: The founder of Wahhabism, Muḥammad ibn ‘Abd al-Wahhāb, is on the side of those who advocate that ijtihād’s gate is open. In his thought, the continuity of knowledge about the truth is based on the sustainability of ijtihād, and in every period, there have been mujtahids to interpret the nass in consistent with the issues. The later scholars have developed the thoughts related to ijtihād on this platform. Wahhābī thought does not describe madhhab as a systematic integrated approach. (...) According to them, the madhhab is the ḥukm that were made within the discretion of mujtahids on the basis of nass on the issues open and free to ijtihād. With this approach, they have tried to explain what refers to the word of “Our madhhab is the one of Ahmad ibn Hanbal ”. It has been suggested that this acknowledgment does not mean taqlīd that the words of madhhab imāms are replaced with the Qur’ān and Sunna just as some other members of madhhab do so. Either Muḥammad ibn ‘Abd al-Wahhāb or his disciples have based their own opinions of such as ijtihād, madhhab, taqlīd, ittibā and ikhtilāf upon the proofs that Ḥanbalī Madhhab, Ibn Taymiyya and Ibn Qayyim used. Our aim in this study is to determine how the issues regarding such as ijtihād,taqlīd, madhhab, ikhtilāf, etc. were examined in the primary sources that formed Wahhābī thought. In the early period Wahhābī sources, it is not possible to find definitions of Islamic law in technical terms. Topics have been dealt with within the framework of the answer to a problem/fatwā or a criticism. For this reason, our method will be based on reaching a conclusion about "The Status of Ijtihād in the Early Period of Wahhābī Thought and The Meaning of Commitment to a Madhhab on Fiqh." in the light of the opinions of the first period thinkers. Summary: The connection and similarity of the Wahhābī movement, which started in the Islamic world at a time close to the time when the reform ideas appeared, have been hesitantly welcomed for a few reasons. The fact that members of the Wahhābī movement are intolerant in terms of reform in people’s beliefs, and they use the concept of takfīr, are chief among these reasons. Another reason is that Muḥammad ibn ‘Abd al-Wahhāb does not accept any religious discipline and individual as an authority. The reactions and discourses developed by Wahhābī thinkers against the established practices of faith, ijtihād, taqlīd and denominationalism has brought many objections and criticism. The founder of Wahhabism, Muḥammad ibn ‘Abd al-Wahhāb, is on the side of those who advocate that ijtihād’s gate is open. In his thought, the continuity of knowledge about the truth is based on the sustainability of ijtihād, and in every period, there have been mujtahids to interpret the nass in consistent with the issues. According to him, in a number of controversial cases where no right path has been declared in the naṣṣ, all the efforts of a believer should be focused on understanding the command of God and his messenger and act accordingly. Muḥammad ibn ‘Abd al-Wahhāb does not seek the condition of being a mujtahid to understand the Qur’ān and the sunna. He therefore opposed those who claimed that it is imperative for non-mujtahids to taqlīd a madhhab to understand the provisions of religion. According to him, everybody who has the ability to understand the Qur’ān and the sunna must make ijtihād. Blind allegiance to man-made law against the teachings of God and the Qur’ān is a type of shirk. Fuqahā’ are human and not infallible. The ‘ulamā’ that followed also developed their thoughts about ijtihād and taqlīd on this ground. The Wahhābīs say that they do not completely reject the taqlīd of the ‘ulamā’, but what they do not accept is no one, except the absolute mujtahid, can perform ijtihād. Differentiating ittibā‘, which means accepting an opinion based on evidence, from taqlīd despite the evidence, the Wahhābī ‘ulamā’ have defined the criteria of issuing or accepting a fatwā as performing ijtihād and ittibā‘ to those who have evidence of the Qur’ān and the sunna, or to the remarks of the scholars who are eligible for the Qur’ān and the sunna. According to the Wahhābīs, neither ijtihād nor taqlīd on the issues of ‘aqā’id is permissible in religion. The individual must learn what God and His messenger commands and forbids in terms of ‘aqā’id and worshipping. Ibn ‘Abd al-Wahhāb accepts that taqlīd in furū‘ al-fiqh is permissible in absolutely necessary situations such as not being able to reach sources from various views, and not having the time to evaluate these sources. According to Muḥammad ibn ‘Abd al-Wahhāb, the notion that the dispute of ‘ulamā’ is a blessing is superstitious. According to him, the alliance and agreement of ‘ulamā’ is a deed, and their unity is a blessing. Despite this, the way to be followed in a matter of dispute is not in the madhhab views but the presentation of the matter in the Qur’ān and the sunna. Defining the field of dispute, Muḥammad ibn ‘Abd al-Wahhāb said that the predecessor and the successor disagreed in the matters of furū‘ al-fiqh that were not declared in the naṣṣ; and in such affairs, the duty of the believer is to investigate what is the covenant of God and His messenger, and to show respect for the ‘ulamā’ even if it is mistaken. However, according to him, showing respect to the ‘ulamā’ is not saying ‘’they know better than us’’ despite the presence of evidence in matters of dispute. Wahhābī thought does not describe madhhab as a systematic integrated approach. According to them, the madhhab is the ḥukm that were made within the discretion of mujtahids on the basis of naṣṣ on the issues open and free to ijtihād. With this approach, they have tried to explain what refers to the word of “Our madhhab is the one of Aḥmad ibn Ḥanbal ” It has been suggested that this acknowledgment does not mean taqlīd that the words of madhhab imāms are replaced with the Qur’ān and the sunna just as some other members of madhhab do so. Muḥammad ibn ‘Abd al-Wahhāb and his followers emphasize in many places the movement is not a fifth and a new madhhab, they are members of the Ḥanbalī madhhab and they do not direct anyone to any organization in the form of fiqh, kalām, or ṣūfī. However, they say that madhhabs are not religion, and even if a new madhhab is aimed, this is not a problem. Although an emphasis of being part of the Ḥanbalī madhhab is made without sectarian fanaticism, it is stated that it is imperative to take the views of other madhhabs where the evidence is strong. With the emphasis of being part of the Ḥanbalī madhhab, they support their discourse of not being a new madhhab. However, the general description of the Ḥanbalī madhhab has a stricter approach regarding the way of accepting and using mental and transitional evidence than the other madhhabs. Accordingly, the Wahhābīs are described by a stricter version of the description. Muḥammad ibn ‘Abd al-Wahhāb used their methodology to arrive at judgments instead of taking the specific provisions of the madhhabs, and accepted the adoption of provisions and refused bigotry and the madhhabs are authorities almost equal to God. The Qur’ān, the sunna and ijmā‘ were accepted as the primary authorities and the four madhhabs were not denied as long as they were not contrary to majority of Muslim community. The Wahhābīs, who follow Ibn Taymiyya on the matter of practicing according to a judgment of another madhhab in the presence of evidence, believe that changing a madhhab without any reason or for worldly reasons is not permissible in religion. Although the Wahhābīs do not display a clear attitude on denying madhhabs, they have developed a supra-madhhabs approach with the thoughts of direct access to the ḥukms and accepting the ḥukm of any madhhab as long as the ḥukm is in accordance with the evidence. As a matter of fact, one of the criticisms made in this respect is that they take the views from other madhhabs that suit them, and reject the others. The Wahhābī ‘ulamā’ of the first periods shaped their opinions on issues such as ijtihād, taqlīd, madhhab, ittibā‘, and ikhtilāf, based on the evidences used by the Ḥanbalī madhhab, Ibn Qayyim and especially Ibn Taymiyya. For this reason, it is not possible to say that they have a thought system of their own. Taking this fact into consideration, it seems possible to collect the approach of the method of almost all Wahhābī thinkers in issues that are the subject of this article under three items. First, the necessity of those with strength and ability to perform ijtihād to understand religious provisions; second, solving issues of dispute based on the Qur’ān and the sunna; and third, the presence of evidence overruling any kind of madhhab view. (shrink)

Philosophical reflection on the conditions of knowledge did not begin in a cultural vacuum. Several centuries before the Ionian thinkers began their investigations, the Homeric bards had identified various factors that militate against a secure grasp of the truth. In the words of the ‘second invocation of the Muses’ in Iliad II: “you, goddesses, are present and know all things, whereas we mortals hear only a rumor and know nothing.” Similarly Archilochus: “Of such a sort, Glaucus, son of Leptines, (...) is the mind of mortal man, whatever Zeus may bring him for the day, for he thinks such things as he meets with.” When one adds the truism that the scope of human experience pales in comparison with the synoptic view of events enjoyed by the gods, it follows that for most matters it is for the gods to know and mortals merely to conjecture. Traces of the older ‘poetic pessimism’ can be seen in the teachings of many of the first philosophers. Alcmaeon reaffirms that “while the gods enjoy clear and certain knowledge of all things, mortals must conjecture from signs” (B 1). Although Xenophanes encourages inquiry into a wide range of phenomena, he concludes that “No man has known nor will there be anyone who knows the clear and sure truth concerning the gods and what I say about all things” (B 34). And when philosophers begin to affirm a more optimistic view they often do so in terms that invite comparison with the older outlook. The chief truth Heraclitus claims to have discovered is the logos or ‘basic formula’ which holds everywhere and forever (B 1, 30, 80, and 90). Parmenides provides reason to think that human beings can discover the truth even about things located “far off” (B 4). And both Empedocles and Democritus contrast the inferior awareness of those “who think in terms of what they have met with” with the wisdom available to those who have heard and ponder their teachings (B 131). For these thinkers, separation in space and time—the old ‘locality problem’—no longer posed an impediment to knowledge. -/- . (shrink)

The article aims to shed light on teaching the Arabic language in non¬-Arab countries, especially since the Arabic language it is the main gateway to learning the Qur’an and its sciences, the current reading also aspires of the Arabic language and the reality if its teaching methods to non Arabic speakers, and the obstacles the prevent the educational process from being achieved. The article also shows the role of reading in teaching the Arabic language to non-native speakers, reading is on (...) one of transferring knowledge, and reading enriches perceptions and expands knowledge and information, The current reading aspires to know the different types of reading, as each has characteristics that differ from the others, Therefore, knowing the types of reading and methods of teaching them contributes to the status of teaching Arabic as a foreign language, and constitutes a means to understand and communicate it correctly and soundly.The work was divided into axes. In the first axis, the research will reveal the status of the Arabic language, whether for its speakers or for non-native speakers，It gained this status from being the language of the Qur’an, In addition to the fact that it contributes to the throne of languages by speaking them and using them to understand religious, economic, cultural and commercial matters.The second axis will focus on the meaning of teaching the Arabic language to non-native speakers, and teaching it by transmitting it to them by helping another individual to communicate with it and learn it as a second language.Then, the reality of Arabic language teaching curricula and the problems they face were discussed. Especially with the presence of a large number of these curricula, with their different plan, method, and time duration, the teacher here finds himself faced with confusion in choosing the appropriate curriculum for the group - non-Arabic speakers - he is entrusted with teaching, and which suits their abilities and intellectual inclinations.The article also shows that there are good curricula that have been highly successful in delivering and transferring the academic content to the learner. This is due to its respect for a set of pedagogical rules and controls and the hierarchy of the curriculum. The clearer the curriculum is and built on specific foundations and elements, the more effective and profitable it is.There is no doubt that it is not possible to download and teach any educational curriculum without a teacher who has several scientific methods and skills. That is, he must have a set of skills and be armed with a variety of methods in teaching the Arabic language to non-native speakers. Something that contributes to the success of the educational process.A good professor is one who diversifies his methods while teaching non-Arabic speaking students. Therefore, the article aims to pay attention to the teacher and train him according to certain basics, including the cultural basis of the country in which he will study, and the cognitive and professional basis. The research also recommended the need to hold training courses and workshops to train teachers of the Arabic language to non-native speakers.The research has confirmed that reading has an important and fundamental role in teaching the Arabic language to non-native speakers, and that this skill contributes to providing the learner with a large linguistic resource, as well as benefiting from the depths of Arabic books, and also helps in improving the level of pronunciation and communication with a good master of the Arabic language.The article also explains that teaching the Arabic language to non-native speakers suffers from several obstacles and obstacles that prevent achieving the goal of the educational learning process, including reading weakness among learners, especially at the level of pronunciation, in addition to inversion, substitution, and lack of distinction between similar sounds in pronunciation.The current reading shows that despite these problems and obstacles; However, the experiences related to teaching the Arabic language to non-native speakers are moving in the right direction.The article relied on the descriptive and analytical approach. To describe and analyze the phenomenon of teaching the Arabic language to non-native speakers, with the need to point out that the proposed reading is not final and does not claim to have the final say or possess the “truth”, as long as it is one among other possible readings. (shrink)

This particular book has been published by The Ecumenical Theological Seminary, and is part of The Ecumenical Theological Seminary Library. In addition to our many other endeavors, primarily our ongoing goal to strive for, and achieve theological academic excellence, The Ecumenical Theological Seminary publishes literature pertaining to Theological subject matter, Spirituality, Meditation, Religion, Mysticism, et cetera.If you are an aspiring writer, or an author who would like to have your work published, or if you would like to submit a proposal, (...) or have any questions, or concerns, please contact The Ecumenical Theological Seminary. There is no cost to submit a manuscript to The Ecumenical Theological Seminary, and the copyright remains the property of the author. Certain manuscripts may be adequate to earn credit toward one of our degree programs. Therefore, please feel free to inquire about such.Publishing Your Book with The Ecumenical Theological Seminary; what we can offer:The Ecumenical Theological Seminary has been established since November 27th, 1994, and through the years has earned recognition, acknowledgement and respect throughout the world. The Ecumenical Theological Seminary has a team of dedicated and experienced editors who will review and provide feedback and guidance on your proposal. The Ecumenical Theological Seminary has a strong international presence, global distribution and marketing venues, and our sales channels reach deeply into markets within the United States, and throughout the world. Our editorial and marketing teams ensure that your book receives the right exposure.The Ecumenical Theological Seminary has a dedicated and knowledgeable sales team, with resources within the United States, and throughout the world; selling directly to bookstores, wholesalers, online retailers, library suppliers, colleges and universities, and churches. We offer quality design and production values, using the latest technology, our books are produced efficiently, quickly and attractively. We offer a global marketing plan, including direct mail, electronic and web marketing, advertising, review mailing, conference representation and adoption marketing for religious based books. The Ecumenical Theological Seminary has an extensive eBooks program, with new titles being added regularly, and we know how important it is to provide eBook content in a format that customers want.For further information, please feel free to contact The Ecumenical Theological Seminary.The Rev. Dr. Damian Stone, Founder, and President. (shrink)

In this study, secondary school DKAB (Religious Culture and Moral Knowledge) lesson’s belief learning domain has been examined structurally. In this context, the basic principles of belief have been discussed according to Māturīdīsm, Ash'arism, Mutazilite and in places according to Shia. The common points and different aspects of the ideas in the domain of belief of these schools have been examined in a comparative way. Subjects such as the attribute of taqwin/creation, which is the main discussion between Māturīdīsm (...) and Ashʿarism, whether Allah can be known by reason, whether the good and the evil are determined by reason or nass/verses are the examples. Additionally existance of the immutable attributes and that whether they are eternal or not, that whether ru’yatullah/seeing God is possible or not and the conditions of the afterlife which have been points of discussion between Mutazilite and Ahl es-Sunnah have been handled in the article. Surely these are matters of extensive discussion; this study evaluated these topics in the pedagogical context of the belief learning domain of the DKAB lesson. Firstly the theological background of the belief learning domain of DKAB lesson has been handled. Then learning outcomes which are the first elements of the curriculum have been classified. And thirdly the text books which are the second dimension of the curriculum have been analyzed. The method of the study is document analysis. Belief is the first of the learning domains designated as worship, morality, Prophet Muhammad and culture, and it is also of great importance because it is the basis of other learning domains. Belief learning domain is in the interest of curriculum designers in terms of having some pedagogical features but it must also be in harmony with theological acceptances as it is one of the basic components of religiosity. The theological background is also directly related to the political and legal context of the lesson, such as doctriner and non-confessional status. Because when various interpretations of religion do not have common points or when the common points are weak, the non-confessional feature will always be a controversial matter. In theological texts God has been described as essential, the almighty, the omniscient and one who intervenes in the history. Discussions between Kalam schools and philosophical schools about God's attributes, or the discussions within the Kalam schools are very important in terms of reflecting God-universe-human relationship. One of the most important problems in this issue is that the conception of God is not decisive, and that the conception of matter and human must be compatible with the conception of God. Developing a theology in the context of God's attributes, excluding matter and human conceptions leads to an over-abstraction of the theological background. Moreover, changes in the conception of matter and human will harm the conception of God, and the contribution of religious education to those who searching for meaning will decrease. The fact that the faith principles of Islamic religion do not vary depending on the sects strengthens the status of non-confessional religous education. In addition, an essential God conceptualization facilitates the management of people their lives. For believers, life has a purpose and it is a preparation for the afterlife. Furthermore in the context of cultural knowledge, gaining in-depth knowledge is a remarkable support for social life. On the other hand, the achievements in the lesson curriculum are at the first levels in terms of taxonomy and this shows that the lesson does not support high level learning and identity formation. Considering the speed and severity of the transformation in social life, it is necessary to provide some qualities that will support the construction of self and personality of those who take religious education. However, the low level of objectives of the curriculum and the one-dimensionality of Bloom's taxonomy used in the curriculum have been an unsolved problem for a long time. This points out the importance of developing a curriculum of religious education, taking into account the theological background and the individual and social dimensions of human beings. On the other hand, it can be thought that there are some problems in the establishment of the relationship between God-universe-human in the textbooks. Although the content is suitable for personal God representation and gives prominence to causality tought, when it comes to the idea of order of the universe, it contradicts with personal God representation and moral development. When the idea of order is over-objectivized in the textbooks, it becomes unclear how God intervenes in the universe. So, it remains suspended that the learners how make sense of events and their actions. (shrink)

Empiricism is a philosophical school that focuses knowledge only on the senses. One of the characters is John Locke. In Locke's view, he emphasized that knowledge comes from observations we make of our own surroundings with a tool called John Locke sensing, which he considers this as a white sheet of paper and rejects innate ideas. Locke views reason as a passive shelter receiving the results of the senses. Locke considered what he called knowledge to be (...) a composite of ideas derived from sensory experience. Locke generalizes to knowledge. The research aims to answer the problems that arise from Locke's view by criticizing the theory of tabularasa based on huduri science by using huduri according to Tabataba'i. as for this research using qualitative methods and literature. As for analyzing the data using a theory demonstration criticism approach. From the research that has been done by the author, it shows that huduri science is the capital for every knowledge, even for knowledge that is preceded by the senses. Because in essence knowledge is something immaterial, as for what enters the subject who knows is something immaterial too, even though the object is bound by matter. This is what is called the presence of something immaterial in the immaterial soul. (shrink)

In this age of multiculturalism, global travel and terrorism, it is vital that citizens be inculcated with the fundamental values of democracy and equipped with the cognitive skills to further those values. Plato critiqued the democratic character for its potential selfishness and lack of civic engagement---this was true in ancient Athens and is still true today. Using a primarily philosophical but also an interdisciplinary approach, I discuss the historic and social contexts of moral education in democracies both ancient and modern. (...) My topic contributes to this inquiry about democratic education by discussing Virtue Ethics and Communitarianism, with attention to empirical matters as dealt with in Sociology and Psychology. This dissertation explores the Neutral Liberalism-Communitarian debate about moral education to explicate current social and educational circumstances, both theoretically and practically. I propose a model for teaching morality based on self-knowledge, without a traditional religious grounding, without competing with religious authority, resorting to dogma, or indoctrination. I draw on the works of Plato, Aristotle, Jean-Jacques Rousseau, William James, Charles Taylor and others, supporting my proposals with current research from Social Cognitive Psychology. Research in Psychology has shown that some ways of thinking about the self are more efficacious and functional than others. By grounding moral education in self-knowledge and virtue theory, we can ensure the preservation of our democracy by improving the ability of our citizens to reason well about personal, practical and political matters. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Teaching Musical FictionMarcin Stawiarski (bio)IntroductionGiven the increasing interest in musico-literary studies, I wish to examine some ways in which music can be used for pedagogical purposes in teaching literature. It has been widely recognized that music and poetry sprang from the common origin of chant or incantation.1 Throughout the ages, the sister arts sometimes went hand in hand and sometimes parted company, but since the end of the nineteenth (...) century musical aspects have been used quite extensively in literature, either as a subject matter or as a wellhead of structures. The number of musically inspired twentieth-century novels bears evidence to this strengthening of musico-literary relationships.2 Contemporary interactive, interdisciplinary, and multimedial works of art or artistic events also testify to a close sisterhood between the arts. This phenomenon has come to be called intermediality, which is defined as using more than one artistic medium in the creation of a work of art. But then, examining musical aspects in literature demands specific knowledge of the musical field itself, thus raising questions about the limits and the difficulties of using musico-literary materials in class. Suppose the student is not knowledgeable at all about music. What, then, can be the input the teacher can offer the student without necessarily inundating the latter with too much information? Is it possible to avoid generalizations in drawing comparisons or distinctions between music and literature? And, is it relevant to deal with music in teaching fiction?I wish to suggest that there are pragmatic elements of music that may be used in teaching music-related texts without previous skills in the musical field. In this respect, music may serve as an enriching and fascinating teaching tool. The point I would like to make is that quite often music leads the text to raise questions about literariness itself, so that it becomes possible not only to discuss musico-literary interrelations but to tackle the specificity of literature through the prism of intermediality. [End Page 78]This article will deal with two kinds of musico-literary phenomena appearing in fiction. On the one hand, I wish to examine the implications of the historical and cultural background in musicalized texts as an inherent aspect of many novels. On the other hand, I wish to broach the question of the musicalization of fiction, that is to say, the transposition or imitation of musical forms in literature.Literature Speaking about MusicThe Need of a ContextIn dealing with musical contexts of literary texts, the teacher may bring the student's attention to bear on the variety of ways a text may be related to music. A typology of different musico-literary interrelations has been established by such critics as Calvin S. Brown3 or Steven P. Scher. In Scher one will find a useful chart dividing musico-literary studies into two categories: literary presence within the musical field (explored by musicology) and musical presence within the literary field (explored by literary studies). The latter may be subdivided into word music, musical structures, and verbal music. This typology has been furthered by Werner Wolf in his critical work on the musicalization of fiction. Yet too detailed a categorization may seem difficult to put into practice in a classroom setting. Its principle drawback lies in the difficulty to sever one musical phenomenon in literature from the other. In numerous cases it seems impossible to drive an unequivocal wedge between (a) prosodic phenomena, appertaining to word music or musicality; (b) exclusively thematic or topical elements; and (c) specifically structural transpositions. Such an accurate classification, therefore, preferably would be used with more advanced students.The thematic or topical relationship I want to focus on in this section is by far the easiest to get across to students since it does not require musical skills. This approach is roughly tantamount to Scher's verbal music or Wolf's thematization,4 and it appears in texts dealing with music explicitly. Many texts resort to an extramusical (or paramusical) rather than a purely musical content. In other words, it is the critical or mythical context surrounding a given musical work that is often used in fiction. In reading Rose Tremain... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:REVIEW SYMPOSIUM 319 secular communities before making up their minds. But, in this case at least, minding theological business requires minding philosophical business. I wish all teachers of the Catholic community would study this book. JAMES J. BUCKLEY Loyola Oollege, Baltimore, Maryland RELIGIOUS DIVERSITY WILLIAM CHRISTIAN'S important new book appears at an opportune moment. It breaks new theoretical ground in the cross-cultural study of religious communities and (...) religious doctrines at a time when this is badly needed. Its contributions could be especially valuable for the burgeoning industry that produces books by Christian theologians on non-Christian religions, since there are signs that this industry is beginning to feed upon itself. Such books (and every year more are published) refer more and more to one another, to previous ' achievements ' in the field, and less and less to the purported object of their study: non-Christian religions themselves. So, in every new addition to the field we find the more-or-less obligatory discussions of Karl Barth's and Hendrik Kraemer's word-centered exclusivism; of Karl Rahner's hierarchical inclusivism; of Wilfred Cantwell Smith's faith-based ·experiential expressivism; and of John Hick's radical theocentric pluralism. There is usually comparatively little discussion of what any non-Christian tradition actually asserts, values, and practices. That is to say, Christian theologians, whose major specialty is theologizing about non-Christian religions, have entered the ·realms of secondary, or even tertiary, processing; they have made the enterprise of theologizing about these religions a purely abstract a priori intra-Christian enterprise, constrained not by the religions themselves, as they impinge upon and make claims upon members of the Christian community, but rather by presuppositions drawn only from some particular reading of the Christian tradition. So Rahner could deduce his theory of " anonymous REVIEW SYMPOSIUM Christians" from a few simple propositions (most importantly, the absoluteness of Christianity and the possibility of the presence of supernatural grace in non-Christian religions), without reference to the actual teachings, practices and values of any non-Christian tradition. The same is largely true for Hick's advocacy of a Copernican revolution in theological thought, and for Barth's rejection of all religion as unbelief. All are a priori positions. William Christian (both in his earlier Oppositions of Religious Doctrines [New York, 1972] and in the new Doctrines of Religious Communities) is one of the few philosophers of religion whose work on the nature of religious doctrines has a direct relevance for Christian thinking about non-Christian religions. It is, moreover, a relevance which, if taken seriously, could provide an agenda for that enterprise which would lift it out of the self-reflexive and largely unproductive agonizing in which it is currently mired. Given that Christian theologizing about non-Christian ;religions is something that neither can nor should be avoided, any work that opens up new avenues is to be welcomed. Christian's Doctrines is thus a potentially important book, and it is the object of this short piece to suggest in what its importance lies and how it is relevant to the Christian enterprise of theologizing about non-Christian religions. First, though, a caveat is in order: Christian's earlier work, with which his new book is directly continuous, has not, to this writer's perception, received the attention it deserves from theologians concerned with these matters. In that earlier work Christian was concerned to lay bare and analyze the logical conditions that must be met before it can properly be said that that two doctrine-expressing sentences contradict or oppose one another, and also to discuss the varieties of opposition that might occur. Oppositions of Religious Doctrines, the work in which he did this, is a book written by a philosopher in a philosophical idiom: it exhibits to a high degree the virtues of conceptual rigor and careful, precise analysis of terms and concepts. Largely for this reason, the work was not attractive to theologians. They are not trained to think in this idiom, and are not easily drawn to works written in it. The work also received comparatively little attention from analyticallytrained philosophers of religion, those who should, by training and taste, find its idiom comfortable... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Particularity, Presence, Art Teaching, and LearningJulia Kellman (bio)The Awful, the Particular, and the TranscendentYears ago in a life drawing class during graduate school, for who knows what reason, I chose to focus my drawing on the model's head and not on her entire form. She was wearing an enormous and elaborate black velvet hat with yards of veiling and several large red silk roses. The combination of textures, shadows, (...) colors, forms, and the suggestion of a story, of meaning beyond the exercise itself, drew me in I think. Using an entire large sheet of tan-colored drawing paper, soft vine charcoal, and a kneaded rubber eraser I began to draw, moving from the impossible hat to the model's high cheekbones, deep-set shadowed eyes, soft cheeks, and curved neck. Somewhere between the top of the paper (the crown of her hat) and the woman's face, however, my hand, my self, the drawing, the young woman, and the hat merged by some means outside my control. I was the act of drawing. I was the charcoal, the curved cheek, the dark eyes, the wonderful hat. There were no boundaries among us. No distances. The drawing, it seemed, drew me at the same time that it revealed an image of the model and her black velvet hat on the paper and tied me to the woman seated before me. I was exalted, transported, amazed.Now, as I think back to that drawing, I understand it as my first clear art experience of doing, not thinking, being, not observing that all artists encounter on their best days. It was, in another way of considering, my initial encounter with the fact that "the imaginative faculty, especially as engaged in the art process is one of the strongest and clearest ways in which we can learn within the qualitative, immediate present, within kairotic as opposed to chronic time, or within the eternal present,"1 as the art educator Kenneth [End Page 51] Beittel explains. Or, put another way, it was my experience with the fact that, as the writer Lawrence Weschler suggests in his biography of the artist Robert Irwin, "Seeing is forgetting the name of the thing one sees."2 Or, as the sculptor Anne Truitt explains, drawing can be "a direct channel between one's [my] experience and one's [my] hand."3This transformation from a distinct see-er and seen to a single entity sharing both time and space, from a distant relationship to intimacy, from a world of the generalized to the place of the particular brings us to the intertwined themes of this article: the importance of the awesome transcendent particularity of the singular—person, creature, place, object, plant, or moment in art and, similarly, religious contemplation and the likeness and/or overlap of artistic engagement with spiritual experience.In order for us to examine the artist in the midst of creating, and to explore our theme of art's relationship to the awful (think of the older usage meaning "full of awe" here) particularity of thisness as John Dun Sotus4 describes the perfection of the particular and specific, as well as to explore the relationship of art making, art learning, art teaching, and spiritual experience, exemplars are necessary. Our first exemplar is Gordie, a member of the art class I teach at a local hospital. He, as much as anyone, exemplifies artistic engagement with the current moment, its thisness in fact, and he illustrates the art maker's/learner's engagement with pure doing in the act of creating an image. Our second exemplar, the filmmaker, writer, and painter Derek Jarman,5 exemplifies by his lifetime of creative accomplishment an artist in the most literal manner. And even in the last years of his life—as sculptor, gardener, landscape designer, writer, and creator of a place of great beauty—he illuminates in both his words and in his garden his engagement with the present moment, with particularity, and with the spiritual quality that permeates his world.Gordie's Tale: Art and FlowersGordie accompanied his friend Roger to the first art class to be held at the hospital for people with... (shrink)

It is thought that determining which methods and techniques are used by teachers to teach concepts, which is one of the important dimensions of religious teaching, will contribute to the science of religious education and practice of religious teaching. In this context, the problematic of the study is based on the question of the methods preferred by the Religious Culture and Moral Knowledge teachers in their concept teaching activities. Therefore, the aim of the study is (...) to try to reveal the qualities of the methods preferred by the Religious Culture and Moral Knowledge teachers in the concept teaching process with a descriptive perspective. To serve this purpose, a case study was preferred as one of the qualitative research methods in the methodology of the study, and 20 Religious Culture and Moral Knowledge teachers were selected in the study group with maximum variation sampling, which is one of the purposeful sampling methods. Since the study focused on teachers' opinions, a semi-structured interview technique is used as a data collection tool, and descriptive analysis method, envisaging coding of the data according to the pre-determined themes and titles in the context of the problematic of the study, has been preferred. As a result of the study, it has been observed that teachers preferred that supporting teaching methods such as story and game, induction in line with the approach of reaching definition with students, deducting from the definition. In addition, despite the teachers' attempts to enrich the concept teaching process and increase the quality of the process, it has been found that their knowledge and skills regarding concept teaching methods and techniques were not sufficient. (shrink)

This article utilises Gadamerian hermeneutics method and Freirean theory of the purpose of Religious Education to explore how Religious Education can contribute to achieving United Nations Sustainable Development Goal (SDG) 4, emphasising education for sustainable development. The study contends that Religious Education in Lesotho occupies a distinctive position in the education system, surpassing other countries in its extensive integration. Due to historical factors, Religious Education is taught in nearly all religiously affiliated schools, comprising about 90% of (...) all educational institutions in Lesotho, and even in certain public schools. The curriculum of Religious Education in Lesotho aligns directly with the educational objectives of SDG 4. Additionally, Lesotho’s Religious Education corresponds to three levels of school education for sustainable development: whole school approach, classroom approach, and community approach. Nevertheless, the study asserts that for Religious Education in Lesotho to better align with education for sustainable development, various enhancements are required. Firstly, inclusivity across all religious traditions is essential, moving beyond a sole focus on Christianity. Secondly, there is a need for wider dissemination and implementation of Religious Education in all schools, irrespective of their affiliation. Lastly, a shift from traditional pedagogies to transformative approaches is recommended to boost the effectiveness of Religious Education in advancing sustainable development.Contribution: This article contributes by analysing Lesotho’s case and its implications for enhancing Religious Education teaching to effectively address SDGs. It broadens existing knowledge on Religious Education’s potential as a platform for sustainable development and provides recommendations for its improved implementation in a specific context. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Buddhist Inclusivism: Attitudes Towards Religious OthersTerry C. MuckBuddhist Inclusivism: Attitudes Towards Religious Others. By Kristin Beise Kiblinger. Hants, England: Ashgate, 2005. 145 pp.Kristen Beise Kiblinger, who teaches in the religion department at Thiel College, has written a provocative and imaginative book. It is provocative in that [End Page 168] she appears to be doing buddhology even though she resists calling it that. She says she doesn't (...) want to take the voice of a buddhologian. She does not describe what is as a phenomenologist might or what was as an historian of religion might, or what should be as a buddhologian might. She describes what might be, as a—well, as a participant-philosopher might. She writes as an outsider taking the voice of an insider.Kiblinger chooses as her topic the relationship of Buddhists to people of other religions. She begins by noting that Buddhists themselves have not explicitly addressed this topic in their religious philosophizing, at least not to the extent Christians have. But, she suggests, implicitly they behave as if they do have a favored response to this issue. Citing a wide variety of Buddhist sources across the Buddhist spectrum, she concludes that inclusivism is the most natural position for Buddhists to take vis-à-vis the other religions. She describes that position in some detail, all the while persisting in her refusal to be considered a spokesperson in the insider sense.Kiblinger draws her examples from the way two historical figures related to people of non-Buddhist ideologies and from historical contacts Buddhism as a movement had with other religions or sects. The first historical figure is Siddhartha Gautama himself. The Buddha, Kiblinger notes, was not shy about identifying what made any religion (not just his dhamma) useful—the noble eightfold path. This path is the core of Gautama's dhamma, but it also appears in other religions in other forms. The Buddha put forth the presence of this content as the measure of a religion's usefulness (see the Mahaparinibbana Sutta). And of course the parable of the raft relativizes all religious teachings, making them true only to the extent that they enable humans to "cross the stream" of temporal existence, a common tenet of the inclusivist position in all its forms.Asoka represents a second example of Buddhist inclusivism for Kiblinger. In the seventh and twelfth of his Rock Edicts, Asoka makes clear that all members of all religious traditions are welcome to practice in his kingdom, even though he thinks Buddhism is the best position. He makes clear that both exclusivism and intolerance of other religious ideas are not acceptable positions in his way of looking at the spiritual dimension of the world. Existentially, Asoka's life story is a model of a reformed "exclusivist" finally embracing the all-truth-no-matter-where-you-find-it-is-still-truth position.Not just these giant figures model inclusivism. Buddhism as a movement has consistently, Kiblinger argues, behaved toward other movements as inclusivists would. She uses as a first example the Buddhist attitude toward Vedic sacrifice, the religious practice most liable to be cast aside by the new teaching of Gautama. We see in this example, Kiblinger says, "the technique of significant reinterpretation and new application rather than subordination" (p. 41). She also notes that a technique she calls "reinterpretation by ethicization" that does not throw out Vedic teaching altogether but claims at its root a teaching that was originally Buddhist.Evidence for the inclusivist position can also be found in the way Mahayanists treated Theravadins, or Hinayanists as Kiblinger refers to them. Scholars of Buddhism [End Page 169] have for the most part recognized that the term "hinayana," perhaps best translated as "lesser vehicle," is a pejorative term given to Theravadins by the Mahayanists, the "great vehicle" folks. Kiblinger argues that even though Mahayanists consider their tradition superior (a common trait of all inclusivists, Buddhist or not), they do so with an openness to the value of the way Theravadins approach the problem of enlightenment. Their way may not be the best, but it is a way, and in some contexts it may be an effective way. Mahayanists are able... (shrink)

This paper will examine two strategies by which religious believers might attempt to defend the rationality of religious belief. The first strategy is a “fine tuning argument.” The main shortcoming of that strategy is that it ignores the crucial issue of the appropriate prior probabilities. The second strategy is what might be called a “trust” strategy. According to this strategy, a belief that is based on trusting someone who knows something is thereby also an instance of knowledge. (...) This strategy might suffice in some respects, but it involves reliance on a mechanism that is doubtful as a prototype for all of our beliefs. (shrink)

It is interesting to explore the effects of second language acquisition on anatomical change in brain at different stages for the neural structural adaptations are dynamic. Short-term Chinese training effects on brain anatomical structures in alphabetic language speakers have been already studied. However, little is known about the adaptations of the gray matter induced by acquiring Chinese language for a relatively long learning period in adult alphabetic language speakers. To explore this issue, we recruited 38 Indian overseas students in (...) China as our subjects. The learned group included 17 participants who had learned Mandarin Chinese for an average of 3.24 years and achieved intermediate Chinese language proficiency. The control group included 21 subjects who had no knowledge about Chinese. None of the participants had any experience in learning logographic and tonal language before Chinese learning. We found that the learned group had significantly greater gray matter volume in the left lingual gyrus compared with the control group; the Chinese characters’ reading accuracy was significantly and positively correlated to the GMV in the left LG and fusiform gyrus across the two groups; and in the learned group, the duration of Chinese learning was significantly and positively correlated with the GMV in the left inferior frontal gyrus after correction for multiple comparisons with small volume corrections. Our structural imaging findings are in line with the functional imaging studies reporting increased brain activation induced by Chinese acquisition in alphabetic language speakers. The regional gray matter changes reflected the additional requirements imposed by the more difficult processing of Chinese characters and tones. The present study also show that the biological bases of the adaptations induced by a relatively long period of Chinese learning were limited in the common areas for first and foreign language processing. (shrink)

ABSTRACT We consider evolution of knowledge bases caused by a sequence of basic steps of acquisition of a new information, either consistent or inconsistent with the original system. To make this process comply with the Principe of Minimal Change, a special evidence metric is introduced for measuring distance between states of knowledge. Then a novel semantics of knowledge bases is developed suggested by the heuristics of weighted maximally consistent subsets. The latter is efficiently applied to the (...) processes of consistent and inconsistent acquisition of knowledge, belief revision and contraction. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Xenophilia STEVEN SHANKMAN We often hear about xenophobia in today’s troubled Western world, about fear of the stranger, fear of the demonized other. But we rarely, if ever, encounter the term, or the inspiring idea of, xenophilia, love of the stranger, hospitality. Rarely, that is, unless we regularly consult the Bible and the two great Homeric epics. What do these foundational works of Western culture teach us about the (...) relation between xenophilia—the gesture of welcoming the potentially dangerous stranger—and what it means to be truly human? Let us begin with an explicit reference to the word xenophilia that appears in an essay by the great and radical 20th -century philosopher on the nature of ethical obligation, Emmanuel Levinas, written in 1959. Here Levinas remarks: “Monotheism [by which Levinas says he means Judaism, Christianity, and Islam] is not an arithmetic of the divine.... It is a school of xenophilia and anti-racism [Il est une école de xénophilie et d’antiracisme].”1 The relationship between monotheism, in the Abrahamic religious tradition, and xenophilia is suggested at the beginning of the eighteenth chapter of Genesis, when three strangers appear to Abraham, who runs towards them to offer them food and drink. Who are these three strangers? One of them, it turns out, is God, and the other two are angels, but their identity does not concern Abraham. What he sees are three men and he wants merely to be hospitable towards them, to serve them. At the conclusion of the previous chapter, Abraham, at the age of ninety-nine, was arion 28.2 fall 2020 74 xenophilia circumcised. He is, as you can imagine, now in great pain. The rabbis say that God, knowing that Abraham is such a hospitable person, purposely made the day very hot so as to discourage wayfarers from braving the heat and thus tempting Abraham to exert himself during his early recovery from the trauma of his belated and recent circumcision. I have indicated, in brackets, the verses in which Abraham addresses the stranger(s) in the singular and in the plural, which cannot be discerned in the translation into English: God [the ineffable Tetragrammaton ‫יהוה‬— most often pronounced Adonai today] appeared to him [Abraham] in the plains of Mamre while he was sitting at the entrance of the tent in the heat of day. He lifted his eyes and saw: And behold! Three men were standing over him. He saw them and ran toward them from the entrance of the tent, and bowed toward the ground. And he said, “Adonai [meaning ‘My Lord’ or ‘My Lords’], if I find favor in Your [singular form in the Hebrew] eyes now, please pass not away [singular form of the verb] from Your [singular] servant. Let some water be brought and wash your [plural] feet, and recline [plural form of the verb] beneath the tree. I will fetch a morsel of bread that you [plural] may sustain yourselves, then go on [plural form of the verb]—inasmuch as you [plural] have passed your [plural form of the adjective] servant’s way.”2 “God appeared to him [Abraham] in the plains of Mamre while he was sitting at the entrance of the tent in the heat of the day. He lifted his eyes and saw: And behold! Three men were standing over him.” Where, exactly, is God in this passage? The rabbis of the Talmud suggest that God did indeed visit Abraham, but that when the three strangers arrived, Abraham asked God to wait (can you believe such audacity?) while he, Abraham, could first meet the needs of the three wayfarers. First things first! From this the Talmud concludes that “Hospitality to wayfarers is greater than receiving the Divine Presence.”3 A beautiful thought! But the verses from Genesis are even more radical than that. We wonder whether the alternation, Steven Shankman 75 in Abraham’s address to the strangers, between his addressing them first in the plural then in the singular and then back to the plural again, does not suggest a response to our question of where God appears in this passage. Could this alternation be suggesting that the way God appears in these verses... (shrink)

This paper aims to exemplify the language acquisition model by tracing back to the Socratic model of language learning procedure that sets down inborn knowledge, a kind of implicit knowledge that becomes explicit in our language. Jotting down the claims in Meno, Plato triggers a representationalist outline basing on the deductive reasoning, where the conclusion follows from the premises (inborn knowledge) rather than experience. This revolution comes from the pen of Noam Chomsky, who amends the empiricist (...) position on the creativity of language by pinning down it with the innateness hypothesis. However, Chomsky never rejects the external world or the linguistic stipulation that relies on the objective reality. Wittgenstein’s model of language acquisition upholds a liaison centric appeal that stands between experience (use theory of meaning) and mentalism (mind based inner experiences). Wittgenstein’s Tractatus never demarcates the definite mental processes that entangle with the method of understanding and meaning. Wittgenstein’s ‘language game’ takes care of the model of language acquisition in a paradigmatic way. The way portrait language as the form of life and the process of language acquisition is nothing but a language game that relies on the activity of men. (shrink)

At the heart of cognitive science lie two problems: the nature of our knowledge and how it emerges. For many centuries, these issues were the province of philosophers only. Nativists such as René Descartes argued that much of our knowledge was innate, driven by the character of the human mind and only indirectly by the nature of the particular events we might experience. By contrast, empiricists such as John Locke argued that very little of our knowledge (...) was innate; rather, he argued that knowledge was acquired through a lengthy process of learning in which the putative primitive elements of thought – the sensations – came to be associated with each other, yielding higher‐level concepts. While no longer the sole province of philosophy, the nativist and empiricist frameworks have come to organize some of the most important issues in cognitive science today: How can we characterize human knowledge? How does it emerge? What are the relative contributions of innate structure and learning through experience? (shrink)

Mathematics and music in practice and performance, and in learning and teaching, share many characteristics, such as beauty and harmony, memory and intuition and mind or intellect. These raise the principles of processing information in mathematics and music and, by implication, the role of an acquaintance with the essentials of perception, abstraction and affective connaturality in teacher education. This paper compares mathematics and music and considers the acquisition of knowledge and skills through the external and internal senses and (...) emotions, utilizing the role of knowledge through multiple intelligences. In doing so it does not canvas the utilities of mathematics and music as fields of human endeavour so much as their role in the cultivation of serenity and knowledge in the cultured mind. This is a theoretical paper but it is based on nearly a century of teaching from the combined work of the two authors in the teaching of music and mathematics. The paper highlights the importance of inspiration in teaching, inspiration built on a thorough basis of the foundations of anthropology to include the emotions as well as the intellect. While teacher education programs rightly concern themselves with knowledge of the field of study, knowledge of pedagogy, they do not always consider the ability to inspire which is at the heart of managing and mentoring people. (shrink)

Sheikh Halid Sufi, as a Sufi poet, addresses human being as the main subject of his sufist dicourse. He is an important figure of our recent history as he primarily adopted the goal of human perfection and revealed a doctrine of humanity in the school of knowledge. In advance of our current century, when human is seen just in physical respect, he lived as a man of heart who handled human being with an integrated approach within the aspects of (...) matter and spirituality, the world and the hereafter, individual and community, body and soul. In this communiqué, I will discuss Sheikh Halid Effendi’s ontology and his point of view on the place of human being in the realm of existence. He seeks human perfection and wishes people to free themselves of shabby desires and regain their disposition. He recommends people to achieve purity in order to reach the rank of being a mirror to God’s reflections. As a Sufi poet, he attaches importance to carrying out the education of divine journey, wrapping up in mystical ethics, having the identity of wisdom and gaining the aesthetics of love so as to reach the perfection. SUMMARY Sheikh Mehmed Halid was born in 1273/1856 in Sivas. He graduated from Ottoman Junior High School. He attended the 1893 War. In 1880, he started his professional career at a state office. Until 1899, he served in several positions, as assistant judge in Erbaa Lower Court, as Prosecuting Deputy Attorney in Sivas, as Prosecuting Judge assistant in Lower Court and head clerk in Darende, as head clerk in Lower Court in Tonus/Altınyayla, and as prosecuting judge in Kuruçay. He died in 1931 and was buried in Sivas Yukarı Tekke Graveyard. Sufism (tasawwuf) is an education for integrity towards maturity, in a way to prufiy the self from evils of nafs (self) and to reach the love of Allah. This spiritual educational journey is called ‘Seyr-u Suluk’. Sheikh Mehmed Halid completed his Seyr u Suluk as a dervish (student) of murshid (mentor) Kastamonulu Ganizade Mehmed Sadık Baba. Sheikh Mehmed Halid wrote three books called Hilafetnāme, Mektubāt, and Divan. He deals with issues of Sufism (mysticism) in these works. Primarily, his works dwells into the matters of morals, worship, good manners (adab), customary practices, ingenuity, existence, and love. Sheikh Mehmed Halid’s sole attempt is to explain the relationship among Allah, man and universe in an understandable way. According to Sheikh Mehmed Halid’s conception of Sufism, existence is unique and that existence is only Allah. The existence of Allah is absolute while the existence of assets is relative. Things do not exist on their own. Universe is like a mirror. What is reflected in the mirror of universe are the shadows of Allah the Omnipotent. The graces of The Divine are reflected in this mirror. All the things that exist in the universe proves the Self of Allah and his properties. Each of the things in the universe are the words of Allah. The existence of the universe is a result of Allah’s mercy. Man is the fruit of the tree of the Universe.Man is both the embodiment and the reflection of Allah. We want to discuss the position of man in between Allah and the universe with Sheikh Halid’s verses. Perceiving plurality in unity and unity in plurality, Sheikh Mehmed Halid attributes the variety of things and existence in the universe to the Divine beauties of Allah. For those who can comprehend, the plurality/ abundance in existing objects in the universe indicates singularity and uniqueness of Allah. According to Sheikh Halid, Allah is independent from and beyond all the entities that exist in the universe. However, Allah, manifests Himself in the things that he creates and the actions he takes through His divine names and properties. According to Sheikh Halid, each object is a reflection of Allah’s divine properties. Every entity in the universe glorifies Allah with all their existence. For Sheikh Halid, Seyr u Suluk is the journey from weakness to perfection, from substance to meaning, and from things to reality. Considering Seyr u Suluk education as distancing one’s self from other beings, reaching purity of heart, disposing of all signs explains these concepts with pilgrimage metaphor. As a response to those who asks him what he meant by seyr u suluk, he says seyr u suluk is servitude and submission to Allah. In order for Seyr u Suluk to be meaningful, a person should enter the way of a murshid-i kāmil (perfect religious mentor), and should have sincerity, purity (being deprived of all sins) and dhikr. According to Sheikh Halid, someone who is not in trouble is not given a remedy. So as to bother is necessary for remedy to be arisen. Nuisances of the universe are also ephemeral as the universe itself. Therefore, it is unnecessary to bother things that are ephemeral. Because remedy is not available without being mature. According to Sheikh Halid, the procedure of gaining advantage from being mature; getting rid of the ego, feeling the love, being pioneer of the mission, being modest, to attain soul pleasure, escaping from fame, leaving the claim, the glory of salvation, proceeding dhikr, reaching the conquests and escaping from friendship of worldly things. According to Sheikh Halid, being mature is not setting about affiliation ceremony. Asceticism cannot be a show and claim authority. Sincerity is needed on the basis of seyr u suluk education. Asceticism which is an effort of making the religion a specific of Allah is to make intimacy with Allah. Sheikh Halid wants his murids who take part in ṭarīqa (sufī path) to decide on the sincerity. Sincerity is said to be the unique factor that makes sense the membership. Seyr u suluk which begins with being membership of mature murshid, which makes sense with proceeding worship and respecting the sincerity arises by teaching manners to soul. Seyr u suluk is trying to reform the soul. Teaching manners to soul is a challenging and significant task. The most important factor that ensure teaching manners to the soul to be achieved is dhikr. Dhikr practice which makes successful the teaching manner to the soul of seyr u suluk training increases the prudence and foresight of dervish. The unique task that murshid expects from his murid during the membership process is to adjust his soul and parlance to the dhikr of Allah. Dhikr of Allah is a product of fondness. According to Sheikh Halid, one who wants to be remembered in heaven should himself learn to remember Allah. Sheikh Halid gives too much importance to disciplining the tariqa where sufi training takes place. A murid should qualify his murshid whom he intimated to. Followers should gain sufficient advantage from the spiritual atmosphere in the dergāh of their murshid. The murid must be at the service of the murshid who trains him and should obey tariqa manners. Salik who achieves seyr u suluk, who maturates the sufi ethics and who gains sincerity through dihkr of Allah tries to achieve the Gnosis. The intent of being a human is to know Allah. The biggest disaster for human is to come upon unawareness. Sheikh Halid who assumes the the Arifs as sultans of walayah makes a comparison between the Arifs and the Zahids and prefers the Arifs. He thinks that the Zahids pay attention to the appearance, cannot reach the basis and cannot go beyond Allahliness show. Sheikh Halid, who encourages the Zahids to avoid comparing themselves with the Arifs, warns the ones who combat with the Arifs and reminds that Allah proclaims warfare to those who has hostility towards those surrendering themselves to Allah. Sheikh Halid lines up the ways of being mature and having wisdom as godly grace, asceticism, love, the mind of leaving, battle with the self, humility, dikhr and being woeful. Salvation process which Marifetullah will guide is to achieve the love of Allah. Love is the way of achieving the reunion. The reality can just be gained through love. However, gaining the divine love requires to be loved. Because, the way of gaining the divine love is to remove everything except Allah from one’s heart. (shrink)

Media news can be regarded as an important teaching material to be used in lessons in terms of being interesting, containing up-to-date information, reinforcing what has been learned in the course, and combining it with many methods and techniques. In addition, the fact that media news provides a more concrete learning, helps the subject in the lesson to be connected with real life and helps students to develop their empathy skills. Therefore, the use of media news in religious education (...) can increase curiosity and interest in the lesson and enable students to actively participate in learning processes. This article, which focuses on how to benefit from media news in religious education, has been prepared to raise awareness about the use of media news for teachers who attend religious education classes, and thus to guide them in using media news in their lessons. In the study, the use of media news in religious education was first addressed in a conceptual framework, and then the extent to which media news was used in the textbooks of the religious education courses was investigated. Within the scope of the research, 42 books on Religious Culture and Moral Knowledge (RCMK) and Imam Hatip High School Vocational Lessons were examined and four examples were found as a result of this examination. It was observed that the media news used in the textbooks led the students to research, share and discuss. However, the fact that only four examples could be found in 42 textbooks reveals that media news are not used sufficiently in religious education, and teachers are not provided with sufficient material on the use of media news in teaching processes. In the third part of the study, the issues to be considered in the use of media news in religious education are examined in three groups as before, during and after the lesson. According to this media news can be evaluated as lecture, interpretation, concept definition, question-answer and application of discussion techniques during the lesson. Discussion, scientific research and case study methods are methods that can be used effectively in media news activities. In the last part of the study, six activity examples are given for the use of media news in religious education classes. These activities are the activities of the lessons of RCMK (4-7th grade), The Life of the Prophet (7th grade), Basic Religious Knowledge (9th grade), Fiqh (10th grade) and Islamic Culture and Civilization (12th grade). These exemplary activities, prepared at five different lessons and five different class levels, reveal that media news can be used quite effectively in religious education, and all media news from sports to economy, from health to daily life can be associated with the course subjects. In the context of the results of this research, it is suggested that the course books should be updated and media news should be included more. Through a platform to be established by the General Directorate of Religious Education, news in the media can be archived and a guide can be prepared on what subjects and how these news can be used. Additional research can be conducted with focus on a single lecture or a single media tool. In addition, quantitative and qualitative studies can be conducted to asses the contribution of the use of media news in religious education classes to students’ learning. (shrink)

The concepts of the innateness, universality, species-specificity, and autonomy of the human language capacity have had an extreme impact on the psycholinguistic debate for over thirty years. These concepts are evaluated from several neurobiological perspectives, with an emphasis on the emergence of language and its decay due to brain lesion and progressive brain disease.Evidence of perceptuomotor homologies and preadaptations for human language in nonhuman primates suggests a gradual emergence of language during hominid evolution. Regarding ontogeny, the innate component of (...) language capacity is likely to be polygenic and shared with other developmental domains. Dissociations between verbal and nonverbal development are probably rooted in the perceptuomotor specializations of neural substrates rather than the autonomy of a grammar module. Aphasiologicaldata often assumed to suggest modular linguistic subsystems can be accounted for in terms of a neurofunctional model incorporating perceptuomotor-based regional specializationsand distributivity of representations. Thus, dissociations between grammatical functors and content words are due to different conditions of acquisition and resulting differences in neural representation. Human brains are characterized by multifactorial interindividual variability, and strict universality of functional organization is biologically unrealistic.A theoretical alternative is proposed according to which (1) linguistic specialization of brain areas is due to epigenetic and probabilistic maturational events, not to genetic ”hard-wiring,” and (2) linguistic knowledge is neurally represented in distributed cell assemblies whose topography reflects the perceptuomotor modalities involved in the acquisition and use of a given item of knowledge. (shrink)

We think this is Chomsky's view, and also the view he finds in certain historical figures who participated in debates about innate ideas. Chomsky's contribution to the traditional debate lies in (i) his articulation and defense of a detailed nativist program in linguistics, showing _how_ experience plays only a restricted role in a broadly rationalist account of the acquisition of linguistic knowledge, and (ii) the framework this program suggests, given its empirical success, for the more general study (...) of human cognition. Linguistics -- where this includes not just the study of expressions and their properties, but also related work in psycholinguistics -- provides a case study of how to investigate _which aspects of_ human thought are due largely to human nature. Earlier chapters have addressed (i). We'll try to give the flavor of (ii) by discussing some historically important examples, and then by reviewing some recent discoveries, inspired by the Chomskian approach to human psychology, about the properties of linguistic expressions that have a direct bearing on logical reasoning. . (shrink)

Skepticism, Relativism, and Religious Knowledge shows where responses to skepticism and relativism by Karl Barth and Reformed epistemology have led to impasses, and reconstructs their insights in a more robust response that does not depend on making excessive claims about our epistemic capacities. This response is based on a more nuanced conception of the relationship between trust, doubt, faith, and reason, and a Kierkegaardian perspective on religious knowledge that stresses the role of the will and the (...) intellectual and theological virtues. (shrink)

This book addresses the place of religious knowledge in religion, particularly within Christianity. The book begins by examining the difference between the general concepts of knowledge and belief, the relation between faith and knowledge, and reasons why belief as faith, and not knowledge, is central to the Abrahamic religions. The book explores the ambivalence about religious knowledge within Christianity. Some religious thinkers explicitly accepted and sought religious knowledge, as did St. (...) Thomas Aquinas, while others, notably Søren Kierkegaard, cast knowledge and seeking it as incompatible with faith. The book also examines two antithetical religious intuitions about knowledge, both at home in the Christian tradition. For one, faith requires a struggle with doubt. For the other, faith requires a certainty that excludes doubt. For the first, religious knowledge would destroy faith. For the second, religious knowledge is compatible with faith and completes it. Though the book focuses on the Christian tradition, it also considers other traditions, including a chapter on the place of religious knowledge in nontheistic religious traditions. The final chapter examines how coming to Wisdom as personified in the Jewish and Christian traditions may be distinct from attaining religious knowledge. (shrink)

The essay that follows considers two topics. After dealing with relevant preliminaries, it asks: (a) what differences are there in what must be done in order to tell whether there is any religious knowledge if an internalist evidentialist account of knowledge is true, from what must be done in order to tell whether there is any religious knowledge if an externalist reliabilist account of knowledge is true; and (b) does the best current externalist reliabilist (...) account of knowledge require (or perhaps already implicitly contain) an internalist evidentialist element? Put in a nutshell, then, a belief has warrant for a person S only if that belief is produced in S by cognitive faculties functioning properly (subject to no dysfunction) in a cognitive environment that is appropriate for S’s kind of cognitive faculties, according to a design plant that is successfully aimed at truth … when a belief meets these conditions and does enjoy warrant, the degree of warrant it enjoys depends on the strength of the belief, the degree of firmness with which S holds it. This is intended as an account of the central core of our concept of warrant … [Warranted Christian Belief, 156; implicit in reference to a design plan here is another feature—that the belief is subject to no undefeated defeaters; such a belief, if true, constitutes knowledge.]. (shrink)

The eight essays assembled under this title were originally presented at the 1965 Great Thinkers Forum sponsored by the Department of Philosophy and Religion at the University of Georgia. These essays are now being published in the conviction that they all make "valuable contributions toward the understanding and resolution of the contemporary challenge to theology and religion." The challenge in question is the one that comes from neopositivism and linguistic analysis. By the time the reader comes to the end of (...) his own effort he finds himself wondering in what sense the 1965 papers are to count as valuable contributions. No doubt they are valuable in the sense that it is worthwhile watching a single-minded philosopher pouring his soul out in an attempt at showing how the "disguised nonsense" of religious language is "patent nonsense," or how the "putatively factual assertions" of religious language are "bogus, pseudo-factual statements, devoid of the kind of intelligibility that believers rightly demand of them." Along the way one may collect pearls of rare beauty, such as the statement that "There is no convention in English or logical rule which makes ‘there is no God’ a contradiction," or questions such as "Who has observed him under controlled conditions?" Another contribution of the same general usefulness may well be that the thoughtful reader is being initiated to the exertions of that transformational hermeneutics by which pseudo-assertive religious statements are being rescued from wholesale meaninglessness, and accorded the innocuous meaningfulness of emotive or convictional language, or of disguised moral discourse. Professor Frank H. Harrison III makes an interesting attempt at injecting into the landscape, linguistically and epistemologically so bleak, what he calls "knowledge by acquaintance," which is in his vocabulary the equivalent of what mysticism calls amor Dei, and Antoine de Saint-Exupéry describes as a seeing with the heart. The discussion of myth by Professor Robert H. Ayers ignores what happens to be the heart of the matter in mythic thinking, namely the absence of the distinction between object and subject, but does provide a good introduction to the "profusion of confusion" that flourishes around myth, "one of the most traveled hobos in our times.". (shrink)

It is commonly held that epistemic standards for S ’s knowledge that p are affected by practical considerations, such as what is at stake in decisions that are guided by that p . I defend a particular view as to why this is, that is referred to as “pragmatic encroachment.” I then discuss a “new argument against miracles” that uses stakes considerations in order to explore the conditions under which stakes affect the level of epistemic support that is required (...) for knowledge. Finally, I generalize my results to include other religiously significant propositions such as “God exists” and “God does not exist.”. (shrink)

The commentators raised issues relevant to all three important theses of The Origin of Concepts (henceforth TOOC). Some questioned the very existence of innate representational primitives, and others questioned my claims about their richness and whether they should be thought of as concepts. Some questioned the existence of conceptual discontinuity in the course of knowledge acquisition and others argued that discontinuity is much more common than was portrayed in TOOC. Some raised issues with my characterization of Quinian (...) bootstrapping, and others questioned the dual factor theory of concepts motivated by my picture of conceptual development. (shrink)

This is a preprinted excerpt from: Kochiras, “By ye Divine Arm: God and Substance in De gravitatione”, Religious Studies (Sept. 2013), 49(3): 327-356. In this preprinted excerpt, I explicate the concepts of matter and space that Newton develops in De gravitatione. As I interpret Newton’s account of created substances, bodies are constructed from qualities alone, as configured by God. Although regions of space and then “determined quantities of extension” appear to replace the Aristotelian substrate by functioning as property-bearers, they (...) actually serve only as logical subjects. An implication of the interpretation I develop is that only space is extended by having parts outside parts; material bodies are spatially extended only in a derivative sense, via the presence of their constitutive qualities or powers in space. (shrink)

This volume investigates the reasons why Plotinus, a philosopher inspired by Plato, made critical use of Epicurean philosophy. Eminent scholars show that some fundamental Epicurean conceptions pertaining to ethics, physics, epistemology and theology are drawn upon in the Enneads to discuss crucial notions such as pleasure and happiness, providence and fate, matter and the role of sense perception, intuition and intellectual evidence in relation to the process of knowledge acquisition. By focusing on the meaning of these terms in (...) Epicureanism, Plotinus deploys sophisticated methods of comparative analysis and argumentative procedures that ultimately lead him to approach certain aspects of Epicurus' philosophy as a benchmark for his own theories and to accept, reject or discredit the positions of authors of his own day. At the same time, these discussions reveal what aspects of Epicurean philosophy were still perceived to be of vital relevance in the third century AD. (shrink)

This essay reflects upon certain aspects of Wittgenstein's own practices as a teacher. Doing philosophy always took priority for Wittgenstein, whether this was in oral or written form: it was important to show the deep puzzles in our language (and our culture and thinking) as a step toward dissolving them. In this respect, one can teach only as a guide; it is a matter of showing more than saying. Wittgenstein's approach suggests a model that I will call tacit teaching. Tacit (...) teaching refers to the many forms of informal instruction—some intentional, some unintentional, and some difficult to categorize simply as one or the other—by which skills, capacities, and dispositions are passed along within a domain of practice. Wittgenstein repeatedly uses the language of signposts, of wandering through a city, of being lost and finding one's way, of needing a guide, of learning how to go on by one's self, to refer to the complex web of knowledge and understanding that allows successful autonomous practice in some discipline: most pertinently, in the context of Wittgenstein's own teaching and writing, the discipline of doing philosophy, but with clear reference to teaching and learning in other complex and ill-structured domains as well. (shrink)

The concept of innateness is central to Descartes's epistemology; the Meditations display a new, non-Aristotelian method of acquiring knowledge by attending properly to our innate ideas. Yet understanding Descartes's conception of innate ideas is not an easy task, and some commentators have concluded that Descartes held several distinct and unrelated conceptions of innateness. In Descartes on Innate Ideas, Deborah Boyle argues that Descartes's remarks on innate ideas in fact form a unified account. Addressing the further (...) question of how Descartes thinks innate ideas are known, the author shows that, for Descartes, thinkers have implicit knowledge of their innate ideas. Thus she shows that the actual perception of these innate ideas is, for Descartes, a matter of making them explicit, turning the intellect away from sense-perceptions and toward pure thought. The author also provides a new interpretation of the Cartesian "natural light," an important mental faculty in Descartes's epistemology. (shrink)

This is how Georgia State University College of Law Professor Charity Scott introduced the concept of mindfulness to numerous law students and lawyers. Aware that her skeptical, mind-driven audience needed a clear definition for a practice that seemed curious, at best, and esoteric, at worst, she immediately gave us the very lawyerly task of “pars[ing] each of these phrases to understand their importance and relevance to the legal profession”2 and applying them to our own experience of studying or practicing law. (...) Using scientific evidence, she described the benefits of mindfulness and then invited us to try it and decide for ourselves. Charity was a superb teacher, who knew how to impart knowledge skillfully, and a brilliant lawyer, who could present and defend her case exceptionally well. In fact, “Charity Scott owned the subject matter so deeply that she was able to engage lawyers who otherwise would never have given the concept of mindfulness any credence in a million years. In a way that’s hard to describe, she didn’t brook any resistance on the topic and, as a result, was able to move the needle on well-being for lawyers at a time when, as far as I can tell, she was the only one doing the lifting,” reflects Lynn Garson, health care attorney and mental health advocate. But I believe Charity Scott’s true mastery and impact came from her embodiment of mindfulness itself. In her presence, mindfulness ceased to be a mere concept, but instead became her way of being that illuminated her words and actions, nourished her relationships, and changed lives. (shrink)

Abstract:Epistemic paternalism occurs when evidence is withheld or shaped in particular ways in order to help an agent arrive at the truth, but this is done without their consent (and sometimes without their knowledge). While general defenses of epistemic paternalism are garnering more attention in the recent literature, little has been said regarding the practice in religious contexts. We explore a defense of epistemic paternalism in religious settings inspired by the work of the medieval Islamic philosopher Averroes. (...) According to Averroes, epistemic paternalism is permissible in cases where it would help a layperson arrive at religious knowledge via imagination because they are incapable of arriving at it by demonstration. We conclude by explaining how the distinction between imagination and demonstration can be used to justify epistemic paternalism in contemporary settings. (shrink)

As there is a condition of mind which is characterized by invincible ignorance, so there is another which may be said to be possessed of invincible knowledge; and it would be paradoxical in me to deny to such a mental state the highest quality of religious faith,—I mean certitude . ‘She's an artist. She keeps saying the same thing without repeating herself. In being initiated into our life as human beings we are subject to causal influences; guiding, teaching, (...) restraint, compulsion, incentives, rewards, warnings, penalties. Until such influences have achieved their most important work we do not share the human understanding within which there can be ratiocination, evidence, argument. So there is and must be a causal story of how we come to acquire a human understanding; a causal story for the species as a whole and a causal story for each of us; and there is not and could not be any acceptable account, either for the species or for the individual, of how we reasoned or argued our way into our initial and fundamental understanding. I say the same thing without repeating myself if I call such knowledge and understanding invincible . It is not possible to Overthrow it by reasoning any more than it is possible to establish it by reasoning. (shrink)

This article takes a conceptual approach to an issue of pedagogical relevance—the presence of teaching and learning moments within educational environments. We suggest sources of philosophical confusions that design patterns for the classification and creation of typologies of classroom events. We identify three foundational assumptions with the way in which classroom events are analyzed: Describing a classroom event ; Devising a procedure for co-classifying events ; Repurposing decontextualized events to fit a preferred analytic model. Hitherto these assumptions have obscured the (...) phenomenal integrity of the learning environment; since the topic sought is based on critical incidents according to analysts’ interests, but not on the actual identifying details of the setting as made available by the participants. While teaching and learning moments are generic issues, in methodological terms these matters have to be explored in their details. In our article, we align ourselves with particular research approaches, namely ethnomethodology and conversation analysis, that facilitate close analysis of ‘perspicuous settings’, such as classroom interactions, through which phenomena such as teaching and learning moments are made visible as collaborative accomplishments. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 23 (2003) 43-49 [Access article in PDF] Double Religious Belonging:Aspects and Questions Catherine Cornille College of Holy Cross at Worcester, Massachusetts The idea of double or multiple religious belonging seems to have become an integral feature of the religious culture of our times. It is no longer surprising to hear people refer to themselves as partly or fully Christian and Buddhist, and the hybridizing (...) of Jewish and Buddhist religious identities has even led to a new terminology (Jubu). While this phenomenon has been part of Asian religious cultures for centuries, it is relatively new to the West, where a combination of political and religious forces have shaped religious identities around comparatively rigid and exclusive boundaries. With the gradual dissolution of traditional geographical and spiritual monopolies by particular religions, the religious field has become wide open and religious belonging increasingly a matter of choice and degree. The phenomenon of multiple religious belonging may be found in any combination of any number of religions. There are the Jews for Jesus; Christians who have become deeply involved in Muslim (mostly Sufi) religious practices; and Hindus who also consider themselves partly Christian or—more often—vice versa. But by far the most common phenomenon in the West is that of Christians or Jews who also profess to be Buddhist, hence the importance of discussing this phenomenon in this meeting on Buddhist-Christian dialogue.In this paper, I wish to outline the different contexts in which double or multiple religious belonging seems to manifest itself so as to reflect on the possibilities and limits of the very concept or category. While different religions may have various ways of defining or circumscribing the issue of religious identity and generally allow for different degrees of belonging, I will discuss the possibility of double religious belonging on the basis of a strong—and for most religions, ideal—understanding of religious belonging. Double Religious Belonging and New Age One of the contexts in which the phenomenon of double or multiple religious belonging may seem to present itself most readily is that of the late modern or postmodern form of religiosity called "New Age." Whereas New Age religion is essentially elusive, one of the most prominent scholars of New Age, Wouter Hanegraaf, defines it as a "popular Western culture criticism expressed in terms of a secularized [End Page 43] esotericism" and refers to general characteristics such as this-worldliness, holism, evolutionism, psychologizing of religion and spiritualizing of psychology, and, of course, the belief in the advent of a New Age. 1 In addition to these characteristics, one of the most noted features of New Age religiosity is its openness toward all religious traditions and the freedom with which it combines beliefs and practices from mainly the Asian religions, the mystical strands of the monotheistic traditions, and various forms of Shamanism. This has led to the image of New Age as a form of religious bricolage or a religion of the supermarket. Often underlying New Age religiosity is the belief that all religions derive from or meet in the same ultimate religious experience, and that one may thus belong to all religions at the same time.While New Age religion may therefore be regarded as a form of multiple religious belonging, it might be more appropriate to speak here of a complete absence of religious belonging. As scholars of religion such as Joachim Wach have pointed out, religious belonging is taken to involve a "total response of the total being (feeling, will and intellect) to Ultimate Reality." 2 It involves abandonment to a transcendent reality mediated through the concrete symbols and rituals of a particular religion. Surrender is thus not to the ultimate as such, but through—and in the end—to the teachings and practices embedded in a concrete religious tradition. Religious belonging in this strong sense of the term implies the acceptance, on faith, of a particular truth revealed and transmitted outside of the immediate experience of the individual and expressed in a particular body of teachings and practices. It also generally has a certain social dimension in which individuals celebrate... (shrink)

Some proponents of higher education English as a medium of instruction have suggested listening to English lectures provides students the opportunity to incidentally acquire unknown words. A case study was designed to examine this assumption. First, the lexical profiles of 27 Introduction to English Language Teaching first-year undergraduate course lectures were computed to determine how many words students need to know for comprehension. Then an incoming year-1 undergraduate student with an English vocabulary size of 7,500 word families and mastery of (...) the most frequent 3,000 word families listened to these lectures across 13.5 weeks with the purpose of measuring incidental acquisition gains of three aspects of word knowledge for ten targeted words. Lastly, the student’s perceptions about listening to EMI lectures and potentials for this listening inducing incidental acquisition of word knowledge were gathered through a semi-structured interview. The lexical profiling of the entire corpus showed students need knowledge of the most frequent 4,000 English word families plus proper nouns and marginal words for 98% lexical coverage; however, some lectures present students with a more substantial lexical burden than the lectures overall. The student made the most gains in receptive meaning, followed by receptive form, and finally productive meaning. Content analysis of the interview transcript found seven themes representing the student’s perception about listening to EMI lectures and their potential for inducing incidental vocabulary acquisition. While the student found listening to the EMI lectures challenging, he perceived the process as useful in preparing for university studies and a career as a secondary English teacher. The student perceived attention, topic, existing vocabulary knowledge, lecturer’s native language, and lack of interaction with the lecturer to have moderated incidental learning of vocabulary through listening to English lectures. These results indicate a need to confirm whether incoming students’ vocabulary knowledge meet the lexical demands of the EMI lectures given in the Macau context. Furthermore, pedagogical training on teacher talk strategies and orientation training for incoming students should both be provided to ensure students are receiving high quality instruction. (shrink)

Material acquisition—buying, inheriting, being given—and nonmaterial—learning a word, assimilating a form—have been likened, and in both, meaningful acquisition cannot take place without a taxonomy, a scheme of categories into which the acquired element can be fitted. Then with these elements—both material and nonmaterial—we create a world or build and project a self, the painter and the interior decorator equally manipulating the elements in a vocabulary. The coarseness of such an outlook seems to bludgeon away long-established fine distinctions. We (...) need not deny, however, that there may be a kind of "indifference" in regard to "the real existence of the thing" which allows us "to play the part of judge in matters of taste," as Kant would have it,1 we need not deny the existence of an "aesthetic attitude: it is just that such indifference and such an attitude probably don't have much to do with our day-to-day experience of artifacts and perhaps needn't. The "aesthetic attitude" was not long ago defined by Jerome Stolnitz as "disinterested and sympathetic attention to and contemplation of any object of awareness whatever, for its own sake alone."2 Stolnitz is at pains to distinguish the aesthetic attitude from "interests" with which it may be preferable to confuse it. "One of them," he writes, "is the interest in owning a work of art for the sake of pride or prestige". And again, "Another nonaesthetic interest is the 'cognitive,' i.e., the interest in gaining knowledge about an object". Both these interests sound rather acquisitive, and let us consider the "aesthetic attitude" as somehow tied in everyday practice to the bundle of "acquiring" activities. · 1. Immanuel Kant, The Critique of Judgment, trans. James Creed Meredith, p. 43.· 2. Jerome Stolnitz, Aesthetics and the Philosophy of Art Criticism, excerpted in Introductory Readings in Aesthetics, ed. John Hospers, p. 19; all further citations in text. Hiram W. Woodward, Jr. is a lecturer in the department of the history of art at the University of Michigan. He is editor of Eighty Works in the University of Michigan Museum of Art: A Handbook and coeditor of Barabudur: History and Significance of a Buddhist Monument. (shrink)

Epistemic paternalism occurs when a decision is made for an agent which helps them arrive at the truth, though they didn’t consent to that decision (and sometimes weren’t even aware of it). Common defenses of epistemic paternalism claim that it can help promote positive veritistic results. In other words, epistemic paternalism is often good for inquiry. I argue that there is often a better alternative available to epistemic paternalism in the form of what I call Open Group Inquiry. I then (...) examine how Open Group Inquiry can be applied to cases of religious inquiry, while noting that epistemic paternalism is impermissible in cases of general religious inquiry. I argue that in the case of religious inquiry, there are serious questions about what constitutes evidence along with how to evaluate it. Rather than posing a particular worry for Open Group Inquiry, I suggest these questions pose a problem for religious inquiry in general. I conclude that while it very much matters how concepts like religious knowledge, religious faith, scepticism, etc., are defined, these considerations may well pave the way for a novel argument for religious scepticism. (shrink)

Nativists inspired by Chomsky are apt to provide arguments with the following general form: languages exhibit interesting generalizations that are not suggested by casual (or even intensive) examination of what people actually say; correspondingly, adults (i.e., just about anyone above the age of four) know much more about language than they could plausibly have learned on the basis of their experience; so absent an alternative account of the relevant generalizations and speakers' (tacit) knowledge of them, one should conclude that (...) there are substantive "universal" principles of human grammar and, as a result of human biology, children can only acquire languages that conform to these principles. According to Pullum and Scholz, linguists need not suppose that children are innately endowed with "specific contingent facts about natural languages." But Pullum and Scholz don't consider the kinds of facts that really impress nativists. Nor do they offer any plausible acquisition scenarios that would culminate in the acquisition of languages that exhibit the kinds of rich and interrelated generalizations that are exhibited by natural languages. As we stress, good poverty-of-stimulus arguments are based on specific principles - - confirmed by drawing on (negative and crosslinguistic) data unavailable to children -- that help explain a range of independently established linguistic phenomena. If subsequent psycholinguistic experiments show that very young children already know such principles, that strengthens the case for nativism; and if further investigation shows that children sometimes "try out" constructions that are unattested in the local language, but only if such constructions are attested in other human languages, then the case for nativism is made stronger still. We illustrate these points by considering an apparently disparate -- but upon closer inspection, interestingly related -- cluster of phenomena involving: negative polarity items, the interpretation of 'or', binding theory, and displays of Romance and Germanic constructions in child- English.. (shrink)

THESE are difficult days in which to philosophize, and not only for institutional, historical, or political reasons. Nor is it a matter mainly of a disconcertingly eclectic pluralism of possible ways of doing philosophy; this has been a problem, or at least a temptation, ever since the disciples of Plato clustered into competing sects. More alarming, and more challenging, is the fact that the very idea of thinking and writing reflectively in various ways hitherto acknowledged by a broad consensus as (...) "philosophical" has come into serious question. The particular form in which such doubting has emerged is itself various. In Europe, it has taken the shape of undermining the self-assurance of the "metaphysics of presence" by attempting to show that the notion of determinate presence is constricting and groundless, or self-deceptive and self-deconstructing, or relative to historical epistemes or epochs of Being. In Anglophone countries, strikingly complementary efforts have been made to dissolve traditional philosophical concerns with knowledge and reality, mind and other persons, into a tenuous tissue of language, of word-play and word-use: all becomes "wordwork" in Joyce's prophetic term. Or else--in a move that expressly conjoins continental and analytic tendencies--all becomes "conversation" of an unending and self-reabsorbing sort. (shrink)

Some cases of implicit knowledge involve representations of (implicitly) known propositions, but this is not the only important type of implicit knowledge. Chomskian linguistics suggests another model of how humans can know more than is accessible to consciousness. Innate capacities to focus on a small range of possibilities, thereby ignoring many others, need not be grounded by inner representations of any possibilities ignored. This model may apply to many domains where human cognition “fills a gap” between stimuli (...) and judgment. (shrink)

Accession Number: ATLA0001712127; Hosting Book Page Citation: p 187-206.; Physical Description: table ; Language(s): English; General Note: Bibliography: p 204-206.; Issued by ATLA: 20130825; Publication Type: Essay.

Is it harder to acquire knowledge about things that really matter to us than it is to acquire knowledge about things we don't much care about? Jason Stanley 2005 argues that whether or not the relational predicate 'knows that' holds between an agent and a proposition can depend on the practical interests of the agent: the more it matters to a person whether p is the case, the more justification is required before she counts as knowing that p. (...) The evidence for Stanley's thesis includes a number of intuitive judgments about examples. In this paper we provide parallel examples for which Stanley's thesis requires unwelcome knowledge-attributions, and argue that this is possible because his thesis conflicts with familiar and plausible principles about knowledge. (shrink)

Alexis Karpouzos' thought is a poetic metaphysics. His philosophical and spiritual thoughts transcend all limits of language, culture, and nationality. In his writings, the poet and mystic takes us on a spiritual quest and gives us a glimpse of the infinite in the midst of the finite, unity at the heart of all diversity, and the Divine in all beings and things of the universe. Alexis karpouzos is one of the most influential mystic poets and teachers of our time. Deeply (...) spiritual and profoundly sensitive, his verse speaks to people from all backgrounds who seek a deeper understanding of self, life creation, Universe, and love. Overwhelmingly mystical and lovely in its simplicity, this unique collection offers insight into Alexis karpouzos' heavenly desires, his ongoing quest for the joy eternal, and illuminates the remarkable diversity that made him the bridge between the spirituality of the East and West in our time. Mysticism is a word derived from Mystes. Mystes comes from Greek language word Muein. It means to keep quiet. Mysticism is the faith that knowledge of Cosmos and of real truth is independent of the mind and sanity. Study mysticism if you want to. It will give your heart joy, your mind inspiration and your life a true, fulfilling and soulful assurance. But do not try to define it. Do not try to interpret it. If you try to define and interpret the mysticism, you you will most deplorably fail. are bound to fail. -/- He says: We get experiences: from science, scientific discoveries; from history, historical revelations; from philosophy, philosophical data; from religion, religious doctrines. In these experiences, we see the presence of subject and object, essence and existence, vision and reality. But a mystic experience, which is immediate oneness, transcends all such distinctions. This experience is the constant oneness with the Beyond, the ever transcending Beyond that always remains ineffable. When it is oversimplified and underestimated, it comes down from its original sphere and stands beside religion. But even here if a person is sincere, he will realize that his highest religious experience is nothing more than an uncertain, obscure and faint perception of Truth; whereas, no matter what kind of mystical experience he has, he will feel the intensity, immensity and certainty of Truth. Yet are our souls the Immortal’s selves within, Comrades and powers and children of the Unseen. (shrink)

This book investigates the architecture of the language faculty by considering what the properties of language reveal about the mental abilities and processes involved in language acquisition. The language faculty, the author argues, must be able not only to accommodate what is general, exceptionless, and universal in language, but must also be capable of dealing with what is irregular, exceptional, and idiosyncratic. In Syntactic Nuts Peter Culicover shows that this is true not only of the lexicon, but for syntax. (...) Marginal and exceptional cases, where there is no straightforward form-meaning correspondence, are dealt with by the language faculty easily and precisely as the general cases. In considering how and why this should be the author argues against the prevailing trend in generative grammar, which takes the learner as either incorporating maximally global generalisations as part of its innate capacity for language, or projecting global generalisations from a very limited input on the basis of innate mechanisms. He suggests that the learning mechanism does not generalize significantly beyond the evidence presented to it, and further that it seeks to form generalizations based on all and only the evidence presented to it. Syntactic Nuts makes a fundamental contribution to generative grammar and syntactic theory. It situates syntactic theory within cognitive science in a novel way. It contributes to an alternative, and yet in many ways traditional, perspective on the manner in which knowledge is represented and processed in the mind. (shrink)