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)

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)

Maḥmūd, Zakī Najīb, 1905-; philosophers; Egypt; biography; interview.

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)

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)

Respect for personal autonomy in decision making is one of the four ethical principles in medical circumstances. This paper aims to present evidence that can be considered good exemplars in the clarification of the ethical viewpoints of the western and Shi’i Islamic perspectives on this issue. The method followed was originally a search in international indexing services in April 2016. Our findings point towards various controversies on individuals’ autonomy lead to different decision making outcomes by health workers in both different (...) traditions. We concluded that although Shi’i Islamic jurisprudence does not seem to allow for personal autonomy in the sense it is understood in a western context, evidence indicates that Shi’i Islamic jurisprudence respects personal autonomy. (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.

al-juzʼ al-awwal. Ḥiwār al-ḥukamāʼ (Rasāʼil fī al-naqd al-falsafī) -- al-juzʼ al-thānī. Rasāʼil ilá al-faylasūf Diyūjīnūs (Ḥiwār fī al-naqd al-falsafī) -- al-juzʼ al-thālith. Rasāʼil ilá al-Malik al-faylasūf Mārkūs Aurlīūs -- al-juzʼ al-rābiʻ. Rasāʼil ilá rajul ḥasan al-nīyah (Ḥiwār fī al-naqd al-falsafī) -- al-juzʼ al-khāmis. Ḥiwār fī naqd al-ʻaql al-ḥaḍārī (Ḥiwār fī al-naqd al-falsafī).

The Kuzari by Judah HaLevi, the Sephardic philosopher and poet, is one of the most important statements of Jewish thought from the last thousand years. It was written as an introduction to Judaism in the form of a dialogue, primarily between the king of the Khazars and the rabbi who explains Judaism to him. The King was exploring the possibility of converting to a monotheistic religion, and the question was whether Judaism, Christianity or Islam would be his choice. The King (...) called representatives of each of the three religious traditions to explain their central beliefs and practices. (shrink)

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.

Thank you very much, Ladies and Gentleman. I am very honored by the invitation to give a keynote address at this very informative, national meeting, before such a distinguished audience.If you made a list of the hundreds of different activities that go on during the day in a major medical center and tried to rank order them in terms of degree of difficulty, or judgment required, or risk of error, or damage that can result from an error of omission or (...) an error of commission, at the top of the list one might consider the teaching of a surgical resident at the operating table by a senior experienced surgeon, hours on end, often emotionally draining. (shrink)

kerekh 1-2. Maʼamarim rishon ṿe-sheni -- kerekh 3-4. Maʼamarim shelishi u-reviʻi -- kerekh 5. Maʼamar ḥamishi u-firḳe mavo.

Lectures by a Jain religious leader on Rahasyapūrṇa ciṭṭhī by Ṭodaramala, 1740-1766, and Paramārtha vacanikā and Upādānanimittanī ciṭṭhī by Banārasīdāsa, 1586-1641?, works on Jaina philosophy.

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.