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Editor’s AbstractTang Wenming is a professor of philosophy at Tsinghua University in Beijing, trained in both the European and Chinese traditions, and the author of a sophisticated critique of Mou Zongsan's philosophy. The central idea in this conversation is that contemporary Confucianism must find a way to recover its “edifying” (jiaohua) role in Chinese society. Philosophy is important, says Tang, but Confucianism cannot simply be an academic philosophy; it must have a broader social function, and some sort of (...) institutional innovation is necessary in order to accomplish this. (shrink)

This issue of Contemporary Chinese Thought is devoted to recent mainland Chinese Confucian philosophizing, and especially to arguments about what “Mainland New Confucianism” signifies that were prompted by somewhat dismissive remarks about Mainland New Confucianism by the noted Taiwanese scholar Li Minghui in early 2015. This introduction begins by summarizing some of the challenges Confucianism has encountered in the twentieth century and also the rise of New Confucianism. It next turns to the emergence of Mainland New (...) Confucianism as a distinct and controversial phenomenon, arguing that after an initial stage (characterized here as its “infancy”), Mainland New Confucianism has now entered a somewhat more diverse and mature stage (its “adolescence”) in which Jiang Qing plays less of an important role. After overviews of each of the essays included in this issue and summaries of some of key terms in which the debates are carried out, the introduction concludes by reflecting on the place of Confucianism within contemporary East Asia. (shrink)

The article explores the complex roles shame plays in the lives of people with one or more chronic conditions. This is achieved through a participatory research process in which people with chronic conditions were invited to share stories of shame on the public social media profiles of a peer-led patient community called ‘Chronic Influencers’. The crowdsourced material shows that 7 out of 10 experience shame in relation to their illness on a daily or weekly basis. Other findings are that shame (...) seems to stick to ‘energetic failures’ of the slow or tired body in various social situations; shame is predominantly produced or anticipated in the intimate sphere; and shame can be ‘rescripted’ as culturally produced and politically contestable – and thus counter the pressure to individualise health as a project of personal improvement and self-inspection – when it is shared through voluntary storytelling among peers on social media. (shrink)

The debate on whether Confucianism is a source of corruption or root of morality, which initiated about ten years ago in China and was mainly between Liu Qingping 劉清平 and Guo Qiyong 郭齊勇, entered a second stage when Deng Xiaomang 鄧曉芒 criticized Confucian ethics based on filial piety, and Guo Qiyong and (mainly) his (former) students persistently defended their points of view. This essay is a review of the main theme of the debate at this second stage.

After a century of its retreat from political and social stages in East Asia, Confucianism eventually found its revival together with the economic industrialization in the region. The awakening consciousness of the traditional Confucian values leads to a reconsideration of their implication on a modern society. Despite the criticism on the actual relevance of Confucianism and modernization, there are precious elements within the Confucian values which provide the relevance of Confucianism to the future, such as an ethic (...) of responsibility and the understanding of the humanistic meaning of life. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Manufacturing Confucianism: Chinese Traditions and Universal CivilizationStephen C. AngleManufacturing Confucianism: Chinese Traditions and Universal Civilization. By Lionel M. Jensen. Durham: Duke University Press, 1997. Pp. xx + 444. Hardcover $59.95. Paper $19.95.Confucianisms, according to Lionel Jensen, in his Manufacturing Confucianism: Chinese Traditions and Universal Civilization, are the results of a four-century-long process of pious manufacture—pious because aimed at truth rather than manipulation, manufacture because the (...) work has been done out of materials close to hand. [End Page 120] These materials are the texts, words, and symbols out of which traditions are invented and reinvented. Jensen's book is simultaneously a meditation on the ecumenical goals of "traditionary invention" and a close study of the specific ways in which sixteenth- and twentieth-century communities have negotiated between inherited meanings and current circumstances. Its case studies splendidly exemplify its broader theoretical themes; I will look at each before returning to an assessment of the book's conclusion.The first two chapters explore what Jensen aptly calls the "sino-Jesuit community." He surveys the degrees to which the Jesuits were sinified and their efforts to find room for Chinese traditions in an expanded idea of natural religion, in part by redefining their own canon and seeing "Confucius" as an "ethnic philosopher" akin to Plato. Jensen argues that the Jesuits adopted and popularized the rarely used formulation "kong fu zi" as an appellation for their Chinese hero, and it is from this term that "Confucius" was ultimately derived.Jensen works to make us see things sympathetically from the inside: the challenges the Jesuits faced, and the reasonableness of their responses, from initially likening themselves to Buddhists to their later identification with the "ru." He criticizes Jacques Gernet's China and the Christian Impact: A Conflict of Cultures (Cambridge and New York: Cambridge University Press, 1985) for being too ready to see the Jesuits as engaged in cynical manipulation for their own ends. Instead, Jensen urges us to see the Jesuits as working within the constraints of their adopted cultural universe to seek the truth as they understood it. This process of seeing universal significance in the particulars of Chinese culture is then repeated when a fairly crude version of the Jesuits' "Confucius" makes an appearance on the European stage— providing, for Europeans, evidence of the possibility of harmonious life under a benevolent monarchy—in the Confucius Sinarum Philosophus of 1687.The book's second pair of chapters take up two twentieth-century Chinese efforts to understand the early history of "ru," the term that, at least until modern times, functioned "as an emblem of the culture's central value system" (p. 155). For Zhang Binglin, with whose "The Etiology of Ru" Jensen begins, the ru began as a group of broadly talented gentlemen, but under the pernicious influence of the teacher Kongzi (a.k.a. Confucius), they turned toward the narrower concerns of government careerism. Reacting against the calls by some in his day to make "Kongjiao (Confucianism)" into a national religion, Zhang argued that the original goal of the "ru," and thus China's true intellectual heritage, was wide-ranging service to and direct engagement with China's people.Hu Shi's "Explaining Ru," on the other hand, argues for a positive connection between the ru and Kongzi. According to Hu, the ru had been priests in the Shang dynasty whose status declined after the Zhou conquest only to be revitalized and transformed by Kongzi, a sage prophesied to save the world. Jensen finds a number of parallels between Hu's picture of Confucius and Christian accounts of Jesus, and argues that these similarities are not coincidental. Hu was determined to find a way to make modern (universal) civilization "congenial and congruous" with Chinese civilization; this he accomplished, in Jensen's words, by collapsing China and the [End Page 121] West "into a single process of civilizational growth, the self-same identity of which was explicit in the patterned variation in the biographies of their spiritual exemplars, Kongzi and Jesus" (p. 263).While Jensen sometimes seems to want to confine the application of "Confucianism" to the Jesuits' sixteenth-century notion—arguing that at least... (shrink)

Moving from viruses, vaccines, and copycat murder to gay panics, xenophobia, and psychopaths, _Transforming Contagion_ energetically fuses critical humanities and social science perspectives into a boundary-smashing interdisciplinary collection on contagion. The contributors provocatively suggest contagion to be as full of possibilities for revolution and resistance as it is for the descent into madness, malice, and extensive state control. The infectious practices rooted in politics, film, psychological exchanges, social movements, the classroom, and the circulation of a literary text or meme on (...) social media compellingly reveal patterns that emerge in those attempts to re-route, quarantine, define, or even exacerbate various contagions. (shrink)

Did Chinese mysticism vanish after its first appearance in ancient Taoist philosophy, to surface only after a thousand years had passed, when the Chinese had adapted Buddhism to their own culture? This first integrated survey of the mystical dimension of Taoism disputes the commonly accepted idea of such a hiatus. Covering the period from the Daode jing to the end of the Tang, Livia Kohn reveals an often misunderstood Chinese mystical tradition that continued through the ages. Influenced by but ultimately (...) independent of Buddhism, it took forms more various than the quietistic withdrawal of Laozi or the sudden enlightenment of the Chan Buddhists. On the basis of a new theoretical evaluation of mysticism, this study analyzes the relationship between philosophical and religious Taoism and between Buddhism and the native Chinese tradition. Kohn shows how the quietistic and socially oriented Daode jing was combined with the ecstatic and individualistic mysticism of the Zhuangzi, with immortality beliefs and practices, and with Buddhist insight meditation, mind analysis, and doctrines of karma and retribution. She goes on to demonstrate that Chinese mysticism, a complex synthesis by the late Six Dynasties, reached its zenith in the Tang, laying the foundations for later developments in the Song traditions of Inner Alchemy, Chan Buddhism, and Neo-Confucianism. (shrink)

The concepts of human nature, the main themes of original Confucianism and Neo-Confucianism, are the problems that must be overcome through human character education, namely the recovery of human nature according to the absence of conscience. In the end, the right understanding of human nature was the starting point of Confucianism and the preparation stage for Statecraft, overcoming the inherent limitations of human beings through learning. Orginal Confucianism and Neo-Confucianism are basically based on reality (...) or difference in the importance of metaphysical things. Orginal Confucianism completely reflected the times of reality, showing that it was trying to overcome the problems of human relations, social relations, and national relations of the time. Confucius's interests were also this point, and this was the specific realization of the practical appearance of life apart from metaphysical issues. Neo-Confucianism was the first step in overcoming the metaphysical theories of Buddhism and Taoism. It developed differently from the Orginal Confucianism, which was described by Dasan in that it compiled the studies and texts of Confucianism. In ‘I Ching’, dao is the main body of all things in heaven and earth. The rule of the world can be said to mean the actions of Providence. Therefore he who wants to rule over the world must save the dao, Those who seek to save the dao must save it, and when they realize that the heart comes from heaven, they need a restoration of nature to become one with the heaven. (shrink)

Translator's introduction -- Mir Damad's introduction -- 1st qabas. On the kinds of creation (huduth) and the divisions of existence according to them, establishing the bases of judgment, and defining the area of dispute -- 2nd qabas. On the three kinds of essential antecedence and constructing the demonstration by way of essential priority (taqaddum bi'l-dhat) -- 3rd qabas. The two kinds of separate posteriority and constituting the demonstration by way of eternal priority -- 4th qabas. Quotations from the book of (...) god and the traditions of his messenger, and from the traditions of the lofty and pure imams -- 5th qabas. Concerning the mode of existence of the unqualified natures and the path of the demonstration by the mode of the existence of the nature -- 6th qabas. On the continuity of time and motion; setting up the course of the demonstration with respect to the continuity of the magnitude of time according to the natural system in two ways; establishing the finitude of extended continuous quantity; and invalidating a numerical infinity -- With respect to successive temporal creatures -- 7th qabas. A series of abridged arguments, unsound dialectical arguments, and criticism of certain syllogisms and controversial sophistical doubts according to the two extremes of the two groups -- 8th qabas. Inquiry into the power of God and his will after completing what remains in the care of the intellect, through the use of decisive utterance, to solve some of the difficulties and dilemmas caused by doubt and the confusions arising from idle fancies -- 9th qabas. On establishing the intelligible substances and the stages of the system of existence in the two chains of beginning and return -- 10th qabas. The decisive doctrine on the secret of predetermination (qada') and fate (qadar), how evil is related to predetermination, the colocynth of truth on prayer and its granting, and the return of the command to god in the beginning and the end -- Glossary-- Bibliography. (shrink)

Gregory of Nyssa made important contributions to both theological thought and the understanding of the spiritual life. He was especially significant in adapting the thought of Origen to fourth century orthodoxy. The early treatise on the inscriptions of the Psalms shows the early stages of the development of Gregory's thought. This book presents the first translation of the treatise in a modern language. The annotations show Gregory's indebtedness to the thought of classical antiquity as well as to the Bible. The (...) Introduction sets forth the structure of Gregory's treatise, and places it in the context of earlier Christian commentaries on the Psalms. It shows how his hermeneutical approach was influenced by both Iamblichus the Neo-Platonist and Origen. Finally, Dr Heine compares Gregory's understanding of the stages of the spiritual life in the treatise with that in his later and more widely known writings on the life of Moses and the Song of Songs. (shrink)

Confucianism is an important theoretical support of the Chinese national spirit. It started with the Confucian school founded by Confucius, and after the continuous enrichment and creation of Confucianism, it gradually formed an important guiding ideology covering people, people and society, people and nature, etc., which had a far-reaching impact on politics, economy, literature, social life and other fields. In the 1980s, the stable social environment brought by the reform and opening up provided a good external condition for (...) the development of dulcimer art in China. The increasing communication between Chinese and western cultures and ideas has brought new ideas for the development of dulcimer art in China. Yangqin, in the form of "singing, dancing and telling stories", shows the living state and ideal pursuit of literati in Yuan Dynasty by shaping specific events and characters, thus being regarded as a "living fossil" that reflects the social outlook of Yuan Dynasty. There is no doubt that the culture of Chinese dulcimer is based on Chinese traditional culture. It has obvious characteristics of the cultural orientation of Confucianism and Taoism, and is also the result of the interaction between Chinese and Western cultural trends. This cultural orientation will definitely involve the future development trend of Chinese dulcimer culture and will have a profound impact on Chinese dulcimer culture in the 21st century. (shrink)

The article discusses the introduction of Confucianism to largely non-Han Taiwanese people in the late Ming dynasty; the quick development of Confucianism as the mainstream culture in the Qing dynasty; and its resistance to Japanese culture during the period of Japanese occupation.

The article discusses the introduction of Confucianism to largely non-Han Taiwanese people in the late Ming dynasty; the quick development of Confucianism as the mainstream culture in the Qing dynasty; and its resistance to Japanese culture during the period of Japanese occupation.

The acquisition of a new skill usually proceeds through five stages, from novice to expert, with a sixth stage of mastery available for highly motivated performers. In this chapter, we re-state the six stages of the Dreyfus Skill Model, paying new attention to the transitions and interrelations between them. While discussing the fifth stage, expertise, we unpack the claim that, “when things are proceeding normally, experts don’t solve problems and don’t make decisions; they do what normally works” (Dreyfus (...) & Dreyfus, 1988, pp. 30 – 31). This leads us to offer an account of the “perspectival deliberation” that arises for experts and masters and that is distinct from the calculative deliberation characteristic of the lower stages of skillfulness. (shrink)

The negative consequences of physicians' failure to establish and maintain personal relationships with patients are at the heart of the humanistic crisis in medicine. To resolve this crisis, a new model of doctor-patient interaction is proposed, based on the ideas of Martin Buber's philosophy of dialogue. This model shows how the physican may successfully combine the personal (I-Thou) and impersonal (I-It) aspects of medicine in three stages. These Three Stages of Medical Dialogue include:1. An Initial Personal Meeting stage, which (...) initiates the doctor-patient relationship and involves mutual confirmation; 2. An Examination stage, which requires a shift from a personal to an impersonal style of interaction; 3. An Integration Through Dialogue or Healing Through Meeting Stage, which involves the integration of the impersonal medical data into the ongoing dialogue between doctor and patient, as a basis for shared decision-making. The use of the model, as well as common failures of doctor-patient dialogue are discussed. (shrink)

BackgroundMost medical schools in Japan have incorporated mandatory courses on medical ethics. To this date, however, there is no established means of evaluating medical ethics education in Japan. This study looks 1) To develop a brief, objective method of evaluation for moral sensitivity and reasoning; 2) To conduct a test battery for the PIT and the DIT on medical students who are either currently in school or who have recently graduated (residents); 3) To investigate changes in moral sensitivity and reasoning (...) between school years among medical students and residents.MethodsQuestionnaire survey: Two questionnaires were employed, the Problem Identification Test (PIT) for evaluation of moral sensitivity and a portion of the Defining Issues Test (DIT) for moral reasoning. Subjects consisted of 559 medical school students and 272 residents who recently graduated from the same medical school located in an urban area of Japan.ResultsPIT results showed an increase in moral sensitivity in 4th and 5th year students followed by a decrease in 6th year students and in residents. No change in moral development stage was observed. However, DIT results described a gradual rising shift in moral decision-making concerning euthanasia between school years. No valid correlation was observed between PIT and DIT questionnaires.ConclusionThis study's questionnaire survey, which incorporates both PIT and DIT, could be used as a brief and objective means of evaluating medical students' moral sensitivity and reasoning in Japan. (shrink)

The book's significance is two-fold: it argues for a new stage in the development of contemporary Confucian philosophy, and it demonstrates the value to Western ...

The ideas I suggest and will attempt to explore can be expressed and conceptualized in many ways. -/- Wittgenstein suggested that there are things that cannot be talked about. -/- I suggest that we most likely have ideas, attitudes, words, conceptions, notions, values, standards, opinions, etc when we approach any work of art or perceive anything as art or aesthetic. Just as we have notions, ideas etc concerning spirituality and spiritual phenomena. -/- But during the interaction with those things, when (...) having a direct experience or consciousness, an awareness of them we do not employ words, ideas or concepts. -/- Of course we can and most likely will reflect on those experiences and the things we have or had experiences of. At that stage we will use concepts in those contexts we will use notions and verbalize things - after the experiences, after the event. We will also, most likely, reflect on those phenomena and experiences. -/- I then continue to place this state or stage of pre- or non- or not yet conceptual/ity in the larger contexts of consciousness, anthropocentered socio-cultural practices and the universe or multiverse. (shrink)

This study seeks to investigate the perceptions of elementary school 4th grade students related to the lesson and teachers of religious culture and moral knowledge via metaphors. In this study, the phenomenological design, one of the qualitative research designs, was used. Data was analysed through content analysis, and the study group was comprised of 234 elementary school 4th grade students. The sampling of the study was determined through criterion sampling, which is one of the purposeful samplings. The data of the (...) study were collected via a semi-structured form composed of two questions asked as “Religious culture and moral knowledge lesson is like … because …” and “Religious culture and moral knowledge teacher is like … because …”. The analysis of metaphors was conducted considering the stages including data encoding and extraction, the compilation of sample metaphor image, the development of themes/categories, the configuration of data based on codes and themes, the reliability and validity analyses of data, carrying out quantitative data entries and analyses and interpreting findings of the study. Considering the results of the study as a whole, it was determined that the metaphors developed by elementary school 4th grade students were largely positive related to the lesson and teachers of religious culture and moral knowledge. Summary: Metaphors are tools that try to clarify how people see life, the environment in which they live, phenomena, events and objects with different metaphors. Metaphor can also be described as meaning or experiencing something according to something else. It can be said that metaphors are mental images that help individuals to perceive their environment and to illuminate complex structures. Metaphors are tools that describe abstract events, facts, principles and rules using concrete expressions, examples and similes. Some of the basic functions of metaphors can be counted in the fact that a large number of data, revealing, interpreting, transferring information, discerning new knowledge and eliminating uncertainties. Metaphors have the characteristics of being simulation tools that make complex structures understandable, diversify perceptions about education, describe the roles of teachers and reveal the views of teachers and students about education.The aim of the current study is to examine the perception and reactions of 4th grade Elementary School students about the lesson and teachers of Religious Culture and Moral Knowledge through metaphors based on their experiences. The metaphors produced for the teacher and the lesson have the potential to give important ideas about the students' perceptions about educational activities. From this point of view, the aim of this study is to analyse the students’ perspectives about education and teaching practices by questioning the meaning that the students develop in their emotions and thoughts about the lesson and the teacher of Religious Culture and Moral Knowledge.There is no scientific study relating students’ perceptions of Religious Culture and Moral Knowledge lessons and teachers. This makes the current study unique. Considering that the perceptions of the students are formed especially during the elementary and secondary school periods, it can be said that the perceptions of the students about the lessons and teachers at early ages are necessary and important. It is thought that this study will contribute to the literature in terms of students' perceptions about a lesson and the teacher of the lesson by means of metaphors. It is thought that the fact that metaphors produced by the students in the scope of this research are answers to the questions of “what kind of teacher” and “what kind of lesson.”The current study used the phenomenological pattern among qualitative research designs. The study group consists of 234 elementary school 4th grade students. The study group was determined by criterion sampling method. Data was collected through a structured form consisting of two questions (“Religious culture and moral knowledge lesson is like … because …” and “Religious culture and moral knowledge teacher is like … because …”.) and the data obtained in the research was analysed by content analysis. Analysis of participants’ metaphors was done by taking into account the steps of coding and sorting the data, compiling the sample metaphor image, developing the themes/categories, arranging the data according to the codes and themes, conducting validity and reliability analysis of the data, quantitative data entry and analysis, and interpreting the findings.In the research, it was found out that the students produced 46 metaphors related to the lesson of Religious Culture and Moral Knowledge and the most frequently repeated metaphor related to the lesson was “the love of Allah” metaphor. It was determined that the metaphors produced in the category of the lesson of Religious Culture and Moral Knowledge were gathered in 6 categories and the category with the highest frequency was the category of “Peaceful lesson”. Regarding the teachers of Religious Culture and Moral Knowledge, it was found out that the participants produced 52 metaphors and the most frequently repeated metaphor related to the teacher was the metaphor of “Hoca” (teacher). The metaphors produced for the teacher of Religious Culture and Moral Knowledge were gathered in 7 categories and the category with the highest frequency in these categories was “the Peaceful Teacher” category.Metaphors produced in relation to the lesson of Religious Culture and Moral Knowledge can be considered as snapshots of the aims, content, learning-teaching processes and measurement-evaluation activities of the lesson. The metaphors produced about the lesson can determine the direction of the attention of preparers and decision makers in these subjects by pointing to the importance of the lesson, the importance that the student attach to the lesson, their emotions towards the lesson, the students' interests and expectations of the lesson. Metaphors produced by students in this study can be evaluated as answers given to the question of “what kind of lesson?” Metaphors produced about the teacher of Religious Culture and Moral Knowledge are important tools that reveal who the teachers are, where they stand, how they teach and how they are defined. The metaphors produced by the students can be considered as definitions from another point of view, which will enable the teacher to recognize himself/herself in many ways and to recognize him/herself more impartially. In this study, metaphors produced by the students can be evaluated as answers to the question “what kind of teacher?” When the results of the research are evaluated as a whole, it is seen that the 4th grade students' metaphors about the lesson and teacher of Religion Culture and Moral Knowledge are generally positive. In this context, it can be said that the students have positive perceptions and thoughts about the lesson and the teacher. The less negative metaphors and explanations show that the students also have negative feelings and thoughts about the lesson and the teacher. Considering the fact that students' positive feelings and thoughts about the lesson and the teacher have a significant effect on the success of the students, precautions should be taken to eliminate negative perceptions of the students by evaluating the negative metaphors about the lesson and the teacher of Religious Culture and Moral Knowledge in detail. (shrink)

Metastasis is one of the clinical parameters that has a strong negative influence on the prognosis of cancer patients. In recent years, significant advances have furthered our understanding of this process at the molecular and biological levels. This paper will discuss recent discoveries relating to the earliest, intra‐tumoral stages of metastasis in cancer cells, specifically focusing on: (i) the development of metastatic traits during primary tumorigenesis; (ii) intrinsic and extrinsic cancer cell programs associated with malignant traits; (iii) the intra‐tumoral migration (...) patterns of cancer cells and the dynamic roles played by the Rho/Rac GTPases and epithelial‐mesenchymal transitions in this process; and (iv) the genetic strategies used by metastatic cancer cells to promote intra‐tumoral cell migration and their subsequent escape to peripheral tissues. Finally, the therapeutic and diagnostic relevance of this information will be discussed, as well as potential future developments. (shrink)

The paper sets out to give in broad outline a comprehensive interpretation of some features of the Derveni text. In some important issues, this text should be seen in the context of the fourth century, rather than the late fifth century. Unfortunately, this 4th c. BCE literature has disappeared almost without a trace, the best characterization of this literature we have is in Plato’s polemical descriptions, most particularly, the one he puts forth as a refutation of different forms of atheism (...) in Laws X.Although on some issues the Derveni author holds theses similar to the ones criticized by Plato, on his physical exegesis of the Orphic poem the world is the result of the teleological action of the divine intellect. Moreover, it is part of this very order that it is providential, and that within this providential order human beings have their place and are provided for. Moreover, the order that Zeus brings about is not only a wise and providential physical order, but also a just order which is maintained by Zeus in such a way that every wrong is set right.Setting out the stages of the teleological activity of the divine intellect, during which the divinity bears different names, the paper closes with some considerations about the extent of the Derveni text, suggesting that it may well be plausible to assume that the author’s text could come to an end on a single roll. (shrink)

This study examined academic and instructional effects of history fair participation on English Language Learners (ELLs). The exhibition preparation process included inquiry-based pedagogy to increase bilingual students’ social studies knowledge. The Bilingual History Fair required recent immigrant, 4th–12th grade students to explore community and immigration through oral history research projects. The mixed-methods data collection process involved a survey of 37 teacher participants, two teacher focus group interviews, and pre- and post-data collected from 149 student participants. Student involvement in the history (...) project expanded student learning and understanding of historical concepts. Through this initiative, teachers validated the students’ languages, cultures, and life experiences of their families. The student-to-teacher interactions and the employed targeted instructional strategies were “key methods to moving ELLs toward a stage of historical thinking that will have a measurable impact on student progress in the social studies” ( Salinas, Franquiz, & Guberman 2006, p. 207 ). The findings demonstrate that “teaching social studies that matters to ELLs is an achievable goal” ( Cruz & Thornton, 2009, p. 274 ). The process enhanced the self-concept and efficacy of the students and their sense of place in their schools and communities. (shrink)

The existence of extensive written communications between Verdi and his librettists should have prompted scholars to prepare editions of the correspondence and to analyze its meaning and implications. Only rarely can we participate directly in the formative stages of an opera, and available material such as the correspondence between Richard Strauss and Hugo von Hofmannsthal is invaluable.1 Obeisance, at least, has been done to Verdi's correspondence. Alessandro Luzio calls the letters of Verdi to Antonio Ghislanzoni, "versifier" of Aida , "the (...) most marvelous course in musical aesthetics in action." Yet, for no opera do we have available a complete editions of the surviving letters between Verdi and a librettist. · 1. Willi Schuh, ed., Richard Strauss - Hugo von Hofmannsthal: Briedwechsel, 4th ed. . An English edition, made from an earlier German edition with many omissions, was published as A Working Friendship: The Correspondence between Richard Strauss and Hugo von Hofmannsthal, trans. Hans Hammelmann and Ewald Osers . Philip Gossett is the general editor of the critical edition of the works of Rossini and author of numerous articles on Renaissance music, Italian opera, Beethoven, and musical theory. (shrink)

The religious and philosophical doctrine of L. Silenko is the canonical basis of the doctrine of the religious organization of the Sons and Daughters of Ukraine of the Native Ukrainian National Faith in the Western Diaspora and religious organizations that emerged on the basis of RUNVira in independent Ukraine. This doctrine became final in the early 1980's and is in this form the most famous in modern Ukraine. RUNVira is the most studied denomination of the Ukrainian denominational religious movement in (...) the diaspora. (shrink)

Ancient Confucianism and Daoism are distinct streams of thought, their differences stark at times. But they emerge from and flow through a shared cultural context and historical time. Certain common assumptions are to be found in each, and distinguish both from Western ways of thinking. This chapter considers the particulars of these two ancient Chinese perspectives, and the ways in which they differ from one another. The three key concepts of Confucianism include: humanity, duty, ritual. The Confucian worldview (...) includes many ideas and principles but these offer a starting point. The chapter recognizes Daoism's playful ambiguity and discusses the three concepts: Way (Dao), integrity (de), and non‐action (wuwei). (shrink)

Drawing from the Boulding''s (1956) framework for general systems theory, the need to employ richer paradigm in the study of organizations (Pondy and Mitroff, 1979) is reiterated. It is argued that a better understanding of organizational ethical behavior is contingent upon viewing organizations as symbol processing systems of shared language and meanings. Further, it is proposed that organizations, like individuals, develop into collectivities of shared cognitions and rationale, over a period of time. The study adapts Kohlberg''s (1983) model of moral (...) development to examine if organizations can be viewed as passing through different stages of moral development depending on the type of moral reasoning employed to explain their behaviors in the face of ethical crises. Several cases raising questions about the ethics of corporate behavior were researched. An instrument entitled Organization Response Analysis was constructed using statements made by various spokespersons representing five of these organizations. The instrument was administered to 246 graduate and undergraduate students of business (N = 246). Results indicated a great degree of concurrence among respondents of differing genders, levels of education and work experience in determining the stages of moral development of organizations. Limitations of the current study and implications for future research and practice are discussed. (shrink)

The highest goal of classic Confucianism was to contribute to the realization of a humane world. As means toward such a realization, it advocated rational methods, particularly logic, experience, and critically rational discourse. Thus, classic Confucianism reflected the view that rationality is more favorable to humanity than non-rationality. Today, classic Confucianism would belong to those schools which argue against the popular inclination toward mysticism and sectarianism, - an inclination widespread in the «West» and often defended by hinting (...) at alleged evidence from «Eastern» cultures. Above all else, it is with such points that Confucianism proves its relevance. In advancing and defending this thesis, Aspects of Confucianism suggests, contrary to a widespread opinion, that we can learn a great deal from such obvious cultural commonalities as the basic features of a universal rationality, that obvious commonalities are by no means uninteresting, and that their description and appreciation is not necessarily an expression of a cultural bias. (shrink)

This study investigates the educational thought of Confucius with focus on the educational relationship in the Analects, which is a historical text that defines the foundations of Confucianism. The first part of the investigation examines Confucius’ concept of the educational relationship and how it is characterized with a dialogical spirit, which consists of worldly and secular human-orientedness, co-existentiality as a fundamental principle for educational practice, and dialogue to become an ideal ruler through self-discipline. The second stage of this (...) study further examines the spirit of dialogue in the Analects with consideration of its historical–cultural context. Through this process, the study unravels the historical and cultural limitations of original Confucian educational thought for modern society and proposes a possible way to reengage Confucius’ educational value in today’s modern educational context. (shrink)

The idea that love changes who we are is widely shared, and has been mostly explored from a stance in the middle stage of love (i.e., when people already love each other). But how do we get there? And what happens when love ends? In this chapter, I explore how self-understanding may be shaped in different ways at different stages of love through the notions of narrative and existential feeling. As I will argue, love gains narrative momentum at the (...) beginning, which is maintained during the middle, and ultimately extinguished at the end. This momentum is triggered and later sustained by the existential feeling that ‘things make sense’, which keeps the lovers oriented towards each other. (shrink)