비트겐슈타인에 따르면 철학의 역할은 이론이나 설명을 제시하는 것이 아니라 현상을 ‘기술’하는 것이다. 우리가 어떻게 언어를 사용하고 있는지 자연사적 고찰을 통해 기술하면 철학적 질문은 사라진다. 비트겐슈타인은 이러한 자연사적 고찰을 통해 제의적 행위를 살펴본 후 인간이 제의적 존재임을 보여준다. 본 연구는 비트겐슈타인의 고찰 결과를 추적해 가면서 인간에게 제의적 본능이 있으며 이 점에서 다른 동물들과 구별된다고 한 것을 밝힌다. 이를 위해 2절에서는 우리 언어활동이 맹목적 확실성에 기반하고 있다는 것 그리고 제의적 행위도 맹목적으로 그리고 본능적으로 행해진다는 것이 논의된다. 3절에서는 제의(적 행위)의 특성이 다뤄지는데, 첫째 (...) 제의적 행위는 ‘뜻 없는’ 행위라는 것과 둘째 제의(적 행위)에는 신비로운 비밀스러움이 있다는 것, 셋째 제의(적 행위)가 어떻게 형성될 수 있는지를 논의된다. 이 세 번째 논의에서 제의와 인간 정신의 “깨어남”과의 연관관계가 드러난다. 4절에서는 인간의 제의적 행위는 본능적이지만 이 제의적 행위가 인간을 다른 동물들과 구별시켜준다는 것을 논의한다. (shrink)

This paper examines the internal dynamics of Korean political parties to understand why the minority coalition government of Kim Dae-jung suffered from political stalemate or deadlocks in the legislature. It shows that a focus on the size of the government in terms of a majority status in the legislature does not offer a convincing explanation of why the Kim Dae-jung administration slid towards ungovernability. Instead better insights come from an analysis of party organization, an aspect of party politics rarely examined (...) through in-depth analysis. The paper shows that in terms of the key dimensions of organization (leadership type, factionalism, funding, linkage role) Korean political parties fail to connect citizens to the political system. (shrink)

The aim of this study is to examine the current profile of bioethics education in the nursing curriculum as perceived by nursing students and faculty in Korea. A convenience sampling method was used for recruiting 1223 undergraduate nursing students and 140 nursing faculty in Korea. Experience of Bioethics Education, Quality of Bioethics Education, and Demand for Bioethics Education Scales were developed. The Experience of Bioethics Education Scale showed that the nursing curriculum in Korea does not provide adequate bioethics education. The (...) Quality of Bioethics Education Scale revealed that the topics of human nature and human rights were relatively well taught compared to other topics. The Demand for Bioethics Education Scale determined that the majority of the participants believed that bioethics education should be a major requirement in the nursing curriculum. The findings of this study suggest that bioethics should be systemically incorporated into nursing courses, clinical practice during the program, and during continuing education. (shrink)

The aim of this study is to examine the current profile of bioethics education in the nursing curriculum as perceived by nursing students and faculty in Korea. A convenience sampling method was used for recruiting 1223 undergraduate nursing students and 140 nursing faculty in Korea. Experience of Bioethics Education, Quality of Bioethics Education, and Demand for Bioethics Education Scales were developed. The Experience of Bioethics Education Scale showed that the nursing curriculum in Korea does not provide adequate bioethics education. The (...) Quality of Bioethics Education Scale revealed that the topics of human nature and human rights were relatively well taught compared to other topics. The Demand for Bioethics Education Scale determined that the majority of the participants believed that bioethics education should be a major requirement in the nursing curriculum. The findings of this study suggest that bioethics should be systemically incorporated into nursing courses, clinical practice during the program, and during continuing education. (shrink)

Defense of rationality ; precedence of reason over religion.

The role of nursing faculty members in charge of ethics education is important. Although all nursing students receive the same bioethics education, their experiences differ, related to ethical qualification, which depends on the personal socialization process. This Korean study aimed to provide nursing faculty members with the basic data to help them develop as bioethics experts and provide nursing students with knowledge to improve their ethical decision-making abilities. We used a survey design to assess recognition of bioethical issues and ethical (...) qualification in nursing students and faculty members. A total of 1225 undergraduate students and 140 faculty members participated in this study. The results revealed that nursing students and nursing faculty members generally understood the seriousness of various bioethical issues and both considered the most serious issue to concern abortion. Ethical behavior can be improved by education, and accordingly, nursing ethics should be a mandatory subject, rather than an elective one. (shrink)

Religion and philosophy in 'Akāla usatati', portion of Daswen̲ Pādshāh kā Granth, attributed to Gobind Singh, Guru, 1666-1708.

Commentary on Śārīrakamīmāṃsābhāṣya of Śaṅkarācārya, work on Vedanta philosophy.

The role of nursing faculty members in charge of ethics education is important. Although all nursing students receive the same bioethics education, their experiences differ, related to ethical qualification, which depends on the personal socialization process. This Korean study aimed to provide nursing faculty members with the basic data to help them develop as bioethics experts and provide nursing students with knowledge to improve their ethical decision-making abilities. We used a survey design to assess recognition of bioethical issues and ethical (...) qualification in nursing students and faculty members. A total of 1225 undergraduate students and 140 faculty members participated in this study. The results revealed that nursing students and nursing faculty members generally understood the seriousness of various bioethical issues and both considered the most serious issue to concern abortion. Ethical behavior can be improved by education, and accordingly, nursing ethics should be a mandatory subject, rather than an elective one. (shrink)

Conversation with Navjyoti Singh, philosopher, chiefly about his views of modern Indic philosophy.

1. 하나가 여럿에게 가는 길 - 2008년 11월 동아시아 경제공동체포럼 기조강연, 인천 드림시티에서 2. 물 - 마음과 돈과 물의 시대에 부쳐 3. 님 - 획기적 재분배의 이원집정제에 관하여 4. 도깨비 - ‘신의 우물’ 근처에서 춤추는 가난한 도깨비 이야기 5. 혁신 - 중국의 혁신은 ‘법혜월’과 같은 화엄개벽의 여성!

“What must we do to prevent a nuclear omnicide?” I want to answer this question from a Kantian perspective. For Kant a state of peace is not only the denial of a state of war but also a state of justice, in which right rules might. Kant’s concept of peace is normative. According to him, practical reason commands us to leave the state of nature, which is a state of war, and establish a state of peace, inasmuch as this is (...) a necessary condition for a state of justice. For Kant justice is an a priori concept “entirely derivable from the concept of freedom in the mutual relationships of human beings.” Accordingly, the pursuit of peace is a political duty dictated by practical reason, and the task of realizing peace is a moral task incumbent upon everyone engaged in the conduct of government. This paper has three parts. In the first two parts, we will explore Kant’s perspective of peace, focusing on his concept of peace and his view of the task of peace. In the third and concluding part, using Kant’s perspective as our vantage point, we will reflect upon the prevailing mode of peace-thinking in our time and then address our question: “What must we do to prevent a nuclear omnicide?”. (shrink)

It is a state of mind thus markedly different from our everyday experience, where thought processes impinge on our consciousness. In this book, Ha Poong Kim shares his thoughts on aesthetic experience.

This book is a festschrift for Torsten Hagerstrand. "Through your work on migration, innovation diffusion, and time-geography you have helped demonstrate that geography's most profound insights are to be gained from the study of process rather than form.".

Philosophical and psychological study based on Vedic literature and Indic philosophy.

v. 1. General moral theology -- v. 2. The truth will set you free -- v. 3. Light to the world.

An introduction to mindful walking, which can be done anywhere, at any time—even on a commute to work or school. The fourth book in the bestselling Mindfulness Essentials series, a back-to-basics collection from world-renowned Zen Master Thich Nhat Hanh that introduces everyone to the essentials of mindfulness practice. Slow, concentrated walking while focusing on in- and out-breaths allows for a unique opportunity to be in the present. There is no need to arrive somewhere—each step is the arrival to concentration, joy, (...) insight, and the momentary enlightenment of aliveness. When your foot touches the Earth with awareness, you make yourself alive and the Earth real, and you forget for one minute the searching, rushing, and longing that rob our daily lives of awareness and cause us to "sleepwalk" through life. Thich Nhat Hanh shares amusing stories of the impact mindful walking has on both the walker and those who notice him, and shows how mindful walking can be a technique for diminishing depression, recapturing wonder, and expressing gratitude. Pocket-sized, with original two color illustrations by Jason DeAntonis, How to Walk is a unique gift for all ages, sharing a simple practice that can have a profound effect on practitioners. (shrink)

As the first empirical study of the nonlinear effects of digital business on global value chains (GVC), we provide insight into the nonlinear effects of digital business on the global value chain (GVC) values. We employ four indicators, including the value of online selling, sales through E-commerce, and customer relationship management (CRM) usage, to capture the prevalence of digital business in the economy. By testing a sample of 25 European countries that have been analyzed using various econometric techniques over the (...) period 2012–2019, our estimation results confirm that GVC values are a U-shaped function of digitalization. That is, an increase in digitalization pervasiveness initially induces more significant risks and uncertainties, hindering European countries from getting involved in or scale-up within the GVC. However, a rise in digitalization pervasiveness goes beyond a specific threshold, which facilitates GVC activities as more opportunities are created. Furthermore, our findings suggest that digital business contributes significantly to reducing the adverse influences of global uncertainty on the GVC values, while the marginal effects of digital business on GVC values become more pronounced in countries with the most advanced institutional structure. (shrink)

On the concept of Karma with special reference to Bhagavadgītā, Hindu philosophical classic.

In recent years, the category of evidentiality has also come into use for the description of Romance languages and of German. This has been contingent on a change in its interpretation from a typological category to a semantic-pragmatic category, which allows an application to languages lacking specialised morphemes for the expression of evidentiality. We consider evidentiality to be a structural dimension of grammar, the values of which are expressed by types of constructions that code the source of information which a (...) speaker imparts. If we look at the situation in Romance languages and in German, drawing a boundary between epistemic modality and evidentiality presents problems that are difficult to solve. Adding markers of the source of the speaker’s knowledge often limits the degree of responsibility of the speaker for the content of the utterance. Evidential adverbs are a frequently used means of marking the source of the speaker’s knowledge. The evidential meaning is generalised to marking any source of knowledge, what can be regarded as a result of a process of pragmaticalisation. The use of certain means which also carry out evidential markings can even contribute to the blurring of the different kinds of evidentiality. German also has modal verbs which in conjunction with the perfect tense of the verb have a predominantly evidential use. But even here the evidential marking is not without influence on the modality of the utterance. The Romance languages, however, do not have such specialised verbs for expressing evidentiality in certain contexts. To do this, they mark evidentiality – often context bound – by verb forms such as the conditional and the imperfect tense. This article shall contrast the different architectures used in expressing evidentiality in German and in the Romance languages. (shrink)

The system of pedagogical colleges in Vietnam has made important contributions to the education system in general and to the pedagogical system in particular during the 1980s and 1990s. This study reviews the studies conducted and implemented in recent times according to different trends, especially the contributions that these school systems have made to education as well as to the development of the system itself. The findings highlight the historic contributions of teacher colleges, and they also face challenges that must (...) change to adapt to the new requirements of the pedagogy and education system. In addition, there are many issues that need to be researched and implemented not only related to the governance of each school but also associated with current systemic policy changes. (shrink)

What is the relation of philosophy and teaching? Do we start from philosophy and then work to close the gap through a process of application? Do we start from teaching, and work to create a space for philosophical reflection? Is it enough to include philosophical texts and activities in teacher education? Or perhaps we need to include teachers from the start as collaborators in the production of philosophical work. Of, in, for, with: it seems that every preposition has been proposed (...) to join teaching and philosophy–a perennial dilemma that philosophers of education are far too familiar with. These anxious efforts to close the gap only reinforce our narrow, lopsided images of each endeavor. The teacher turns outward; the philosopher inward. Teaching is mired in the quotidian; philosophy prone to pointless abstraction. Called to act, the teacher works within the constraints of institutions; called to question, the philosopher practices principled withdrawal. While there is a grain of truth here, such contrasts obscure a key fact: philosophy and teaching are deeply kindred practices. The contemporary tragedies unfolding in Gaza and Israel serve as an urgent reminder of the costs of cleaving contemplation from action. Indeed, we will argue that the alienation of teaching (a practical endeavor if ever there was one) and philosophy (the contemplative discipline par excellence) damages the integrity of each. In what follows, we explore three conceptual sites—the posing of questions, the act of walking together, and the effort to discover what is at stake—which demonstrate a welcome return, or reunion, between philosophy and teaching. (shrink)

Study on modern linguistics, works of Indic linguists, and Hindi language.

Description of Spirit or Soul in tradition of Indian Philosophy.

In This Work The Author Has Dealt With All The Features Of Jainism-Epistemology, Metaphysics And Religious Practices. Further, He Has Given Exhaustive Quotations From The Original Texts.

This book is not a list or an overview of various theories of ethics. Nor is it a didactic manual for specific teaching units on moral education aimed at some group based on age or a particular theme (although some educational frameworks will be proposed). As the title suggests, the book intends to seek the starting points or foundations without which no moral education would be possible. The goal is to formulate and tackle the key questions that precede all moral (...) education. What makes ""good vs. evil"" language possible and meaningful? Can virtue be taught and learned? What makes our actions good? What is the condition of human nature? Are we naturally good, or evil? What constitutes an educator's right to morally influence anyone else (not just a child)? What is the goal of moral education? What does a morally educated person look like? And how can we ensure the coveted moral result? Or--in the words of Jan Amos Comenius, the ""teacher of nations""--how to educate a person to not only know what is good, but also to want what is good, and to do what is good ""even when no one is looking?"" ""I wish I would have had Jan Habl's concise, passionate, and eminently readable book available as a text for my ethics courses during my thirty-six years of teaching at colleges and universities in Canada. Habl not only raises the alarm about a moral crisis in Western societies today, but also provides a careful treatment of some oft-neglected presuppositions of moral education. The concluding chapter introduces us to Jan Amos Comenius, a seventeenth century Czech philosopher, theologian, and pedagogue, from whom we have much to learn about a better approach to moral education."" --Elmer Thiessen, Emmanuel Bible College ""With a sound and broad grasp of ethical (moral) theorists, Jan Habl incisively critiques the fallacies of popular theories, rendering them ineffectual if not dangerous. Then, drawing on Czech educator/philosopher Comenious, he persuasively advances a theistic proposal for nurturing moral persons and communities. Immensely timely, never more needed, a rich, compelling read for our contemporary societies if we wish for a civil and peaceful existence for ourselves and future generations. Highly recommended."" --Duane H. Elmer, Trinity International University ""You have in your hands a text by someone I take to be one of the very serious young moral philosophers of our time. The profundity of his analysis of the need for moral education reminds me of the style of analysis of one of the great moral philosophers of the final decades of the twentieth century, Alasdair MacIntyre."" --Thomas K. Johnson, World Evangelical Alliance Jan Habl is a professor of pedagogy at universities in Hradec Kralove and Usti nad Labem (Czech Republic). He has taught systematic theology and ethics at the Evangelical Theological Seminary in Prague. He has authored a number of books and studies in the areas of philosophy of education, ethics, and pedagogy, including On Being Human(e) (2016); Teaching and Learning Through Story, Comenius' Labyrinth and the Educational Potential of Narrative Allegory (2014). (shrink)

On the importance of Ahiṃsā (nonviolence) and other Jaina ethics; includes contributed articles in 2nd part.