“As Time Grows Older, the Qurʾān Grows Younger”

This article explores the role of ambiguity in the Qurʾān. It examines the concept of ambiguity, its ethical function in literature, and its reception in the tafsīr tradition with special reference to Fakhr al-Dīn al-Rāzī’s (d. 606/1210) exegetical programme. Further, and by way of focusing on the narrative genre of the Qurʾān, the article analyses a Qurʾānic pericope, Q. 12:52-53, to illustrate the extent to which ambiguity impacts on the text, and what that means for the ethical teaching of Qurʾānic narratives. Without denying that ambiguity is located in the reader too, the article argues that ambiguity resides in the Qurʾānic text itself, and that this ambiguity has the function of expanding the Qurʾān’s interpretive universe and ethical potential.

Building The Character of The Local Wisdom Perspective in The Press Industry

Character is a mental or moral strength, that is the driving force, and differentiates it from other individuals. Character needs to be planted in the company to create human resources with character and ready to adapt well in order to development the company. Local wisdom can be used as an alternative in building the character of human resources (HR), because local wisdom is the noble values possessed by each region which are upheld by the values and meanings contained therein. Building character based on local wisdom will have a meaning when it is based on universal values ??that are rooted in the culture. One of the local wisdoms in Bali is the concept of Tri Kaya Parisudha. Tri Kaya Parisudha are three ethical teaching concepts that are controlled and harmonized, namely thoughts (manacika), words (wacika), and actions (kayika). Human character in the era of globalization should be assessed from the aspect of attitude or character, without prejudice to the numerical or numerical aspects of the assessment, seen as relevant as an indicator in building the character of human resources.

An Implication of Buddhist Ethical Teaching on Sustainable Development

Ethical teaching of religion has a significant impact on human action. Scripture has always been considered a guideline for human life. However, there is an argument that Buddhist philosophy is dysteleological. Therefore, it is difficult to argue for the virtuous action for protection or restore nature within the early Buddhist framework. This paper is an attempt to argue that Buddha has the main concern for Human suffering and he prescribed the solution or path to get rid of the suffering but there is a significant implication of Buddhist ethical teaching. Therefore, Buddhist ethical teaching can be a significant step towards sustainable development.

Public Duty, Private Faith

This chapter discusses the Catholic church's concerns about Paul Blanshard and the nerve he apparently hit as Blanshard considered Roman Catholics in the United States a threat. It highlights the formation of a committee to respond to the spate of anti-Catholicism by assembling a group that consists of a political scientist, a theologian, and a philosopher to answer the charges of anti-Americanism. It also describes Blanshard's case that was alarming for Roman Catholics from different sides of the Americanist controversy. The chapter cites that the American liberal had shown bias against the church's ethical teaching, from contraception to divorce. It explains how Americanism began to lose its stigma as a heresy even while setting into motion questions about Roman Catholic identity.

Practicing Afrocentric Ethical Teaching

Slowly, we are gaining a deeper understanding of the persisting psychological trauma experienced by students at colonial universities, and beginning to recognize that the Eurocentric curricula and pedagogies must change if students such as the “born-frees” in post-Apartheid South Africa are to flourish. In this article, I present a sub-Saharan African concept of “the ethical teacher,” and use this to ground a “ubiquitous action-reaction” teaching model. I use these concepts to develop a decolonized pedagogy – a teaching methodology that avoids a number of harmful colonial teaching practices in philosophy. I suggest a number of novel ways of accommodating a “decolonized education” with a view to inspiring teachers of philosophy in colonial countries globally. I propose a new, malleable pedagogical model that is particularly useful in the colonial context, since its uniqueness lies in the African ethical framework that grounds it. However, I contend that philosophy educators globally will benefit from taking the principles proposed in this article seriously.

PHILOSOPHICAL AND ETHICAL TEACHING LIVING ETHICS: THE TEXT IN THE CULTURE

Living Ethics, a philosophical and ethical doctrine, is one of the texts on which the mentality of modern culture is based. An attempt is made to analyze text features as a text from the point of view of philosophy of culture, mainly in its semiotic tradition, and from the point of view of linguo-cultural studies. Both approaches involve considering the text in the context of culture, which in turn is understood as an intertext.

How the COVID-19 Pandemic Was Halted on the Korean Peninsula

The purpose of the article is to reveal the most effective ways that helped the people of the Korean Peninsula quickly halter COVID-19 in the early 2020. To put it simply, to the author’s mind, the Koreans were saved from this terrible pandemic not only by the efficient state measures but also by long and deeply rooted Confucian self-consciousness. This philosophical and ethical teaching is accumulated verified experience of survival of a fairly small Korean nation surrounded by powerful and not always peaceful neighbors rather than pressure from above. Koreans are accustomed to think that they are able to survive only on the basis of conscious collectivist interaction, and they often have to sacrifice personal benefit to advance the common good.