Few would deny that machines are a cultural creation of great significance. The Human race has shown extraordinary skills in achieving this glory. But this is not the glory of an unblemished modern humanity. While humankind has been admirably powerful in creatively controlling external forces, there has not been a similar display of control over the inner forces of selfish desire and the will to individual power. Education, it its true spirit, is a noble endeavour dedicated to a proper balancing (...) of the external and the internal forces operative in the human psyche. The currently overwhelming prevalence of STEM education seems to be more aligned to the 'external' end of this spectrum of human drive, whereas the disciplines of the Humanities critically address themselves to the imminent problem of imbalance and are attuned to the pursuit of the 'internal' end. Whether we can hope for a future far better than the past, or fall into a state of despair by doing worse than our past, crucially depends on the extent to which higher education in contemporary times is wedded to the virtue of attaining the balance. (shrink)

This paper is about making the ethical discourse relevant to the students of technology in the present age of information. Information ethics is already a part of the present day engagement with information technology at all levels. This encourages us to carry forward the ethical discourse further by bringing in the moral thoughts of Wiener and Gandhi. Both Wiener and Gandhi lived in the age of technology, but both rebelled against it for basically moral reasons. Wiener is the founder of (...) cybernetics and communication science, while Gandhi is a humanist and moralist and a crusader for freedom of humanity. Both agreed, however, that human freedom needs check on the inhuman use of technology. That is, both shared the philosophy of human dignity and value which demand a "human use" of technology. In this paper we explore the possibility of a humanistic ethics for information technology on the basis of moral thoughts of Wiener and Gandhi and wish to present the vision of the human civilization which underlies their thoughts. (shrink)

Conducting research as a member of a cross-cultural team offers numerous methodological challenges, not the least of which is negotiating insider / outsider statuses. In reflecting upon these issues, this article draws from experiences encountered by an insider / outsider team interviewing Malaysian older adults. From gaining access to participants, to the “communal” setting of the interview, to askingmeaningful questions through translation, we experienced the slippage and fluidity, the advantages and disadvantages of being both insider and outsider. Our experiences are (...) analyzed first through thetraditional definitions of insider and outsider, then through more contemporary critical and postmodern frameworks. From these perspectives, concepts of positionality power, and knowledge constructionare discussed for their value in mirroring the cross-cultural dimension of this research, and our insider / outsider positions within the process. (shrink)

Introduces systems of knowing and learning different from the Western educational tradition. This book contains chapters on Native American Indigenous Knowledge, Confucianism, Hinduism, Islam, Buddhism, Maori, Latin American Perspectives and African Indigenous Knowledge, which acquaint readers with alternative understandings of learning.

Study of the synthesis of philosophy and religion in the idealism of Josiah Royce 1855-1916, American philosopher.

First Published in 1984. Routledge is an imprint of Taylor & Francis, an informa company.

Six essential genes located near the mouse albino locus have been identified as required during specific periods of development. Amongst these six, each is required either during the preimplantation stages of development, at specific times during gastrulation, within 12 hrs after birth or during juvenile development. These genes were identified as a result of extensive genetic complementation analysis using embryos homozygous for the albino deletions. Although, in principal, the associated developmental abnormalities could result from loss of multiple genes, the deletion (...) phenotype in one case is identical to that induced by chemical mutagenesis. These results indicate that the abnormalities observed in deletion homozygotes may result from single gene loss. The deletions have proven useful not only as genetic tools to localize the position of the genes, but also as molecular entry points to the regions containing these genes. The current methodology being used to isolate candidate genes from the albino region is also reviewed here. (shrink)

In This Book The Author Have Tried To Present A Historical Study Of Vedic Interpretation Confines Ourselves To The Study Of These Various Parts Of The Vedic Literature As Some Interpretation Of The Vedic Samhita. The Author Observed The Vedic Myth, Rituals And Philosophy As Interpreted By Madhvacarya The Founder Of Dvaita School Of Vedanta.

John Evans’s new book Morals Not Knowledge pushes scholars to rethink contemporary debates about religion and science by moving past the rhetoric of societal elites to examine the perspectives of everyday Americans, identifying the moral conflicts at the heart of debates. We review Evans’s key contributions while also extending and challenging his arguments, urging consideration of how renewed moral debates might be informed by a broader set of U.S. “publics.” Drawing on empirical research, we highlight four sets of voices that (...) are missing from Evans’s analysis. Specifically, we highlight the voices of racial and ethnic minorities, religious communities (as opposed to individuals), members of minority religious traditions, and everyday religious scientists. Through doing so we offer avenues for future research on these diverse publics that will help facilitate a broader set of better and more informed debates about moral conflict between religious and scientific communities. (shrink)