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

An analytical exposition of Hindu religion and philosophy.

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)

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)

Introduction: making the invisible visible -- The nobility of the material -- Research at war -- The guilded age of research -- The doctor as whistle-blower -- New rules for the laboratory -- Bedside ethics -- The doctor as stranger -- Life through death -- Commissioning ethics -- No one to trust -- New rules for the bedside -- Epilogue: The price of success.

The dominant model of curriculum design in the last century assumed that school education could be organized around aims, defined primarily in terms of students' behaviour. The credentials of this model were questioned by, among others, Lawrence Stenhouse, who pointed out that education serves purposes that cannot be stated in terms of behavioural objectives. In this article, I offer support for Stenhouse's conclusion and go beyond it, showing that if education aims at critical understanding of its own value, then it (...) is even more radically open-ended than Stenhouse argued.My argument is based on two premises. One of them is that the reason why people disagree about what education involves is that they have less-than-perfect knowledge of what human characteristics are worth cultivating. This premise is supported by a theory of meaning advanced by Hilary Putnam. The other premise is that one of the aims of education is intellectual independence. From these premises, I conclude that a successful course of education serves purposes that cannot be completely stated in advance. (shrink)

Metaphors may present some challenges in cases of self-illness ambiguity, yet they remain necessary to access a person’s perspective on illness and her relationship with it. The paper outlines the main functions of metaphors (i.e., naming, framing, changing functions) to explain why they can be valuable tools for reducing self-illness ambiguity. First, metaphor is presented as a creative way for a patient to (re)claim her ‘self’ through her own speaker’s meaning. Metaphor is not merely a way to name internal processes (...) and make them more communicable to others (compactness and inexpressibility theses), but primarily a way to represent what the mental illness means for herself (for-me-ness thesis). Second, particularly when extended in mental health narratives, metaphor can frame a person’s experiences of illness by offering a specific affective perspective for self-understanding (perspectivalness thesis). Third, the changing function of metaphor offers a new perspective on the experience of self-illness ambiguity in the narrative, allowing to look at the relationship with the illness, without fully identifying with it. The metaphorical functions can facilitate the discovery of new forms of affective coherence in a person’s mental health narrative and serve as crucial tools for clinicians’ understanding in the therapeutic process. (shrink)

In a paper published in 1930, John Dewey said that for many years Democracy and Education was the book where his philosophy “was most fully expounded”.1,2 If we add to this the fact that Dewey was known as the philosopher of democracy, then we have reason to expect the text to say something important, not only about education, but also about democracy. Nevertheless, all twenty-six chapters of the book are about schools and education and, when it was originally published in (...) 1916, it had the subtitle An Introduction to the Philosophy of Education. As John Quay has explained in a recent article, the book does not contain a recipe for a democratic education, and although one chapter, chapter 7, is entitled “The... (shrink)

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