...“The verification principle offers no real challenge to religious belief.” Discuss [35] The verification principle is a significant concept used by many philosophers in order to determine whether a religious statement is meaningful or not. This was highly influenced by logical positivism: group of 20th century philosophers called the Vienna circle and was then further developed by British philosopher A.J Ayer. Religious language refer to statements such as ‘God exists’ and ‘God loves me’. Whilst these metaphysical claims are often rendered as meaningless by verificationism, one must take into account the strengths and weaknesses. Ayer, in his first edition of ‘Language, Truth and Logic’ (1936), asserts that a statement is meaningful if and only if it can be verified by the sense observation or a tautology. By this he means that they are either a priori (before sense experience) analytic, where the predicate is entailed by the subject, or a posteriori (after sense experience) synthetic, where the predicate is not entailed by the subject. An example of a priori analytic statement would be that ‘all unmarried men are bachelors’ and this is also a tautology as it is true by definition. An example of a posteriori synthetic statement would be that ‘John is a bachelor’. For Ayer, if a statement cannot be verified in this way, then it is factually insignificant and thus, meaningless. He affirms that religious statements fall into neither category of priori analytic nor posteriori synthetic...
Words: 991 - Pages: 4
...'The Verification Principle offers no real challenge to religious belief.' Discuss [35] The Verification principle was formed by the Vienna Circle, a group of philosophers (logical positivists) who approached the problem of religious language with Verificationism and the verification principle. The Vienna Circle believed that meaningful statements are either analytical or synthetic. Analytical statements are true by definition, for example, 2+2=4 or a square has 4 sides. On the other hand, synthetic statements require verification to prove whether they're true or not, for example, if somebody says it is a cloudy day, you would have to look out your window to see that it is cloudy. An issue with the verification principle is that we make statements based on unverifiable opinion all the time. This means important ethical statements are regarded as meaningless as well. This means that it argues that the laws of science and historic statements are also meaningless as they too cannot be truly verifiable. The verification principle offers a challenge to belief because when we speak of God we need to be cautious because some may argue that we could portray god as anthropomorphic. The Verification Principle can also be seen as a challenge for religion because the verification principle states that something must be proven to be true or false (i.e. verifiable or falsifiable) for it to be meaningful. An atheist would argue that religions lack empirical evidence which is required to prove...
Words: 647 - Pages: 3
...You can say nothing meaningful about God. Discuss (35) Ayer believed that ‘No sentence which describes the nature of a transcendent God can possess any literal significance’ therefore according to Ayer we cannot say anything meaningful about God. Through the verification principle, he demonstrates that all religious statements are meaningless, because for any statement to be meaningful it must be empirically verifiable for example the statement “Jesus is the light of the world”; is meaningless as there is no way to verify this. Ayer used the strong verification principle to reject any talk of ethics, metaphysics, historical and even scientific claims as they work in probability rather than certainty. The strong verification principle only regarded statements to have meaning if they could be tested in the past, present and future using sense or empirical measures to find the conclusion. Therefore statements such as “Jesus resurrected on the third day” would be seen as meaningless as we cannot test this claim in the here and now. Once again this stresses the fact that we cannot say anything meaningful about God using the strong verification principle as we cannot physically see him in our present time. This principle criticised itself because it not only meant that we could say nothing meaningful about God but also past historical events since we are unable to verify their certainty. However the weak verification principle allows statements to have meaning if the means to which...
Words: 1730 - Pages: 7
...Philosophy Critically assess the claim that all religious language is meaningless. (35) Religious language has been argued about by many philosophers with regards to whether or not the ways in which we speak about religion are meaningful. This issue of religious language is concerned with the methods by which man talks about God in conjunction with theist or atheist ideologies. For some, religious language is meaningful and full of purpose while others see it to being incomprehensible and pointless. If we are to take the logical positivist approach then we would view all religious language as meaningless. For logical positivists the entire discipline of philosophy was centred on one task, which was to clarify the meaning of concepts and ideas. In turn, this led them to look at statements and inquire just what the “meaning” of them was, and what sort of statements really did have any “meaning.” A group of philosophers that known as the Vienna circle took a univocal approach to language, that is to say, that we mean the same thing when we talk about God and man. The logical positivists formulated the verification principle which saw assertions which are only verifiable through observation or experience, can be deemed meaningful. In this case, other assertions are either analytic or meaningless utterances. This approach was built on the work of both John Locke and David Hume, who argued that all philosophical matters must be approached with a strict empirical system. Thus, according...
Words: 2881 - Pages: 12
...mTELECOURSE STUDY GUIDE FOR The Examined Life FOURTH EDITION author J. P. White Chair, Department of Philosophy Santa Barbara City College contributing author Manuel Velasquez Professor of Philosophy Santa Clara University This Telecourse Study Guide for The Examined Life is part of a collegelevel introduction to philosophy telecourse developed in conjunction with the video series The Examined Life, and the text Philosophy: A Text with Readings, tenth edition, by Manuel Velasquez, The Charles Dirksen Professor, Santa Clara University. The television series The Examined Life was designed and produced by INTELECOM Intelligent Telecommunications, Netherlands Educational Broadcasting Corporation (TELEAC/NOT), and Swedish Educational Broadcasting Company (UR) Copyright © 2007, 2005, 2002, 1999 by INTELECOM Intelligent Telecommunications All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of INTELECOM Intelligent Telecommunications, 150 E. Colorado Blvd., Suite 300, Pasadena, California 91105-1937. ISBN: 0-495-10302-0 Contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Lesson One — What is Philosophy? . . . . . . . . . . . . . . . . . . . . ....
Words: 78103 - Pages: 313
...Social Studies and Civics (DRAFT COPY) compiled by A. H. Nayyar and Ahmed Salim Sustainable Development Policy Institute Report of the project “A Civil Society Initiative in Curricula and Textbooks Reform” A project of the Sustainable Development Policy Institute #3, UN Boulevard, Diplomatic Enclave I, Islamabad Mailing Address: PO Box 2342, Islamabad, Pakistan Telephone: ++(92-51) 2278134, 2278136, 2270674-6 Fax:++(92-51) 2278135 URL: www.sdpi.org e-mail: main@sdpi.org SDPI is an independent, non-profit research institute on sustainable development Partial support from Eqbal Ahmed Foundation is gratefully acknowledged. 2 Contents Summary Recommendations Chapter 1 Chapter 2 Introduction Insensitivity to the Religious Diversity of the Nation Appendix 1-1: Listing of Material in Curriculum Documents Appendix 1-2: Listing of Material in Textbooks Historical Falsehoods and Inaccuracies Glorification of War and the Military Omissions That Could Have Been Enriching Pedagogical Problems in Primary Education: A Critique of the Curriculum Gender Biases Human Rights Teaching of Urdu, Class 6 to 10 Teaching Social Studies, Class 6 to 10 Peace Studies: a proposed program of studies in schools Curriculum Documents Covered Thoughts on Curriculum Objectives List of participants in the project i iii 1 9 27 53 65 77 89 95 101 111 123 127 131 135 137 139 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Appendices I: II: III: ...
Words: 58595 - Pages: 235
...------------------------------------------------- Monomyth From Wikipedia, the free encyclopedia "The Hero's Journey" redirects here. For other uses, see The Hero's Journey (disambiguation). The twelve stages of the hero's journey monomyth following the summary by Christopher Vogler (originally compiled in 1985 as a Disney studio memo): 1. TheOrdinary World, 2. The Call to Adventure, 3. Refusal of the Call, 4. Meeting with the Mentor, 5. Crossing theThreshold to the "special world", 6. Tests, Allies and Enemies, 7. Approach to the Innermost Cave, 8. The Ordeal, 9. Reward, 10. The Road Back, 11. The Resurrection, 12. Return with the Elixir. In narratology and comparative mythology, the monomyth, or the hero's journey, is the common template of a broad category of tales that involve a hero who goes on anadventure, and in a decisive crisis wins a victory, and then comes home changed or transformed.[1] The concept was introduced by Joseph Campbell in The Hero with a Thousand Faces (1949), who described the basic narrative pattern as follows: A hero ventures forth from the world of common day into a region of supernatural wonder: fabulous forces are there encountered and a decisive victory is won: the hero comes back from this mysterious adventure with the power to bestow boons on his fellow man.[2] Campbell and other scholars, such as Erich Neumann, describe narratives of Gautama Buddha, Moses, and Christ in terms of the monomyth. Critics argue that the concept is too broad...
Words: 6297 - Pages: 26
...John Clark and Colin Yallop 10. 11. 12. 13. Natsuko Tsujimura Robert D. Borsley Nigel Fabb Irene Heim and Angelika Kratzer 14. Liliane Haegeman and Jacqueline Guéron 15. Stephen Crain and Diane Lillo-Martin 16. Joan Bresnan 17. Barbara A. Fennell 18. Henry Rogers 19. Benjamin W. Fortson IV 20. AITA01 Liliane Haegeman 2 Introduction to Government and Binding Theory (Second Edition) Morphological Theory Language Acquisition Introduction to Sociolinguistics (Fifth Edition) Children’s Syntax Understanding Utterances Phonology in Generative Grammar Approaches to Discourse An Introduction to Phonetics and Phonology (Second Edition) An Introduction to Japanese Linguistics Modern Phrase Structure Grammar Linguistics and Literature Semantics in Generative Grammar English Grammar: A Generative Perspective An Introduction to Linguistic Theory and Language Acquisition Lexical-Functional Syntax A History of English: A Sociolinguistic Approach Writing Systems: A Linguistic Approach Indo-European Language and Culture: An Introduction Thinking Syntactically: A Guide to Argumentation and Analysis 5/9/05, 4:36 PM An Introduction to Sociolinguistics FIFTH EDITION Ronald Wardhaugh AITA01 3 5/9/05, 4:36 PM © 1986,...
Words: 213157 - Pages: 853
...This page intentionally left blank An Introduction to Islamic Law The study of Islamic law can be a forbidding prospect for those entering the field for the first time. Wael Hallaq, a leading scholar and practitioner of Islamic law, guides students through the intricacies of the subject in this absorbing introduction. The first half of the book is devoted to a discussion of Islamic law in its pre-modern natural habitat. The author expounds on the roles of jurists, who reasoned about the law, and of judges and others who administered justice; on how different legal schools came to be established, and on how a moral law functioned in early Muslim society generally. The second part explains how the law was transformed and ultimately dismantled during the colonial period. As the author demonstrates, this rupture necessitated its reinvention in the twentiethcentury world of nation-states. In the final chapters, the author charts recent developments and the struggles of the Islamists to negotiate changes which have seen the law emerge as a primarily textual entity focused on fixed punishments and ritual requirements. The book, which includes a chronology, a glossary of key terms and lists for further reading, will be the first stop for those who wish to understand the fundamentals of Islamic law, its practices and its history. w a e l b . h a l l a q is James McGill Professor in Islamic Law in the Institute of Islamic Studies at McGill University. He is a worldrenowned...
Words: 86898 - Pages: 348
...stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to Rereading America and help you to think through your class goals. We’ll examine some options for tailoring the book to fit your interests and the time constraints of your term. We’ll also take up some pedagogical issues. We’ll offer advice on how to broach particularly hot topics in your class. We’ll explore in some detail how to get the most out of journal assignments and learning logs. And...
Words: 57178 - Pages: 229
...Metaphysics From Wikipedia, the free encyclopedia Jump to:navigation, search This article is about the branch of philosophy. For the work of Aristotle, see Metaphysics (Aristotle). |Philosophy | |[pic] | |Branches[show] | |Aesthetics | |Epistemology | |Ethics | |Logic | |Metaphysics | |Social philosophy | |Political philosophy | |Eras[show] | |Ancient | |Medieval | |Modern | |Contemporary | |Traditions[show] | |Analytic | |Continental | |Eastern | |Islamic | |Marxist | |Platonic | |Scholastic | |Philosophers[show] | |Aestheticians | |Epistemologists...
Words: 48829 - Pages: 196
...people’s actions or deeds without taking into account the “intermediate stages” of the actions performed to achieve those goals. Deontology, as a general horizon of articulating the ethical theories, believes on the contrary that in every moment of our existence, every action or deed that we accomplish can be described as moral or non-moral according to the ethical principles underlying our behavior. The very important consequences arising from the two general theoretical horizons concern two different perspectives on “human nature”, or what we call the essence of the human being. Starting from this horizon we will have the consequentialist and deontological dimensions related to euthanasia. The bioethical dimension in which we will discuss the issue of euthanasia involves both dimensions or horizons. The arguments against euthanasia seem to rely rather on the Kantian deontological horizon, while euthanasia pros seem to rely on the consequentialist horizon. This text is intended as an open debate between the two horizons which cannot yet be harmonized. There is at least one class of existential situations in which euthanasia is described as “desirable” in a consequentialist view and there are situations...
Words: 9099 - Pages: 37
...Prof. Dr. Aykan Erdemir (METU-ADM) (METU-ADM) (METU-SOC) I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last name: Ali Murat İrat Signature : iii ABSTRACT THE ALEVI COMMUNITY IN TURKEY AFTER 1980: AN EVALUATION OF POLITICAL GROUP BOUNDARIES IN THE CONTEXT OF ETHNICITY THEORIES İrat, Ali Murat Department of Political Science and Public Administration Supervisor: Assoc. Prof. Dr. Pınar Akçalı April 2006, 140 pages. The present thesis intends to determine how the ethno-religious Alevi communities in Turkey survive and what are the main sources and factors helping them to sustain their group borders, especially as from the mid-1980s when these communities had started to...
Words: 52011 - Pages: 209
...intercultural shocks such as divorce (Tallman & Hsiao, 2004) Globalization wise intercultural marriages are vital. They create a new wave of culture called the third culture (Casmir, 1993). Intimacy between persons of diverse cultures is becoming a common phenomenon lately, and has led to an upsurge in intercultural marriages, (Waldman & Rubalcava, 2005; Frame, 2004). There are degrees of differences in marriage including intercultural relationships or marriages. When you meet someone for the first time, you see them; you talk to them, so the first important question is, ‘Do we look alike or the same? Furthermore, you talk to them, so the subsequent question you ask yourself is ‘Do we speak the same language or different language? Do we speak with the same accent or different accents? Do we use the same vocabulary or different vocabulary? (Anon. 2014). Furthermore, another important third question is ‘Do we exhibit the same manners because different cultures place emphasis on different aspects of mannerism, and lastly, ‘do we think alike, that is, do we have the same ethics? Believe in the same religion? What are our shared values? What are the moral common grounds? (Anon. 2014). The...
Words: 15503 - Pages: 63
...A World Culture of Schooling? Kathryn M. Anderson-Levitt Introductory chapter to Anderson-Levitt, Kathryn, Ed. 2003 Local Meanings, Global Schooling: Anthropology and World Culture Theory. New York: Palgrave Macmillan. 1 Is there one global culture of schooling, or many? Are school systems around the world diverging from their original European sources, or are they converging toward a single model?i This book opens a dialogue between two very different perspectives on schooling around the world. On the one hand, anthropologists and many scholars in comparative education emphasize national variation, not to mention variation from district to district and from classroom to classroom. From their point of view, the nearly 200 national school systems in the world today represent some 200 different and diverging cultures of schooling. On the other hand, sociology’s “institutionalists” or world culture theorists argue that not only has the model of modern mass education spread from a common source, but that schools around the world are becoming more similar over time.ii According to world culture theory, rather than diverging, schools are converging toward a single global model. This question matters to anthropologists because when we look at globalization— the movement of people, money and ideas across the entire world in unprecedented volume—we wonder whether it really means that the world is becoming more homogeneous. Are we creating a global culture (a “McWorld” for the...
Words: 10440 - Pages: 42