This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman (n = 506) and senior students (n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were (...) higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students. (shrink)

Introduction to the thinking of Greek, Roman, Jewish, Christian and Islamic theologians and philosophers, including short, characterizing fragments from their works.

A comparison between the Catechism of the Catholic Church and the Notes on the Correct Way to present the Jews and Judaism in Preaching in the Roman Catholic Church by the Vatican Commission for Religious Relations with the Jews, demonstrates the seriousness of the Cathechism's effort to take into account Jewish selfdefinition. Jesus' positive attitude to the Law, sabbath and Temple are rightly stressed. The Cathechism has not succeeded however in integrating these new insights into a coherent theology, which explains (...) the occurrence of elements of the theology of substitution next to affirmations of the lasting significance of Judaism within salvation history. Added to this there is a total lack of references to Judaism in history until today. The absence of the tragic events in the Middle Ages, of the persecution of the Jews, of anti-Judaism and antisemitism, of the Shoah and of the founding of the State of Israel, fosters the image of Judaism as no longer relevant after Biblical times. Earlier Vatican documents had stressed the importance of exactly these points for catechesis. After the evaluation of the Catechism's contents the article continues with evaluating its form. Two important elements within the Jewish idea of permanent education seem to be lacking in the Catechism: the connection between religion and daily life and the emphasis on differences of opinion as a fruitful means of educating religion. The connection between religion and daily life is prevented by the Catechism's exclusively theological language. In addition to that the Catechism is meant primarily for bishops. The Catechism itself admits that further 'adaptation' is needed in order to develop a genuine catechism. The Catechism's rather dogmatic and apodictic style does not invite to further discussion and to fruitful debate. However, nothing prevents believing Catholics to read the Catechism that way and to enrich Catholic tradition by 'adapting' and debating its contents. (shrink)

: Hagar and Ishmael have been portrayed in Jewish sources in an increasingly negative way, even before the rise of Islam. The culmination of that negative portrayal constitutes the story of the expulsion of mother and son as rendered by Pirke de rabbi Eliezer. This story in its basic pre-Islamic form, functioning as a midrash interpretation of the Bible relating Hagar’s expulsion and the twofold visit of Abraham to Ishmael, was to serve as the point of departure for Islamic stories (...) about Hagar. The first Islamic source for the story of Hagar, ʿAbd al-Razzāq, had already transformed the Jewish story into a highly positive account of Hagar as trusting in God and worthy of miracles. Simultaneously, this Islamic version harmonized the story with Qurʾānic statements about Abraham building the House, connected it to an utterance of Muhammad and buttressed the ritual of the Saʿy, the running between the two hills in Mecca, thereby refuting pagan associations as secondary deviations. As for Ishmael, he becomes associated with the pure Arabic tribe of the Jurhum. The story of the two wives of Ishmael, which serves in the Jewish version as a an exegesis of Gen 21:21 by adducing a derogatory statement on the Moabites and ending in a reconciliation between Abraham and Ishmael, is transformed into a foundation story of the Arabic offspring of Ishmael who marries into the Jurhum tribe. Whereas the Islamic stories, transmitted by al-Ţabarī and Bukharī, can be traced back two generations earlier than the latter, namely to ʿAbd al-Razzāq, his isnad in turn proves to be reliable up to Ibn Jubayr. Ibn Jubayr’s debate about different versions of the story took place around 700 C.E., an attribution that can be trusted, hence corroborating Harald Motzki’s overall but careful thesis about the reliability of the isnad. The integration of the Hagar story into the Qurʾānic story of Abraham building ‘the House’ together with Ishmael dates, at the latest, from 700 C.E. (shrink)

This volume contains essays dealing with complex relationships between Judaism and Christianity, taking a bold step, assuming that no historical period can be excluded from the interactive process between Judaism and Christianity, conscious or unconscious, as either rejection or appropriation.

Ibn al-ʻArabī, 1165-1240; views on freedom; Sufism; Islamic philosophy.

Contrary to Vaesen's argument that humans are unique with respect to nine cognitive capacities essential for tool use, we suggest that although such cognitive processes contribute to variation in tool use, it does not follow that these capacities arenecessaryfor tool use, nor that tool use shaped cognition per se, given the available data in cognitive neuroscience and behavioral biology.

This paper is devoted to the study of some subvarieties of the variety Qof Q-Heyting algebras, that is, Heyting algebras with a quantifier. In particular, a deeper investigation is carried out in the variety Q 3 of three-valued Q-Heyting algebras to show that the structure of the lattice of subvarieties of Qis far more complicated that the lattice of subvarieties of Heyting algebras. We determine the simple and subdirectly irreducible algebras in Q 3 and we construct the lattice of subvarieties (...) (Q 3 ) of the variety Q 3. (shrink)

Traditional Chinese commentators rightly see that understanding Zhuangzi's way with words is the presupposition for understanding Zhuangzi at all. They are not sure, however, if Zhuangzi's words are super-effective or pure nonsense. I consider Zhuangzi's experience with language, and then turn to Heidegger's word of being to see if it may throw light on Zhuangzi's way of saying. I argue that a conversation between Heidegger and Zhuangzi on language is possible, but only by expanding Heidegger's notion of Gestell and through (...) a destruction of the dominant Confucian discourse that obscures Zhuangzi's way of saying. (shrink)

Several variants of Lewis's Best System Account of Lawhood have been proposed that avoid its commitment to perfectly natural properties. There has been little discussion of the relative merits of these proposals, and little discussion of how one might extend this strategy to provide natural property-free variants of Lewis's other accounts, such as his accounts of duplication, intrinsicality, causation, counterfactuals, and reference. We undertake these projects in this paper. We begin by providing a framework for classifying and assessing the variants (...) of the Best System Account. We then evaluate these proposals, and identify the most promising candidates. We go on to develop a proposal for systematically modifying Lewis's other accounts so that they, too, avoid commitment to perfectly natural properties. We conclude by briefly considering a different route one might take to developing natural property-free versions of Lewis's other accounts, drawing on recent work by Williams. (shrink)

Perhaps more than any philosophy written in the past few centuries, the work of Friedrich Nietzsche has given rise to controversy, misunderstanding, and dissent. Today Nietzsche is remembered as the revolutionary author of such polemical ideas as the death of God, the revaluation of values, the will to untruth, and the Übermensch. Yet is Nietzsche’s philosophy as atheistic, relativistic, nihilistic, and immoral as some commentators have claimed? Or ought we perhaps to give more credence to Nietzsche’s own assertion that one (...) writes books “precisely to conceal what one harbors” (BGE, 9, 289)? If “whatever is profound loves masks” (BGE, 2, 40) then might Nietzsche’s more daring claims be interpreted as clever masks behind which he conceals a deeper philosophy and on which he reveals a hidden truth? Is it not possible that the standard readings of Nietzsche are in fact misreadings—that his work invites misreading, that it is intentionally unclear, deceptive, disguised? The goal of this volume is to reread Nietzsche for all that he shows and all that he hides. It is to dig deeper into his work in order to challenge misreadings of old and invite misreadings anew—as, indeed, his work itself calls for and demands. (shrink)

"Neuroscience and Philosophy" begins with an excerpt from "Philosophical Foundations of Neuroscience," in which Maxwell Bennett and Peter Hacker question the ...

The ideal introduction for students of semantics, Lexical Meaning fills the gap left by more general semantics textbooks, providing the teacher and the student with insights into word meaning beyond the traditional overviews of lexical relations. The book explores the relationship between word meanings and syntax and semantics more generally. It provides a balanced overview of the main theoretical approaches, along with a lucid explanation of their relative strengths and weaknesses. After covering the main topics in lexical meaning, such as (...) polysemy and sense relations, the textbook surveys the types of meanings represented by different word classes. It explains abstract concepts in clear language, using a wide range of examples, and includes linguistic puzzles in each chapter to encourage the student to practise using the concepts. 'Adopt-a-Word' exercises give students the chance to research a particular word, building a portfolio of specialist work on a single word. (shrink)

This chapter examines the normative question of whether the cultivation of patriotic and nationalist ideals and attachments should have a central place in programs of civic education. It argues that the most useful way to draw the distinction between patriotism and nationalism focuses on their respective objects of loyalty; patriotism is loyalty to a country while nationalism is loyalty to a people. This way of distinguishing between patriotism and nationalism forms the background for the discussion of a variety of instrumental (...) and non-instrumental arguments for cultivating patriotic and nationalist political attachments in schools. It also examines an assumption common to these programs of civic education: that a shared identity is crucial for citizens to have a sense of belonging that supports social stability and desirable forms of political change. The final part of the chapter introduces a number of alternative educational proposals that aim to avoid some of the difficulties faced by patriotic and nationalist strategies. These alternative proposals aim to encourage good citizenship while taking into account new challenges generated by the political, social, and economic conditions of an increasingly globalized world. (shrink)