The study of the place and role of religious education in the post-secular world is undoubtedly increasing. First of all, this is due to the loss of religion of its influence on modern society, the growth of globalization processes, and attempts to preserve national and cultural identity. At the same time, we are talking not only about the problems inherent in whole countries and peoples, but also about the right of an individual to his own worldview and (...) moral choice - freedom of conscience, and most importantly - the possibility of realizing this choice. (shrink)

At the present stage of development of the Ukrainian state and formation of civil society there is a problem of national spiritual revival, the main issue of which is the formation and affirmation of the people of our country on the basis of human moral principles. In such circumstances, the tendencies of the development of religious life are clearly visible. The social transformations of the last decades have opened the space for the restoration of the full functioning of (...) church institutions. (shrink)

We bring the distinct and complementary existentialist perspectives of Jean-Paul Sartre and Simone de Beauvoir to bear on the phenomenon of moral disengagement in managerial decision-making. Existentialist thinking is a rich source of insight on this phenomenon, because—as we demonstrate—the concept of moral disengagement overlaps significantly with the notion of ‘a consciousness in bad faith’ in Sartre’s writing, and the notion of ‘not willing oneself free’ in De Beauvoir’s writing. These concepts play a critical role in (...) existentialist ethics, and thus existentialists carefully deliberated the phenomenon that these concepts aim to illuminate. Rather than being motivated by self-interest as implied by the bulk of extant empirical work on moral disengagement, existentialist perspectives suggest that moral disengagement can instead be motivated by an overwhelming sense of responsibility towards diverse others. From an existentialist perspective, the temptation to morally disengage will not only be felt by individuals that have a strong, trait-like propensity for moral disengagement, but by managers in general. This temptation is likely to be felt in the specific context of right vs. right dilemmas, which have up to now rarely been studied by moral disengagement scholars. Even though existentialist thought paints the problem of moral disengagement as more widespread and entrenched in the human condition, it also suggests ways of preventing moral disengagement. In arguing for these preventative approaches, we make careful distinctions between Sartre and De Beauvoir, thereby becoming the first to argue that De Beauvoir offers a unique contribution to our understanding of ethical decision-making in management. (shrink)

A major event in the history of twentieth-century thought, Notebooks for a Ethics is Jean-Paul Sartre's attempt to develop an ethics consistent with the profound individualism of his existential philosophy. In the famous conclusion to Being and Nothingness , Sartre announced that he would devote his next philosophical work to moral problems. Although he worked on this project in the late 1940s, Sartre never completed it to his satisfaction, and it remained unpublished until after his (...) death in 1980. Presented here for the first time in English, the Notebooks reveal Sartre at his most productive, crafting a masterpiece of philosophical reflection that can easily stand alongside his other great works. Sartre grapples anew here with such central issues as "authenticity" and the relation of alienation and freedom to moral values. Exploring fundamental modes of relating to the Other--among them violence, entreaty, demand, appeal, refusal, and revolt--he articulates the necessary transition from individualism to historical consciousness. This work thus forms an important bridge between the early existentialist Sartre and the later Marxist social thinker of the Critique of Dialectical Reason . The Notebooks themselves are complemented here by two additional essays, one on "the good and subjectivity," the other on the oppression of blacks in the United States. With publication of David Pellauer's lucid translation, English-speaking readers will be able to appreciate this important contribution to moral philosophy and the history of ethics. Jean-Paul Sartre (1906-1980) was offered, but declined, the Nobel Prize for literature in 1964. His many works of fiction, drama, and philosophy include the monumental study of Flaubert, The Family Idiot , and The Freud Scenario , both published in translation by the University of Chicago Press. (shrink)

One of the most important discourses in contemporary religious studies is the definition of the essence and role of religious education and the problem of its coexistence with the secular. On this occasion in the circle of researchers there are diverse, sometimes opposite, points of view. The following headings of the reception of expediency of the implementation of religious education are as follows: 1) the emphasis on the current legislation on the separation of church from (...) the state, in particular the laws of Ukraine "On Freedom of Conscience and Religious Organizations" and "On Education"; 2) comparison of foreign experience in implementation of the implementation of religious education in the practice of social life, comparative analysis of the positions of supporters and opponents of religious education; 3) outline the problems of religious and spiritual education in the context of the formation of state-church relations, the complexity of incorporation of the religious component into the system of secular education, their demarcation; 4) the relevance of the distinction and delineation of religious and religious studies, the specificity of their functional orientation. (shrink)

Measures of inductive risk and of safety-principle violation help us to operationalize concerns about theological assertions or a sort which, as we saw in Part I, aggravate or intensify problems of religious luck. Our overall focus in Part II will remain on a) responses to religious multiplicity, and b) sharply asymmetrical religious trait-ascriptions to religious insiders and outsiders. But in Part II formal markers of inductive norm violation will supply an empirically-based manner of distinguishing strong (...) from moderate fideism. As we develop these markers we will elaborate their more specific connections with comparative study of religious fundamentalisms (chapters 3 and 4), with exclusivist responses to religious multiplicity (chapter 5), and with working hypotheses in cognitive science of religion (chapter 6). In Chapters 3 the special focus is on the need for comparative fundamentalism (hereafter CF), and on how a better inductive risk ‘toolkit’ can empower its development. The “Enemy in the Mirror” is a metaphor which researchers of CF have sometimes used to describe a phenomena of special concern. This allows that religious fundamentalism per se need not be morally or socially problem, and that the terms such as “fundamentalism” and “fideism should not be over-used by scholars. But the enemy-in-the-mirror phenomena, which gives rise to what I term “bias-mirroring” attributions of good/bad traits to religious insiders and outsiders, carries enormous moral risks. I argue that this is something researchers would do well to study. On the view to be developed, the enemy in the mirror phenomenon is a direct consequent of counter-inductive thinking when applied to a multiplicity of narrative testimonial traditions. (shrink)

This book features a group of top-notch philosophers tackling some of the biggest questions in higher education: What role should the liberal arts have in a college education? Should colleges orient themselves to the educational demands of the business sector? What is the role of highly selective colleges in the public sphere? To what extent should they be subsidized directly, or indirectly, by the public? Should they simply teach students skills and academic knowledge, or should they play a (...) role in shaping character, and if so to what end? Should highly selective colleges admissions practices give an edge to racial minorities, or legacies, or poor students? How much should the public purse subsidize disadvantaged students attending such institutions? These questions are fundamentally about moral and political valuesquestions of distributive justice and of what constitutes valuable education. Philosophers are trained to identify value considerations in great detailindeed, often with more precision than is ever needed for practical purposes!but most disagreements about policy and practice proceed with minimal attention to the values assumed on either side, and all sides can benefit from more clarity about exactly what moral values are at play. The philosophers here, then, address some of the fundamental questions underlying debates about higher educationand in ways that are interesting and accessible to others.". (shrink)

The problem at the core of this ethical study is how Existentialist Ethics comprises the absolute character of obligation and how it is able to join the ethical postulate to the conrete situation without losing the absolute. Kariuki is chiefly interested in Sartre because he presents, in a most logical fashion, a model of Realistic Ethics that excludes all transcendence. At the same time, Kariuki shows the similarity between Sartre and A.I. Melden.

Kyrgyz people lived under the control of Soviet Union for about 70 years. During this time, they were forbidden to practice any kinds of religious duties. Their religious schools and mosques were closed or used for other aims rather than religious needs. In short, all kinds of religious freedom and practices were forbidden strictly. The aim was to bring up an atheistic people during the days of Soviet Union. However, when Kyrgyz people won their independence and (...) established a new country, all kinds of restrictions in terms of religion were abrogated and people began to establish their religious schools and mosques. While during the first years of independency of the country in 1991, there were only 39 mosques, as of 2018 there are nearly 3,000 mosques in the country. In addition to the increase of mosques, the number of people going to mosques also increases day by day. This article examines mainly the development of religious freedom in terms of legal aspect from the beginning of the establishment of the country to our time; the legal statues, functions, and duties of State Commission for Religious Affairs and Religious Office of Kyrgyzstan Muslims, and as common religious educational places mosques, religious activities done at mosques, the factors effecting these activities negatively.Summary: Kyrgyz Turks are one of the most ancient tribes in Central Asia. Although there are various views and knowledge about the religious life and the process of Islamization of them in various sources, there is no doubt that one of the most important elements which shapes Kyrgyz culture and social life is Islam. Even though they continued the activities of Islamic education and training under the rule of many nations thorough the history, all activities of religious education were tried to be forgotten and religion was removed from daily life under the Soviet communist regime. However, with the establishment of the Republic of Kyrgyz based on the secular and democratic bases on 31 August 1991, Muslim people showed a great effort and endeavor to open some institutions where they could live their religion, perform their religious duties, and teach religious and moral values for people. After the declaration of independence, with the enacting of “Freedom of Faith and Religious Institutions” on 16 December 1991 which was one of the first enacting laws, very important developments happened in terms of both formal and informal education. Some knowledge concerning Islam is given in some culture courses and “Religious Office of Kyrgyzstan Muslims” was created for meeting all kinds of religious needs of Muslims in the country in 1993. With the establishment of the “State Commission for Religious Affairs” in 1996, some new legal regulations were made. Thus the state’s policy about religious education and teaching gained a new dimension. During this process, the state faced some problems concerning developments in religious education. Although some of these problems have been solved legally, there are still many problems about religious education today. Since the independency until now, there have been many researches as articles, books, master theses and doctorate dissertations about various fields of religious education, religion-state relations, religious institutions, course books and their curriculums. However, a great majority of these studies belong to religion-state relations and the field of formal religious education. There aren’t any academic studies or research about mosques and imams that concern the great majority of the country population. In fact, from the point of religious education, common or informal religious education is as extremely important as formal religious education. For the mosques that are one of the most important institutions of common religious education are spread to the most remote corner of the country and serve for all people of different ages for the whole year. The effects of common religious education increase day by day. While there were just 33 mosques in 1933, there were 39 mosques in the independency year of 1991, as of 2018 this number has risen to 2830. Relating the imams who work at mosques, it is not possible to speak about a systematic structure. Since imams are generally graduated from madrasas, their educational levels are very low. As they have not enough financial support and highly educated teachers, they cannot give good education to their students and cannot adopt themselves to the modern educational levels in teaching religious issues. In order to solve this problem, Muftiyat either sends students to abroad or gives in service trainings for imams. Another important problem in relation to imams is the way of assignment. There is no criterion for assignment of imams. They are not designated by the Muftiyat, but it just legitimizes those imams who are chosen by congregation. Imams receive neither any salary from the Muftiyat, nor they have any social assurance. They work either voluntary or their incomes are paid by people. Although all of these negative conditions, mosques and imams have a great importance on Kyrgyz people’s education, culture, worship, and moral teaching. It can be said that there are two kinds of education at mosques and masjids. One of these is “moldos”, some men of religion who gather students and give some religious knowledge without following any curriculum. Although some of them take education from some Arabic countries or Pakistan, their educational level is very low and cannot recite even the Qur’an correctly. In addition, they have very little knowledge about pedagogy and religious themes, and they have not enough educational experience. The second type of education at mosques and masjids is carried out through Friday sermons and preaching. However, this is not an effective way in giving religious education. Because the way in which the Friday sermon is given is not appropriate as a good teaching method. As the sermons are done in Arabic, there is no effective communication between the imam and the congregation. However, Friday sermons and preaching are very important for people’s religious education and socialization. This article firstly deals with the developments in religion in the times of freedom of the country, secondly, it examines the institution of Muftiyat to which all mosques are adhered and “State Commission for Religious Affairs” that register the mosques which the Muftiyat approves, and lastly gives information about mosques and their congregations in the country. (shrink)

The aim of this study is to determine what kind of religious coping activities the refugee students forced to emigrate to Turkey due to the devastating reasons such as war and violation of rights apply in order to overcome their traumatic lives and the relationship between the use of these religious coping activities and their adaptation to the culture they live in. The fact that religion has important functions in dealing with all difficulties, especially forced migration, makes it (...) a matter of interest about what kind of religious coping process refugees have experienced for making their lives bearable. Therefore, this research is based on the assumption that the refugees mostly struggle with difficulties by using positive religious coping methods and try to achieve cultural adaptation through this struggle. The sample was selected from the refugee students from Syria, Iraq and Afghanistan continuing their education in different departments of Karabük University and in different high schools of Karabük National Education Directorate in 2017-2018 academic year. “Cultural Adaptation” and “Religious Coping Styles” scales were applied to the sample with an average age of 18. According to the research findings, cultural adaptation and positive religious coping levels of the sample group are above the average, and negative religious coping levels are below the average. There was found a positive meaningful correlation between cultural adaptation and positive religious coping of which relation was determined through some independent and demographic variables (r =.269). Therefore, it is thought that providing spiritual care for refugee students might increase the level of cultural adaptation.Summary: The aim of this study is to determine what kind of religious coping activities the refugee students forced to emigrate to Turkey due to the devastating reasons such as war and violation of rights apply in order to overcome their traumatic lives and the relationship between the use of these religious coping activities and their adaptation to the culture they live in. The fact that religion has important functions in dealing with all difficulties, especially forced migration, makes it a matter of interest about what kind of religious coping process refugees have experienced for making their lives bearable. Therefore, this research is based on the assumption that the refugees mostly struggle with difficulties by using positive religious coping methods and try to achieve cultural adaptation through this struggle. The study that was conducted according to correlational survey model, used the questionnaire technique by implementing the “Cultural Adaptation” and “Religious Coping Styles” scales together with a personal information form. The sample of the study was chosen by random sampling, and consisted of 112 volunteer refugee students from Syria, Iraq and Afghanistan, studying at different departments of Karabük University and different public high schools in Karabük. While analyzing the data, firstly, averages were calculated by obtaining total scores of the scales. In order to reveal whether students’ cultural adaptation levels differ by various variables or not, t-test (Independent Samples t-test), one-way analysis of variance (Oneway ANOVA) and Scheffe Test were applied. While analyzing relations related to religious coping, non-parametric ‘Man Whitney U’ and ‘Kruskall Wallis H’ tests were applied in accordance with the result of the normality test. In the study in which correlation test was applied to determine the relationship between cultural adaptation and religious coping, the lowest p-value was predicated as.05 to determine the level of statistical significance. According to the findings, sample group’s levels of cultural adaptation (=3,27) and positive religious coping (=3,42) were above the average, and the level of negative religious coping (=1,77) was below the average. Cultural adaptation levels of the sample group has shown significant statistical differences in terms of the nationality variable. Accordingly, Syrian students had higher cultural adaptation scores (=3,48) than Iraqi (=3,19) and Afghani students (=3,06), and the difference among them was statistically meaningful (p<.01). There wasn’t detected any significant relationship between ‘negative religious coping’ levels of the sample and demographic and other independent variables; however, there were seen statistically significant differences just in terms of nationality, gender and age range among other demographic variables. Accordingly, female students scored higher (= 64,46) in positive coping than male students (= 47,32). The difference between them is statistically meaningful (p<.01). Students at the ages of 21-24 scored higher in positive religious coping (= 70,54) and the difference between them and the students at the ages of 14-16 (= 47,47) reached meaningful level, next to this Syrian students had higher levels of positive religious coping (= 62,91) and this reached a meaningful difference (p<.01) when compared with the averages of Afghani students (= 42,63). Moreover, there was a positive significant relationship between cultural adaptation and positive religious coping (r=.269, n=112, p=.004).Forced migration caused by wars is a traumatic experience including material and moral loss. The greatest contribution of spirituality in this kind of negative experiences causing severe stress is through positive religious coping. Hence, religious and spiritual beliefs not only enable cognitive satisfaction by offering the most satisfying answers to traumatic victims’ search for meaning, yet also help them to accept the situation. This is caused due to a sense of devotion, and contribute to both their struggle with the trauma and their post-traumatic development. According to the research findings, there is a significant relationship between students’ cultural adaptation and ‘positive religious coping’ tendency. Therefore, providing these students with spiritual care and counseling might contribute to their integration process. Moreover, it has been seen that it is important to conduct value-centered projects and activities which would prevent both refugee students and locals to marginalize each other, and would improve the culture of living-together. It is also important to provide governmental and non-governmental support for these projects and activities. On the other hand, launching free language courses to resolve communication problems, which are obstacles for integration, and establishing socio-cultural networks in and around the campus for constituting more compatible relationships among the students would improve the students’ integration capability. (shrink)

Mill’s aim in chapter 3 of Utilitarianism is to show that his revisionary moral theory can preserve the kind of authority typically and traditionally associated with moral demands. One of his main targets is the idea that if people come to believe that morality is rooted in human sentiment then they will feel less bound by moral obligation. Chapter 3 emphasizes two claims: (1) The main motivation to ethical action comes from feelings and not from beliefs and (...) (2) Ethical feelings are highly malleable. I provide a critical examination of Mill’s use of these claims to support his argument that Utilitarianism can preserve morality’s authority. I show how the two claims, intended to form a significant rebuttal to the worry about Utilitarianism, can in fact be combined to raise powerful skeptical concerns. I explain how Mill evades the skepticism, and why contemporary philosophers who lack Millian optimism about human nature find it harder to avoid the skeptical outcome. (shrink)

Truth and Existence , written in response to Martin Heidegger's Essence of Truth , is a product of the years when Sartre was reaching full stature as a philosopher, novelist, playwright, essayist, and political activist. This concise and engaging text not only presents Sartre's ontology of truth but also addresses the key moral questions of freedom, action, and bad faith. Truth and Existence is introduced by an extended biographical, historical, and analytical essay by Ronald Aronson. " Truth (...) and Existence is another important element in the recently published links between Sartre's existentialist ontology and his later ethical, political, and literary concerns. . . . The excellent introduction by Aronson will help readers not experienced in reading Sartre."-- Choice "Accompanied by an excellent introduction, this dense, lucidly translated treatise reveals Sartre as a characteristically 20th-century figure."-- Publishers Weekly Jean-Paul Sartre (1906-1980) was offered, but declined, the Nobel Prize for literature in 1964. His many works of fiction, drama, and philosophy include the monumental study of Flaubert, The Family Idiot , and The Freud Scenario , both published in translation by the University of Chicago Press. (shrink)

Truth and Existence, written in response to Martin Heidegger's Essence of Truth, is a product of the years when Sartre was reaching full stature as a philosopher, novelist, playwright, essayist, and political activist. This concise and engaging text not only presents Sartre's ontology of truth but also addresses the key moral questions of freedom, action, and bad faith. Truth and Existence is introduced by an extended biographical, historical, and analytical essay by Ronald Aronson. "Truth and Existence is (...) another important element in the recently published links between Sartre's existentialist ontology and his later ethical, political, and literary concerns.... The excellent introduction by Aronson will help readers not experienced in reading Sartre."—Choice "Accompanied by an excellent introduction, this dense, lucidly translated treatise reveals Sartre as a characteristically 20th-century figure."—Publishers Weekly Jean-Paul Sartre (1906-1980) was offered, but declined, the Nobel Prize for literature in 1964. His many works of fiction, drama, and philosophy include the monumental study of Flaubert, The Family Idiot, and The Freud Scenario, both published in translation by the University of Chicago Press. (shrink)

First published in France in 1936 as a journal article, The Transcendence of the Ego was one of Jean-Paul Sartre's earliest philosophical publications. When it appeared, Sartre was still largely unknown, working as a school teacher in provincial France and struggling to find a publisher for his most famous fictional work, Nausea . The Transcendence of the Ego is the outcome of Sartre's intense engagement with the philosophy of Edmund Husserl, the founder of phenomenology. Here, as in (...) many subsequent writings, Sartre embraces Husserl's vision of phenomenology as the proper method for philosophy. But he argues that Husserl's conception of the self as an inner entity, 'behind' conscious experience is mistaken and phenomenologically unfounded. The Transcendence of the Ego offers a brilliant diagnosis of where Husserl went wrong, and a radical alternative account of the self as a product of consciousness, situated in the world. This essay introduces many of the themes central to Sartre's major work, Being and Nothingness : the nature of consciousness, the problem of self-knowledge, other minds, anguish. It demonstrates their presence and importance in Sartre's thinking from the very outset of his career. This fresh translation makes this classic work available again to students of Sartre, phenomenology, existentialism, and twentieth century philosophy. It includes a thorough and illuminating introduction by Sarah Richmond, placing Sartre's essay in its philosophical and historical context. (shrink)

Comparative religious ethics is a complicated scholarly endeavor, striving to harmonize intellectual goals that are frequently conceived as quite different, or even intrinsically opposed. Against commonly voiced suspicions of comparative work, this essay argues that descriptive, comparative, and normative interests may support rather than conflict with each other, depending on the comparison in question, and how it is pursued. On the basis of a brief comparison of the early Christian Augustine of Hippo and the early Confucians Mencius and Xunzi (...) on the topic of "human nature," this paper advocates a particular account of comparative religious ethics, and argues for the complexity of the idea of "human nature." Different elements of this family of concerns are central to religious ethics generally, and to theories and practices of moral development and personal formation specifically. (shrink)

This study attempts to situate ethical discourse within descriptions of a moral context which do justice both to concrete individual moral experiences and to the socio-historical framework within which they are lived. In light of these descriptions it is argued that an adequate theory of morality must focus on the essential continuity between the individual moral life and the communal practices and institutions which constitute our ethical substance. ;In Chapter One it is shown how the existentialist liberation (...) of the moral subject centers ethical concerns around the concrete living individual, who, for the most part, had no place in traditional ethics. ;In Chapter Two it is argued that the existentialist revolt in morals is incomplete and misguided, insofar as the power of individual freedom is overemphasized and the weight of socio-historical reality is neglected. On the basis of hermeneutical analysis of human existence, it is shown how the cultural fabric of interpretations and practices sustains and gives meaning to the moral life. On the basis of Sartre's Marxism, it is shown how the social field of classes and violence alienates and frustrates our individual moral projects. ;In Chapter Three it is asked what implications for ethical theory and conduct emerge from these descriptions of the moral context. It is argued that while Heidegger's thought provides an important criticism of the history of ethics, it escapes all concrete applications to ethical discourse. In this respect Gadamer's hermeneutics is found more fruitful, although his Aristotelian account of the situated moral life underestimates the ideological distortions of the moral context as well as the power of moral consciousness to reject tradition and project its freedom. In order to abet such a critical account of morality, Habermas' analysis of the moral consciousness and its development within the socialization process is introduced. But it is argued that Habermas' emphasis on a theoretical grounding of ethical discourse loses touch with the concrete existential/historical dimension of the moral life. It is proposed that only by moving out from descriptions of individual experiences of injustices and wrongs will it be possible to successfully combine moral and social considerations in a critical theory with practical intent. (shrink)

Critical consideration is given the empirical evidence for psychological models of religious development, its supposed relationship to other domains of psychological development, and especially, moral development. Significant problems with stage conceptions in these models augur a fundamental rethinking of religious development as a construct in developmental psychology. Model of Hierarchical Complexity has demonstrable promise for enabling greater precision in constructs and methods. This may resolve some central problems and advance research in the field.

In lieu of an abstract, here is a brief excerpt of the content:The Declaration of Independence:Inalienable Rights, the Creator, and the Political OrderChristopher KaczorPierre Manent puts his finger on numerous problems that arise from an emphasis on human rights that is detached from any consideration of human nature, the Creator, or the traditions that inform human practice. In his book Natural Law and Human Rights: Towards a Recovery of Practical Wisdom, Manent writes: "Let us dwell a moment on the (...) proposition in which so much passion is invested today: man is the being who possesses rights. It resonates as our self-definition and our perspective on humanity, one that we take to have fortunately replaced other definitions and perspectives, such as that man is God's creature or that man is a political animal."1 Contemporary political discourse has arrived, so he thinks, at an impasse of contradiction, incoherence, and self-defeating beliefs.Manent finds a vital help for thinking through these issues in Thomas Aquinas,2 but perhaps also a useful resource is the work of Thomas Jefferson. In Natural Law and Human Rights, Manent cites the first article of the 1789 Declaration of the Rights of Man and of the Citizen: "Human beings are born and remain free and equal in rights."3 But Manent does not cite the Declaration of Independence drafted by Jefferson. The 1776 Declaration provides a way of addressing many of Manent's concerns about human rights, human nature, and equality because it combines an appeal to the Creator [End Page 249] with the establishment of rights grounded in human nature and defended by limited government. In order to approach some of the important political, religious, and philosophical questions raised in Natural Law and Human Rights, we can reconsider the famous "American proposition": "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness." What exactly does this famous American proposition mean? Can it help us to address some of the concerns about incoherent political discourse that Manent highlights?We Hold These Truths to Be Self-EvidentWhat does "we hold these truths to be self-evident" mean? The interpretation of this phrase has generated no small amount of speculation.4 As Manent notes, appeals to self-evidence arise also today in disputes about same-sex marriage.5 Even if we cannot perfectly trace the remote or proximate historical origins of the phrase in 1776, we might still examine some possible meanings.For John Locke, a self-evident truth is akin to what later philosophers called an analytically true proposition.6 Such propositions are true in virtue of the agreement of the ideas that make up the proposition. "A bachelor is an unmarried man of marriageable age" is self-evidently true, since the idea of "bachelor" agrees with the idea "an unmarried man of marriageable age." It does not seem plausible that the self-evident truths of the Declaration of Independence were meant in this sense. The assertions of the Declaration are not true simply by agreement of ideas or by definition in a way that is obvious to anyone who is a native speaker.Thomas Reid suggests a different sense of self-evidence. On his view, [End Page 250] self-evidence does not mean obviousness to everyone, but rather clear to those with the requisite education and maturity: "Moral truths... are self-evident to every man whose understanding and moral faculty are ripe."7 If a person is conscious of no moral obligation whatsoever, then reasoning with such a person will not bring the person to understand his or her obligations. Just as mathematical calculations cannot begin without acceptance of basic axioms of mathematics, so too ethical reflection presupposes but does not establish its first principles. As Reid says, "the man who does not by the light of his own mind, perceive some things in conduct to be right, and others to be wrong, is as incapable of reasoning about morals as a blind man is about colours."8 Just as there are people who cannot see colors, so too there are people lacking the requisite moral... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Moral Traditions: An Introduction to World Religious Ethics, and: Understanding Religious Ethics, and: Moral Struggle and Religious Ethics: On the Person as Classic in Comparative Theological ContextsBrian D. BerryMoral Traditions: An Introduction to World Religious Ethics Mari Rapela Heidt Winona, Minn.: Anselm Academic, 2010. 138 pp. $22.95.Understanding Religious Ethics Charles Mathewes Malden, Mass.: Wiley-Blackwell, 2010. 277 pp. $41.95.Moral Struggle and (...) Religious Ethics: On the Person as Classic in Comparative Theological Contexts David A. Clairmont Malden, Mass.: Wiley-Blackwell, 2011. 245 pp. $99.95These three texts each make significant contributions to comparative religious ethics, a relatively recent discipline that reflects the rise of religious pluralism and globalization. Taken together, these books raise questions about what comparative religious ethics is, how it should be done, and why it should be done. What makes comparative religious ethics “comparative” and to what extent can comparative religious ethics be made genuinely “theological”?Mari Rapela Heidt, who holds a PhD in theological ethics from Marquette University and currently lectures in the religious studies department at the University of Dayton, has written a well-organized and highly accessible introduction to the ethics of the world religions for beginning undergraduate students. Each of the main chapters in her book surveys a major world religion (Hinduism, Buddhism, Judaism, Christianity, Islam, and the Chinese moral tradition) through four lenses: a brief review of the tradition; the moral world of the religion; values, principles, or virtues in the tradition; and the religious tradition on a particular moral issue (e.g., Hinduism on abortion, Buddhism on wealth and poverty, Judaism on the environment, Christianity on war and peace, Islam on men and women, and China’s one-child [End Page 202] policy). The book also includes opening chapters that introduce students to the study of ethics and religious ethics; a final chapter on additional religious moral traditions (Sikhism, Jainism, Bahá’í, and Shinto); sidebars highlighting major religious figures, texts, or events (e.g., Gandhi, Thich Nhat Hanh, Elie Wiesel, the Charter of Medina, and the Cultural Revolution); and discussion questions, bibliography (including visual media), footnotes, a glossary, and an index.Although this book briefly discusses the discipline of comparative religious ethics and some of its descriptive and conceptual methods in its opening chapters, its broad scope and concise treatment mean that the actual task of comparing the similarities and differences in the ethics of the world religions is kept to a minimum. The few detailed comparisons that are made focus largely on Hindu, Buddhist, and Christian understandings of the concepts of reincarnation (29, 34, 64), dharma (18–19, 23–24, 34–35, 64), karma (18–19, 21–23, 35–36, 64), and ahimsa (25–27, 38, 70–71). While the main chapters are organized in a way that facilitates comparison, and discussion questions are included that invite students to observe similarities and differences, the book would be strengthened by giving greater attention to comparison throughout and adding a concluding chapter that summarizes its comparative content. It ends somewhat abruptly with a discussion of the Shinto moral tradition.Charles Mathewes, associate professor of religious studies at the University of Virginia, has written a book that, while limited to Judaism, Christianity, and Islam, achieves much greater comparative sophistication. The text is based on a course he has taught for more than ten years called “Religious Ethics and Moral Problems,” and it bears the marks of a seasoned teacher whose primary audience is advanced undergraduate students, both religious and secular. Mathewes writes from a Protestant Christian perspective “having a strong apocalyptic dimension which is focused on the next life,” acknowledging that Roman Catholics and Eastern Orthodox may find his views “odd or confused” (53). Part 1 discusses the relationship between God and morality and provides an overview of the ethics of each of the three Abrahamic religions. Parts 2 and 3 then examine not only the moral positions but “the arguments animating the traditions” (3) on a wide range of personal and social matters (e.g., friendship, sexuality, marriage and family, lying, forgiveness, capital punishment, war, and the environment). Part 4 turns to the even more ordinary topics of labor, leisure, and life and the more... (shrink)

In conclusion of his Being and Nothingness Sartre articulated the problem of freedom as a moral one, promising to write a book concerning the problem. The work was published only posthumously. As a consequence of it he was reproached by his critics either for the absence of the moral problematic in his existentialism or for that in the long run the moral problem disappears . Some of them recognized his moral vision, but only in its (...) negative form . In contrast to these views the author tries to show, that the perspective of meaning and values is the core of Sartre’s phenomenological ontology, which is the necessary background of the ultimate objective of the French philosopher: a conception of morals, which would be concrete and historical at he same time. Her argumentation is based on the passages from Being and Nothingness, as well as from Sartre’s posthumous Cahiers pour un morale . A special attention is paid to problems such as the distinction between ethical anxiety and the everyday mo_rals, the spirit of seriousness, understanding man as useless passion and also the problema_tic of the motive and sense of moral conversion, articulated by Sartre. (shrink)

Birth Control and the state: a plea and a forecast by C P Blacker A discussion of the arguments for and against Birth Control, considered from the personal, social and international aspects and its bearings upon the future. Halcyon, or the Future of Monogamy by Vera Brittain Examines the institution of monogamous marriage in the twentieth and twenty-first centuries, through the eyes of a fictional Professor Huxterwin. Hymen, or the Future of Marriage by Norman Haire This candid survey examines why (...) many marriages today seem to be so unsatisfactory and finds the answer in the sexual ethic of our society which is ill adapted to our social and economic needs. The problems of morality, sex-education, prostitution, birth-control and polygamy are all touched upon. (shrink)

First published in France in 1936 as a journal article, The Transcendence of the Egowas one of Jean-Paul Sartre's earliest philosophical publications. When it appeared, Sartre was still largely unknown, working as a school teacher in provincial France and struggling to find a publisher for his most famous fictional work, Nausea. The Transcendence of the Egois the outcome of Sartre's intense engagement with the philosophy of Edmund Husserl, the founder of phenomenology. Here, as in many subsequent writings, (...) Sartre embraces Husserl's vision of phenomenology as the proper method for philosophy. But he argues that Husserl's conception of the self as an inner entity, 'behind' conscious experience is mistaken and phenomenologically unfounded. The Transcendence of the Egooffers a brilliant diagnosis of where Husserl went wrong, and a radical alternative account of the self as a product of consciousness, situated in the world. This essay introduces many of the themes central to Sartre's major work, Being and Nothingness: the nature of consciousness, the problem of self-knowledge, other minds, anguish. It demonstrates their presence and importance in Sartre's thinking from the very outset of his career. This fresh translation makes this classic work available again to students of Sartre, phenomenology, existentialism, and twentieth century philosophy. It includes a thorough and illuminating introduction by Sarah Richmond, placing Sartre's essay in its philosophical and historical context.t of consciousness, situated in the world. This essay introduces many of the themes central to Sartre's major work, Being and Nothingness: the nature of consciousness, the problem of self-knowledge, other minds, anguish. It demonstrates their presence and importance in Sartre's thinking from the very outset of his career. This fresh translation makes this classic work available again to students of Sartre, phenomenology, existentialism, and twentieth century philosophy. It includes a thorough and illuminating introduction by Sarah Richmond, placing Sartre's essay in its philosophical and historical context. (shrink)

C Bailey; The Notion of Development and Moral Education, Journal of Philosophy of Education, Volume 3, Issue 1, 30 May 2006, Pages 65–80, https://doi.org/10.111.

C Bailey; The Notion of Development and Moral Education, Journal of Philosophy of Education, Volume 3, Issue 1, 30 May 2006, Pages 65–80, https://doi.org/10.111.

Religious education is a communication process between teacher and student. Martin Buber is one of the philosophers who attach importance to the communication and relationship that should be established between teachers and students in education. In Buber's dialogue philosophy, it is underlined that a reciprocal relationship should be established between teacher and student. Our study from this point aims to draw attention to the efforts of a sound communication opportunity between teacher and student in religious (...) class='Hi'>education in the light of Martin Buber's thoughts. In this study designed as a qualitative research, the document analysis method was used. In this sense, the main theme of our study is Buber's books and articles translated into Turkish and English. Besides, the studies of Cohen, Friedman, Blenkinsop, and Boschki have also been studied. The relationship of the individual with the world in Buber's philosophy of dialogue takes place in two styles. The first is the I-S/He relationship style. The person who has this level of a relationship sees the world as an object to be experienced only for himself/herself. For this reason, there is no reciprocity in their relations and experience takes place within the individual. According to Buber, the second type of relationship is based on the I-You perspective. The individual who has this form of relationship makes the world meaningful in an open, sincere, and mutual relationship. In the education based on I-S/He behavior style, the teacher has a one-way relationship with students, which is not based on reciprocity. In this process, the teacher focuses more on the subject the student will tell. Buber criticizes this kind of education, which is avoided and not related to the student. According to Buber, education should be done according to the I-You behavior style. In this way, it is possible to realize the unique existence of the child and to unite with his/her inner and outer world with the power of mutual relationship and participation. In order for the learners to establish a sound relationship with the world in general and religious and moral phenomena in particular, the learners should be in contact with religious educators in the first place. In religious education, it is necessary to establish a relationship by the teacher in which religious beliefs and values are not imposed on the student and the authenticity of a student is respected. This relationship is only possible if the student trusts the teacher and knows that the teacher is really with him/her in person. The religious educator should provide the learner with real experiences that s/he can experience and feel and should be able to follow the inner world and thoughts of the learner in this process. In this context, it is necessary to turn onto the reality, problems, and needs of the period in which students live more than the future and adulthood. The tradition should be handled as a living organism that touches the student's life, not in the form of dull, finished events and stories, and focused more on principles and messages than events and people. As a result, education should aim not only to improve cognitive development and creativity but also to develop and excel in all aspects of the person. For this reason, emotional and social phenomena should be a part of religious education. The best way to include emotional and social phenomena in religious education lies in the relationship between teachers and students. For this reason, we think that it is necessary to concentrate more on relations theoretically between religious educators and learners. In fact, we also aim to remove the issue of communication from a technical issue and place it in an ontological issue perspective. This study aims to be a humble beginning for these purposes. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Origins and Evolution of Bioethics: Some Personal ReflectionsEdmund D. Pellegrino (bio)AbstractBioethics was officially baptized in 1972, but its birth took place a decade or so before that date. Since its birth, what is known today as bioethics has undergone a complex conceptual metamorphosis. This essay loosely divides that metamorphosis into three stages: an educational, an ethical, and a global stage. In the educational era, bioethics focused on a (...) perceived “dehumanization” of medicine by the rising power of science and technology. Remedies were sought by introducing humanities, ethics, and human “values” into the medical curriculum. Ethics was one among the humanistic disciplines, but not the dominant one. In the second era, ethics assumed a dominant role as ever more complex dilemmas emerged from the rapid pace of biological research. As such dilemmas were applied to medical practice, the need for a more rigorous and more formal analysis of their moral status was clear. Philosophically-trained ethicists had an obvious role. They began to teach, write, and profoundly influence medical education and practice. In the third—and present—period, the breadth of problems has become so broad that ethicists must, themselves, draw on disciplines well beyond their expertise—e.g., law, religion, anthropology, economics, political science, psychology, and the like. The era of bioethics as a global enterprise is upon us. The original hope for humanizing medicine has not been overtly successful; however, much has been accomplished of value to patients, the profession, and society. Medical morality has been transformed into a formal, systematic study of a whole range of issues of the greatest significance to humanity. Now the major challenge is one of identity, or inter-relationships and connections between the theoretical and the practical. Bioethics has outgrown its beginnings.I have been invited to give a “personal recollection” of the early development of bioethics. Such invitations are notoriously hard to resist, but also problematic when they are the recollections of a participant [End Page 73] in the events to be described. We need only be reminded of the vagaries common to the plethora of memoirs on the book stands today. Few have escaped the perils of selective memory, self-promotion, or the settling of old scores. Yet their perils notwithstanding, memoirs may serve some useful purpose. They are the raw material—verbal kitchen middens so to speak—out of which historians can later sift fact from fancy. They enable “tribal elders” to give witness to the past from which the present can fashion some sense of continuity.I will organize my reflections around three very arbitrary time periods that represent my own way of thinking about the evolution of bioethics: (1) an era of “proto-bioethics” (1960–1972), (2) an era of philosophical bioethics (1972–1985), and (3) an era of global bioethics (1985-present). Each era, of course, overlaps with the others, and the dominant strand of each runs through the others as well.In the proto-bioethics period, the language of human values predominated; in the era of bioethics philosophically construed, it was the language of philosophical ethics; and in the era of bioethics globally construed, the social and behavioral sciences have gained greater prominence. In each period, interest in the traditional humanities other than philosophy waxed and waned. In the earlier years, religion and theology predominated. Beginning in the 1970s, philosophy took a dominant role. In the last two decades, other disciplines, like law, literature, and the social sciences, have exerted more and more influence (McNeur 1963; Pellegrino 1997; Barker 1987).I make no pretense here of writing any part of the formal “history” of bioethics. Works of this nature are beginning to appear (Rothman 1991; Jonsen 1998 ; Dell’Oro and Viafora 1996). Thomas McElhinney and I are preparing our own account of the work and influence of the Institute on Human Values in Medicine, one of the influential programs of the Society for Health and Human Values (Pellegrino and McElhinney, n.d.). Space limitations as well as prudence preclude any attempt to do justice to all the events, institutions, and people who have made the field of bioethics what it is today. I apologize for these omissions, for any unintentional lapses of... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Life and Writings of Edmond Pezet (1923–2008)Pierre Gillet and Jonathan A. SeitzIn the context of Buddhist-Christian dialogue in Thailand, the life and writings of Fr. Edmond Pezet (1923–2008) are remarkable. He lived among the poor and in a Buddhist monastery, and he also experienced the eremitic life in the forest. According to the Indian Zen master Ama Samy, “Pezet gained an intimate experience and knowledge of Buddhism by (...) living with Thai monks.” Here I introduce a recent Society of the Auxiliaries of the Mission (SAM)1 work that offers a biography and some writings of Edmond Pezet, Edmond Pezet, a Priest among Buddhist Monks in Thailand.2This publication is a collection of various writings of Edmond Pezet: correspondence and nine articles published in various magazines in French, Thai, and English. It has been edited by Henri Huysegoms, a Zen practitioner in Japan for the last forty-five years, and Pierre Liesse, an activist who worked for a couple of years in Thailand. These authors have been impressed by two characteristics of Pezet. First, because he was born in a very poor family in rural France, Pezet identified himself with poor people working hard to earn their living. Second, he was a very committed scholar who successfully learned to speak English, Thai, Lao, Sanskrit, and Pali.Edmond Pezet did his military service in Vietnam, where he was the helpless wit was the helpless witness of torture committed by his regiment fellows on Vietminh suspects. This led him to return there in the future as a missionary, to compensate for the harm he saw caused to the Vietnamese people. Back in France, he completed his study of theology. In 1947, his father was crushed by a truck in front of his eyes. He managed to combine his study and work on the land to provide for his family’s needs. He served as a priest in the diocese of Cahors (France) for a few years. Afterwards, he joined SAM in Belgium.At the end of 1956, he was sent in the northeastern part of Thailand. Faithful to the objectives of SAM, he wanted to serve the local bishop unconditionally, but he quickly noticed a painful reality. Christians and clergy alike followed “a religion, with a dreamlike heaven, rose-water-scented, as its goal, and, in order to get there without fail, certain ‘tricks,’ recipes, ceremonies and representations accompanied by a goodly number of rags and trimmings, where one cannot very easily see the connection between the two things.”3 He wrote that he was stunned to see the way religion was taught to catechumens. They were asked to assimilate, by memorizing [End Page 195] questions and answers, dogmatic assertions expressed with words borrowed from Sanskrit that nobody understood. This inadequate education went hand in hand with a lack of knowledge of Buddhism, sometimes accompanied by scorn. “The Christians were deliberately uprooted from the spiritual richness and religious experience of their race … especially the clergy! (kept apart from their people from the age of 10 to 27). They were taught to administer on the model of the French parish priest of last century.”4His Thai bishop, to whom he opened his heart, did not see any problem in that situation and advised him to get used to it, but for Pezet it soon became unbearable. In 1970, Pezet’s life took a decisive turn. He went to Bangkok. There, he learned Sanskrit and Buddhism at the university level, and for three years lived in the house of a Buddhist monk, helping him to write introductions to Buddhism for foreigners. It made him discover a world of spiritual wealth he had not suspected.What he learned was not a new doctrine presented as absolute truth, because Buddhism does not present its core teaching that way, but a “doctrine” that is expressed exclusively in existential values, something not to be taught, but experienced. Buddhism, he discovered, does not deal with transcendence, because it does not engage in speculative discussion. In Buddhism, this transcendence can only be perceived in the depth of immanence.In a letter of that time, he noted that his bishop had warned him not... (shrink)

This study seeks to investigate the perceptions of elementary school 4th grade students related to the lesson and teachers of religious culture and moral knowledge via metaphors. In this study, the phenomenological design, one of the qualitative research designs, was used. Data was analysed through content analysis, and the study group was comprised of 234 elementary school 4th grade students. The sampling of the study was determined through criterion sampling, which is one of the purposeful samplings. The data (...) of the study were collected via a semi-structured form composed of two questions asked as “Religious culture and moral knowledge lesson is like … because …” and “Religious culture and moral knowledge teacher is like … because …”. The analysis of metaphors was conducted considering the stages including data encoding and extraction, the compilation of sample metaphor image, the development of themes/categories, the configuration of data based on codes and themes, the reliability and validity analyses of data, carrying out quantitative data entries and analyses and interpreting findings of the study. Considering the results of the study as a whole, it was determined that the metaphors developed by elementary school 4th grade students were largely positive related to the lesson and teachers of religious culture and moral knowledge. Summary: Metaphors are tools that try to clarify how people see life, the environment in which they live, phenomena, events and objects with different metaphors. Metaphor can also be described as meaning or experiencing something according to something else. It can be said that metaphors are mental images that help individuals to perceive their environment and to illuminate complex structures. Metaphors are tools that describe abstract events, facts, principles and rules using concrete expressions, examples and similes. Some of the basic functions of metaphors can be counted in the fact that a large number of data, revealing, interpreting, transferring information, discerning new knowledge and eliminating uncertainties. Metaphors have the characteristics of being simulation tools that make complex structures understandable, diversify perceptions about education, describe the roles of teachers and reveal the views of teachers and students about education.The aim of the current study is to examine the perception and reactions of 4th grade Elementary School students about the lesson and teachers of Religious Culture and Moral Knowledge through metaphors based on their experiences. The metaphors produced for the teacher and the lesson have the potential to give important ideas about the students' perceptions about educational activities. From this point of view, the aim of this study is to analyse the students’ perspectives about education and teaching practices by questioning the meaning that the students develop in their emotions and thoughts about the lesson and the teacher of Religious Culture and Moral Knowledge.There is no scientific study relating students’ perceptions of Religious Culture and Moral Knowledge lessons and teachers. This makes the current study unique. Considering that the perceptions of the students are formed especially during the elementary and secondary school periods, it can be said that the perceptions of the students about the lessons and teachers at early ages are necessary and important. It is thought that this study will contribute to the literature in terms of students' perceptions about a lesson and the teacher of the lesson by means of metaphors. It is thought that the fact that metaphors produced by the students in the scope of this research are answers to the questions of “what kind of teacher” and “what kind of lesson.”The current study used the phenomenological pattern among qualitative research designs. The study group consists of 234 elementary school 4th grade students. The study group was determined by criterion sampling method. Data was collected through a structured form consisting of two questions (“Religious culture and moral knowledge lesson is like … because …” and “Religious culture and moral knowledge teacher is like … because …”.) and the data obtained in the research was analysed by content analysis. Analysis of participants’ metaphors was done by taking into account the steps of coding and sorting the data, compiling the sample metaphor image, developing the themes/categories, arranging the data according to the codes and themes, conducting validity and reliability analysis of the data, quantitative data entry and analysis, and interpreting the findings.In the research, it was found out that the students produced 46 metaphors related to the lesson of Religious Culture and Moral Knowledge and the most frequently repeated metaphor related to the lesson was “the love of Allah” metaphor. It was determined that the metaphors produced in the category of the lesson of Religious Culture and Moral Knowledge were gathered in 6 categories and the category with the highest frequency was the category of “Peaceful lesson”. Regarding the teachers of Religious Culture and Moral Knowledge, it was found out that the participants produced 52 metaphors and the most frequently repeated metaphor related to the teacher was the metaphor of “Hoca” (teacher). The metaphors produced for the teacher of Religious Culture and Moral Knowledge were gathered in 7 categories and the category with the highest frequency in these categories was “the Peaceful Teacher” category.Metaphors produced in relation to the lesson of Religious Culture and Moral Knowledge can be considered as snapshots of the aims, content, learning-teaching processes and measurement-evaluation activities of the lesson. The metaphors produced about the lesson can determine the direction of the attention of preparers and decision makers in these subjects by pointing to the importance of the lesson, the importance that the student attach to the lesson, their emotions towards the lesson, the students' interests and expectations of the lesson. Metaphors produced by students in this study can be evaluated as answers given to the question of “what kind of lesson?” Metaphors produced about the teacher of Religious Culture and Moral Knowledge are important tools that reveal who the teachers are, where they stand, how they teach and how they are defined. The metaphors produced by the students can be considered as definitions from another point of view, which will enable the teacher to recognize himself/herself in many ways and to recognize him/herself more impartially. In this study, metaphors produced by the students can be evaluated as answers to the question “what kind of teacher?” When the results of the research are evaluated as a whole, it is seen that the 4th grade students' metaphors about the lesson and teacher of Religion Culture and Moral Knowledge are generally positive. In this context, it can be said that the students have positive perceptions and thoughts about the lesson and the teacher. The less negative metaphors and explanations show that the students also have negative feelings and thoughts about the lesson and the teacher. Considering the fact that students' positive feelings and thoughts about the lesson and the teacher have a significant effect on the success of the students, precautions should be taken to eliminate negative perceptions of the students by evaluating the negative metaphors about the lesson and the teacher of Religious Culture and Moral Knowledge in detail. (shrink)

Over forty years have passed since the death of Jean-Paul Sartre, still, his oeuvre stands out as a paramount achievement in existential-phenomenological thought. Among the numerous ideas and challenges he offered to contemporary continental philosophy, the problem of authenticity deserves a special place, for it connects many of existentialism’s key concerns. The ever reforming conceptualization of authenticity had spread from the mid-1930s (La transcendance de l’égo) till Sartre’s posthumously published Cahiers pour une morale that appeared in the early (...) 1980s, and it had a profound impact not only on ethical and literary theories, but also on psychiatry and psychotherapy. The present essay’s undertaking is to closely follow the trajectory of this celebrated concept, to contextualize its development in accordance with Sartre’s shifting philosophical as well as ethical projects over the years, and to point out some of the affinities this concept might have with East Asian thought, and with Buddhism in particular. (shrink)

Moral theory is an important guide to bioethical decision-making, but it can confuse and mislead those who offer ethical advice to clinicians and researchers, delaying decisions that must be made in a timely fashion. In this paper I examine the ways moral theory can lead bioethicists astray. Absent a sensitivity to the empirical realities of ethical problems, moral theory 1) contributes to the disappearance of the persons caught in an ethical quandary, 2) focuses on the puzzle-solving (...) rather than examining the conditions that generate moral problems, and 3) universalizes ethical dilemmas, overlooking local processes for resolving moral questions. Taken together, empirically informed moral theory and theoretically informed empirical research can help bioethicists transcend the is/ought problem in ethical work. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Meaning of “Aristotelianism” in Medieval Moral and Political ThoughtCary J. NedermanI. “Aristotelian” and “Aristotelianism” are words that students of medieval ideas use constantly and almost inescapably. 1 The widespread usage of these terms by scholars in turn reflects the popularity of Aristotle’s thought itself during the Latin Middle Ages: Aristotle provided many of the raw materials with which educated Christians of the Middle Ages built up the (...) edifice of medieval thought. From 1100 it was difficult to receive a good education in Europe without reading at least some Aristotle, along with authors such as Boethius and Cicero who were heavily indebted to the Philosopher’s teachings. After 1200 no university-trained cleric was likely to be wholly unfamiliar with the essential characteristics of the Aristotelian world-view. 2 Thus, Aristotelianism constituted an indispensable common currency of intellectual intercourse during the Middle Ages.Yet at the same time medieval Aristotelianism could never be all-embracing or complete. Given the centrality of Christian religion to medieval Latin thought, it was effectively impossible for Western thinkers to accept basic tenets of Aristotle’s philosophy, such as the nature of the soul, the powers of God, and the source of ultimate human happiness. 3 In view of the [End Page 563] incompatibility of primary Aristotelian and Christian doctrines, no author in medieval Europe could faithfully or safely espouse an unalloyed Aristotelianism.The “Aristotelianism” of the Middle Ages thus possesses something of a paradoxical quality: it is everywhere and yet nowhere. Such uncertainty about the precise meaning and appropriate application of the ascriptions “Aristotelian” and “Aristotelianism” has led some intellectual historians to raise fundamental questions about the validity of these classifications. In a provocative article on the interpretation of “Aristotelianism” in medieval and Renaissance natural philosophy, Edward Grant poses this problem quite pointedly: “What criteria have to be met for one to be considered, say an Aristotelian...? Can such criteria even be formulated? Is there an essence of Aristotelianism... that might provide a means of determining who is, and who is not, a legitimate member of [this group?]” 4 Grant’s own attempts to solve this problem are geared to the particular circumstances of medieval cosmology and physics, fields in which the Aristotelian paradigm entered Latin thought rapidly and reigned unchallenged for three centuries. 5 Consequently, his solutions do not generalize well to other areas of philosophical discourse, such as moral and political philosophy, which experienced rather different processes of Aristotelian transmission and reception.It may therefore be fruitful to examine more carefully the meaning of Aristotelianism as applied specifically to the fields of ethics and politics, and indeed to question whether (or in what ways) the ascription of an Aristotelian outlook to medieval moral and political thought is warranted. In particular I propose to consider the two standard definitions of “Aristotelianism” that have emerged from the literature on the moral and political ideas of the Latin Middle Ages: a strict, essentialist account which holds that Aristotelianism requires endorsement of some salient core of Aristotelian writing or doctrine; and a looser approach which maintains that mere citation of Aristotle’s work or adoption of his language is sufficient to earn the label “Aristotelian” for a medieval text or thinker. While both of these conceptions of Aristotelianism enjoy certain distinct merits, each ultimately proves inadequate to cope with the complexities of the use of Aristotle’s moral and political ideas and texts during the Middle Ages.Does the failure of attempts to define “Aristotelianism” coherently mean that the term itself is a spurious or irrelevant category for the analysis of medieval ethics and political philosophy? I shall ultimately argue that it is possible to identify a coherent meaning of Aristotelianism in the political and moral realms that avoids the shortcomings associated with previous interpretations. Specifically, I claim that the medieval “Aristotelian” tradition is [End Page 564] held together by a particular organization of and orientation towards the kind of knowledge necessary for achieving human good in its moral and political dimensions. Stated succinctly, Aristotelianism posits the practical quality of the study of ethics and politics and hence the value of such knowledge insofar as it guides action. In my view the Aristotelianism... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Moral and Religious Thought of Yi Hwang (Toegye): A Study of Korean Neo-Confucian Ethics and Spirituality by Edward Y.J. ChingMaria Hasfeldt Long (bio)The Moral and Religious Thought of Yi Hwang (Toegye): A Study of Korean Neo-Confucian Ethics and Spirituality. By Edward Y.J. Ching. Switzerland: Palgrave Macmillan, 2021. Pp. vii + 204. Hardcover $99.00, isbn 978-3-030-77923-8.In recent years, the study of Korean Neo-Confucianism as (...) an international field has been growing exponentially. Compared to former decades, the number of international publications has grown significantly over the last ten years, with Edward Y.J. Chung as one of the most active scholars. The Moral and Religious Thought of Yi Hwang (Toegye): A Study of Korean Neo-Confucian Ethics and Spirituality is the culmination of an almost decade-long study of the Korean Neo-Confucian scholar, Yi Hwang Toegye (1501–1570). With a focus on the moral and spiritual aspects of the theories of Toegye, Chung maps out a brilliant overview of the philosopher's worldview and literary works. Chung's primary objective is to provide "thought-provoking" and fresh insights into one of the most important Korean Neo-Confucian thinkers in history, as well as shed light on Neo-Confucian thought in general and how Toegye's philosophy in particular can be relevant in modern interreligious dialogues (p. 149).Consisting of ten chapters, where each chapter could serve as an individual article, Chung takes the reader through the core concepts of Toegye and his development of a form of self-cultivation different from the Chinese Neo-Confucian idea of self-cultivation. This together created a holistic religious worldview with a strong spiritual dimension, which manifests through selfcultivation practices. The first two chapters introduce Toegye and the historical context of 16th-century Joseon-dynasty Korea (1392–1910); his understanding of the Neo-Confucian tradition as the true learning; and his rejection of Daoism and Buddhism. With the reader introduced to the immediate historical context and Neo-Confucian discourse of the time, the following three chapters cover Toegye's religious and moral understanding of the relationship between the Heavenly Principle (C. tianli, K. cheolli) and human nature (C. renxing, K. inseong). Furthermore, Chung covers the moral-spiritual implications that the Four-Seven Debate had on Toegye's later practical self-cultivation for becoming a sage. In short, the debate concerns the relation between the "four sprouts" of human characteristics as first described by Mengzi (ca. 371–289 BCE) and the seven human emotions mentioned in various classical texts. Toegye believed in the doctrine that the "experience of Heaven was within oneself" (p. 47). Therefore, [End Page 1] to become a sage, one would have to commit to the active practice of an inner feeling of reverence (C. jing, K. gyeong) daily.Chapter six dives into the spiritual practice of self-reflection and mind cultivation (C. xinxue, K. simhak), which was an ongoing process that would lead the practitioner closer to sagehood. The seventh chapter focuses on how this spiritual dimension of Toegye's doctrine is relevant to broader discussions of ecology today. With a strong love for nature, Toegye incorporated the idea of nature within his spiritual self-cultivation, which Chung elaborates on. It was important for the human being to be in harmony with Heaven, earth, and all myriad things. This meant respecting and spending time in nature also played a part in the daily practice of spiritual self-cultivation. Moving on, in chapters eight and nine, Chung presents a comparative study on the philosophical and theological question of how to transcend evil, as well as the matter of interreligious dialogue. By way of a textual-interpretive approach, Chung compares Toegye's thought with Christian contra Buddhist theological ideas and how these findings can help develop an interreligious approach. In chapter nine, Chung suggests that the idea of self-transcendence through self-cultivation can be the ultimate reality. In this chapter, Chung wants to break with the tendency in interreligious dialogue where many scholars rely heavily on Christian theological terms. Chung introduces Neo-Confucian concepts and terms, especially the terms used by Toegye. The last and concluding chapter... (shrink)

The purposes of writing -- The itinerary of a thought -- Vietnam : imperialism and genocide -- Czechoslovakia : the socialism that came in from the cold -- France : masses, spontaneity, party -- Kierkegaard : the singular universal -- Mallarmé : the poetry of suicide -- Tintoretto : St. George and the dragon -- The man with the tape-recorder -- Psychoanalytic dialogue -- Reply to Sartre--Pontalis -- Reply to Sartre--Pingaud -- A plea for intellectuals -- A friend (...) of the people. (shrink)

Preface ix Acknowledgements xi 1 Introduction: towards an acceptable fideism 1 The metaquestion: what is the issue about the ‘justifiability’ of religious belief? 4 Faith-beliefs 6 Overview of the argument 8 Glossary of special terms 18 2 The ‘justifiability’ of faith-beliefs: an ultimately moral issue 26 A standard view: the concern is for epistemic justifiability 26 The problem of doxastic control 28 The impossibility of believing at will 29 Indirect control over beliefs 30 ‘Holding true’ and ‘taking to (...) be true’ 33 A second—direct—locus of doxastic control 35 Moral doxastic responsibilities 41 The moral significance of faith-beliefs 47 Linking moral to epistemic justifiability: reinstating the standard view? 48 3 The epistemic justifiability of faith-beliefs: an ambiguity thesis 53 Plausibility of requiring epistemic for moral justifiability under a realist interpretation of faith-beliefs 53 Interpreting the link principle: epistemic entitlement as requiring evidential justification 55 Evidentialist requirements specified by an implicit evidential practice 65 Rational empiricist evidential practice 66 Applying rational empiricist evidential practice to theistic faith-beliefs: an ambiguity thesis 68 vi contents 4 Responses to evidential ambiguity: isolationist and Reformed epistemologies 77 Two strategies for defending the moral probity of theistic faith-belief in the face of evidential ambiguity 78 Appealing to a special theistic evidential practice/improved epistemologies 79 An isolationist epistemology 79 Reformed epistemology 86 Conclusion: the need for a fideist response to ambiguity 99 5 Faith as doxastic venture 101 Agenda for a defence of doxastic venture 102 The nature of theistic faith 103 The doxastic venture model 106 The psychological possibility of doxastic venture 111 A Jamesian account 112 ‘Passionally’ caused beliefs 113 6 Believing by faith: a Jamesian position 122 An initial hypothesis for a Jamesian thesis on permissible doxastic venture 123 The notion of a ‘genuine option’ 125 A ‘degrees of belief ’ challenge 128 Evidentially undecidable forced options 129 Permissible doxastic venture: supra- not counter-evidential 135 How theistic religion could present essentially evidentially undecidable genuine options: the notion of a highest-order framing principle 137 Restricting thesis ( Ji) to faith-propositions: thesis ( J) 145 7 Integrationist values: limiting permissible doxastic venture 151 Can counter-evidential fideism be non-arbitrarily excluded? 151 A coherence requirement and integrationist values 155 Moral integration of faith-commitments 163 Implications for reflective faith-believers 167 Coda: A reflection on Abraham as forebear in faith 170 contents vii 8 Arguments for supra-evidential fideism 174 The importance of defending the epistemic permissibility of faith-ventures 176 Strategies for supporting fideism 178 An ‘assimilation to personal relations cases’ strategy: experimental ventures in interpersonal trust 180 The ‘assimilation to personal relations cases’ strategy: cases where ‘faith in a fact can help create a fact’ 182 A consequentialist strategy 185 A note on Pascal’s Wager 187 The tu quoque strategy 189 Is hard-line evidentialism self-undermining? 190 Attitudes to passional doxastic inclinations 194 Epistemological externalism again: a presumption in favour of fideism? 196 Scepticism about passional doxastic inclinations as guides to truth: how passions may be schooled 197 The significance of scientific theories of passional motivations for faith-commitment 204 An impasse? 206 9 A moral preference for modest fideism? 208 Implications of accepting ( J+) for orthodox and revisionary theistic faith-ventures 209 The apparent fideist/evidentialist impasse and its implications 211 Beyond impasse? Direct moral evaluation of the fideist/evidentialist debate 215 Self-acceptance and authenticity 216 Hard-line evidentialism as grounded in doctrinaire naturalism 220 Coherence amongst moral and religious passional commitments 225 Conclusion 227 Bibliography 230 Index 237. (shrink)

_The Secular Outlook: In Defense of Moral and Political Secularism_ shows how people can live together and overcome the challenge of religious terrorism by adopting a "secular outlook" on life and politics. Shows how secularism can answer the problem of religious terrorism Provides new perspectives on how religious minorities can be integrated into liberal democracies Reveals how secularism has gained a new political and moral significance. Also examines such topics as atheism, religious criticism and (...) free speech. (shrink)

_The Secular Outlook: In Defense of Moral and Political Secularism_ shows how people can live together and overcome the challenge of religious terrorism by adopting a "secular outlook" on life and politics. Shows how secularism can answer the problem of religious terrorism Provides new perspectives on how religious minorities can be integrated into liberal democracies Reveals how secularism has gained a new political and moral significance. Also examines such topics as atheism, religious criticism and (...) free speech. (shrink)

The dissertation seeks to characterize the style of government embodied in Adam Smith's vision of civil society. It is composed of two parts. The first, preparatory part develops a framework for offering a historically sensitive interpretation of Smith's works by drawing on and criticizing the treatment of the eighteenth century in the work of several contemporary political theorists and historians of political thought. Part II gives the full-fledged interpretation of Smith's thought, based on both detailed textual interpretation and broad contextual (...) juxtaposition. Smith's highly systematic knowledge of the governance of conduct in civil society forms an innovative response to a political problem first articulated in sixteenth-century raison d'etat, reformulated in seventeenth-century natural jurisprudence, the eighteenth-century discourse of polite sociability and its Mandevillean critique, and posed in acute form by Hume. The problem was how to secure the survival, and enhance the strength, of the political order under conditions both of international military-commercial competition and potentially devastating internal social conflict that could eventuate in the kinds of civil wars that wracked the seventeenth century. ;Accepting Hume's reduction of civil society to an immanent plane devoid of providential guarantee of social harmony, Smith shows, in a first moment, how individuals in civil society are able to govern themselves freely and naturally, and how social order is produced and reproduced naturally. The sympathetic sociability and the natural development of the individual's conscience and sense of duty depicted in The Theory of Moral Sentiments and the commercial society depicted in the Wealth of Nations seem to obviate the need for invasive political governance. To this extent, Smith's "system of natural liberty" entails a minimal style of governance, oriented around the negative activity of administering justice, that is, of protecting individuals' rights by preventing and punishing injustice. However, Smith observes that the contemporary form of civil society necessarily produces among those he calls "the labouring poor," who constitute "the great body of the people," the very forces of "faction" and "fanaticism" that threaten to destroy political authority and social tranquillity. In response, Smith theorizes a more minute, controlling style of governance, oriented around the positive activity of forming and reforming the unruly lower ranks through habituation to a condition of orderliness, discipline and moderation. Smith takes up a series of existing practices for moderating conduct and forming character---practices embodied in educational, military, religious, manufactory and even recreational institutions---and projects them into an overall governmental strategy, theoretically unifying them by means of the jurisprudential category of police. Commerce, polite sociability, the self-governing individual, the practice of justice, the stability of government---in short, civil society as such---turn out to be dependent on the effective subjection of the great body of the people to police institutions. In Smith's comprehensive picture of civil society and government, justice and police represent not an ideal for civil society and its unfortunate but merely de facto subversion, respectively, but rather two ideals of civil society which exist in a relationship of uneasy complementarity. (shrink)