Public discourse on religious matters is a sensitive issue in Romania. It has raised heated debates for at least two reasons: on the one hand, the repressive policy of the Communist regime concerning religion created a strong boomerang-effect, a religious renaissance after 1989; on the other hand, there is a deep cleavage between the “two Romanias:” the urban and the rural, the modernized and the traditionalist, the liberal and the conservative. Religion still serves as a major cultural marker of national (...) identity, and the church is one of the most trusted institutions in Romania. We are exploring the hypothesis that the 2006-2007 religious icon scandal in Romania is a typical example of heated public debate in a transitional society. (shrink)

This chapter focuses on modern commentators close to or from the Kyoto school. According to Müller, there have been two approaches within the so-called Kyoto school regarding Dōgen's work. Initially, there were philosophically ambitious interpretations, such as those by Watsuji Tetsurō and Tanabe Hajime. They were ambitious insofar as they attempted to bridge the gap between philosophy and religion. However, from the 1940s onwards, these seminal works tended to recede into the background since they were criticised for assimilating (...) a medieval monk into modern secular thought. Müller discusses the second approach that was put forward by thinkers such as Nishida Kitarō (1870-1945), Nishitani Keiji (1900-1990) and Ueda Shizuteru (1926-2019). They furthered the questioning of religion and philosophy by developing a specific style of reading Dōgen. (shrink)

The Mīmā ṃ sā school of Indian philosophy elaborated complex ways of interpreting the prescriptive portions of the Vedic sacred texts. The present article is the result of the collaboration of a group of scholars of logic, computer science, European philosophy and Indian philosophy and aims at the individuation and analysis of the deontic system which is applied but never explicitly discussed in Mīmā ṃ sā texts. The article outlines the basic distinction between three sorts of principles —hermeneutic, linguistic (...) and deontic. It proposes a mathematical formalization of the deontic principles and uses it to discuss a well-known example of seemingly conflicting statements, namely the prescription to undertake the malefic Śyena sacrifice and the prohibition to perform any harm. (shrink)

Sanskrit-Wörterbuch der buddhistischen Texte aus den Turfan-Funden und der kanonischen Literatur der Sarvastivada-Schule, Sanskrit Dictionary of the Buddhist Texts from the Turfan Finds and of the Canonical Literature of the Sarvastivada School. Begonnen von Ernst Waldschmidt. Im Auftrage der Akademie der Wissenschaften in Göttingen herausgegeben von Heinz Bechert. 10 Lieferung: kukkura/gandu-praticchadana - bearbeitet von Michael Schmidt und Siglinde Dietz. Vandenhoeck & Ruprecht, Göttingen 1998. I-III, 81, 160 pp. DM 54.

The main purpose of the study was to determine the place of the Greek revisions of the Scripture in Antiochian exegetical practice, on the example of the work of Adrian of Antioch “Εἰσαγωγή εἰς τὰς θείας γραφάς” (“Introduction to the Divine Scriptures”). The detailed analysis of the work envisaged the highlighting of hermeneutic and linguistic issues, as well as the fixation of linguistic features of the text: phonetics, morphology, syntax and vocabulary. An analysis of all levels of the author’s (...) language was necessary for an adequate understanding of the text and the comparison of biblical quotations with existing revisions of the Scriptures. Therefore, the method of textual and contextual analysis, comparative and statistical methods allowed to determine the specificity of Hadrian’s approach to the sacred text, the conceptual apparatus of his work and the source (divergences of the biblical text).The hypothesis of the presence in Adrian’s citations of clear matches with the Hebrew text and the Syriac translation is proved in this article, which emphasizes the absence of a universal standard LXX that would exist as a codified textological tradition among representatives of the Antioch school. Adrian’s quotation from the memory of the biblical text was also confirmed, in the same way as the assumption about the possibility of Adrian’s translation of the Holy Scriptures and the option of having an existing revision of the text before him, but unknown to us today. The thesis of the broad context of the coexistence of textual traditions, in particular in the 5th century, among the representatives of the Antioch school, found its comprehensive justification. (shrink)

In 1997 the Tenth Circuit U.S. Court of Appeals ruled that school officials at West High School did not violate Rachel Bauchman's constitutional rights by including Christian religious music as part of its curriculum, or by staging school performances at religious sites. Three philosophical questions are investigated in this paper: whether the performance of religious text constitutes a religious practice, the ways in which instructional and performance context can affect the performance of sacred music, and how (...) music teachers can avoid coercion when teaching religious music. Conclusions suggest that music educators must carefully consider the historical and cultural context of texts utilized in choral music. Certain contemporary devotional texts intended primarily for worship may prove problematic in a classroom setting. In addition, the instructional context in which religious music is presented can greatly impact how students understand the music's significance. Music educators should carefully articulate clear pedagogical reasons for staging performances in houses of worship to avoid the appearance of endorsement, and should refrain from asking students to participate in organized worship services. Finally, music educators should be sensitive to the problems religious texts present to individual students, taking responsibility for facilitating a classroom environment that respects a diversity of viewpoints. (shrink)

The aim of this article is to problematize the concept of school culture both as a concept and as a subject of investigation. It deals with the historical roots of this concept and the fact that it is shrinking—a consequence of the managerial imperatives of effectiveness and accountability in education. School culture, in relation to the quality of schools and the quality of education, has become the subject of audits, arrived at through a developed network of standardisation in (...) education, testing and evaluation. The methodology of evaluation currently lending particular substance to school culture, however, generates different methodological perspectives on investigating school culture and thus research is becoming an instrument of political power. In the research it is then necessary to either abandon the concept of school culture or to free it from spinning round the cycle of evaluation/self-evaluation—a change in school culture—improving the “quality of the school”—a new evaluation/self-evaluation. One way to do this is to employ ethnographic approaches in research into schools and to understand school culture as a system of texts. (shrink)

In Beyond Schools: Muḥammad b. Ibrāhīm al-Wazīr's (d. 840/1436) Epistemology of Ambiguity, Damaris Wilmers provides the first extensive analysis of Ibn al-Wazīr's thought and its role in the "Sunnisation of the Zaydiyya", emphasizing its significance for conflicts between schools of thought and law beyond the Yemeni context. Contrasting Ibn al-Wazīr's works with those of his Zaydi contemporary Aḥmad b. Yaḥyā b. al-Murtaḍā, Damaris Wilmers offers a study of a number of heretofore unedited texts from 9th/15th century Yemen when Zaydi identity (...) was challenged by an increasing theological and legal diversity. She shows how Ibn al-Wazīr, who has been classed with different schools, actually de-emphasized school affiliation and developed an integrative approach based on a unique theory of knowledge. (shrink)

Sanskrit-Wörterbuch der buddhistischen Texte aus den Turfan-Funden und der kanonischen Literatur der Sarvastivada-Schule. Sanskrit Dictionary of the Buddhist Texts from the Turfan Finds and of the Canonical Literature of the Sarvastivada School. Begonnen von Ernst Waldschmidt. Im Auftrage der Akademie der Wissenschaften in Göttingen herausgegeben von Heinz Bechert. 11. Lieferung: gata/caturmahabhautika-editor: Michael Schmidt; contributors to the 11th fasc.: S. Dietz, P. Kieffer-Pülz, M. Schmidt. Vandenhoeck & Ruprecht, Göttingen 1999. 161-240 pp. 12. Lieferung: caturmaharajakayika/jvrcih-sikhopama - contributors to the 12th fasc.: (...) J. Chung, S. Dietz, P. Kieffer-Pülz, M. Schmidt. V & R, Göttingen 2000. I-III, 241-320 pp. 13. Lieferung: jvalana/trayo-dasa - contributors to teh 13 fasc.: J. Chung, S. Dietz, M. Schmidt. V & R, Göttingen 2001, I-II, 321-400 pp. Each fasc. DM 56. (shrink)

Sanskrit-Wörterbuch der buddhistischen Texte aus den Turfan-Funden und der kanonischer Literatur der Sarvastivada-Schule. Sanskrit Dictionary of the Buddhist Texts from the Turfan Finds and of the Canonical Literature of the Sarvastivada School. Begonnen von Ernst Waldschmidt. Im Auftrage der Akademie der Wissenschaften in Göttingen herausgegeben vin Heinz Bechert. 9. Lieferung: ka / kukkutyandavat - bearbeitet von Michael Schmidt und Siglinde Dietz. Vandenhoeck & Ruprecht, Göttingen 1996. I-IV, 1-80 pp. DM 54.

May implicit and explicit collaboration influence text comprehension and spatial recognition interaction? Visuospatial representation implies implicit, visual and spatial processing of actions and concepts at different levels of awareness. Implicit learning is linked to unaware, nonverbal and prototypical processing, especially in the early stages of development when it is prevailing. Spatial processing is studied as knowledge prototypes , conceptual and mind maps . According to the hypothesis that text comprehension and spatial recognition connecting processes may also be implicit, (...) this paper analyzes the possibility to identify and to define implicit non verbal criteria for organizing concepts into spatial representation. The focus of the research question is if prototypical processing (mainly implicit, but also explicit) criteria of conceptual organization may be model based. According to Thinking Prototypes Theory , explicit knowledge could be supported by implicit models of basic processing. On implicit side, conceptual development could be the resultant of the increasing complexity of prototypical implicit models interaction during individual lifespan, as in conceptual change research explicit conceptual development may be dependent on correlation . Unlike Theory Theory in Thinking Prototypes Theory implicit processing may collaborate with explicit knowledge without transforming itself from implicit to explicit. Prototypical implicit processing is considered as an entanglement of basic functions operating synergically in a complex way. Prototypical implicit processing units may be classified as far as they concern different basic thinking operations ( add , chain , each , compare , focus and link ). The experimental design was developed with primary school students in Naples. (shrink)

The transcripts of the three Kyoto School roundtable discussions of the theme of 'The standpoint of world history and Japan' may now be judged to form the key source text of responsible Pacific War revisionism. Published in the pages of Chuo Koron, the influential magazine of enlightened elite Japanese opinion during the twelve months after Pearl Harbor, these subversive discussions involved four of the finest minds of the second generation of the Kyoto School of philosophy. Tainted by (...) controversy and shrouded in conspiratorial mystery, these transcripts were never republished in Japan after the war, and they have never been translated into English except in selective and often highly biased form. David Williams has now produced the first objective, balanced and close interpretative reading of these three discussions in their entirety since 1943. This version of the wartime Kyoto School transcripts is neither a translation nor a paraphrase but a fuller rendering in reader-friendly English that is convincingly faithful to the spirit of the original texts. The result is a masterpiece of interpretation and inter-cultural understanding between the Confucian East and the liberal West. Seventy years after Tojo came to power, these documents of the Japanese resistance to his wartime government and policies exercise a unique claim on students of Japanese history and thought today because of their unrivalled revelatory potential within the vast literature on the Pacific War. The Philosophy of Japanese Wartime Resistance may therefore stand as the most trenchant analysis of the political, philosophic and legal foundations of the place of the Pacific War in modern Japanese history yet to appear in any language. (shrink)

The definitive account of Aristotle's life and school This definitive biography shows that Aristotle's philosophy is best understood on the basis of a firm knowledge of his life and of the school he founded. First published in Italian, and now translated, updated, and expanded for English readers, this concise chronological narrative is the most authoritative account of Aristotle's life and his Lyceum available in any language. Gathering, distilling, and analyzing all the evidence and previous scholarship, Carlo Natali, one (...) of the world's leading Aristotle scholars, provides a masterful synthesis that is accessible to students yet filled with evidence and original interpretations that specialists will find informative and provocative. Cutting through the controversy and confusion that have surrounded Aristotle's biography, Natali tells the story of Aristotle's eventful life and sheds new light on his role in the foundation of the Lyceum. Natali offers the most detailed and persuasive argument yet for the view that the school, an important institution of higher learning and scientific research, was designed to foster a new intellectual way of life among Aristotle's followers, helping them fulfill an aristocratic ideal of the best way to use the leisure they enjoyed. Drawing a wealth of connections between Aristotle's life and thinking, Natali demonstrates how the two are mutually illuminating. For this edition, ancient texts have been freshly translated on the basis of the most recent critical editions; indexes have been added, including a comprehensive index of sources and an index to previous scholarship; and scholarship that has appeared since the book's original publication has been incorporated. (shrink)

The article deals with the issue of the formation of semantic reading skills in mathematics lessons in elementary school in the process of analyzing and solving plot text problems. Attention is focused on the stages of analyzing the text of the task in accordance with the known types of semantic reading. For each of these stages, a brief description of the students' activities is given. The purpose of the study is to identify the features of the formation (...) of semantic reading skills in younger schoolchildren when working with text tasks. As a result, strategies and techniques that contribute to the formation of the foundations of semantic reading in younger schoolchildren are described; examples of the use of some techniques in mathematics lessons are given. (shrink)

A complete system of classical Aristotelian logic intended for honors high school and college.

Noting the important role of motivation in science students' reading comprehension, this 14-weeks quasi-experiment investigated the optimal timing for implementation of metamotivational scaffolding for self-regulation of scientific text comprehension. The “IMPROVE” metamotivational self-regulatory model was embedded at three different phases of secondary students' engagement with scientific texts and exercises to examine effects of timing on groups' science literacy and motivational regulation. Israeli 10th graders in eight science classrooms received the same scientific texts and reading comprehension exercises in four groups. (...) Three treatment groups received metamotivational scaffolding before, during, or after text engagement. The control group received standard instructional methods with no metamotivational scaffolding. Pretests and posttests assessed science literacy, domain-specific microbiology knowledge, and metamotivation regulation. Intergroup differences were non-significant at pretest but significant at posttest. The “before” group significantly outperformed all other groups. The “after” group significantly outperformed the “during” group, and the control group scored lowest. Outcomes suggested delivery of metamotivational scaffolding as a potentially important means for promoting students' science literacy and effortful perseverance with challenging science tasks, especially at the reflection-before-action stage for looking ahead and also at the reflection-on-action stage for looking back. More theoretical and practical implications of this preliminary study were discussed to meet the growing challenges in science teaching schoolwork. (shrink)

This article explores the relationship between Roman school texts and the socialization of the student into an elite man. I argue that composition and declamation communicated social values; in fact, the rhetorical education of the late republic and the empire was a process of socialization that produced a definite subjectivity in its elite participants. I treat two genres of Roman school texts: the expansions on a set theme known as declamation and the bilingual, Greek and Latin, writing exercises (...) known as the colloquia amid the collections of hermeneumata. This article is more broadly concerned with the attitudes toward language use that are learned along with specific literacy skills. Habits of reading and writing and speaking are learned in scenes and contexts that contribute to concepts of the self and more widely of gender and social roles. The encounters and verbal interactions recurrently plot a deviation from violence or a return to civil and familial order through the proper verbal display of the elite speaker. The student speaker's assumption of roles, his training in fictio personae, is a strong training in memory and imagination-pretending to be someone else, pretending to talk like someone else, or pretending to talk on behalf of someone else. That someone else is most important as the schoolboy becomes the voice of or for prostitutes, the raped, slaves, freedmen, women. His was not a neutral ventriloquism in the styles of Latin but a training in the master's mode toward the ready conviction that the speaker can and must speak for others, his subordinates. Roman rhetorical education was a process of persona building, shaping the schoolboy in his future role while excluding others from the very right to become speaking subjects. (shrink)

School Psychology Ethics in the Workplace introduces a pragmatic and user-friendly model that helps readers become proficient ethical decision-makers using the 2020 NASP ethical code and to critically engage the ethical standards and work through ethical dilemmas that often occur in school and clinical settings. This book provides an overview of the National Association of School Psychologists' (NASP) latest Principles for Professional Ethics. It introduces readers to various ethical codes related to psychology, the importance of having ethical (...) codes, the limitations of ethical codes, and an ethical decision-making model that accounts for multicultural and social justice issues. Over 100 ethical case studies are presented in the text that specifically relate to NASP's Principles for Professional Ethics. Readers are provided step-by-step directions on how to use the ethical decision-making model when problem solving each case scenario. School psychology graduate students and their instructors will find this guide invaluable for learning NASP's new ethical code and for being prepared for situations school psychologists are likely to experience in practice. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps, and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may (...) freely copy and distribute this work, as no entity has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This book puts forward a revisionist view of Japanese wartime thinking. It seeks to explore why Japanese intellectuals, historians and philosophers of the time insisted that Japan had to turn its back on the West and attack the United States and the British Empire. Based on a close reading of the texts written by members of the highly influential Kyoto School, and revisiting the dialogue between the Kyoto School and the German philosopher Heidegger, it argues that the work (...) of Kyoto thinkers cannot be dismissed as mere fascist propaganda, and that this work, in which race is a key theme, constitutes a reasoned case for a post-White world. The author also argues that this theme is increasingly relevant at present, as demographic changes are set to transform the political and social landscape of North America and Western Europe over the next fifty years. (shrink)