Search Results (118)

Education about epilepsy plays a vital role in reducing stigma, improving seizure response, and preventing school dropout among affected learners. Despite this importance, there is a lack of a structured conceptual framework guiding epilepsy education in primary schools, where children’s foundational learning and social development take place. This study aims to develop a conceptual framework that integrates epilepsy education into the life skills curriculum to reduce epilepsy-related stigma from an early age. A qualitative multi-methods approach was employed during the empirical phase, which was conducted in two stages using an exploratory–descriptive design. Data were collected from teachers, life skills education advisors (LEAs), and learners to explore their views on incorporating epilepsy education into the life skills curriculum of primary schools. The findings informed the development of a conceptual framework guided by the Three-Legged Stool Model and Dickoff’s Practice-Oriented Theory. This educational framework is tailored for primary school settings and highlights the roles of learners and teachers in promoting self-esteem through knowledge acquisition, value formation, and skill development, all underpinned by the Ubuntu philosophy. Full article

As the effective founder of Daoism’s Southern School, Bai Yuchan’s travels played a pivotal role in the sect’s early dissemination. Through a close analysis of his poems, prose, and letters, this study reconstructs the key itineraries and motivations of Bai Yuchan’s travels and examines how his itinerant practices shaped the early dissemination of the Southern School. His travels were divided into two phases: a pre-1212 period of Dao-seeking and a post-1216 phase of Dao-spreading, with the impetus for his later journeys arising from resolving internal alchemical cultivation dilemmas, which in reality, inaugurated his career of traveling to spread the Dao. Bai Yuchan established and disseminated the Southern School through sojourns and revisitations in various regions, with karmic opportunity (jiyuan 機緣) largely dictating the selection of sojourn locations during his journeys. Rooted in the Daoist philosophy of harmony, Bai Yuchan adhered to the principle of blending with the mundane while harmonizing one’s light (hunsu heguang 混俗和光) in his travels and interactions, maintaining active engagement within regional areas to foster harmonious relationships with local communities. This explains why Bai Yuchan was able to achieve the widespread dissemination of the Southern School through his itinerant activities over a short period. Full article

This philosophical essay reconsiders and redefines the moral attributes, virtues, and duties of an excellent secondary school teacher, emphasizing their pivotal role in the moral development of adolescents during secondary socialization. Grounded in Kantian deontological ethics, it formulates 15 maxims as categorical imperatives to guide morally acceptable teacher behavior, focusing on their function as role models in shaping students’ moral consciousness, as informed by Kohlberg’s theory of moral development. Through a multidisciplinary approach integrating philosophy, psychology, pedagogy, sociology, and anthropology, the essay provides a comprehensive framework for understanding the complexity of the teaching profession. The results offer a foundation for future empirical studies and the development of teacher training programs to enhance educational quality. Full article

The transition from school to university and subsequently into the workforce is increasingly non-linear, shaped by diverse socio-economic realities and interrupted learning pathways. This study examines the effectiveness of Readiness Programs in preparing students for higher education and explores the potential of integrating the African Ubuntu philosophy to enhance these programs. Using a quantitative research design, a structured survey was administered to 1132 participants enrolled in the University of Namibia’s 2024 Readiness Program. Descriptive statistics and ordered logistic regression were employed to analyse key predictors of readiness, including program structure, delivery, academic skills, and resilience to challenges. The findings indicate that program delivery, improved academic skills, and academic performance significantly influence students’ readiness to pursue university studies, while resilience to personal challenges shows a weaker correlation. The results suggest that structured interventions play a more pivotal role than individual perseverance in ensuring academic preparedness. The study concludes that integrating Ubuntu principles, such as communal support, ethical leadership, and collaborative learning into readiness programs can strengthen student engagement and institutional inclusivity. This integration aligns with decolonial imperatives in African higher education and contributes to more contextually relevant, supportive, and transformative readiness initiatives. Full article

This paper explores striking philosophical parallels between Karl Christian Friedrich Krause’s 19th-century articulation of panentheism and the much earlier non-dual Śaiva philosophy of the Pratyabhijñā school in Kashmir. While Krause is widely credited with coining the term panentheism, models of divine immanence and transcendence akin to panentheism are already present in the Pratyabhijñā tradition. Through comparative analysis, the study identifies key convergences between these two systems in their metaphysics of ultimate reality, their accounts of liberation through knowledge, the role of the teacher in the liberative process, their views on the purpose of creation and their respective treatments of evil. The paper concludes by examining significant points of divergence, shedding light on the distinctive trajectories and theological commitments of each tradition. Full article

This paper suggests the use of practice theory as a lens for considering the interactions between parents (or those acting as the main support for children) and school staff. Practice theory, arising from separate strains of philosophy, was first used to look at parental engagement by Spear et al. in relation to children in designated special schools. In this paper, we expand on their previous work, widening the application of practice theory to interactions between all parents and school staff. This paper examines the concepts of parental involvement and engagement, and of practice theory itself. It highlights the importance of school culture related to the interactions between school staff and parents, and then concentrates on the two main themes arising from practice theory: actions create society, and those actions then create the architectures in which actions take place. This highlights the possibilities of change. The final section of this paper sets out the parameters schools can use to scaffold these processes of change, suggesting that the two groups (parents and staff) be considered instead as members of one group, ‘adults supporting learning’. Full article

The research explores three interconnected themes: philosophy, education, and ecology. It aims to be an interdisciplinary study that emphasizes the significance of the philosophy of environmental education and its practical implications. Initially, it addresses the contemporary hylomorphic production approach, followed by proposing educational solutions aimed at fostering a comprehensive understanding of the environment. This understanding includes recognizing humans as part of the environment, sharing equal rights to existence with all other life forms. The study advocates for a shift away from anthropocentrism, positioning humans in a non-privileged role within the ecosystem. It seeks to challenge long-standing notions where humans have historically placed themselves above other beings. The research is particularly inspired by the “Green Schools” in Bali, which embody a proactive educational philosophy aimed at reshaping how future generations perceive their role in production and environmental stewardship. These schools promote an educational framework that encourages students to reconnect with nature and develop sustainable practices from the ground up, moving away from exploitative and profit-driven paradigms. An example of this innovative approach is found in disciplines such as “eco-art,” where colors are derived from natural relationships rather than manufactured. The overarching goal is to cultivate a perspective that sees humans as integral components of nature, valuing it for its intrinsic worth rather than solely for its utility to humanity. Full article

The philosophy of the Huayan school is founded on the dharmadhātu (法界) as its fundamental ontology, embodying the boundless truth of the cosmos and human existence. It seamlessly integrates the philosophical doctrine of the “perfect interpenetration and non-obstruction of Buddhist teachings”, while expounding the vast tenets of “principle (理), phenomena (事), wisdom (智), and practice (行),” all of which are encompassed within the comprehensive framework of the “four stages of faith–understanding–practice–realization (信解行证)”. The idea of “four dharmadhātus” (四法界), which was first systematically formulated by Master Chengguan, is considered one of the core doctrines of Huayan thought. However, contemporary scholarship has yet to provide a thorough elucidation of the relationship between the one true dharmadhātu (一真法界) and the four dharmadhātus, nor has it sufficiently addressed the notion that the four dharmadhātus are not merely a theoretical construct but also a genuine realization—a stage in the practice of spiritual cultivation. This study first explicates the conceptual significance of the four dharmadhātus, then analyzes the Huayan patriarchs’ interpretations of the one true dharmadhātu and the four dharmadhātus. It further explores the path to awakening through the interpenetration and non-obstruction of the four dharmadhātus and highlights the integration between the empirical world and the ideal world of Buddhist teachings. Ultimately, it argues that every realm and every stage within the dharmadhātu is perfectly complete and seamlessly interconnected. Full article

Outdoor education camps offer adventure programs to schools that deliver camp-based activities that challenge students in various ways. These camps provide students with an opportunity to learn in a natural environment, interact with their peers outside of the classroom, and participate in activities that challenge them both physically and mentally. Youth Adventure Camps also espouse a Christian ethos, Christian values, and spirituality, which are also key focuses. Prior research into outdoor education camps has examined the social, emotional, and physical benefits for students. In this study, data were collected through semi-structured interviews with five (n = 5) Christian Youth Adventure Camp (CYAC) staff to better understand their experiences and perceptions of their induction, ongoing training, strategies, and pedagogical approaches used to deliver the CYAC camp programs. Targeted observations of camp staff (N = 5) in action were also used to identify the intentional pedagogies they used to embed CYAC’s philosophy within their camp programs. This paper is part of a larger study, and its findings are focused on the perspectives of the camp leaders for two key reasons: First, we wanted to examine the intentional pedagogies of camp leaders, particularly those who were not qualified teachers; and second, our aim was to examine how these camp leaders included the values-based THRIVE philosophy in their day-to-day practice. Our findings show that, despite not being university-qualified educators, camp staff consistently employed intentional pedagogies that were effective in engaging students in opportunities to “thrive” in alignment with the philosophy underpinning their operations and to meet the goals of the school using their programs. Full article

Having adopted, appropriated, and altered Indian forms of Buddhism, various schools of Chinese Buddhist thought inherited and transformed essential orientations of both Buddhism and traditional Chinese philosophy insofar as it exhibits a tendency toward seeking universality in its understanding of the world. Within the works of prominent figures and schools such as Sengzhao and the Tiantai school, Huayan, the Consciousness-Only school, and Chan Buddhism, Chinese Buddhist thought integrates the diversity of phenomena through the notion of a unifying “mind-consciousness”. This approach creates the framework for understanding the relationship between humans and all things based on the comprehensive nature of consciousness. Given this foundation, Chinese Buddhist thought places a high value on the equality of all beings, advocates for dismantling distinctions between individuals and the world, and transcends the distinctions of reality to pursue universal unity. By dissolving the boundaries of existence and non-existence, the self and things, and the individual ego, this philosophical outlook lays a cognitive foundation for eradicating the “discriminating mind” in daily life and offers insights into overcoming separatism and isolationism. The Chinese Buddhist pursuit of universal consistency, which is simultaneously of this world yet transcendent, reflects Buddhism’s profound concern for humanity’s shared destiny. Full article

The Huayan Grotto in Anyue County is one of the most typical caves of the grottoes of Sichuan 四川 and Chongqing 重慶. Being well known for its grand scale and the beautiful style of its sculptures, the cave was designed and carved by the Liu-Zhao sect 柳趙教派 in eastern Sichuan during the Southern Song Dynasty. The Liu-Zhao sect is a local religious group that relies on grottoes and statues to state concepts, propagate ideas, and spread doctrines. The sect is good at integrating a variety of Buddhist thoughts to form its own unique theoretical and practical system. The large-scale statue-making activities under the auspices of the Liu-Zhao sect 柳趙教派 are a classic example of the localization of Buddhism in Southwest China. The ideological system of the Liu-Zhao sect is centered on Huayan, and Huayan Grotto is the very concentration of its special philosophy. This paper considers that the cave constitutes a holy place, with a theme of thoughts of Huayan, which was built based on important doctrines of two masters. Through the combination and arrangement of diversified images, the cave is so far the most complex, complete, and systematic visualized representation of the Huayan’s theory and practice. Inside the cave are carved full-length portraits of Li Tongxuan 李通玄, the Elder of Huayan, and Guifeng Zongmi 圭峰宗密, the fifth patriarch of the Huayan sect. There are also statues and inscriptions that illustrate Li’s thoughts, such as the Ten Assemblies in Ten Locations 十處十會and the Sudhana’s Pilgrimage 善財遍參based on Li’s exegetical writings on the Avataṃsaka Sūtra; the Three Saints of the Huayan School (Huayan sansheng 華嚴三聖) carved on the basis of Li’s pioneering idea about the trinity of three saints; and the mind-only verse 惟心偈, emphasizing mind as the foundation of Avataṃsaka practice. Zongmi’s Avataṃsaka thoughts were mainly expounded through a series of commentaries on the Sutra of Perfect Enlightenment 大方廣圓覺修多羅了義經, to which the impressive Twelve Bodhisattvas of Perfect Enlightenment are directly related. In addition to the theoretical system, the cave offers two means for Avataṃsaka practice. Highly qualified Avataṃsaka practitioners practice by viewing the Trinity of Three Saints and the Buddha’s Light, and then they go through five phases of fruition to attain Buddhahood, which is the Avataṃsaka practice dominated by Li Tongxuan’s thoughts. Less qualified practitioners practice through repentance liturgies and sitting in meditation at the Ritual Site of Perfect Enlightenment, which is the practice of Perfect Enlightenment advocated by Zongmi 宗密. Full article

This article examines Iceland’s scheme for educational exemptions based on religion, life philosophies, or personal convictions, comparing it with the schemes used in Norway, Sweden, and Denmark. Despite curricular reforms promoting inclusivity, Christian favouritism persists in Icelandic schools, often embedded in traditions classified as cultural rather than religious. The requirement for “valid arguments” in Iceland’s exemption process raises concerns over the law’s ambiguity and potential conflict with human rights law, specifically, the European Court of Human Rights’ emphasis on individual thought and conscience. This lack of clarity may deter parents and pupils from seeking exemptions and infringe upon privacy and religious freedom rights. The study underscores the need to refine exemption schemes to better protect individual rights while upholding educational integrity. It advocates for ongoing research into the right to be exempted in the Icelandic context. Full article

This paper highlights and summarizes the experiences and perceptions of European equestrian educational experts from a workshop held at the French National Riding School in Saumur. The workshop, which brought together fifty leading experts, aimed to address challenges in equestrian education, identify common ground, and share best practices. Using ‘The World Café’ method, the participants were divided into groups to discuss four key topics: the relationship between horses and humans, diversity of perspectives versus common ground, training philosophy, and social acceptability. A follow-up online focus group was conducted six months later, and the discussions were transcribed and analyzed using qualitative content analysis. The results revealed the need for a universal cultural shift towards an evidence-based approach to riding and training horses, with equine welfare at its core. Key challenges, such as anthropomorphism, varying standards across disciplines and countries, and the evolving horse–human relationship, pose risks to the social license to operate. The findings suggest that educational institutions, with their shared values, are well-positioned to lead this change, although further research is needed to address pedagogical challenges. The study also emphasizes the importance of communicating ’good news stories’ to promote evidence-based practices in training and competition. Full article

In this paper, I focus on the analysis of the concept of the mathematicity of the Universe developed by Heller and his colleagues from the Kraków School of Philosophy in Science [KSPS]. For the representatives of this School, the mathematicity of nature was one of the most frequently discussed issues. Based on these philosophical discussions, several proposals were formulated with clear theological references, and these also constitute an area for a broader discussion at the interface between science and religion. From a philosophical point of view, the question of the mathematicity of nature remains an open metaphysical problem. The image of the world formulated on the basis of this idea can be an inspiration for theologians seeking common ground with the sciences. An example of this are the views of Heller himself and some representatives of the KSPS, which are analyzed in this paper, taking into account critical positions and indicating possible research perspectives. Full article

The coherence and indeed the reality of the sophists as a philosophical school or movement has been contested and debated in modern scholarship, with inconclusive results. While their collective identity, not to mention their exemplarity, is subject to probing scrutiny, we usually have a fairly good idea of which historical figures we mean when we speak of the sophists. However, the case of Critias, the most infamous of the Thirty Tyrants of Athens, is particularly challenging since he does not seem to fit the professional profile of the other figures who are generally recognized as sophists and with whom his fragments have been edited and collected. This essay will briefly reconsider Critias’ candidacy as one of the ancient Greek sophists, not on the basis of what might be conjecturally reconstituted as his own philosophy, but rather on the basis of his association with the notion of the Greek or Sophistic Enlightenment. This notion and the periodization that it implies will be the focus of attention. Full article