Sobb, Joseph Today's Gospel extract from the Sermon on the Mount, has two different though related themes. The second especially is reflected in the first reading. The first theme may be heard as a succinct, indeed stark, summary of much of Jesus' teaching. The way of living to which Jesus invites his disciples calls for an integrity, an undivided heart which, of course, reflects his own relationship with his Father. So Paul can boldly proclaim in his second letter to the (...) Corinthians that his own word is like Christ's, not a 'yes' and 'no', but always a whole-hearted 'yes.' In minor matters and significant ones, we can find ourselves pulled in many directions, with demands and expectations and options that may threaten to overwhelm us. Jesus invites us to a clear sightedness that will recognise what or who is the centre of our lives. Later in Matthew's Gospel, this question is echoed when Jesus says we have only one Teacher, one Father, one Master. In todays's second reading, Paul alludes to his ministry as Christ's 'servant,' though in a different context. The second theme of the Gospel extract follows on as the consequence of the Christian commitment to serve God without reserve. Jesus' challenging words conclude with the call to action, 'Seek first.' In this context, Isaiah's oracle may be heard as a startling word of encouragement and hope. This oracle has been preceded by a series of joyful and reassuring oracles to the servant of the Lord and to the dispirited people of Israel. It concludes with God's heartening affirmation that Israel is 'carved on the palms of my hands.' With the best of intentions, though unfortunately unhelpfully sometimes, you will hear the platitude, 'Try not to worry.' It is important to acknowledge that worry is not necessarily a bad thing, for we can be worried, that is concerned, about a situation or a person, and with good reason. In the former English text of the Mass, the so-called embolism following upon the Lord's prayer said 'Protect us from all anxiety.' This, surely, is the meaning of Jesus' exhortation, repeated five times, 'do not worry.' Anxiety can involve an element of fearfulness or lack of trust. There are many images of God in the Scriptures. Isaiah's oracles offer images of God that are a response to fearfulness and a reason for trust. They portray Israel's God in terms of the divine presence and action in Israel's story, a God who saves, who has compassion, who liberates, and who never will forget Israel. Jesus reiterates this image of God, 'your heavenly Father,' and chooses to illustrate it in attractively concrete and personal ways: life and food and clothing. The disciples are called to trust in God who knows their needs. Thus his call is really 'do not anxious,' for God's love can be trusted. But Jesus does not stop there. The word, righteousness, appears in Matthew's gospel seven times, five times in the Sermon on the Mount; never in Mark and once in Luke. At his baptism, Jesus acts to 'fulfil all righteousness;' he warns against a righteousness which is self-regarding. So the christian disciple's focus is outward not inward. To 'serve God' is to be active in the 'cause of righteousness.' In the Old Testament Scriptures, righteousness is ascribed to God in the first place, and then to God's People who are to reflect this God in their lives and action. Jesus, God's servant, continues this tradition, and calls his followers to do likewise. 'May your Kingdom come' is more than a petition; it is a call to action. (shrink)

Ethics and morality, fundamental concepts in human society, are expected to be upheld by individuals and effectively taught by teachers to new generations. This study delves into the perceptions of preservice teachers regarding ethics and good within the framework of an ethics and morality course in education. It also explores the ethical and unethical behaviors these teachers most commonly encounter in their school experiences. Utilizing a qualitative case study methodology, the research provides an in-depth analysis of ethics, the concept of (...) good, ethical and unethical behaviors within the Turkish context. Through thematic analysis of data collected over various weeks, the findings reveal that participants perceive ethics as actions, individuals, and ideas that embody values such as justice, respect, and honesty. Their decision-making is influenced by diverse ethical filters aligned with normative ethical theories. For instance, an act is deemed ethical if it does not limit freedom and harm others, conforms to societal norms, benefits others, adheres to laws and rules, instills a sense of righteousness, and stems from good intentions. Furthermore, the study identifies six key qualities defining the concept of good: evoking happiness, being beneficial, proper, pure, preferred, and encompassing both moral and ethical dimensions. The experiences of ethical and unethical acts among participants predominantly relate to themes of inequality versus justice, harshness versus love, ineffective versus effective teaching, inconsistency versus role model behaviors, undesired versus desired relationships with school stakeholders, and the breach versus balance between professional and private life. Overall, this research highlights significant aspects of how preservice teachers perceive the concepts of ethics and good along with unethical behaviors, offering valuable insights for teacher education. (shrink)

The pursuit of a meaningful and purposeful existence has consistently been a universal human aspiration, even in the field of business. Individuals seek significance in every endeavour they undertake. In line with this notion, the Shrimad Bhagavad Gita (SBG) directs individuals towards the path of truth and purpose. The present study attempts to examine the effect of SBG-identified variable entitled as ‘Theory of Work’ or ‘Karma’ (consisting of no desire for fruit (NDF), non-attachment (NA), deterministic intellect (DI), righteous duty (RD), (...) success and failure as equal (SAF)) on self-efficacy (SE) among teachers in higher educational institutions (HEI) in India. It also aims to find the association between SE and goal performance and leadership effectiveness among the teachers of HEI. A judgemental sampling procedure was adopted to collect the data from HEI clustered across five different zones in the country. A total of 600 responses were collected through an online-administered questionnaire. The analysis results indicated that theory of work variables (i.e., NDF, DI, NA and RD) have a significant positive effect on SE, and SE positively affects the goal performance and leadership effectiveness. However, treating SAF as equal variables was not found to have a significant effect on SE. (shrink)

After referring briefly to the fantasies regarding the origins of Christianity as elicited by the discovery of the Dead Sea Scrolls in 1947 (Dupont-Sommer, Allegro, Thiering), the purpose of the contribution is to put the Jesus movement into relief in the context of first-century Judaism. The identity of the Qumranites is argued to be Essene scribes. The identity, ideology and practices of the latter are compared with those of Jesus of Nazareth and the movement he elicited using the following rubrics: (...) (1) Jesus, the teacher of righteousness and the powers that be; (2) asceticism versus itinerary charismaticism; (3) caring versus lack of caring for the sick, poor and marginalised; (4) elitist priests and scribes versus lower-class peasants; (5) the interpretation of the law; (6) religious and daily practices (baptism, ritual meal, sacrifice, prayer, community of possessions, scribal activity); (7) religious views or ideology (kingdom of God, the new covenant, light and darkness, politics). The result is a picture of Jesus (with his focus on human suffering) in sharp relief versus Qumran and facets of the early church. (shrink)

The aim of the article is to define the tendencies of elaboration of ethical problems in early medieval exegetical texts - treatises of post-canonical Abhidharma. Ethics as a specific philosophical discipline concerning morals was not specifically developed because of cosmological character of Buddhist philosophy. Explication of the ethical discourse presented in treatises of eminent early medieval Indian Buddhist exegetics Vasubandhu, Asaṅga and Yaśomitra showed that specific for ethics questions on the highest good, sense of human life, the nature and sources (...) of morals, freedom of will etc. were solved in post-canonical period. According to the religious doctrine they interpreted the highest good as the benefit of liberation from the fetches of suffering. The Buddha’s moral instructions known as prātimokṣa is aimed at the attainment of the highest good. Therefore the essence of morality has nothing to do with saṃsāra, and human society forming and perishing in cosmic cycles cannot be the source of moral norms. According to historiosophical myth, human beings get the first instructions on righteous behavior in deep antiquity from charismatic Universal ruler coming to the world as the forerunner of the Buddha. He explains ontological contrariness of the good and the evil but is not the Teacher of the truth. Freedom of will cannot manifest itself spontaneously in a human being attached affectively to saṃsāra. Such an individual falsely takes his ignorant self-will for the freedom of will. Hearing the sermons of salvific teaching is the condition for the rising of free will impulse. (shrink)

In the long river of human history, if one person can represent the civilization of a whole nation, it is perhaps Master Kong, better known as Confucius in the West. If there is one single book that can be upheld as the common code of a whole people, it is perhaps Lun Yu, or The Analects. Surely, few individuals in history have shaped their country's civilization more profoundly than Master Kong. The great Han historiographer, Si-ma Qian, writing 2,100 years ago (...) said, "He may be called the wisest indeed!" And, as recently as 1988, at a final session of the first international conference of Nobel prize-winners in Paris, the seventy-five participants, fifty-two of whom where scientists, concluded: "If mankind is to survive, it must go back twenty- five centuries in time to tap the wisdom of Confucius." This a man whose influence in world history is truly incomparable. His sayings form the basis of a distinct social, ethical, and intellectual system. They have retained their freshness and vigor for two and a half millennia, and are still admired in today's China. Compiled by pupils of Confucius's disciples half a century after the Master's death, The Analects of Confucius laid the foundation of his philosophy of humanity--a philosophy aimed at "cultivating the individual's moral conduct, achieving family harmony, bringing good order to the state and peace to the empire. Containing 501 very succinct chapters and organized into twenty books, the collection comprises mostly dialogues between the Master and his disciples and contemporaries. The ethical tenets Confucius put forth not only became the norm of conduct for the officialdom and intelligentsia, but also profoundly impacted the behavior of the common people. The great sage's unique integration of humanity and righteousness struck a powerful chord in all who attempted to understand his moral philosophy. As translator Chichung Huang contends, "What ethical principle laid down by man could be more sensible that none which blends the best our heart can offer with the best our mind can offer as the guiding light for our conduct throughout our lives?" Ever timely, Confucius's teachings on humanity and righteousness may well serve as a ready-made cure for today's ills in an era which human beings are blinded by force and lust, not unlike Confucius's own day. Far more literal than any English version still in circulation, this brilliant new rendition of The Analects helps the reader not only to acquire and accurate and lucid understanding of the original text, but also to appreciate the imagery, imagery, parallelism, and concision of its classical style. The translator Chichung Huang, a Chinese scholar born in a family of Confucian teachers and schooled in one of the last village Confucian schools in South China, brings to this treasure of world literature a sure voice that captures the power and subtleties of the original. Vivid, simple, and eminently readable, this illuminating work makes the golden teachings of the sage of the East readily available to anyone in search of them. (shrink)

In The Hasidic Moses, Aryeh Wineman invites readers to join him on a journey through various eighteenth- and nineteenth-century Hasidic texts that interpret the life of Moses. Such texts read their own accent on spirituality and innerness along with their conceptions of community and spiritual leadership into the biblical account of Moses. Wineman reveals the ways in which historical Hasidic voices interpreted both the Exodus from Egypt and the scene of Revelation at Sinai as statements concerning what occurs constantly in (...) our lives at all times. In addition, Wineman shows how Hasidic readers embraced the idea that Moses had to die in order that his soul might return to the world in the righteous and holy ones of every generation, and that the presence of Moses actually transcends time and is present in spiritual understanding as it unfolds at any moment in any period. ""Aryeh Wineman has written a clear and accessible book that serves as a delightful entry into the world of Hasidic thought. Using the template of Hasidic interpretations of the life of Moses, he takes the reader carefully through a broad range of Hasidic works, highlighting the Hasidic resistance to the plain meaning of scripture, opting instead for their penchant for devotional and spiritually deepening readings... The impulse toward spiritualizing both deepens the original text of the Torah and transcends it, stimulating the reader to read the Torah as an edifying document, rather than primarily a historical, legal, or even national work."" --Joel Hecker, Reconstructionist Rabbinical College ""Aryeh Wineman's The Hasidic Moses is a triumph on every level... The figure of Moses is brought alive in the words of the classic Hasidic masters and is made available for a new generation of spiritual seekers hungry to find meaning in biblical models and mystical texts. The Bible tells us that no one knows where Moses is buried--but we can say that he lives robustly in Aryeh Wineman's sparking new book!"" --Nehemia Polen, Hebrew College, Newton Centre, Massachusetts ""Aryeh Wineman writes authoritatively as the scholar he is, but addresses himself--like the rabbi he also is--not to other scholars, but to readers and seekers who would like to understand. In this way he lives the humility of the teacher Moses and leads us through his writing into the depths of the Hasidic homily and parable... For those of us who don't have direct access to the hasidic texts he translates, his gentle and careful presentation of The Hasidic Moses is a gift from soul to soul."" --Rodger Kamenetz, author of The Jew in the Lotus and Burnt Books Aryeh Wineman has written many studies in the area of Hebrew literature and Jewish mysticism. (shrink)

This book offers an ideal first reader in ancient Greek. It presents a selection of extracts from a comprehensive range of Greek authors, from Homer to Plutarch, together with generous help with vocabulary and grammar. The passages have been chosen for their intrinsic interest and variety, and brief introductions set them in context. All but the commonest Greek words are glossed as they occur and a general vocabulary is included at the back. Although the book is designed to be used (...) by students who have only completed a beginner's course in Greek, students of all ages will find that it helps them to improve their ability and confidence in reading a wide range of prose and verse texts, while at the same time providing a fascinating and copiously illustrated introduction to the riches and variety of ancient Greek literature over a period of almost a thousand years. (shrink)

The intent of this article is not to compare the philosophies of education of Confucius and Peter Kemp but to draw out what is perennial in Confucius’s philosophy of education and bring it to the contemporary context in Peter Kemp’s philosophy of education. The first part deals with Confucius’s teachings on education. The second part highlights Peter Kemp’s philosophy of education, the context of which is globalization and its dangers. The synthesis of both philosophies would mean that education is a (...) right that everyone is entitled to, that education is basically cultivation of character more than instruction, that the virtues of ren, righteousness, wisdom, and propriety can be adapted and applied to the demands of global citizenship. The method of teaching can be both dialogical (Confucius) and democratic (Kemp) when the teacher is passionate, engaged, knowledgeable of issues, caring for students, and an exemplar of what she teachers. (shrink)

A Li (禮) means a rituals that was expressed to outside, differ from Li (理) expressed inner mind. A Li (禮) as a rituals is not enforce law but it need inside devout attitude. 19 century in Korea rapidly changed political situation, typical Confucian value challenged by western religion and practical learning. Though this crisis, Chuzu scholars keeps their philosophy as a absolute value. They faught against westernization and also protect Confucian rituals such as community and family rituals. In the (...) wedding rituals, they take a serious view of spouse’s personality than what one’s wealth. They worried about free sex and desire for material life. If they lost traditional value, then they must be a barbarous animal life. The morning rituals case, they estimated righteous death is better then injustice life. They think that righteous death for nation and people is a true scholar. 19 century many Chuzu scholars faught against Japanese invasion, they called themselves ‘wyijeong cheoksa (衛正斥邪) protection of right and expose of wrong) Chuzu scholars in 19 century in Korea made a typical teachers Kim, Jang-sang and Song, Si-yeol. They believe absolutely traditional Chuzu learning is a perfect and also traditional rituals is unchangeable manners contains Li (禮). (shrink)

This study reinterprets the core concept of bao 報 (reciprocity or recompense) within the Confucian tradition through the lens of yili zhi bian 義利之辨 (debate of righteousness and profit). It examines the relevant discourses of Confucius, Mencius, Xunzi, Zhou Dunyi, Zhu Xi, and Wang Yangming. By analyzing these discussions, the paper elucidates the transformations in the meaning of bao embedded in the moral principles and views on righteousness in Confucian thought. Furthermore, it systematizes the notion of “virtue” (dexing 德性) into (...) three categories: great virtue (dadexing 大德性), non-virtue (feidexing 非德性), and theological virtue (chaodexing 超德性), thereby uncovering the multidimensional implications of bao. Confucius and Mencius emphasized the primacy of moral principles, advocating for the pursuit of legitimate profit (li 利) grounded in righteousness (yi 義). They further concretized the ethical significance of bao by asserting that “requite kindness with kindness; requite resentment with justice.” Xunzi, on the other hand, stressed the regulation of human nature through ritual propriety and postnatal education, proposing that profit should be harmoniously controlled through righteousness. The Neo-Confucian scholars of the Song and Ming dynasties advanced the yili zhi bian to a metaphysical level. In particular, Wang Yangming sought to reconcile righteousness and profit by grounding them in inner conscience and virtue through his doctrine of the “unity of knowledge and action” (zhixing heyi 知行合一). Consequently, the concept of bao evolved beyond mere reciprocity or transactional exchange, emerging as a principle of moral cultivation and ethical practice. This reinterpretation offers a foundation for moral reasoning in the face of contemporary ethical uncertainties, providing a basis for strengthening the moral fabric of modern society while fostering individual moral self-cultivation. (shrink)

When The Teachers of Gurdjieff was first published some 25 years ago, it made a very considerable stir. George Gurdjieff was one of the most famous mystics before the war, a teaching master who had many fashionable and influential pupils. He had a striking appearance and manner of teaching, one that was to prove influential. The meaning of his teaching and the sources of it were a puzzle. How did he come by his knowledge? What was to become of it? (...) These were questions that engaged many seekers. This book offers, among the adventures of the search and the souks of Baghdad and Aleppo, striking and timeless advice to those interested in finding spirituality. Its appeal is far beyond that of one seeker in one era, but offers us information, today, on how to evaluate different forms of teaching, how to study, and even some tantalizing information on the role of Jesus. (shrink)

As Jonathan Haidt explains in The Righteous Mind, it is often our moral intuitions that come first, rapidly or even automatically, with ethical reasoning coming later. Haidt's book is one of many that have come out in recent years highlighting the relevance of psychology (and its close cousin, neuroscience) for understanding human morality. As a behavioral scientist, I have devoured many of these books. I am fascinated by human nature and love trying to understand why all of us behave and (...) think the way we do. But as a physician ethicist, I often find myself reading these books with a parallel agenda: not just to understand human nature, but also to see whether this line of research has relevance for my work as an ethicist. My bottom line: Understanding moral psychology ought to be a required component of ethics training, not because the science will help us to differentiate between right and wrong, but because it will better equip us to teach ethics in a way that promotes moral behavior in our students. (shrink)

h cme of his sermons cm humzm righrs, President Carter explained char we owe Vietnam no debt and have no responsibility co render in any assistance because "chc descrucrion was mu:ual."g Ifwcntds have meaning, this must stand among [hc most astonishing scmzcmcms in diplomatic hismry. What is most interesting about chis scaccmcm is thc reaction to it among cducacccl Americans: null. Furthermore, thc cccasional rcfcrcncc cc it, and what it means, evokes FLO comment amd FLO inccrst. Ir; is considcrcd ncithcr (...) appalling, nor even noteworthy, and is felt to have 1*10 bearing 0n C21r[cr’s standing as patron saint OF human rights, any more than do his actions: dedicated support for Indonesian atrocities in Timor and thc successful terrorist campaign undertaken in El Salvador cc destroy thc popular organizations that were dcfcndcd by chc assassinated Archbishop; A hugc incrczuc in arms flow :0 Israel in parallel wich ics l9’?8 invasion of Lebanon, its subsequent largcscale bombing ofciviiians, and irs rapid expansion imo thc occupied ccrriccries; acc. All cafthis is a cribute no che successes cfa system of indoctrination than has few if any peers. (shrink)

The transformation of Noah into a Christian ideal in the writings of Aphrahat and Ephrem, with the resulting denigration of Noah in much rabbinic exegesis, is well documented. The purpose of this essay is to examine the characterization of Noah in the liturgical setting. Four groups of works are examined: the Hebrew Avodah poems and the hymns of Ephrem the Syrian ; and the kontakia of Romanos the Melodist and the liturgical poems of the Jewish poet Yannai. These sources reveal (...) that the individual poets felt great freedom to shape the character of Noah in distinctive ways, engaging with the various traditions of interpretation evident in the prose sources but using them in individualized ways. The resulting picture of Noah, when these poetic sources are brought to bear on the discussion, is much less predictable and more dynamic than might be assumed from study of the more“academic” prose sources alone. (shrink)

Relational agency is pivotal for understanding how language teachers seek and utilize relational resources in different contexts and grow to be agents of change amid various educational challenges. This study explored how three university teachers of Chinese as a second language enacted their relational agency to enhance their research capacity and sustain their professional development. Data on their personal network development was collected through concentric circle interviews, life-history interviews and written reflections over three months. Thematic analysis was adopted for iterative (...) coding and interpretation of the data. The findings revealed that teachers’ personal networks provided them with value guidance, emotional support and academic support, which exerted differential levels of impact on them to make agentic choices and actions. The study suggests that personal network analysis may serve as a suitable theoretical lens to achieve a multi-layered understanding of relational agency. The study also calls for more efforts to create learning opportunities and spaces in the relational context for teachers to build their career as agentic academics in language teacher education and development programs. (shrink)

Babylonian Poems of Righteous Sufferers: Ludlul Bël Nëmeqi and the Babylonian Theodicy. By Takayoshi Oshima. Orientalische Religionen in der Antike, vol. 14. Tübingen: Mohr Siebeck, 2014. Pp. xx + 572, 65 plts. €139.

He who for himself remembers of himself that Jesus Christ actually saved him from the Egypt of sin and death becomes a man on exodus from any natural or human standard, a man whose conscience and life are destined to be formed in accordance with the saving righteousness and faithfulness of God.

While many histories of mathematics pay respectful attention to Liber abbaci, non offers the analysis of the algebraic section of chap. 15.3 offered here in two parts and an Appendix. The first part, on Fibonacci’s text, discusses the manuscripts and printed copies of Liber abbaci, his resources, the meaning of algebra and its content, the method of algebra, and terminology. The second part focuses on Fibonacci as a teacher; this includes what I view as his supposed method for teaching (...) algebra, expansion of the technique of completing the square, a list of algebraic skills, discussion of introductory equations and developmental problems, his reliance upon geometry, and his use of algebra outside chap. 15.3. The Appendix lists exemplary exercises and solved problems with probable sources and translations into symbolic equations for each problem. (shrink)

Building upon Thornton's (1991) work on teachers as “curricular-instructional gatekeepers,” the author explores what guided the curricular decision-making for one novice teacher concerning controversial issues that center on race, social class, and lesbian, gay, bisexual, and transgender (LGBT) issues. Qualitative case study revealed context, student demographics, and teacher positionality as influencing this teacher's choices regarding these themes in her curriculum. Findings indicated that this teacher was willing and able to challenge racist views in her classroom when (...) she was a student teacher and her students more closely mirrored her own race and social class. When she was a full-time teacher of students who were of a different racial and class background, she was unable to similarly challenge their homophobic beliefs. Implications for teacher education are discussed. (shrink)

Of the prominent elements of Mudurnu, a rare settlement that has preserved its historical texture, is undoubtedly the Yıldırım Bayezid Complex. Thanks to the madrasa in this complex, built in 1382, Mudurnu has been a centre of knowledge for centuries. In this process, perhaps hundreds of mudarris served in the madrasa. The most famous of these was Mullah Muslihiddîn Kastalânî, who served in the 1490s, and the last one was Mehmet ZühtüUzmay. The most important source of this study, which aims (...) to focus on Uzmay and his teacher Mehmet Sadık, is the file numbered 1955-0936 belonging to Uzmay in the Registry Archive of the Presidency of Religious Affairs. Although dozens of documents in this file constitute the source of the research, the main data is the ijazatnama which is intended to be published in Arabic and Turkish languages. This study, using literature review and document analysis techniques within the scope of qualitative research, reaches a number of proper names and teacher-student relations that can be considered notable for Mudurnu. There is no information about Mehmet Sadık and Mehmet Zühtü Uzmay in the literature. For this reason, this research has a unique value by filling an important gap in the field. The first of the mudarrises, subject to this study is Mehmet Sadık, who awarded the ijazatnama. The information, he narrated in the ijazatnama indicates that his educational life was shaped around Mudurnu and Bolu. It is understood that Mehmet Sadık benefited from many teachers during his student life. Unlike he mentions as his teachers, he emphasisesSıbgatullah Efendi and states that he received an ijazatnama from him. Sıbgatullah Efendi, who took courses from the scholars of Bolu and Istanbul, was an important figure who was appointed as the mufti of Bolu between 1860 and 1887. It is understood from the information in the literature and some documents in the relevant file that Mehmet Sadık assumed several different duties in Mudurnu after receiving his ijazatnama from his teacher Sıbgatullah Efendi. In this context, the first duty assigned to him was the teaching at Mudurnu Primary School. Subsequently, he became a mudarris. Some documents in Uzmay's file describe Mehmet Sadık as a mudarris. However, his only known position is as the mufti of Mudurnu. Although it is not known when and after whom he was appointed as the mufti of Mudurnu, he held this position until his death in November/December 1914. Mehmet Zühtü Uzmay, a student of Mehmet Sadık, was born in 1882 in the Camiikebir Neighbourhood of Mudurnu to the couple of Abdullah Rasih and Zeliha. After graduating from ibtidâî (primary) and rüşdiye (secondary) schools in Mudurnu, he went to Istanbul and enrolled in the Vefa Madrasa. He returned to Mudurnu after receiving education for a while from Tokatlı Şakir Efendi, one of the Fatih dersiams (public lecturers). Then he gets education for five years from his teacher Mehmet Sadık, who was serving as the mufti of Mudurnu at that time, and he took an ijazatnama on 08 August 1912. Soon after, in 1914, he was appointed as a mudarris at the Mudurnu Yıldırım Bayezid Madrasa and a preacher at the Sultan Süleyman Mosque at the same time. It seems highly probable that Uzman served in the city until the madrasas were closed down in 1924 but he did not undertake any official duties in the following years. In the documents examined, Uzmay, who was stated to have returned to his duty life as a candidate preacher as of 1944, was elected as the Mufti of Mudurnu on 16 July 1946, which was vacated with the death of Ubeydullah Doğulu, and continued in this position until 05 December 1960, when he retired. It is not known how long this Ottoman-era religious official, who was educated in the madrasa during the Ottoman period and served as a preacher and mufti during the Republican period, lived after his retirement and when he passed away. (shrink)

The Covid-19 pandemic has led teachers to an unpredictable scenario where the lockdown situation has accelerated the shift from traditional to online educational methods, and relationships have been altered by the avoidance of direct contact with the others, with implications for their mental health. Physical activity seemed to be a factor that could prevent from mental disorders such as anxiety or depression in this peculiar situation. Therefore, the aims of this study were to explore how teachers have been affected by (...) the lockdown in respect to their mental health and their relationships in three main fields, work, family and social relationships; and to know which is the role of physical activity in the mentioned variables. For that purpose, an online survey was designed to collect quantitative and qualitative data. Results showed that indoor physical activity acts as preventive in lockdown situations, while the level of activity does not affect mental health. Also, teachers have experienced higher levels of depression and distress due to the workload generated during the lockdown. In conclusion, to prevent health problems among teachers in future similar situations it would be important to facilitate the practice of physical activity at home. Furthermore, teacher training in blended or online educational methods would be crucial for their favorable work development. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Professor’s DesireAnca Parvulescu (bio)Roland Barthes. THE NEUTRAL. Trans. Rosalind E. Krauss and Denis Hollier. New York: Columbia UP, 2005. Trans. of Le Neutre. Paris: Seuil, 2002.I add: a reflection on the Neutral, for me: a manner—a free manner—to be looking for my own style of being present to the struggles of my time.—Roland Barthes, The NeutralWhat I am looking for, during the preparation of this course, is an (...) introduction to living, a guide to life (ethical project): I want to live according to nuance.—Roland Barthes, The NeutralLe Neutre reaches us late. Like an echo, it needed time, and it took its time to come. The second of the three courses Roland Barthes gave at the Collège de France between 1977 and 1980, Le Neutre was published in 2002 by Éditions du Seuil, following the editorial work of Thomas Clerc, under the direction of Éric Marty.1 Rosalind E. Krauss and Denis Hollier’s translation as The Neutral brought it to life in English in 2005. After thirty years, Le Neutre comes indeed late, but perhaps its lateness, the time of the echo, is part of its very scene.Barthes did not conceive of Le Neutre as a book. It was a course, to happen as a onetime affair and then be put aside: “We’ll have to hold on to the unsustainable for thirteen weeks: after that, it will fade” [13]; “This course is made to die on the spot” [250]. As such, the course is not only an attempt to do justice to a “subject,” to which, Barthes insists, we should not hold on once the course is over, but also to meditate on the very situation of teaching.2 The course on the neutral offers the occasion to ask, What is it to teach? And teaching, we soon find out, is a matter of desire: the course should have been called The Desire for the Neutral. The teacher follows his desire and, in doing so—Barthes is reminded by a student—inflects and curbs the student’s desire. What is it, then, that one desires when one desires the neutral? The teacher is pressed to offer something by way of definition:I define the Neutral as that which outplays [déjoue] the paradigm, or rather I call Neutral everything that baffles the paradigm. For I am not trying to define a word; I am trying to name a thing: I gather under a name, which here is the Neutral.[6]The neutral is a “thing” (no qualifying adjective) that outplays, baffles, or dodges the “implacable binarism” of language as seen through Saussurian linguistics: in order to [End Page 32]produce meaning, one is in the same breath choosing A and refusing B. The search here is for a ”thing” that might suspend, thwart, or elude the paradigm, what Barthes calls its arrogance. Indeed, what would it mean to escape the necessity of choosing, say—this is Barthes’s first example—between je ris (I laugh) and je lis (I read)?A problem for the teaching theater unfolds: the moment one names the “thing,” one brings it into the paradigm, constructing an opposition between the neutral and arrogance. The scene of teaching performs an aporia: “Neutral = impossible; to speak it is to defeat it but not to speak it is to miss its ‘setting up’ [...] to speak this cacophony, I need a course” [29]. There is an obvious tension between teaching, its demands for clear and transparent meaning-making and inherent institutional arrogance, and the neutral. “Arrogance”: “the taking of too much upon oneself as one’s right; the assertion of unwarrantable claims in respect of one’s own importance; undue assumption of dignity, authority, or knowledge” [OED]. The teacher is inevitably occupying the place of arrogance. Indeed, foregrounding its righteousness and authority, arrogance is standing, a position Barthes associates with a certain kind of fascism. The neutral teacher struggles to dodge the arrogance inherent to the teaching scene. Sitting, he stammers, cacophonizes. One speaks, but one accompanies speaking with a continuous performance of an apology for speaking.3 The teacher does not offer an anchor in... (shrink)