The relevance of the study of the problem of Christian axiology is due to the growing interest in religion and the associated change in world outlook and values ​​in contemporary Ukrainian society. The study of religious values ​​is caused by the urgent problem of finding universal moral values ​​of social development and clarifying the content, structure and nature of their functioning. However, all the basic principles of Christian doctrine acquire character of value only in the presence of subjective attitude, (...) their personal importance for the believing individual. Only in this way can religious values ​​influence the motivation of actions and determine human behavior. (shrink)

This article discusses foundations and particularities of the complex approach to researches of processes and phenomena of reception of inogenetic cultural and religious elements. Based on the conception of "comprehending questioning", which, according to Martin Heidegger, is a "ground" for understanding, the author builds a methodologic scheme of the complex approach, which serves to provide a sufficient heuristical minimum in perception of referred subject of research by searching for the answers to the basic issues of scientific philosophical interest. Emphasizing (...) the role of the subject as an efficient cause in processes of cultural-religious syncretism the author focuses on importance of research of his intentions which is expressed verbally, graphically or actively. This task necessitates to differentiate exterior and interior aspects of process or phenomenon being studied. Representing a subjective world as an original place for implementation of syncretization the author gives reasons for expediency of the research of worldview paradigms and dominating idea of subject of reception using not only motivational-targeted analysis but also existential one. A complex research of subject's world relationship, his ontological, epistemological, axiological and praxeological affirmations and social, economic, political and cultural environment enhances the understanding of exogenous and endogenous factors which develop his extrinsic and intrinsic motivation. Based on the interpretation of cultural norms, principles and imperatives, various degrees of subjects' readiness to accomplish or maintain receptions of inogenic elements allow to identify an analytical category of subjective "bounds of inclusivity" and make it possible to develop three-part classification of receptions, highlighting its separational, alternation and fusional types. Taking into consideration that receptions often operate as no final goal but as an implementer of more extensive plans of achieving one or another goal, the author also offers to distinguish strategy and tactics of receptions. Therefore, a process of reception is presenting as consisting of a range of aspects or steps, the consideration of which constitutes the content of suggested methodological "algorithm" for researching the processes and phenomena of reception of inogenic cultural or religious elements within the framework of the complex approach to research. (shrink)

In a concert hall, the attitude of the audience focusses on the formalistic aspects of music. In religious rituals, music is a means of leading the hearer to a spiritual experience. What happens when music, meant originally for a liturgical purpose, is played in a concert setting? Gadamer shows, with his conception of Verwandlung ins Gebilde, that an art work is never static, but carries a depth in itself, which is connected to an artistic ingenuity throughout centuries. In (...) this ‘depth’ lies the connection to the listener, which is broader than a mere aesthetical one. On the other hand, music in itself has a strong ‘theatrical’ side, which can easily surpass its contemplative aspect in consumer culture. It appears that this aspect, in combination with the formalistic-aesthetic approach of modern museum culture, of which concert culture is a part, made the hearer become almost ‘deaf ’ to the religious content; because a concert practice focusses primarily on entertaining the hearer, s/he is not able to engage in the music as a source of spiritual edification of the soul. Nevertheless, Gadamer’s conception of play makes us be aware that there will always be new, unexpected ways in which the truth comes into being in the interaction of a piece of music and its hearer. In order to create such a reality, it is necessary to turn to new and renewing hearing practices, where the play between music and the hearer has a wider range of musical experience than the mere formalistic aspect. (shrink)

What is 'truth'? The question that Pilate put to Jesus was laced with dramatic irony. But at a time when what is true and what is untrue have acquired a new currency, the question remains of crucial significance. Is truth a matter of the representation of things which lack truth in themselves? Or of mere coherence? Or is truth a convenient if redundant way of indicating how one's language refers to things outside oneself? In her ambitious new book, Catherine Pickstock (...) addresses these profound questions, arguing that epistemological approaches to truth either fail argumentatively or else offer only vacuity. She advances instead a bold metaphysical and realist appraisal which overcomes the Kantian impasse of 'subjective knowing' and ban on reaching beyond supposedly finite limits. Her book contends that in the end truth cannot be separated from the transcendent reality of the thinking soul. (shrink)

The article outlines the methodological problems of the philosophical and religious studies discourse of the forecast activity, considers the forecast as a specific type of knowledge, the subject-object interconnection of knowledge in the conditions of forecasting. The analysis of the activity of the cognitive activity of the subject required, in turn, to consider the principle of anthropy and the vector of time changes. The article deals with the problems of the objectivity of scientific analysis of religious reality. The (...) article formulated the scientific-categorical apparatus, which corresponds to the forecast activity in the religious sphere. Specifies and defines certain concepts that help to focus the perspective of religious studies and adequately isolate and predict the religious aspect of social life. (shrink)

The religious ambiguity of the world has many aspects, one of which is the hiddenness of God. Theists have proposed a number of explanations of God's hiddenness. Some putative explanations contend that the advantages of God's hiddenness outweigh whatever benefits would result if God's existence and nature were clear to us. Goods of mystery that have received a lot of discussion include human moral autonomy and the ability on our part to exercise control over whether we believe in (...) the existence of God. The extent of the ambiguity that surrounds God's existence, and indeed all important religious matters, combined with our lack of an obviously correct and adequate explanation of this lack, suggest that, even if God exists, it is not important that people believe in God. Another central theme in the book is the significance of religious diversity for religious belief. The character of this diversity is such that it provides people who take a position on religious matters with reason to adopt the "Critical Stance" -- which requires people in all the religious traditions to subject their religious beliefs to critical scrutiny and hold those beliefs in a tentative way.Some contend that religious faith requires complete confidence in what is believed but tentative belief actually is sufficient to sustain many forms of religious commitment. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Religious Background of Seventeenth-Century Philosophy RICHARD H. POPKIN IT IS AN EXCEEDINGLY GREAT PLEASURE tO participate in the twenty-fifth anniversary issue of the Journal of the Historyof Philosophy.The editor, Professor Makkreel, offered me the opportunity to discuss the rationale for my present research, which I hope has some relevance for future research in the history of philosophy. At a symposium at the American Philosophical Association meeting in (...) Washington in December x985, I argued for taking the historyof philosophy seriously, that is, understanding thinkers and ideas in their actual historical contexts, instead of detaching them into some ahistorical ethereal realm. I argued that one could not make sense of a philosopher's thought detached from his time and circumstances. His ideas could not be understood unless one took account of the language, the usages, the issues and the concerns of the thinker and his time. The all too frequent "reconstruction" of philosophers ' thoughts sees them instead as logical machines, simply moving from clearly stated premises to their logical consequences. As many of us have sought to show, this often grossly distorts what Descartes, Spinoza, Locke, Leibniz and others might have actually thought, and misses much of what they were probably thinking about. I should like to carry this theme further by examining the need to take seriously the religious aspect of philosophizing. I will center on the intellectual scene of the seventeenth century, which I am currently working on though I believe many of the same points could be made about any period in the history of philosophy. Among historians of science there is an ongoing debate about whether the history of the subject should be studied internally or externally. The [:35] 36 JOURNAL OF THE HISTORY OF PHILOSOPHY internalists examine a set of ideas presented by scientist A, and trace their use or development by scientist B. The study that results is primarily the tracing of the course of a set of ideas through a time period. Background data about the scientists, their problems, and their place in society are regarded as of little relevance. The externalists insist that one cannot understand why various questions became important, why various individuals tried to solve them, why they used certain kinds of possible solutions instead of others, etc., unless one knows the external conditions of the time. This has spawned a lot of interesting research into the way scientific studies went on, who supported them, who did them, how they got accepted, and so on. The sociology and even anthropology of science is now a thriving research area, yielding many amazing studies about the scientific world and how it functioned. In so doing, scholars have not just examined the great successful scientists, the Keplers, Galileos, Harveys, and Newtons, but also the small fry, the mediocre, the poor scientists, and even the incompetent ones. They have examined why wrong-headed theories were supported, and accepted, while evidence supporting other theories was readily available. Their concern with the actual course of scientific development as an ongoing part of intellectual history is vital to understanding the scientific world of today, which plays such an overwhelming role in our society. So, some people study the education of the good, the mediocre, the bad scientists; their relative social statuses, incomes, and so on. The religious concerns are, of course, an obvious part of the story from Copernicus to Kepler to Newton to Darwin to Freud to Einstein. The scientists were involved in an ongoing religious world that influenced the role of science. The above named scientists had their religious or irreligious views that were involved with their scientific concerns. And, as we know too well, the impact of their work on religion has been of great importance to the broader intellectual world, and the impact of religion on the acceptance of their science has been and is part of the ongoing intellectual world. This interest amongst historians of science in the sociology, psychology, and anthropology of science has hardly rubbed off on the historians of philosophy. Most of the leading scholars of the last few decades in this work are hardly known and rarely cited in studies in the history of philosophy. We... (shrink)

This study aims to determine the opinions of teachers of Religious Culture and Ethics Course (DKAB) about subject-based classroom application in-depth. The research has been carried from qualitative research methods with a case study design. In order to determine the working group of the study, criteria sampling was used in the first stage, and the maximum diversity sampling method was used in the next step. The sample of this research consists of 8 DKAB teachers working in Ankara province. A (...) semi-structured interview form has been used as a data collection tool in the study. The data of the qualitative of this research has been analyzed with both descriptive and content analysis by NVivo 10 program. In order to ensure validity and reliability in the study, credibility, transferability, consistency, and verifiability strategies have been used. When the research data were analyzed, four themes were formed: positive opinions about the application, negative opinions and problems related to the application, contribution of the practice to religious education and training, and recommendations about the application. DKAB teachers find the application more positive than the classroom system. It has been found that the practice of subject-based classrooms is a motivational tool for Primary School students, while it causes some problems for lower secondary school and upper secondary school students.Summary: Learning environments are among the key elements in the acquisition of 21st-century skills. Classrooms are also a part of the learning environment. Classes are the learning environment in which teachers and students spend most of their education and training process. In this context, subject-based classroom application is one of the preferred methods in the arrangement of classrooms.Subject-based classroom application means that the teachers have a special classroom related to their branches in the school building, and students attend the teacher's classroom according to the syllabus. In this practice, the teacher can decorate walls, floor, ceiling, column, and beam of the classroom with students’ study materials such as banner, poster, painting, cartoon to make the course more effective and efficient and to create a psychological atmosphere called classroom atmosphere-air.This application aims to activate the student by enriching the classroom and make learning effective and efficient. The classroom equipped with appropriate equipment and materials provides a favorable environment for the implementation of effective teaching strategies. The application can create “class/classroom culture” by using ordinary meanings and symbols related to the course. It provides students the opportunity to exhibit their products and contributes to students' self-regulation skills development. Besides, real-life practices or practices close to reality can be brought into the classroom. As a result, permanent learning can be realized with the possibility of creating a shared living space and the number of sensory organs participating in learning.This current study aims to address in-depth information about the opinions of Religious Culture and Moral Ethics (DKAB) teachers in primary, secondary, and high schools regarding the subject-based classroom application. When the studies in the literature are examined, it is seen that the studies related to the subject-based classroom application have increased since 2010. However, it is clear that this research is directed towards social studies, geography, science, and mathematics courses and is based on the opinions of students, teachers, and administrators at the secondary school level. In the context of DKAB course, there has been no research including the views of teachers, students, or school administrators regarding the application of subject-based classrooms. This study is carried out revealing perspectives of DKAB teachers by examining their opinions on the subject-based classroom application and contribute to the field. The research was conducted with a case study design from the qualitative research methods. The participants consist of 8 DKAB teachers working in Ankara province. A mixed purposive sampling method was used to determine the study group. In the first stage, the teachers implementing the DKAB classrooms application were taken as criteria. In the next step, the study group was determined within the framework of the maximum diversity sampling method by considering the variables such as school level, gender, age, education level, duration of teachers' work. The data were collected through a semi-structured interview form with expert opinion. In the form, there are nine main questions and probe questions, which include questions related to subject-based classrooms application, the contribution of the application to religious education and training, the contribution of teachers to professional and personal development, the effect of teachers' belonging to the school, the effectiveness, and improvement of the application. Permission has been obtained from the Ankara Provincial Directorate of National Education and participants via consent form for the interview. The interviews were recorded in audio, 169.58-minute audio recording transcripts, and 52-page interview data obtained. The qualitative data of this research has been analyzed with both descriptive and content analysis by NVivo 10 program. In order to ensure validity and reliability in the study, credibility, transferability, consistency, and verifiability strategies have been used.When the data of the research were analyzed, the opinions of DKAB teachers about the subject-based classrooms application categorized under four themes; positive and negative opinions/problems about the practice, the contribution of the practice to religious education and teaching and practical suggestions. Under the theme of positive opinions on the application, positive aspects for the teacher, student, parents, and comparison with the classroom system were formed. According to the participants, the practice of DKAB classroom is a “facilitation” element for the teacher because of the factors such as the teacher not moving around the classroom, not carrying material, having freedom to organize the classroom, and material regularity. In this application, since the teacher has a class of his own, the teacher adopts and owns the classroom and the sense of belonging to school increases. This sense of belonging is felt so strongly that there is even a participant who plans to retire if the application is abandoned. The positive aspects of the application for the students are that; a classroom is a motivating tool, the boards and walls can be used, and the student has the opportunity to exhibit their activities. When compared with the classroom system, it was stated that as a result of the branch classroom practice, the school equipment could be better protected, class order and cleaning easier, and the success of the students would be increased.The negative views of the participants on the application were grouped under the categories of students, teachers, and parents. Not having a fixed class of their own, continually relocating and losing time in recess, staying in the classroom door when the classroom is locked, not adopting the classroom and lack of lockers constitute the negative aspects of the application for the students. The overuse of classrooms, less use of teachers' rooms, lack of communication between colleagues are the negative aspects of the application for the teachers. It was stated by (75%) most of the participants that branch classroom application contributed to the continual learning of students in religious education and teaching. To make the application more functional, DKAB teachers have proposed arrangements such as improving physical infrastructure, enriching teaching materials, and arranging school syllabus and keeping classrooms open. As a result, teachers find the application more positive than the classroom system. While it is a motivation tool for primary school students, it causes some problems for secondary and high school students, such as carrying bags, staying at the door, and wasting time. In this sense, the application is recommended to be applied in primary schools that have a sufficient number of classrooms. Also, the system should be applied in secondary and high schools where the number of students is low, or the number of classrooms is sufficiently provided that the problems experienced by the students are eliminated. School administrations and teachers need to take necessary measures to make the application effective and efficient. (shrink)

This book explores the challenges of informed consent in medical intervention and research ethics, considering the global reality of multiculturalism and religious diversity. Even though informed consent is a gold standard in research ethics, its theoretical foundation is based on the conception of individual subjects making autonomous decisions. There is a need to reconsider autonomy as relational-where family members, community and religious leaders can play an important part in the consent process. The volume re-evaluates informed consent in multicultural (...) contexts and features perspectives from Buddhism, Confucianism, Hinduism, Christianity, Judaism and Islam. It is valuable reading for scholars interested in bioethics, healthcare ethics, research ethics, comparative religions, theology, human rights, law and sociology. (shrink)

In recent years feminist scholarship has increasingly focused on the importance of the body and its representations in virtually every social, cultural, and intellectual context. Many have argued that because women are more closely identified with their bodies, they have access to privileged and different kinds of knowledge than men. In this landmark new book, Paula Cooey offers a different perspective on the significance of the body in the context of religious life and practice. Building on the pathbreaking work (...) of Elaine Scarry in The Body in Pain, Cooey looks at a wide range of evidence, from the Argentine prison narrative of Alicia Partnoy, to the novels of Toni Morrison and the paintings of Frida Kahlo. Drawing on current social theory and critique, cognitive psychology, contemporary fiction and art, and women's accounts of religious experience, Cooey relates the reality of sentience to the social construction of reality. Beginning with an examination of the female body as a metaphor for alternative knowledge, she considers the significance of physical pain and pleasure to the religious imagination, and the relations between sentience, sensuality, and female subjectivity. Cooey succeeds in bringing forward a sophisticated new understanding of the religious importance of the body, at the same time laying the foundations of a feminist theory of religion. (shrink)

This chapter contains sections titled: Having an Experience Religion Describability Phenomenology Criteria for Kinds: Content Criteria for Kinds: Structure Object Claims Aspect Claims Relevance Conditions Content, Structure, and Evidence A Modest Typology Explanations The Doctrines of the Traditions The Appropriateness of Asking about Evidence A Principle of Experiential Evidence Recommended readings.

We see religion in the things people treat as crucial to what they are and to what they aspire to become, things that make the biggest difference in how people feel about themselves. They may be social aspects or personal (behavioral or characterological) aspects of the self. The things people are militant about, the practices in regard to which they are most scrupulous, and the things about themselves that distress them are indicators of where their religious concerns (...) lie, whatever the subject matter. People work to maintain themselves as they want to see themselves and as they want others to see them; they seek ways to repair damage to their selves. They seek also to transform themselves so as to escape present unhappy definitions of self and to achieve ideal states of being. What needs to be changed may be perceived as aspects of personal self, as attitudes other people have toward otherwise unchangeable aspects of self, or as the entire socio‐political system in which people feel trapped. The process by which people manage successfully to transform themselves includes social cooperation, including the formation of groups to provide mutual reinforcement. (shrink)

This articles discusses deradicalization attempts in religious educational settings. It closely examines the roots of religious radicalism and offers the deradicalisation models in religious educational institutions. The discussion contributes to the current scholarship on the role of religious education in deradicalization programs and how create an Islamic educational institution that corfims and applies principles of multiculturalism. The paper particularly addresses the roles of teacher, the curriculum aspect of learning, and the translation of multiculturalism into Islamic education. (...) Managerial aspect will be also included in the discussion. It further argues that the implementation of principles of multirculturalism reserves as an important element in confronting radical narratives, both from within and without Islamic tradition. It stands as an attempt to create moderate Muslim subjects who persistently uphold principles of inclusivity and transformative learning through opened-deliberation—rather than indoctrination—in education settings. (shrink)

The Varieties of Religious Experience is not a theological treatise but an inquiry into a ubiquitous feature of the human condition and thus of human nature itself. Its author makes this clear at the outset, claiming competence as a psychologist and promising no more, therefore, than an examination of those “religious propensities of man” which James takes to be “at least as interesting as any other of the facts pertaining to his mental constitution.” The “at least” is clearly (...) ironical for James will argue throughout the work that this aspect of one’s mental constitution is generative of thoughts, sentiments and actions at once new, different, original, and of the greatest consequence. As an enduring feature of our mental constitution, the religious contents are under no special burden of vindication or verification for they are vindicated and verified precisely by their ubiquity and efficacy. This “radical empiricist,” true to the authentic ism, accepts no philosophical a priori that would pass judgment on just which experiences are to count and which are to be rendered otiose. Just in case there are religious thoughts and sentiments widely experienced, abidingly efficacious, central to actually lived lives, it is not for the psychologist to await some “metaphysical” license before including them among subjects of interest. In this independence of inquiry, this openness to realities set before us as indubitable facts of mental life, James records what Louis Dupré discovers in an entire generation of American philosophers. (shrink)

For the contemporary Serbian sociology of religion it is evident that the process of desecularization has been present on the social scene of Serbia in the last fifteen years. Sociologists have provided arguments for this claim based on data gathered in Serbia during this period. The religious changes in question have been empirically recorded in all aspects of attachment to religion and the church, that is, in aspects of religious identification, doctrinal beliefs and religious behavior. (...) Certain political subjects and social scientists feel that social life in Serbia is getting increasingly, and that religion and church are exerting influence within social fields they are not supposed to, if Serbia is to become a secular, democratic state. The paper analyzes some major conditions of the clericalization of the Serbian society. U savremenoj srpskoj sociologiji religije nije sporno da je u poslednjih petnaestak godina na drustvenoj sceni proces desekularizacije. Sociolozi su taj proces argumentovali pozivajuci se na iskustvenu evidenciju koja je za to vreme stvorena u Srbiji. Navedene religijske promene empirijski su evidentirane u svim segmentima vezanosti za religiju i crkvu, dakle: u segmentu religijskog identifikovanja, doktrinarnog verovanja i religijsko-obrednog ponasanja. Postoji misljenje nekih politickih subjekata i drustvenih naucnika da se drustveni zivot u Srbiji sve vise klerikalizuje i da religija i crkva ispoljavaju svoj uticaj tamo gde ne bi smelo da ga bude ukoliko Srbija treba da bude laicka, demokratksa drzava. U tekstu se analiziraju neki od vaznih uslova klerikalizacije drustva. (shrink)

Both in criminal law science and in the judicial practice there are a lot of discussions as to what should be considered as the beginning and end of human life. Birth and death are not instantaneous acts, but rather processes made up of time-spans that can be construed as evidence of the beginning or end of a human life. From a biological point of view the human life is a constant, continuous metabolic process after cessation of which the human life (...) also ceases. These circumstances very much aggravate the definition of criteria of the moments of beginning and end of human life. There are disagreements in the criminal law science with respect to from which moment the human life is to be protected by the criminal law. Herewith this presupposes also the other problematic question—what is to be considered a “living human” as a homicide subject (a victim). Complication of the said question is also determined by the fact that it is related not only to legal but also to medical, religious, and moral aspects. This article exactly analyses certain aspects of the beginning and end of human life in the context of the homicide composition attributes. (shrink)

The purpose of this article is to explore the religious responses within the Orange Free State republic to the environmental crises in the period c. 1896 to c. 1898. During this time the state was subjected to severe drought, flooding, and the outbreak of various diseases. The article examines the way in which these afflictions where interpreted by the Christian and wider community in terms of God’s wrath for unrepented sins. The persistence of synchronistic elements of folk religion was (...) seen to have brought plagues like those found in Exodus which were visited upon the Pharaoh and his kingdom. This interruptive frame work led to calls for national repentance, but also a resistance to scientific and medical resolutions to the crises. It also reinforced racial divisions. Black Africans were perceived as the carriers of the disease so their movement was prohibited. The article goes on to show how the effect of this biblical frame of reference protected the concept of God as the ever-present active God in every aspect of life against the scientific rationalism of the age, while at the same time ironically hindering the work of mission and the life of the church. (shrink)

The subject of the study is the role of stained glass in the visual semiosis of religious buildings in Crimea. The object of the study is the stained glass decor of the sacred architecture of the Crimea. The research uses the methods of cultural (hermeneutic and semiotic) and artistic (idiographic and structural) analysis of stained glass art in the sacred space of Crimean architecture, the method of analysis of previous studies, the method of synthesis in conclusions regarding the development (...) of stained glass in the Crimean cult architecture. In the study, the authors considered the following areas of the topic: the development of stained glass art of the Crimea in sacred architecture; the meaning of color and subject symbols in stained glass compositions of religious buildings of the Crimea. The main conclusions of the study are: 1. Stained glass art, more precisely, its subject component, is not authentic for the Crimea, it appears in the decor of residential and public buildings during the late XIX century, the beginning of the eclecticism of Art Nouveau and imitation of Gothic and Byzantine models. Colored glass in earlier periods decorated the windows of well-to-do houses of representatives of various Crimean ethnic groups, however, stained glass as a phenomenon was not characteristic of sacred structures. 2. Due to its geographical location, Crimea is a multicultural and multi-confessional territory, where various religious trends developed: ancient pantheism, Byzantine Orthodox Christianity, Catholicism and Protestantism with the colonization of Catherine's time, Islam, Ashkenazi and Sephardic Judaism. Stained glass windows in religious buildings of various faiths, in addition to decorative function, play a symbolic role, conveying through color, symbolism of abstract and object forms one or another sacred meaning. 3. A special contribution of the authors to the study of the topic is the cataloging, art history and cultural description of examples of stained glass art in the sacred architecture of the Crimea. The scientific novelty of the study is that the authors for the first time carry out an ontological analysis of stained glass art in the sacred visual semiosis of the Crimea and analyze its semiotic aspects. (shrink)

The efforts to prove God's existence in the history of thought have been one of the fundamental problems of philosophy and theology, and even the most important one. The evidences put furword to prove the existence of God constitute the center of philosophy of religion’s problems not only philosophy of religion, but also the disciplines such as theology-kalam and Islamic philosophy are also seriously concerned. When we look at the history of philosophy, it is clear that almost all philosophers are (...) interested in the evidence in favour of and against the existence of God. Especially in recent times, religious experience has often been regarded as evidence of the existence of God. Studies in the field of religious and mystical experience have put forward many arguments concerning the use of religious experience as evidence. However, this study has been limited to experience of sense and pure consciousness claims rather than examining all of these arguments. In this study firstly, the analogy between experience of sense and religious experience will be deal with, and then claims that conciousness can be emptied by a number of methods which are defended by mystics. In addition, it will be tried to defend the opinion that the mystical experiences which are the common point of the two approaches are valid. The main emphasis of the article will be that these arguments can be used as evidence for the existence of God.Summary: Religious experience - which has not been considered as one of the classical evidences regarding the existence of God before being popular by recent studies – is started to be called one of the arguments. The most important reason for not arguing religious experience among the evidences of God’s existence is that it is a personal experience and therefore contains subjective perspectives. However, many researchers, who refuse to accept the criticism raised against religious experience with restricting to subjectivity, emphasized the importance of religious experience by highlighting the objective aspects of such experiences. This emphasis was not only on its significance, but also on the fact that it had a cognitive feature and thus it could provide evidence for the existence of God. The argument of religious experience is generally defined as an effort for demonstrating to existence of God with reference to several feelings such as spiritual experiences of human in face of creator and sacred Being, encounter with God, uniting, and annihilating selfness in Him. The emergence of such efforts, especially after the XVIIIth century, indicates that the history of the evidence does not go back much earlier. However, even if notas evidence, it is possible to extend the traces of religious and mystical experience to the history of religions such as Buddhism and Hinduism. Considering a great amount of the previous literature focused on religious experience in the West, It is easily seen that such research is still new. The main purpose in addressing such a controversial issue is to make the argument on the religious experience more current and to show whether the religious experience would be able to use as evidence for the existence of God.First title of this study comprises many different claims such as Walter T. Stace’s The Argument from Unanimity Richard Swinburne’s The Principle of Credulity, William P. Alston’s Perceiving God, John Hick’s Experience-as. However, instead of briefly giving out very different claims, the study chooses to focus on two arguments which are less discussed and can be given in more detail. The first is the argument based on the analogy between the religious experience and the sense experience. The fundamental point of this argument is sense experience. With reference to the similarities between the sense experience and the religious experience, it can be argued that religious experience is also cognitive and may function as an evidence for the existence of God. In other words, being perceptual and noetic, namely cognitive, of sense experience is addressed as a similar side of religious experience. Whether it is imaginary or real, eventually, it is necessary for an experience to have an object and being experience of something. Therefore, the religious experience includes the perception of a Transcendent Being that is beyond and in excess of the individual who experiences. Perception of the sense experience will definitely be different from the perception of religious experience. Researchers who think that the five sense organs do not run the perception of Sacred Beings, identified broader and various meanings for the perception. Thereby, in this approach, where the semantic field of perception is expanded, it was contended that human beings were able to perceive the transcendent, eternal, and unlimited God, and this can be explained in the epistemological sense. In order to use religious experiences as an evidence for the existence of God, it is necessary to determine whether such experiences are caused by God rather than something else. This raises the issue of the validity of religious experience. The researchers in this area have propounded various criteria to identify whether religious experience is existed or not. Experiences, which do not meet the criteria, are not considered existed even if they claim to be religious experience.The second is the argument that discusses whether it is possible to suggest an evidence for the existence of God by utilizing pure consciousness events. In general, this argument claims that the consciousness gets clear, and thus, mystic or Sufi experiences the Divine One with pure consciousness by discharging consciousness from all sensual contents and removing it from secular desire and wishes. The argument, which claims the experience of Divine One is direct, therefore uninterpretable, and experienced by pure consciousness, believes clearing the consciousness of mystics from sensual qualities such as seeing, hearing, and tasting. It is stated that it is possible for mystics to empty their sensory images and get rid of them, and thus, their desires and wishes could be lost. Especially, the thinkers who are connected with the philosophy of perennialism and defend this approach, thought that people, who have distinct religion, culture, and beliefs in different parts of the world and in various time periods, had the same experience and considered such experiences were universal by suggesting that this similarity could be called as common essence.Even though the claim which offers that the events of pure consciousness are the same everywhere have been criticized in many respects, the advocates of this approach have argued that the experience has the common essence, but the interpretation is different. This relationship, which was tried to be established between experience and commentary, caused a lot of work for both the thinkers who put forward the claims of pure consciousness and the researchers who opposed it. However, examining the relationship between experience and interpretation requires serious studies in socio-psychological, cultural and religious fields. Therefore, in order not to exceed the limits of the article, the relationship between experience and interpretation is briefly mentioned.While discussing two arguments, the main claims of the arguments were addressed, and the criticisms directed to this argument were not discussed as much as possible. However, some fundamental criticisms have been mentioned shortly for a better understanding of the discussion. Since such western-oriented claims mostly were deployed in a western context, the study excluded the comparison of the claims across different cultures. (shrink)

The article based on Kuhn’s paradigmatic approach and Lakatos’ methodology of scientific research programmes, analyses certain aspects of selected cognitive functions of religous beliefs. Our approach is based on the search for angalogy between scientific theories on one hand and systems of religious beliefs on the other hand. Contemporary philosophy of science demonstrates that scientific models are the products of creative analogous immagination, data are theory-laden, theories as a whole are resistent to falsification and it is hard (if (...) at all) to find reliable criterions for the selection of a paradigm. These «subjective features» are more evident within religion, since a wider range of models, greater impact of interpretations on data, greater arduousness in regard to the commitment to a paradigm and more ambiguity in the process of the selection of a paradigm, exist in this area. However, with each of these features, I see the difference between science and religion in their degree and not in absolute contrast. (shrink)

There is a certain ambiguity in Descartes’ Meditations, as there is any great sphere of endeavor. How, after all, does one bridge the gap between the autobiographical “I” of the Discourse and the Meditations, and the world of learned scholarship; the “guardians of tradition”, both religious and temporal? How does one mediate the way in which one is received by the tradition which has so eloquently been put out of play in the pursuit of one’s personal project? In short, (...) how can Descartes ensure that his pioneering work is not misunderstood; that it is not viewed as a threat to religious and national institutions?In reflecting on these questions, I believe Descartes arrived at a concept of community which sought to balance personal autonomy with institutional obligation in such a way that the scientist’s ultimate judgment was preserved, while proximately acknowledgement was made of the prevailing scientific and religious “world picture”, and only challenged obliquely.Thus, there is a certain tension in Descartes’ theorizing about community, a tension which was quite naturally carried over into his practical community relationships. Furthermore, I will argue that Descartes’ “tool” for getting around in these tension filled community situations is what I shall call his doctrine of “order and intention”. Ultimately, it is this reliance upon intentionality which throws his “balance” out of balance, and gives rise to repeated charges of “dissimulation”. How this situation came to pass, and Descartes’ tortuous attempts at resolving the emerging problems, is largely the subject of the following pages. (shrink)

Purpose. The main purpose of this paper is to consider the methodological peculiarities in the formation and interpretation of war and peace, in the context of the spiritual rethinking by humanity and the nature of social phenomena, among which a special place is occupied by the political and legal phenomena of the modern world. This involves solving the following tasks: firstly, to reveal the meaning of modern approaches in understanding the features of religious fundamentalism, and, secondly, to reconstruct the (...) dynamics of transformations in representations of war and peace, in the context of the spiritual practices of the present. Theoretical basis. The author's analysis is based on the systematic reconstruction of modern theoretical models of understanding religious fundamentalism and its connection with the subject of modern anthropological research. The resulted fact that the taxonomy of different types of religious fundamentalism includes more political, legal and economic markers does not provide an answer to the question of what the qualitative influence of the fundamentalist ideas is on the spiritual component of a person's life. Appealing to the problem of religious fundamentalism, in the context of rethinking the phenomena of war and peace, is associated with the actualization of these phenomena in the communicational, media and ideological spheres. That is why, in the context of this analysis, we take into account the main modern approaches in the provisions of religious traditions. These articulate the problems of threat to the global world in the context of actualization and return of the religious factor into the everyday life of a person, including through politics. Originality. The author proves that when analyzing the religious aspect in the reinterpretation of ideas about war and peace, it is necessary to consider, as a doctrinal component, certain types of religious belief doctrines, as well as the individual psychological peculiarities of man. These peculiarities, which are manifested in different types of beliefs, can be verified by the clues in the analysis of religious practices, which represent the meaningful components of the religious doctrine. Conclusions. The reasons for forming ideas about war and peace in theistic religions are a number of provisions related to the nature of the world and of man. They are the result of the manifestation of the act of the Supernatural Essence. In the tradition of rethinking the vocation of man in the context of fundamentalist discourse, these ideas acquire the status of spiritually determined and politically achievable goals. These are conceived in connection with the establishment of the Divine Plan, and they overcome the gap between the material world and the ideal world order. (shrink)

The study addresses some aspects of Suprematist theory of perception, allowing to investigate the structure of Suprematist phenomenon in the context of ontology, socio-political and religious-mystical works of K. Malevich. The aim of the paper is to present Malevich’s theory of perception in the framework of enactivism. Namely, the article focuses on the theory of social affordances, which today is widely used in design, game development and other everyday practices. The author refers to Malevich’s theoretical and sociopolitical essays, (...) as well as to the commentary literature. Although Suprematism represents a well-researched tradition in art theory, the author stress the need for a follow-up study of Malevich’s theoretical essays in the contemporary context of philosophy of consciousness. The author also emphasizes the relevance of Suprematist philosophy for today’s way of thinking. For the most authentic presentation of Malevich’s ideas I use the phenomenological and hermeneutical method on a par with elements of the ecological approach in psychology and enactivism in the philosophy of consciousness. Consequently, the theory of affordances an effective and natural unification of all the aspects discussed above. The study shows the affinity of Malevich’s ideas to this theory. The author focused on the thesis of feeling as the goal of the expressive act of art. As one could see, Kazemir Malevich always emphasized the bodily-affective dimension of art, and in this sense he participated in a global cultural-historical shift in our conception of the essence of art. Since then, art has ceased to be elitist, but has instead inherited everyday practices. Thus, Malevich speaks of a new art that suits the man of the new world, the Soviet citizen. In this context, I relate the idea of affordance, which means the creation of a feeling-opportunity for subjective action (agency), to the artistic act whose goal, according to Malevich, is the creation of an emotional body-affective feeling. I defend the theory of social affordances, explaining the mechanism of social interaction, as the most adequate model for explaining Suprematism. As a result, based on the already developed concept of bodily-affective dynamics, I show how visionary and creative Malevich was, and how his ideas contribute to the development of a theory of social, emotional affordances. (shrink)

Resolving Dooyeweerd’s temporal/supratemporal dialectic opens the way to a deeper appreciation of naive experience and human identity as the image of God. This essay makes a case for that proposition, building on my critique of Dooyeweerd’s idea of cosmic time published previously in this journal. There I hypothesized that time—temporality—should be recognized as the first modal aspect rather than as a transaspectual common denominator of the other aspects. The religious root unity of the human community is not a (...) supratemporal, spiritual concentration point but rather humans themselves in their generations answering to God in all that they are and do. Humans are not temporal bodies directed by imperishable souls but whole persons-in-community, subject to all the modal laws and norms, living by faith in the true God or in false gods throughout this age, which opens to creation’s fulfillment in the age to come. (shrink)

Gender seems to be everywhere in the norms governing our social world: from how to be a good friend and how to walk, to children’s clothes. It is not surprising then that a difficulty in identifying someone’s gender is often a source of discomfort and even anxiety. Numerous theorists, including Judith Butler and Charlotte Witt, have noted that gender is unlike other important social differences, such as professional occupation or religious affiliation. It has a special centrality, ubiquity and importance (...) in social practices. This observation moves us away from the classic philosophical question ‘what is gender?’ towards a more underappreciated one: ‘what is the role of gender’? To answer this question, I introduce the notion of social standing, which refers to our ability to enter into social relations. Social standing distinctions are an important feature of human societies. However, our existing philosophical tools do not adequately capture this notion: it is neither a moral distinction, nor is it reducible to hierarchy. I offer a conception of our entry into social relations as always conditioned by various shared representational assumptions about social subjects. When individuals are anomalous with respect to those assumptions, their social standing is in doubt. This explains important forms of uncommon and peculiar treatment across societies. I argue that forms of social devaluation on the basis of severe and visible disability in our society are central examples of diminished social standing. In our social context, being hard to recognize through the matrix of gender makes one representationally anomalous and imperils one’s social standing. Gender plays a fundamental role because gender legibility is a precondition for full social standing. Gender norms parallel ‘ability norms’ in this respect, linking notions of normalcy in scholarship on gender and in scholarship on disability. Social standing also explains two key phenomena about gender. Firstly, it tells us why our social practices and norms are pervasively gendered. Given the performative and relational nature of gendered positions, this is necessary for constant gender legibility. Secondly, social standing recognition accounts for social anxiety phenomena around gender ambiguity. These phenomena are reactions to anomaly as a threat to our social systems of meaning. In the final part of my dissertation, I consider some political consequences of my view. Understanding this special role of gender allows us to identify a distinct type of backlash to feminist social change that is particularly insidious. It is not driven by the hierarchical investments of the most gender-privileged, but rather by our collective investment in gender as a system of social coordination. I explore 2000s ‘raunch feminism’ to argue for this hypothesis. Gender’s role as a conditioning parameter of social standing puts systematic pressure on all would-be social subjects to be gender legible. This requires that individuals position themselves in recognizably gendered ways within social practices. But when gender differentiation is eroded, this positioning becomes tricky. This gives rise to a disorientation I call ‘meaning vertigo’. Meaning vertigo prompts attempts at reinstating a clear gendered system. In the process, gender equality suffers a serious set-back. To make substantial feminist progress, we must unseat gender from its central position in social domains like sexuality. I suggest that the best way to do this may be by foregrounding other aspects of social identity as systems of social coordination, instead of working on gender directly. (shrink)

The rapid change in the world after the Enlightenment not only brought about revolutionary scientific and technological innovations, but also opened the door to important transformations in the context of thought. Especially with the wind created by the French Revolution, some concepts such as equality, fraternity, and justice, which were already in circulation before, came to the fore even more. One of the concepts that was magnified in this process was freedom. The concept manifested itself in philosophy as an understanding (...) of free will against the idea of determinism, and in politics as independence against oppressive governments. Since the day it was addressed as an independent topic, it has attracted attention with its different types and aspects, including freedom of the press, freedom of thought, freedom of expression, freedom of religion and conscience. We see that the intellectual adventure of the Western world in the last two centuries has been shaped around these concepts. The libertarian attitude, which at first manifested itself as a rebellion against religious and secular authorities, was later driven to extremes that saw itself as independent from all moral and social norms. These debates were inevitably reflected in the field of theology, and topics such as the position of the will of man against God’s will, fate and the problem of evil were reconsidered according to contemporary claims and objections. The atheistic tendencies that emerged in the Western world claimed that all religions deprive man of the possibility of being an active subject on earth and that a person who believes that all his/her actions are known and determined cannot be truly free. This point is actually one of several important issues that contemporary atheism raises against theism. These debates have also reached the Islamic world and the issue continued to be addressed with similar arguments. At its core, each of these claims rests on the assumption that Islam's conception of the human being leaves no room for individual freedom. Although the problem has different aspects such as fate and theodicy, one of the most striking aspects of the problem is the question of whether man has the right to reject Islam as well as the right to enter Islam by one’s own free will. It is important to answer this question. Because some practices from the early period of Islamic history and the assumptions that apostates should be killed according to certain conditions, which are accepted as an established jurisprudence in Islamic law, have provided important opportunities for anti-Islamic ideas and ideologies. This article shows how the issue has been dealt with in the classical literature, while at the same time suggesting solutions on how to approach the phenomenon of conversion today. In addition, the study will show that the issue is dealt with in the context of public security in the fiqh literature, and therefore, the current cases of conversion or apostasy do not fully correspond to the discussions in the classical period. (shrink)

Self-monitoring theory explains the individual differences in using interpersonal adjustment techniques like self-control, self-regulation, and self-presentation. Self-monitoring plays a key role for understanding the social life. Therefore, it has been one of most popular research topics in social psychology. The aim of this study is to find out if there is a meaningful relationship between religious orientation and self-monitoring, and to determine the direction of the relationship if it exists. Besides, examining the effect of religious group membership on (...) self-monitoring is another aim of this study. In accordance with this purpose, Religious Orientation Scale and Revised Self-Monitoring Scale are applied to sample group which consists of 437 female and 369 male participants aged16 to 65+ living in Bursa. The results has revealed that there is a meaningful positive correlation between intrinsic religious orientation and self-monitoring. In addition, no meaningful relationship between religious group membership and self-monitoring has been confirmed.Summary: The adaptation process of the human being as a social creature starts in a mother's womb and becomes more complicated in consequence of coming into the world which is full of stimulus. In the beginning, this process has only a physical aspect, but with the inclusion of emotional, cognitive, and social factors over time turns into developmental tasks that people will struggle throughout their lives. The social development involves the process of becoming of the individual as an organic part of the society. As the individual realizes the existence of the other, he/she develops similar patterns of behavior that can be approved by the other. Because the meaningful relationships that form the backbone of social development constitute an important part of the self. Belonging is one of the main needs, that the individual shapes his emotions, actions, and decisions more or less in line with this need in order not to encounter the possibility of social exclusion. While belonging is a universal need for every healthy individual, there are differences between individuals in terms of directing the course of the relationship, role sharing, and using situational clues. Individual differences in how people construct interpersonal processes led Mark Snyder to systematize and theorize the concept of self-monitoring. Self-monitoring is a concept that expresses individuals' control of self-presentation, expressive behavior, and non-verbal emotional expression and their regulation. Accordingly, individuals with a high tendency to shape their behavior according to the context are classified as high self-monitors and those with low tendency are classified as low self-monitors. It can be said that adherence to religion, which is one of the determinants of social behavior, is related to self-monitoring. In this context, the main subject of this study is the relationship between self-monitoring and religiosity. The study aims to examine the effect of intrinsic-extrinsic religiosity on individuals' self-monitoring levels. Besides, as a form of religiosity, to reveal whether religious group religiosity affects self-monitoring, the study examines also self-monitoring levels of individuals belonging to the religious group and those who are not.The sample of the study was selected by a simple random sampling method and it consists of 806 participants aged 16 to 65+ living in Bursa in 2017. 437 (54.2%) of the participants in the research are women and 369 (45.8%) are men. In this study, a relational screening model was used for determining the presence, direction, and degree of the relationship between the variables. The questionnaire technique was preferred as the method of gathering information. The questionnaire was arranged in a way that does not require asking the participant any other questions apart from the questions on the form. The questionnaire form used in this research consists of 43 items. At the beginning of the questionnaire, there is a 9-item personal information form that includes demographic items consisting of age, gender, educational status, marital status, occupation, place of residence, socio-economic status, levels of subjective religious involvement, and religious group membership. For the measurement of self-monitoring, a 12-item "Self-Monitoring Scale", which was developed by Mark Snyder, revised by Richard Lennox and Raymond Wolfe and adapted by İlknur Özalp Türetgen and Sevim Cesur to Turkish (α =.80) was used. For the measurement of religious orientation, a 22-item “Religious Orientation Scale” developed by Gordon Allport and Michael Ross and adapted to Turkish by Fatma Gül Cirhinlioğlu was used (α =.90). Data collected through scales were processed by One Way Variance Analysis (ANOVA), t-Test, Pearson Correlation Analysis, and Simple Linear Regression Analysis and turned into research findings.According to the results of the simple linear correlation analysis conducted to reveal whether there is a relationship between the self-monitoring scores of the participants and the intrinsic religious orientation scores, there is a positive and significant relationship between the variables (r = 0.102, p = 0.004 0.05). The result of the correlation analysis between self-monitoring and the level of subjective religious involvement shows that no significant relationship is found (r = 0.051, p = 0.146> 0.05).This research expected that there was a negative relationship between self-monitoring and intrinsic religious orientation. However, the analyses has not reported anticipated results as addressed in the previous research. Therefore, this study opens the door for asking new questions about the subject. Religious groups, by their very nature, can refer the individual to self-presentation control, obedience, to act as deemed appropriate by the group, to adapt to the group, to change behavior without attitude change, and therefore, to attitude-behavior inconsistency. It can be argued that not only religious groups but, by their nature, all social groups create harmony-oriented pressure on the individual. Therefore, it can be predicted that belonging to a group, in general, may have a significant effect on the level of self-monitoring. The high self-monitoring scores of the participants, whether religious or non-religious group members of this study may have reduced the observability of the difference between the two groups. Therefore, repeating the study on a different sample may produce different results. (shrink)

In many countries of the world, courses on religious teaching start from preschool and continue from first grade until the last grade. Regarding the scope and models of these courses there are different applications in various countries. As for our country, the Religion Culture and Moral Knowledge course is compulsory with the 24th article of the 1982 Constitution. Although, in the relevant paragraph of the constitution, the expression of “Religious culture and moral education is among the compulsory courses (...) taught in primary and secondary education institutions” is wide enough to cover both primary and secondary education, this course is taught from the 4th grade of primary school in practice. In the 19th National Education Council held in 2014, a recommendation was made for teaching the Religion Culture and Moral Knowledge course at the 1st, 2nd and 3th grades of primary school. However, there is no experience and educational background related to religious education at these classes. It is obvious that primarily academic studies that will form the basis of this field are needed. Based on this idea, this study aimed to examine a religion course given at the 1st and 2nd grades of primary school through a sample textbook. Accordingly, Mein Islambuch 1/2 textbook prepared for Muslim children in Germany was analyzed by document analysis in terms of its content features. Analysis themes determined in this direction were as follows: “Individual and Social Focused Issues”, “Belief in Allah-Creation Issues”, “Faith-Worship Issues”, “Prophets-Qur’ān Issues” and “Religions-Holidays”. The main question of the research was: “What are the content features of a religious textbook for Muslim students written at primary school levels?” With the results revealed by this research, it is expected to shed light on the studies to be carried out for a course likely to take place at these grade levels in our country. Basic findings of the study, obtained within the scope of the five analysis themes, are as follows: Within the scope of individual and social focused issues, emphasis was identified that Muslim students living in a multicultural society should recognize and introduce their own identity while trying to recognize their interlocutors. It is also emphasized in the book that although there are disagreements with siblings and friends from time to time, they should discover each other’s common aspects. In addition, it was also seen that an ideal Muslim family life is depicted as family elders are valued, parents and children share domestic responsibilities, the family spends time together effectively, and the children can perform some works independently. In the context of belief in Allah-creation issues, the names and attributes of Allah are given and illustrated by various visuals, verses and poems supporting the subject that Allah created the whole universe and possesses infinite power and might. It is also stated in the book that it is impossible to see God by eye but based on what He created His power can be seen and felt. It was determined that this content is presented in a level and scope in which seven-toeight-year-old children can recognize and discover the universe with their own experience, in accordance with their age, experience and level of development. (shrink)

R. G. Collingwood’s philosophical analysis of religious atonement as a dialectical process of mortal repentance and divine forgiveness is explained and criticized. Collingwood’s Christian concept of atonement, in which Christ \ the Atonement the Incarnation), is subject in turn to another kind of dialectic, in which some of Collingwood’s leading ideas are first surveyed, and then tested against objections in a philosophical evaluation of their virtues and defects, strengths and weaknesses. Collingwood’s efforts to synthesize objective and subjective aspects (...) of atonement, and his proposal to solve the soteriological problem as to why God becomes flesh, as a dogma of some Christian belief systems, is finally exposed in adversarial exposition as inadequately supported by one of his main arguments, designated here as Collingwood’s Dilemma. The dilemma is that sin is either forgiven or unforgiven by God. If God forgives sin, then God’s justice is lax, whereas if God does not forgive sin, then, also contrary to divine nature, God lacks perfect loving compassion. The dilemma is supposed to drive philosophy toward a concept of atonement in which the sacrifice of Christ is required in order to absolve God of the lax judgment objection. God forgives sin only when the price of sin is paid, in this case, by the suffering and crucifixion of God’s avatar. The dilemma can be resolved in another way than Collingwood considers, undermining his motivation for synthesizing objective and subjective facets of the concept of atonement for the sake of avoiding inconsistency. Collingwood is philosophically important because he asks all the right questions about religious atonement, and points toward reasonable answers, even if he does not always deliver original philosophically satisfactory solutions. (shrink)

The contemporary society is characterised by a strong presence of different religious expressions, both traditional and new, community-based and individual. Therefore, we speak of a post-secular age in which there is a continuous exchange between beliefs and non-beliefs in everyday life. In this sense, the religious question takes on an increasingly intercultural connotation in the continuous biographical exchanges among people who give different existential meanings according to their own conscience. It is precisely the dimension of meaning, determined by (...) the choice of values, based on a perspective linked to Frankl’s existential analysis and logotherapy, that will be the subject of this contribution. In particular, proposing a theoretical approach to the question, we will outline what could be some aspects of Frankl’s psychology useful to lay the foundation of an educational stance on religiosity that could promote a democratic and supportive coexistence within an intercultural horizon. (shrink)

In recent years, scholars have put forth a formidable defense of Kant's views on moral motivation. Their common goal has been to disclose the emotional dimension of his practical philosophy, an aspect of his thought arguably concealed by a couple of centuries of wrongheaded criticism. Yet a systematic study of the subjective factors that underlie moral performance as Kant understood it was missing. This dissertation tries to fill that gap. I reconstruct his theory of moral performance since 1755, and show (...) why he ends up developing views that have aroused so much criticism. I share many of those criticisms and ask: Why do we have to assume that pure reason has driving mechanisms of its own? In order to answer this question, I focus first on what he calls the aesthetic preconcepts that make the mind susceptible to concepts of pure duty, and conclude that he does not succeed in showing a convincing connection between the moral law and the feeling of respect. Moreover, the theory that he puts forth to overcome this difficulty--the fact of reason--proves to be even more unsatisfactory. Problems beset his view of conscience as well. I show that the conception of the self that supports his definition of conscience is vulnerable to the change of self-deception. I finish with an examination of the religious beliefs that keep moral interest alive, but my conclusion is once more not favorable to Kant. Those beliefs seem to have no power for accomplishing the function that he has reserved for them. It could even be argued that they are intrinsic to the process of self-deception. (shrink)

Abhinavagupta is undoubtedly the most famous Kashmirian medieval intellectual: his decisive contributions to Indian aesthetics, Saiva theology, and metaphysics, and to the philosophy of the subtle and original Pratyabhijna system, are well known. Yet so far his works have often been studied without fully taking into account the specific historical, social, artistic, religious, and philosophical context in which they are embedded. The purpose of this book is to show that this intellectual background is no less exceptional than Abhinavagupta himself. (...) (Series: Leipzig Studies on the Culture and History of South and Central Asia / Leipziger Studien zu Kultur und Geschichte Sud- und Zentralasiens, Vol. 6) [Subject: History, Abhinavagupta, India Studies, Religious Studies]. (shrink)

What do religious statements tell us? The epistemology of statements to which believers dedicate their lives is of critical importance. Richard Bevan Braithwaite (1900-1990), who considers the statements of religion from a non-cognitive but conative perspective, thinks that even if the religious statements cannot be verified, they can be empirically meaningful. This meaning is analogical, drawing policy of life like in moral judgments. According to Braithwaite, these statements have no truth value as in science; the stories told in (...) a religious language only psychologically support the person to maintain the lifestyle. In short, Braithwaite eliminates the cognitive dimension of religious statements by focusing on the conative aspect. Thus, he tries to make religion meaningful so as not to get caught in the verification principle. We aim to analyze Braithwaite's theory of moral interpretation of religious language. In the introduction part of our study, we will explain the dominant paradigm of the period between 1920-1955 to reveal the reasons that prepared Braithwaite for his empiricist approach to religious belief. In this way, we will handle the verification principle, which is the cornerstone of logical positivism. Afterward, we will try to evaluate Braithwaite's ideas on the moral interpretation of the religious statements under two titles. First of all, we will try to answer from Braithwaite's point of view why religious statements cannot pass the verification test. For this, we will present the reasons for not including religious expressions in the empirical, hypothetical, and analytical categories, respectively, and we will present our criticisms. In the second part, we will find an answer to the question of where the religious statements will take place. We will touch on Braithwaite's effort to make religious expressions meaningful by charging functionality, and we will evaluate the criticisms. Afterward, we will discuss the similarities and differences between religious and moral statements and examine the problems that may arise due to Braithwaite's theory. In addition, we will evaluate Braithwaite's attitude concerning the religious stories and the criticisms toward him to distinguish religions with the same moral action. As a result, we will reveal Braithwaite's perspective on the subjectivity of religious belief and point out the possible drawbacks in terms of theism. (shrink)

The study deals with a religious conversion of members of the Catholic Charismatic movement. This movement is characterised by the integration of those aspects of spirituality, which draw on traditional religious life as well as on the spirituality of new religious movements. The consensual qualitative research was used for analyses of thirty stories of personal conversions from the members of this movement. The stories were described in a public bulletin, published by the movement. They were analysed (...) in regard to the precedents of conversion, course of conversion and the consequences of conversion in personal life. The results of analysis showed that the typical process of religious conversion in this movement is preceded by some contact with religious issues in childhood and experiencing some problem in the period before conversion. The conversion is stimulated by meeting a religious person and attendance at prayer meetings, which lead to the experience of God's presence, and a cognitive insight into religious matters. Consequences of conversion include radical changes in spiritual life, increasing subjective well-being, improving social life and solving the antecedent problem. The results are discussed with regard to the previous theories and research on religious conversion as well as their limitations originating from the nature of the data. (shrink)

One of the guaranteed state-controlled rights is the right to education. In independent Ukraine, the right to choose an educational institution, depending on the parents' financial capacities, their vision of the child's future employment and his or her abilities, is legally justified. The content of education, in addition to the compulsory, standardized component to be provided by public schools, includes the optional optional component. As an educational subject to teach students proper behavior, from September 1, grades 5-6 have introduced the (...) compulsory non-religious subject Ethics, much of which is covered by secular etiquette. (shrink)

This article focuses on Alexei Losev’s literary texts that embrace his mythology of music: “I was 19 years old,” “A meteor,” “A woman-thinker,” “The Tchaikovsky trio,” and “An encounter.” It is shown that Losev’s musical mythology developed from his early musical-critical works—through the artistic-mythological episodes of his philosophical works per se —to his fiction of the 1930s. Losev’s intentionally abstract philosophy of music required to be complemented by the artistic, emotional, socially and historically specific expression. The main idea of Losev’s (...) musical myth in its historical-cultural aspect is to reflect the relevant self-consciousness of an individual. The epoch of religious super-individualism and “prayerful delight” is replaced by the epoch of “musical delight” and professed idealization of an individual. This change was a reason of the extreme ambivalence of music, which, on the one hand, expresses the highest order and harmony and, on the other, is a continuous evolvement and chaos, a substantive uncertainty. The novelty of the article consists, firstly, in the analysis of correspondence between musical ambivalence and drama in the lives of the heroes, especially heroines symbolizing music itself; and secondly, in identifying the constant features of Losev’s musical myth, as well as its specific features that emerge at different stages. (shrink)

He served as editor of The Theosophical Society's Theosophical Review, and later formed The Quest Society and edited its journal, The Quest Review.

Religious education is a communication process between teacher and student. Martin Buber is one of the philosophers who attach importance to the communication and relationship that should be established between teachers and students in education. In Buber's dialogue philosophy, it is underlined that a reciprocal relationship should be established between teacher and student. Our study from this point aims to draw attention to the efforts of a sound communication opportunity between teacher and student in religious education in the (...) light of Martin Buber's thoughts. In this study designed as a qualitative research, the document analysis method was used. In this sense, the main theme of our study is Buber's books and articles translated into Turkish and English. Besides, the studies of Cohen, Friedman, Blenkinsop, and Boschki have also been studied. The relationship of the individual with the world in Buber's philosophy of dialogue takes place in two styles. The first is the I-S/He relationship style. The person who has this level of a relationship sees the world as an object to be experienced only for himself/herself. For this reason, there is no reciprocity in their relations and experience takes place within the individual. According to Buber, the second type of relationship is based on the I-You perspective. The individual who has this form of relationship makes the world meaningful in an open, sincere, and mutual relationship. In the education based on I-S/He behavior style, the teacher has a one-way relationship with students, which is not based on reciprocity. In this process, the teacher focuses more on the subject the student will tell. Buber criticizes this kind of education, which is avoided and not related to the student. According to Buber, education should be done according to the I-You behavior style. In this way, it is possible to realize the unique existence of the child and to unite with his/her inner and outer world with the power of mutual relationship and participation. In order for the learners to establish a sound relationship with the world in general and religious and moral phenomena in particular, the learners should be in contact with religious educators in the first place. In religious education, it is necessary to establish a relationship by the teacher in which religious beliefs and values are not imposed on the student and the authenticity of a student is respected. This relationship is only possible if the student trusts the teacher and knows that the teacher is really with him/her in person. The religious educator should provide the learner with real experiences that s/he can experience and feel and should be able to follow the inner world and thoughts of the learner in this process. In this context, it is necessary to turn onto the reality, problems, and needs of the period in which students live more than the future and adulthood. The tradition should be handled as a living organism that touches the student's life, not in the form of dull, finished events and stories, and focused more on principles and messages than events and people. As a result, education should aim not only to improve cognitive development and creativity but also to develop and excel in all aspects of the person. For this reason, emotional and social phenomena should be a part of religious education. The best way to include emotional and social phenomena in religious education lies in the relationship between teachers and students. For this reason, we think that it is necessary to concentrate more on relations theoretically between religious educators and learners. In fact, we also aim to remove the issue of communication from a technical issue and place it in an ontological issue perspective. This study aims to be a humble beginning for these purposes. (shrink)

The Scottish scholar James McCosh was a champion of the Free church, a successful and much-published philosophy professor at Belfast for 16 years, and an energetic and innovative President of Princeton University from 1868 to 1888. The Religious Aspect of Evolution was published in 1888, and this second edition from 1890 took account of A. R. Wallace's latest work, Darwinism. McCosh, who already in Ireland had developed a 'theory of the universe conditioned by Christian revelation' was one of very (...) few clergymen in America who defended evolutionary theory. He impressed upon his students that while there seemed to be great truth in Darwin's theory, the work of the coming age must be to separate that truth from the error springing up around it. This would enable scholars to follow and even embrace science while also retaining their faith in the Bible. (shrink)

The author attempts to emphasize several aspects of religious types of discrimination that apply to women in different practices of Christian Orthodoxy. The basis of these interpretations is found both in the Bible and in the traditional writings of the church. This text suggests several solutions for locating the fundamentals that would allow for a renewal of the ecclesiastical practices in such a manner as to eliminate all possible discrimination that women are subjected to in the church.

This volume, first published in 2004, offers an interesting perspective on the discussion of weapons of mass destruction by broadening the terms of the debate to include both secular and religious investigations not normally considered. The volume contains a structured dialogue between representatives of the following ethical traditions: Buddhism, Christianity, Confucianism, feminism, Hinduism, Islam, Judaism, liberalism, natural law, pacifism, and realism. There are two introductory chapters on the technical aspects of WMD and international agreements for controlling WMD. A (...) concluding essay compares the different ethical traditions. All the authors address the same set of moral issues and this creates a dialogue both within and across traditions. The debate structure is particularly useful and appealing for pedagogical purposes. The introductory essays on the technical and legal aspects of WMD could easily be used to introduce the subject to students. (shrink)

This study explores the effect of a short ethics intervention—a chapter of business ethics in a business course—on perceptions of business courses and personal values toward making money and making ethical decisions and Monetary Intelligence. Since attitudes predict intentions and behaviors, Monetary Intelligence, a form of social intelligence, is defined as the extent to which individuals monitor their own monetary motive, behavior, and cognition; apply the information to evaluate critical concerns and options; select strategies to achieve financial goals; and reach (...) ultimate success and subjective well-being. I theorize that the affective aspect of MI is unrelated to perceptions of “course work,” yet it is positively related to their “personal values” toward making money, but negatively related to making ethical decisions. Individuals with high MI have low interests in making money, but high levels of intrinsic religiosity and recall of the Ten Commandments and high interests in making ethical decisions and making the grade. Based on data from multiple panels and multiple sources, this study provides the following discoveries. Contrary to expectations, there are no differences in students’ perceptions of course work and their personal values toward making money and making ethical decisions between two measures—before and after the ethics intervention. Results of this study not only provide empirical supports for the bright side of theory of Monetary Intelligence but also reveal a new paradox—recall of the Ten Commandments is positively related to making ethical decisions, but negatively related to making money. Results illustrate important theoretical, empirical, and practical implications to the literature of money attitudes, religiosity, intrinsic motivation, and business ethics. (shrink)

In this article I will explore some mythological and ritual aspects related to a pair of trees, the aśvattha and the śamī. In India, since the time of the Vedic culture, these two trees have often been the protagonists of myths and rituals in which they are conceived of as a couple. In various contemporary religious contexts, one finds dendrolatric practices (vanaspatipūjā), which sometimes result in the celebration of actual tree marriages (vr̥kṣa vivāha), whereby trees grow by intertwining (...) with each other. The aśvattha and the śamī, though in today's context separately, are also subject to dendrogamic practices. In particular, the aśvattha is subject to a gender-shift whereby in some contexts, though traditionally regarded as the male tree, it acquires a female role within the couple. This phenomenon finds a parallel in various myths and rituals handed down in the Vedic texts. In fact, the araṇis, that is, the two sticks that were rubbed together during the ritual of lighting the fire, were made from the wood of the two trees. The analysis of the symbolic values linked to the coupling of the two araṇis and the many variants that this motif generated allows us to highlight, on a mythical level, the emergence of a sexuality that is not necessarily heteronormative. These versions, in fact, lead us to reflect on an arboreal nature that alludes to a sexuality that bypasses and transcends the gender binary and accounts for the fluidity found in certain contemporary arboreal ‘marriages. (shrink)

The inability of traditional Shi’a jurisprudents to respond to the challenges in the field of human rights and the rights of religious minorities, which is rooted in the denial of human dignity and the emphasis on religious dignity, has led to the emergence of a new discourse among contemporary Shi’a jurisprudents in Iran in recent years. This group of jurists known as reformist jurists seeks to re-evaluate the jurisprudential laws, re-interpret the Shari’a and find a way out of (...) the religion to reduce the existing conflict with the universal human rights standards. The opinions of this group of jurists, albeit criticized by the traditional scholars, have been welcomed by young clerics. To understand the main aspects of this jurisprudential dispute, two main questions have been considered by the researchers: What are the main principles of human rights in the thoughts of traditionalist and reformist jurists in Iran? And how differently have the reformist jurists conceptualized the subject of human rights? To answer these questions, the impact of traditional jurisprudents on the formulation of the current constitution of Iran is studied and the main differences between the views of traditional and modern jurists are evaluated. (shrink)

In Spirituality in the Flesh, Robert C. Fuller investigates how our sensory organs, emotional programs, sexual sensibilities, and neural structures shape religious phenomena. Comfortable with the language of scientific analysis and sympathetic to the inherently subjective aspects of religious events, Fuller introduces the biological study of religion by joining our unprecedented understanding of bodily states with an experts knowledge of religious phenomena. Culling insights from scientific observations, historical allusions, and literary references, Spirituality in the Flesh provides (...) fresh understandings that promise to enrich our appreciation of the embodied religious experience. (shrink)

Life education, also known as life and death education, is an important subject in Taiwan with institutions offering degree programs and courses that focus on quality learning and implementation of life education. What is interesting from the perspective of Taiwanese Education is that the teaching of life education also incorporates a number of Eastern-derived and conceptualized tenets, for example, Buddhist teaching and the importance of spiritual wisdom. This premise contends then that life education in Taiwan, in general, is concerned with (...) the promotion, fulfillment, and cherishing of quality life experiences (e.g., personal contentment, happiness). One example of life education, which resonates with other spiritual beliefs and religious faiths (e.g., Hinduism), is related to spiritual cultivation and the enlightenment of life wisdom. Our own teaching of the subject, likewise, places emphasis on the goal of teaching students to seek meaningful understanding of and appreciation for three major, interrelated components of life education: life wisdom, life practice, and life care. Life education is a beneficial subject as its theoretical understanding may help individuals cope with pathologies and negative life experiences. One negative life experience, in this case, is the ultimate fate of humankind: death. Approaching death and/or the onset of grief is something that we all have to experience. How does one approach death? It is not easy feat and, of course, grief for a loved one is personal and some of us struggle with this. We contend that spiritual cultivation and enlightenment, arising from life education, may assist us with the coping of death (e.g., the possibility of transcendence beyond the realm of life). Forming the premise of the present article, we propose that a person’s ‘spiritual and enlightened self’, reflecting the convergence of three major aspects of life education (i.e., Philosophical reflection, Enrichment of personal well-being, and Spiritual cultivation), would result in the initiation and creation of a number of virtues and positive characteristics – for example: having a positive outlook in life, showing compassion, forgiveness, etc. These virtues and quality characteristics, from our philosophical reasoning, are equivalent to those qualities that positive psychology advocates for. (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)