Sometimes it seems intuitively plausible to hold loosely structured sets of individuals morally responsible for failing to act collectively. Virginia Held, Larry May, and Torbj rn T nnsj have all drawn this conclusion from thought experiments concerning small groups, although they apply the conclusion to large-scale omissions as well. On the other hand it is commonly assumed that (collective) agency is a necessary condition for (collective) responsibility. If that is true, then how can we hold sets of people responsible for (...) not having acted collectively? This paper argues that that loosely structured inactive groups sometimes meet this requirement if we employ a weak (but nonetheless non-reductionist) notion of collective agency. This notion can be defended on independent grounds. The resulting position on distribution of responsibility is more restrictive than Held's, May's or T nnsj 's, and this consequence seems intuitively attractive. (shrink)

The role of scientists as experts is crucial to public policymaking. However, the expert role is contested and unsettled in both public and scholarly discourse. In this paper, I provide a systematic account of the role of scientists as experts in policymaking by examining whether there are any normatively relevant differences between this role and the role of scientists as researchers. Two different interpretations can be given of how the two roles relate to each other. The separability view states that (...) there is a normatively relevant difference between the two roles, whereas the inseparability view denies that there is such a difference. Based on a systematic analysis of the central aspects of the role of scientists as experts – that is, its aim, context, mode of output, and standards, I propose a moderate version of the separability view. Whereas the aim of scientific research is typically to produce new knowledge through the use of scientific method for evaluation and dissemination in internal settings, the aim of the expert is to provide policymakers and the public with relevant and applicable knowledge that can premise political reasoning and deliberation. (shrink)

The proper role of non-epistemic values such as moral, political, and social values in practices of justification of policy-relevant hypotheses has recently become one of the central questions in philosophy of science. This strand of research has yielded conceptual clarifications and significant insight into the complex and notoriously contentious issue of the proper relationship between science, non-epistemic values, and policymaking. A central part of this discussion revolves around whether scientists should aspire for the value-free ideal, according to which non-epistemic values (...) are unacceptable in the justification of hypotheses. By so doing, scientists can... (shrink)

What does it mean to think? In the following article I will show Gilles Deleuze’s answer to this question. According to him ’to think is to create — there is no other creation — but to create is first of all to engender ' thinking ' in thought ’. To understand what this means, to grasp the radical nature of such an event, we need to see how for Deleuze to engender thinking in thought means a repetition of that genetic (...) process which has brought forth the thinking subject in the first place. In this event that which otherwise subsists beneath normal experience, as life- and consciousness sustaining forces, now become conscious experience. The implication of this is that true thinking means the creation of a new life and consciousness. Via a close-reading of chapter two of Difference and Repetition I show how this leads the thinker into a radical metamorphosis of consciousness, a process of Stirb und Werde. (shrink)

This book is an introduction to and interpretation of the philosophy of language devised by Donald Davidson over the past 25 years. The guiding intuition is that Davidson's work is best understood as an ongoing attempt to purge semantics of theoretical reifications. Seen in this light the recent attack on the notion of language itself emerges as a natural development of his Quinian scepticism towards "meanings" and his rejections of reference-based semantic theories. Linguistic understanding is, for Davidson, essentially dynamic, arising (...) only through a continuous process of theory construction and reconstruction. The result is a conception of semantics in which the notion of interpretation and not the notion of knowing a language is fundamental. In the course of his book Bjorn Ramberg provides a critical discussion of reference-based semantic theories, challenging the standard accounts of the principle of charity and elucidating the notion of radical interpretation. The final chapter on incommensurability ties in with the discussions of Kuhn's work in the philosophy of science and suggests certain links between Davidson's analytic semantics and hermeneutic theory. (shrink)

(1993). Strategies for Radical Rorty (‘… but is it progress?’) Canadian Journal of Philosophy: Vol. 23, Supplementary Volume 19: New Essays on Metaphilosophy, pp. 223-246.

A popular account of epistemic justification holds that justification, in essence, aims at truth. An influential objection against this account points out that it is committed to holding that only true beliefs could be justified, which most epistemologists regard as sufficient reason to reject the account. In this paper I defend the view that epistemic justification aims at truth, not by denying that it is committed to epistemic justification being factive, but by showing that, when we focus on the relevant (...) sense of ‘justification’, it isn’t in fact possible for a belief to be at once justified and false. To this end, I consider and reject three popular intuitions speaking in favor of the possibility of justified false beliefs, and show that a factive account of epistemic justification is less detrimental to our normal belief forming practices than often supposed. (shrink)

Metaphysics: 5 Questions is a collection of short interviews based on 5 questions presented to some of the most influential and prominent philosophers in the field. We hear their views on metaphysics, the aim, the scope, the future direction of research and how their work fits in these respects. Interviews with Lynne Rudder Baker, Helen Beebee, Thomas Hofweber, Hugh Mellor, Peter Menzies, Stephen Mumford, Daniel Nolan, Eric T.Olson, L. A. Paul, Lorenz B. Puntel, Gonzalo Rodriguez-Pereyra, Gideon Rosen, Jonathan Schaffer, Peter (...) Simons, Barry Smith, Michael Tooley, Peter van Inwagen, Dean Zimmerman. (shrink)

The challenges raised in this article are not with information theory per se, but the assumptions surrounding it. Neuroscience isn't sufficiently critical about the appropriate ‘receiver’ or ‘channel’, focuses on decoding ‘parts’, and often relies on a flawed ‘veridicality’ assumption. If these problematic assumptions were questioned, information theory could be better directed to help us understand how the brain works.

With this first part of the eleventh volume, Bruce Kirmmse et al.’s monumental task of translating Søren Kierkegaard’s journals and notebooks begins to draw to a close. The journals and notebooks t...

Apostoli and Brown have shown that the class of formulae valid with respect to the class of -ary relational frames is completely axiomatized by Kn: an n-place aggregative system which adjoins [RM], [RN], and a complete axiomatization of propositional logic, with [Kn]:□α1 ∧...∧□αn+1 → □2/ is the disjunction of all pairwise conjunctions αi∧αj )).Their proof exploits the chromatic indices of n-uncolourable hypergraphs, or n-traces. Here, we use the notion of the χ-product of a family of sets to formulate an alternative (...) definition of an n-trace, which in turn enables a new and simpler completeness proof. (shrink)

Entendemos a Educação Infantil em amplo sentido, isto é, há um leque de conceitos em que pode-se gozar dentro da Pedagogia e as Ciências da Educação, é nessa modalidade de ensino que podem-se englobar todas as esferas educativas vivenciadas pelas crianças de, conforme Lei, 0 à 5 anos de idade, pela família e, também, pelo próprio corpo social, antes mesmo de atingir a idade educativa obrigatória que é, vide Lei, aproximadamente a partir dos 7 anos de idade. A EI também (...) pode ser considerada como uma das mais complexas fazes do desenvolvimento humano, em diversas esferas, seja ela a intelectual, emocional, social, motora, psicomotora, etc. uma vez que tratam-se de crianças que, muitas vezes, têm o primeiro contato com um novo ambiente, que é o ambiente escolar. Diante disso, torna-se primordial a inserção das crianças em berçários, creches e Educação Maternal, também denominado de pré-escola, para que as mesmas interajam entre seus semelhantes e comecem a aproximar-se da vida social e educacional, estando preparadas para uma nova etapa educacional. Mediante essa perspectiva da vida psicopedagógica das crianças, Kuhlmann Júnior ressalta que: Pode-se falar de “Educação Infantil” em um sentido bastante amplo, envolvendo toda e qualquer forma de educação da criança na família, na comunidade, na sociedade e na cultura em que viva (2003. p. 469). -/- Mediante a análise de Kuhlmann, logo, a EI designa a periodicidade regular a uma entidade educativa exterior ao domicílio, isto é, trata-se do lapso da vida escolar em que se volta-se, pedagogicamente, ao público entre 0 e 5 anos de idade no Brasil; vale salientar que nessa idade entre 0 e 5 anos, as crianças não estão submetidas a obrigatoriedade do ingresso na vida escolar. A Constituição brasileira de 1988 define no Título VIII (Da Ordem Social), Capítulo III (Da Educação, da Cultura e do Desporto), Seção I (Da Educação), Artigo 208 que: O dever do Estado com a educação será efetivado mediante a garantia de: Inciso IV – educação infantil, em creche e pré-escola, às crianças até 5 (cinco) anos de idade. (Constituição Federal, 2016. p. 63). -/- A Lei de Diretrizes e Bases da Educação Nacional, especificamente a Lei 9394/96, denomina a Creche como sendo a entidade responsável por promover o primeiro contato das crianças com o ambiente escolar, a idade é determinada como sendo de 0 a 3 anos de idade (Artigo 30. Inciso I). Também denomina de pré-escola a instituição responsável pelo ensino de crianças entre 4 e 6 anos de idade (Artigo 30. Inciso II). Não obstante, mediante Lei 11274/06 que reedita o Artigo 32 da Lei 9394/96, o ensino fundamental passou a ser de 9 (nove) anos de idade e não mais de 8 (oito), logo, as crianças que com 6 (seis) anos de idade não eram submetidas a obrigatoriedade do estudo, passaram a fazer parte da conformação obrigatória, isto é, elas já não fazem mais parte do ensino eletivo ou optativo da pré-escola e sim do ensino fundamental obrigatório. -/- Dito isto, a LDB diz na Seção II (Da Educação Infantil) e no Artigo 29 que a Educação Infantil é tida como a primeira etapa da Educação Básica, e tem por objetivo, a promoção e o favorecimento do desenvolvimento integral da criança de 0 à 5 anos de idade, nos mais variados aspectos possíveis, sendo eles o físico, psicológico, intelectual e social, sendo mais que uma complementação da instrução familiar e da sociedade (BRASIL, 2005. p. 17). Seguindo a linha teórica acerca das crianças, o Artigo 30, da mesma, ressalta que a EI será promovida por meio de creches para crianças de 0 a 3 anos e em pré-escolas para o público entre 4 e 5 anos de idade, como enaltecido supracitadamente. No que se refere a avaliação, no Artigo 31 esse processo será feito porventura do acompanhamento e registro do desenvolvimento das crianças, sem que haja quaisquer tipos de promoção, mesmo que vise o acesso ao Ensino Fundamental. -/- Vale enfatizar que essa modalidade de ensino tem uma finalidade pedagógica, um trabalho que se apropria da realidade e dos conhecimentos infantis como estopim e os amplia mediante atividades que tem uma certa significação concreta para a vida dos infantes e, isocronicamente asseguram a aquisição de novos conhecimentos. Doravante e por meio dessa perspectiva, é imprescindível que o educador da EI preocupe-se com o arranjo e aplicação dos trabalhos fazendo, assim, uma contribuição para a ascensão do infante de 0 a 5 anos. -/- O Referencial Curricular Nacional para a Educação Infantil de 1998 ressalta que deve-se levam em conta que os infantes são distintos entre si, isto é, que cada um possui um ritmo peculiar de aprendizagem. Dito isto, o educador deverá preparar-se para promover aos educandos uma educação alicerçada na condição de aprendizagem peculiar de cada um deles, considerando-se bastante singulares e com particularidades. Para isso, o governo deverá fornecer um alicerce na formação dos educadores, preparando-os para enfrentar esse mundo repleto de dificuldades mas, no fim, de uma extensa realização pessoal e profissional. Ante as características peculiares dos ritmos das crianças, o grande desafio que ora implica na EI é com que os profissionais consigam compreender, conhecer e reconhecer o jeito peculiar dos infantes serem e estarem inseridos no mundo. O RCN da modalidade EI ainda explicita que a entidade promovente da EI deve tornar acessível a todos os infantes que ora frequentam-no, indiscriminadamente, elementos culturais que enriquecem a ascensão e a inserção social dos mesmos. -/- A EI é caracterizada, historicamente, pelo assistencialismo reduzido e a um recinto que vise, primordialmente, os cuidados com os infantes. Ao passo dos anos, e diversas metamorfoses ocorridas nas tendências educacionais, passou a ser teorizada como um simples processo educativo. -/- Paulo Freire (1921-1997) já alertava que: Quando se tira da criança a possibilidade este ou aquele espaço da realidade, na verdade se está alienando-a da sua capacidade de construir seus conhecimentos. Porque o ato de conhecer é tão vital quanto comer ou dormir; e eu não posso comer por alguém (FREIRE, 1983. p. 36). Logo, nesse contexto é sumamente impossível desassociar os termos cuidar e o educar, eixos cêntricos que dão características peculiares na constituição do espaço e do ambiente escolar nesse lapso da educação. Doravante, contradizendo ao que muitos ainda pensam o cuidar e o educar não remetem à perspectiva assistencialista e ao processo de ensino e aprendizagem dos mesmos, uma vez que ambos complementam-se, além de integrarem-se para uma melhor promoção do desenvolvimento do infante, no que se refere à edificação de sua autonomia e totalidade. -/- O infante carece de cuidados básicos no que se refere à saúde, os quais pode ser obtido mediante uma alimentação saudável e balanceada, assepsia, educação física, momentos de ópio, entre outras inúmeras situações peculiares à crianças e que exigem do educador uma atenção especial em relação aos cuidados com a criança. Todavia, é primordial que o profissional da EI desenvolva um trabalho educacional voltado ao favorecimento e a condução para a descoberta e edificação de sua identidade, apropriando-se de saberes necessários à constituição da autonomia tanto do infante, que ora se torna imprescindível quanto do próprio educador. -/- No que tange a afetividade na EI, falamos de uma constituição do cenário contemporâneo dos ambientes escolares e que, no futuro, tornara-se sumamente imprescindível algum marco ou lapsos que persistem e poderão persistir na educação futura do fundamental e até mesmo do médio ou ensino universitário, principalmente questões de vivência com os outros. Compreensão do outro, desenvolvimento de projetos, percepção da interdependência, de não à quaisquer tipos de violência, administração de possíveis conflitos, descoberta do outro, participação em projetos comuns, prazer no esforço alheio, cooperativada são essenciais nesses primeiros anos escolares e, para que isso torne-se realidade, é necessário que se abra um leque de possibilidades para o futuro mediante a formação atual dos educadores, logo com um alicerce maior em suas formações, o educador(a) estará preparado para atuar frente ao infante, unindo esse lapso fundamental de sua vida dos primeiros anos escolares. -/- REFERÊNCIAS BIBLIOGRÁFICAS -/- BRASIL. [Constituição (1988)]. Constituição da República Federativa do Brasil de 1988. Brasília, DF: Presidência da República, 2016. -/- _______. Leis de Diretrizes e Bases da Educação Nacional. Lei 9394/1996. Brasília, 2005. -/- _______. Ministério da Educação e do Desporto. Secretaria de Educação Fundamental. Referencial Curricular Nacional para a Educação Infantil. Brasília: MEC/SEF, 1998. -/- FREIRE, P. Pedagogia do oprimido. 17ª ed. São Paulo: Paz e Terra, 1983. -/- KUHLMANN JR., M.. Educando a infância brasileira. In: LOPES, E. M. T.; FILHO, L. M. F.; VEIGA, C. G. (Org.). 500 anos de educação no Brasil. 4ªed. Belo Horizonte: Autêntica, 2008. -/- LEÃO, J. L. de S. Educação Infantil no Brasil: Algumas Considerações. In: LEÃO, J. L. de S. O processo de inclusão escolar na educação infantil sob a ótica de assessoras pedagógicas da Secretaria Municipal de Educação do Natal/RN. 2008. Trabalho de conclusão de curso (Licenciatura em Pedagogia) – Centro de Educação, Universidade Federal do Rio Grande do Norte, 2018. p. 18. (shrink)

We will intend to evaluate, throughout the two consecutive parts of this study, which is to be considered the status at the very same time hierophanical and cosmological, ontological and anthropological, that dic notion of Beauty invests in te speculative misticism of the anda lusian Muhy¡ al-Din lbn `Arab¡ (1165-1240), known as well as "the gre Este articulo es la ponencia presentada en el Seminario Muhy¡ al-Din ¡bn Arabí -Mawláná faMí al-Din Balji(Mowlavi/ RflmiJ. Das fuentes clásicas para el estudio de (...) la mística especulativa en el Islam, que se celebró en la Facultad de Filosofía de la Universidad Complutense, en colaboración que la Consejerla Cultural de la República Islámica de Irán en Madrid. durante los días 19,20 y 21 de enero de 1999. krks&l&~ú..t&Hitat&k¡Fíksq%L <~),n~n ¡7. ~ 77-rn Sm*t& ñt4~m. thí~.~~h1Cw1tm MaI*f 78 José Miguel Puerta Vílchez atest master" in the realm of isla¡nic spirituality. And this by confronting the theories of islamic aesthetics and philosophy, and both furthermore by clarifying a vocabulary plenty of poliedric signifwances and by presen ting the doctrine of a creative imagination of which its noetical and sacred value will be thus explored. (shrink)

Dieser Beitrag bietet eine umfassende Diskussion des Textes “Humanismus und Christentum” des dänischen Philosophen und Theologen Knud E. Løgstrup. Er verortet den Text in seinem geistesgeschichtlichen Kontext und analysiert seine wichtigsten Argumente wie auch seine zentrale These, der zufolge Humanismus und Christentum einen entscheidenden Grundsatz teilen, insofern beide die Ethik als “stumm“ oder “unausgesprochen“ verstehen. Darüber hinaus wird dargelegt, wie Løgstrups Text zentrale Überlegungen in dessen späteren Publikationen, besonders in dem Hauptwerk Die ethische Forderung, vorwegnimmt.

I love books for many things, but I despise them for introducing a physical limit to the free circulation of knowledge (compared to the Internet). At least, that's what I had always thought. continent. is an online journal aiming at, among other things, breaking with the established paradigms of how academic work has to be published in order to be respected among relevant peers. I'm the engineer behind the current version of continent. , making it work and keeping it running (...) since began in 2010. We provide an online platform for knowledge to circulate, beyond the limitations of institutional attachment or distribution of physical volumes. And regardless of not having a physical publication ourselves, and being a trans-national endeavour with core members spread across three continents, we had the honour to join the Publish Or Be Damned fair and conference of Northern European independent book publishers at Index Art Foundation in Stockholm, Sweden. The place was bursting with exceptional volumes made by some of the most interesting publishers in the European north. The encounter changed the way I think about such books: these editions are designed, engineered and crafted to a level of sophistication that they begin to hold more than just their informational value printed. They convey and communicate a form of tactile knowledge and pleasure, and this completely changed my perspective on the matter. Because continent. had not materialised yet and only appeared in the form of social events (such as those in Basel, Boston, New York, or Zürich), we could not offer any such tactile pleasures to those visiting our booth. Given this, my solution was to turn continent. 's participation into a spectacle of simulation. With so many important figures of the independent publishing world present, we staged a series of imaginary book-launch moments for the camera. Presenting a first quasi-materialisation of continent. in the form of a book, or rather, the hypothetical extrapolation of our red square shape from our logo into a red 30x30 cm slate. Thanks to all those that participated. Your presences allowed continent. to visualise what it would be like if we had a book, and had been published within the honorable circle of these fine publishers. Soon the day will come where this will become reality. Thanks to all who joined the fun and didn't mind me showing these to the rest of the world. I'll publish them here, for them not to perish, even if I shall be damned. Ida Marie Hede Bertelsen ( Pork Salad Press ) Abdul Dube ( sideprojects ) René Sørensen ( sideprojects ) Anders ( OEI Editör ) Brett Bloom ( Half Letter Press ) Anni Puolakkaby ( OK Do ) Kit Hammonds, Kate Phillimore, Louise O'Hare ( Publish and Be Damned ) Ingvar Högni ( Útúrdúr ) Fredrik Ehlin, Andjeas Ejksson, Oscar Mangione ( Geist Magazine ) Klara Källström, Thobias Fäldt ( B-B-B Books ) Laura Hatfield ( Witnas editors ) Chris Johnsen ( WITNAS editors ) Matthew Rana ( Witnas editors ) Ola Ståhl & Carl Lindh ( In Edit Mode Press ) Staffan Lundgren ( Axl Books ) Tuuka Kaila ( NAPA Books ) Vebjørn Guttormsgaard Møllberg + Ingrid Forlang ( Kuk et Parfyme ) Diana Baldon, Joanna Nowotny and Egle Kulbokaite ( Index Foundation ). (shrink)

A first-order temporal non-commutative logic TN[l], which has no structural rules and has some l-bounded linear-time temporal operators, is introduced as a Gentzen-type sequent calculus. The logic TN[l] allows us to provide not only time-dependent, resource-sensitive, ordered, but also hierarchical reasoning. Decidability, cut-elimination and completeness (w.r.t. phase semantics) theorems are shown for TN[l]. An advantage of TN[l] is its decidability, because the standard first-order linear-time temporal logic is undecidable. A correspondence theorem between TN[l] and a resource indexed non-commutative logic RN[l] (...) is also shown. This theorem is intended to state that “time” is regarded as a “resource”. (shrink)

It is shown that the logical truth of instances of the T-schema is incompatible with the formal nature of logical truth. In particular, since the formality of logical truth entails that the set of logical truths is closed under substitution, the logical truth of T-schema instances entails that all sentences are logical truths.

Abstract I argue that the two primary motivations in the literature for positing seemings as sui generis mental states are insufficient to motivate this view. Because of this, epistemological views which attempt to put seemings to work don’t go far enough. It would be better to do the same work by appealing to what makes seeming talk true rather than simply appealing to seeming talk. Content Type Journal Article Pages 1-12 DOI 10.1007/s11406-012-9363-8 Authors T. Ryan Byerly, Department of Philosophy, Baylor (...) University, Waco, TX, USA Journal Philosophia Online ISSN 1574-9274 Print ISSN 0048-3893. (shrink)

In the 2005 Kitzmiller v Dover Area School Board case, a federal district court ruled that Intelligent Design creationism was not science, but a disguised religious view and that teaching it in public schools is unconstitutional. But creationists contend that it is illegitimate to distinguish science and religion, citing philosophers Quinn and especially Laudan, who had criticized a similar ruling in the 1981 McLean v. Arkansas creation-science case on the grounds that no necessary and sufficient demarcation criterion was possible and (...) that demarcation was a dead pseudo-problem. This article discusses problems with those conclusions and their application to the quite different reasoning between these two cases. Laudan focused too narrowly on the problem of demarcation as Popper defined it. Distinguishing science from religion was and remains an important conceptual issue with significant practical import, and philosophers who say there is no difference have lost touch with reality in a profound and perverse way. The Kitzmiller case did not rely on a strict demarcation criterion, but appealed only to a “ballpark” demarcation that identifies methodological naturalism as a “ground rule” of science. MN is shown to be a distinguishing feature of science both in explicit statements from scientific organizations and in actual practice. There is good reason to think that MN is shared as a tacit assumption among philosophers who emphasize other demarcation criteria and even by Laudan himself. (shrink)

Agent-relative consequentialism is thought attractive because it can secure agent-centred constraints while retaining consequentialism's compelling idea—the idea that it is always permissible to bring about the best available outcome. We argue, however, that the commitments of agent-relative consequentialism lead it to run afoul of a plausibility requirement on moral theories. A moral theory must not be such that, in any possible circumstance, were every agent to act impermissibly, each would have more reason to prefer the world thereby actualized over the (...) world that would have been actualized if every agent had instead acted permissibly. (shrink)

What is a natural kind ? As we shall see, the concept of a natural kind has a long history. Many of the interesting doctrines can be detected in Aristotle, were revived by Locke and Leibniz, and have again become fashionable in recent years. Equally there has been agreement about certain paradigm examples: the kinds oak, stickleback and gold are natural kinds, and the kinds table, nation and banknote are not. Sadly agreement does not extend much further. It is impossible (...) to discover a single consistent doctrine in the literature, and different discussions focus on different doctrines without writers or readers being aware of the fact. In this paper I shall attempt to find a defensible distinction between natural and non-natural kinds. (shrink)

My purpose in what follows is not so much to defend the basic principle of utilitarianism as to indicate the form of it which seems most promising as a basic moral and political position. I shall take the principle of utility as offering a criterion for two different sorts of evaluation: first, the merits of acts of government, social policies, and social institutions, and secondly, the ultimate moral evaluation of the actions of individuals. I do not take it as implying (...) that the individual should live his life on the basis of constant evaluations of this sort. For there are different levels of decision making each with its appropriate criteria. For example, we each inevitably make many of our decisions from the point of view of our own personal self-fulfilment and this cannot regularly take a directly utilitarian form, nor should the utilitarian want it to do so. His claim is at most that we should sometimes review our life from the point of view of a kind of impersonal moral truth of a universalistic utilitarian character. (shrink)

Religious coping and spiritual struggles were qualitatively analyzed in 15 semi-structured interviews with Norwegian Hodgkin’s disease survivors. We asked, How is religious coping expressed in 15 Norwegian Hodgkin’s disease survivors? The analyses were theory-driven, using religious coping and spiritual struggles theories as explorative tools. Especially we focused on coping processes, coping dynamics, coping styles, and coping activities. The analyses show that religiousness functioned as a positive factor in coping with cancer in 14 of the 15 participants, equally distributed as conservational (...) and transformational coping. The combination of the belief in a good, present God, eventually positive divine power, accessible through prayer, and religious support from people around the participants, were the most prominent activities in the religious coping processes. The religious coping had a character of being collaborative for almost all of the participants. Many participants had severe spiritual struggles. For many of the participants, it was difficult not only to be sick, but also to be a survivor. Theories on religious coping and spiritual struggles were useful and adaptable to a Norwegian sample regarding the main dynamics in the religious coping and spiritual struggles processes. The analyses detected a few different religious coping activities in this Norwegian sample compared to those identified in American samples, with the importance of meeting God in nature as the most significant difference. (shrink)