This book on Philosophy for Children is a compilation of articles written by its founders and the movement's leaders worldwide. These articles have been prepared in the dialogue and interview format. Part I explains the genesis of the movement, its philosophical and theoretical foundations. Part II examines the specialized uses of philosophical dialogues in teaching philosophy, morality, ethics and sciences. Part III examines the theoretical concerns such as the aims of the method in regards to the search for truth or (...) sense of meaning, or the debate on the novel or short stories and its characteristics. Part IV explains the practices of P4C worldwide and the issue of cultural differences, the ways of the community of inquiry and the necessary adaptation to suit local concerns. The book concludes with a notable review of the progress of P4C, the obstacles, and its international spread to over 60 countries. These penetrating insights make the book an incredibly rich resource for anyone interested in or involved with implementing a P4C programme. Brave Old Subject, Brave New World Teaching Science and Morality Via P4C Showing Children can do Philosophy. (shrink)

Sefer ha-Roḳeaḥ -- Sefer Eldad ha-Dani -- Sibuv Rabi Petaḥyah -- Sefer Har Adonai.

This paper is going to re-read Imam Mohammad al-Ghazali’s moral ideas in order to find the responses to the questions of moral psychology. Al-Ghazali, following the Greek and Islamic philosophers, relates each virtue or vice to a particular faculty in man’s soul. Moreover, following the Asharites, he considers the basis of moral good and badness to be religious. Furthermore, having mentioned al-Ghazali and Hume’s opinions as well as their similarities, this writing explains why al-Ghazali’s view on the moral motivation has (...) not encountered Hume’s objections. And finally, it presents the differences between al-Ghazali and the Greek philosophers’ views on virtues and vices as well as evaluates al-Ghazali’s psychological opinions in ethics. (shrink)

The original work has been a favorite of both scholars and laypeople for its straightforward style, in contrast to other medieval writings on ethics that are largely theoretical and reflective.

In this work we give a complete answer as to the possible implications between some natural properties of Lebesgue measure and the Baire property. For this we prove general preservation theorems for forcing notions. Thus we answer a decade-old problem of J. Baumgartner and answer the last three open questions of the Kunen-Miller chart about measure and category. Explicitly, in \S1: (i) We prove that if we add a Laver real, then the old reals have outer measure one. (ii) We (...) prove a preservation theorem for countable-support forcing notions, and using this theorem we prove (iii) If we add ω 2 Laver reals, then the old reals have outer measure one. From this we obtain (iv) $\operatorname{Cons}(\mathrm{ZF}) \Rightarrow \operatorname{Cons}(\mathrm{ZFC} + \neg B(m) + \neg U(m) + U(c))$ . In \S2: (i) We prove a preservation theorem, for the finite support forcing notion, of the property " $F \subseteq ^\omega\omega$ is an unbounded family." (ii) We introduce a new forcing notion making the old reals a meager set but the old members of ω ω remain an unbounded family. Using this we prove (iii) $\operatorname{Cons}(\mathrm{ZF}) \Rightarrow \operatorname{Cons}(\mathrm{ZFC} + U(m) + \neg B(c) + \neg U(c) + C(c))$ . In \S3: (i) We prove a preservation theorem, for the finite support forcing notion, of a property which implies "the union of the old measure zero sets is not a measure zero set," and using this theorem we prove (ii) $\operatorname{Cons}(\mathrm{ZF}) \Rightarrow \operatorname{Cons}(\mathrm{ZFC} + \neg U(m) + C(m) + \neg C(c))$. (shrink)

In this paper we study the question assuming MA+⌝CH does Sacks forcing or Laver forcing collapse cardinals? We show that this question is equivalent to the question of what is the additivity of Marczewski's ideals 0. We give a proof that it is consistent that Sacks forcing collapses cardinals. On the other hand we show that Laver forcing does not collapse cardinals.

To investigate the effect of philosophical thinking on the development of reasoning skills and behavioral performance among Iranian primary school students, we conducted a qualitative method study with ten fourth grade students (including boys and girls)selected from different primary schools in Tehran1. We also study the reactions of children and their parents to this new method of education, which thoroughly differs from the method practiced in our schools now. This study was carried out in the Institute for Humanities and Cultural (...) Studies, as an extra class once a week for twenty sessions. Data collection strategies of this study including the authors’ observations during sessions, children’s parents’ observations and reports, and interviews with children and their parents. Our research result shows that reasoning skills enhance communication skills by enabling children to express their ideas more persuasively. We also found that children act more confidently and independently. (shrink)

This study is to investigate conflict rate and job satisfaction among staffs in the public organizations in Rafsanjan Township in the Islamic republic of Iran. In this study, staffs personality, laws and guide directions, staffs needs, communications and job satisfaction is investigated by examining the staffs’ salary, job nature, supervisor and salary of staffs’ colleagues and their promotion. This was a quantitative study. All data of this study have been collected by using questioner. All data of this study have been (...) analyzed quantitatively by using the SPSS software. Statistical society of the study was people who have worked in the public organizations in Rafsanjan Township. This study has chosen 385 staffs and has distributed two types of questionnaires namely job satisfaction and conflict questioners among them randomly. Finally, this study has concluded that 1. There is a reciprocal relationship between conflict rate and job satisfaction. 2. There is a negative relationship between conflict rate and payments. 3. There is a reciprocal relationship between conflict rate and job nature. 4. There is a negative relationship between conflict rate and supervision style. 5. There is a negative relationship between conflict rate and colleagues. 6. There is a reciprocal relationship between conflict rate and promotion opportunity. (shrink)

We show the Borel Conjecture is consistent with the continuum large.

We define the ideal with the property that a real omits all Borel sets in the ideal which are coded in a transitive model if and only if it is an amoeba real over this model. We investigate some other properties of this ideal. Strolling through the "amoeba forest" we gain as an application a modification of the proof of the inequality between the additivities of Lebesgue measure and Baire category.

In these two long-distance interviews, Iranian Saeed Naji, founder of the Philosophy for Children movement in Iran, questions two veteran practitioners of philosophy for children/community of philosophical inquiry . He raises issues related to P4C/CPI as representative of a larger educational paradigm, which he calls “reflective education,” and weighs its prospects for replacing what he calls the “traditional paradigm” worldwide. He also queries the two scholars on issues such as criteria for appropriate texts/stimuli for practicing philosophy with children; issues around (...) teacher preparation; the epistemological paradigm of CPI and its relation to the logic of scientific discovery and mathematical proof; the status of CPI as a “new” or reconstructed form of the discipline of philosophy; the prospects for a narrative approach to philosophy as exemplified in the new literary genre of the Lipmanian philosophical novel for children; the relationship between the practice of CPI in schools and the possibility for educational reconstruction, particularly in the area of social democracy and school governance; the significance of understanding the child as a “privileged stranger” to patriarchal colonialist culture, and the social implications of a form of education based on dialogue rather than forced enculturation; and the implications for the construction and delivery of curriculum in a school in which CPI and emergent curriculum were central organizational elements. (shrink)

kerekh 1. Haḳdamot. Peraḳim 1-2 -- kerekh 3. Pereḳ 3 -- kerekh 4. Pereḳ 4 -- kerekh 5. Pereḳ 5 -- kerekh 6. Pereḳ 6. Mafteaḥ meḳorot -- kerekh 7. Mafteaḥ ʻarakhim.

Assuming the consistency ofZF + “There is an inaccessible number of inaccessibles”, we prove that Kelley Morse theory plus types is not a conservative extension of Kelley-Morse theory.

The present paper mainly seeks to elaborate on how the problem of soul and its temporality or eternity occupied Mulla Sadra and Plato's minds. What reasons made Plato to believe in eternity of soul? Why Muslim philosophers, especially Mulla Sadra, did not face such constraints in spite of the fact that they did not accept these reasons? To this end, the present paper reviews not only these two thinkers' works but also their social status and intellectual concerns, which resulted in (...) developing their specific thoughts. It seems that the problems related to the issue of soul cannot be solved except with Muslim philosophers' existential view and particularly with Mulla Sadra's innovations in philosophy. (shrink)