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The consciousness’ forming by fractal education and the problem of Divinity" The paper analyzes the measure and the ways in which an individual or group consciousness can reach a ‘gracious level’ close to the maximum possible, considered of the Divinity. A first conclusion of the analysis is that fractal, networked education, obtained from simple to complex and from an individual to a larger and larger group of individuals, has generated and is generating fractal, group consciousness, within which the learning of an individual but superior consciousness, with the role of spiritual leader, in particular - teacher, professor, is transmitted to those spiritually guided by transmitting not only of his teaching but also of his attitude towards the transmitted teaching and the strategy of using it in society. It results also that the forming of individual and fractal consciences, of the group, of gracious level, (“haric”-in some acceptions) - understood as the highest value level of the psycho-social Good, requires a strategy of using the obtained orthodox-scientific teaching, based on completing the fundamental principles of the orthodoxy: purification, enlightenment, union with the Divinity, fight against evil, with the scientific principle of orthodox reciprocity. Another conclusion is that - because the possibility of the existence of a divine gracious meta-consciousness, understood in the sense of gracious spiritual leader of several gracious super-consciences which are spiritual leaders of a significant number of superior consciences relative to the average level, exceeds the capacity of a single psycho-bio-social entity, it results that a God with super-normal powers capable of restoring the Good of the orthodox-scientific type in worldwide can exist more as a judicial entity than as a single physical and spiritual entity, so- as a Divine Organization, more realistic and scientific being the concept of Godness. In this case, the Godness must be both judicial and executive, based on Scientific Orthodoxy, which includes the principle of orthodox reciprocity. The possibility of spiritual leadership of the mankind by the Godness supposes energo-informational action with advanced technical means, such as telepathic amplifiers, which could also explain the transmission of the Holy Spirit and some paranormal manifestations such as the cases of ""intelligent ghosts"", reported. It results also that the Godness may be recused by scientific orthodoxism and the principles of the Providence must be modified in the form: orthodox-scientific cooperation with the Creation; orthodox-scientific leadership of the Creation and orthodox-scientific preservation of the Creation."
Righteousness of Judah and Tamar : a problematic encounterThe story of Judah and Tamar is a part of the story of the Abrahamic line. Judah is problematic Jacob's son and Tamar is Judah's problematic daughter-in-law. A climax of their story is the judgment on Tamar: "She is more righteous than I, inasmuch as I did not give her to my son Shelah." (Gen 38:26). The paper examines the context and composition of the story in order to evaluate the righteousness of both characters in their respective social roles. Judah and Tamar's dramatic relationship shows an anthropological perspective of conversion and spiritual growth in borderline situations. In the present COVID-19 pandemic the story shows how the actual world could be reshaped under pressure.
In the same melting pot? America and EuropeRevolving around the key concept of the melting pot, the article discusses cultural models adopted in the American and European societies (i.e. Americanization, multiculturalism, interculturalism, the cultural mosaic, muscular liberalism, and pillarization) in the attempt to explain, historically up to the present day, the circumstances of the encounters of immigrants’ cultures with the ones of the host countries.
Global learning: A catalyst for curriculum changeThis article considers some of the key challenges and opportunities for global learning. It is argued that global learning is a confused terrain that is emotionally 'hot' because it impacts on deep-rooted notions of nationality and personal identity. The difficulty of engaging with controversial issues such as power relations, social injustice, migration and global poverty are explored, along with the legacy of colonialism. Recognizing that global learning aims to develop new ways of thinking suggests that progression and assessment may need to be reframed around overarching concepts and the formation of values, rather than measurable outcomes. Intriguingly, this also offers an opportunity to realign the curriculum to better address twenty-first-century needs, particularly with respect to sustainability and the environment.
'A Mile Wide and an Inch Deep': Surveys of Public Attitudes towards Development AidIn this article we argue that existing survey instruments used to examine public attitudes to global poverty are not fit for purpose. Surveys need to be redesigned to successfully support the threefold purpose of development education and public engagement. The core of our critique is that existing measures suffer from poor measurement validity, and fail to control for knowledge-levels or perceptions of aid effectiveness, both of which are thought to limit support. Researchers also lack understanding of the factors that motivate support for development aid in the first place. We conclude by making recommendations for future surveys of public attitudes and suggest that building support for development may require speaking to many publics as opposed the public.