This article examines the extent to which ethno-religious conflicts have affected sustainable development in Nigeria. The destruction of lives and property by reckless ethnic and religious extremists has been a challenging key factor to sustainable development in Nigeria. This article aims to reflect on the ethno-religious conflicts in Nigeria from an epistemological point of view, ascertain the major causes of these conflicts and seek solutions to address the root causes. The article concludes that religious intolerance among Nigerians from different religious (...) groups is the result of the misinterpretation of religious teachings of the leaders of terrorist groups to their followers and that ethno-religious conflicts in Nigeria affect sustainable development as they lead to loss of lives and destruction of property, among others. It is also indicated that the effects of ethno-religious conflicts in Nigeria lead to an increase in the unemployment rate, withdrawal of foreign investments and education imbalance. The article concludes by arguing that ethnicity and religious crises are unhealthy for the nation’s sustainable development and that no price paid in the direction of resolving these conflicts can be considered to be too much. It is recommended that religious leaders form the minds of Nigerians with the teaching of love and peace, as it is proclaimed in their various religious books and beliefs.Contribution: This article brought to light the major factors instigating continuous ethno-religious conflict in Nigeria that has led to much social unrest. Theological reflection of the influence of religion in promoting peaceful coexisting environment was analysed. This work would be of immense benefit to religious bodies, government, civil society and students. (shrink)

This paper details the implementation of the Clinical Ethics Needs Assessment Survey (CENAS) through a pilot study in five units within Hamilton Health Sciences. We describe how these pilot sites were selected, how we implemented the survey, the significant results and our interpretation of the findings. The primary goal of this paper is to share our experiences using this tool, specifically the challenges we encountered conducting a staff ethics needs assessment across different units in a large teaching hospital, and (...) the facilitators to our success. We conclude with a discussion of the limitations of this study, our plans for using the results to develop a proactive ethics education strategy, and suggestions for other organizations wishing to adapt the CENAS to assess their staff ethics needs. Our secondary goal is to advance the “quality agenda” for ethics programs by demonstrating how a tool like the CENAS can be used to design more effective educational interventions, and to support strategic planning and proactive priority-setting for ethics programs. (shrink)

This article explores the relation of serious theoretical reflection to effective teaching and practice. The article explores the curiosity of the human person as a foundation to Peace Studies. It also attempts to show that the neglect of that curiosity contributes to the growing conflict in human affairs as well as a consistent conflict in Peace research and Peace Studies. The article offers a Socratic pedagogy to teaching Peace Studies that would highlight the foundation of (...) class='Hi'>Peace Studies as human curiosity. In this process the fragmentation of the researcher, teacher and student’s own quested natures are challenged to reform. (shrink)

I address an argument in value theory which threatens to render nonsensical many debates in modern ethics. Almotahari and Hosein’s :1485–1508, 2015) argument against the property of goodness simpliciter is presented. I criticise the linguistic tests they use in their argument, suggesting they do not provide much support for their conclusion. I draw a weaker conclusion from their argument, and argue that defenders of goodness simpliciter have not responded adequately to this milder conclusion. I go on to argue that moral (...) philosophers ought to abandon the property of goodness simpliciter and focus their attention on the property of being a good state of affairs. I defend this property against Almotahari and Hosein’s criticism, and give reasons to think it is at the heart of moral theory. (shrink)

Nigeria’s high rate of insecurity has reached a stage where people’s safety is no longer guaranteed. This article examines the extent to which the current high rate of insecurity in Nigeria has affected sustainable development in the country. The increasing insecurity situation is now in a state where kidnapping has become the norm, and destruction of lives and property has become a daily reoccurrence, affecting all efforts to achieve sustainable development in Nigeria. This article aims to reflect on some of (...) the recent cases of insecurity in Nigeria to ascertain the major implication of these insecurities on education, religion and the economy, and seeks ways to curb the insecurity menace in Nigeria. It is also indicated that religion has been used to incite the perpetrator’s action as various terrorist groups misinterpret the religious texts to justify their actions. The article concludes by arguing that religion can provide the needed coherence and social control needed to fight insecurity in Nigeria jointly, and once the difference in diversity is handled through cohesion and the social control function of religion, all stakeholders will be able to unite and fight insecurity off from the society. It therefore recommends that religious leaders should form the minds of Nigerians with the true contextual meaning of the religious text used to instigate insecurity.Contribution: This article highlighted the major implications of insecurity on education, poverty and the economy, which have greatly affected development in Nigeria. The article brings to light a theological reflection of the role religion can play in providing the coherence and social control needed to jointly fight insecurity in Nigeria. This work would greatly benefit religious bodies, government, civil society and students. (shrink)

This paper explores the effects of performativity on the culture of a Scottish secondary school, Lochview High School. This is set against a backdrop of the Scottish education policy context which in recent years has been heavily focused on reducing the poverty-related attainment gap, namely through the Scottish Attainment Challenge (SAC). The analysis of the empirical data is supported by a cultural and ecological framework which emphasises the interwoven and complex nature of the school system. In particular, the paper provides (...) a critique of accountability and performative agendas which often run counter to other national agendas, such as the SAC. Through observations, staff interviews (teachers and senior management), and student interviews, task-based activities and group discussions, the data suggests performative and accountability measures are inextricably woven through the education system within which Lochview is situated. Despite this, Lochview provides a case study of a school which successfully navigates competing agendas. However, it is not without its struggles, but the school community often finds rewards and benefits in the positive school culture which develops as a result of responding to the local community’s needs. (shrink)

The issues of tithes and seed sowing have taken a central focus in contemporary Christianity in Nigeria among the preachers. Many a time, it is assumed that tithes and seed sowing are requirements for salvation, prosperity and total well-being of the members. Making many to believe that Christianity is a money-venture business one can succeed if he knows how to hoodwink the gullible. Many have been deceived that by parting with a substantial amount of money in the name of sowing (...) seed, their problems would be solved. Unfortunately, the person’s problem may remain the same or even be compounded. This paper evaluates the activities, attitude and their inordinate ambitions. It examines the impact of tithe and seed sowing on Christianity in Nigeria. The research method adopted for this work is the qualitative phenomenological method. The paper observed that the value of tithe and seed sowing has changed from what is prescribed in the bible to what is preached on the pulpits. The study recommends among other things, that these preachers should preach the gospel with decorum and as it were in the bible so that its influence on Nigerians will bring about a reduction in crime, corruption and other immoral activities in Nigeria. Contribution: The article is focused on the issues of tithes and seed sowing. It underscores the fact that the message of tithe and seed sowing has become a means of siphoning members and enriching the preachers. It further reveals its negative and positive impacts such as, the promotion of corruption and fraud in the church and society, contribution to the decline of morality in the church and the society, increasing crime rate and increasing poverty rate in Nigeria among others. (shrink)

Scholarly critiques of the just war tradition have grown in number and sophistication in recent years to the point that available publications now provide the basis for a more philosophically challenging Peace Studies course. Focusing on just a few works published in the past several years, this review explores how professional philosophers are reclaiming the terrain long dominated by the approach of political scientist Michael Walzer. On center stage are British philosopher David Rodin’s critique of the self-defensejustification for war (...) and American philosopher Andrew Fiala’s skeptical assessment of the just war tradition in its entirety. Also considered is a collection of more narrowly focused critiques by philosophers and some highly relevant extra-philosophical studies regarding the social interconnections between authority and violence. (shrink)

In an attempt to learn from COVID-19, this essay features six responses to the question: what did COVID-19 teach us, expose in us, or purge out of us when it comes to spiritual formation in Christ? Each response was written independently of the others by one of the coauthors. Diane J. Chandler focuses in on how COVID-19 exposed grievous inequities for ethnic groups in the American church and broader society. Kelly M. Kapic reminds us of the goodness of human finitude (...) and how COVID restrictions have forced many of us to embrace our limitations. Siang-Yang Tan reflects on eight lessons he has learned during this pandemic year in his role shepherding a local church. James C. Wilhoit calls us to consider the structures that are needed for local church leadership to make wise and godly decisions in times of crisis. Richard Peace draws our attention to what might be learned from the forced monasticism brought about by COVID-19 quarantines. Finally, Ruth Haley Barton pauses to consider the interdependence of human life that has been dramatically illustrated by this pandemic. While these six responses certainly do not exhaust all there is for the church to learn from COVID, we present them in the spirit of “O Lord, teach us what we do not see” and hope they will inspire your own reflections. (shrink)

Conflicts are commonplace in human relationships. The Bible is replete with narratives and proverbial statements which border on conflict scenarios and conflict resolution strategies. Conflict cannot be severed from relationships between biological brothers and sisters, Christians, friends, colleagues and husbands and wives. In this qualitative study, the researchers examined the menace 'conflict between husbands and wives'. There is no husband and wife relationship which is devoid of disputes and conflicts. In husband and wife relationship, conflict situations could arise from (...) lack of sexual discipline, lack of sexual satisfaction, finance, lack of communication and other areas. The thrust of this article was to examine conflict resolution principles in the light of biblical proverbs. Biblical proverbs refer to concise and wise sayings in the Bible, which give pieces of advice about everyday life. This article utilised the descriptive research methodology to analyse the primary and secondary data. The major finding of this work are numerous biblical proverbs which are veritable means for resolving conflicts between husbands and wives. CONTRIBUTION: The article brought to fore the major factors which lead to conflict between husbands and wives. The authors exegetically studied the chosen proverbs in order to ascertain its relevance to conflict situations. The major contribution of this article is that the messages of certain proverbs in the Book of Proverbs are very useful in resolving conflicts between husbands and wives. (shrink)

ABSTRACT The aim of this study is to determine how stakeholder engagement can be adapted for the conduct of COVID‐19‐related clinical trials in sub‐Saharan Africa. Nine essential stakeholder engagement practices were reviewed: formative research; stakeholder engagement plan; communications and issues management plan; protocol development; informed consent process; standard of prevention for vaccine research and standard of care for treatment research; policies on trial‐related physical, psychological, financial, and/or social harms; trial accrual, follow‐up, exit trial closure and results dissemination; and post‐trial (...) access to trial products or procedures. The norms, values, and practices of collectivist societies in Sub‐Saharan Africa and the low research literacy pose challenges to the conduct of clinical trials. Civil‐society organizations, members of community advisory boards and ethics committees, young persons, COVID‐19 survivors, researchers, government, and the private sector are assets for the implementation and translation of COVID‐19 related clinical trials. Adapting ethics guidelines to the socio‐cultural context of the region can facilitate achieving the aim of stakeholder engagement. (shrink)

The narrative approach to teaching Peace and Justice attempts to address the division between activists and church-goers that is often found on Catholiccampuses. The former, who advocate for social change, tend to regard religious faith as self-serving, while the latter, who emphasize community service, tend toregard activism as “radical.” By studying the life-stories of individuals whose contributions to the struggle for justice reflect the unfolding of a spiritual journey, students come to see that religious faith can be integral to (...) a life dedicated to social change. Barack Obama’s autobiography exemplifies the youth’s journey to self-acceptance which the theologian John Dunne identifies as the second of the four great tasks of an individual’s life. The stages of this journey involve breaking free of narcissism and what theologian Miroslav Volf calls “embracing” the other. (shrink)

Ilan Gur-Ze'ev and Education: Pedagogies of Transformation and Peace critically analyses and introduces the main ideas of Ilan Gur-Ze'ev, reflecting on their continuing theoretical and practical relevance for the field of education. This book offers an accessible, higher-level critical discussion on the thought of Ilan Gur-Ze'ev with an impressive breadth and contemporary focus. The book focuses on Gur-Ze'ev's 'counter-pedagogy' project, which brought him much attention and attempts to establish an alternative and non-dogmatic form of education. Gur Ze'ev's views go (...) against 'critical pedagogy' and 'neoliberalism', because while the former advocates achieving an utopia in which there is no oppression, the later defends the idea that 'wants and desires' need to be satisfied through a process of 'marketisation'. This book brings into notice Gur-Ze'ev's concepts of 'counter-education' and 'diasporic education' which seeks to pursue the truth in everyday life, rather than achieving a utopian goal, or the Promised Land. This unique and up-to-date monograph will be of great interest for researchers, academics and postgraduate students in the fields of philosophy of education, theory of education, peace education, Jewish education, neoliberalism, and sociology of education. (shrink)

Interdisciplinary courses on science, engineering and society have been successfully established in two cases, at Bilkent University, Ankara, Turkey, and at the University of Hamburg, Germany. In both cases there were institutional and perceptual barriers that had to be overcome in the primarily disciplinary departments. The ingredients of success included a clear vision of interdisciplinary themes and didactics, and the exploitation of institutional opportunities. Haldun M. Ozaktas in Ankara used the dynamics of an accreditation process to establish courses on engineering (...) and society. At the University of Hamburg the introduction of optional courses into all curricula allowed for the establishment of a seminar series on physics and society, as well as on peace education and peace building. Both of these approaches have a weakness in common: the courses can disappear once their initiators have left, unless the interdisciplinary themes are integrated into compulsory core curricula. (shrink)

Summary. Religious differences may rise and actually historically rose tensions and even wars. In the history, Christians also caused wars and were a threat to social integration and peace, despite the fact that Christianity is a religion of peace. God in Christians’ vision is a God of peace, and the birth of Son of God was to give peace «among men in whom he is well pleased». Although Christians themselves caused wars, died in them, were murdered (...) and had to fight, the social doctrine of Christianity is focused on peace. Also the social thought of the Roman Catholic Church strives to build peace. Over the years, the social teaching of the Roman Catholic Church was formed, which sees the conditions and foundations for peace. These are: the dignity of the human person, the natural law, human rights, common good, truth, freedom, love and social justice. The development of the Roman Catholic Church’s teaching on peace was contributed by popes of XX century: Pius XI, Pius XII, with high impact – John XXIII, Paul VI, Pope John Paul II and Pope Benedict XVI. After Pope Benedict XVI’s resignation, the most important role of the preceptor in the Church of Rome fulfills Francis – the pope from Argentina. Although his pontificate is not long, and teaching is not complete, but you can tell that he continues to build the social doctrine of the Roman Church in matters of peace through the development of so-called «culture of encounter». Based on selected speeches and letters of two years’ pontificate of Francis, the first figure of «culture of encounter» can be lined out as a way of preventing and resolving tensions in the contemporary world. Fundamentals of the concept of dialogue Francis created in the days of being a Jesuit priest and professor at Jesuit universities. He based it on the concept of Romano Guardini’s dialogue. Foundations of the look at the dialogue – in terms of Jorge Mario Bergoglio are strictly theological: God enters into dialogue with man, what enables man to «leaving himself» and enter into dialogue with others. Bergoglio dealt with various aspects of the dialogue: the Church and the world, culture and faith, dialogue between religions and cultures, dialogue inter-social and inter-national, dialogue rising solidarity and co-creating the common good. According to him the dialogue is a continuous task, not a single event; is overcoming widespread «culture of effacement» and «culture of fight» towards a «culture of encounter»; it releases from autism, isolation, gives strength and meaning of life, renews the ability to listen, lets looking at community in the perspective of the whole and not just selected units. As Bishop of Rome Jorge Mario Bergoglio continues and develops his idea of «a culture of dialogue and encounter». In promoting dialogue, he sees his own mission and permanent commitment imposed on him. He promotes the atmosphere – a kind of «music» – of dialogue, by basing it on emotions, respect, intuition, lack of threat and on trust. The dialogue in this sense sees a partner in each person, values the exchange always positively, and as a result it leads to making life ethical, bringing back respect for life and rights of every human being, granting the world a more human face. «Culture of encounter» has the power of social integration: it removes marginalization, the man is the goal not the means of actions, it does not allow a man to be reduced to a mere object, tools for profit or authority, but includes him into a community that is created by people and for their benefit. Society integrated in this way, constantly following «culture of encounter» rule, renews itself all the time and continually builds peace. All people are called to such building: believers and those who do not believe, all of good will. Also, the heads of state have in this effort of breaking the spiral of violence and a «culture of conflict» – both in economic and political dimension – big task and responsibility. Pope Francis reminded about this in a special letter to president of the Russian Federation Vladimir Putin on September 14, 2014 year. In the letter he wrote: «it is clear that, for the world’s peoples, armed conflicts are always a deliberate negation of international harmony, and create profound divisions and deep wounds which require many years to heal. Wars are a concrete refusal to pursue the great economic and social goals that the international community has set itself, as seen, for example, in the Millennium Development Goals. Unfortunately, the many armed conflicts which continue to afflict the world today present us daily with dramatic images of misery, hunger, illness and death. Without peace, there can be no form of economic development. Violence never begets peace, the necessary condition for development». On thebasis of the current teaching of PopeFrancisthe following conclusion can be drawn, thatthe key topeace in the worldin many dimensions- evenbetweenreligions–isadialoguedeveloped under «cultureof encounter». (shrink)

Peace encourages humans to eliminate the impulse of violence within themselves. Peace in students can drive the development of peace in their social environment. Educators should be able to play the role of peace educators to take part in creating true peace. This study aims to identify the attributes of peace educators through the life experiences of KH Ahmad Dahlan, as narrated in the novel Sang Pencerah (The Enlightener). This qualitative research employs the (...) hermeneutic approach. The research stages include overall understanding (whole), understanding of parts and obtaining an understanding of the underlying meaning. The results indicate that the attributes of peace educators, according to KH Ahmad Dahlan, include showing affection, being sincere, having a good attitude, performing practices aligning with the educators’ knowledge and teaching knowledge based on tolerance and empathy. Those attributes of peace educators can be used as a guide for developing the competencies of educators to encourage students to achieve peace-loving characters. This character supports the emergence of a culture of peace in their environment.Contribution: This research has contributed to the successful implementation of education through teachers who have the attributes of peace educators. The characteristics of peace educators based on KH Ahmad Dahlan are a reference for teachers to become educators who can create peace through school settings. (shrink)

In order to conquer and subjugate Africans, at the 1884 Berlin Conference, European countries dismembered Africa by carving her up into pieces and sharing her among themselves. European colonialists also antagonised Africans by setting up one ethnic African community against the other, thus promoting ethnic consciousness to undermine Pan-African consciousness. European powers also imposed their own “ethnic” languages, making them not only “official”, but also “international”. Consequently, as the Kenyan philosopher, Ngũgῖ wa Thiong’o, persuasively argues, through their ethnic languages, European (...) colonialists planted their memory wherever they went, while simultaneously uprooting the memory of the colonised. Cognisant of efforts in some South African institutions of higher learning to promote African languages for the purpose of promoting literacy in African languages, this article argues that while this exercise is commendable, ethnic African languages should be deliberately taught to “re-member” Africa and rediscover Pan-African consciousness. By doing this, African scholarship would be aiding Africans’ perennial and elusive quest for Pan-Africanism and the African Renaissance. Keywords: African Renaissance, Ethnic African Languages, Ethnic European Languages, European Colonialism, Pan-African Consciousness, Pan-Africanism. (shrink)

No fight over what gets taught in American classrooms is more heated than the battle over humanity’s origins. For more than a century we have argued about evolutionary theory and creationism (and its successor theory, intelligent design), yet we seem no closer to a resolution than we were in Darwin’s day. In this thoughtful examination of how we teach origins, historian Adam Laats and philosopher Harvey Siegel offer crucial new ways to think not just about the evolution debate but how (...) science and religion can make peace in the classroom. Laats and Siegel agree with most scientists: creationism is flawed, as science. But, they argue, students who believe it nevertheless need to be accommodated in public school science classes. Scientific or not, creationism maintains an important role in American history and culture as a point of religious dissent, a sustained form of protest that has weathered a century of broad—and often dramatic—social changes. At the same time, evolutionary theory has become a critical building block of modern knowledge. The key to accommodating both viewpoints, they show, is to disentangle belief from knowledge. A student does not need to believe in evolution in order to understand its tenets and evidence, and in this way can be fully literate in modern scientific thought and still maintain contrary religious or cultural views. Altogether, Laats and Siegel offer the kind of level-headed analysis that is crucial to finding a way out of our culture-war deadlock. (shrink)

Because the goal of reducing violence is nearly universally accepted, the uniquely prescriptive character of peace and conflict studies is rarely scrutinized. However, prescriptive pacifism in social psychological peace research (SPPR) masks a diversity of opinion on whether nonintervention is more effective in promoting peace than intervention to punish aggression, restore stability, and/or prevent atrocity. SPPR’s skepticism is sharper in the post–9/11 era when states use public fear of terrorist threat to promote sometimes-unrelated domestic and geostrategic interests. (...) The most frequently proposed remedy for this kind of abuse is some form of international legal positivism that permits the use of force only in self-defense, per strict interpretation of the United Nations Charter, or not at all—a position the author calls ‘prescriptive pacifism." This project critically examines the metaethical premises of prescriptive pacifism, positivism, and realism, how these animate the moral and political skepticism of peace studies, psychology, and international relations, respectively, and meet in SPPR. After comparing the intellectual development of these fields and just war theory, I present influential psychologist Albert Bandura’s social cognitive theory (SCT) of moral judgment and aggression as a case study. I present evidence of the problematic nature of Bandura and others’ formulation of moral engagement and disengagement, tracing their contradictions to the named premises. In brief, I argue that SCT’s underlying skepticism of individual moral judgment implies elite or consensus-driven models of social and political change whose institutional gradualism contradicts these authors’ and SPPR’s stated progressive aims, and whose utilitarian ethos undermines the egalitarian individualism that underpins both the liberal conception of the rule of law and the international human rights regime. Finally, I present an alternative model of moral reasoning and engagement based on a Kantian constructivist understanding of international ethics, and the theory of the just war. I outline two instruments inspired by these related normative frameworks that in addition to being more internally coherent, operationalize moral engagement and disengagement in a manner more consonant with political liberalism, existing international humanitarian law, and the emergent norm known as Responsibility to Protect. Intended for use in the collection and coding of qualitative responses to survey research of public opinion on morally ambiguous issues in international politics such as intervention and territorial integrity, these instruments avoid the tendency of existing SPPR frameworks toward false positives of militarism and pacifism. Their presentation also makes mutually comprehensible the often-confusing professional idioms of international relations, political theory, moral philosophy, and social psychology, standing to make a contribution to each. (shrink)

Civil war and peace-building -- Curriculum for conflict transformation -- Conflict transformation and northern Uganda -- The search for truth -- Reconciliation -- Inclusive citizenship -- Cambodia, Rwanda, Northern Ireland -- Conclusion.

Summary. Religious differences may rise and actually historically rose tensions and even wars. In the history, Christians also caused wars and were a threat to social integration and peace, despite the fact that Christianity is a religion of peace. God in Christians’ vision is a God of peace, and the birth of Son of God was to give peace «among men in whom he is well pleased». Although Christians themselves caused wars, died in them, were murdered (...) and had to fight, the social doctrine of Christianity is focused on peace. Also the social thought of the Roman Catholic Church strives to build peace. Over the years, the social teaching of the Roman Catholic Church was formed, which sees the conditions and foundations for peace. These are: the dignity of the human person, the natural law, human rights, common good, truth, freedom, love and social justice. The development of the Roman Catholic Church’s teaching on peace was contributed by popes of XX century: Pius XI, Pius XII, with high impact – John XXIII, Paul VI, Pope John Paul II and Pope Benedict XVI. After Pope Benedict XVI’s resignation, the most important role of the preceptor in the Church of Rome fulfills Francis – the pope from Argentina. Although his pontificate is not long, and teaching is not complete, but you can tell that he continues to build the social doctrine of the Roman Church in matters of peace through the development of so-called «culture of encounter». Based on selected speeches and letters of two years’ pontificate of Francis, the first figure of «culture of encounter» can be lined out as a way of preventing and resolving tensions in the contemporary world. Fundamentals of the concept of dialogue Francis created in the days of being a Jesuit priest and professor at Jesuit universities. He based it on the concept of Romano Guardini’s dialogue. Foundations of the look at the dialogue – in terms of Jorge Mario Bergoglio are strictly theological: God enters into dialogue with man, what enables man to «leaving himself» and enter into dialogue with others. Bergoglio dealt with various aspects of the dialogue: the Church and the world, culture and faith, dialogue between religions and cultures, dialogue inter-social and inter-national, dialogue rising solidarity and co-creating the common good. According to him the dialogue is a continuous task, not a single event; is overcoming widespread «culture of effacement» and «culture of fight» towards a «culture of encounter»; it releases from autism, isolation, gives strength and meaning of life, renews the ability to listen, lets looking at community in the perspective of the whole and not just selected units. As Bishop of Rome Jorge Mario Bergoglio continues and develops his idea of «a culture of dialogue and encounter». In promoting dialogue, he sees his own mission and permanent commitment imposed on him. He promotes the atmosphere – a kind of «music» – of dialogue, by basing it on emotions, respect, intuition, lack of threat and on trust. The dialogue in this sense sees a partner in each person, values the exchange always positively, and as a result it leads to making life ethical, bringing back respect for life and rights of every human being, granting the world a more human face. «Culture of encounter» has the power of social integration: it removes marginalization, the man is the goal not the means of actions, it does not allow a man to be reduced to a mere object, tools for profit or authority, but includes him into a community that is created by people and for their benefit. Society integrated in this way, constantly following «culture of encounter» rule, renews itself all the time and continually builds peace. All people are called to such building: believers and those who do not believe, all of good will. Also, the heads of state have in this effort of breaking the spiral of violence and a «culture of conflict» – both in economic and political dimension – big task and responsibility. Pope Francis reminded about this in a special letter to president of the Russian Federation Vladimir Putin on September 14, 2014 year. In the letter he wrote: «it is clear that, for the world’s peoples, armed conflicts are always a deliberate negation of international harmony, and create profound divisions and deep wounds which require many years to heal. Wars are a concrete refusal to pursue the great economic and social goals that the international community has set itself, as seen, for example, in the Millennium Development Goals. Unfortunately, the many armed conflicts which continue to afflict the world today present us daily with dramatic images of misery, hunger, illness and death. Without peace, there can be no form of economic development. Violence never begets peace, the necessary condition for development». On thebasis of the current teaching of PopeFrancisthe following conclusion can be drawn, thatthe key topeace in the worldin many dimensions- evenbetweenreligions–isadialoguedeveloped under «cultureof encounter». (shrink)

The article covers the achievements of the social teachings of the Catholic Church in overcoming the «culture of death» through the consolidation of peace as a component of the values and principles of the «culture of life».

Freedom of expression is one of the issues of concern to human societies in the contemporary world, because this issue is one of the most important basic rights of people in societies due to its special nature, and on the other hand, it is always in conflict with the authoritarian point of view. Islam accepts freedom of expression for everyone in the Islamic society, but it has specified limits and regulations for it. These restrictions and conditions, more than cumbersome and (...) intolerable regulations, are instructions for better use of freedom, which if not followed, not only the freedom of everyone in the society will not be realized, but also the category it will become anti-value and create cultural chaos. Imam Ali (peace be upon him), during his rule period, not only did not limit the freedom of expression, but also emphasized the expansion of this freedom. Based on Islam, since man is a free being, the privacy of his freedom must always be preserved; Therefore, freedom is the natural right of every human being and cannot be taken away from him. The practical life of Imam Ali (PBUH) and his advice to his agents in caring for freedom of expression in society and politics, bring its importance to the fore. Considering the importance of this issue, the purpose of this research is to study freedom of expression in Islamic teachings with emphasis on Nahj al-Balagha. Based on this, the related themes to freedom of expression have been extracted and explained from the point of view of Nahj al-Balagha, and conclusions have been presented in this regard. Contribution: This research showed that in the Islamic system, all citizens have the right to freedom of speech in ideological, political and social issues (according to the limits set by Islamic teachings and prevent the violation of Islamic values and other human values). These points are emphasized in Islamic teachings, especially in Nahj al-Balagha. (shrink)

The importance and relevance of philosophy has come to be recognized more today than ever before in recent history. In many colleges and universities philosophy is now an essential component of interdisciplinary studies. The public interest in philosophy is increasing. UNESCO’s initiatives to promote philosophy are laudable. All these call for reimagining the study and teaching of philosophy for our contemporary time − a task worthwhile for philosophy studies in ecclesiastical institutes as well.

The strength of democracy lies in its ability to self-correct, to solve problems and adapt to new challenges. However, increased volatility, resulting from multiple crises on multiple fronts – humanitarian, financial, and environmental – is testing this ability. By offering a new framework for democratic education, Teaching Democracy in an Age of Uncertainty begins a dialogue with education professionals towards the reconstruction of education and by extension our social, cultural and political institutions. -/- This book is the first monograph on (...) philosophy with children to focus on democratic education. The book examines the ways in which education can either perpetuate or disrupt harmful social and political practices and narratives at the classroom level. It is a rethinking of civics and citizenship education as place-responsive learning aimed at understanding and improving human-environment relations to not only face an uncertain world, but also to face the inevitable challenges of democratic disagreement beyond merely promoting pluralism, tolerance and agreement. -/- When viewed as a way of life democracy becomes both a goal and a teaching method for developing civic literacy to enable students to articulate and apprehend more than just the predominant political narrative, but to reshape it. This book will be of interest to scholars of philosophy, political science, education, democratic theory, civics and citizenship studies, and peace education research. (shrink)

Abstractabstract:The United Nations Environment Program (UNEP) Faith for Earth initiative calls for religiously inspired social action on local and global levels, focused on the seventeen interdependent sustainable development goals toward a just and peaceful world. Environmental justice must include an intersectional human rights approach to these issues by addressing the multiple and intersecting nature of lived experience, including gender, race, and socioeconomic status. My paper takes as its point of departure the UNEP Faith for Earth's recognition that environmental conditions have (...) different impacts on the lives of men and women due to existing gender inequality. As both UN and UN Women have confirmed in their reports, women disproportionately suffer the impacts of climate change and environmental degradation, especially in the global South. Environmental justice must address the critical link between environmental problems, and the rights of women and girls. Sustainable Development Goal five on gender equality includes addressing violence against women, sexual health and reproductive rights, and peace and security. I discuss how faith-based initiatives, specifically Buddhist and African Indigenous Christian, have a positive role in grassroots environmental justice in the global South. My discussion includes the work of African Indigenous Christian, Nobel Laureate, and founder of the Greenbelt Movement, Dr. Wangari Muta Maathai, and the Theravada Thai lay Buddhist teacher and founder of the International Network of Engaged Buddhists, Sulak Sivaraksa. Their faith-based grassroots initiatives for environmental justice anticipate and are exemplary models for the UNEP Faith for Earth call to action. They emphasize a 'think global, act local' approach to environmental justice, by drawing on the wisdom and teachings of the people. I focus specifically on how religion has a critical role in these faith-based initiatives. (shrink)

The issue of sexual relations between spouses is a major cause of broken homes in Nigeria and Christian couples are not an exception. People believe that a large percentage of broken homes have the root of their problem traced to sex. The preponderance of broken homes notwithstanding, most studies in this area have been from the socio-scientific and medical cum psychological point of view and many more have focused on teenagers and young people to the exclusion of married couples that (...) need healing in this regard. This article is aimed at bringing out biblical instruction concerning the issue of sex that could help to restore peace to many homes at the verge of breaking down. The focal passage is 1 Corinthians 7:1–5, which was Paul’s instructions to the Corinthian church when they faced a similar problem. This article is an exegetical analysis of the passage and is read rhetorically with the Nigerian situation in mind. It concludes that sex must be enjoyed within the ambits of marriage and within this ambit, the only reason for abstinence is mutual agreement for the purpose of prayer.Contribution: The article upholds gender equality in initiating and enjoying sex and rejects looking down on women who request sex. It also calls for the eradication of female genital mutilation, a tradition based on making women not enjoy sex. (shrink)

Upshot: This response focuses on the following issues, which summarize the points made by the commentaries: (i) further reflection on and details of the methodological framework that was applied to studying the proposed design of our innovation course, (ii) the issue of generalizability of the findings for teaching innovation (in this context the question of generic or transferable skills will become central), and (iii) finally, more precise explanation of what we mean by “learning from the future as it emerges.”.

The moral virtues are the normative foundations of peace. Building on this, thepaper argued that peaceful co-existence among religions and identities is possibleeven in a highly pluralized society. The study employed the philosophical-criticalmethod where factual and philosophical data are extrapolated from relevant literatures and are used to advance the main thesis via a rigorous philosophical dialectic. The study found that the moral virtues are the primary principles of thenatural law, which are naturally and spontaneously known through the (...) practicalreason/conscience. In as much as religions presuppose the existence of God, themoral virtues constitute God’s primary will for all men to accomplish and arethe first and highest duties of religions. Although, most religions, if not all, teachthe importance of the moral virtues, they are not given the highest position.Conflicts arise when religious laws, customs and traditions, which sometimesare contrary to the moral virtues, are given the highest priority. Thus, the paperargued that the moral virtues should be considered as the primary and overridingprinciples by which religious observance is judged as faithful or not. The paperconcluded that peace can be achieved when leaders of different religions anchortheir religious teachings, religious life, and the notion of religious fidelity mainlyor primarily on the moral virtues, and above all, love. Keywords: Philosophy of religion, peace, duties of religion, thin universalism, moralvirtues, natural law, Philippines. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 20 (2000) 265-267 [Access article in PDF] Book Review Community, Violence, and Peace: Aldo Leopold, Mohandas K. Gandhi, Martin Luther King Jr., and Gautama the Buddha in the Twenty-First Century Community, Violence, and Peace: Aldo Leopold, Mohandas K. Gandhi, Martin Luther King Jr., and Gautama the Buddha in the Twenty-First Century. By A. L. Herman. Albany: State University of New York Press, 1998. xi + (...) 245 pp. At first glance, this title might seem a bit over the edge: how could an author intelligently juxtapose such diverse thinkers as an ecological scientist, two advocates of human rights, and an ancient religious founder? For the most part, the author succeeds in demonstrating that the twenty-first century requires a definition of community that includes environmental, social, and spiritual concerns. In a format particularly [End Page 265] helpful for undergraduate teaching, he carefully rehearses at the end of each section three central questions: how does this thinker contribute to our understanding of community? Does his approach lead to the diminishment of violence? Does it facilitate peace?For the first quarter of the book, Herman explores various aspects of community. Drawing from Erich Fromm, Socrates, and Aldous Huxley, he demonstrates that out of enlightened self-interest, all people seek peace for themselves. He is careful to point out, however, that the Socratic virtues of wisdom, courage, self-control, and justice, which arise from within, are far superior to the uniformity of the World State as described in Huxley's Brave New World, which leaves nothing uncontrolled by the external authorities. Both lead to nonviolence and peace, but the World State can fall prey to what Fromm terms cultural insanity.Supplementing his discussion of Aldo Leopold with references to the work of Rachel Carson and J. Baird Callicott, Herman emphasizes that ideas of community peace must be informed by holistic structures of nature, particularly as articulated in Leopold's Sand County Almanac. However, he also warns that if the welfare of the biotic community takes precedence over all other concerns, then society could fall into a state of ecofascism.Herman's chapter on Mahatma Gandhi ably summarizes the life and works of this great political reformer, with particular focus on his formative years in South Africa. Influenced by John Ruskin and Leo Tolstoy, Gandhi developed the concept of the "Ashramic community," a means of collective, intentional living designed to effect social change. After describing the Phoenix Settlement (1904, Johannesburg), the Sabarmati Ashram (1915, Ahmedabad), and Sevagram Ashram (1933, Wardha), Herman presents a fifteen-page play script based on the Asian travel diaries of Professor George P. Conger, chair of philosophy at the University of Minnesota from 1937-1953. Conger spent two months at Gandhi's ashram in Wardha, India, in 1933, and in the play called "Salt," his students take up issues including the ill treatment of Jews in Germany, the definition of nonviolence, and emphasized, as does Gandhi, the necessity for self-transformation to achieve personal and community peace.Martin Luther King Jr. inspired by the example of Mahatma Gandhi, employed nonviolent techniques to bring about the many successes of the American Civil Rights Movement. Herman provides a brief biography of Martin Luther King Jr., quotes several of his pivotal sermons, and emphasizes the notion of beloved community as critical to King's thinking. He writes that "in King's interpretation of agape, it is your being loved that gives you value; and it is your selflessly loving others that gives them value and makes the beloved community possible" (p. 138). According to King, fear and racial discrimination prevent one from entering into the beloved community. By changing laws, and, more importantly, changing the hearts of individual people, a more peaceful community can be built.The least successful chapter of this book discusses Gautama Buddha and the "karmic community." Rather than focusing directly on Buddhist theories of Karma, Herman engages in a long discussion of the Bhagavad Gita, an important Hindu text, as a foil to explain Buddhist theories... (shrink)

A discussion of José-Antonio Orosco’s new book, Star Trek’s Philosophy of Peace and Justice: A Global, Anti-Racist Approach. Orosco has been finding wisdom in Star Trek episodes since he watched late night reruns with his mother. Then, recently, in honor of the 50th anniversary of Star Trek’s debut, Orosco began to teach the series as source material for peace philosophy. Philosophical concepts can be brought to bear on Star Trek stories; but Orosco argues that the stories also assert (...) philosophical meanings that are instructive to peace studies. Martin Luther King Jr. was a fan of the first season, famously encouraging the late Nichelle Nichols (1932-2022) to persist in the role of Nyota Uhura after she had decided to resign. In our book discussion, Orosco centers the importance of Critical Race Theory as a tool for exploring Star Trek’s presentation of peace and justice. Andrew Fiala questions Orosco about Star Trek’s militarism. Jennifer Kling asks how the treatment of refugees intersects with Starfleet’s Prime Directive, which commands noninterference with intergalactic populations. (shrink)

No longer confined to traditional institutions devoted to Talmudic studies, havruta work, or the practice of students studying materials in pairs, has become a relatively widespread phenomenon across denominational and educational settings of Jewish learning. However, until now there has been little discussion of what havruta text study entails and how it might be conceptualized and taught. This book breaks new ground from two perspectives: by offering a model of havruta text study situated in broader theories of interpretation (...) and learning, and by treating havruta text study as composed of textual, interpersonal and intra-personal practices which can be taught and learned. We lay out the conceptual foundations of our approach and provide examples of their pedagogical implementation for the teaching of havruta text study. Included are illustrative lesson plans, teachers' notes and students’ reflections, exercises for students, and other instructional materials for teaching core concepts and practices. (shrink)

This article utilises Gadamerian hermeneutics method and Freirean theory of the purpose of Religious Education to explore how Religious Education can contribute to achieving United Nations Sustainable Development Goal (SDG) 4, emphasising education for sustainable development. The study contends that Religious Education in Lesotho occupies a distinctive position in the education system, surpassing other countries in its extensive integration. Due to historical factors, Religious Education is taught in nearly all religiously affiliated schools, comprising about 90% of all educational institutions (...) in Lesotho, and even in certain public schools. The curriculum of Religious Education in Lesotho aligns directly with the educational objectives of SDG 4. Additionally, Lesotho’s Religious Education corresponds to three levels of school education for sustainable development: whole school approach, classroom approach, and community approach. Nevertheless, the study asserts that for Religious Education in Lesotho to better align with education for sustainable development, various enhancements are required. Firstly, inclusivity across all religious traditions is essential, moving beyond a sole focus on Christianity. Secondly, there is a need for wider dissemination and implementation of Religious Education in all schools, irrespective of their affiliation. Lastly, a shift from traditional pedagogies to transformative approaches is recommended to boost the effectiveness of Religious Education in advancing sustainable development.Contribution: This article contributes by analysing Lesotho’s case and its implications for enhancing Religious Education teaching to effectively address SDGs. It broadens existing knowledge on Religious Education’s potential as a platform for sustainable development and provides recommendations for its improved implementation in a specific context. (shrink)

Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions present an (...) overview of how they have changed directions through the effective use of virtual worlds for diverse teaching and learning activities such as business scenarios and virtual excursions, role-play simulations, experimentation and language development. The case studies offer insights into the ways in which institutions are continuing to change directions in their teaching to meet changing demands for innovative teaching, learning and research in virtual worlds. This paper highlights the ways in which the authors are using virtual worlds to create opportunities for rich, immersive and authentic activities that would be difficult or not possible to achieve through more traditional approaches. (shrink)