The death anxiety is one of the leading existential problems. Religiosity, on other hand, plays an important role in coping with death anxiety. However, studies on the relationship between death anxiety and religiosity have revealed conflicting results. The primary purpose of this study is to evaluate the relationship between religiosity and death anxiety and to identify possible causes of conflicting results. The study used a systematic review method to examine both correlational and experimental studies. The studies reviewed draw attention to (...) two important results. First, although there are generally inconsistent relationships between religiosity and death anxiety, especially intrinsic religious orientation is negatively associated with death anxiety. Second, mortality salience increases the religious beliefs of the religious while producing inconsistent results for the nonreligious. On the other hand, these studies have some critical limitations. One of these limitations, the measures of religiosity and death anxiety used in studies wide variety, and their reliability and cross-cultural validity can be problematic. Implicitly measuring religiosity and death anxiety can help solve this problem. Another limitation is that the experimental studies were very few and those that did were mostly done with participants from the Judeo-Christian religious tradition. Therefore, there is a need to conduct studies (especially experimental) from different religious and cultural traditions to overcome this limitation. The current review is essential to have better understanding the relationship between religiosity and fear of death and guiding future studies. (shrink)

An examination of the Oxford group of the followers of John Hutchinson , the self-taught Hebrew scholar, natural philosopher and cosmologist, provides insights into the change in the movement that bears his name. Hutchinsonians who studied at Oxford, like George Horne , William Jones and Alexander Catcott , first adopted Hutchinson's ideas in much the same uncompromising form as the earliest followers of Hutchinson had done. However, later on, we see an effort by members of this Oxford group to moderate (...) the profile of the movement. They gradually developed a sense of the need to embrace a more generalised orthodoxy instead of pursuing at all costs their own esoteric defence of the Trinity. They also began to soften what had been their sometimes patronising, sometimes aggressive attitudes to those not convinced of Hutchinson's brilliance and sufficiency. The realisation among this Oxford group that a full-blooded Hutchinsonian system was on the margins of orthodox thinking led them to develop a more integrated approach which arguably contributed to the gradual breakdown of Hutchinsonianism as a coherent body of thought. (shrink)

The importance of Hebraic studies as part of the eighteenth-century Enlightenment debate can hardly be overestimated. The question of the authority of the Books of Scripture forced intellectuals in England to revisit the language of the Old Testament text. The agenda of the Hutchinsonians here was to highlight the Old Testament's Trinitarian elements, as they saw them. The controversy over the etymology of the word Elahim illustrated that the Hutchinsonians were the young Turks of orthodoxy in the fight between fideism (...) and rationalism. It also demonstrated the problem the Hutchinsonians represented for those who would otherwise be their Trinitarian allies. (shrink)

SummaryThe Fair Intellectual Club was the earliest female intellectual sociability on record in Britain in the eighteenth century. A study of the club provides insights into the motivations for founding such a society. The reading list of the club contains some twenty pamphlets on a variety of subjects including the education of both sexes, friendship and moral issues. The particular question in mind while assessing these materials will be, as far as this club is concerned, what kind of philosophical understanding (...) of sociability inspired these ladies. The Fair Intellectual Club also provides a platform for discussion of questions about the identity, the responsibility, and the gender of learned persons, in addition to their role as active agents in the production of knowledge in the eighteenth century. (shrink)

A study of the Hutchinsonian interests of John Wesley shows that the founder of Methodism over a long period had a recurrent engagement with this predominantly High-Church Anglican combination of Physics and Theology. The argument of this paper is that Wesley had several reasons to take an interest in Hutchinsonianism. Firstly, Wesley was dissatisfied with the systematisation of Newtonian Cosmology, in the form of Newtonianism, in its ambitions to be a scientific paradigm that tried to explain everything in its own (...) terms. Hence Hutchinsonianism seemed to Wesley a promising alternative, and a refreshing approach to Natural Philosophy. What also interested him was the Hutchinsonian approach to biblical interpretation, heavily based on the unpointed Hebrew text of the Old Testament. By throwing into question the conventionally accepted vowel-pointing of the Old Testament text, Hutchinson and his followers had potentially opened up a rich vein for reinterpretation. While Wesley, in general, questioned a scriptural monopoly over cosmology, he was at the same time a Lockean sensationalist who believed that the human capacity to attain any kind of knowledge, let alone divine knowledge, was limited, thereby leaving an important role for the written divine revelation contained in the bible. Lastly, although Hutchinsonianism appealed mostly to certain High Church Anglicans, its attractions did extend across boundaries between different forms of Anglicanism and even to different denominations, because in many ways these different groups had common philosophical concerns in the eighteenth century. Wesley's constant evocation of Hutchinsonian teachings throughout his life, which will be illustrated through an investigation of his correspondence, journals and published works, stemmed from his struggle to negotiate his understanding of the cosmos and of the Old Testament's account of it, and from his perception that Hutchinsonian ideas represented a similar effort. ☆ A preliminary version of the paper was read at An International Conference at the University of Manchester on John Wesley: Life, Legend and Legacy 15–18 June 2003. (shrink)

It has always been a matter of curiosity what kind of information art, which is far from ordinary and untouchable, provides people. Confronting a person with an art object means looking at the window of a world different from the world of daily routines, with his head stuck out. We can describe this world as magical in a romantic way. This magic arises from the difference in the functioning of perception, interpretation and judgment processes, which the person confronted with an (...) art object has difficulty in explaining to himself from time to time. Because the acquisition of perception in the world of routines and the acquisition of perception from the art object are different in terms of the functioning of mental processes... (shrink)

Today, humanity is trying to turn the artificial intelligence that it produces into natural intelligence. Although this effort is technologically exciting, it often raises ethical concerns. Therefore, the intellectual ability of artificial intelligence will always bring new questions. Although there have been significant developments in the consciousness of artificial intelligence, the issue of consciousness must be fully explained in order to complete this development. When consciousness is fully understood by human beings, the subject of “free will” will be explained. Therefore, (...) human consciousness should be re-examined and perceptions that we are not aware of from a philosophical point of view should be examined. The relevance of the perceptions we do not realize to the unconscious, and finally the impact on consciousness goes back to the sources of philosophy. Hegel, in particular, we may find information about these perceptions unusual. Consciousness cannot be separated from the unconscious. Consciousness should be rethought in the context of memory models and unconscious in this sense. Seeing how Hegel's human cognition acts, especially in Hegel's perception, raises the unconscious question again. If we expect something different from an artificial intelligence, we need to rethink the artificial cognitive model. This paper argues that without the unconscious component of artificial intelligence, it cannot approach human cognition. -/- Key Words: Artificial Intelligence, Creativity, Memory, perception . (shrink)

An aesthetic object should be understood and analyzed by the subject in accordance with its object characteristics, except that it is the subject of the subject. In this sense, the aesthetic object, rather than just an object, has all the cognitive characteristics of its artist. The aesthetic subject faces these cognitive characteristics. The perception-perception structure of the subject and the reciprocity relation with the object are examined in this thesis study in order to perceive the aesthetic object correctly and to (...) judge about it. This study is also a study of what the subject can perceive in terms of their perception and interpretation abilities. Additionally, such an approach will enrich the perception-based aesthetic perspectives in the focus of discussions in the philosophy of art. (shrink)

The aesthetic creation experience surpasses the regular known form of aesthetic subject-object relationship. It is unfortunately not sufficient to approach the problem in terms of sustaining subject and/or object side in this relation. However, the classical explanation of arts consider the relation according to one-sided approach(es). It is known that the fundamental approaches of aesthetics in the history of philosophy can be reduced to epistemological, ontological or ethical divisions. The contemporary approaches in aesthetics are in need of psychological theories as (...) much as they require philosophical holistic outlook. (shrink)

Since its existence, art objects have always been different from other objects in terms of perception and interpretation and have preserved their mystery for both the artist and the audience. This mystery was tried to be supported by various theories by the artist and the audience, and defined and defined with concepts such as spiritual development, spirituality and intuition. There is an ambiguity especially regarding intuition. The concept of intuition seems to be trapped in a bridge between the physical world (...) and the superphysical world. The concept of intuition has been interpreted together with the teachings of Theosophy and Buddhism and turned into an educational theory in today's art-based studies. In our age, interpretations beyond reality are increasing and unfortunately faced with the danger of losing the ground of reality. Art is a type of knowledge and knowing. Due to this feature, the compatibility of surreal discourses with this type of knowledge is discussed in this article, and on the other hand, it is tried to show how concepts such as synesthesia and intuition become possible on the basis of reality, based on the artistic experiences of world-famous artists. (shrink)

This study was conducted to gain opinions about euthanasia from nurses who work in intensive care units. The research was planned as a descriptive study and conducted with 186 nurses who worked in intensive care units in a university hospital, a public hospital, and a private not-for-profit hospital in Adana, Turkey, and who agreed to complete a questionnaire. Euthanasia is not legal in Turkey. One third (33.9%) of the nurses supported the legalization of euthanasia, whereas 39.8% did not. In some (...) specific circumstances, 44.1% of the nurses thought that euthanasia was being practiced in our country. The most significant finding was that these Turkish intensive care unit nurses did not overwhelmingly support the legalization of euthanasia. Those who did support it were inclined to agree with passive rather than active euthanasia (P = 0.011). (shrink)

Scientific thought and its burdens is a book to search for the ways in which science has been understood in history and the way we conceive it today. It argues that every human phenomenon has certain mental frameworks through which it is manifested. Then it raises the question: through which mental frameworks is science manifested? First of all, science is a cognitive activity and as such it is an attempt to acquire knowledge of certain objects or phenomena around us. In (...) that case, it must have an epistemological framework, which is developed in this book as the epistemology of science; then, it is an activity carried out by a community of scholars and their students in an uninterrupted chain of tradition. This gives us the sociological framework. Based on these fundamental frameworks, i.e. the cognitive and sociological approach, the concept of science is defined. Due to the lack of a satisfactory epistemological and sociological framework, taken together, many crucial concepts, such as scientific process, scientific consciousness and worldview, concerning the rise and development of science within a civilization has not adequately been explained. This book thus brings a fresh understanding of sociological concepts concerning science, such as scientific community and tradition. Sufficient material is brought in from the history of science unfolding itself within three civilizations; Greek, Islamic and Western, in order to vindicate the framework in which scientific thought in these communities emerged. (shrink)

While, in some professions, the gender balance seems to be changing in the direction of equality, the participation of males in early childhood education has not expanded because of stereotypical perceptions of this occupation, low salaries and status, and fear of being accused of sexual abuse. Males may make important contributions to the field of early childhood education as well as female teachers. Male teachers could provide support for children as nurturing adults. It is critical to improve the perceptions about (...) gender?related issues in the profession of early childhood education. This study aimed to explore the perceptions and thoughts of male students. Five main categories were identified: attitudes towards male teacher identity; the advantages and disadvantages of being a male teacher; the future positions of male teachers and their future plans related to their job. The main issue was the identification and perception of early childhood teaching as ?women?s work? (shrink)

This work is intended to be a textbook for the fundamentals of theoriesand methods in the social sciences and the humanities. Along with theknowledge of the existing theories and methods, this book will provide theanalytical tools that will help the reader comprehend the hidden assumptionsand philosophical underpinnings from a comparative and critical perspective.More precisely, this book aims to introduce not only theories and methods butalso the worldviews from which they emerge and the paradigms that they arerooted in. Crystallizing the ontological, (...) epistemological and methodologicalcategories in mind, this book will also help the reader be consistent in researchquestions, methods and conclusions... (shrink)

“Jesus” constitutes the main element of Christian life. Therefore, Christianity is perceived as a Jesus-centered religion. This perception, from the birth of Jesus to his resurrection, clearly reveals itself both in the Christian faith, Christian worship and Iconography. Because, according to Christians, the birth of Jesus is the beginning of the salvation of mankind. The birth of Jesus, which contains a process, was celebrated as a Christmas Festival in Christianity. Christmas is a combination of the words “Noiono, Noio, Neos” and (...) the concepts “hed, hel, Helios”. These words mean “first day, new day of the month” or “new sun”. Today, Christmas has an important place in Christian life as folkloric. In this component, Santa Claus, pine tree and turkey have an important role. The birth of Jesus was reflected in iconography. The birth scene of Jesus was included in the iconography, and it was one of the icons of the twelve yortou (dodekaorthon). In this context, icons are important (especially for Orthodox Christians). The concept of icon comes from the Greek words “eikon, eikein”. In the iconography the birth of Jesus have the birth of Mary, the visit of Elizabeth, the dream of Joseph and the angel to Joseph, the census, the birth of Jesus, the good news of the shepherds and the worship of Kings. The concepts related to icons within these stages were analyzed. In this article, the importance of birth of Jesus in Christian life and iconography is revealed. Then, the birth of Jesus as a holiday has been discussed. And this birth was interpreted in iconographic terms. (shrink)

Metamodernism, which is used synonymous with post-postmodernism or neo-modernism, has come forward in response to postmodernism and the emerged crises, instabilities, and uncertainties in all areas of this epoch. Metamodernism is a perspective situated epistemologically with modernism, ontologically between modernism and historically beyond modernism. It seeks an oscillation between modernism and postmodernism with mediating between them and responding to existing cultural modes. Thus, metamodernism is a paradigm beyond modernism and postmodernism, trying to explain today’s cultural and intellectual developments which are (...) not sufficiently criticized by modernism nor postmodernism. This paper questions and discusses the understanding of this paradigm and its reflections on education, school leadership, and schooling in the Nordic countries. By reviewing education related reports, survey reports, books and articles about these countries, comprehending their philosophy of education throughout the years, and analyzing the ongoing educational developments, the main notion of metamodernism and its influences on schooling, leadership implications, classroom activities and research in education are focused on this paper. (shrink)

Metamodernism, which is used synonymous with post-postmodernism or neo-modernism, has come forward in response to postmodernism and the emerged crises, instabilities, and uncertainties in all areas of this epoch. Metamodernism is a perspective situated epistemologically with modernism, ontologically between modernism and historically beyond modernism. It seeks an oscillation between modernism and postmodernism with mediating between them and responding to existing cultural modes. Thus, metamodernism is a paradigm beyond modernism and postmodernism, trying to explain today’s cultural and intellectual developments which are (...) not sufficiently criticized by modernism nor postmodernism. This paper questions and discusses the understanding of this paradigm and its reflections on education, school leadership, and schooling in the Nordic countries. By reviewing education related reports, survey reports, books and articles about these countries, comprehending their philosophy of education throughout the years, and analyzing the ongoing educational developments, the main notion of metamodernism and its influences on schooling, leadership implications, classroom activities and research in education are focused on this paper. (shrink)

Metamodernism, which is used synonymous with post-postmodernism or neo-modernism, has come forward in response to postmodernism and the emerged crises, instabilities, and uncertainties in all areas of this epoch. Metamodernism is a perspective situated epistemologically with modernism, ontologically between modernism and historically beyond modernism. It seeks an oscillation between modernism and postmodernism with mediating between them and responding to existing cultural modes. Thus, metamodernism is a paradigm beyond modernism and postmodernism, trying to explain today’s cultural and intellectual developments which are (...) not sufficiently criticized by modernism nor postmodernism. This paper questions and discusses the understanding of this paradigm and its reflections on education, school leadership, and schooling in the Nordic countries. By reviewing education related reports, survey reports, books and articles about these countries, comprehending their philosophy of education throughout the years, and analyzing the ongoing educational developments, the main notion of metamodernism and its influences on schooling, leadership implications, classroom activities and research in education are focused on this paper. (shrink)

Arts and Humanities in Higher Education, Volume 21, Issue 2, Page 139-157, April 2022. This article examines the pedagogical potential and challenges of the design jury as an assessment method from the perceptions of the tutor/jury member and the design students. It aims to gain an understanding of the factors that create opportunities for, and barriers to, the promotion of learning in the design jury. It inquires the possible contributions of the jury into formative evaluation processes in design education. The (...) results show that the communication modalities, and the evaluation criteria influence the way tutors and students perceive design jury as a pedagogical method. While the hierarchy between the jury member and the student creates a barrier to constructive feedback, a balance between formative and summative evaluations is essential in the design jury. Transparency of evaluation criteria decreases design students’ concern for grade. The design jury could also serve for formative evaluation. A student-centred approach to design jury engenders experiences of deep learning. (shrink)

The meaning of most words in language depends on their context. Understanding how the human brain extracts contextualized meaning, and identifying where in the brain this takes place, remain important scientific challenges. But technological and computational advances in neuroscience and artificial intelligence now provide unprecedented opportunities to study the human brain in action as language is read and understood. Recent contextualized language models seem to be able to capture homonymic meaning variation (“bat”, in a baseball vs. a vampire context), as (...) well as more nuanced differences of meaning—for example, polysemous words such as “book”, which can be interpreted in distinct but related senses (“explain a book”, information, vs. “open a book”, object) whose differences are fine‐grained. We study these subtle differences in lexical meaning along the concrete/abstract dimension, as they are triggered by verb‐noun semantic composition. We analyze functional magnetic resonance imaging (fMRI) activations elicited by Italian verb phrases containing nouns whose interpretation is affected by the verb to different degrees. By using a contextualized language model and human concreteness ratings, we shed light on where in the brain such fine‐grained meaning variation takes place and how it is coded. Our results show that phrase concreteness judgments and the contextualized model can predict BOLD activation associated with semantic composition within the language network. Importantly, representations derived from a complex, nonlinear composition process consistently outperform simpler composition approaches. This is compatible with a holistic view of semantic composition in the brain, where semantic representations are modified by the process of composition itself. When looking at individual brain areas, we find that encoding performance is statistically significant, although with differing patterns of results, suggesting differential involvement, in the posterior superior temporal sulcus, inferior frontal gyrus and anterior temporal lobe, and in motor areas previously associated with processing of concreteness/abstractness. (shrink)