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Morality - Science topic
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Questions related to Morality
Use the Kant's theory of morality and Aristotle view of good life.
Have you ever read this article? They help to understand when exism movements like Brexit and Usexit should be expected to take power under majority rule liberal democracy thuinking
Muñoz, Lucio, 2018. True Democracy and Complacency: Linking Voting Outcome Expectations to Complacency Variability Using Qualitative Comparative Means, Boletin CEBEM-REDESMA, Año 11 No. 1, January, La Paz, Bolivia.
Lust, often viewed negatively in today's world, is commonly associated with desire and excess. However, it is crucial to explore lust not just as an unhealthy drive but as a homonym capable of elevating human consciousness toward happiness, bliss, and enlightenment when used in the right way. This question delves into this duality, exploring how the same energy that is seen as leading us to a slow death, in the form of unhealthy desires and actions, can be reoriented toward the positive to promote fulfillment, abundance, and spiritual growth.
In my research papers, such as "Masturbation: End of the World, Self-Control a New Beginning" and "Kama Sutra: A Pandora's Box of Evils", I explore the role of sexual energy and desire in shaping human behavior and its implications for the future of humanity. Lust, when engaged with mindfully and healthily, can unlock the potential for harmony and enlightenment, serving as a potent force for growth rather than destruction. Healthy sex, rooted in respect, love, and awareness, can elevate individuals and societies, fostering wealth, prosperity, and true connection.
On the flip side, when misused, lust becomes a dangerous force, guiding humanity into destructive patterns. This is where the power of God's energy comes into play. As discussed in my research, lust, in its morally correct manifestation, aligns with divine energy, facilitating spiritual elevation. Conversely, when misused, it mirrors the negative side of divine energy, pulling us further into spiritual degradation.
I encourage you all to reflect on how lust, when used as an instrument of consciousness, can change the trajectory of human life. Join the conversation and explore how reimagining lust as a source of power, when used with wisdom, can not only promote healthier relationships and a more fulfilled life but also lead humanity toward a brighter future.
Key Readings:
- Masturbation: End of the World, Self-Control a New Beginning – Sandeep Jaiswal
- Will Puberty Be in Mother's Womb in Future – Sandeep Jaiswal
- Lesser of Men Than Our Fathers: No Men in a Few Decades – Sandeep Jaiswal
- Kama Sutra: A Pandora's Box of Evils – Sandeep Jaiswal
- "The Role of Sexual Energy in Spirituality: Harnessing Lust for Consciousness Expansion" by Shakti Malhotra
- Sacred Sexuality: Transforming Lust into Divine Energy" by David Deida
- "Tantra and the Power of Sacred Sexuality: A Path to Enlightenment" by Barbara Carrellas
By fostering a deeper understanding of how lust, in all its forms, can serve as a transformative tool, we can shift the narrative around this potent force and open pathways to greater human potential. Let’s reshape the discussion—share your thoughts and feedback on this profound concept!
Here’s a thought-provoking question in English that could spark debate about atheism:
**"Can a moral and ethical society exist without belief in a higher power or divine authority, or is religion necessary for guiding human behavior?"**
This question invites diverse opinions on the relationship between atheism, morality, and societal values. Let me know if you’d like variations or additional context!
Have you ever read this article?
Muñoz, Lucio, 2013. Utilitarianism, Raw Liberalism, Moral Liberalism, and True Sustainability: Basic Paradigm Foundations, Changing Assumptions, and the Evolution of Development Paradigms, In: The Mother Pelican Journal, Vol. 9, No. 1, January, Ed. Luis Gutierrez, PhD, USA.
This question is an assignment given to me by my Lecturer in Adeleke University. The course is titled Morality and Ethics.
Religion
Ethics
The humanitarian system
Holy books
Violating [(tradition)' = (risk analysis)' = (skin in the game)'] = ethics has many risks.
1)LONG-term higher SELF.
2)Morality is more about concrete empathy than the abstract kind.
3)Criminals risk A LOT.
4)More parsimonous, given the law of identity, and time is an illusion, the individual is more likely eternal than abstract ideas are.
5)We probably realize, upon death, time is an illusion.
6)People evolved to be more easily bored by the abstract than concrete. So, applied mathematics may help teach math.
This question is about the enduring relevance of the Kamasutra's philosophical underpinnings in understanding human relationships and intimacy today. Also to delve into its broader cultural impact beyond its explicit content, exploring themes of love, desire, and interpersonal connections across diverse contexts and time periods.
Upon observing anyone’s innermost life, would character flaws always be found? How? Why? My answer: Yes because humans are bound to be the least ethical creatures among other reasons.
Sources:
Experiment Findings Is morality only relative? The law is NOT objective. Moralit...
Taught 'ethics' for both the undergraduate and postgraduate students, whilst students would find the topics discussed interesting, but in some cases it would seem very difficult to convince students that they need to act morally and ethically towards their clients, employees, communities and societies. The students would be arguing doing this might hurt our bottom line, especially as we are not sure that our competitors would be following the same trend.
What are your thoughts regarding this issue?
Have you faced similar encounters? it would be nice to know how you handle such a situation.
Would you believe that teaching ethics at the tertiary level is sufficient, or do we need to start with the individuals from their young age?
Is it the responsibility of the school, society, university, or the family?
Looking forward to reading your ideas and input to enrich this discussion.
Thanks and regards
Hello scholars of the ResearchGate community, I am eager to initiate a discussion on a topic that holds great significance in the realm of education – the place of morality in shaping our educational systems.
In the pursuit of knowledge, it is essential to consider the ethical dimensions of education. How do moral values influence teaching methods, curriculum choices, and overall educational philosophy? Are there specific moral principles that should be prioritized in the educational context?
I invite you to share your insights and experiences regarding the intersection of morality and education. Do you believe that a focus on moral values enhances the learning environment, or do you see potential challenges in incorporating morality into educational practices?
Who agrees both the lack of absolutes and the uniqueness of each entity, suggest an all knowing and all powerful creator? I welcome elaborations.
Who agrees that counterintuitively, eternal salvation is universal because morality is objective but relative? How? Why? My answer: morality is relative yet objective because reciprocity and harm avoidance are the objective moral roots yet, firstly the tradition, secondly the risk analysis, and thirdly the skin in the game, that moral practices derive from, can differ. As for the afterlife, God commands that we try our best in whatever predicament he plants us in(no individual chooses (insert pronoun) own genes, (insert pronoun) environment, and or (insert pronoun) self). Suffering may be philosophically justified by meaning. Free will is compatible with determinism(both are unfalsifiable and believing in each of them is a survival heuristic. Therefore, somethings in life are choices while others are not). Thus God is merciful upon mistakes and takes all into eternal salvation.
Sources:
If morality is justice then God(the all knowing, the all powerful, and perfect creator) is the source of all morality, who agrees? Why? How?
During the Vietnam War it was common for the US military to publish a body-bag count for the number of US soldiers killed in Vietnam per day; once the war was over the number of American soldiers killed was about 64,000, with up to 6 million civilians/soldiers having been killed in Vietnam, Cambodia, and Laos, a kill ratio of 1 to 100, which could be achieved by Israel in the current Gaza war.
The count for Gaza is 19,000 after two months of aerial bombing. The rate of killing is about 9,000 per month. If this continues for one year expect a total count of ~ 100,000. But the West is challenging officials who use the genocide word on their campuses since it suggests that one of America's closest allies is like Vladimir Putin (who has so far killed 10,000 Ukrainian civilians). To discourage use of the genocide word, certain communities are declaring that to use such a descriptor in reference to Israel (a Jewish state) amounts to antisemitism. George Orwell should be shaking in his grave to hear such a thing.
ADL, a Jewish Anti-hate Organization has commented on this issue:
"
Published: 10.25.2023 by ADL:
In the heightened rhetoric of the present day, Israel is sometimes accused of committing acts of “genocide” against the Palestinians. Genocide is a legal term, and in no way do Israeli policies and actions meet this legal threshold. Rather, the sensationalist use of the term genocide in relation to the Israeli-Palestinian conflict is not only inaccurate and misleading, but it serves to demonize the State of Israel and to diminish recognized acts of genocide.
The term genocide was first introduced by Polish-Jewish lawyer Raphael Lemkin in 1944, with the construct of “genos” meaning race or tribe and “cide” meaning killing. Lemkin coined the term in response to the Holocaust, but also in reference to earlier events, including the Armenian Genocide. The United Nations General Assembly recognized genocide as a crime under international law in 1946 and it was codified in the Convention on the Prevention and Punishment of the Crime of Genocide in 1948. The definition of genocide under this convention is:
In the present Convention, genocide means any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such: (a) Killing members of the group; (b) Causing serious bodily or mental harm to members of the group; (c) Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; (d) Imposing measures intended to prevent births within the group; (e) Forcibly transferring children of the group to another group.
While one may oppose and even condemn particular Israeli policies or actions with regard to Palestinians or Israel’s Arab citizens, the fact remains that in no way has Israel engaged in any action with the intent to exterminate, in whole or in part, the Palestinian people.
"
Having to worry about Hitler's intentions after exterminating six million Jewish people, it could never be concluded that what he did was 3rd degree murder (i.e., manslaughter, an accident of War) which is what is being declared by Israel vis-à-vis Gaza. But it will be the West who will win the war against Hamas, which means it will also win to document (or not document) the history of this war. It is notable that the amount of text devoted to the Vietnam War for the US citizenship exam is several lines of text (not more than 15), a war that was very damaging to the US, requiring a massive amnesic lobotomy, so that the killing instinct of the American boy (and now girl) would be restored for the campaigns in Iraq/Afghanistan and soon for those of the south Pacific, if Biden and Xi’s Neocons have their way.
Can someone be agnostic about the existence of the supernatural yet gnostic about morality(think the moral dichotomy is enlightened vs ignorant)?
So, I'm a student of MS clinical psychology, currently working on my thesis. I wanted to explore the impact of perceived parenting style on the degree of morality among mental healthcare professionals. I was told that the two variables are from two different domains of life, i.e., perceived parenting style is related to home/domestic domain and the scale for morality is related to occupational domain. And that this makes the variables lack connection.
Is that true?
Can I really not assess this relationship? The impact of PPS on the morality of people in this profession?
Please, a quick answer would be highly appreciated.
Given the Principle of Parsimony, Plato's Theory of Forms at least seems like the most likely afterlife(minus reincarnation because morality is objective but relative because symmetry always stays the same while risks change). The perishable no longer perishes after having perished. In other words, the perishable becomes the imperishable. If time is an illusion then all that recognizes real reality are abstract ideas. So when living beings deceased they become abstract ideas.
analysing the implications of death penalty when put up against the wall of morality, right to life, and the dehumanising factor of million even by state.
Ex.
Internal religion:
A. The emergence of inner knowing or awareness of things perceived as being spiritual that leads to a form of practice.
B. The internal dialogue and disciplined cognitive processes a person takes on/practices in an attempt to maintain alignment to a code of ethics and morality.
C. Neither
D. A combination of the two (please elaborate)
E. Something else
Please elaborate.
This "philosophical" thought by Rabelais "Wisdom cannot enter into an evil spirit, and Science without conscience is but ruin of the soul", taken from Pantagruel, his major work (own translation from French), can be considered as the keystone of what would be called "Scientific Morality". What if we discuss this paramount issue for the scientific community? Contributions on the topic are welcome.
Science is a neutral, rigorous, systematic endeavor that builds and organizes knowledge in the form of testable explanations and predictions about the universe. Modern science is typically divided into three major branches: natural sciences (e.g., biology, chemistry, and physics), which study the physical world; the social sciences (e.g., economics, psychology, and sociology), which study individuals and societies; and the formal sciences (e.g., logic, mathematics, and theoretical computer science), which study formal systems, governed by axioms and rules".
Excerpt from: https://en.wikipedia.org/wiki/Science
"Conscience” translates the Latin “conscientia”, which refers to sharing “knowledge” (scientia) “with” (con-), and which in turns translates the equivalent Greek term suneidenai (see Pierce 1955 and Sorabji 2014 for an etymological analysis of the term). The literal meaning of the term does not specify the type of knowledge involved and whom that knowledge is shared with. However, the concept has traditionally been used to refer to moral knowledge (we talk indifferently of conscience and moral conscience) that is shared with oneself. This reference to the self does not rule out that the source of the morality in question be external to the self. ... Reference to the self indicates that, from a psychological point of view, conscience involves introspection, awareness of one’s behavior, and self-assessment..."
Excerpt from: " Conscience (Stanford Encyclopedia of Philosophy)
https://plato.stanford.edu/entries/conscience/ 1/16, First published Mar 14, 2016
Illustration: Book cover "Faber, L. W. Robot Suicide: Death, Identity, and AI in Science Fiction, Rowman & Littlefield, 2023."

Can this discussion point be upheld?
A paper that is related is:
Preprint Thermodynamic advantages of morality
Suicide and Death Penalty, fatal and tragic acts, leave no one indifferent. These touch on the sacredness of life and therefore on the deepest convictions and beliefs. Philosophical reflection has been prolific on the subject dealing with the rationality and morality of and Death Penalty. The question also covers a societal component in relation to the debate on the "right to die within dignity"
All contributions on the topic are welcome.
Picture: Staged seppuku with ritual attire and kaishaku, 1897 https://en.wikipedia.org/wiki/Seppuku

This is quite a topic to ponder about but I am particularly interested in knowing the strategic placement of human-centered inquiries in the advancement of contemporary AI systems despite the remarkable progressions in machine learning and particularly developments in the computer vision. How should we label the fusion, if any, and explicate various intriguing topics of discourse for the mutually beneficial association of two (ostensibly) mechanistically distinct intelligences. Why Human-inspired or Human-assisted AI might be important? Do we really need this association or let machines figure out their own way somehow through continious exploration? What makes humans special and/or not so special? Maybe as humans we have biases towards our species. For one thing, humans are not expert in “detection” missions. Particularly in absence of “attention”, their performance exponentially degrades leaving no room to excel in any task completion. Humans are not good in resolving “hidden correlation” tasks either. Their ability to estimate the joint probability distribution of a very large set of random events is extremely limited. However, they are good at trying/searching and finding out things, in other words, quite good at ontologies. Since the current AI research is oriented around reaching out the level of human-AI, one of the essential questions could be "What is missing to achieve Human-level AI?". An argument that is given is this: Without abstraction, reasoning, compositionality and fuctuality, it is almost impossible to achieve or get to human-level AI in the near future. Of course such a question brings out other interesting and relevant questions such as "What are the most obscure unsolved problems in the development of human-level AI?" or "Can human-specific attributes (coinciousness, morality, humor, causality, trust) can be transfered to machines? If yes, how and to what extent?". Even if we hypothetically assume human-inspired AI is in place, we still need to answers questions like "would this system be fully automatic or partially automatic and Human intervenable?". Should human counciousness position itself somewhere? if yes where in the generic design?. I think for the futuristic designs of AI, we need to look into the possibility of hybrid designs and think about their implementational details along the way...
I am exploring the development of the idea that morality or justice for the state is different from morality or justice for the individual, as it appears for example in the work of Machiavelli. I thought I would find this quotation in the Melian dialogue, which makes that kind of point, but I couldn't find the particular quotation I was looking for. I recall that it is a quotation that the ancient historian Geoffrey de Ste Croix attached much significance to. Can anyone help please by providing the reference in Thucydides?
The reasons for the laughter can be different, not from the aspect of biology, but from the aspect of anthropology, sociology, psychology, politics, humor, cynicism, optimism, morality, non / freedom, hypocrisy ...
Really, why are people laughing?
It is necessary to give a symbolic, laconic, metaphorical ... answer.
Sometimes we witness a legal action or practice that is not considered ethical or moral. So what is the reason for this decomposition? Where do the concepts of ethics, laws, and morals differ? Traditions? Tolerance? or is it intolerance?
What do you think?
If you don't know what ChatGPT is, watch this: https://www.youtube.com/watch?v=0uQqMxXoNVs. Then, watch the (excellent) movie Her by Spike Jonze. Then, watch this lecture (from the 36 minute mark): https://youtu.be/WJP80WppHuY?t=2147
Finally, picture your child bringing a cell phone home as their partner for your family's holiday dinner.
Make no mistake: this WILL happen. So, take time to think and tell me what you would do. I am curious to see people's responses...
Hi all. I am hoping you will be able to help me. I am currently completing my masters in psychology and I am researching the relationship between attachment. Moral identity and pro social behaviour. Essentially I am stating attachment predicts both. This is my IV and I am using the IPPA to measure this (determining a secure, anxious or avoidant attachment). For the two dependent variables I am using the Moral Identity Scale (two dimensions: internal and external) and the Prosocialness in Adults Scale. The relationship between moral identity and pro social behaviour for the research could be either way: one may influence/predict the other and vice versa. What statistical analysis should I use? I have said descriptive statistics and Pearson’s r to identify the strength of the relationship. can I use a single or multiple regression analysis? or is there a difference test that would be better suited?
Thank you for any considerations and time given.
John
Size of the board matters but what matters the most is the corporate culture in corporate governance. Since Board of Directors are supposedly safeguarding the interest of stakeholders by providing policy prescription but CEOs are always under influence by the majority shareholders who elect the chairman. Hence minority stake holders' interest are always compromised. Strong culture based upon the ethics, morality, brotherhood/sisterhood and respects of rights needs to be inculcated for board members to be free from power and politics. Your comments please?
Is the art world guided by "an invisible hand"
- or has it become "economics of regulation"?
The problem in art was the turn around the sixties:
- controversial art became investment -
that makes the natural "going viral" more problematic
So the question is :
Has the Avant-Garde become an institution?
institutionalized = established = linked with status & investment.
- Should art be risk investment by nature?
Do critics always have the freedom of speech?
- An artist's career can show ups and downs - do critics have the freedom to discuss this when status investment gets involved?
And if contemporary art has become institutionalized.
- What about the artist training?
Are art students to be trained to adopt an attitude towards an art market - and the institutions that go with it? (art marketing?)
Heidegger said that philosophy is thinking. What else is philosophy? What is the ultimate aim of philosophy? Truth? Certainty? …
Heidegger said that science is knowledge. What else is science? What is the ultimate aim of science? Knowledge? Truth? Certainty? …
The question can be considered simple, but for me, the answer is not easy. The answer should not be just another ethic course. In this way, morality is probably not different from medicine or economics or anything else: It would remain theoretical. Theory may (or may not) be the foundation for the later training of a skill, but most often theoretical knowledge is transformed into practical skill by *application* or *exercise*. But how to do this for morality? Or is moral behavior not teachable at all?
Dear all,
what do you think about human values and current pandemic. Did values and morality change a lot, or not?
Thank you for your answers.
Deontic logic is a logic ahout morality and justice, to make the deontic logic mathematically, we have to define a good-evil function to describe the state of deontic logic?
Integrity is considered very important, but there is no clear definition, even the meaning impressed overlapping. It is sometimes associated with character, morals, virtues, honesty and more. In fact, what is integrity?
Myth is the biggest obstacle among historians to formulate any kind of history, some believe that myth might have some truth or some falsity as well. Myth has been a powerful tool for civilizations and religions to expand and flourish, only after the scientific revival and renaissance, it was challenged by truth seekers under the realm of positivism. But still, we are lacking the depth of understanding for the 'myth' as a subject. In fact, myth is not a priory or even not an extended human morality but it has helped us in the creation of this modern world.
Currently writing a paper on the Euthyphro Dilemma, discussing the origins of morality, metaethical and normative positions without God, and then revisiting the ED for Virtue Ethics. Could it be the case that the virtuous act is virtuous because the virtuous agent does it, or does the virtuous agent do it because it is virtuous? Really appreciate anyone's insight! Many thanks.
Is it reason, intelligence, superior nature, rights, or something else?
How can one classified African traditional societies under natural law
I wanted to know your opinion about the factors that lead a person to morality or immorality.
Good morning everebody.
We know that human migration is a phenomenon that affects the past, present and future of humanity. Today, migration has become globalized. Its influence can be seen in the diaspora of migrants, in the countries and societies where migrants come and receive them. How do you assess the impact of the migration process on the ethical environment? Is migration improving the moral environment or is it negatively affecting the morality?
Thank you in advance for your feedback and attitude!
Good morning all,
I am looking for a publication on a colony (regardless of the species, bees, bats ...), for which the entries and exits of individuals have been recorded in order to estimate mortality outside the "nest" (exits - entrances).
Do you have notion of such an article?
Thanks in advance.
Dear all, students of mine asked me how to calculate participants' levels of morality from the results they revealed in the MUT. Does anyone know how to do that?
Thank you very much for your time!
Best, David
Hi there,
Following to our discussion about co-operation morality in exams, all comments agreed that co-operation in far distance education is cheating.
Fine, now what would you do as a teacher if a week student scores very high marks, and you are 100% sure that he/she cheated in the online exam? or someone else did the exam instead of him/her? cheating online without evidence?
I believe that as long as teachers have no evidence, then they can not punish or deny the students scores even if they are 100% sure that there is a cheating case.
integrity is often defined as being honest and having strong moral and ethical principles.
The world certainly needs it very much. Can we teach this quality to our students? should the parents be the ones that teach ethics to their children? Can society or, religious institutions teach this?.
There were four groups; A, B, C and D with each group containing 15 birds. All birds are of the same age. Other environmental and experimental conditions for all the groups are also same. Group A birds were treated with single dose of drug while, group B birds were treated with double dose of drug treatment. Group C is positive control and group H is negative control. At the end of the experiment, the number of deaths (% mortality) in each group was calculated. I want to know does any significant difference exist in % morality of treatment groups in response to single and double dose of drug?
In a formal classroom teaching and learning situation, did you ever find it necessary to lower the grade on a student's paper because of some deficiency, such as a paragraph copied verbatim from a source (article, book, periodical, internet resource, etc.) without giving credit (plagiarism)? Are there other situations, hypothetical or experiential, you can mention to support the idea that "It IS possible to measure ethical and/or moral conduct or misconduct"?
SOURCE: Research Gate: This Question is generated as a result of my having observed a number of replies on another discussion Question that categorically state that (1) scientific teaching and research can only be evaluated according to the number of citations; (2) scientific research and teaching have no connection to ethics and morality; and (3) Research Gate does not have any requirements concerning ethics and morality and only credits members with "points" for the number of citations, and not for showing any ethical and moral qualities.
Did you come across any book or publication that explains the full history of gifted and talented definition ? I mean its development from the first definition until the last ?
I am writing a brief section on the American Anti-Imperialist League of the late 1800s, early 1900s. I find that most of the people in it and statements made by it oppose U.S. imperialism, in large part, for racist reasons. They don't want all those "non-white" people to be part of the United States and they think it would distort the Constitution to have people be part of the United States who are not citizens. I know a few people, like Mark Twain, held different views. But does anyone know more about non-racist reasons why people were anti-imperialists at that time? Or where I could find more about what they thought and why? Thank you.
In my Business Ethics class, we were having a discussion about what type of people will make better citizens: Ethical people or Law-abiding people. The Discussion was very interesting and I was wonder what your view is on the matter.
We also looked are the possibility of ethical citizens not always being law-abiding...
Hello researchers,
Can someone please direct me to a freely available (or reasonably priced) scale for measuring morality/moral reasoning among children, 0-18 years, any age group? I would like to know the sources where they are available or if you have used one or developed one, can you allow me to replicate the research? I have preschoolers as convenient sample, but, can access other age groups as well.
Thank you in advance.
Sadguna
Today, we are living in a world where technological advances are happening in a pace which has been unprecedented in the entire history. Various technologies and industrial innovations are transforming how humans interact with their environment and with each other.
So, How do you define morality in today's world? What role does it play in our interactions with these new advancements in technology? And most importantly, will it be forgotten in the future or will it be salvational?
hello, my name is Ellyzabeth and i'm currently doing my final assignment to get my bachelor degree in psychology. my research is an experiment about how dressing style can influence people's social perception, especially in intelligence and morality. can someone suggest me the right scale to use?
thank you in advance for the help
I'm using ZrOCl2.8H2O as precursor and 2-methoxyethanol as solvent and I have solutions with different-different morality, however with each of them I'm getting striations in the film. How can I avoid them? and How can get the lowest leakage current with the precursor?
Thanks in advance.


What is Ethics? & /or what is Morality in Criminal Justice?
Since crime can be a social, legal, or a violation of code(s), and sanctions "bestowed" in the name of "justice" may involve an individual or a society's educational or economic situation, understanding (& eventual application) of Ethics & /or Morality in Criminal Justice is a significant issue which must be dealt with, especially if USA is to give up and cede the number one (# 1) position in incarcerating its own people!
Any realistic, concrete humanistic suggestion(s) on USA to go down to the 2nd, 3rd, 4th ... .. ... or the last position?
Politicians obviously are; this is the core element of their profession. But what about the rest of us?
Young people around the world protest against the climate change, and they demand action! But when I undertake an action and switch off air-conditioning, my young colleagues look at me with hatred, and switch it on again.
When I ask them whether we are heating or cooling today (neither is needed), they do not respond. This does not matter; air-conditioning must work all the time, and it does work all the time.
I read that some eighty percents of electricity is produced from fossil fuels. And they say they want action!
I'm interested in measuring perceived moral decline: the extent to which people believe that society is more immoral and corrupt now than it was in the past.
This is conceptually similar to nostalgia but it's not the same. It's also similar to Altemeyer's Belief in a Dangerous World (BDW), but that measure focuses mostly on violence whereas I'm interested in perceived immorality more broadly.
Any ideas or suggestions would be appreciated.
A content analysis of Canadian arbitration cases over the past 10 years, would be the most effective way to gather documented evidence on how social media related human resources issues are being ruled upon by arbitrators.
Ok, I'll try and keep this short: For the few of you who might know me, I'm a English grad student at West Chester University, and I'm currently in the middle of writing my MA thesis. One of the key components to my research will be a survey of gamers in the Metal Gear community, looking at perceptions of in-game morality and the potential for player-character/character-player transferability of morality.
Here's the problem - as I've already noted, I'm in the English department, so it'll be pretty easy for you all to assume that mathematics isn't necessarily my strong suit, let alone the analysis of data and statistics. I was wondering if anybody is aware of a good resource, either online or as a physical text (hopefully reasonably priced), that can actually teach me the fundamentals of interpreting the data when the time comes. I'm sure there's a "...For Dummies" book out there, but in my experience those aren't always necessarily the best option. Any help in this matter is deeply appreciated.
-Ryan
i think the The axis of the moral teachings of the ancient Persians is the "Asha". what is your idea?
Rumination 3# - The lost goal of education?
Professor Stephen Dobson
Dean of the Faculty of Education
Victoria University of Wellington, New Zealand
Since arrival in the Faculty of Education at Victoria University in mid-2018 I have had many remarkable experiences. Not all however are the source of a strong catharsis, an ‘a ha’ experience as was the following: I was lucky enough to attend the 50th anniversary of the cohort of pre-service teachers who attended Wellington Teacher`s College in 1968. In the course of the pleasurable evening a common experience remembered was staff philosophy at the College, “that they should try to develop the person and then the teacher would emerge from that.”[1] In cultural activities, such as art, reading, music, talking, dialogue and so on during their training. Sam Hunt the poet and New Zealand treasure was a student to whom they made constant and well-deserved reference. Sam never graduated – apparently the Dean told him to concentrate on his poetry skills.
We have come a long way from such a perspective, or so we are apt to think – our teachers are arguably more professional, the national curriculum is detailed and teachers meet clearly defined standards on graduation. Yet, when I talk with my Islamic educational colleagues I learn that the point of education in their culture for over a millennium has been to develop the character of the child. We must remember one of the oldest universities[2] in the world is Islamic; it is over 1200 years old and found in Tunisia [3] (Ez-Zitouna University جامعة الزيتونة); not in Europe in the Middle Ages as we commonly think. In Chinese inspired education a version of this is the importance of developing a good moral character, inspired by the views of Confucius and a deep respect for others. We find a strong other-directed morality rather than an ego-oriented morality in China. In Scandinavian educational culture this is called bildung or dannelse and means the formation of a shared centred-ness and a shared cultural identity. In my limited, but growing understanding of Māori and Pasifika culture I have noted many of these same points.
Current global speak around the world and in many Anglo-Saxon countries profess a different view on these matters, if we exclude for a moment the point on curriculum knowledge. It is the desire to grow students who are resilient and possess ample funds of ‘grit’ to master set-backs. They are cognitively knowledgeable of their own thought processes. All possess so-called 21st century skills of team work and sociability.
Sometimes, I wonder if the pendulum of education has swung too far and we have lost ourselves in the science of education and in particular that international pastime of measuring literacy and numeracy scores. We want to perform well and to manage ourselves; to be the cleverest in the local, national and international class. This is very much to the exclusion of the other side of the pendulum where character, morality, bildung and other-directedness rest. A phrase I often quote from the Swedish child activist in early 1900 rings in my ears, `the formation of one`s identity is based upon what remains after we have forgotten everything we have learnt` (my translation). As with life we need a pendulum that swings both ways – or do we?
[1] Georgia Morgan (2007). A Short History of the Victoria University College of Education Art Collection. Unpublished manuscript.
[2] Established in the year 859, the University of al-Qarawiyyin in Fez, Morocco, was the first degree-granting educational institute in the world (as recognised by UNESCO and Guinness World Records).
Is good creation or bad creation rooted in man or are they influenced by the environment that incites and puts human morality?
Is good creation or bad creation rooted in man or are they influenced by the environment that incites and puts human morality?
I know that the issue is hard. Let us try to be very careful not to offend other people, try not to mention the names as much as it will be possible; certainly avoid people who are around on RG; and let us discuss just the methods. So let us discuss the problem apart from the RG and just in principle. Let us try to examine when political propaganda intervenes in science and what are their methods.
Therefore the essential point is the discrepancy between facts and the interpretation of the facts in science under influence of politics, or :
What are the methods of political propaganda in science, scientific media and scientific communication? How to protect science from politics?
This may concern opposing some scientific concept by using political action or inverse: the opposing some political orientation by using fallacious scientific methods. Using science is very effective to persuade the masses and can be easily dissimulated. The important aspect of the propaganda method is to imply the conclusions and to avoid establishing links with the discussed facts.
As far as I know, we had on RG at least 2 such threads: during the last elections in the US (trying to discredit Donald Trump), and one recent and still running - on plagiarism (trying to damage certain Serbian politicians). There are certainly some others of which I am not aware.
The common feature of such attempts is to focus the discussion on some personality and to avoid clarification of the facts and insist on some more general aspects, structural or contextual aspects, persuasions or general principle without establishing the links with the discussed facts. Number of logical fallacies are used and none of them is specific for those discussions.
May be we should concentrate on relation of the political propaganda and science, morality of publishing, and scientific and political paradigms vs. empirical facts.
Or, the essential point is that since politics is often blind for the facts, the question is how deep politics reaches into science?
The first question indicates towards experience of an individual as an employee and his/her interactions with a peer, senior, boss, or the organization (norms/rules/regulations) itself.
The second question indicates to share various factors that contribute building the perception of employees.

1. Intra-personal level (or individual level)
2. Inter-personal level (e.g., peer level, subordinate level, boss/supervisor level, and organization level)

Very often we see that the educated people do crimes in their everyday lives. Societies are different. Crimes are also different in terms of intensity. The questions arise: Does the formal education system help our students become good citizens? Is not it expected that educated people will act with better morality than others? Is this true that the moral sense in human is connected to formal education?
Please share your views, opinions, comments and questions.