Bir yandan modernizmin metafiziği semaya hapseden katı nesnelliği, dinin büyüsünü bozan araçsal aklı, titanlaştırılan bilimsel teknolojisi ve modernitenin bir sonucu olan kapitalizmin normatif baskısı; diğer yandan kültürel koşullanmanın ve tarihsel tecrübenin postmodern dayatmasında her bir öznenin kendi yorumuna pay edilerek parçalanmış hakikat iddiaları ve üst dilin reddiyle öznenin kutsal metni beşere indirgemesi karşısında dini sosyal teşekküller, siyasi, toplumsal ve sosyo psikolojik zeminde kimi zaman uhrevi kimi zaman da dünyevi pozisyonlar almaktadırlar. Bu makale, dini temsil iddiasında bulunan yapıların dünyevi olana karşı (...) pozisyon alırken müntesipleriyle beraber geçirdikleri yapısal ve fonksiyonel dönüşümleri ele almayı; dini yapıların zaman içinde değerler haritasındaki değişimleri gözlemlemeyi; özellikle Osmanlı ve Cumhuriyet dönemlerinde kurulan kimi zaman simbiyotik kimi zaman da çatışmalı diyalektiğin kodlarını siyasi, toplumsal ve ekonomik değişkenler çerçevesinde anlamlandırarak günümüz dini sosyal teşekküllerin kamusal ilişkilerine yönelik alternatif bir perspektif sunmayı amaç edinmektedir. (shrink)

Düşünce tarihinin neredeyse her döneminde insanı ahlaki bir faile dönüştürebilmek amacıyla çeşitli kuramlar geliştirilmiştir. Bu kuramlarda genel olarak insanın ahlaki bir ilkeyi kendi eylemsellik alanına tatbik etmesi için gerekli olan şeyin ve erdemli davranışlarla erişilmesi hedeflenen mutluluğun ne olduğu üzerine bir düşünme faaliyeti gerçekleşir. Geliştirilen yanıtlar arasında şüphesiz çok seçkin bir yere sahip olan kuram, Kant’a aittir. Kant’a göre doğa alanında eğilim ve isteklere bağlı davranışlarla amaç olarak mutluluğa ulaşmak, insanı ahlaklı kılmaz. Bu bakımdan, insanı mutlu kılan şeyin değil, onu (...) iyi yapan, bir ahlaki faile dönüştürmenin olanağını soruşturur. En yüksek iyiyi gerçekleştirmeyi, eğilim ve isteklere bağlı bir amaç olarak belirlenen çeşitli türden mutluluklara ulaşma çabasıyla eşitleyen tüm anlayışlar karşısında Kant, en yüksek iyiyi gerçekleştirmenin ilk koşulunu ahlaklılık, ikinci koşulu olarak –birinci koşul sağlandığı takdirde- ortaya çıkacağına inandığı mutluluk olarak belirler. Ona göre yalnızca ahlak yasasıyla belirlenen erdemli davranışların sonucunda gerçekleşeceği beklenen, aklın bir ideali olarak mutluluk insanı ahlaklı kılabilir. Nitekim özerk bir biçimde kendisi için koyduğu yasayla, akıl sahibi bir varlığını kişilik sahibi bir varlığa dönüştüren insan aynı zamanda ahlaki değer taşıyan davranışlarda bulunmanın sonucunda hep bir beklentisi olan bir varlıktır. İnsanın bu beklentisine yanıt, dinden gelir. Burada Kant, geliştirdiği ahlak öğretisinin mutluluk öğretisi olarak da adlandırılabilmesinin koşulunu ortaya koyar. Buna göre sırf akıl talep ettiği için insana ödevler yükleyen yasa zemininde temellenen en yüksek iyiyi gerçekleştirme isteğiyle, aklın yasa koyuculuğu altında yaşadığımız için içimizde doğan iyiyi gerçekleştirme arzusuyla dine yönelindiğinde ancak ahlak öğretisi bir mutluluk öğretisi olabilir. Bir başka deyişle, yalnızca ahlaklılık temelinde tesis edilen bir dinsellikle mutluluk ahlaki kılınabilir. Bu yazıda mutluluğun nasıl ahlaki kılınabildiği ya da mutluluğa layık olabilmek için ne yapılması gerektiği konusu irdelenip, en yüksek iyiye yönelen insana yüklenilen ödevlerin tanrısal buyruklar olarak benimsenmesiyle mutluluktan pay alma umudunu doğuran ahlak temelli din anlayışına dikkat çekilmektedir. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ethics & the Environment 8.1 (2003) 61-73 [Access article in PDF] Free Words to Free ManifestaSome Experiments in Art as Gift Sal Randolph Free Words It began this way. Standing nervously in a bookstore, in front of the section on literary theory, hidden from the eyes of the staff, I reached my hand into my bag like a thief and pulled out a hot pink book. I looked up (...) and down the aisle. No one was watching. O.K., now. I slipped it into the shelf among the F's (file under Free) and it was done.So I began my career as in infiltrator of public spaces, a thief not of books but of shelf space, of access. A bypasser of gateways, permissions, and procedures.The book was called Free Words, and was an art project of mine. Its content was a list of 13,000 words I had collected over ten years. I had uncopyrighted the text, placing it in the public domain (no rights reserved), and labeled the book as free. No price tag, no barcode, no ISBN. The back cover said only "this book belongs to whoever finds it." I had printed 1,000 copies of it, and the idea was to create a kind of situation.Someone who came across the book would have to decide what it was and who really owned it. If they wanted it, they would have to decide whether to walk out with it like a shoplifter, or whether to negotiate something [End Page 61] with the sales clerk. Bookstores would have to either purge the book or harbor it. There was a brief explanation and a web address at the back of the book, and if anyone made it to the site there was an invitation to become a distributor of the book, to join in the process of placing it in bookstores and libraries.I spent a few months like that as 2001 came to a close: October, November, December; walking through a New York stunned by September 11, developing the habit of nonobedience. 1 This was the time when the media was telling us to shop, when we were being told to agree,as if agreement and shopping were the definition and extent of our citizenship.At first I was nervous, afraid of being stopped, but after a couple hundred books I relaxed. I was never questioned. The more I did it, the more the commercial space of the city seemed like public space, my space. The city, recovering month by month, felt more like an ecology—a human social ecology, intricate and interdependent. There were more ways of living within it and participating in it than I had supposed.One of the questions raised by cities is who we are in them. How do we find ourselves as individuals, as agents? What kinds of citizenship are possible? Something about this project changed my relationship to the city from being a passive inhabitant of its structures, both social and architectural, to being more active, as I began to feel free to engage those structures more playfully, and to create new structures.As the winter deepened, the Free Words project began to develop in a surprising way. On the website I invited people to become volunteer distributors of the book. I expected that a small number of people would find their way from the book to the website and an even smaller number of those might become distributors. What happened was something quite different: a few people did find the book and the website, but they weren't all interested in simply becoming distributors themselves. Some of them told the story of Free Words on various online forums, journals, and blogs, passing it on through their internet communities. Dozens of people who had never seen a copy of the book found their way to the site, and I began shipping batches of books to volunteers all over the country and the world. I printed more, and then more again.For me the project became like a kind of... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ethics & the Environment 8.1 (2003) 61-73 [Access article in PDF] Free Words to Free ManifestaSome Experiments in Art as Gift Sal Randolph Free Words It began this way. Standing nervously in a bookstore, in front of the section on literary theory, hidden from the eyes of the staff, I reached my hand into my bag like a thief and pulled out a hot pink book. I looked up (...) and down the aisle. No one was watching. O.K., now. I slipped it into the shelf among the F's (file under Free) and it was done.So I began my career as in infiltrator of public spaces, a thief not of books but of shelf space, of access. A bypasser of gateways, permissions, and procedures.The book was called Free Words, and was an art project of mine. Its content was a list of 13,000 words I had collected over ten years. I had uncopyrighted the text, placing it in the public domain (no rights reserved), and labeled the book as free. No price tag, no barcode, no ISBN. The back cover said only "this book belongs to whoever finds it." I had printed 1,000 copies of it, and the idea was to create a kind of situation.Someone who came across the book would have to decide what it was and who really owned it. If they wanted it, they would have to decide whether to walk out with it like a shoplifter, or whether to negotiate something [End Page 61] with the sales clerk. Bookstores would have to either purge the book or harbor it. There was a brief explanation and a web address at the back of the book, and if anyone made it to the site there was an invitation to become a distributor of the book, to join in the process of placing it in bookstores and libraries.I spent a few months like that as 2001 came to a close: October, November, December; walking through a New York stunned by September 11, developing the habit of nonobedience. 1 This was the time when the media was telling us to shop, when we were being told to agree,as if agreement and shopping were the definition and extent of our citizenship.At first I was nervous, afraid of being stopped, but after a couple hundred books I relaxed. I was never questioned. The more I did it, the more the commercial space of the city seemed like public space, my space. The city, recovering month by month, felt more like an ecology—a human social ecology, intricate and interdependent. There were more ways of living within it and participating in it than I had supposed.One of the questions raised by cities is who we are in them. How do we find ourselves as individuals, as agents? What kinds of citizenship are possible? Something about this project changed my relationship to the city from being a passive inhabitant of its structures, both social and architectural, to being more active, as I began to feel free to engage those structures more playfully, and to create new structures.As the winter deepened, the Free Words project began to develop in a surprising way. On the website I invited people to become volunteer distributors of the book. I expected that a small number of people would find their way from the book to the website and an even smaller number of those might become distributors. What happened was something quite different: a few people did find the book and the website, but they weren't all interested in simply becoming distributors themselves. Some of them told the story of Free Words on various online forums, journals, and blogs, passing it on through their internet communities. Dozens of people who had never seen a copy of the book found their way to the site, and I began shipping batches of books to volunteers all over the country and the world. I printed more, and then more again.For me the project became like a kind of... (shrink)

An international group of distinguished scholars brings a variety of resources to bear on the major issues in the study and teaching of mathematics, and on the problem of understanding mathematics as a cultural and social phenomenon. All are guided by the notion that our understanding of mathematical knowledge must be grounded in and reflect the realities of mathematical practice. Chapters on the philosophy of mathematics illustrate the growing influence of a pragmatic view in a field traditionally dominated by platonic (...) perspectives. In a section on mathematics, politics, and pedagogy, the emphasis is on politics and values in mathematics education. Issues addressed include gender and mathematics, applied mathematics and social concerns, and the reflective and dialogical nature of mathematical knowledge. The concluding section deals with the history and sociology of mathematics, and with mathematics and social change. Contributors include Philip J. Davis, Helga Jungwirth, Nel Noddings, Yehuda Rav, Michael D. Resnik, Ole Skovsmose, and Thomas Tymoczko. (shrink)

The Ancient Age introducesuncountless problems to the specialists of the same one. On one hand, wehave problems related with the direct sources, and, for other, with the indirectsources. Same Plato points out, in the Letter VII, that his dialogues don’tcontain the fundamental teachings, but it belon..

This book offers a unique analysis of how ideas about science and technology in the public and scientific imaginations (in particular about maths, logic, the gene, the brain, god, and robots) perpetuate the false reality that values and politics are separate from scientific knowledge and its applications. These ideas are reinforced by cultural myths about free will and individualism. Restivo makes a compelling case for a synchronistic approach in the study of these notoriously 'hard' cases, arguing that their significance reaches (...) far beyond the realms of science and technology, and that their sociological and political ramifications are of paramount importance in our global society. This innovative work deals with perennial problems in the social sciences, philosophy, and the history of science and religion, and will be of special interest to professionals in these fields, as well as scholars of science and technology studies. (shrink)

Objectivity revisited and revised -- The social theory of objectivity and its problems -- Sociology : a Copernican revolution changes how we think about science and mathematics -- Science studies : sociological theory and social criticism -- Math studies and the anarchist agenda -- Anarchism and modern science -- What's mind got to do with it? -- Science, religion, and anarchism : the end of God and the beginning of inquiry -- A manifesto in anarcho-sociology -- Appendix. A dialogue on (...) the syllogism with philosopher Jean Paul van Bendegem (JP), Free University of Brussels. (shrink)

A response to complex problems spanning disciplinary boundaries, Worlds of ScienceCraft offers bold new ways of conceptualizing ideas of science, sociology, and philosophy. Beginning with the historical foundations of civilization and progress, assumptions about the categories we use to talk about minds, identities, and bodies are challenged through case studies from mathematics, social cognition, and medical ethics.

Many Global North contexts are experiencing conflict in feminist discourses between supporters of trans and gender diverse self-identification and self-proclaimed ‘gender critical’ feminists who consider this to undermine feminist goals. We argue that the channelling of contemporary feminist discourse into defensive and oppositional channels has foreclosed the space for more nuanced and future-oriented, utopian thought around freedom from sex/gender, limiting the prospect of developing a coalition of actors focused not on difference, but rather on commonality. Putting classic feminist works by (...) Simone de Beauvoir, Shulamith Firestone and Luce Irigaray into dialogue, we consider an alternative approach to freedom premised on an ontology of potentiality combined with acceptance of the materiality of the binary gender hierarchy, that nonetheless remains utopian and open-ended, demonstrating the capacity to transcend these impasses and potentially overcome these divides. (shrink)

This book reviews the research on Einstein’s brain from a sociological perspective and in the context of the social brain paradigm. Instead of “Einstein, the genius of geniuses” standing on the shoulders of giants, Restivo proposes a concept of Einstein the social being standing on the shoulders of social networks. Rather than challenging Einstein’s uniqueness or the uniqueness of his achievements, the book grounds Einstein and his achievements in a social ecology opposed to the myths of the “I,” individualism, and (...) the very idea of “genius.” “Einstein” is defined by the particular configuration of social networks that he engaged as his life unfolded, not by biological inheritances. (shrink)

This book advances the "strong" programme that sociology and anthropology provide a scientific foundation for arguing that God and the gods are human creations. Contending that religion is one - but not the only - way to systematize and institutionalize the moral order of a society, the author argues that religion reflects the fundamental human need for belonging and the social function of compassion. As such, our transcendental and supernatural ideas are really concerned with our everyday lives in communities and, (...) faced with the severity and immediacy of the global problems with which the world is confronted - existential threats - it is increasingly important to abandon delusions and correct our mistake in reference, not by eradicating religion, but by grounding it more explicitly in earthly matters of community, social solidarity, belonging, and compassion. A wide-ranging study of the roots, nature, and purpose of religion and theistic belief, Society and the Death of God will appeal to sociologists, social theorists, and philosophers with interests in the scientific study of religion and the role of religion in the life of humankind. (shrink)

The concept of society sui generis ¿ society as a level of reality which could be studied scientifically ¿ crystallized in the middle of the nineteenth century in Europe, with the work of Durkheim, Marx and Weber and today, more than at any other period in history, the idea of the social has gained a foothold in philosophy, biology, and neuroscience. However, this idea has emerged into prominence not through the historical or contemporary efforts of sociologists, but mainly through the (...) efforts of biologists and neuroscientists. This book seeks to re-establish the credentials of sociology as the science of society. While acknowledging the amalgamation of traditional disciplines into interdisciplinary and multidisciplinary networks of research and theory, and championing interdisciplinarity in recognising the capacity of converging perspectives to yield more interesting general theories of social life, the author defends disciplinarity in maintaining sociology¿s achievements as a discipline. With chapters on the sociological world view, imagining society, the self, love, education, mathematics and religion, The Age of the Social re-states the importance of sociology as the source of robust ideas about the social in an age in which this notion has grown in importance. As such, it will appeal to scholars across the social sciences, with interests in method and philosophy in the social disciplines. (shrink)

This study seeks to investigate the perceptions of elementary school 4th grade students related to the lesson and teachers of religious culture and moral knowledge via metaphors. In this study, the phenomenological design, one of the qualitative research designs, was used. Data was analysed through content analysis, and the study group was comprised of 234 elementary school 4th grade students. The sampling of the study was determined through criterion sampling, which is one of the purposeful samplings. The data of the (...) study were collected via a semi-structured form composed of two questions asked as “Religious culture and moral knowledge lesson is like … because …” and “Religious culture and moral knowledge teacher is like … because …”. The analysis of metaphors was conducted considering the stages including data encoding and extraction, the compilation of sample metaphor image, the development of themes/categories, the configuration of data based on codes and themes, the reliability and validity analyses of data, carrying out quantitative data entries and analyses and interpreting findings of the study. Considering the results of the study as a whole, it was determined that the metaphors developed by elementary school 4th grade students were largely positive related to the lesson and teachers of religious culture and moral knowledge. Summary: Metaphors are tools that try to clarify how people see life, the environment in which they live, phenomena, events and objects with different metaphors. Metaphor can also be described as meaning or experiencing something according to something else. It can be said that metaphors are mental images that help individuals to perceive their environment and to illuminate complex structures. Metaphors are tools that describe abstract events, facts, principles and rules using concrete expressions, examples and similes. Some of the basic functions of metaphors can be counted in the fact that a large number of data, revealing, interpreting, transferring information, discerning new knowledge and eliminating uncertainties. Metaphors have the characteristics of being simulation tools that make complex structures understandable, diversify perceptions about education, describe the roles of teachers and reveal the views of teachers and students about education.The aim of the current study is to examine the perception and reactions of 4th grade Elementary School students about the lesson and teachers of Religious Culture and Moral Knowledge through metaphors based on their experiences. The metaphors produced for the teacher and the lesson have the potential to give important ideas about the students' perceptions about educational activities. From this point of view, the aim of this study is to analyse the students’ perspectives about education and teaching practices by questioning the meaning that the students develop in their emotions and thoughts about the lesson and the teacher of Religious Culture and Moral Knowledge.There is no scientific study relating students’ perceptions of Religious Culture and Moral Knowledge lessons and teachers. This makes the current study unique. Considering that the perceptions of the students are formed especially during the elementary and secondary school periods, it can be said that the perceptions of the students about the lessons and teachers at early ages are necessary and important. It is thought that this study will contribute to the literature in terms of students' perceptions about a lesson and the teacher of the lesson by means of metaphors. It is thought that the fact that metaphors produced by the students in the scope of this research are answers to the questions of “what kind of teacher” and “what kind of lesson.”The current study used the phenomenological pattern among qualitative research designs. The study group consists of 234 elementary school 4th grade students. The study group was determined by criterion sampling method. Data was collected through a structured form consisting of two questions (“Religious culture and moral knowledge lesson is like … because …” and “Religious culture and moral knowledge teacher is like … because …”.) and the data obtained in the research was analysed by content analysis. Analysis of participants’ metaphors was done by taking into account the steps of coding and sorting the data, compiling the sample metaphor image, developing the themes/categories, arranging the data according to the codes and themes, conducting validity and reliability analysis of the data, quantitative data entry and analysis, and interpreting the findings.In the research, it was found out that the students produced 46 metaphors related to the lesson of Religious Culture and Moral Knowledge and the most frequently repeated metaphor related to the lesson was “the love of Allah” metaphor. It was determined that the metaphors produced in the category of the lesson of Religious Culture and Moral Knowledge were gathered in 6 categories and the category with the highest frequency was the category of “Peaceful lesson”. Regarding the teachers of Religious Culture and Moral Knowledge, it was found out that the participants produced 52 metaphors and the most frequently repeated metaphor related to the teacher was the metaphor of “Hoca” (teacher). The metaphors produced for the teacher of Religious Culture and Moral Knowledge were gathered in 7 categories and the category with the highest frequency in these categories was “the Peaceful Teacher” category.Metaphors produced in relation to the lesson of Religious Culture and Moral Knowledge can be considered as snapshots of the aims, content, learning-teaching processes and measurement-evaluation activities of the lesson. The metaphors produced about the lesson can determine the direction of the attention of preparers and decision makers in these subjects by pointing to the importance of the lesson, the importance that the student attach to the lesson, their emotions towards the lesson, the students' interests and expectations of the lesson. Metaphors produced by students in this study can be evaluated as answers given to the question of “what kind of lesson?” Metaphors produced about the teacher of Religious Culture and Moral Knowledge are important tools that reveal who the teachers are, where they stand, how they teach and how they are defined. The metaphors produced by the students can be considered as definitions from another point of view, which will enable the teacher to recognize himself/herself in many ways and to recognize him/herself more impartially. In this study, metaphors produced by the students can be evaluated as answers to the question “what kind of teacher?” When the results of the research are evaluated as a whole, it is seen that the 4th grade students' metaphors about the lesson and teacher of Religion Culture and Moral Knowledge are generally positive. In this context, it can be said that the students have positive perceptions and thoughts about the lesson and the teacher. The less negative metaphors and explanations show that the students also have negative feelings and thoughts about the lesson and the teacher. Considering the fact that students' positive feelings and thoughts about the lesson and the teacher have a significant effect on the success of the students, precautions should be taken to eliminate negative perceptions of the students by evaluating the negative metaphors about the lesson and the teacher of Religious Culture and Moral Knowledge in detail. (shrink)

Coercive Care: The Ethics of Choice in Health and Medicine asks probing and challenging questions regarding the use of coercion in health care and social services. This book combines philosophical analysis with comparative studies of social policy and law in a large number of industrialized countries and proposes an ideal of judicial security on a global scale.

The biophilia hypothesis posits an innate biological and genetic connection between human and nature, including an emotional dimension to this connection. Biophilic design builds on this hypothesis in an attempt to design human-nature connections into the built environment. This article builds on this theoretical framework through a meta-analysis of experimental studies on the emotional impacts of human exposure to natural and urban environments. A total of 49 studies were identified, with a combined sample size of 3,201 participants. The primary findings (...) indicated that exposure to natural environments had a medium to large effect on both increasing positive affect and decreasing negative affect. This finding supported the anticipated emotional dimension of the biophilia hypothesis and lends credibility to biophilic design theory. Evidence was revealed in support of the affective/arousal response model. Immersion in environments indicated a larger effect size than laboratory simulation of environments. Methodological recommendations for future experimental research were few, however the Positive and Negative Affect Schedule outcome measure was recommended as a measure of both positive and negative affect for further studies. A combination measurement of stress related outcome variables was proposed to further explore the affective/arousal response model and its potential relationship to the biophilia hypothesis. The meta-analysis provides evidence for fundamental theories regarding human-nature connection, while revealing gaps in current knowledge. (shrink)