This book is one of the first wide-ranging academic surveys of the major types and categories of Hindu contemplative praxis. It explores diverse spiritual and religious practices within the Hindu traditions and Indic hermeneutical perspectives to understand the intricate culture of meditative communion and contemplation, devotion, spiritual formation, prayer, ritual, and worship. The volume extends and expands the conceptual reach of the fields of Contemplative Studies and Hindu Studies. The chapters in the volume cover themes in Hindu contemplative experience (...) from various texts and traditions including classical Sāṃkhya and Patañjali Yoga, the Bhāgavata Purāṇa, the role of Sādhana in Advaita Vedānta, Śrīvidyā and the Śrīcakra, the body in Tantra, the semiotics and illocution of Gauḍīya Vaiṣṇava sādhana, mantra in Mīmāṃsā, Vaiṣṇava liturgy, as well as cross-cultural reflections and interreligious comparative contemplative praxis. The volume presents indigenous vocabulary and frameworks to examine categories and concerns particular to the Hindu contemplative traditions. It traces patterns that cut across Hindu traditions and systems and discusses contrasting methods of different theological/philosophical schools evincing a strong plurality in Hindu religious thought and practice. The volume provides intra-religious comparisons that reveal internal complexity, nuances, and a variety of contemplative states and transformative practices that exist under the rubric of Hindu practices of interiority and reflection. With key insights on forms and functions of the contemplative experience along with their theologies and philosophies, the volume suggests new hermeneutical directions that will advance the field of contemplative studies. This book will be useful to scholars and researchers of religious and theological studies, contemplative studies, Hindu studies, consciousness studies, yoga studies, Indian philosophy and religion, sociology of religion, philosophy of religion, comparative religion, and South Asian studies, as well as general readers interested in the topic. (shrink)

This is the first volume to explore the philosophy of worship. It considers the metaphysical, ethical, and psychological issues associated with worship, among them: What, if anything, is the point of worship? What, if anything, makes a being worthy of worship? Can worship hold value for atheists? What, if anything, might be wrong with idolatory?

In this article, the subject of Jesus and the Gospel is discussed according to the Qurʾān. This study focuses on the position of Jesus and the nature of the Gospel from the perspective of the Qurʾān about the perception of Jesus and the Gospel in the Christian belief. The issue of Jesus and the Gospel has been the subject of different understandings and discussions between Muslims and Christians from the first periods of Islamic history until today. There are serious confusions (...) around them both within the Christian world and Islamic world. Even if there are common points between the information contained in the New Testament and in the Qurʾān on these issues, this information does not agree with each other. While Jesus and the Gospel described in the Qurʾān are not independent and not detached from the historical process of divine revelation; Jesus, which was placed in a superior position in Christianity, and the Gospels written by different writers on different dates after Jesus, do not integrate with this historical process. As for the Islamic world, it can be said that the perception of Jesus and the Gospel is not directly shaped by the Qurʾān, but rather by narratives and common beliefs. In this article where concept analyses are intense, the Qurʾān, the Bible, TDV (Türkiye Religious Foundation) Encyclopaedia of Islam, dictionaries, commentary resources and studies on Jesus and the Bible were mainly referred to. According to the Qurʾān, all the messengers called rasūl and nabī are human prophets chosen by Allah and none of them are angel or superhuman. Allah is the only God and there is no god but Him. According to the Qurʾān, it is not possible for God to adopt a wife or son. Allah is not the third of the three that finds its expression in the Christian belief in the form of the trinity: The Father, the Son and the Holy Spirit (Rūḥ al-Quds). According to the Qurʾān, every understanding that deifies Jesus and carries him to a position above human is a deviation from the right path. The deification of Jesus, who was born of Mary without a father, has been a belief formed over time. It is stated in the Qurʾān that Jesus is a messenger of Allah and a word He informed Mary, like the other prophets. What is meant by the word of God is that Allah heralds Mary with a child whose name is Christ, Jesus and the son of Mary. While it is said in the Qurʾān that Jesus is the word of God, it is not meant that the word is embodied and transformed into Jesus; however, it is meant that Jesus was created and brought to life with a word that came from Allah. The fact that Jesus is the word of God can also mean that he will speak to people in the name of Allah when he is in the cradle and then with the words that were revealed to him, and he will notify the way of the Lord in his message. As his birth is a miracle, his talking to people while in the cradle is also a miracle. Allah put His words in the mouth of Jesus like as He put them in the mouth of Prophet Muḥammad, and He also revealed the Gospel to Jesus. Thus, the words of God and the messenger who speak in the name of Allah became synonymous. Because when he speaks in the name of Allah, the words coming out of his mouth are not the words of Jesus himself, but the words of God. All prophets, including Jesus, are a single ummah sent on Islam. The essence of the books they brought from Allah is one. Although there are some differences in details arising from history, culture and social conditions, there is no difference between them in terms of the basic principles, norms and decrees brought from Allah in matters of faith, worship, morality and law, and especially the principle of unification. According to the Qurʾān, the Bible is the name of the divine book that Allah sent down to Jesus who was held responsible for His message, and that confirms the previous books. Contrary to the common belief among Muslims, the Qurʾān does not abolish the Gospel sent down to Jesus, but endorses it. In fact, all the books that God sent through the prophets confirm each other in terms of their essence, as well as the basic principles and provisions they contain. Allah taught Jesus the book, the wisdom, the Torah and the Bible, and sent him to confirm the Torah. He also sent down the Qurʾān to Prophet Muḥammad as confirming the Torah and the Bible. The purpose of these books sent down by Allah is to provide guidance and light to humanity. It is emphasized in the Qurʾān that all the prophets are actually one ummah, and that God who sent them is the true Lord of the people and that worship should be done only to Him. The verse in the Qurʾān "The only religion in the sight of Allah is Islam" should be understood in this context. In this respect, the common understanding among the scholars who study in the Islamic tradition that Qurʾān abrogated the divine books sent to humanity before, which is incompatible with the Qurʾān and turned into a common belief, should be reviewed and evaluated. (shrink)

Comparative Religious Law provides for the first time a study of the regulatory instruments of Jewish, Christian and Muslim religious organisations in Britain in light of their historical religious laws. Norman Doe questions assumptions about the pervasiveness, character and scope of religious laws, from the view that they are not or should not be recognised by civil law, to the idea that there may be a fundamental incompatibility between religious and civil law. It proposes that religious laws pervade society, (...) are recognised by civil law, have both a religious and temporal character, and regulate wide areas of believers' lives. Subjects include sources of law, faith leaders, governance, worship and education, rites of passage, divorce and children, and religion-State relations. A Charter of 'the principles of religious law' common to all three Abrahamic faiths is proposed, to stimulate greater mutual understanding between religion and society and between the three faiths themselves. (shrink)

Both the Scriptures and the traditions of the Christian faith can be seen to promote animal welfare and, paradoxically, also to promote the idea of nonhuman animals existing only for human use. The result is that Christians can have mixed attitudes toward animals, and comparatively few Christians actively work toward improving animal welfare. It is possible that the behavior and activities of individual Christians reflect those values most strongly and frequently expressed in Christian liturgy and worship, which may be (...) more limited than what is present in Scripture or the wider tradition. The psychological theory of reasoned action/planned behavior provides a model that can help explain how these values are translated into action. This article will report on the findings of a pilot study that explored the relationship between the style and content of Christian worship and behavior in related ethical areas and will focus on those results relating specifically to animal welfare. Statistically significant correlations were found between the inclusion of animal welfare in church worship, private prayer, and related charitable giving. Participation in certain types of worship was predictive, either positively or negatively, for giving to animal welfare charities. Based on these results, this article explores the possible reasons why liturgy can have a strong influence in forming attitudes and shaping behavior and why some liturgical styles may be more influential than others. (shrink)

The Datuk Gong worship in Malaysia is a fusion of Malay keramat and Chinese Tudi Shen, hence easy to be labelled 'syncretism'. Nevertheless, the rich dynamism of syncretism as a process in Datuk Gong worship is still underexplored. Through the combination of historical documentary method and anthropological multi-sited field work, this article examines the three stages in the syncretic process of Datuk Gong worship: syncretic amity, syncretic encompassment and synthesis, as well as diverse strategies Chinese devotees adopted (...) in each stage. Compared with other worship of non-Chinese deities in Southeast Asia, the peculiarity of Datuk Gong worship in West Malaysia is that it has reached a high level of synthesis, hence its own independence. CONTRIBUTION: Through the examination of Datuk Gong worship in Malaysia, a syncretism of Chinese Religion, local animism and Islam, the study provides a rare and excellent example to mirror the rich dynamism of syncretism as a process in Southeast Asia, a meeting point of different civilisations. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Wildman's Effing Theodicy:The Problem of Suffering, the Ground of Being, and the Worship of SuchnessDemian Wheeler (bio)I. Confronting Suffering: Fictional Gods, Monstrous Evils, and Ghostly WhisperersWesley J. Wildman—"the comparing inquirer,"1 "the man who receives too many emails,"2 "the most original, audacious, creative, encyclopedic, and integrative thinker working within and across the fields of philosophy, ethics, theology, and the scientific study of religion in our time"3—is now a novelist! (...) His recently published first novel, The Winding Way Home, is an astounding and achingly beautiful story about a family searching for healing in the face of unspeakable tragedy and crushing grief. Our protagonist is Jesse, a strangely familiar philosopher, polymath, and professor, whose six-year-old daughter, Becca, is abducted from her bedroom in the middle of the night. Needless to say, Becca's disappearance totally shatters the lives of Jesse, his beloved partner Alexandra, and their two boys, Matt and Josh.On the verge of a complete mental breakdown, and desperate to manage the anxiety, uncertainty, terror, and encroaching despair, Jesse begins to engage in a severe form of meditation, deliberately dwelling on images of what Becca might be enduring, however gruesome and devastating. He pictures her dead in the woods, sold to the highest bidder, imprisoned in an attic, abused physically and sexually, buried alive in a crate desperately praying to be rescued, treating each possible future "as a shard-like perspective on a fear-inducing, darkly humming [End Page 20] crystalline monstrosity." For Jesse, this visualization practice is an act of solidarity, not masochism, a way to love his precious little girl as she really is, no matter what she went through or is still going through. Anything less feels like a betrayal, like a "spineless retreat from the reality of Becca's life." Facing the brutal truth about Becca also becomes an integral part of his piety, his worship. As the saga unfolds, Jesse embarks on a weird but wild spiritual quest, a quest to see and surrender to the world in all its wonder and ambiguity, grace and threat, the world that gave him the greatest gift imaginable, Becca, a "beautiful, perfect little being," only to take her away and hand her over to a fate worse than death.4Later in the story, Jesse and Alexandra become foster parents to an abduction survivor named Maddy. Their worst nightmares about what probably happened to Becca actually did happen to Maddy. Stolen from her family at a young age and chained up in a cold, lonely basement, Maddy was subjected to years of torture, malnourishment, deprivation, disease, and rape, forced to bear the children of her captors. Shortly after Maddy and her kids move in, Jesse schedules a meeting with Father Jimmy, "his favorite delusional priest." Jesse admires and appreciates Father Jimmy's intelligence, lovingkindness, and nonjudgmental nature. But he is not bashful about challenging his "supernatural mumbo-jumbo."5 On this particular occasion, they gather to talk about the theological implications of Maddy's horrific life and whatever unthinkable horrors befell Becca. The conversation gets quite heated. Growing increasingly irate, Jesse asks Father Jimmy if he prays for Maddy, Becca, and other missing children and trusts in a God who permits their dreadful circumstances and could do something to ameliorate them. Father Jimmy nods in the affirmative and gently asks a question of his own: "Why would you be angry at a God you don't believe in?" Jesse thunders back:I'm not angry at your fictional God! … I'm angry at you. You worship and pray to a being who allowed Becca and Maddy to be raped and tortured, and in Becca's case probably murdered. And then you offer solace to me and my family in the form of prayers to change this deity's mind about what to do. As if that's supposed to make any of us feel better! Can't you see? You're commending to me a God whose behavior and decisions are so utterly appalling, so completely opposed to the good as I understand it, that I would devote my life to morally resisting this God's depravity... (shrink)

This research examines the impact of implicit religious beliefs on work ethic in specific cultural contexts. Based on three studies, the authors found that thoughts related to religion impact work ethic, but only when the culture embraces religious values at work and in public environments. In a comparative setting, Moroccan participants primed with religious thoughts displayed greater work ethic, whereas similarly primed French participants exhibited less work ethic (Study 1). For North African–French biculturals, religious stimuli interacted with cultural identity (...) to predict work ethic (Study 2) and activated religious beliefs and cultural identity had a significant effect on their level of effort (Study 3). Our research reveals that implicit religious beliefs can predict work ethic in a manner contingent on a cultural setting. In cultures where religious values are historically embraced and encouraged, work ethic constitutes a religious construct that enhances work ethic. Conversely, in secular cultures, religious cues inhibit work ethic. We believe that within a multi-cultural, multi-religion work force, it is important to take note of these influences. (shrink)

In the domestic literature, the beginnings of comparative ideas about supernatural belong to the writing of Kievan Rus. The most meaningful such representation is presented by "The Word of St. Gregory, reproduced in the interpretation of how the first pagans, that is, the pagans, worshiped the idols and laid them down, as they now do." The basis of this monument of the Kyivan culture of the 12th century, also known as the "Word of the Idols," was the sermon of (...) the prominent patriarch Gregory the Theologian on the Epiphany, in which he reacted negatively to ancient paganism. But "The Word," as Y. Anichkov noted, is not a preaching, nor a translation of the thoughts of Gregory the Theologian, but an attempt to study Old Believers: it gives an interpretation of the work of the Byzantine theologian "in the interpretation" of the local paganism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The 2006 Meeting of the Society for Buddhist-Christian StudiesWashington, DC, November 17–18, 2006Frances S. Adeney, SecretaryThe theme of this year's meeting was "Religious Self-Fashioning and the Role of Community in Contemporary Buddhist and Christian Practice." The first session presented participants with three papers. The first compared Christian and Buddhist groups that fostered community and long-term commitment. A second paper developed the theme of community affiliation with a description of (...) the Buddhist practice of Hoza. And a third paper demonstrated how a dual practitioner could minister pastorally to both Buddhists and Christians. In the second session practical and philosophical foci met in the discussion of papers on individualized vs. Sangha Buddhism in the United States and co-origination and universal intersubjectivity in Buddhist and Christian philosophies. It was a rich feast indeed.Dr. Sandra Costen Kunz presented her paper "Christian and Buddhist Confession, Affiliation, and Countercultural Action" to start off the first session. In a study of Christian and Buddhist groups, she found interesting methodological parallels in the process that groups undertook to build commitment and community among followers of each tradition. Focused on specific congregations, her paper served to illustrate a trend toward community building that has broad implications for both Buddhist and Christian institutions in their work of fostering commitment and nurturing faith in participants.Dr. Gene Reeves continued along the same theme with a description of the Buddhist practice of Hoza in his particular Buddhist community in Japan. A weekly practice of meeting together to help one another demonstrates a deeper philosophical belief that all can become bodhisattvas for others. Within the hierarchical Buddhist institutional structure, the meetings around Hoza display an egalitarianism that empowers ordinary people to see the Buddha nature in others and to realize it in themselves. In addition to empowering individuals, that process of mutual aid also solidifies the group.According to both papers, individual practice of religion, be it Buddhist or [End Page 133] Christian, and a group process of social solidification work together to deepen faith and community.The third paper in this first session showed the results of that individual/ social dialectic in the life of Dr. Duane Bidwell, who presented his paper "Practicing the Religious Self: Buddhist-Christian Identity as Social Artifact." The main emphasis of this paper was that religion, as a socially constructed reality, depends on community even in its most individualistic forms. As Buddhism and Christianity develop their traditions, those socially constructed worlds can be penetrated by one who traverses between the two worlds. Two stories of pastoral care demonstrated his point. First, in a Buddhist setting, Bidwell, although perceived as a Christian, drew on his Buddhist practices to comfort the dying. In the second example, the situation was reversed. In a setting in which Christianity was the expected form, Bidwell drew on those resources to worship around the deathbed of a young man.In her response to those three papers, Dr. Sallie King brought a critical dimension into the discourse as she asked questions concerning authority and decision making in each context. "How is consensus decision making balanced with hierarchical power in the groups studied?" she asked Dr. Kunz. "Given the equalizing power of Hoza, why is Reeves's organization so hierarchical?" was her question to Dr. Reeves. "And how," she asked, "did choice enter into Bidwell's religious identity?" Responses to those queries led to an interesting discussion that provided food for thought for participants in this meeting.The second session opened with Dr. Kenneth Tanaka's study "The Individual in Relation to the Sangha in American Buddhism: An Examination of 'Individualized Religion.' " Dr. Tanaka spoke to both communal and individualized dimensions of American Buddhism by analyzing a sangha in Alameda County, California, and contrasted it with the Buddhist practices of converts who did not participate in a sangha. He showed that identity for sangha members in Alameda was primarily related to selective joining of group activities by members. In the case of converts, his research showed that their Buddhist identity was most strongly related to meditative practices. A high level of commitment to those practices, with a goal of spiritual development, marked the converts who were... (shrink)

In general, early Pentecostals did not use any pulpits in their halls in order to underline their emphasis that each believer is a prophet and priest equipped by the Holy Spirit with gifts for the edification of other members of the assembly. All participated in the worship service by way of praying, prophesying, witnessing and bringing a message from God. From the 1940s, Pentecostals in their desire to be acceptable in their communities formed an alliance with evangelicals, accepted their (...) hermeneutical viewpoint and built traditional churches in accordance with the Protestant tradition. From the 1980s, the pulpit started disappearing from the front of Pentecostal churches. This is explained in terms of new alliances that Pentecostals made with neo-Pentecostalist churches and a new hermeneutical viewpoint. The hypothesis of the article is that the Pentecostal stance towards the pulpit was determined by its hermeneutical perspectives. It is described by way of a comparative literature study and applied to a specific case study, the Apostolic Faith Mission of South Africa. (shrink)

This paper discusses the similarities and differences between sociological and Christian approaches regarding the relationship between materialism and life satisfaction. The theoretical analysis gives reasons that advocate the view that there are resemblances between the two perspectives regarding materialism features and the impact of these values on life satisfaction. Both approaches argue for a less materialistic way of life in order to become generally happier. Nevertheless, if science gives research-based proofs to this relationship, Christianity states that worship of God, (...) and not material goods, is the only way to get true happiness. Finally, the paper attempts to give some possible explanations for these similarities between sociology and Christianity. First, similarly to the Christian religion, some sociologists criticise materialism and consumption society. Second, the scale construction can rely on popular notions of materialism, thus some items can have religious backgrounds. Eventually, the Bible and the Church Fathers’ special concern with the human nature lead to some thoughts about man that have been confirmed by researchers. (shrink)

In our country, mildly mentally disabled students are being educated in general education classes by means of integration. An individualized education program (IEP) is being prepared for these students when needed. However, the impact of BEP on students with intellectual disabilities in religious education has not yet been sufficiently discussed. The purpose of this research is to examine the impact of the IEP on the achievement of religious education of mentally disabled students and the level of religious learning of these (...) students. For this purpose, in addition to the education given in the general education class for the 6 mildly mentally disabled integration students studying in the 4th grade of primary school, 2 hours of education were carried out in the support education room per week during the education and training year. Semi-experimental study was designed according to the single-tasked multiple-start model. Education process was evaluated by Achievement Test, the Teacher Observation Form, the pre-test based on the Self-Assessment Form, post-test and retention tests. As a result, it has been seen that BEP has a positive effect on the achievement of religious education of mentally disabled students (ZEKÖ). In this framework, it has been found that students are influenced by the society, especially by their peers, when they are given time they constitute religious knowledge, they understand normal individuals religious behaviours, they are more emotional, they forget religious information that is not used in everyday life and when they accomplish they increase self-confidence and self-esteem and internalize values.SummaryPeople differ in their creation. This difference is greater in people disabled. In terms of individual traits and educational qualifications, individuals with disabilities who are severely different from their peers and who have difficulty in playing the roles they should play are evaluated in several groups. One of these groups is mentally disabled. Mentally handicapped people have various rights as normal individuals. One of these rights is the right to education. National and international laws guarantee the educational rights of individuals with intellectual disabilities. Similarly, Islam and his best practitioner, the prophet Muhammad, did not consent to the transformation of the mentally disabled into begging masses or to their isolation, but rather to integrate them into society. According to Islam, individuals with intellectual disabilities have the “capacity to acquire rights“, even if they do not have "capacity to act". This right requires them to receive an education that takes into account their differences, just like normal individuals. Because of their learning characteristics, mentally retarded students differ from their peers, therefore they cannot benefit from the educational activities organized for normal students. So, these students need a special education to ensure that the mentally disabled are successful and live in society without being dependent.Inrecent years, in our country as well as in the world, the principle of "least restricted education environment" is taken into consideration for mentally handicapped people who need special education, which approaches to co-education with their peers. This approach is tried to-be applied at all educational levels. Due to the diagnosis and evaluation in the Guidance and Research Center, a large number of mentally retarded students are placed in normal schools. These students, like other courses, take the Religious Culture and Moral Knowledge Course together with the normal students. However, depending on their learning, they have the right to receive separate training as 1-3 people at-the support training room. The instructional adaptations necessary for the education of these students made by the Guidance and Research Centers are carried out by the teacher who plays the basic role in the education of the students. One of the important elements in the education of these mentally retarded students who need special education is the individualized education program. This program is prepared by the cooperation and joint decision of all stakeholders who may contribute to student’s education. The status of the student to participate in the learning and teaching activities, the amount and the quality of the education to be received in the support education room are made within the framework of this program.One of the most important courses in the education of mentally retarded students who are educated by inclusion is the Religion Culture and Moral Knowledge course. Because this course has the potential to make serious contributions to the socialization of students and to maintain their lives independently. However, there are a limited number of studies investigating the quality of religious education at-the scientific level. Furthermore, it has not been observed that these studies have been quasi-experimental. This study aims to reveal the quality of education for the mentally handicapped students. For this purpose, it aims to determine the contribution of religious education in the support education room to the success of the student depending on the individualized education program. It also makes it possible to make conclusions about how mentally handicapped people use their mental skills to learn religion. Depending on the aim of the study, during the 2015-2016 academic year, primary school 4th grade students and 6 mentally disabled inclusion students were educated. The quasi-experimental study was designed according to the single-subject multiple-start model. The process of the education, in other words, the development of mentally retarded students towards religious learning; were evaluated by Success Test, Teacher Observation Form and Self-Assessment Form based on pre-test, post-test and retention tests.Findings of the study; Faith, worship, the prophet Muhammad, Qur’an and its commentary, are classified according to the fields of morality, religion, and culture. The post-test achievement scores of the students in all learning areas were higher than the pre-test achievement scores. This shows that religious education in the support training room based on individualized education plan contributes positively to the success of the student. The results of the retention test are close to the results of the final test. In addition, it was determined that the students were affected by the society, especially by their peers, structured the religious knowledge when given time, they understood the religious behaviors of the normal individuals, became more emotional, forgot the religious information that is not used in daily life, increased their self-confidence and self-esteem as they succeeded and internalized the values. Based on these results, the following recommendations have been developed.Support Education Rooms should be functionalized and special attention should be given to individual or group-based religious education based on the nature and objectives of the subject in these rooms.In religious education, by taking into account the performances of mentally retarded inclusion students (MHIS), the relevant dimension of religion should be given importance according to their contribution to their normal lives and they should be consistent and patient in this process.Since MHIS has different levels of learning and perception and different developmental characteristics at every stage of life, it should prioritize their proper use of their existing capacities based on their religious education, interests and curiosities.Since MHIS is influenced by the emotion dimension rather than the information dimension of religion, religious education for them should be oriented towards life, which is not academic, literal or doctrinal, but rather their life and feelings.Similar studies with different study group students must be done and the results of the study should be interpreted comparatively. (shrink)

This article offers a comparative study of the views of Alexis de Tocqueville and those of several Chinese thinkers of the late Ming dynasty (1368–1644)—primarily Gu Yanwu, Huang Zongxi, Wang Fuzhi—on the socio-political processes of centralization. My central claim is that their views of political centralization and of the decentralized polycentric society that preceded it in their respective countries exhibit a remarkable array of analogous structural features. More specifically, both Tocqueville and his Chinese counterparts perceive in centralization an inherent (...) unsustainability driven by its self-destructive nature: since the foundation and strength of statism depends on its social resources, the centralization of power inevitably results in the weakening of its own basis. I conclude that through their nuanced reinterpretation of self-interest, both parties advocate a “small-community-oriented communitarianism” instead of the increasingly centralized modern state. (shrink)

The comparative study of Eastern and Western philosophy has been hindered and/or distorted by Eurocentric assumptions about “philosophy”, especially the overvaluation of rationality as an instrument of knowledge. The widespread discounting of Eastern thought derives, in large measure, from the modern Western failure to understand the nature of the traditional metaphysics of both the Occident and the East. This failure can be remedied by recourse to the work of a group of “traditionalist” or “perennialist” thinkers who expose the limitations (...) of many approaches to the comparative study of philosophy in general and metaphysics in particular. (shrink)

Comparative philosophy is an important site for the study of non-Western philosophical traditions, but it has long been associated with “East-West” dialogue. Comparative Studies in Asian and Latin American Philosophies shifts this trajectory to focus on cross-cultural conversations across Asia and Latin America. A team of international contributors discuss subjects ranging from Orientalism in early Latin American studies of Asian thought to liberatory politics in today's globalized world. They bring together resources including Latin American feminism, Aztec teachings on (...) ethics, Buddhist critiques of essentialism, and Confucian morality. Chapters address topics such as educational reform, the social practices surrounding breastfeeding, martial arts as political resistance, and the construction of race and identity. Together the essays reflect the philosophical diversity of Asia and Latin America while foregrounding their shared concerns on issues of Eurocentrism and coloniality. By bringing these critical perspectives to bear on the theories and methods of cross-cultural philosophy, Comparative Studies in Asian and Latin American Philosophies offers new insights into the nature and practice of philosophical comparison. (shrink)

This is a comparative study on the 20th's century's Western philosophy Hannah Arendt(1906-1975) and the 16th century's Eastern Confucian thinker Wang Yang-ming(1472-1529). Wang-ming was a Neoconfucian thinker of the 16th century China. In his time, Chinese intellectual world was dominated by Neoconfucian Ch’eng-Chu School which laid much stress on scholastic work of learning. Yang-ming saw a huge obstacle of intellectualism in Ch’eng-Chu school’s theoretical scholasticism that emphasized overly book-learning to be required on the way to become a genuine person. (...) He recognized this kind of rigidintellectualism as the true reason for the dichotomy in his time between knowledge and action, between learning and life, and between selfcultivation and social practice. According to his view, the dichotomy brought about serious political corruption and oppressed human creativity up to the point of total institutionalization of “truth”. Hannah Arendtwas sickened under the severe totalitarianism of the 20th century, especially as a Jew under the German Nazism. She undertook an extensive analysis of how Western civilization generated totalitarian imperialism, fascism, and communism, going through the modern times, all of which made human beings’ language and action superfluous, erupted, and destroyed. Through these experiences, she became disgusted with traditional Western hierarchy of thinking and doing, philosophy and politics, theory and practice, in short, vita contemplativa and vita activa. Although they both lived far away from each other in space and time and used completely different languages, they both, in my view, shared many common problems and concerns, not only in the contents of their thoughts but also in the way and form of construction of thoughts. To the similar extent that people were warned and judged by both thinkers respectively in their times of the totalitarianism of making human beings superfluous and puppet-like, we human beings in the 21st century are considered to be threatened by the totalitarian nullification caused by modern utilitarianism, automation, consumerism, etc. These principles are practiced limitlessly and boundlessly, so that our whole lives of politics, culture, and education are now suffering from that threat. It is my conviction that we can acquire some guide and wisdom from the twothinkers of East and West, because they discovered possible solutions of how to restore and revive human beings’ capacities of thinking and judging, and how to bring action and doing. (shrink)

Parental influence plays a crucial role in shaping children’s behaviors. While several studies have examined parents’ roles in fostering children’s sustainable habits, they often treat parental influence as a single construct, overlooking the distinct roles of fathers and mothers, as well as the influence of cultural values and norms. This study explores the distinct roles of Chinese fathers and mothers in shaping children’s waste reusing and recycling behaviors. Using Bayesian Mindsponge Framework analytics, the study analyzed responses from 516 children and (...) their corresponding caregivers (either fathers or mothers) from 23 elementary summer schools across five major urban cities in China. The analysis revealed that mothers were central agents of influence, with their recycling behavior and mother-child engagement showing positive and highly reliable associations with children’s waste reusing and recycling practices. The impact of mothers’ recycling behaviors was further amplified by children’s frequency of perceiving their mother’s waste reusing and recycling actions. Meanwhile, fathers’ direct engagement and role modeling (when their actions were frequently perceived by their children) also positively influenced children’s behaviors. Still, these effects were less reliable than those of mothers. These findings suggest that policymakers and educators should design interventions that leverage mothers’ natural role as influencers while actively encouraging greater involvement from fathers in environmental education. (shrink)

Though written corporate codes of ethics have been touted as a panacea for the embarrassments and uncertainties of the past two decades, the absence of clear evaluation procedures severely compromises their usefulness. An ethnographic study comparing development processes and compliance outcomes in large health care facilities and energy companies shows that neither of the two industries has encountered much success with a codes of ethics program. Companies that distribute copies of their code of ethics seldom ensure the process is completed (...) or that employees understand the purpose of the document, and staff responsible for the code give it a low priority relative to their overall responsibilities. Contrary to expectations, health care facilities are no more likely to develop or implement codes of ethics effectively than are energy companies. More extensive research is needed in order to generate the data necessary for the development of realistic standards for the evaluation of codes of ethics. (shrink)

The author has made the attempt to develop conceptual issues of systems approach to comparative criminological studies. The article deals with “bedrock” of criminology (and comparative criminology) as interdisciplinary science. In this article, the systems approach to comparative criminological studies has been defined. The author argues that practically all modern sciences are designed according to systems approach. Analysis of scientific literature enabled the author to state that systems approach was/is applied to the studies of political systems, legal (...) systems, criminal legal systems, criminal justice systems, penitentiary systems, and other systems. Standing out that “systems theory” as one of scientific approaches has made a considerable influence on criminology, the author considers the systems approach in criminology to be hosted and necessary. Considering three basic assumptions of systems approach, the author believes in the existence of “criminological systems”. The author has conducted a profound analysis of “criminological system” from the point of view of “systems theory”. He argues that the definition of criminological system and its features allow getting a general conception of system and the definition of such features on the level of a country allows getting the idea of its “national criminological system”. Also, the author supports the idea of existence of “criminological system” elements, such as “criminological outlook”, “criminological legislation”, “criminological practice”, “criminological security”. The interrelation between the elements of “criminological system” and other systems (and their elements) is discovered. Results of the author’s analysis will be significant in the development of modern criminology in the context of science globalisation. (shrink)

This paper describes a structured approach to the selection of an analytic strategy for cross-case analysis and a method for data display. To this end, criteria will be developed addressing both, aspects of scientific rigor as well as the practicability of application and the application of the decision process will be demonstrated.

Socially responsible consumption reflects a consumer's political and ethical act. Its measurement is dependent on the socio-economic and cultural context. Consequently, measurement instruments reflecting various behaviour profiles of global consumers have been developed. This study employs a Latin-American-specific measurement instrument to compare socially responsible consumption behaviours in Colombia, Mexico and Peru, countries with the same cultural cluster, that is they reflect a set of values shaped by religion, family, a sense of authority and a nationalist bias in their cultural pattern. (...) The empirical test included confirmatory factorial analysis exercise, factorial invariance analysis and a contrast analysis of variance. The results for the three Latin American countries show the following. (i) The Mexican consumer, compared to the Peruvian and Colombian one, exhibits a stronger tendency to evaluate external practices of corporate social responsibility as a criterion of consumption. (ii) The rationality of the Mexican consumer is better in terms of consumption volume of products, resources and services. Finally, (iii) Peruvian and Mexican consumers (vs. Colombian consumers) exhibit a tendency to assess the responsible practices of companies in labour matters more as a consumption criterion. This study provides empirical evidence of the context-dependent nature of measuring socially responsible consumption. For practitioners, identifying consumer profiles based on the market context enables them to customise goods and services. Moreover, policymakers should implement a sustainable consumption agenda with public policy guidelines tailored to the specific context. (shrink)

ArgumentThis paper aims to understand the emergence of comparative anatomy in the eighteenth century in the Parisian Académie Royale des Sciences. As early as the 1670s, a program centered on animal anatomy was conceived, which was a first attempt to give some autonomy to studies on animals and to link anatomy with natural history, but it declined after 1690. However, a variety of studies on animals was published in theMémoiresof the Académie during the eighteenth century. We propose a descriptive (...) typology of them in order to explore the status of animals and the significance of anatomy in each type, and to determine, in particular, which elements of Perrault's program were passed on at the Académie throughout the century. We discuss the influence of this legacy on the development of comparative anatomy after 1750, especially in Daubenton's work. (shrink)

A Comparative Study of the Pratimoksa, on the Basis of its Chinese, Tibetan, Sanskrit and Pali Versions. W. Pachow., Motilal Banarsidass, Delhi 2000. 240 pp. Rs 395, €26.33. ISBN 81-208-1572-6.

A Comparative Study of Jainism and Buddhism. Brahmacari Sital Prasad. Madras 1932, repr. Bibliotheca Indo-Buddhica No. 7, Sri Satguru Publications, Delhi 1982. xxiii + 304 pp. Rs. 80.

This book presents groundbreaking research on critical themes in Indian philosophy, challenging traditional interpretations often shaped by entrenched scholarly biases. It offers fresh perspectives on pivotal topics and includes comparative analyses of Western philosophers such as Schopenhauer and Simone Weil, who were deeply influenced by Indian philosophical thought. Their engagements with Indian philosophy are critically assessed, following a detailed exploration of their enduring interest and contributions to the field.

High school history textbook is an important basis for teaching history knowledge to students, and it is also the basis of high school history teaching. The quality of textbooks can directly affect the effect of high school history teaching. In the process of the new curriculum reform, we should attach great importance to the study of curriculum comparison, one of the important works is textbook comparison. This paper focuses on the comparative study of Chinese and Korean high school history (...) textbooks (compulsory part) in order to effectively promote the construction and optimization of textbooks. This paper firstly compares the curriculum objectives of high school history in China and South Korea, and then takes the contents of Japanese colonial aggression as an example to compare and analyze the contents embodied in the high school history textbooks of the two countries. Through comparison, it is found that the history textbooks of high school in China and South Korea have basically the same curriculum objectives, but there are some differences in specific Settings. There are also some similarities and differences between Chinese and Korean high school history textbooks (compulsory part) about the contents related to Japanese colonial aggression. The common points are mainly reflected in the definition of Japanese aggression war, the reasons for launching it, the description of crimes and the praise of the spirit of resistance against Japan. The difference is that the two textbooks have some differences in the main narrative object, the way of stating historical events and the subjective language used. (shrink)

Bringing together a range of specialists in their respective fields, the book provides a combination of original research with fundamental questions about why states stay together, and above all why sometimes they fall apart. When and under what conditions is the separation of one part of a state from another justified? Written in an accessible and informed manner, the authors seek to answer this question on the basis of ten case studies and a general review of the literature and theories (...) of the question. (shrink)

Prior work has found that Americans’ views on evolution are significantly and positively related to their understanding of this theory. However, whether this relationship is cross-culturally robust is unknown. This article extends earlier work by measuring and comparing the acceptance and understanding of evolution among highly educated individuals in China and the United States. We find a significantly higher evolution acceptance level in the Chinese sample than in the US sample, but no significant difference in their average levels of evolution (...) knowledge. Our analysis also shows that accepting evolutionary theory is related to understanding in both the US and the Chinese samples. These results provide evidence for the robustness of the relationship between understanding and acceptance of evolution across different cultural contexts. To our knowledge, this is the first attempt to comprehensively test understanding of evolutionary theory within a Chinese sample and to compare these results with the US sample. (shrink)

This paper aims to develop a comparative analysis of the place of emotion from Indian and Western philosophical perspectives. Both Eastern and Indian philosophy consider three mental states as being involved with the arousal of emotions, i.e., cognitive (epistemic), conative (desire), and affective. In Indian philosophy, there is no such single term or specific equivalent definition to the Western term ‘emotion.’ Further, there is no clear dichotomy (cognitive & non-cognitive) between reason and emotion in Indian culture. In Indian scriptures, (...) there are various, at times intermingled conceptions of emotion. From a religious standpoint, emotion can be an expression of religious devotion (bhakti), and often emotions are viewed as barriers to having true knowledge and are considered a cause of attachment and an obstacle to liberation. After comparing a large amount of discussion on emotion following Western and Indian conceptions, and analyzing some real-life experiences where emotion plays various roles (intellectual, personal, and spiritual) within each philosophical tradition this paper concludes that it is critical to engage in a comparative, collaborative study of emotion. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 107-114 [Access article in PDF] A Comparative Study of Artistic Play and Zoukei-Asobi[Tables] "Artistic Play" and "Zoukei-Asobi" Recently, I found an article in Art Education which led me to believe that "artistic play" is not as popular among North America art educators as it is in Japan. 1 For Japanese art educators, especially at the elementary level, this word is well-known (...) as a key term. In Japanese we say "zoukei-asobi." "Zoukei" means "plastic arts activities" and "Asobi" means "playing." I recognized that the basic concept of "artistic play" has something in common with that of "zoukei-asobi." In this article I will identify this as "J-artistic play." The aim of this essay is to compare the meaning of "J-artistic play" by studying its use in Japan and the United States. The Curriculum Guidelines for Art Education in Japan Before considering J-artistic play, I should explain the national guideline for art education in Japan, since the objectives and contents of J-artistic play are prescribed by this guideline. We have had a national guideline since 1872 though this has changed drastically to resemble the American model after World War II. The subject corresponding to "Visual Art" in the elementary school is "Art and Handicraft (Zuga-Kousaku)." "Zuga" means drawing and painting, "Kousaku" means design and craft. The current guideline is divided into three parts (I-III) as shown in Table 1.The first shows a general goal of art education in the elementary school. The second describes the objectives and contents of each grade. The third indicates some key points of teaching for teachers. In the elementary school the curriculum sequence falls into three steps. The content is divided into the two areas ("Hyougen" and appreciation), and Hyougen is divided further into "artistic play" and "art-making." [End Page 107] [Begin Page 110]I should make some comments on Hyougen. In this guideline, Hyougen is used both as expression and representation. In traditional Japanese aesthetic consciousness, "expression, representation, and decoration" constitute a kind of trinity. The concept of J-artistic play was introduced into the national guidelines for art education in1977. 2 At first, this was available only for grades 1 and 2 in the elementary school, but since 1998 the concept has been extended to grades 1 and 6, as shown in Table 1. About the Property of J-artistic Play The activities in J-artistic play do not refer to any traditional art forms, such as painting, sculpture, or handicraft, nor are they derived from any specific art forms. In fact, the purpose for the introduction of this concept into the national guideline is to protect children from falling into conventional ways of representation as found in the traditional art forms. The promoters of J-artistic play thought that the preconceived ideas found in such existing art forms, such as painting might depress children's spontaneous and free expression. Some concepts from contemporary art, such as performance art, have also influenced J-artistic play.As Eliza Pitri said, "Play is spontaneous and voluntary. It is not obligatory but is freely chosen by the player." Though schooling is compulsory and a student cannot choose it independently, advocates of J-artistic insist that the character of "play" in the school curriculum should be an original and undifferentiated form of learning. One of the advocates of J-artistic play explains the significance of artistic play as an operation of integrated intelligence. 3 Artistic play is different in function from ordinary expressing activities. Ordinary expressing activity works with a blank drawing paper as sterile space, conditioned, virtual...laboratory. Contrarily artistic play works with raw materials, living places, and real environments, and is composed of organized and integrated formative activity by working on the subjects that make conditions for human, objective, and phenomenal interaction. Reorganization of intelligence and the opportunity for acquiring new intelligence are embedded in the activities that work interactively. Here we note that children will learn a reality from the interaction between the person and his... (shrink)

Comparative case studies of lawyer deviance and discipline offer a unique perspective on how and why lawyers misbehave, how regulatory bodies respond, and the efficacy of those responses. Such studies also provide valuable pedagogic tools, opening the eyes of law students to the ways in which they, too, could transgress ethical rules. This special issue builds on my two books on misbehaving lawyers in New York and California by presenting vivid accounts of such lawyers in the UK, Canada, Australia, (...) New Zealand, and the Netherlands. (shrink)

Covers Indian philosophy and Aesthetics along with Western philosophy.

The adoption of a comparative method in research on the thought of Mao Zedong is essential. In the past, study in this area has frequently concentrated on the thought of Mao Zedong itself and there has been no attempt at a comprehensive comparison of it within a world-wide context.

Comparative study of two languages of different structures has both theoretical and practical significance, enables somebody to identify similar and distinctive features, find universals and unique, helps to penetrate deeper into the inner workings of each of the compared languages and understand their national identity. The subject of our comparative study are languages of different structures - Russian and Bashkir languages - the first refers to a group of inflected, the second - to the group of agglutinative languages. (...) Comparative research of languages of different structures can be carried out in two aspects: theoretical and linguistic. In the first case, the analysis of language material is subjected without restriction at all levels of the language system. Data from these studies can be used in the creation of comparative descriptive grammars in lexicographical work and in the translation business. In the second case only microlanguage is matched, which is represented in the lexical and grammatical minimum of studied second language. Materials of such a compressed comparative analysis used in the practice of language teaching, mainly in teaching a second, non-native language. When a comparative study of languages in linguistic aspect is important direction of comparisons - what language is elected as the original one. Since the formation of national-Russian bilingualism is the subject of study of Russian language, as the source, it is desirable to choose Russian language. In this case, the reference point is the absorption of funds Russian as a second language. Materials of comparative study of two languages gives a clear idea of what linguistic phenomena and their symptoms are identical in them, what is only partially overlap, what is completely different. This knowledge will help to consciously manage the impact of native language on the studied non-native Russian language. In the comparative study of Russian and Bashkir languages done very little, but it is a lot of work has already begun. (shrink)

Renal replacement therapy is the indicated treatment for individuals with chronic kidney disease (CKD) to survive. However, not all sick people have access to the same treatment. This study compares renal care in two developing countries with different health systems. Specifically, it explores hemodialysis treatment from the perspective of low‐income individuals. A qualitative, comparative study was performed in Brazil and Mexico. Using purposive sampling, the research was based on open‐ended interviews with nineteen participants with kidney failure undergoing hemodialysis treatment (...) in public hospitals and ten relatives. According to our results, Brazilian participants perceived hemodialysis care as satisfactory because of health personnel courtesy as well as free access to dialysis treatment, prescription drugs, hospitalization and transportation. However, they reported deficiencies in the care they were receiving due to shortages of specialists, prescription drugs, laboratory tests and transportation. Mexican participants, in contrast, highlighted the catastrophic costs of medical care because they had no free access to renal therapy, nor adequate financial resources. Our findings suggest that low‐income Brazilian CKD sufferers experience renal care differently, as they are more satisfied and face less obstacles with hemodialysis compared with those of Mexico. More studies on the topic are needed. (shrink)

The purpose of the research study is to determine a comparative analysis between evil and suffering. Comparative studies of these Western and Eastern religious philosophies demonstrate different results. In Western philosophies, the cause of evil is related to human free will and the law of the universe, focusing on justice driven by God and moral values chosen by humans. On the other hand, the Eastern philosophical theories of various religions focus on the series of experiences that humans face (...) depending upon the cycle of karma, rebirth, and cosmological context. They tend to move toward practical approaches taken by humans to eliminate suffering in their lives by utilizing ethical values and practices. Despite these differences, both philosophies tend to impact human conditions and paths, with the only difference being that Western religions have firm faith in God's plan of justice, whereas Eastern religions focus on the cosmetology and self-motivation of humans. On the other hand, the study of Western religion provides the availability of grooming laws for individuals to attain spiritual goodness personally. Another important factor of Western religions is the involvement of different religion-related institutes like mosques, churches, and schools that help shape the communities living in different areas and increase their social ethics for playing a role in communal enhancement. For education gaining ideas, the Eastern religion is more focused on expanding intellect and gaining wisdom through education. The education is delivered to incorporate such healthy meditations to increase intellect, memory, and spiritual knowledge. In Western religious philosophies, education is taken to illuminate and clarify different purposes and aspects of life. This aspect has also helped develop technology and enhance science background regions also play a proper role in religious teachings for character building, along with the academic type of education. (shrink)

These studies in religion, which include comparisons of Hindu, Buddhist and Christian themes, examine the spiritual insights and philosophical reflections of prominent thinkers from different religious traditions.

This article analyses and compares the classical science fiction film Blade Runner and its recent sequel Blade Runner 2049 from the perspective of Zizek's subjectivity theory. Through Zizek's tracing and weaving the concept of subjectivity from Descartes' radical doubt to metaphysical subject and then death drive in Lacanian psychoanalysis, it will argue that the principle concern of this film is the issue of subjectivity, and while carefully scrutinizing replicants in the films with the multi-faceted conception of Zizekian subject, a detailed (...) comparison between these two films could be accomplished. Subsequently, by analyzing from the genre, namely noir and cyberpunk, it will point out the world delineated in both film is a claustrophobic and paranoid one, as well as a postmodern multicultural world. The denizens of this world lead a machine-like and unreflecting life due to the decline of the Big Other. Finally, by associating subjectivity with death drive, the ultimate significance of subjectivity is revealed as a weapon to antagonize the repressing symbolic order and redeem our world from an apocalyptic future presaged in the films. (shrink)

Şerif Mardin and Nilüfer Göle have left traces of high reference value in Turkish sociology, whose echoes still continue. When it comes to their attempts to understand and make sense of Turkish modernization and the perspective they put forward, it can be said that the two names make undeniable contributions to the literature on their approaches. The concepts they use, the discourses, the fictions they put forward, the emphasis on the triangulation points of Turkish modernization, the micro and macro theoretical (...) approaches make the two thinkers similar at some points and differentiate them at some points. The aim of this study is to comparatively analyze the fictions of the two leading figures who come to the fore with their political, historical and socio-cultural analyzes on the depiction of Turkish modernization, on the axis of the “discourses” they use. In this context, literature review was used. The study consists of two main parts. In the first part, the concepts that are the basic building blocks of the Turkish modernization fictions of the two thinkers are discussed. Then, the general theoretical framework of Turkish modernization is presented by comparing the two thinkers. In the second part, the fictions of the two thinkers are depicted by comparing Turkish modernization fictions on the axis of their prominent discourses. It is encountered with a fiction in which center-periphery separation, historical and socio-cultural continuities, integration under the roof of the “nation-state”, a top-down and projected political structure are emphasized. At the same time, the reflections of the multidimensional relationship between these elements and the phenomenon of “religion” are presented within the framework of the relevant discourses. It is concluded that both thinkers characterize the phenomenon of “religion” as a dominant element in the Turkish modernization experience constructs. It has been determined that other elements support this characterization. (shrink)

Provides an in-depth analysis of the differences between the Greek and Hebrew philosophies and religions while exaimining the consequences of both the Hellenic and Hebrew ethics codes.

REFLECTIONS ON SOME ASPECTS OF THE THEORY OF RASA Indian aesthetics, it is often said, consists fundamentally of the theory of rasa — the term rasa being ...

Modeling dynamic networks has attracted much interest in recent years, which helps understand networks’ behavior. Many works have been dedicated to modeling discrete-time networks, but less work is done for continuous-time networks. Point processes as powerful tools for modeling discrete events in continuous time have been widely used for modeling events over networks and their dynamics. These models have solid mathematical assumptions, making them interpretable but decreasing their generalizability for different datasets. Hence, neural point processes were introduced that don’t have (...) strong assumptions on generative functions. However, these models can be impractical in the case of a large number of event types. This research presents a comparative study of different point process models for continuous-time networks. Furthermore, a previously introduced neural point process model is applied for modeling network interactions. In this work, network clustering is used for specifying interaction types. These methods are compared using different synthetic and real-world datasets, and their efficiency is evaluated on these datasets. The experiments represent that each model is appropriate for a group of datasets. In addition, the effect of clustering on results is discussed, and experiments for different clusters are presented. (shrink)