The ideological impact of Émile Durkheim on Turkish political and social thought has long been analyzed within the framework of Ziya Gökalp’s nationalist thought. This article seeks to show that there were also liberal followers of Durkheim as seen in the works of particularly Ahmet Ağaoğlu. Ağaoğlu’s social liberalism carried Durkheimian motifs as we see in his constant emphasis on division of labor and functional differentiation as integral elements of the modern liberal mentalité, and in the importance he imputed (...) to intermediary groups to protect the rights of the individual. (shrink)

Ibn al-ʻArabī, 1165-1240.; Fuṣūṣ al-ḥikam; criticism and interpretation; Islamic philosophy; early works to 1800.

Cohen and Meskin 2006 recently offered a counterfactual theory of information to replace the standard probabilistic theory of information. They claim that the counterfactual theory fares better than the standard account on three grounds: first, it provides a better framework for explaining information flow properties; second, it requires a less expensive ontology; and third, because it does not refer to doxastic states of the information-receiving organism, it provides an objective basis. In this paper, I show that none of these is (...) really an advantage. Moreover, the counterfactual theory fails to satisfy one of the basic properties of information flow, namely the Conjunction principle. Thus, I conclude, there is no reason to give up the standard probabilistic theory for the counterfactual theory of information. (shrink)

Concepts, such as death, life and spirit cannot be known in their quintessential nature, but can be defined in accordance with their effects. In fact, those who think within the mode of pragmatism and Cartesian logic have ignored the metaphysical aspects of these terms. According to Islam, the entity that moves the body is named the soul. And the aliment of the soul is air. Cessation of breathing means leaving of the soul from the body. Those who agree on the (...) diagnosis of brain death may not able to agree unanimously on the rules that lay down such diagnosis. That is to say, there are a heap of suspicions regarding the diagnosis of brain death, and these suspicions are on the increase. In fact, Islamic jurisprudence does not put provisions, decisions on suspicious grounds. By virtue of these facts, it can be asserted that brain death is not absolute death according to Islamic sources; for in the patients diagnosed with brain death the soul still has not abandoned the body. Therefore, these patients suffer in every operation performed on them. (shrink)

Ethics and morality, fundamental concepts in human society, are expected to be upheld by individuals and effectively taught by teachers to new generations. This study delves into the perceptions of preservice teachers regarding ethics and good within the framework of an ethics and morality course in education. It also explores the ethical and unethical behaviors these teachers most commonly encounter in their school experiences. Utilizing a qualitative case study methodology, the research provides an in-depth analysis of ethics, the concept of (...) good, ethical and unethical behaviors within the Turkish context. Through thematic analysis of data collected over various weeks, the findings reveal that participants perceive ethics as actions, individuals, and ideas that embody values such as justice, respect, and honesty. Their decision-making is influenced by diverse ethical filters aligned with normative ethical theories. For instance, an act is deemed ethical if it does not limit freedom and harm others, conforms to societal norms, benefits others, adheres to laws and rules, instills a sense of righteousness, and stems from good intentions. Furthermore, the study identifies six key qualities defining the concept of good: evoking happiness, being beneficial, proper, pure, preferred, and encompassing both moral and ethical dimensions. The experiences of ethical and unethical acts among participants predominantly relate to themes of inequality versus justice, harshness versus love, ineffective versus effective teaching, inconsistency versus role model behaviors, undesired versus desired relationships with school stakeholders, and the breach versus balance between professional and private life. Overall, this research highlights significant aspects of how preservice teachers perceive the concepts of ethics and good along with unethical behaviors, offering valuable insights for teacher education. (shrink)

Turkey and many countries, the school has closed, or partially or completely due to covid 19 pandemic. Schools remained closed until a certain time in Turkey. Afterwards, its opening has been postponed until certain dates. In the second half of 2019-2020 and in the first and second half of 2020-2021, students were mostly deprived of face-to-face education. This study, which aims to describe the problems experienced by RE teachers in the learning-teaching process during the epidemic period, was designed according to (...) a case study, one of the qualitative research methods. The study group consists of 8 RE teachers, four of them male and four female. The data collection tool is a semi-structured interview form. The data were subjected to content analysis, and NVIVO 12 program was used. RE teachers experienced problems regarding technique, absenteeism, pre-lesson preparation, learning environment, teaching methods, motivation, communication, time and measurement-evaluation. Although these negative situations have occurred, it can be said that teachers are willing to use the gains in distance education with normalization and aim to take learning out of the classroom in this way. It can be suggested to researchers to study the concepts of classroom privacy and digital world ethics within the framework of education. Improving the technology use competencies of RE teachers can also be suggested to the relevant institutions. (shrink)

Australasian Journal of Philosophy, Volume 90, Issue 1, Page 183-185, March 2012.

The epistemic basic structure of a society consists of those institutions that have the greatest impact on individuals’ opportunity to obtain knowledge on questions they have an interest in as citizens, individuals, and public officials. It plays a central role in the production and dissemination of knowledge and in ensuring that people have the capability to assimilate this knowledge. It includes institutions of science and education, the media, search engines, libraries, museums, think tanks, and various government agencies. This article identifies (...) two demands of justice that apply specifically to the institutions that belong to it. First, the epistemic basic structure should serve all citizens fairly and reliably. It should provide them with the opportunity to acquire knowledge they need for their deliberations about the common good, their individual good, and how to pursue them. Second, the epistemic basic structure should produce and disseminate the knowledge that various experts and public officials need to successfully pursue justice and citizens need to effectively exercise their rights. After arguing for these duties, I discuss what policies follow from them and respond to the worry that these duties have illiberal implications. (shrink)

In the standard and traditional view, the concept of conditional probability is defined with what is known as the ratio formula: the probability of B given A is the ratio between the probability of A and B and the probability of A. It is well known that this definition does not match the conceptual and mathematical expectations that we have from conditional probability, especially for the probability values at the limits. Thus, as pointed out by several philosophers such as Popper (...) and Hájek, it is fair to conclude that we have yet to have a satisfactory definition for the concept of conditional probability. E.J. Lowe, in a debate with Dorothy Edgington, proposed two different definitions of conditional probability, and unfortunately his definitions have gone unnoticed in the literature. In this paper, my main aim is to renew interest in Lowe’s definitions. I achieve this aim by showing that E.J. Lowe’s definitions have great potential in providing us with a satisfactory definition of conditional probability.Standard Olasılık kuramında bir olayın bir diğer olaya koşullu olasılığı rasyo formülü olarak bilinen bir formül ile tanımlanmaktadır. Bu formüle göre B olayının A olayına koşullu olasılığı olayının olasığının sadece A olayının olasılığına bölünmesi ile bulunan değerdir. Bu standard tanımın özellikle limitlerdeki olasılık değerleri için kavramsal ve matematiksel beklentilerimizi karşılamadığı bilinen bir durumdur. Aralarında Popper ve Hájek gibi isimlerin de bulunduğu birçok felsefecinin de belirttiği gibi, bu durumdan elimizde tatmin edici bir koşullu olasılık tanımı olmadığını çıkarsamak yanlış olmayacaktır. E.J. Lowe, Dorothy Edgington ile girdiği bir tartışma bağlamında koşullu olasılığın iki alternatif tanımını önermiştir. Ne yazık ki, literatürde bu tanımlara gereken önem verilmemiştir. Literatürdeki bu eksikliği gidermeyi hedefleyen bu makalenin genel amacı, Lowe’ün önerilerinin tatmin edici bir koşullu olasılık tanımı sunma potansiyeline sahip olduğunu göstermektir. (shrink)

The teaching of ethics in teacher education programs is crucial for fostering the moral and ethical development of prospective teachers and shaping them into ethical role models for future students. This study, employing qualitative case study research, gathered data from undergraduates in teacher education programs to explore the best approaches for ethics education. It found that combining digital and case-based pedagogical methods, fostering an open-minded attitude among lecturers, and implementing a blend of Socratic and active learning techniques leads to the (...) most favorable outcomes. Additionally, continuous formative assessment throughout the academic year is essential. To cultivate a teaching workforce with strong ethical and moral values, undergraduate courses in ethics and morality should be thought-provoking, integrating real-life cases with a mix of digital and tangible resources. The ethics course lecturer should not only serve as a role model and exhibit a caring disposition but also use effective teaching methodologies. The paper details key themes and categories for successful ethics instruction and offers specific recommendations. (shrink)

This book theorizes and applies critical communication pedagogy in mediated contexts, including social justice-oriented approaches, to the use of both traditional and new media in the classroom.

Seemingly a minor part of L’Imaginaire, Sartre’s literary examples therein are of great significance especially in the way they highlight the implicit yet crucial role of linguistic signs and words in his psychology of the image. While commenting on the act of reading a novel, he views literary words practically as images, endowing them with both an affective and representative status and illustrating the word-image through the figure of a drawing or dessin. The novel’s word-images or dessins solve an important (...) problem in his phenomenology: in order to represent, they do not need an original perception as other, more typical images do. While the dessin suggests the opportune possibility of representation without presentation, it also introduces ambiguity in meaning, running counter to Sartre’s demand that linguistic signification be clear and transparent. Sartre attempts to contain such ambiguity by ascribing the image-like, representative use of words to poetry in What’s Literature? but I argue that the dessin indeed allows for a more comprehensive understanding of the linguistic sign and representation that covers both poetry and prose. (shrink)

One of the issues discussed about the subject of faith in divine scripture is the preservation of the revelation. For instance, is "the preservation of revelation" possible both in terms of the Qurʾān and previous texts of revelation? What are the reasons for its possibility or impossibility with reference to the historical and sociological reality? If protection is possible, is its source the divine authority or human elements? If the divine authority is dominant, did this authority only manifest itself in (...) the Qurʾān? Could the Qurʾān be different in this respect than the previous holy books? Likewise, the recognition that the Qurʾān has survived to the present day without any changes or distortion since its revelation leads to the question of why other books lacked this quality. The answers for this question are based on the argument that the Qurʾān, unlike other holy scripts, is "under divine protection"; therefore, it is not possible to change or distort it. Thus, the study first briefly discusses issue of whether the Torah, Psalms and the Gospel preserved their originality and then draws attention to the Qurʾān. Although the protection of the authenticity of the Qurʾān is beyond dispute, the nature of this preservation and what stages it covers are controversial. In this context, the interpretations commonly made regarding the commonly cited the verse of Surah al-Hijr (15/9) were examined, and this verse was majorly interpreted by the early commentators as the preservation of the Qurʾān which concerns the revelation process. In the tafsirs written in the first three Hijri centuries in particular, it makes sense that the issue of the preservation of the Qurʾān is addressed in relation to the process of its revelation and that the protection relates to a process in which Allah and the Prophet were involved. On the other hand, in the commentaries written in later times, it is clearly seen that the interpretations evolved into the idea that the Qurʾān is under the guarantee of divine protection forever. In the present study, which was carried out to reveal what could be the reasons for the change in the interpretations of the aforementioned verse in the commentaries, we discovered particular reasons. Therefore, one could say that there are sectarian motives underlying the different interpretations of the verse in question. (shrink)