The hereafter, one of the main pillars of Islam, has been discussed by both theologians and Ṣūfīs from various angles and interpreted in many different ways. Although there is consensus on the main subjects, there are a lot of controversies in details. One of the Ṣūfīs who authored on diverse problems over the hereafter is ʿAlāʾ al-Dawla al-Simnānī (d. 736/1336). He was a Kubrawī shaykh during the Īlkhānid era. He inclined towards the Ṣūfī path after serving the Buddhist ruler Arghun (...) (r. 1284-1291) for ten years, thanks to a spiritual experience he had. He met with Nūr al-dīn ʿAbd al-Raḥmān al-Isfarāyīnī (d. 717/1317), a Kubrawī shaykh based in Baghdad, and became a disciple of him, granted ijāza (a certificate of authority) from him. Upon his shaykh’s order, he turned back to his hometown and spent his life until his death, in his Ṣūfī lodge raising disciples and writing works. He had contributed greatly both to his own order and to the literature of Ṣūfism with his disciples and written works. As regards to the hereafter, his opinions on the reality of this world and its position against the next, death, the doomsday and its kinds, the existence of the paradise and the hell today and their present location are remarkable. In this article, his views over those problems are discussed in the context of his understanding of mystical training.Summary: ʿAlāʾ al-Dawla al-Simnānī (d. 736/1336) lived between the second half of the seventh century (h.) and the first half of the eighth century, in today’s Iran, during reign of the Īlkhānid’s. Thanks to the connection of his family to the Īlkhānid court, his father and uncle’s administrative positions at the court and his will and efforts, he started to serve Arghun (r. 1284-1291) around the age of fifteen and gained his personal intimacy. After serving him for ten years, he experienced a spiritual transformation and inclined towards a mystical life. He left Arghun for his hometown Simnān, on the pretext of his disease that courtier doctors could not treated, but under the condition that he would turn back after he recovered from the disease. He got better just after a while but did not return. He arrived Simnān at the beginning of a holy month of Ramadan, took off his formal clothes and began to mystical training himself based on Abū Ṭālib al-Makkī’s Qūt al-qulūb. After a while, he met with one of the disciples of Nūr al-dīn ʿAbd al-Raḥmān al-Isfarāyīnī (d. 717/1317) and wondered about him. Then left Simnān for Baghdad with the intention of visiting him. However, Arghun was informed about this and prevented him from going to Baghdad, withholding him for some time. After a while, Simnānī escaped from Arghun and returned to Simnān and wrote a letter to al-Isfarāyīnī on this incident. In response, al-Isfarāyīnī said that he does not need to visit Baghdad, al-Isfarāyīnī would be with him spiritually and ordered him to start his training. Simnānī kept his connection alive with his shaykh during this period via letters and spiritual meetings but he could not meet with him face to face. Afterwards, he could meet him twice and granted ijāza from him.After that, upon his shaykh’s order, he turned back to Simnān and engaged with disciples’ mystical trainings and authoring books. He gained an eminent position in both his order and history of the Ṣūfism, upbringing too many disciples and writing around ninety works. His importance in the Kubraviyya rooted firstly in the fact that the extant sub-branches of the order have him in their silsila (spiritual genealogy). In this regard Simnānī is a key actor within his order. Besides, it is significant that he had great impact on the founders of two branches of the Kubraviyya, i.e. Sayyid ʿAlī Hamadānī (d. 786/1385) and Muhammad Nurbakhsh (d. 869/1464) that indicating his influence among the order itself. When examined from the angel of the history of the Ṣūfism, the most apparent and distinctive point regarding Simnānī is his criticism against Ibn ʿArabī (d. 637/1240) on the problem of being. Notwithstanding, his supreme contribution to the Ṣūfism is his doctrine of latāif, which particularly influenced Pārsā (d. 822/1240), a leading disciple of the founder of the Naqshbandiyya. Likewise his mystical experiences and thoughts on rijāl al-ghāib had also influenced subsequent Ṣūfīs. His thoughts on the problem of khawātir, which is crucial component of Kubravī path, and detailed information given in his books regarding the lights (anwār) and the truth of nūr as well as his explanations about the situations experienced during the manifestation of God can be listed among his contributions to the history of the Ṣūfism.Simnānī who wrote on various problems of Ṣūfism, dealt with the problem of the Hereafter in the context of his understanding of initiation. For the world cannot be disunited from the Hereafter, as his understanding of the Hereafter is examined, his view of the world is studied as well. With reference to the presupposition that there are three distinct dimensions of the world, Simnānī says that man’s relationship with the world should be differentiated according to following three aspects: the world’s being a plantation for the hereafter, the world’s being a place that should be abandoned and the world does not have a reality. According to him the hereafter is a continuous moment, whereas the worldly life is bound by the past and the future. Since the past and the future do not have a real being, hence the world as well does not have real being. Simnānī embraces the death and the Doomsday in an intertwined fashion in the context of his own understanding of mystical training. Approvingly the consensus of the Ṣūfis, he divides the death into two: necessary and voluntary. And he divides the Doomsday into three: big, middle and small. According to this, the wayfarer who has weakened his soul’s evil attributes via the voluntary death observes the situations of the small doomsday. Thereby the wayfarer who observed everything that is depicted in the Quran that will be experienced after the necessary death, gains time to take necessary precautions before the necessary death, which is irremediable. Another issue that Simnānī raises regarding the Doomsday is the sorts of the Doomsday. Based on the different names of the Doomsday, he says that there are different doomsdays each of which is related with one of the latāif situated among human faculties. Ultimately salvation from those doomsdays is possible with a different good deed. Another point that Simnānī comes up with is the problem of existence of the paradise and the hell today. He thinks that the paradise and the hell both exist today, with reference to his own kashf. He relates this narrating the verses and the traditions, which support his view. Besides, he accepts that there are two paradises and hells, one is inside the human nature and the other is out there. According to Simnānī, entering the outer paradise without observing one’s inner paradise is nonsense. This is possible only through a spiritual journey from one’s external being into his/her internal being. In the end, this can only be accomplished via the voluntary death. (shrink)

This study examined the effect of emotional context on the semantic memory of subsequent emotional words during discourse comprehension in two eye-tracking experiments. Four-sentence discourses were used as experimental materials. The first three sentences established an emotional or neutral context, while the fourth contained an emotional target word consistent with the preceding emotional context's valence. The discourses were presented twice using the text change paradigm, where the target words were replaced with strongly - or weakly-related words during (...) the second presentation. Thus, four conditions were included in the present study: Emotional-strongly-related, Emotional-weakly-related, Neutral-strongly-related and Neutral-weakly-related. In Experiment 1, negative contexts and negative target words were used, whereas in Experiment 2, positive contexts and positive target words were used. The results revealed a semantic relatedness effect, whereby the strongly-related words have lower change detection accuracy, longer reading times and more fixations in both Experiments 1 and 2. Furthermore, across both experiments, the magnitude of the semantic relatedness effect was greater in the emotionally congruent contexts than in the neutral contexts. These results suggest that emotional context could increase efforts to change the discrimination of subsequent words and demonstrate an important role of emotional context on semantic memory during discourse processing. (shrink)

Drawing its strength from the UN Charter and UDHR, human rights ethics is a beacon of hope and a promise that requires continuous reaffirmation during these turbulent times. These two documents, with their unwavering faith in ‘fundamental human rights, in the dignity and worth of the human person, in the equal rights of men and women and of nations large and small,’ have shaped our understanding of human rights as global and universal ethics. However, this faith is now being severely (...) tested by four countercurrents: extremism, exclusionism, selectivism, and populism. These countercurrents pose significant and urgent human rights threats that activists, academics, and policymakers must confront by reasserting the basic core values of the UN Charter and UDHR. (shrink)

The cultural modernity neoplasm, which may be called ‘open cultural and educational space‘, is described. The characteristics of this phenomenon, their importance in modern pedagogy in the mainstream open the immanent education. The comparison is made with the selected criteria of commune collecting as brightest phenomenon of practice pedagogy of general care by I. P. Ivanov. The conclusions are made not only full compliance but also a significant expansion of selected characteristics subjectivity to the side of nurturing personality.

A series of eight multidisciplinary conferences on consent to health care and research was held in London during the period 1992 to 1995. The aim was to present a rich and varied account of consent from the perspectives of academics (especially social scientists), practitioners, and people affected by personal experience. This report summarizes some of the main contributions.

Cognitive neuroscience has come to be viewed as the flagship of the cognitive sciences and is transforming our understanding of the nature of mind. In this paper we survey several research fields in cognitive neuroscience (lateralization, neuroeconomics, and cognitive control) and note that they are making rapid progress on fundamental issues. Lateralization research is developing a comparative framework for evolutionary analysis, and is identifying individual- and population-level factors that favor brain asymmetries. Neuroeconomics is creating a research framework for studying valuation (...) mechanisms in the brain that allows investigation of more complex phenomena than traditional reward paradigms. And cognitive control research has cast light on the mechanisms of task learning and top-down control that enable fluid goal-directed behavior in complex situations. Reasons for the success of cognitive neuroscience are varied: technical advances (e.g., in molecular genetics and imaging) are part of the story, but the more important factors have to do with the power of integrating a bottom-up mechanistic approach with larger functional and evolutionary perspectives. The incorporation of a bottom-up component differentiates cognitive neuroscience from the multidisciplinary ambitions of classical cognitive science, which suffered from having limited access to mechanisms. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and (...) democratization of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

In communicative exchanges one of the most familiar phenomena is _accommodation_, which enables the addressee to incorporate a missing piece of information into her own view of the common ground. A less familiar, but equally important, phenomenon is what I call _discommodation_, whose main feature consists in the fact that the missing piece of information, although essential to the comprehension of the utterance, _cannot_ be shared by the addressee because it sounds problematic or even false to her. In such cases (...) it is possible to open a ‘presuppositional slot’ to take into account the assumptions that serve to select the reference of the noun phrase, but that are not incorporated into the revised context. One of the main purposes of the paper is to propose a definition of truth that does not ignore the role of discommodation when different views of the common ground are involved. 1. (shrink)

In contemporary forms of psychoanalysis, particularly intersubjective systems theory, the turn towards contextualism has permitted the development of new ways of thinking and practicing that have dispensed with the notion of isolated individuality. For many who embrace this "post-subjectivist" way of thinking and practicing, the recognition that all human experience is fundamentally immersed in the world makes the question of individuality seem confusing, even anachronistic. Yet the challenge of individuality remains an important and pressing issue for contemporary theory and practice; (...) many clinicians are left to wonder about the role of "individual" experience and how to approach it conceptually or clinically. This volume of original essays gives the problem of individuality its due, without losing sight of the importance of contextualized experience. Drawing on a variety of disciplinary backgrounds - philosophical, developmental, biological, and neuroscientific - the contributors address the tension that exists between individuality and the emergence of contextualism as a dominant mode of psychoanalytic theory and practice, thereby providing unique insights into the role and place of individuality both in and out of the clinical setting. Ultimately, these essays demonstrate that individuality, no matter how it may be defined, always occurs within a contextual web that forms the basis of human experience. _Contributors:_ William J. Coburn, Philip Cushman, James L. Fosshage, Roger Frie, Frank M. Lachmann, Jack Martin, Donna Orange, Robert D. Stolorow, Jeff Sugarman. (shrink)

Francis Crick once remarked, "...the ultimate aim of the modern movement in biology is in fact to explain all biology in terms of physics and chemistry" [1966:10]. Arguments to the contrary have been marshalled by many biologists and philosophers, notably Mayr [1986, 1988], and Rosenberg [1985]. Such arguments notwithstanding, reductionist hopes are still alive and well in both biological and philosophical circles. It seems reasonable to suppose that a first step in a reductionist programme would be the reduction or elimination (...) of non-biochemical, biological properties to biochemical properties. (shrink)

Haartman's analysis of ecstatic experience in early Methodism is contextualized within a brief review of the history of the movement and the theological assertions that underlay these religious behaviors. Wesley emphasized individual, as opposed to institutional religion and affrmed inductive as contrasted with deductive theology. "Sanctification," Wesley's term for personality transformation, is seen as positive ego development rather than regressive splitting of the ego. Maslow's "peak experience" is affrmed as a valid model for analyzing ecstatic behaviors. Methodism no longer emphasizes (...) such forms of religious expression. (shrink)