History and belief of Hoa Hao religion in Vietnam, a religious tradition, based on Buddhism, founded in 1939 by Huỳnh Phú Sổ (Buddha Master), a native of the Mekong River Delta region of southern Vietnam.

Legal text retrieval serves as a key component in a wide range of legal text processing tasks such as legal question answering, legal case entailment, and statute law retrieval. The performance of legal text retrieval depends, to a large extent, on the representation of text, both query and legal documents. Based on good representations, a legal text retrieval model can effectively match the query to its relevant documents. Because legal documents often contain long articles and only some parts are relevant (...) to queries, it is quite a challenge for existing models to represent such documents. In this paper, we study the use of attentive neural network-based text representation for statute law document retrieval. We propose a general approach using deep neural networks with attention mechanisms. Based on it, we develop two hierarchical architectures with sparse attention to represent long sentences and articles, and we name them Attentive CNN and Paraformer. The methods are evaluated on datasets of different sizes and characteristics in English, Japanese, and Vietnamese. Experimental results show that: (i) Attentive neural methods substantially outperform non-neural methods in terms of retrieval performance across datasets and languages; (ii) Pretrained transformer-based models achieve better accuracy on small datasets at the cost of high computational complexity while lighter weight Attentive CNN achieves better accuracy on large datasets; and (iii) Our proposed Paraformer outperforms state-of-the-art methods on COLIEE dataset, achieving the highest recall and F2 scores in the top-N retrieval task. (shrink)

In reply to H. Bußhoff's paper I give another outline of Lakatos' approach to normative theories in order to reduce the misunderstandings Bußhoff seems to have fallen victim to. . In particular, I try to show that he is wrong in claiming there is a vicious circle in this approach or my interpretation of it . Finally, I expose for criticism his alternative methodology of political science which propagates a theory of a "third type", suggesting that he takes too little (...) seriously problems he calls academical although their importance has been shown not only by Lakatos but by political philosophers as Rawls and Nozick. (shrink)

As a generation of ‘digital natives,’ secondary students who were born from 2002 to 2010 have various approaches to acquiring digital knowledge. Digital literacy and resilience are crucial for them to navigate the digital world as much as the real world; however, these remain under-researched subjects, especially in developing countries. In Vietnam, the education system has put considerable effort into teaching students these skills to promote quality education as part of the United Nations-defined Sustainable Development Goal 4 (SDG4). This issue (...) has proven especially salient amid the COVID−19 pandemic lockdowns, which had obliged most schools to switch to online forms of teaching. This study, which utilizes a dataset of 1061 Vietnamese students taken from the United Nations Educational, Scientific, and Cultural Organization (UNESCO)’s “Digital Kids Asia Pacific (DKAP)” project, employs Bayesian statistics to explore the relationship between the students’ background and their digital abilities. Results show that economic status and parents’ level of education are positively correlated with digital literacy. Students from urban schools have only a slightly higher level of digital literacy than their rural counterparts, suggesting that school location may not be a defining explanatory element in the variation of digital literacy and resilience among Vietnamese students. Students’ digital literacy and, especially resilience, also have associations with their gender. Moreover, as students are digitally literate, they are more likely to be digitally resilient. Following SDG4, i.e., Quality Education, it is advisable for schools, and especially parents, to seriously invest in creating a safe, educational environment to enhance digital literacy among students. (shrink)

Cultural education for the soldiers of People army of Vietnam.

Bu çalışma, Türkiye’deki Şer’i yönetişim aktörlerinden olan banka içi danışma komitelerinin Şer’i yönetişimdeki yeri ve önemini keşfetmeyi amaçlamaktadır. Bu minvalde nitel araştırma desenlerinden olan durum çalışması tercih edilmiş ve 5 danışma komitesi üyesi ve 2 danışma komitesi başkanıyla yarı yapılandırılmış mülakatlar gerçekleştirilmiştir. Mülakatlar neticesinde toplam 625 dakikalık ses kayıtları elde edilerek çözümlenmiş ve 85 sayfalık metin elde edilmiştir. Elde edilen metinler ve görüşme notları ATLAS.ti programı aracılığıyla analiz edilerek BİDK, Şer’i yönetişim ve Merkezi Danışma Kurulu olmak üzere 3 ana tema (...) ve bunlara bağlı 26 alt temaya ulaşılmıştır. İlgili temalar BİDK’nin Türkiye’deki Şer’i yönetişimdeki yeri ve önemini keşfetmek açısından zengin bir içerik sunmaktadır. Türkiye’deki Şer’i yönetişimi ele alan çalışmaların literatürde sınırlı olması ve bu çalışmanın hem saha çalışmasına hem de Türkiye’deki Şer’i yönetişimde yer alan, katılım bankacılığının tarihine eş bir ömre sahip BİDK’ları konu etmesi literatürde özgün bir yere sahip olacağına işaret etmektedir. Islamic finance has developed the Shariah governance mechanism to ensure compliance and control of IFIs with the principles of Islamic law. However, the levels of Shariah governance are different from each other due to the different legal affiliations of each country, the level of development of Islamic finance, and regime differences. International Islamic financial institutions such as Islamic Financial Services Board and The Accounting and Auditing Organization for Islamic Financial Institutions have published standards to define the general lines of Shariah governance and have brought Shariah governance practices to a certain point, at least in principle. After the Shariah governance standards of IFSB and AAOIFI, studies on Shariah governance have increased rapidly. By 2010, while there were only 18 publications on Shariah governance in the two most well-known indexes, this number increased to 42 in 2015 and 159 in 2020. This academic interest shows that Shariah governance issues are followed closely. In this context, there have been some remarkable developments at the regulatory and supervisory level in terms of Shariah governance in Turkey, and the TKBB Advisory Board was established in 2018, bringing one step closer to international Shariah governance practices. (shrink)

Mamluks reigned in Egypt a long time is an era of Kipchak Turks that have influence management, and Kipchak Turks has been influential in a period in the administration there. During this period, that Turkish rulers do not know Arabic language well, Turkish language is spoken in the palace and also idea of being closer to Turkish manager screated an interest in learning. One of the famous scholars realizing that interest is Abū Ḥayyān al-Andalusī. Abū Ḥayyān by learning Turkish language (...) especially from Fakhr al-dīn Divrigi and analysing written previously works, wrote Kitāb al-Idrāk li-lisān al-Atrāk. This book has consisted of introduction, vocabulary and grammar section. We also aimed in our study to examine Kitāb al-Idrāk in terms of content and than in terms of lexicography of the linguistic branch. -/- SUMMARY Mamluks reigned in Egypt a long time and in its reign Kipchak Turks had influence in management. Because of the Turkish rulers who have military background did not know Arabic language well, Turkish language was spoken in the palace and also idea of being closer of scholars and notable people to Turkish rulers got brought an interest in learning Turkish. One of the famous scholars realizing that interest is Abū Ḥayyān al-Andalusī (d. 745/ 1344). The true name of Abū Ḥayyān is Muḥammed b. Yūsuf b. Ali b. Ḥayyān al-Tawḥīdī and he is an Andalusian linguist and exegete. Abū Ḥayyān who came from a Berber family born in the Matahsharesh village of Granada in 654/1256 and died in Cairo in 28th time 745 (11 July 1344). There is not much information about his family in the sources, but it is mentioned that he has a daughter whose name is Nada, a son named Hayyân in his name, and some grandchildren which are named Muḥammad and Ummu Ḥayyān. Abū Ḥayyān became a famous as Ethīr al-dīn and at the same time, he is also known as Naḥvī, Ghirnātī (Granadian), Ceyyānī, and Nafzī. He took lessons in Granada from great scholars such as Abd al-ḥaķ b. Ali al-Anṣarī, Abū Ḥasan al-Ubbezī, Abū Cafer Aḥmed b. Ibrahīm b. Zubair, Ibn Abū al-Ahvas and became a proficient scholar and teacher in matters such as morphology, syntax, language, commentary, hadith, methodology of Fiqh and Kalām. He wrote about 18 works in different sciences and if we mention some of that are al-Baḥr al-muhīt, al-Nahr al-mād, Tuhfat al-arīb bimā fī al-Qur'ān min al-gharīb and some of his works have reached to our time and some of those did not. Abū Ḥayyān left Andalus for various reasons and visited many centers of science and eventually continued his scientific activities in Cairo. Abū Hayyān, who is a great interest in learning languages, has learned Turkish language with the other popular languages ​​such as Persian, Amharic and Himyarite language and written books about these languages. His mainly works about Turkish language are the Kitāb al-Idrāk li-lisān al-Atrāk, Zehv al-mulk fi naḥv al-Turk, al-Af'al fi lisān al-Turk and al-Durret al-mudiyye fi lughat al-Turkiyye. These works did not reach to our days except Kitāb al-Idrak. Kitāb al-Idrāk consists of three sections, namely introduction, dictionary which includes 2200 words, and grammar that is composed of morphology and syntax and this book which is known as al-Idrāk is written in the Turkish which is spoken in XIV-XVI century tongue and named as Middle Turkish Period-Mamluk Kipchak Turkish. The first chapter begins with basmala and continues with detailed his genealogy, personal record, praise to Allah and salawat and salaam to Prophet Muhammad. After this introduction, it is explained the intention of writing this work. The second chapter is a dictionary which the words are explained in alphabetical order. Although Abū Ḥayyān speaks about 23 letters in the Kipchak alphabet, he does not explain the words related to all, but examines 19 items. In this dictionary, it does not take part some letters, that is letters sā, zāl, zā (letters of lips which is written in English th); letters dâd, ayn, fa (letters of throat) which Arabs use. In the third chapter, there is a part of the tasrif (knowledge of morphology) which is generally called knowledge of morphology today. In this section, it is dealt with about the types of words namely, name of diminutive, name of belonging name, plural, agent name, passive name, exaggerated factor name, infinitive, name indicating the location, name of device, arbitrary name, and idâd (which adds are derivation of noun from name like lık, lik at the end of the word) and then it comes to the end with shadda. Section of syntax which is called by the author as consisted of compound and is prepared according to systematic of Arabic grammar begins with the sentence structure in Kipchak language. After that it continues with definite-ambiguous names, verb (orders, past, imperfect verbs), subject-predicate in nominal sentence, nevāsiḫ (additional actions helped change the meaning of the noun phrase), Arabic leyte which express by the actual wish mold and the like, such as two mef'ūl area of ​​the heart of verbs in Arabic told (I think) were deaf ( Turkmen thinks he), acts like it yet scientists (verb phrase in), acts offender (verb-subject), the abutment of the verb nefiy prepositions, prepositions, the nehiy (ban), passive verbs and naib-i fail (so-called subject); other elements of the sentence, called the act müteallakat are: cognate accusativ, direct object, time period (time complement), the envelope space (located complement), state (envelope), causative object, the exception, the specification, conflict of laws, the annexation, the oat, the dependencies: adjective, conjunction, confirm, the apposition; conditional structure. After these, he mentions to letters of meanings (huruf al-maani), and concludes this chapter with information about the date, place, and name of the author of the book. Abū Hayyān used induction method in the book. Since he gave the forms of the words in double, then the triple, quadruple, quintet and other forms. He tried to teach the pronunciation of words by explaining the etymology of word sand the changes of the voices. He examined the words which are synonyms/ contrasted, synonym voice, singular/plural, and words that are passed by foreign languages into Turkish dialects then they are turned into Turkish word structure; brought out witnesses from proverbs and poetries. As a result, in this work, which consists of dictionary and grammar sections, it can be said that it is used predominantly in linguistic information - translation method . (shrink)

People who are not Muslims but live under the rule of the Islamic state under certain conditions are called "non-Muslim". With the Prophet’s migration to Madinah, he encountered a non-Muslim community and clearly demonstrated his stance on them with the "Madinah Convention". As a result of the intense conquest movements that started with the Companions period, non-Muslim people became the citizen of the Islamic state. Legal arrangements have been made regarding these, and their status before the state and within the (...) society has been determined. These people, who were not forced to accept the Islamic faith, were also given the freedom of belief and worship. However, by limiting the framework of this freedom to the interests of the Islamic state and Muslim society, social security and peace were ensured, and the basic parameters of coexistence were tried to be established. Islamic states have evaluated the non-Muslim temples in the places taken by peace and the places taken as a result of war. While obtaining the consent of the non-Muslim people for the demolition of the temples or the conversion of them into mosques in the places taken by peace; In the dispositions on the temples located in the places taken by the war, they were treated more freely. In principle, the principle of not touching or repairing the temples of non-Muslims built before the conquest was preserved in almost all periods, and the construction of new temples was not viewed positively. Yes, as a requirement of religion, non-Muslims were freed in their beliefs and were not forced to become Muslims, taking into account the freedom of religion and conscience. However, in order for the Muslim community to preserve its religion, non-Muslims are not allowed to live their religion, culture and traditions in front of the public; Restrictions have also been imposed on their temples. In this context, a series of measures were taken, such as the demolition of some churches and the reduction of the number of existing temples. Despite this, it was also allowed to build new temples in case of necessity. In this case, the magnificent construction of the temples was not allowed, and they were required to comply with some criteria in architecture. In this study, starting from the time of the Prophet, an answer will be sought to the question of whether the policies carried out by the Islamic states towards the places of worship of non-Muslims are religious or political, with some examples of practice from different periods of the history of Islamic law. In this context, the status of the temples belonging to these people, who are defined as "dhimmis" in the Islamic state, rather than their general legal status, forms the basis of our study. Our study has been limited to Christian and Jewish temples. Müslüman olmayıp belirli şartlar çerçevesinde İslâm devletinin hâkimiyetinde yaşayan insanlara “gayrimüslim” denilmektedir. Hz. Peygamber Medine’ye hicretiyle beraber gayrimüslim toplumla karşılaşmış ve bunlarla ilgili duruşunu “Medine Sözleşmesi” ile net bir şekilde ortaya koymuştur. Sahabe dönemi ile başlayan yoğun fetih hareketleri sonucunda gayrimüslimler İslâm devletinin tebaası olmuştur. Bunlarla ilgili hukukî düzenlemeler gerçekleştirilerek devlet nezdindeki ve toplum içerisindeki statüleri belirlenmiştir. İslâm inancını kabul etmeye zorlanmayan bu insanlara inanç ve ibadet hürriyeti de tanınmıştır. Bununla birlikte bu hürriyetin çerçevesi, İslâm devleti ve Müslüman toplumun maslahatı ile sınırlandırılarak toplumsal güven ve huzur temin edilmiş, bir arada yaşamanın temel parametreleri tesis edilmeye çalışılmıştır. İslâm devletleri, sulh ile alınan yerler ile savaş sonucunda alınan yerlerdeki gayrimüslim mâbetlerini farklı değerlendirmiştir. Sulh ile alınan yerlerde, mâbetlerin yıkılması veya camiye çevrilmesi hususunda gayrimüslim halkın rızası alınırken; savaş ile alınan yerlerde bulunan mâbetler üzerindeki tasarruflarda böyle bir rızaya ihtiyaç duyulmamıştır. İlkesel olarak gayrimüslimlerin fetih öncesi inşâ edilmiş olan mâbetlerine dokunmama ve onları tamir etmeme prensibi hemen hemen bütün dönemlerde korunmuş, yeni mâbet inşâ edilmesine de olumlu bakılmamıştır. İlkesel olarak din ve vicdan hürriyeti kapsamında gayrimüslimler inançlarında serbest bırakılmış ve Müslüman olmaya zorlanmamışlardır. Ancak Müslüman toplumun dinini muhafaza edebilmesi için gayrimüslimlerin din, kültür ve geleneklerini ulu orta yaşamalarına izin verilmediği gibi; mâbetleri hususunda da kısıtlamalar getirilmiştir. Bu bağlamda bazı kiliselerin yıkılması ve mevcut mâbet sayısının azaltılması gibi bir dizi önlem alınmıştır. Buna rağmen zarurî ihtiyaç halinde yeni mâbet inşâsına izin verildiği de olmuştur. Bu durumda mâbetlerin ihtişamlı inşâ edilmesine izin verilmemiş, mimaride bazı ölçülere riâyet etmeleri şart koşulmuştur. Bu çalışmada Hz. Peygamber döneminden başlamak üzere İslâm hukuk tarihinin farklı dönemlerinden bazı uygulama örnekleriyle İslâm devletlerinin gayrimüslimlerin ibadethânelerine yönelik yürüttüğü politikaların dinî mi yoksa siyasî mi olduğu sorusuna cevap aranacaktır. Bu bağlamda İslâm devletinde “zimmî” olarak tanımlanan bu insanların genel hukukî statülerinden ziyade bunlara ait mâbetlerin durumu bu çalışmamızın temelini oluşturmaktadır. Çalışmamız Hıristiyan ve Yahudilere ait mâbetler ile sınırlı tutulmuştur. (shrink)

In biology, the ‘ecological orientation' rests on a commitment to examining systems, and the conceptual challenge of defining that system now employs techniques and concepts adapted from diverse disciplines (i.e., systems philosophy, cybernetics, information theory, computer science) that are applied to biological simulations and model building. Immunology has joined these efforts, and the question posed here is whether the discipline will remain committed to its theoretical concerns framed by the notions of protecting an insular self, an entity demarcated from its (...) environment, or will shift its focus of interest to a wider context. An ecological perspective emphasizes the interchange between the organism and its environment, the processing of information, and the regulation arising from responses to this larger context. Moving from the first attempts at modeling the immune system as a closed network, immunologists have joined the general interest in systems analysis, and that move might portend a significant shift to an open, more holistic consideration of immune regulation. *Received December 2006; revised August 2007. †To contact the author, please write to: Center for Philosophy and History of Science, Boston University, 745 Commonwealth Ave., Boston, MA 02215; e-mail: [email protected] (shrink)

Öz Bu çalışmada, küreselleşme olgusunun sanatla ilişkisi sorgulanmıştır. Küreselleşmenin, homojenleşme, kutuplaşma, hibritleşme gibi kültürel getirileri, sanata yeni bir kimlik kazandırmıştır. Çağdaş sanat olarak tanımlanan bu yeni kimlik, disiplinlerarası, çok kültürlülük özelliği taşıyan, zaman, mekan kavramından bağımsız, anlatım ve plastik dil açısından çok çeşitlilik içeren bir yapıya sahiptir. Sanat, ilk çağlardan beri insanların doğa karşısında güçlü olmalarını ve kendilerini ifade etmelerini sağlayan kültürel bir güçtür. İletişim Kuramcısı McLuhan’a göre kültürün belirleyici ilkesi, içeriginden cok iletildigi aracmm niteligi ile ilgilidir(Eşkinat. 1998, s.37) Günümüzde (...) kültürün iletenleri olarak dijital teknoloji ve medya çağdaş sanatın en önemli belirleyenleridir.Çağdaş sanat, iletişim, teknolojlerindeki gelişme ile hız faktörünü kazanarak zaman ve mekandan bağımsızlaşmıştır. Sanatçının kendisi de bir ileten olarak ön plana çıkmıştır. Çeşitli özellikleri ile çağdaş sanat, yaşamın içinde yer almakta ve küreselleşmenin kültürel boyutunun büyük bir bölümünü oluşturmaktadır.Küreselleşme Ekonomik, politik ve sosyo-kültürel yapıların biraraya gelmesi ve yeni iletişim teknolojilerinin küresel kullanımıyla oluşur(Erdoğan. 2013, s.76).Bu çalışmada çağdaş sanatın ekonomik sistem ile bütüncül bir yapı oluşturduğu vurgulanmıştır. Bu bütüncül yapı içinde sanatçının kendisinin de sanat üretiminin önemli bir parçası olduğu gözlemlenmiştir.Çağdaş sanat, sanatçı, küratör, çağdaş sanat fuarları ve bienaller, küreselleşme olgusu üzerinden incelenmiştir. Çalışmanın amacı; çağdaş sanatın, küreselleşmenin önemli bir dinamiği olduğunu ortaya koymaktır. Çalışma, belirlenen problem çerçevesinde literatür araştırması yapılıp, kaynak tarama modeli kullanılarak yürütülmüştür. Anahtar Kelimeler : Küreselleşme,Küreselleşmenin boyutları,Çağdaş sanat,Kültür endüstrisi,KüratörAbstract In this study, the relationship between globalization and art was examined. The cultural connotations of globalization, such as homogenization, polarization, and hybridization, have given a new identity to art. This new identity, defined as contemporary art, has a multidisciplinary structure that is independent of time, space and diverse in terms of expression and plastic language. Art is a cultural power that has enabled people to be strong against nature and to express themselves since the earliest ages. According to the Communication Theorist McLuhan, the culturally determinant principle is concerned with the quality of the means in which it is transmitted (Eskinat.1998, s. 37). Digital technology and media are important determinants of contemporary art. Contemporary art has become independent of time and space by acquiring the speed with the development of communication, technologies. The artist himself has also come to the forefront as a conductor. Contemporary art with its various features takes part in life and forms a large part of the cultural dimension of globalization. Globalization occurs with a combination of economic, political and socio-cultural structures and the global use of new communication technologies (Erdoğan. 2013, s. 76). It is emphasized that modern art forms an integrated structure with the economic system. It is observed that the artist himself is an important part of the art production in this whole structure. Contemporary art, artists, curators, contemporary art fairs and biennials have been studied through the phenomenon of globalization. Purpose of the study is to provide evidence for the fact that contemporary art is an important dynamism of globalization. The study was carried out using literature review model in the framework of the identified problem. Keywords : Globalization, Dimensions of globalization,Contemporary art, Culture industry,Curator. (shrink)

Collection of writings on Buddhist logic.

jild-i 1. [Without special title] -- jild-i 2. Shāmil-i mustadrakāt va muṣṭalaḥāt va kullīyāt-i falsafah -- jild-i 3. Ilāhiyāt -- jildi 4. Ilāhiyāt bi-maʻnī-i akhaṣṣ -- jild-i 5. Dar Ilāhiyāt bi-maʻnī-i akhaṣṣ.

Ch. 1. V sveta na zhivota i na filosofii︠a︡ta -- ch. 2. Filosofii︠a︡ta, politikata i bŭdeshteto -- ch. 3. Prekhodŭt. Parlamentŭt "Otvŭtre".

Study and practice of Yantra Yoga accompanied with illustrated patterns.

Basic course of study of elementary Buddhist logic and dialetrical studies.

Buddhits logical debates according to Kagyudpa school of Tibetan Buddhism.

Exegetical work on Buddhist logic (pramāṇaśastra); includes questions/answers format on Prajñāpāramitā.

Proboj zapadne europske filozofske misli na čijem se začelju pojavljuje ime francuskog mislioca R. Descartesa za sobom je donijelo oživljavanje čovjekove svijesti – tzv. post-renesansno intelektualno buđenje koje je navijestilo i označilo početak novog – modernoga doba, koje je na spoznajnoteorijskoj razini prepoznato kao početak vladavine instrumentalnog uma, odnosno, hegemonije Descartesovog cogita.U ovome radu nastoji se istražiti, pojasniti i protumačiti ulogu i značaj cogita u odnosu na moralno djelovanje modernoga čovjeka u percepciji suvremenog i glasovitog kanadskog filozofa, teoretičara i mislioca (...) Charlesa Taylora. Ima li um doista ekskluzivni primat nad čovjekovim djelovanjem, te kako u svjetlu uma objasniti i razumjeti krizu ethosa suvremenog čovjeka i pokušati pronaći adekvatno rješenje za pitanje globalne krize morala koja je zahvatila kompletnu civilizaciju našeg doba? – samo su neka među sličnim pitanjima koja će se propitati u ovome radu.The breakthrough of the Western European philosophic thought, whose final name is that of the French theorist R. Descartes, brought with it the revival of man’s conscience or the so-called post-Renaissance intellectual awakening, which announced and signified the beginning of a new – modern age, that was recognized on the cognitive-theoretical level as the beginning of the rule of instrumental reason, that is, the hegemony of the Descartean cogito.This presentation tends to research, clarify and interpret the role and the significance of the cogito in relationship with man’s moral action and generally, with the theory of morality of the modern Canadian philosopher, theorist and thinker Charles Taylor. Does reason indeed hold exclusive supremacy over man’s actions and how does one explain and understand the crisis of the modern man’s ethos in the light of reason, and try to find an adequate solution for the issue of a global morality crisis, which has taken over the entire civilization of our time? – are only some among a number of similar questions that will be discussed in this paper. (shrink)

İbn Sînâ, sonrakilerden bazılarının kâide-i vâhid veya “bir kuralı” (BK) olarak adlandırdığı şeyin sıkı bir savunucusudur. BK’nın ana fikri şunu ifade etmektedir: Birden, doğrudan, yalnızca bir ortaya çıkar. İbn Sînâcı bu kuralın ikincil literatürdeki tartışması genellikle onun hususi bir uygulama alanı yani, sudûr meselesiyle sınırlıdır. Sonuç itibarıyla, BK’nın ne anlama geldiği ve İbn Sînâ’nın onu neden savunduğu kesin değildir. Bu yazıda ben bu meseleyi iki şey yaparak çözmeye çalışmaktayım: Bunlardan biri tasavvur, diğeri ise tasdik açısındandır. İlkin, sadece BK’nın terimlerinin, yani (...) onun özne ve yükleminin ne anlama geldiğini açıklamaktayım. Bunu yaparken, BK’nın dar ve geniş anlamları arasında ayırım yapmakta ve İbn Sînâcı bakış açısından BK’nın kapsamının geniş olduğunu; bunun ise BK’nın fail nedenliğin temel ilkesi olduğu anlamına geldiğini göstermekteyim. Bu sebepledir ki, farklı bağlamlarda önemli felsefî tezleri inşa etmede bu kurala başvurulmuştur. İkinci olarak, İbn Sînâ’nın el- Mübâhasât’ta BK’na dair sunduğu argümanı değerlendirmekteyim. Bu argümanı açıklarken onun bazı gerçekçi varsayımlarını ortaya çıkarmaktayım. Sonrasında, ilk olarak Behmenyâr tarafından öne sürülen ve daha sonrasında Fahreddin er-Râzî tarafından yaygınlaştırılan bir eleştiri ışığında bu meseleyi daha açık hale getirmekteyim. Devamında İbn Sînâ’nın, söz konusu argümanın öncülleri içerisinde, gündeme getirilen itirazları karşılayacak dayanaklarının olup olmadığına bakarak bir sonuca varmaktayım. (shrink)

On study and teaching of aesthetics in Vietnam.

................English....................... The purpose of this study is to reveal university students’ perceptions regarding Holy Qur’an through metaphors. The survey group of study consists of 194 participants who were studying in Theology Department and Social Service Department at Gümüşhane University in the 2014-2015 academic terms. Both quantitative and qualitative methods are used together. The study’s data was collected through a form with the phrase “The Holy Qur’an is similar/like…, because...” and some demographical variables. The Content Analysis Technique was used to interpret (...) data. Results of this study determined that 44 different metaphors regarding Holy Qur’an were given by participants. Theme of these metaphors were compiled as 9 categories consisting of directional, life source, explanatory, key, protective, curative, instructive, speech, and other categories. Top metaphors are in the directional, life source and explanatory categories. Key words are metaphor, perception, The Qur’an perception, religious concepts, and religious symbols. Getting data through comprehensive and in-dept analysis can help to have information about concepts of holy books in the human mind. The purpose of this study is to pick out perceptions of university students with regard to the Holy Qur’an through metaphors. For this reason, these questions are searched by researchers: 1) What are the metaphors which used by university students on description of perceptions regarding the Holy Qur’an? 2) How are the metaphors regarding the Holy Qur’an categorized in terms of common characteristics which produced by university students? 3) Are there any links between socio-demographic variables and composed metaphoric categories? One of the qualitative data collection technics, data collecting through metaphors method is used, and is asked open-ended question in the study. Picking up similarities and diversities under thematic topics is quite easy in the method. Therefore, this method has a functional feature in the sociology, psychology and anthropology, and it gives a wealthy and qualified image about matter, phenomenon, event and situation (Yıldırım & Şimşek 2005, 212). The target population of the study consists of students who were taking education at Gümüşhane University. Easily accessible and availability principles pursued in the sample choosing. In the distribution of participants according to the demographical features, females have 61.9 percent (n:120) and males have 38.1 percent (n:74) in terms of gender. Students who graduated from religious vocational high school is 61.3 percent (n:119), and others who from other high schools is 38.7 percent (n:75) in terms of graduated from different high schools. Students in theology department have 68.0 percent (n:132), and students who were educated in the social service department have 32.0 percent (n:62). Research data is gathered through survey form includes “The Holy Qur’an is like/similar to…, because…” sentence and demographical variabilities. Data, gathered from 194 survey forms, is transferred to the Excel and the SPSS program. In an attempt to reliability of study, gathered metaphors is examined by four area expert. Frequencies (f) and percentages (%) is taken into consideration in the process of replacing metaphors to the tables. Data analysis technique is used on the getting relationships and explaining gathered data, while content analysis technique is used on the interpreting of data. The SPSS program is used in the analysis of quantitative data. Obtained data from the surveys and composed categories is associated with descriptive statements in the verses of the Holy Qur’an. In the composed categories demonstrate distribution of produced 44 different metaphors with regard to the Holy Qur’an as 9 categories. According to this, the sample is represented in the categories as 64.4 % (f:125) is in the ‘directional’, 11.3 % (f:22) is in the ‘life source’, 7.7 % (f:15) is in the ‘explanatory’, 3.1 % (f:6) is in the ‘key’, 3.1 % (f:6) is in the ‘protective’, 2.1 % (f:4) is in the ‘curative’, 2.1 % (f:4) is in the ‘instructive’, 2.1 % (f:4) is in the ‘speech’ and 4.1 % (f:8) is in the ‘other’ categories. Distributions of composed categories are represented according to common characteristics as frequencies and percentages in the next tables. In the distribution of produced metaphors in the ‘directional’ category, university students produced 7 different metaphors (f:125). Frequencies of produced metaphors in the category are such that: guide (f:41), advisor (f:25), mentor (f:19), compass (f:16), road map (f:8), route (f:3) and other (f:13). According to the result, it is understood that aspects of guide, advisor, mentor and compass stood mostly out in the category. In the ‘life source’ category, 6 different metaphors (f:22) is developed by participants. Developed metaphors’ frequencies in the category are the following: life (f:4), lifeblood (f:4), weather (f:2), water (f:2), inheritance (f:2) and others (f:7). So, life and lifeblood aspects stood mostly out in the category. In the ‘explanatory’ category, 5 different metaphor (f:15) is developed by participants. Frequencies of produced metaphors in the category are such that: light (f:5), sun (f:3), flashlight (f:2), torch (f:2) and other (f:3). According to the result, it is understood that aspects of light and sun stood mostly out in the category In the ‘protective’ category, 5 different metaphors (f:6) is developed by participants. Frequencies of produced metaphors in the category are such that: saver (f:2), lifeguard (f:1), hereafter-saving (f:1), escapeway (f:1) and branch to catch (f:1). According to the result, it is understood that aspect of saver stood mostly out in the category. In the ‘instructive’ category, 4 different metaphors (f:6) is developed by participants. Frequencies of produced metaphors in the category are such that: reference book (f:1), dictionary (f:1), priceless book (f:1) and life encyclopedia (f:1). In the ‘speech’ category, it is seen that 4 different metaphors (f:6) is developed by participants. Frequencies of produced metaphors in the category are such that: divine message (f:1), speaking truth (f:1), Allah’s dialogue with us (f:1) and final word (f:1). In the ‘key’ category, 3 different metaphors (f:6) is developed by participants. Frequencies of produced metaphors in the category are such that: a key (f:4), the key of heaven (f:1) and the key of salvation (f:1). In the ‘curative’ category, 2 different metaphors (f:4) is developed by participants. Frequencies of produced metaphors in the category are such that: a pill (f:3) and doctor (f:1). In the ‘others’ category, 8 different metaphors (f:8) is developed by participants. Frequencies of produced metaphors in the category are such that: world (f:1), the friend of lonely passenger (f:1), the tree with fruit (f:1), hereafter (f:1), priceless treasure (f:1), miracle (f:1), philosophy (f:1) and mirror (f:1). Participants composed of 44 different metaphors regarding the Holy Qur’an. The metaphors were summed up in the 9 categories as ‘directional’, ‘life source’, ‘explanatory’, ‘key’, ‘protective’, ‘curative’, ‘instructive’, ‘speech’ and ‘other’ To results of the study; guide, advisor, mentor and compass aspects of the Qur’an came into prominence at most in the ‘directional’ category, when life and lifeblood aspects of the Qur’an came into prominence at most in the ‘life source’ category. Light and sunny aspects of the Qur’an came into prominence at most in the ‘explanatory’ category, while saver aspect of the Qur’an came into prominence at most in the ‘protective’ category. Instructive aspect of the Qur’an came into prominence at most in the ‘instructive’ category. Speech aspect of the Qur’an came into prominence at most in the ‘speech’ category, while key aspect of the Qur’an came into prominence at most in the ‘key’ category. Moreover, pill aspect of the Qur’an came into prominence at most in the ‘curative’ category. Whatsoever world, friend of single traveler, tree with fruit, hereafter, priceless treasure, miracle, philosophy and mirror aspects of the Qur’an came into prominence at most in the ‘other’ category. It is inferred that significant relationships between demographic variables and metaphor categories. In terms of major variable; theology students were composed of more metaphor in the ‘explanatory’ and ‘instructive’ categories, while social service students were composed of more metaphor in the ‘life source’ category. In terms of gender variable; females composed of more metaphor in the ‘curative’ and ‘other’ categories, while males composed of more metaphor in the ‘directional category. In terms of graduating high school variable, students who graduated from religious vocational high school composed of more metaphor in the ‘key’ and ‘speech’ categories, when students who graduated from other high school composed of more metaphor in the ‘directional’ category. Whatsoever, in terms of having the Qur’an education in their life status variable, had the Qur’an education in their life students composed of more metaphor in the ‘curative’ and ‘other’ categories, while other group composed of more metaphor in the ‘directional’. Moreover, in terms of perception of subjective religiousness, students who think themselves are ‘religious’ composed of more metaphor in the ‘key’ and ‘other’ categories, while students who think themselves are ‘less religious’ composed of more metaphor in the ‘explanatory’ category. In terms of perception of family religiousness, students who think own family ‘less religious’ composed of more metaphor in the ‘directional’ and ‘life source’ categories, when students who think own family ‘religious’ composed of more metaphor in the ‘key’ category. It can be suggested by the results of this study; perception of the Qur’an can be studied with the different study techniques, or it can be studied in the different research groups with the same technique. Muslims’ perceptions regarding the Holy Qur’an can be examined with intercultural comparative studies. Perceptions regarding the Holy Qur’an can be researched through interviews. Members’ perception regarding holy book that have different religious faith can be comparatively examined. Individuals’ perceptions regarding different religious concepts can be studied through metaphors. .................. Turkish...................Bu araştırmanın amacı üniversite öğrencilerinin Kur’an-ı Kerim’e ilişkin algılarını metaforlar aracılığıyla ortaya çıkarmaktır. Araştırmanın çalışma grubunu, 2014-2015 eğitim öğretim yılında Gümüşhane Üniversitesi İlahiyat Fakültesi ve Sosyal Hizmetler bölümünde öğrenim gören 194 katılımcı oluşturmaktadır. Araştırmada nitel ve nicel yöntemler birlikte kullanılmıştır. Araştırma verileri, “Kur’an-ı Kerim……gibidir, çünkü……” cümlesini ve demografik değişkenleri içeren bir form aracılığıyla toplanmıştır. Verilerin analizi ve yorumlanmasında içerik analizi tekniği kullanılmıştır. Araştırmada Kur’an’a ilişkin 44 farklı metafor geliştirildiği tespit edilmiştir. Bu metaforlardan ‘yönlendirici’, ‘yaşam kaynağı’, ‘açıklayıcı’, ‘anahtar’, ‘koruyucu’, ‘öğretici’, ‘derman’, ‘kelam’ ve ‘diğer’ olmak üzere 9 farklı kategori oluşturulmuştur. Üretilen metaforların ‘yönlendirici’, ‘yaşam kaynağı’ ve ‘açıklayıcı’ kategorilerinde yoğunlaştığı görülmüştür. Demografik değişkenler ile metafor kategorileri arasındaki ilişkiyi ortaya çıkarmak araştırmanın ikincil amaçlarındandır ve bu yönüyle sonuçlar değerlendirildiğinde değişkenler ile kategoriler arasında anlamlı ilişkiler olduğu tespit edilmiştir. Demografik değişkenler ile kategori ilişkisinde fakülte değişkeni açısından ilahiyat öğrencileri ‘açıklayıcı’ ve ‘öğretici’ kategorilerinde daha fazla metafor üretirken sosyal hizmet öğrencileri ‘yaşam kaynağı’ kategorisinde daha fazla metafor üretmiştir. Cinsiyet değişkeni açısından ise kız öğrenciler ‘derman’ ve ‘diğer’ kategorilerinde daha fazla metafor üretirken erkek öğrenciler ‘yönlendirici’ kategorisinde daha fazla metafor üretmiştir. Lise mezuniyeti açısından bakıldığında da İHL’den mezun olanlar ‘anahtar’ ve ‘kelam’ kategorilerinde daha fazla metafor üretirken diğer lise mezunları ‘yönlendirici’ kategorisinde daha fazla metafor üretmiştir. Kur’an Kursu eğitimi alma değişkeni açısından ise Kur’an kursu eğitimi alanlar ‘derman’ ve ‘diğer’ kategorilerinde daha fazla metafor üretirken Kur’an Kursu eğitimi almayanlar ‘yönlendirici’ kategorisinde daha fazla metafor üretmiştir. Ayrıca öznel dindarlık ve aile dindarlık algılarıyla metafor kategorileri arasında da anlamlı ilişkiler elde edilmiştir. (shrink)

Heidegger, Martin, 1889-1976- Criticism and interpretation ; Corbin, Henry, 1903-1978- Criticism and interpretation ; Fardīd, Aḥmad, 1912-1994- Criticism and interpretation.

Yirminci yüzyılın son çeyreğinde modern dönem toplum sözleşmeci geleneği yeniden canlandıran John Rawls, hak kavramını iyi kavramına öncelikli kıldığı ahlak teorisinde adil ve iyi düzenlenmiş bir toplumun nasıl yaratılacağı yönünde teorik bir açılım yapmıştır. Bireyi kendine has bir şekilde ahlaki, eşit ve rasyonel özne olarak kodlayan Rawls, bu bireyden yola çıkarak teorik öncüllerini oluşturmuş ve geliştirdiği teori aracılığıyla özgürlük ve eşitlik nosyonlarını uzlaştırma çabasına girmiştir. Rawlsın bu çabasına yönelik literatürde yer alan tartışmalar; ya Rawlsın adalet ilkelerinin birbirini çürüttüğü ya da (...) bu ilkelerin birbirine diyalektik olarak zorunlu bir bağlılık arz ettiği yönündeki argümanlardan oluşmaktadır. Bu makalede ise; sorunun Hakkaniyet Olarak Adalet İlkeleri’nin birbiriyle çelişip çelişmediği veya birbirini zorunlu olarak tamamlayıp tamamlamadığı olmadığı özellikle tartışılarak, bu ilkeleri uygulayacak olan Rawlsçı Mülk Sahipliği Demokrasisi Modelinde bile özgürlük ve eşitliğin Rawslın beklentisi doğrultusunda toplumsal boyutta yaşanamayacağı yönünde argümanlar öne sürülmüştür. (shrink)

Contributed articles on the works of Yaśovijaya, 1624-1688, Jaina philosopher, a sourvenir brought out on the completion of three hundred years to his death.

Islamic philosophy - Congresses ; Sufism - Congresses.

Corpus of Nyingmapa doctrines, commentaries on Buddhist canonical texts, and philosophy etc.

Motion pictures - Philosophy ; Motion pictures -- History and criticism ; Motion picture plays -- History and criticism.