يقوم هذا الكتاب على فكرة عميقة الدلالة والأثر، تقول فى بساطة ان الدين الاسلامى لا يقوم فقط على الحلال والحرام، وانما هناك معانى اكبر وحياة اشمل تكون بعد الابجديات التى تنظم حياة الفرد والمجتمع حلالا وحراما، فما اعظم القيم التى ثبتها هذا الدين فى نفوس اصحابه، بل فى نفوس كل الاسوياء والباحثين عن الحق فى كل زمان ومكان، فإن اى مجتمع مهما بلغ من درجات الرقى لا يقوم الا على القيم الاصلية فهى التى تقيم اسسه وتشكل ملامحه وترسم طريقه، فالانسان (...) حين يُجرد من القيم، لا يُؤمن له جانب ولا يطيب عيش الى جواره، فإذا كانت هذه القيم صنيعة هذا الدين الذى ارسى قواعدها وتشبع بها كل تعاليمه فهى لاشك قيم عالية ثابتة تنظم حياة الفرد والمجتمع وتلملم شتات الحائرين وتهدى الى صراط مستقيم. (shrink)

Articles suggesting social irrelevance of Hindu philosophy and similarities between Buddhism and Marxism; Marxist viewpoints.

An analytical exposition of Hindu religion and philosophy.

Articles on Hindu religion, society, and philosophy.

من نعم الله على عباده أنه شرع لهم ما يصلحهم وحرم عليهم ما يفسدهم؛ فجعل رضاه حيث منفعتهم، وجعل سخطه حيث مضرتهم؛ ومن هنا لا يخفى على عاقل لِمَ حرم الله الغرور وجعله من الحوائل دون دخول الجنة -كما أخبر بذلك المعصوم صلى الله عليه وسلم- وما كان لامرئ أن يدخل الغرور قلبه إذ الملك كله لله والعباد مستخلفون في الأرض يعمرونها لا ليتفاخروا ولا ليتكبروا وإنما لتعلو كلمة الله -تعالى- التي تقضي بالحق لكل العباد. في هذا الكتاب إطلالة على (...) الذنب الأول )الغرور( الذي من أجله تكبر إبليس عَلى السجود لآدم فاستحق لعنة الله -عز وجل- عبرة لمن أراد السلامة من هذه الآفة الكبرى، فيعرض الكتاب في فصوله الثلاثة: مفهوم الغرور وماهيته التي يخلط كثير من الناس بينها وبين الثقة بالنفس والإخبار بالواقع. ثم يطوف في نماذج من الرسل الكرام الذين لم يقعوا في هذه الآفة مع أنهم لهم كل كمال بشري. ثم يسرد الكتاب عواقب الغرور ومآله ليتبين الخيط الأبيض من الخيط الأسود، ويظهر الصبح لذي عينين. (shrink)

Context: The emergency situation caused by coronavirus disease 2019 (COVID-19) has affected different facets of society. Although much of the attention is focused on the health sector, other sectors such as education have also experienced profound transformations and impacts. This sector is usually highly affected by psychosocial risks, and this could be aggravated during the current health emergency. Psychosocial risks may cause health problems, lack of motivation, and a decrease of effectiveness at work, which in turn affect the quality of (...) teaching. Despite their importance, there are hardly any studies that analyze psychosocial risks of non-university teachers during a health emergency such as that caused by COVID-19. Objectives The aim of this study was to analyze the perception of COVID-19 and the psychosocial risks of non-university teachers comparing Spain and Mexico during the state of alarm caused by COVID-19. Methods Data were collected from 421 non-university teachers (80.2% women; 56.3% from Mexico, 43.7% from Spain) aged 24–60 ( M = 39.32, SD = 10.21) via a self-completed questionnaire during the pandemic from March to April 2020. Results Data analysis suggests that inequity is the most important risk, followed by work overload. Teachers appear to be moderately satisfied with the information on COVID-19 and the measures taken, while their satisfaction with the available resources is lower. When comparing the two countries, significant differences can be observed in every risk considered except for social support, with lower levels in Mexican teachers compared to Spanish ones. In the case of the perception of COVID-19 and its impact, the perception in general of levels of information, measures, and resources is better among Mexican teachers than among Spanish ones, who present higher scores of the impact of the health emergency. Conclusion The results underline the importance of the professional’s perception of resources during a health emergency, which could prevent to some extent burnout and possible alterations associated with it. The measures taken by the responsible entities and the provision of information do affect teachers not only directly but also indirectly by making them more vulnerable to psychosocial risks that could affect their health and professional performance, thus affecting students as well. (shrink)

Abstract:One of the themes that runs through Dewey’s Experience and Education is an argument to the effect that education aims at self-control. The details of this argument reveal close affinity between Dewey’s philosophy of education and the ideals of the Enlightenment. They are also strikingly similar to John Locke’s thoughts about freedom and education published in the seventeenth century. Comparison of their texts shows that Dewey and Locke worked with similar distinctions between positive and negative freedom. They both saw freedom (...) and guidance as compatible, and conceived of self-control as dependent on autonomy-friendly habits instilled through education. (shrink)

Aristotle took practical wisdom to include cleverness, and something more. The hard question, that he does not explicitly answer, is what this something more is. On my interpretation, the practically wise are not merely more knowledgeable about what is good for people. They are also better able to discern all the values at stake, in whatever circumstances they find themselves. This is an ability that good people develop, typically rather late in life, provided they are masters of their own affairs. (...) According to Aristotle, this development is stunted by wickedness and also by wretchedness. It follows from his account that attempts to teach this virtue are not likely to succeed unless teachers have opportunities for developing practical wisdom through their work. Aristotle’s arguments give us reasons to doubt that teachers can help their students to become virtuous and wise, if their own way to earn a living is not conductive to human flourishing. If we take his message to heart, we should, first and foremost, think about how to steer clear of wretched work conditions, where teachers’ moral agency is narrowly circumscribed. (shrink)

This paper has two aims. One is to draw a distinction between two types of trust. The other is to argue for its applicability in academic discourse on educational policies. One of the two types of trust is ethical trust that rests on beliefs about others’ ethical virtues. The other is institutional trust that typically depends on law enforcement and economic incentives. Ideas about a social order based primarily on institutional trust have haunted political thought since the time of Thomas (...) Hobbes. Such ideas may seem realistic if we focus on business relations, where conformity to contractual terms suffices to meet the needs of all concerned. Intimate relationships rely more on ethical trust. In the first half of the paper the difference between these two types of trust is explained. In the final sections it is argued that successful schoolwork depends on ethical trust and that measures to make schools more reliable in the institutional sense, through supervision and accountability, need to be applied with caution. Such measures can undermine ethical trust because they, at least implicitly, question the moral integrity of teachers and school-heads. (shrink)

Ghazzālī, 1058-1111; views on behaviorism ; religious aspects; Islam.