PHILOSOPHY PATHWAYS ISSN 2043-0728
Issue No. 212 31st May 2017
Edited by Max Malikow
I. 'Is It Immoral or Not to Kill Animals?' by Dimitrios Chaniotis
II. 'The 'Naturalistic Fallacy': An Analysis by Rajkumar Modak
III. 'A Dynamic Re-conception of an Integrative Teaching-Learning Process,' by Renato Dela Peña
IV. 'The Nature of an African Philosophy of Education,' by Yongho Nichodemus
'Is It Immoral or Not to Kill Animals?' by Dimitrios Chaniotis
The author addresses the morality of killing animals for any purpose. Central to responding to the title question are two other questions: Do animals have the rights and, if so, what is the source of these rights?
'The 'Naturalistic Fallacy': An Analysis by Rajkumar Modak
In his Principia Ethica G.E. Moore argues the ethical concept of 'good' cannot be defined or analyzed. Any attempt to do so he characterizes as the 'naturalistic fallacy.' In his treatise Modak scrutinizes the viability of the 'naturalistic fallacy.'
'A Dynamic Re-conception of an Integrative Teaching-Learning Process,' by Renato Dela Peña
Can teaching occur without learning? The author offers his reflection on the relationship of teaching and learning by starting with an analysis of what it means to learn.
'The Nature of an African Philosophy of Education,' by Yongho Nichodemus
The question of what it means to be 'well educated' is answerable only in the context of a culture and that culture's social priorities. In this reflection the author focuses on the purpose of education in African society and its influence on content and pedagogy.
(c) Max Malikow 2017
About the editor: https:---
Note added by List Manager: Renato Dela Peña's article originally appeared in text-only format in Issue 78 of Philosophy for Business. Here it is published with the original diagrams restored.
I. 'IS IT IMMORAL OR NOT TO KILL ANIMALS?' BY DIMITRIOS CHANIOTIS
A contribution to the ongoing discussion on the morality or immorality of killing and eating animals is the aim of the paper. Do animals have the right to live? Is it moral or immoral to kill animals? Do we have to stop animals from suffering or we can conditionally accept it? I suggest the following: 1) The "no rights" arguments cannot be adequately supported 2) It is immoral to kill animals 3) We have to stop animals from suffering. There are arguments and counterarguments about what we should but also what we should not eat [...]
(c) Dimitrios Chaniotis 2017
II. 'THE 'NATURALISTIC FALLACY': AN ANALYSIS' BY RAJKUMAR MODAK
"Principia Ethica" (1903) of G. E. Moore sets a land mark in the discourse of the history of moral philosophy. More than a century passed, but the importance of this book remain as same as it was before. This is perhaps because Moore, in this book, commenced a new approach and at the same times a new dimension. Being a distinguished analytic philosopher his new approach was naturally analytical i.e. analysis of the ethical terms is fundamental and his new direction was consisted on the notion that ethics is the enquiry into the meaning of good. In his own words [...]
(c) Rajkumar Modak 2017
III. 'A DYNAMIC RE-CONCEPTION OF AN INTEGRATIVE TEACHING-LEARNING PROCESS' BY RENATO DELA PEÑA
In this paper, I am going to present a re-conception, or in a far simpler manner, a re-framing of concepts concerning the two big ideas in science education, or of any education for that matter, namely teaching and learning. I will, however, start with learning and then continue with teaching, in reverse order, because the re-conceptualization of learning is determinative upon that of teaching, and not the other way around. Learning is the center of the educative process, with the other elements ideally complementing one another in order to achieve the ends of education [..]
(c) Renato Dela Peña 2015, 2017
IV. 'THE NATURE OF AN AFRICAN PHILOSOPHY OF EDUCATION' BY YONGHO N. NICHODEMUS
Within any social set up, there is usually an educational system. This institution is a portent instrument in the structuring of the people and the other social institutions. In this case the personality of the people and their activities are highly influenced by this moulding and remoulding instrument, the educational system. We can therefore, understand why education is so important and the people of every society tend to invest so much time, effort, money and material in it. In fact, the personalities of a people together with their behaviour are greatly determined by the nature and philosophy of education operating in that society [...]
(c) Dr. Yongho N. Nichodemus 2017