1. 'P'osŭt'ŭ' tamnon ŭi yuryŏngdŭl : aedo ŭi aedo rŭl wihayŏ -- 2. Chwap'a mesiajuŭi ranŭn irŭm ŭi yongmang : 'p'osŭt'ŭ-p'osŭt'ŭ tamnon' ŭi kungnae suyong e taehayŏ -- 3. Sigan kwa chŏngŭi : Penyamin, Haidegŏ, Terida -- 4. Kungmin iranŭn noye : chŏnch'ejuŭijŏk kungmin kukkaron e taehan pip'anjŏk koch'al -- 5. Ŏttŏn sangsang ŭi kongdongch'e : minjok, kungmin kŭrigo kŭ nŏmŏ -- 6. Hanbando p'yŏnghwa ch'eje ŭi (t'al) kuch'uk ŭl wihayŏ : ŭl ŭi minjujuŭi ŭi kwanchŏm esŏ -- 7. P'uk'o (...) wa minjujuŭi : pakkat ŭi chŏngch'i, sinjayujuŭi, taehang p'umhaeng -- 8. Marŭk'ŭsŭ wa Alt'wiserŭ sai ŭi P'uk'o -- 9. (T'al) hyŏndae ihu, Marŭk'ŭsŭjuŭi ihu : Terida, K'ojellek, Ch'ak'ŭrabarŭt'i, kŭrigo kŭ nŏmŏ -- 10. Ch'akch'wi, paeje, rip'ŭrijent'eisyŏn : Marŭk'ŭsŭjuŭi ŭi t'alguch'uk. (shrink)

1. Sŏngnihak ŭi hwakchang kwa simhwa -- 2. Sŏngnihak ŭi pip'anjŏk sŏngch'al.

1. Kwangja chŏngsin e kwanhan kich'ojŏk ihae -- 2. Yuga ŭi kwanggyŏn'gwan -- 3. Toga ŭi kwangŏn kwa kwangja chŏngsin -- 4. Ŭmju munhwa wa Wi-Chin ŭi imt'anjŏk kwang -- 5. Songdae ihakchadŭl ŭi kwangjagwan -- 6. Yangmyŏnghak ŭi kwanggyŏn'gwan -- 7. Chosŏnjo yuhakchadŭl ŭi kwanggyŏn'gwan -- 8. Chosŏnjo yuhakcha ŭi yokki yŏnggwi ihae -- 9. Sŏhwa tot'ongnon kwa kwanggyŏn esŏ chunghaeng ŭro -- 10. Kwanggyŏn mihak ŭi munyejŏk chŏgyong -- 11. Chungguk hoehwa e nat'anan kwanggyŏn mihak -- 12. Chungguk (...) sŏye e nat'anan kwanggyŏn mihak -- 13. Chosŏnjo hoehwa e nat'anan kwanggyŏn mihak -- 14. Chosŏnjo sŏye ŭi kwanggyŏn mihak. (shrink)

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 1992, the city of Boulder, Colorado, passed an ordinance forbidding discrimination against homosexuals in employment and housing. Two years later, voters in the state of Colorado passed a constitutional amendment forbidding the passage of local ordinances prohibiting this form of discrimination. The constitutional amendment did not mandate discrimination against homosexuals; it merely nullified ordinances such as Boulder's. The amendment was later struck down by the U.S. Supreme Court as unconstitutional.

Virtually all the major scholarly reference works, as well as many more popular sources, provide two alternative versions of the ancestry of Amphictyon, the mythical founder of the Delphic-Pylaic amphictyony, as either the son or the grandson of Deucalion, that is, by implication, either the brother or the son of Hellen. Yet, a review of all relevant sources shows that they unanimously and exclusively refer to Amphictyon as the son of Deucalion.

At the beginning of the dog's trial the prosecution state the charge and the penalty they propose. It seems to me that there may be a more complicated joke here than is generally realized. The penalty of a collar is appropriate for a dog and in real life was sometimes imposed on a slave or a prisoner . The epithet applied to the collar is usually translated ‘of figwood’ and taken to be a pun on . Commentators see the same (...) pun earlier in the play at 145, although in that passage the sense may be adequate without the pun; the adjective does not necessarily constitute a joke in itself but is perhaps chosen deliberately to lead into the joke. (shrink)