Gatchel, R. H. The evolution of the concept.--Wilson, J. Indoctrination and rationality.--Green, T. F. Indoctrination and beliefs.--Kilpatrick, W. H. Indoctrination and respect for persons.--Atkinson, R. F. Indoctrination and moral education.--Flew, A. Indoctrination and doctrines.--Moore, W. Indoctrination and democratic method.--Wilson, J. Indoctrination and freedom.--Flew, A. Indoctrination and religion.-- White, J. P. Indoctrination and intentions.--Crittenden, B. S. Indoctrination as mis-education.--Snook, I. A. Indoctrination and moral responsibility.--Gregory, I. M. M. and Woods, R. G. Indoctrination: inculcating doctrines.-- White, J. P. Indoctrination without doctrines?

Theories of organization and management have offered several concepts and models which indicate that organizational values are an important factor for running organizations successfully. A still unexplained question concerns the creation of balanced organizational values, which can support the achievement of several different and even conflicting goals of modern organizations. To explore balanced organizational values in contemporary business practice, we tested different models of organizational values on a sample of Fortune 100 companies. Research results demonstrate that none of the proportions/ratios (...) of balance proposed by the main models of organizational values from existing literature possesses/presents the ideal balance that is currently pursued in the business field. As a conclusion, a new model of balanced organizational values is proposed. (shrink)

ABSTRACT In this article I confront and criticize the widespread tendency to ignore, marginalize, or dismiss without serious consideration Nietzsche's psychological hypothesis that a “will to power” is the major motivator of human behavior. I begin by separating Nietzsche's psychological hypothesis from both his occasional cosmological extension of it into an account of all processes in the world and from his power-based theory of value. And I argue that, since the psychological thesis does not depend on the cosmological extension, is (...) more fundamental to Nietzsche's overall project, and is much better supported by Nietzsche's argument, it deserves to be seriously considered on its own merits. Then, I critically consider Robert Solomon's attempts to deny any value at all to the will to power as a general motivational hypothesis and to reinterpret Nietzsche's theory of the will to power in a way that ignores what Nietzsche actually says about it and, moreover, radically undermines its significance. (shrink)

Treatise on Vedanta philosophy; includes interpretation in Hindi and Sanskrit.

Love, especially romantic and partnership love, has been a legitimate research theme in social science since the mid-twentieth century. In the research less attention is paid to how personal conceptions of love are formed within specific sociocultural contexts. One question that emerges in relation to social representations theory is: how are ideas about love, or knowledge of love, re-presented among particular social groups and which sociocultural resources are used in the process? In our questionnaire-based research we ascertained which perceptions, ideas (...) and knowledge are prevalent among young people who are gaining their first experiences of partner relationships, what they consider love to be in their own context and what knowledge they have of love. The questionnaire was completed by 268 higher education students, who provided 38 representations of love, based on personal experience and linked to sociocultural sources of love. (shrink)

Concept of Knowledge in Indic philopsphy; a study.

Comparative and analytical study of renunciation in Indic philosophy and religion.

Me propongo discutir la teoría del lenguaje que Platón sostiene en este diálogo. Su punto de vista busca evitar tanto los peligros del enfoque naturalista de Cratilo como el convencionalista de Hermógenes, aunque considero que su posición es más cercana a Hermógenes, quien destaca el carácter práctico del lenguaje (387c ss.) El horizonte que guía su indagación es la relación epistémica entre lógos y cosa (on y pragma), esto es, la pregunta sobre qué me permite conocer el lenguaje de las (...) cosas y del mundo. Las partes etimológicas del diálogo muestran que partir de la palabra atómica es erróneo, ya que una palabra desvinculada de la frase no crea conexión alguna entre lenguaje y mundo. Sólo podemos conocer o mostrar la esencia de algo mediante un entrelazamiento de palabras, en la que la oración es la unidad mínima significativa del lenguaje, a saber un sustantivo y un verbo. Por esto es importante, para mi lectura, el pasaje 432d11 – 433a1, en el cual se muestra el carácter indispensable del lógos para mostrar lo que una cosa verdaderamente es. (shrink)

Sanskrit text, with Hindi explanation, on Yoga philosophy; based on rare manuscript.

This article investigates three things: (1) what development might be, (2) how development and ethics might be related, and (3) what an ethics of development might look like. First, I show how if we move away from an essentialist metaphysics of being to a possibilist-functionalist metaphysics of becoming in our understanding of development, we can reconceptualize ethics as self-directed ontogeny. Thus, ethics turns out to be a part of development. Secondly, I sketch out the possibility of an ethics of development, (...) showing how it should be based on three desiderata: (1) sustainability, promoting the long-term existence of the maximum human and non-human biodiversity, (2) democracy, promoting human-human relationships that are bidirectional and, to the extent possible, non-imposing, and (3) non-ethnocentrism, promoting true modernity; a modernity not predicated on a non-existent abstract universality but on concrete syncretism. The ultimate aim of this ethics of development is the optimization of individual and collective subjectivity and agency across time. (shrink)

U ovom radu suprotstavljaju se dva moguca citanja Kantove prakticke filozofije olicena u dva razumevanja kategorickog imperativa. Po prvom razumevanju kategoricki imperativ propisuje uslov koji mora da zadovolji maksima delanja da bi cin koji se po njoj vrsi mogao da bude moralan. Takvo shvatanje se pokazuje kao konzervativno utoliko sto cuva vec postojece moralne norme jednog drustva. Obrazlaze se njegova homolognost logici zelje kako je izlaze francuski psihoanaliticar Zak Lakan i pokazuje se kako ono ne moze da obezbedi odgovornost subjekta (...) za njegove cinove. Njemu se suprotstavlja shvatanje po kome kategoricki imperativ propisuje nacin samog htenja jedne maksime; taj se nacin pokazuje kao analogan nagonu smrti i obrazlaze se njegov revolucionalni i eticki karakter. (shrink)

The article Shtogrin I.P. «Historiographical research framework UkrainianVatican relations 1919 – 1921 years» examines the state of scientific development in domestic and foreign historiography research problems of mutual relations of the Ukrainian People’s Republic and the Vatican during the 1919 – 1921 years have been analysed in the context of international recognition of Ukrainian statehood and Eastern plans Holy See.

In dieser Arbeit wird vorgestellt die Entwicklung einer notwendigen Idee des Systems, die die wahre Form der Philosophie als Wissenschaft darstellt, wie es in Schellings späterem Denken, besonders während seiner Erlangen Vorlesungen von 1821 ausgeführt wurde. Schelling zeigt, dass das absolute Subjekt, das sich von einer Wissensform zur anderen bewegt, das über alle bestimmten Systeme erhobene Totalsystem bildet, und dadurch die Selbsterkenntnis erlangt, welche der wahre Inhalt der Philosophie als Wissenschaft ist. Das wahre philosophische Wissen ist das, was sich der (...) Bewegung des absoluten Subjekts widersetzt, wodurch das menschliche Bewusstsein als das Bewusstsein des absoluten Subjekts ausgebildet wird. Nur die Philosophie als Wissenschaft kann den Menschen zur höchsten Wissen über das Bewusstsein des absoluten Subjekts als sein eigenes Bewusstsein führen und bringen. (shrink)

The purpose of the study is to determine the role of the Protestant Reformation in increasing the education of European society in the XVI-XVII centuries. The article discusses the reasons for the flourishing of education and science in this era. Scientific novelty is manifested in a comprehensive study of the consequences of the Reformation, which, mutually influencing each other, eventually led to an increase in the level of education in Europe. As a result, it was established that the Reformation democratized (...) the spiritual, political and socio-economic aspects of life, introduced the principles of freedom of conscience, faith without mediation, encouragement of entrepreneurship, universality of education, the need for each person to study the Scriptures independently, personal responsibility to God and others, which contributed to the development of science and education, as well as the formation of a new public consciousness. (shrink)