Open peer commentary on the article “A First-Person Analysis Using Third Person-Data as a Generative Method: A Case Study of Surprise in Depression” by Natalie Depraz, Maria Gyemant & Thomas Desmidt. Upshot: Given the claims of Natalie Depraz regarding what she called in 2004 the “practical turn of phenomenology,” I ask the authors how they conceive the research they presented in their 2017 article, particularly regarding transcendental phenomenology.

One of the primary goals of Religious Education is to make students come together with Qur’an text and religious content seamlessly. In order to reach this goal, religious educators usually support students to have the knowledge of the text and sometimes students only memorize the content. But although “knowing” and “memorizing” stages are important for educational processes, they are not functional enough in the long term. For providing a permanent learning, students should also “understand” the text. Besides, students cannot create (...) their own ideas and interpretations by the ways of knowing and memorizing. Because they can achieve to make their “own” senses only by their understanding. For these reasons, setting “understanding” as a goal for RE and defining the bases of an “understanding focused religious education” are an important responsibility of all.There are lots of bases for understanding focused religious education. One of them is “asking question”. Asking question to the religious texts and questioning the content have crucial effects for understanding processes due to their role of being a chance for having a dialogue with the text and its author. Therefore, it is necessary to determine which types of questions are useful for permanent learning and which types of contributions to understanding are limited. In Religious Education which is a social discipline, in order to reveal the meaning, the questions that are convenient to open a field for individual interpretations of the students can be functional. These questions are mostly open-ended questions and high level cognitive questions offering students an opportunity for their ownevaluations. However, students can establish the healthiest communication with Qur’an text and religious content through contextual and existential questions that they will pose to them. (shrink)

I start with a detailed but partial analysis of a case regarding grade inflation. The case is inspired by the discussion in Crumbley et al. (2010) and its elaboration in Roberts (2016). I supplement the case description by introducing certain facts that are not in the original discussion. The subsequent analysis is based on this enriched case description. I then raise a number of objections against my analysis. An important metaethical, methodological question emerges while responding to these objections. To what (...) extent are characterizations of moral situations and their descriptions independent from moral commitments? Is there a neutral concept of moral relevance? I argue that we do not have a theory-neutral concept of moral relevance, and that case descriptions essentially presuppose moral commitments. From my moral perspective, as this perspective is reflected in the enriched case description I utilize, the original case description of grade inflation already involves utilizing the wrong moral perspective or theory. (shrink)

In this paper we argue that the human form should be seen to exist, in a longitudinal way, throughout the continuum of human growth and development. This entails that the moral value of that form, which we link analytically to the adult, interacting, social and rational being, attaches to all phases of human life to some extent. Having established this we discuss the consequences it has for the moral status of the human embryo. We then apply this argument, and the (...) resulting moral status, to the area of reproductive technology. In doing this we show that there are certain regulations and controls which ought to apply to the use of these infertility treatments. (shrink)

Questions of style are often deemed of marginal importance in philosophy, as well as in metaphilosophical debates concerning the analytic/Continental divide. I take issue with this common tendency by showing how style – suitably conceived not merely as a way of writing, but as a form of expression intimately linked to a form of life – occupies a central role in philosophy. After providing an analysis of the concept of style, I take a fresh look at the analytic/Continental division by (...) examining the various stylistic differences between philosophers on each side. Despite these differences, I argue, both sides of the divide suffer from a common stylistic deficiency, and if this deficiency were rectified the gulf separating the two traditions may not appear as insurmountable as it presently does. To show this, I draw principally from the philosophy of religion, a field that has recently experienced a renewal in both the analytic and Continental traditions. (shrink)

When do two mental items belong to the same life? We could be content with the answer -just when they have certain volitional qualities in common. An affinity is noted between that theory and Berkeley's early doctrine of the self. Some rivals of the volitional theory invoke a spiritual or physical owner of mental items. They run a risk either of empty formality or of causal superstition. Other rivals postulate a non-transitive and symmetrical relation in the set of mental items. (...) They must allow in consequence either for joint ownership of one and the same mental item, or for incompatible simultaneous decisions by one and the same person, or for new forms of death. This makes them disquieting. Another rival invokes a transitive and symmetrical relation defined in terms of co-consciousness. Even that allows for incongruous simultaneities. The volitional theory is free from such disadvantages. (shrink)

Objective:To evaluate the effect of an intervention on the understanding and use of DNR orders by physicians; to assess the impact of understanding the importance of involving competent patients in DNR decisions.Design:Prospective clinical interventional study.Setting:Internal medicine department (70 beds) of the hospital of La Chaux-de-Fonds, Switzerland.Participants:Nine junior physicians in postgraduate training.Intervention:Information on the ethics of DNR and implementation of new DNR orders.Measurements and main results:Accurate understanding, interpretation, and use of DNR orders, especially with respect to the patients’ involvement in the (...) decision were measured. Junior doctors writing DNR orders had an extremely poor understanding of what DNR orders mean. The correct understanding of the definition of a DNR order increased from 31 to 93% (p<0.01) after the intervention and the patients’ involvement went from 17% to 48% (p<0.01). Physicians estimated that 75% of their DNR patients were mentally competent at the time of the decision.Conclusion:An intervention aimed at explaining the ethical principles and the definition of DNR orders improves understanding of them, and their implementation, as well as patient participation. Specific efforts are needed to increase the involvement of mentally competent patients in the decision. (shrink)

In responding to Peter Forrest’s defence of ‘tough-minded theodicy’, I point to some problematic features of theodicies of this sort, in particular their commitment to an anthropomorphic conception of God which tends to assimilate the Creator to the creaturely and so diminishes the otherness and mystery of God. This remains the case, I argue, even granted Forrest’s view that God may have a very different kind of morality from the one we mortals are subject to.

On the influence of Confucianism to the social and politics in Vietnam.

Contributed articles on Jacques Derrida, French philosopher, and his theories of deconstruction and postmoderinsm; includes articles on his perpectives on literature and philosophy.

The paper deals with the tales on the origins of Japanese Buddhism from the 11th scroll of the Konjaku monogatari shū. Particular attention is paid to the stories about Saichō and Kūkai, the founders of the Tendai and Shingon schools, thinkers, whose writings have built two versions of the doctrine of the Buddhist ritual aimed at “state protection” and “benefits in this world.” From the elements familiar to the Western reader – “lives, opinions and sayings,” according to Laertius, – in (...) these stories the first one dominates. Brief information about the doctrines of the famous teachers in Konjaku is embedded in the narrative about their practical activities. The objectives of this activity are, firstly, to adopt in China and root in Japan the Chinese traditions of Buddhist practice, which go back to the Indian models; secondly, to arrange monasteries and monastic orders best suited to serve the country and its inhabitants. The legends about Saichō and Kūkai in Konjaku are placed in context of the narratives about the builders of temples and about the monks who visited the mainland in search of Buddha’s Teaching. This context helps to understand the principle of selecting biographical details for each of the sages in Konjaku. The themes of a wonderful birth and early learning successes are common in these stories; the theme of appeasement of kami deities or the treaty with them also sounds in many of these stories. In the legends about Kukai and Saichō, the themes of the arts in its Buddhist meaning and the separation of the school within the Buddhist community are also important: according to the plan of their founders, the “secret” schools, preaching enlightenment for all, follow their own special path of practice. (shrink)