Fıkıh usulünün dil ve yorum bahislerinde yer alan konulardan biri âmm lafızlardır. İlk dönemlerde umum ifadelerin tanımına, varlığına ve kapsamına dair tartışmalar yer alırken Gazzâlî sonrasında klasik mantığın konularından olan tümeller de tartışmada yerini aldı. Bu makale âmm lafızların gönderimde bulunduğu anlamın tümelliğini sorgulamakta ve klasik sonrası usul düşünürlerinin umum-tümel ilişkisine dair teorik açıklamalarını incelemektedir. Makalenin iddiası şudur: Fıkıh usulünün elfâz bahislerinde ele alınan umum ifadelerin tümellere delâletini savunan ve bunu dilin zihnî suretlere vaz olunmasına bağlayan ilk usulcü Gazzâlî’dir (ö. (...) 505/1111). Fahreddin er-Râzî (ö. 606/1210) ve sonraki dönem usulcüler ise âmm lafızların tümelliğini kabul etmemiş sadece fertleri arasında tümel bir anlamın var olduğunu savunmuştur. Aynı düşünceyi devam ettiren Karâfî (ö. 684/1285), İsfahânî (ö. 688/1289) ve Sübkî (ö. 771/1370), İbn Sînâ’nın (ö. 428/1037) etkisiyle umum ifadeleri tümel önermeler olarak değerlendirirken Teftâzânî (ö. 792/1390) kapsam kavramı üzerinden hem tüm hem tümel olarak görmüştür. Her iki farklı anlayışın öğretilerini eklektik bir tavırla inceleyen Cem‘u’l-cevâmi‘ üzerine şerh ve haşiye yazan usulcüler ise tüm, tümel ve tümel önerme olmak üzere üç farklı kabul sergilemiştir. (shrink)

The purpose of this research is to provide an overview of state governance for corporate social responsibility (CSR) in the countries of the Gulf Cooperation Council (GCC). A systemic literature review method is employed to collect 88 relevant publications, and a qualitative coding method is used to identify 98 governance instruments from those publications. These are grouped into 13 themes and then examined within three conceptual models. The findings reveal that most of the instruments are geared towards ethical expectations, internal (...) and external social responsibility, raising awareness, and socio‐economic development. The findings are then explored within four theories. The results suggest that CSR governance in the GCC is at a moderate to high level of bureaucratization; reflects Islamic identity, national development targets, and business accountability; is between the stages of habitualization and objectification; and relies mostly on normative pressures. Recommendations for policymakers and company managers are then presented based on these findings. (shrink)

In hadith of the Prophet his "we" has become an emphasis on social awareness. Not so-called, it is formed in a self-conscious. In this way, the original is returned to the community of faith-communities. This "words, actions and feelings" as he tried to explain. Understood by all levels of society and it is a narrative encompassing their entire. It has managed to social cohesion in the application. This success also shed light on the present century is such a success.SUMMARY: The (...) Prophet adopted his Ummah as a single unity. He associated this unity with a number of characteristics and explained them. He said that point the person or persons who accept them, would gain ummah notion. This can be achieved with good values and bad values. All of them affect the whole of society. This consciousness is the same in the time he lived in the first century and the century of the last living member of humanity. In this context, "we" consciousness, has contributed to achieving the nation's unity consciousness.The Prophet’s "we" is seen to be applied to a variety of metaphors to make it understood consciousness. In this context, it was resembled sometimes to a limb, sometimes a building, sometimes one man, sometimes to a rain. (shrink)

In the absence of an objective contingency, psychological studies have shown that people nevertheless attribute outcomes to their own actions. Thus, by wrongly inferring control in chance situations people appear to hold false beliefs concerning their agency, and are said to succumb to an illusion of control (IoC). In the current article, we challenge traditional conceptualizations of the illusion by examining the thesis that the IoC reflects rational and adaptive decision making. Firstly, we propose that the IoC is a (...) by-product of a rational uncertain judgment (“the likelihood that I have control over a particular outcome”). We adopt a Bayesian perspective to demonstrate that, given their past experience, people should be prone to ascribing skill to chance outcomes in certain situations where objectively control does not exist. Moreover, existing empirical evidence from the IoC literature is shown to support such an account. Secondly, from a decision-theoretic perspective, in many consequential situations, underestimating the chance of controlling a situation carries more costs than overestimating that chance. Thus, situations will arise in which people will incorrectly assign control to events in which outcomes result from chance, but the attribution is based on rational processes. (shrink)

The main purpose of this study is to become acquainted with the educational institutions in Ottoman Empire during and after the 18th century. In this respect, special attention is given to which initiatives were taken in terms of education and which educational institutions were established during the aforementioned period. The need to comply with the West in terms of science, culture, reasoning, and technological advancements has led to the questioning of the current madrasah system. Upon revising the educational system of (...) the madrasah, which had difficulties in being productive and attaining to the necessities of the time, there have been initiatives primarily to establish and structure military schools. These attempts to reform education was intensively seen as from the early 18th century. The above-mentioned changes and progress have gained momentum with the Tanzimat era. It was observed that during this period, many schools were established beyond military; education levels were clarified and; females were given right to study. Similar to Tanzimat era during the first Constitutional Monarchy and Autocracy eras, positive contributions toward educational reforms were made. However, beginning from the middle of the second Constitutional Monarchy era, the economic and social complications that the state was going through had a negative impact on the educational system and the practicality of the educational institutions.Summary: Education has been the most important factor in determining the social, economic, and cultural level of a society. The level of development, which is the determinant of the superiority of the nations to each other over the world, varies according to the importance given to education. To be a pioneer in the scientific sense, to be able to have technological opportunities, to make people live more comfortable and peaceful, to have more power in the economic field and to ensure the continuity of the nation that depending on all these, it will be possible with the understanding of education that can read the time and future well. The fact that world states are superior to each other in different periods of history is directly related to their understanding of education. It can be said that in the centuries following the beginning of the new age, especially the Western nations have taken a more positive step at this subject. The changes in both mental and action spheres such as XVI. century Renaissance movements, XVIII. century enlightenment movement and finally the industrial revolution triggered the development in the scientific and technological field. In these periods the importance given to thinking and the freedom of thought has been the main factor of the progress in the scientific field. The European nations, which went beyond their religion-based bigotry and prioritized the free and secular understanding, have become superior to other nations of the world. However, it is not quite possible to say that in the same periods the Ottoman Empire was able to adapt with the same speed to such accelerations of change and development that placed in Europe. One of the main reasons for this situation and perhaps most importantly is that the educational concept in the Ottoman Empire remained within a static structure in the last centuries. In particular, the matters such as the madrasa being away from productivity, the limitation of the understanding of the science only with religious sciences, has led to the problem of inability to adapt to the rapid transformation that in Europe. The first steps towards eliminating this weakness noticed by the state executives over time has been taken through the improvement and transformation of the Ottoman educational institutions. It is possible to say that the first attempts as to these restructures of education, which is also called as Westernization or modernization by the educational historians, has begun in the period of Sultan III. Selim. In the context of the Nizam-ı Cedid movement, a number of positive initiatives in education, such as the improvement of madrasas, the opening of military schools and translation activities, constitute the core of the changes that will take place in later periods. Immediately afterwards, in the period of II. Mahmut, making the reading and writing education compulsory, opening of Western-style junior high school, establishing medical and vocational schools that provide education at higher education level are considered as positive innovations of the period. The time interval from the proclamation of the Tanzimat edict until the First Constitutional monarchy is the period in which the institutionalization and structuring towards education in the Ottoman Empire is at the highest level. Besides many educational institutions in this process where the ministry responsible for education and training is established and the regulation containing the arrangements regarding this field is put into force, one of the most important initiatives made is laying the foundations of the Dâr al-Fünûn (Ottoman University) which is considered as the first university in this land. The fact that many educational institutions established in this period that are the roots of today's educational institutions is important in terms of demonstrating the accuracy of the initiatives within the mentioned period. In Meşrutiyet (the First Constitutional Monarchy) and the subsequent period of Mutlakiyet (Autocracy), contributions were provided on previous positive structuring. However, the social and economic problems experienced in the country since the second half of II. Meşrutiyet (the 2nd Constitutional Monarchy) have been effective in the inability of continuing innovations towards education. In this study, the educational institutions established in the Ottoman Empire before and after the Tanzimat period were discussed. The aim is not just to reveal what these schools are. It was also aimed to emphasize which areas in which schools are required to be based on which needs, which obstacles are encountered during the change of mentality in education, regulatory activities foreseen to overcome obstacles and to what extent they have been successful. In this regard, the signals of change as to the structure of educational institutions, which could be the source of most of the republic period, started from the beginning of 1700s and continued until World War II period. During this period of more than a hundred years, the political periods related to the structure and functioning of the state have also been influential in the structuring of educational institutions. In fact, the Reorganization (Tanzimat) period, which is known as ‘reform’ in the mentioned process, is considered as the stage where the change and transformation concerning education is the most. It is seen that the process of westernization still continues even though it is not with the same acceleration in the Constitutional Monarchy and Autocracy periods after the Reorganization period. When looking at the facility of educational institutions in chronological order, it is determined that there is a dominated understanding that prioritizes to train military staff in the military field and to have a competent army with the technological possibilities of the time, in other words, to create a strong defence system against the foreign powers of the country. Indeed, for the first time in order to give technical information about modern military, Hendesehane opened and started to operate in İstanbul in 1734 by Mahmut I; Mühendishâne-i Bahrî-i Hümâyûn, the school of the first military maritime was opened in 1775 in order to provide modern education; Mühendishâne-i Berrî-i Hümâyun was founded in 1795 in Istanbul, in order to train artillery and military officer (military engineer); Mekteb-i Harbiye, which was opened in 1835 to train officers, and Menşe-i Küttab-ı Askeri, which was established to train military scribes, contributed to the contemporary construction of the army. In the mentioned period, the most important change outside the military area was in the health area. In this sense, in order to meet the medical doctor needs of the army, Tıbhâne-i Amire was established in 1827. In 1867, the first civilian medical school, Mekteb-i Tıbbiye-i Mülkiye, started education and training. Another important innovation movement for education was in the field of law. In this context, the School Law was established in 1880. In order to train competent staff in administrative staff, the schools of the Mekteb-i Mülkiye, the schools of teacher, the schools that enable women to do education, the improvement of schools that train the clergy and the regulations based on this take attention as educational activities carried out in the mentioned period. (shrink)

The students’ silence in the classroom has lately become an area of attention of educators and scholars similarly; however, the factors influencing students’ classroom silence are not mainly scrutinized. This construct has been regarded as a problem of the communication between the educator and the learners that not only impact completing the teaching objectives in the classroom but also affect the nurturing of learners’ achievement. In addition, teachers positively have a noteworthy function in learners’ growth and progress and its behavior (...) such as their immediacy remains a significant issue toward stimulating effective educational methods. Whilst teacher immediacy in a classroom setting is important, there is growing awareness about its important effect on learners’ silence and hopelessness. This review tries to provide some considerations about the relationship between teacher immediacy, both verbal and non-verbal, and students’ active silence and hopelessness. Successively, some suggestions are offered to lighten the practice of educators, learners, and teacher instructors. (shrink)

Pathways to Contemporary Islam: New Trends in Critical Engagement highlights that the current tensions in Islam and the Muslim world are the result of historical dynamics as opposed to an alleged incompatibility between religious tradition and modernity. The emphasis on pathways indicates that critical engagement and contestation have always been intrinsic to the history of Islam. The aim of the book is to elaborate the contemporary pathways and analyse the trends that contest the Islamic intellectual tradition, the relationship between religion (...) and politics, and the individual and collective practice of religion. The collection of essays analyses the current efforts of critical re-engagement with the Islamic intellectual tradition and underlines the historical diversity of Islamic orthodoxies that led to the establishment of various pathways in the practice and role of religion in Muslim societies. (shrink)

This paper consists of two parts and has two aims. The first is to elaborate on the historical-philosophical background of Cantor’s notions of infinity in the context of Spinoza’s influence on him. To achieve this aim, in the first part I compare Spinoza’s and Cantor’s conceptions of actual infinity along with their mathematical implications. Explaining the metaphysical, conceptual, and methodological aspects of Cantor’s expansion of the orthodox finitist conception of number of his time, I discuss how he adopts Spinoza’s motifs (...) to overcome the challenges on his way to proposing his transfinite infinites. To achieve the second aim, i.e., to investigate the philosophical foundations of Cantor’s transfinite infinites, I follow a three-step outline analyzing Cantor’s three principles along with their metaphysical and epistemological-linguistic aspects. I analyze the strengths and weak sides of Lakoff and Núñez’s Basic Metaphor of Infinity and Pantsar’s Process → Object Metaphor, then compare their interpretations with mine. I conclude that the metaphors can be improved when their source domains are limited to the target domains they apply to and when supported by a thorough analysis of the historical-philosophical background of their target domains. (shrink)

This article discusses the quiddity of the empty set from its epistemological and linguistic aspects. It consists of four parts. The first part compares the concept of _nihil privativum_ and the empty set in terms of representability, arguing the empty set can be treated as a negative and formal concept. It is argued that, unlike Frege’s definition of zero, the quantitative negation with a full scope is what enables us to represent the empty set conceptually without committing to an antinomy. (...) The second part examines the type and scope of the negation in the concept of _nihil privativum_ and the empty set. In the third part the empty set is interpreted as a rigid abstract general term. The uniqueness of the empty set is explained via a widened version of Kripke’s notion of rigidity. The fourth part proposes a construction for the pure singleton, comparing it with Zermelo’s conception of singletons with the Ur-elements. It is argued that the proposed construction does not face the criterion and ontological inflation problems. The first conclusion of the article is that the empty set can be construed as a negative, formal and unique abstract general term, with quantitative negation full in scope. The second conclusion is that the pure singleton constructed out of the empty set construed in this way overcomes the criterion and ontological inflation problems. (shrink)

Laura Hassan. Ash‘arism Encounters Avicennism: Sayf al-Dīn al-Āmidī on Creation.

In this article the authors would like to present a history of the Turkish feminist movement. The roots of the feminist movement go back to the last decades of Ottoman Empire in Turkey when westernisation had started to take place. During the firts decade of the Republic many steps were taken to enable women to get involved in public, political and professional life and to encourage more equality in family matters. Women’s emancipation became a significant symbol of modernity. Kemalist reforms (...) attemted to create a new woman who could take place in public sphere with the men. During the 1970’s the movement of women almost disappeared in nationalist and socialist movements. After the military intervention in 1980 new female actors started to present new demands and change the nature of feminist movement in Turkey. (shrink)

Turkish culture is based on tolerance, the product of the unique Islam–Turkish synthesis. This synthesis is crucial today for a more balanced perception of Islam because it opposes extremism and the terror that is associated with it. The Turkish–Ottoman Empire followed earlier traditions and set up a system based on tolerance towards its ethnically diverse subjects. It was due to this exceptional system assuring stability and freedom of conscience that the Empire was able to hold together people of different religions, (...) languages and races, and to protect and preserve different cultures and languages. This tradition of tolerance and harmony lives on in modern Turkey. Although today there are bound to be certain misinterpretations of Islam, the majority of Turks firmly oppose intolerance and terrorism. (shrink)

The goal of this note is to bring into wider attention the often neglected important work by Bertrand Russell on the foundations of physics published in the late 1920s. In particular, we emphasize how the book The Analysis of Matter can be considered the earliest systematic attempt to unify the modern quantum theory, just emerging by that time, with general relativity. More importantly, it is argued that the idea of what I call Russell space, introduced in Part III of that (...) book, is more fundamental than quantum theory, general relativity, and quantum gravity since the topological ordinal space proposed by Russell would naturally incorporate into its very fabric the emergent nature of spacetime by deploying event assemblages, and not spacetime or particles, as the fundamental building blocks of the world. (shrink)

Modernizmle birlikte Batı'nın değişen insan, dünya, evren ve Tanrı algısı, şüphesiz Batı ile sınırlı kalmamış, hemen hemen bütün dünyayı etkilemiştir. Maddeye şekil verme hünerini ileri derecede geliştiren ve bunu kullanarak dünyanın geri kalan önemli bir kısmını ya bizzat veya nüfuz alanı oluşturarak egemenliği altına alan ve dünya coğrafyasında önemli değişiklikler meydana getiren Batı'nın bu faaliyetleri, ondan etkilenen diğer kültürlerin kendi din, ahlak, gelenek ve adetlerinden şüphe etmesine sebep olmuştur. Batı'nın üzerimizdeki askeri faaliyetlerinin ve belki Batı'ya olan coğrafi yakınlığımızın, bu etkinin (...) bizde daha fazla hissedilmesinin kaynağı olduğu söylenebilir. Bu çerçevede, fikir dünyamızda son yüzyılda seyreden bir hareketlilikten ve buna bağlı olarak meydana gelen önemli değişikliklerden söz etmek mümkündür. Kendi kültür, ahlak, din, örf, adet, gelenek, kısacası medeniyet anlayışımızı, yeni paradigmaya uydurma gayreti, aydınlarımızın çoğunun seçtiği yol olmuştur. Bununla birlikte Batı'dan teknolojinin, teknolojiyi oluşturan bilginin ve bilgi yönteminin alınmasının şart olduğunu, ancak kadim kültürün korunması gerektiğini savunan aydınlarımız da az değildir. İşte bunlardan biri de son yüzyılda, kültürümüz ve kültürümüzü meydana getiren bilgi dallarıyla ilgili birçok eser kaleme almış olan Ömer Nasuhi Bilmen'dir. Bir toplumu, diğerlerinden ayıran en önemli faktörlerden biri de etik kurallar konusundaki tercihlerdir. Bilmen, belki de bunu fark ettiği için, etik konusuna çok fazla önem vermiş, bu konudaki değişime karşı çıkmış ve kadim ahlak sisteminin korunması gerektiğini var gücüyle savunmuştur. Bu kitap ise, Bilmen'in bu konudaki düşüncelerini ele almakta ve irdelemektedir. (shrink)

Imam Hatip schools (religious vocational schools) in Turkey have been taught teaching Arabic for many years. However, the objectives of learning Arabic have not yet been realized. The Education Council of the Ministry of Education prepares educational plans and programs for Arabic lessons in order to increase the quality of Arabic language teaching, the first of these programs was in 1973. This research is a field study carried out in 2016 on how to implement the educational programs prepared in 2011 (...) for Arabic lessons in Imam Hatip schools, and the problems facing the teacher in practical reality. The scope of the research is limited to Tekirdağ Anadolu Religious High School for boys, Süleymanpaşa Anadolu Religious High School for girls, Süleymanpaşa Religious Secondary school, and the teachers working in these schools. The research was based on the views of those educators as to how the educational programmes for Arabic lessons and the problems they faced during their exercise were implemented. The research was formulated through interviews with teachers. The results of the research according to the data received from the teachers were processed in the statistical program SPSS and then converted to frequency values and percentage values. These values were presented in tabular form. As a result of the findings, it was seen that most of the teachers did not read the Arabic lesson teaching program they were practicing, and they were unaware of the program’s vision, approach and goals; and they did not understand the program’s approach, vision, and objectives. Moreover, it was understood that the minds of the teachers were not clear about whether the Arabic language was a foreign language lesson or a religious vocational lesson, that the teaching practices and behaviors of teachers are incompatible with the educational program and they also had one view that the goals of the Arab lesson were largely unfulfilled. After the main results have been revealed and discussed, finally, following the disputed results, some suggestions were made to increase the quality of teaching Arabic such as making Arabic an effective, active and influential element in the lives of students and teachers through various awards and scholarships and the examination of Arabic as a foreign language in the university entrance examinations as an element of motivation and quality. In addition, in order to improve the quality of the Arabic teacher, we have made the Arabic exams as periodic, an increase in salaries according to the teachers’ receivables score, the continuation of in-service trainings, etc. (shrink)

We investigate the fundamental relationship between philosophical aesthetics and the philosophy of nature, arguing for a position in which the latter encompasses the former. Two traditions are set against each other, one is natural aesthetics, whose covering philosophy is Idealism, and the other is the aesthetics of nature, the position defended in this article, with the general program of a comprehensive philosophy of nature as its covering theory. Our approach is philosophical, operating within the framework of the ontology of the (...) process of the production of art, especially the views of Antonin Artaud, Heidegger, Bakhtin, Deleuze, and Guattari. We interrogate Dilthey and Worringer while outlining an ontology of art based on the production of nonhuman images and a nonpersonal experiential field of nature. (shrink)

Gallicanism is specifically related to the Catholic Church of France, and it is a set of ecclesiastical and political doctrines and practices which tried to limit the powers of the Papacy in France in general. In particular, it characterized the situation of the Catholic Church in France at certain periods. The emergence of Gallicanism as a specific idea came about in the 14th century and was first used as a term in 1810. Almost everything expressed by Gallicanism is a distinctive (...) development within the French Catholic Church. Gallicanism was mostly about the riches of the Catholic Church and administrative matters rather than a theological movement. These issues were mostly related to episcopal jurisdiction, appointments of bishops, church properties and revenues, and at the core of all these issues lay the sharing of church revenues. The French Crown began to acquire gains, especially regarding the property and financial income of the church with the weakening of the power of the Papacy. This new situation left the bishops between the popes and the kings, and prepared the ground for the development of Gallicanism in the country. However, Gallicanism did not come around as a separatist movement and did not lead to the separation of the Catholic Church of France from the Roman Catholic Church. Due to the conflicts of interests between the king, parliament and the clergy, Gallicanism could not develop into a monolithic thought or doctrine, it manifested itself in different perspectives. These manifestations have been treated as Episcopal, Parliamentary, and Royal Gallicanism in most academic studies. Each of these different Gallican ideas brought to the fore the institutions indicated in their naming and received support from them. However, all three versions of Gallicanism shared some common ideals. These are the common ideals of different Gallicanisms: the independence of the king of France in worldly affairs, the supremacy of an ecumenical council over the pope, and the restriction of the pope's intervention in the French Catholic Church. Royal Gallicanism aimed to gather the powers snatched away from the Papacy in the hands of the king. Parliamentary Gallicanism shared similar principles with Royal Gallicanism. (shrink)

Gallicanism is specifically related to the Catholic Church of France, and it is a set of ecclesiastical and political doctrines and practices which tried to limit the powers of the Papacy in France in general. In particular, it characterized the situation of the Catholic Church in France at certain periods. The emergence of Gallicanism as a specific idea came about in the 14th century and was first used as a term in 1810. Almost everything expressed by Gallicanism is a distinctive (...) development within the French Catholic Church. Gallicanism was mostly about the riches of the Catholic Church and administrative matters rather than a theological movement. These issues were mostly related to episcopal jurisdiction, appointments of bishops, church properties and revenues, and at the core of all these issues lay the sharing of church revenues. The French Crown began to acquire gains, especially regarding the property and financial income of the church with the weakening of the power of the Papacy. This new situation left the bishops between the popes and the kings, and prepared the ground for the development of Gallicanism in the country. However, Gallicanism did not come around as a separatist movement and did not lead to the separation of the Catholic Church of France from the Roman Catholic Church. Due to the conflicts of interests between the king, parliament and the clergy, Gallicanism could not develop into a monolithic thought or doctrine, it manifested itself in different perspectives. These manifestations have been treated as Episcopal, Parliamentary, and Royal Gallicanism in most academic studies. Each of these different Gallican ideas brought to the fore the institutions indicated in their naming and received support from them. However, all three versions of Gallicanism shared some common ideals. These are the common ideals of different Gallicanisms: (1) the independence of the king of France in worldly affairs, (2) the supremacy of an ecumenical council over the pope, and (3) the restriction of the pope's intervention in the French Catholic Church. Royal Gallicanism aimed to gather the powers snatched away from the Papacy in the hands of the king. Parliamentary Gallicanism shared similar principles with Royal Gallicanism. (shrink)

Science is widely regarded as the most reliable epistemic source of providing knowledge about the world. Policymakers intend to make purposeful changes in the world. The practice of policymakers relying on scientific experts to make informed decisions about which policies to implement is called Evidence Based Policymaking. This thesis provides a perspective from the philosophy of science in order to discuss the justifiability of Evidence Based Policymaking (EBP) with respect to broadly democratic and liberal values. Justifying EBP with broadly democratic (...) and liberal values entails that the practices of EBP promote, or at least are in harmony with, values such as democratic governance and enhancement of people’s freedom and autonomy. Identifying the conditions under which practices of EBP meet such desiderata minimally requires an understanding of how sciences and scientific experts are instrumental in realizing the public’s values, needs, interests, and pursuit of freedom. In order to approach this project, the thesis adopts a philosophical perspective to conceptualize how sciences are supposed to be guided by or promote society’s values, needs, and interests. Specifically, it adopts a perspective from the philosophy of science that focuses on the relationship between science and (societal) values. The kind of philosophy of science perspective on “values in science” that this thesis adopts has two overarching pursuits relevant for the project of the thesis. Firstly, it seeks to inform the debates about which values and non-epistemic considerations are supposed to inform scientific research. For instance, it discusses the proper sources/owners of the non-epistemic desiderata that inform scientific research and the proper social mechanisms to identify these non-epistemic desiderata (e.g. Kourany, 2010; Kitcher, 2011). Second, it offers theories of the non-epistemic values’ proper roles in scientific reasoning and research that specify how their involvement in science does not unduly compromise the epistemic pursuits of science. The values-in-science perspective thereby seeks to balance the instrumental value of science (i.e., its use to pursue certain societal projects and values) with its epistemic authority (i.e., its objectivity, non-dogmatism, and reliability). The thesis advances an understanding of EBP from the perspective of the values in science by addressing issues that come to the fore when EBP is acknowledged as a value-laden practice of informed decision-making. (shrink)

A perspective is provided on how to move beyond postmodernism while struggling to do philosophy in the twenty-first century. The ontological structures of time, history, and mathematics are analyzed from the vantagepoint of the Heideggerian theory of nonspatial Fold.

It is generally considered and widely accepted that Fakhr al-Dīn al-Rāzī School to be effective in the formation and development of Ottoman intellectual life. However, there are some ʻulamā’ such as Jalāl al-Dīn al-Dawānī, who influenced the Ottoman mindset with both their works and ideas and beyond, they create distinct traditions. Present outline aims to draw attention to this issue through Mu’ayyadzāda ʻAbd al-Raḥmān Efendi, who is a famous disciple and representative of al-Dawānī perspective in Anatolia. In this respect, it (...) introduces the two risālas belongs to him that are important in terms of his theory of nature, and by moving here it points to some questions that need to be answered here and some issues that need to be addressed. (shrink)

We reflect on the nature of art, the creative process, and the connection between art and philosophy.

We develop a series of theses on the philosophical aesthetics of design art. A sketch of an outline of a theory of objects is drawn from within a naturalistic worldview, that of abstract materialism and the general, still ongoing, quest to build a comprehensive philosophy of nature encompassing not only the physical world, but also culture, art, and politics.

In this research paper, the graph of the bipolar single-valued neutrosophic set model (BSVNS) is proposed. The graphs of single valued neutrosophic set models is generalized by this graph. For the BSVNS model, several results have been proved on complete and isolated graphs. Adding, an important and suitable condition for the graphs of the BSVNS model to become an isolated graph of the BSVNS model has been demonstrated.