This book investigates the compatibility between the doctrine of divine simplicity (DDS, hereafter) and divine free action primarily in the works of Avicenna and Anselm with an analytical approach. The book has three main objectives: (1) to thoroughly analyse both philosophers’ views on DDS, divine free will, and their compatibility; (2) to put them into the context of the contemporary discourse of the philosophy of religion, by investigating whether it is possible to have freedom without the ability to do otherwise (...) (as proposed by both philosophers for divine free will) with a reference to the prominent contemporary discussions initiated by Harry Frankfurt’s counterexamples; and (3) to show the plausibility of the agent-causal view for divine freedom (as defended by Anselm and Avicenna) by briefly sketching an alternative account based on Anselmian intuitions (the meta-awareness account) which can avoid the reasons-explanation objection and the luck objection against the libertarian agent-causal view. (shrink)

U ovom radu analizirat će se tri najistaknutije formulacije ontološkog argumenta, uključujući klasični argument prema kojemu je postojanje jedno od savršenstava, modalna verzija argumenta Normana Malcoma prema kojemu savršenstvo nije postojanje, već nužno postojanje, te modalna verzija argumenta koju nudi Alvin Plantinga koja se poziva na semantiku mogućih svjetova. Prema Kantovom prigovoru, ontološki argument pretpostavlja da je postojanje predikat koji dodaje još jedno savršenstvo pojmu Boga i time implicira problem referencije između stvarnog predmeta i njegovog pojma ili tautološki povlači da (...) Bog stvarno postoji. Unatoč svom utjecaju, Kantov prigovor argumentu kritiziran je zbog njegove dvosmislene upotrebe pojma postojanja, kao i zbog nerelevantnosti za ontološki argument i modalni ontološki argument kojeg nudi Plantinga. U ovom radu prvo želim pokazati da, nasuprot Plantinginoj tvrdnji, Kantov prigovor nije relevantan samo za klasičnu verziju argumenta, već i za njegove modalne formulacije. U tom smislu, tvrdim da nije dvosmislena Kantova uporaba pojma postojanja, već da su klasične i modalne verzije ontološkog argumenta one koje svoju prividnu snagu dobivaju dvosmislenom uporabom pojma postojanja. Druga svrha rada je dati alternativnu analizu pojma postojanja koja se temelji na Aviceninoj metafizici i time ukazati na alternativni temelj za potencijalnu preformulaciju ontološkog argumenta, čime bi se izbjegao Kantov prigovor. (shrink)

This study examines adults’ postings of photos of children on social media and offers a unique methodological approach to studying visual data. A major innovation of this study is first, to enact the concept and method of narrative inquiry to the digital photographs. Having applied this method, the study also offers findings about the diverse values that emerge across two specific digital parenting cultures organized via Instagram hashtags of #fashionkids and #letthekids. Values analysis of 500 photographs indicated that these hashtags (...) constitute cultures defined by distinct values of ideal childhoods. While #fashionkids photos emphasized children’s attendance to the photo making activity with stress to their possessions, #letthekids photos expressed mixed values of freedom and domestic happenings with a strong emphasis on unawareness of the photographing and togetherness. While the qualities of childhood images collected in the same period hint at meaningful patterns, the way those qualities interact with each other in distinct cultures suggest that there is not one ideal image that could represent childhood in the best possible way and the photographers’ values very much influence the visual sense-making of what’s being portrayed in children’s photographs. (shrink)

Although a number of aspects of earlier experiences correlate with later civic engagement (Sherrod 2007), the role of different factors in driving the level of young people’s engagement is not clearly understood. This qualitative study set out to understand those factors in Turkey. Eight focus groups were conducted with 55 young Roma and Turkish people, with different groups being conducted according to participants’ ethnicity, gender and age (16–18 year olds vs. 20–26 year olds). Analysis revealed specific themes in terms of (...) the political and civic engagement of different sub-groups. However, almost all participants expressed that they did not have enough information about their rights and obligations as citizens. They also identified the different barriers which they perceived as impeding their political involvement and participation. (shrink)

As part of the social distancing measures for preventing the spread of COVID-19, many university courses were moved online. There is an assumption that online teaching limits opportunities for fostering interpersonal relationships and students’ satisfaction of the basic need for relatedness – reflected by experiencing meaningful interpersonal connections and belonging – which are considered important prerequisites for student motivation and vitality. In educational settings, an important factor affecting students’ relatedness satisfaction is the teachers’ behavior. Although research suggests that relatedness satisfaction (...) may be impaired in online education settings, to date no study has assessed how university lecturers’ relatedness support might be associated with student relatedness satisfaction and therefore, student motivation and vitality. This study tested this mediating relationship using data collected during the early days of the COVID-19 pandemic. The study also investigated whether the relations were moderated by a high affiliation motive which reflects a dispositional wish for positive and warm relationships. The possible importance of the communication channel selected by the lecturers and the format of a class were also investigated. In a sample of N = 337 students, we tested our hypotheses using structural equation model. Results confirmed mediation, but not moderation. The use of video chat seems to facilitate the provision of relatedness support but our data did not show that the format of a class was associated with relatedness. Our findings indicate that both teaching behavior and the technical format used to deliver lectures play important roles in student experiences with online classes. The results are discussed in light of other research conducted during the pandemic. (shrink)