each with a reply by Errol E. Harris, comprise the principal content. B. Blanshard, “Harris on Internal Relations”; G.R. Lucas, Jr., “Science and Teleological Explanations”; J.E. Smith, “Harris’ Commentary on Hegel’s Logic”; G. Rinaldi, “The Identity of Thought and Being in Harris’ Interpretation of Hegel’s Logic”: T. Rockmore, “System and History: Harris on Hegel’s Logic”; R. Hepburn, “The Problem of Evil”; W. H. Walsh, “Hegel on Morality”; W.N.A. Klever, “The Properties of the (...) Intellect”; P. Muller, “The pons asinorum in Philosophy”; Wm. Earle, “The Evanescent Authority of Philosophy.”. (shrink)

The incarnation of the missio Dei practice model for the Dutch Reformed Church of Africa. The decline of the church in the West is of great concern to many today. The Netherdutch Reformed Church of Africa (NRCA), experiences the same tendency. We are living in a time when survival is on the mind of most mainline congregations and denominations. The question is what shall we do to turn this situation around? The answer is to be found in the rediscovery of (...) what it means for the church to be missional. The knowledge about how the early church functioned helps us to rediscover the character of early Christian mission, much of what is drawn together in the concept of incarnational mission. This article examines incarnational mission as the understanding and practise of Christian witness that is rooted in and shaped by the life, ministry, suffering, death and resurrection of Jesus. Understanding mission incarnationally in this manner is an integrative way to approach the church’s missionary vocation and to avoid the typical Western reduction of mission to one of the many programms of the church. The article, by exploring the meaning of incarnational mission, endeavours to be both constructive with regard to the biblical and theological understanding of the message, and polemical with regard to the context and history of mission, especially in the Western tradition. This article follows Darrell Guder in arguing that the historical ‘happenedness’ of Jesus’ life both enables and defines Christian witness. In exploring the missional ignificance of the incarnation, the article tries to avoid any dilution of the centrality of the incarnation event. (shrink)

Dispositions and tendencies feature significantly in the biomedical domain and therefore in representations of knowledge of that domain. They are not only important for specific applications like an infectious disease ontology, but also as part of a general strategy for modelling knowledge about molecular interactions. But the task of representing dispositions in some formal ontological systems is fraught with several problems, which are partly due to the fact that Description Logics can only deal well with binary relations. The paper will (...) discuss some of the results of the philosophical debate about dispositions, in order to see whether the formal relations needed to represent dispositions can be broken down to binary relations. Finally, we will discuss problems arising from the possibility of the absence of realizations, of multi-track or multi-trigger dispositions and offer suggestions on how to deal with them. (shrink)

Increasing global economic integration and recent military interventions in the name of human rights have forced questions of global justice into political discussions. Is the unequal distribution of wealth across the globe just? What's wrong with imperialism? Are the most indebted countries obligated to pay back their loans to international financ.

In a recent contribution to Grazer Philosophische Studien, Booth argues that for S to have an epistemic reason to ψ means that if S ψ's then he will have more true beliefs and less false beliefs than if he does not ψ. After strengthening this external account in response to the objection that one can improve one's epistemic state in other fashions, e.g. by having a gain in true beliefs which outweighs one's gain in false beliefs, I provide a challenge (...) to it. My main objection, which I advance with the aid of several examples, is that such epistemic reasons could not motivate any action whatsoever. I close by developing an alternative account, which avoids this problem by appeal to internal considerations. (shrink)