Results for 'Truth Study and teaching'

972 found
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  1.  5
    Conceptualizing truth: implications for teaching and learning.Kevin S. Krahenbuhl - 2022 - Charlotte, NC: Information Age Publishing.
    It has been widely noted that society has moved away from seeing truth as an objective and, in some ways, important part of what it means to be educated. Varied conceptions of truth have existed and have been debated in the halls of academia for years but recently a shift has occurred in which truth has lost its status broadly as a virtue. In fact, in 2016, Oxford Dictionary declared "post-truth" as its international word of the (...)
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  2. Truth, Knowledge and Communication: Thomas Aquinas on the Mystery of Teaching.Vivian Boland - 2006 - Studies in Christian Ethics 19 (3):287-304.
    The context in which Thomas Aquinas reflects on teaching is discussed, as are the texts in which he does so. We learn how he understands teaching from two other considerations, how he went about the task, and the pedagogical concerns that persist through his writing career. The most important source for his convictions about pedagogy is the Bible, and Jesus is ‘the most excellent of teachers’. His account of teaching is ultimately theological, then, in line with his (...)
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  3.  86
    Truth, knowledge and the wild world.Jim Cheney - 2005 - Ethics and the Environment 10 (2):101-135.
    In lieu of an abstract, here is a brief excerpt of the content:Ethics & the Environment 10.2 (2005) 101-135 [Access article in PDF] Truth, Knowledge and the Wild World Jim Cheney One ought not to put too much stock in the word 'philosophy'.... [T]here are alternative ways of intelligently engaging the world. To construe one's thinking in terms of belief is characteristic of a particular kind of world view and it remains to be seen whether those who share an (...)
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  4.  28
    Sojourners of Truth: Five Women’s Stories of Triumph, Tribulation, and Teaching in Academia.Patricia A. Young, Carolina Serna, Esperanza De La Vega, Leslie R. Charlton & Myriam Casimir - 2020 - Educational Studies 56 (5):537-554.
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  5.  10
    Let's talk about truth: a guide for preachers, teachers, and other Catholic leaders in a world of doubt and discord.Ann Garrido - 2020 - Notre Dame, Indiana: Ave Maria Press.
    In Let's Talk about Truth, Ann Garrido shares practical ways that preachers and others charged with moral and spiritual leadership in the Church can stop backing away from the topic and instead help Catholics recover the practice of truth as a way of life to which we are all called.
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  6.  16
    An instinct for truth: curiosity and the moral character of science.Robert T. Pennock - 2019 - Cambridge, Massachusetts: The MIT Press.
    An exploration of the scientific mindset—such character virtues as curiosity, veracity, attentiveness, and humility to evidence—and its importance for science, democracy, and human flourishing. Exemplary scientists have a characteristic way of viewing the world and their work: their mindset and methods all aim at discovering truths about nature. In An Instinct for Truth, Robert Pennock explores this scientific mindset and argues that what Charles Darwin called “an instinct for truth, knowledge, and discovery” has a tacit moral structure—that it (...)
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  7. Truth, omniscience, and the knower.Patrick Grim - 1988 - Philosophical Studies 54 (1):9 - 41.
    Let us sum up. The paradox of the Knower poses a direct and formal challenge to the coherence of common notions of knowledge and truth. We've considered a number of ways one might try to meet that challenge: propositional views of truth and knowledge, redundancy or operator views, and appeal to hierarchy of various sorts. Mere appeal to propositions or operators, however, seems to be inadequate to the task of the Knower, at least if unsupplemented by an auxiliary (...)
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  8.  68
    Foucault's genealogy and teaching multiculturalism as a subversive activity.Y. Kazmi - 1997 - Studies in Philosophy and Education 16 (3):331-345.
    It is being argued, in this article, that multicultural education is subversive because it challenges the assumed inevitability and superiority of the dominant culture by presenting alterna-tives to it. For multicultural education to be subversive, however, culture has to be understood as an order of things mapped across truth and power axis à la Foucault. These order of things are sup-pressed by the dominant culture in order to maintain its hegemony. It is being further argued that with the help (...)
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  9.  79
    Teaching and Truthfulness.David E. Cooper - 2008 - Studies in Philosophy and Education 27 (2):79-87.
    Some tendencies in modern education—the stress on ‘performativity’, for instance, and ‘celebration of difference’—threaten the value traditionally placed on truthful teaching. In this paper, truthfulness is mainly understood, following Bernard Williams, as a disposition to ‘Accuracy’ and ‘Sincerity’—hence as a virtue. It is to be distinguished from truth, and current debates about the nature of truth are not relevant to the issue of the value of truthfulness. This issue devolves into the question of whether truthfulness is a (...)
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  10.  12
    Teaching and Philosophy: Three Reunions.Samantha Ha-DiMuzio, Ksenia Filatov & Chris Higgins - forthcoming - Studies in Philosophy and Education:1-20.
    What is the relation of philosophy and teaching? Do we start from philosophy and then work to close the gap through a process of application? Do we start from teaching, and work to create a space for philosophical reflection? Is it enough to include philosophical texts and activities in teacher education? Or perhaps we need to include teachers from the start as collaborators in the production of philosophical work. Of, in, for, with: it seems that every preposition has (...)
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  11.  20
    The Courage of the Truth (the Government of Self and Others Ii): Lectures at the Collège de France, 1983-1984.Michel Foucault - 2011 - Palgrave-Macmillan. Edited by Michel Foucault.
    The Courage of the Truth is the last course that Michel Foucault delivered at the College de France before his death in 1984. In this course, he continues the theme of the previous year's lectures in exploring the notion of "truth-telling" in politics to establish a number of ethically irreducible conditionsbased on courage and conviction.
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  12.  91
    Irony, Deception, and Subjective Truth: Principles for Existential Teaching.Herner Saeverot - 2013 - Studies in Philosophy and Education 32 (5):503-513.
    This paper takes the position that the aim of existential teaching, i.e., teaching where existential questions are addressed, consists in educating the students in light of subjective truth, where the students are ‘educated’ to exist on their own, i.e., independent of the teacher. The question is whether it is possible to educate in light of existence. It is, in fact impossible, as existence is a subjective matter, meaning that it must be determined individually. In this way the (...)
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  13.  94
    Teaching & learning guide for: What is at stake in the cartesian debates on the eternal truths?Patricia Easton - 2009 - Philosophy Compass 4 (5):880-884.
    Any study of the 'Scientific Revolution' and particularly Descartes' role in the debates surrounding the conception of nature (atoms and the void v. plenum theory, the role of mathematics and experiment in natural knowledge, the status and derivation of the laws of nature, the eternality and necessity of eternal truths, etc.) should be placed in the philosophical, scientific, theological, and sociological context of its time. Seventeenth-century debates concerning the nature of the eternal truths such as '2 + 2 = (...)
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  14.  23
    Society and the Classroom: Teaching Truths and Bridging Diversity in a Discordant Era.Cheli M. Thomas - forthcoming - Educational Studies:1-12.
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  15.  16
    Reading and Curricula for Teaching Arabic to non-Native Speakers.Eassa Abrahem & Khaoula Ez-Zalzouli - 2024 - Fırat Üniversitesi İlahiyat Fakültesi Dergisi 29 (1):85-94.
    The article aims to shed light on teaching the Arabic language in non¬-Arab countries, especially since the Arabic language it is the main gateway to learning the Qur’an and its sciences, the current reading also aspires of the Arabic language and the reality if its teaching methods to non Arabic speakers, and the obstacles the prevent the educational process from being achieved. The article also shows the role of reading in teaching the Arabic language to non-native speakers, (...)
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  16.  51
    Accuracy, Sincerity and Capabilities in the Practice of Teaching.Shirley Pendlebury - 2008 - Studies in Philosophy and Education 27 (2):173-183.
    This paper examines the relative strengths of two conceptions of teaching. The thinner conception, which underpins a report of the Ministerial Committee on Teacher Education in South Africa, takes the definitive purpose of teaching as the organization of systematic learning. The thicker conception draws on work by Martha Nussbaum and Bernard Williams and comes from my ongoing thinking about the conditions for trustworthy practice. I propose that educative teaching is a practice whose definitive purpose is to enable (...)
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  17.  20
    Does teaching medical ethics ensure good knowledge, attitude, and reported practice? An ethical vignette-based cross-sectional survey among doctors in a tertiary teaching hospital in Nepal.Suchita Joshi, Sajan Acharya, Shuvechchha Karki, Jasmin Joshi, Ashma Shrestha & Carmina Shrestha - 2021 - BMC Medical Ethics 22 (1):1-16.
    BackgroundImportance of awareness of medical ethics and its integration into medical curriculum has been frequently highlighted. Study 1 aimed to assess the knowledge, attitude, and reported practices of medical ethics among clinicians at Patan Academy of Health Sciences, a tertiary care teaching hospital in Nepal. Study 2 was conducted to assess whether there was a difference in knowledge, attitude, and reported practices of medical ethics among doctors who received formal medical ethics education during undergraduate studies and those (...)
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  18.  9
    Legacy of Truth: Providing an Education of Wonder and Delight for the Next Generation of Leaders.George Grant - 2000 - Highland Books.
    Legacy of Truth is an introduction to parent-directed classical education. The next new thing in education, it is the latest rage at academic conferences, curriculum fairs, and professional conventions. In reality, though, it is anything but new. It is simply the age-old foundation upon which the Western academic tradition has been built, an approach that prepared students for a joyous lifetime journey of learning.Classical education is a conscious return to the academic disciplines and methodologies that emphasize the basic thinking (...)
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  19.  10
    The truth of this life: Zen teachings on loving the world as it is.Katherine Thanas - 2018 - Boulder: Shambhala.
    Accessible and elegant teachings from a well-loved and revered woman Zen teacher. “The truth and joy of this life is that we cannot change things as they are.” The import of those words can be found beautifully expressed in the work of the woman who spoke them, Katherine Thanas (1927–2012)—in her art, in her writing, and especially in her Zen teaching. Fearlessly direct and endlessly curious, Katherine’s understanding of Zen was inseparable from her affinity for the arts. She (...)
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  20.  17
    The study of Islamic teachings in education: With an emphasis on behavioural gentleness.Harikumar Pallathadka, Sulieman Ibraheem Shelash Al-Hawary, Iskandar Muda, Susilo H. Surahman, Ammar Abdel Amir Al-Salami & Zarina Nasimova - 2023 - HTS Theological Studies 79 (1):7.
    The human being is the most wonderful creation of God and the highest sign of his infinite power. Humanity is capable of achieving all divine perfections. God created them to reach the position of God’s closeness and God’s successor on Earth, and this path will not be realised except by the correct education. A human is a divine being who has settled in this earthly world, and correct education is the only way to achieve that sacred truth. Divine prophets (...)
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  21.  49
    Truth and democratic education.Rodger Beehler - 1993 - Studies in Philosophy and Education 12 (2):223-228.
    The connection of education to democracy is an issue of central importance to communities committed to liberty and justice. In her influential book Democratic Education Amy Gutmann addresses this connection. In doing so she takes up a position regarding democracies and the teaching of truth which is indefensible, and which removes any ban on manipulating citizens. Also indefensible is Gutmann's position concerning publicly-funded community colleges and universities. These she deems “nonselective” institutions; a mistake that obscures the unequal distribution (...)
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  22.  25
    History in a post-truth world: theory and praxis.Marius Gudonis & Benjamin T. Jones (eds.) - 2021 - New York: Routledge.
    History in a Post-Truth World: Theory and Praxis explores one of the most significant paradigm shifts in public discourse. A post-truth environment that primarily appeals to emotion, elevates personal belief and devalues expert opinion has important implications far beyond Brexit or the election of Donald Trump, and has a profound impact on how history is produced and consumed. Post-truth history is not merely a synonym for lies. This book argues that indifference to historicity by both the purveyor (...)
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  23.  33
    The government of self and others.Michel Foucault - 2010 - New York: St Martin's Press.
    An exciting and highly original examination of the practices of truth-telling and speaking out freely (parr?sia) in ancient Greek tragedy and philosophy. Foucault discusses the difficult and changing practices of truth-telling in ancient democracies and tyrannies and offers a new perspective on the specific relationship of philosophy to politics.
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  24.  19
    Teaching intercultural competence: Dialogue, cognition and position in Luke 10:25-37.Erastus Sabdono, Erni M. C. Efruan, Morris P. Takaliuang, Leryani M. M. Manuain & Zummy A. Dami - 2021 - HTS Theological Studies 77 (4):1-8.
    This research aimed to know the intercultural competency teaching model of Jesus using a parable technique based on Luke 10:25-37 to improve intercultural competence. The authors used a method of diacognitive analysis with three lenses that include dialogue, cognition and position. The results of the study have shown that the application of the parable technique can improve the competence of intercultural students towards people with different cultures, as well as increase the understanding and awareness that love is the (...)
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  25. Teaching and learning guide for: Recent work on propositions.Peter Hanks - 2009 - Philosophy Compass 4 (5):889-892.
    Some of the most interesting recent work in philosophy of language and metaphysics is focused on questions about propositions, the abstract, truth-bearing contents of sentences and beliefs. The aim of this guide is to give instructors and students a road map for some significant work on propositions since the mid-1990s. This work falls roughly into two areas: challenges to the existence of propositions and theories about the nature and structure of propositions. The former includes both a widely discussed puzzle (...)
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  26.  14
    The Tagore-Gandhi Debate on Matters of Truth and Untruth.Bindu Puri - 2014 - New Delhi: Imprint: Springer.
    This volume discusses the development of the dialogue between Tagore (1861-1941) and Gandhi (1869-1948) during 1915 and 1941, about many things of personal, national, and international significance---satyagraha, non-cooperation, the boycott and burning of foreign cloth, the efficacy of fasting as a means of resistance and Gandhi's mantra connecting "swaraj" and "charkha". The author, Bindu Puri, argues that the debate was about more fundamental issues, such as the nature of truth and swaraj/freedom and the possibilities of untruth that Tagore saw (...)
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  27.  47
    Lacuna in sankara studies: A thousand teachings (upadeśas hasri).Donald R. Tuck - 1996 - Asian Philosophy 6 (3):219 – 231.
    Abstract In an important text, A Thousand Teachings, sometimes overlooked by scholars, Sankara expounds non?dualist religion. This article analyses Sankara's thought for its theoretical and practical perspectives. First, the discussion views non?duality from the viewpoint of ignorance. This pluralistic/dualistic perspective obscures the unenlightened seeker's vision of the Ultimate Truth. Secondly, the study examines Sankara's introduction of a transitional idea, Unevolved Name?and?Form (avy?krte n?mar?pe). Such an idea assists the seeker's intellectual progress from the state of ignorance to a rational (...)
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  28.  36
    Teaching with Stories: Ecology, Haraway, and Pedagogical Practice.Heather Greenhalgh-Spencer - 2018 - Studies in Philosophy and Education 38 (1):43-56.
    Haraway foregrounds many stories that we, in a late capitalist era, tell ourselves in order to justify, or not even notice, actions that are harmful to all living things. While I am mindful of Haraway’s excellent attention to the ways that ‘stories tell stories, thoughts think thoughts, and knots knot knots,’ I argue that we must take great care when we, as educators, blur the lines between facts and fiction; reality and art. When everything becomes a story—with some stories simply (...)
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  29.  7
    Making Communism Hermeneutical: Reading Vattimo and Zabala.Owen Glyn-Williams & Silvia Mazzini (eds.) - 2017 - Cham: Imprint: Springer.
    This book aims to provide fresh perspectives on Vattimo and Zabala's groundbreaking foundational text, Hermeneutic Communism, from 2011. The contributors to this collection of essays explore various facets of Vattimo and Zabala's "anarchic hermeneutics" and "weak communism" in order to investigate the concepts resulting from them, such as "framed democracies," "armed capitalism" and "conservative impositions." Vattimo and Zabala's text is one of the most innovative contributions to the current debate on Communism, in which authors such as Badiou, Negri, and Rancière (...)
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  30.  1
    Media Literacy and Moral Education: A Philosophical Inquiry Into Ideological Teaching Through Religious and Ethical Perspectives.Yun Liang, Tao Yang & Shaobo Liang - 2025 - European Journal for Philosophy of Religion 17 (2):376-388.
    In an era dominated by digital media, the teaching of ideological and political education is increasingly influenced by the dynamics of media literacy, raising profound philosophical and ethical questions about truth, morality, and the role of education in shaping values. This study explores the necessity of enhancing the pedagogical competencies of ideological and political educators in the context of new media, examining both the opportunities and challenges posed by digital communication to the moral and spiritual dimensions of (...)
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  31.  8
    Seekers of the naked truth: collected writings on the Gymnosophists and related Shramana religions.Paul LeValley (ed.) - 2018 - Delhi, India: Motilal Banarsidass Publishers Private.
    Why would I spend a good portion of my time over the last 35 years gathering information on the Gymnosophists? The story begins even earlier. As an undergraduate student in the Flint College of the University of Michigan, I pursued an English major with a strong history minor-always looking for something between the two, and rarely finding it. Then in my practice teaching, I happened into one of the early experimental high school courses in Interdisciplinary Humanities. With the exciting (...)
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  32.  50
    Religious Pluralism and Christian Truth.Joseph Stephen O'Leary & Terry C. Muck - 1999 - Buddhist-Christian Studies 19 (1):239-241.
    In lieu of an abstract, here is a brief excerpt of the content:Religious Pluralism and Christian TruthJoseph S. O’Leary has been named recipient of the 1998 Frederick J. Streng Book Award for his 1996 volume, Religious Pluralism and Christian Truth. Dr. O’Leary was born in Cork, Ireland, in 1949. He studied literature, theology, and philosophy in Maynooth, Rome, and Paris. After teaching briefly in the United States (University of Notre Dame and Duquesne University), he moved to Japan in (...)
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  33.  7
    Practicing pragmatism through progressive pedagogies: a philosophical lens for grounding classroom teaching and research.Susan Jean Mayer - 2023 - New York, NY: Routledge.
    This book contributes to the contemporary revival of pragmatism as a practical and ultimately, as Mayer argues, necessary philosophical stance within democratic schools. Given that pragmatism addresses the question of how people can move forward in the absence of transcendent Truth, the author shows how pragmatism also-and not incidentally-provides grounds for pluralistic democratic societies to move forward in the absence of shared belief systems. Weaving together philosophical analysis and classroom discourse research, Mayer explores the relationships among pragmatism, progressive educational (...)
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  34.  8
    Exploring Spiritual and Existential Themes in the Works of Virginia Woolf and Laozi: A Comparative Philosophical Study.Yanyang Zhu - 2024 - European Journal for Philosophy of Religion 16 (1):390-411.
    This paper explores the concept of "modern fiction" as articulated by Virginia Woolf in her essay "Modern Fiction" and juxtaposes it with the philosophical insights of Laozi, thus creating a dialogue between Western modernist literature and Eastern philosophical thought. The study begins by constructing a definition of "modern fiction" that encapsulates themes of historical consciousness, the fluidity of psychological experiences, and the subjective perception of reality. These themes resonate with the spiritual and existential questions addressed in both Woolf's literary (...)
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  35.  10
    Leadership, ethics and schooling for social justice.Richard Niesche - 2016 - New York, NY: Routledge, is an imprint of the Taylor & Francis Group, an Informa business. Edited by Amanda Keddie.
    Introduction -- Contexts of educational leadership and social justice -- Theoretical tools -- Ridgeway State High School : Articulating a telos of social justice -- Advocacy, truth telling and counter conduct as practices of socially just leadership -- The Clementine-led alliance : Articulating a telos of social justice -- Advocacy, truth-telling and counter-conduct as practices of socially just leadership -- Conclusion : Leadership, ethics and schooling for social justice.
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  36.  8
    The philosophical teaching of Leonid Gabrilovich in the context of the logical and epistemological direction in the history of Russian thought of the 20th century.А. В Шевцов - 2024 - Philosophy Journal 17 (2):168-183.
    The article discusses the formation of the philosophical concept of Leonid Evgenievich Gabrilovich (1878–1953), a Russian thinker of the first half of the 20th century. In the Rus­sian period of creativity, i.e. until 1918, as it is shown in the article, in his philosophi­cal development Gabrilovich experienced the influence of such fundamental theories as the philosophy of normative, immanent philosophy of W. Schuppe and phenomenology of E. Husserl. The article studies the following articles by L.E. Gabrilovich of the first, “Russian” (...)
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  37.  62
    Teaching Applied Ethics Effectively.Mike McNulty - 1998 - Teaching Philosophy 21 (4):361-371.
    While the subject matter and conclusions of scholarly meta-ethical debate are of great import, it is quite difficult to convey this material to students in applied ethics courses where the principal teaching goals are an introduction to pressing moral dilemmas and to the critical thinking skills needed to approach them. After a brief discussion of common obstacles to teaching applied ethics, this paper presents two strategies for teaching applied ethics which remain faithful to the complexities of meta-ethical (...)
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  38.  17
    The Truth shall make you Freire.Robert Canter - 1995 - Philosophy and Literature 19 (2):336-349.
    In lieu of an abstract, here is a brief excerpt of the content:The Truth Shall Make You FreireRobert CanterTeaching Contemporary Theory to Undergraduates, edited by Dianne F. Sadoff and William E. Cain; 271 pp. New York: Modern Language Association of America, 1994; $19.75, paper.IThe newest title in the MLA’s Options for Teaching series, this publication is well-timed. Concerns about “classroom advocacy” and “politicized teaching” have recycled into near-critical mass, even in the mass media. The book is well-arranged, (...)
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  39.  30
    Science Denial, Cognitive Command, and the Theory-Ladenness of Observation: A Postscript for a Time of ‘Post-Truth’.Crispin Wright - 2024 - International Journal of Philosophical Studies 32 (1):198-210.
    One worrying aspect of contemporary Western Society is the increasing prevalence of instances of ‘Science Denial’ in popular culture. Examples include both cases where well-attested scientific hypotheses are rejected and conversely, where scientifically discredited ideas are stubbornly retained. The paper raises the question whether the kind of argument for an anti-realist conception of empirical scientific theory considered in my contribution to the inaugural issue of this journal could in principle provide intellectual succour for these trends. The discussion proceeds through an (...)
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  40.  51
    Pretending to Be Buddhist and Christian: Thich Nhat Hanh and the Two Truths of Religious Identity.Jeffrey Carlson - 2000 - Buddhist-Christian Studies 20 (1):115-125.
    In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 20 (2000) 115-125 [Access article in PDF] Pretending to Be Buddhist and Christian: Thich Nhat Hanh and the Two Truths of Religious Identity Jeffrey CarlsonDePaul University Nagarjuna replies: "The teaching by the Buddhas of the dharma has recourse to two truths: / The world-ensconced truth and the truth which is the highest sense. / Those who do not know the distribution (vibhagam) of the (...)
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  41.  12
    Moral Absolutes: Tradition, Revision, and Truth by John Finnis.Robert P. George - 1994 - The Thomist 58 (2):348-353.
    In lieu of an abstract, here is a brief excerpt of the content:348 BOOK REVIEWS to God's commandments is "the way and condition of salvation" (VS # 12). Now obedience to the commandments entails, in addition to a good motivation or a willingness to strive, the conformity of an action's object to the specifying content of the commandment. What is the significance of a commandment to honor one's father and mother, if it does not specify actions? The commandments of God (...)
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  42.  30
    Zen and San-Lun Mādhyamika Thought: Exploring the Theoretical Foundation of Zen Teachings and Practices: HSUEH-LI CHENG.Hsueh-Li Cheng - 1979 - Religious Studies 15 (3):343-363.
    Zen Buddhism often appears to be ‘anti-intellectual’, ‘illogical’ and ‘trivial’. These apparent aspects of Zen have puzzled many students of Buddhism. Why is Zen so ‘irrational’? By what Buddhist doctrines, tenets or philosophies did Zen masters develop their unconventional and dramatic teachings and practices? The aim of this paper is to show that main San-lun Mādhyamika doctrines, such as Emptiness, the Middle Way, the Twofold Truth and the refutation of erroneous views as the illumination of right views, have been (...)
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  43.  35
    (1 other version)Structure, Innovation, and Diremptive Temporality: The Use of Models to Study Continuity and Discontinuity in Kabbalistic Tradition.Elliot R. Wolfson - 2007 - Journal for the Study of Religions and Ideologies 6 (18):143-167.
    This study consists of two parts. The first is an examination of the hermeneutical presuppositions underlying the theory of models that Moshe Idel has applied to the study of Jewish mysticism. Idel has opted for a typological approach based on multiple explanatory models, a methodology that purportedly proffers a polychromatic as opposed to a monochromatic orientation associated with Scholem and the so-called school based on his teachings. The three major models delineated by Idel are the theosophical-theurgical, the ecstatic, (...)
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  44. Reimagining the Study and Teaching of Philosophy for Our Time.Joseph Kaipayil - 2019 - In Kuruvilla Pandikattu (ed.), With Gratitude and Trust: Serving the Church and Nation. Pune: Papal Seminary. pp. 125-36.
    The importance and relevance of philosophy has come to be recognized more today than ever before in recent history. In many colleges and universities philosophy is now an essential component of interdisciplinary studies. The public interest in philosophy is increasing. UNESCO’s initiatives to promote philosophy are laudable. All these call for reimagining the study and teaching of philosophy for our contemporary time − a task worthwhile for philosophy studies in ecclesiastical institutes as well.
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  45.  13
    Paul Woodford, Music Education in an Age of Virtuality and Post-Truth (New York: Routledge, 2018).Panagiotis A. Kanellopoulos - 2020 - Philosophy of Music Education Review 28 (1):108-115.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Music Education in an Age of Virtuality and Post-Truth by Paul WoodfordPanagiotis A. KanellopoulosPaul Woodford, Music Education in an Age of Virtuality and Post-Truth (New York, Routledge, 2018)This book is provocative. And challenging. It is written with passion, aiming to induce controversy. And with good reason. For we live in times when populism professes an illusionary sense of community, invoking a seemingly 'anti-systemic' but highly hypocritical, (...)
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    Teaching & Learning Guide for: Full Disclosure of the ‘Raw Data’ of Research on Humans: Citizens’ Rights, Product Manufacturers’ Obligations and the Quality of the Scientific Database.Dennis J. Mazur - 2011 - Philosophy Compass 6 (2):152-157.
    This guide accompanies the following article(s): ‘Full Disclosure of the “Raw Data” of Research on Humans: Citizens’ Rights, Product Manufacturer’s Obligations and the Quality of the Scientific Database.’Philosophy Compass 6/2 (2011): 90–99. doi: 10.1111/j.1747‐9991.2010.00376.x Author’s Introduction Securing consent (and informed consent) from patients and research study participants is a key concern in patient care and research on humans. Yet, the legal doctrines of consent and informed consent differ in their applications. In patient care, the judicial doctrines of consent and (...)
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    Respectful LGBT Conversations: Seeking Truth, Giving Love, and Modeling Christian Unity.Harold Heie - 2018 - Eugene, Oregon: Cascade. Edited by George M. Marsden.
    Voices from the gay community -- Biblical understandings -- Findings from the sciences -- Constitutional framework for public policy -- Same-sex marriage : pluralism -- Anti-Discrimination laws -- Voices from younger Christians -- Churches and the LGBT community -- Case study conversations about LGBT people and issues -- Conclusion: a possible way forward.
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  48.  8
    Anselm Studies: An Occasional Journal, Vol. 2, ed. by Joseph Schnaubelt, OSA.I. V. Rev W. Larch Fidler - 1990 - The Thomist 54 (1):184-186.
    In lieu of an abstract, here is a brief excerpt of the content:184 BOOK REVIEWS knower, one may avoid undercutting the position that the cognitive powers are passive, without failing to do justice to the fact that aware· ness and discrimination are activities of the knower {pp. 71-72; 148· 49, n. 6). Second, Kai holds that the individual human being cannot really he said to have intuitive mind in himself: "Man has mind; hut only to a certain degree and without (...)
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    Good Science, Bad Science, Pseudoscience, and Just Plain Bunk: How to Tell the Difference.Peter Daempfle - 2012 - Lanham: Rowman & Littlefield Publishers.
    Good Science, Bad Science, Pseudoscience, and Just Plain Bunk teaches readers to think like scientists—to critically evaluate the truth of scientific claims. Filled with provocative real-life examples, from the effects of Bisphenol-A to examining some of the alleged causes of cancer, the book helps readers build their tools of scientific literacy.
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  50.  15
    On teaching Christian history in the postmodern world.Philippe Denis - 2019 - HTS Theological Studies 75 (1):7.
    Is there truth in history? Historians are commonly expected to produce ‘facts’ and to be ‘objective’. If they teach the history of Christianity, their audience sees in them the depositors of the ‘truth’ on the history of church. Showing the contradictions of the church’s discourse in the past and highlighting the essentially transient nature of church doctrine are perceived as a threat. Yet, our knowledge of the Christian past is provisional and limited. It depends on the quality of (...)
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