It is also used by the World Bank with regard to economic and societal development and by management experts as a way of thinking about organizational development. We examine its nature, some of the issues surrounding its use, and its significance for educators. It took some time for the term to come into widespread usage.
The first two questions face anyone who cares to distinguish the real from the unreal and the true from the false.
The third question faces anyone who makes any decisions at all, and even not deciding is itself a decision. Thus all persons practice philosophy whether they know it or not.
Autocosmic Answers What is existing? Reality consists ultimately of matter and energy and their fundamentally lawlike and unwilled relations in space-time.
To exist is to have a causal relationship with the rest of the universe. The universe is the maximal set of circumstances that includes this statement and no subset of which is causally unrelated to the remainder. Humans do not know why the universe exists or what it is for.
The universe operates without supernatural intervention and according to lawlike regularities that can be understood through empirical investigation and without special intuition.
Humans have no credible evidence of any supernatural agency or unity. Humans have no credible evidence that any minds enjoy eternal existence.
Knowledge is justified true belief. Truth is logical and parsimonious consistency with evidence and with other truth. Meaning is the context-sensitive connotation ultimately established by relevant denotation and use. All synthetic propositions including this one can only be known from experience and are subject to doubt.
A synthetic statement is propositionally meaningless if it is in principle neither falsifiable nor verifiable. A mind is any volition al conscious faculty for perception and cognition. Minds and ideas consist ultimately of matter. Mental states are functional states consisting of causal relations among components for processing information.
Consciousness is awareness of self and environment. Intelligence is the ability to make, test, and apply inductions about perceptions of self and world.
There are no forms of reasoning or kinds of knowledge that are in principle inaccessible to regular intelligence. As autonomous living intellects, we persons value intelligence and life and the autonomy they need to flourish.
A person is any intelligen t being with significant volitional control over how it affects other beings.
All persons have the right to life and liberty. All beings have the right not to suffer torture or extinction. Liberty is volition in the absence of aggression.
Aggression consists essentially of 1 coercion or 2 damage to a person's body, property, or rightful resources. Coercion is compulsion of one person by another through force or threat of aggression.BOOK III.
BEFORE speaking of the different forms of government, let us try to fix the exact sense of the word, which has not yet been very clearly explained.. 1.
GOVERNMENT IN GENERAL. I WARN the reader that this chapter requires careful reading, and that I am unable to make myself clear to those who refuse to be attentive. Every free action is produced by the concurrence of two causes; one. Virtue ethics is currently one of three major approaches in normative ethics.
It may, initially, be identified as the one that emphasizes the virtues, or moral character, in contrast to the approach that emphasizes duties or rules (deontology) or that emphasizes the consequences of actions (consequentialism).
Online homework and grading tools for instructors and students that reinforce student learning through practice and instant feedback. Fideisms Judaism is the Semitic monotheistic fideist religion based on the Old Testament's ( BCE) rules for the worship of Yahweh by his chosen people, the children of Abraham's son Isaac (c BCE)..
Zoroastrianism is the Persian monotheistic fideist religion founded by Zarathustra (cc BCE) and which teaches that good must be chosen over evil in order to achieve salvation.
Bourdieu: ‘Social capital is the ‘the aggregate of the actual or potential resources which are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance and recognition’ (Bourdieu ).
Coleman: ‘Social capital is defined by its function. It is not a single entity, but a variety of different entities, . This page, edited by Mark Smith, is introduced to reflect the growing interest in social pedagogy in the UK.
A principal focus of the page is residential child care though the ideas which underpin social pedagogy have relevance to the nurture of all children.