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Who is (not) afraid of (cultural) relativism?
Tracés, 2007 I examine the thesis of “cultural relativism” (in both its descriptive and normative version) in an effort to ascertain and impeach more perspicuously the reasons for the strong appeal it continues to exert today in a globalizing/glocalising world –and ...
Nader N. Chokr
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Cultural studies in science education: A philosophical appraisal
Cultures of Science, 2023 The emergence of cultural studies as a scholarly programme and its adoption in science education are outlined; problems flowing from its commitment to Thomas Kuhn's epistemological relativism and ontological idealism are detailed; the gulf between the ...
Michael R Matthews
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Al-Izzah, 2021 This study aims to investigate three things. First, how is the tendency of the perspective used in discussing the issue of female circumcision in society; second, what is the value base that distinguishes the practice of female circumcision in one ...
Nur Quma Laila, Hasse Jubba
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The Incoherence of Moral Relativism [PDF]
, 2020 : This paper is a response to Park Seungbae’s article, “Defence of Cultural Relativism”. Some of the typical criticisms of moral relativism are the following: moral relativism is erroneously committed to the principle of tolerance, which is a universal ...
Alvaro, Carlo
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Human Rights beyond Dichotomy between Cultural Universalism and Relativism
Age of Human Rights Journal, 2020 The consolidation of relations of global society requires the progressive establishment of a global legal system, consisting of a system of rules - precisely, human rights - as the source and evaluation criteria of positive national rights.
Edna Raquel Hogemann
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, 2019 Bimal Krishna Matilal (1935-1991) was a Harvard-educated Indian philosopher best known for his contributions to logic, but who also wrote on wide variety of topics, including metaethics.
Bommarito, Nicolas, King, Alex
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臺灣教育社會學研究, 2023 本文整理三位文化人類學家對教育的觀點。C. Geertz認為教育即文化限 縮，J. Henry認為教育即文化綑綁，G. D. Spindler則認為教育即文化干預、 文化壓縮，三者皆強調文化依賴教育擔負傳遞的功能，卻同時框限教育的內涵與運作。延伸討論的結果指出，教育的框限並非絕對的，教育不會被全然的文化所決定，在特定文化範圍內仍允許學校實施的彈性與個人抉擇的自由，也容許相對程度的創造；從文化相對論推論出教育的相對論，教育皆有其文化框限，各有其優缺點；每種教育模式都只是適應文化環境的文化選擇 ...
黃鴻文 Horng-Wen Huang +1 more
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Culturalism: From idea to unconscious presupposition [PDF]
Sociologija, 2010 The authors argue that the ideas found in the harder versions of multiculturalism have already been supported by the mid-20th century social-cultural anthropology - both in the scholarly works and in the political activism of its proponents. This form
Eriksen Jens-Martin, Stjernfelt Frederik
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Are Conscientious Refusal and Conscientious Provision Mutually Exclusive? A Critique of Kelusa and Giubilini's Argument. [PDF]
BioethicsABSTRACT This article challenges the claim that conscientious refusal and conscientious provision in healthcare are mutually exclusive and thus asymmetrical. While US law protects healthcare providers who refuse to perform medical services on moral or religious grounds, it offers no equivalent protections to those who feel morally compelled to provide ...
Ofengenden T.
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Respect for cultural diversity and the empirical turn in bioethics: a plea for caution [PDF]
Journal of Medical Ethics and History of Medicine, 2012 In the last two decades, there have been numerous calls for a culturally sensitive bioethics. At the same time, bioethicists have become increasingly involved in empirical research, which is a sign of dissatisfaction with the analytic methods of ...
Karori Mbugua
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