Role of Scholars in Different Societie an Example by

Role of Scholars in Different Societie The development of societies in different parts of the world resulted to the diversification of knowledge-bases (Cristi 69). This diversification process was the consequence of socio-politico-economic factors that were unique and specific to different societies. As such, deducting from the process itself, different societies developed different world views. This development resulted to the establishment of religious, economic, political, and social structures that maintained social order and harmony. Now, because the people in these societies viewed these structures as necessary and inevitable for a civilized life, there was a need to reinforce the knowledge-bases. This was done by establishing educational institutions which aimed to preserve the microcosmic relationship of man to man, man to nature, and man to society. These educational institutions were represented by the scholars; the forebears and preservers of knowledge. Need essay sample on "Role of Scholars in Different Societie" topic? We will write a custom essay sample specifically for you Proceed Because societies had different knowledge-bases, the scholars representing it had differing roles. For example, a scholar in ancient China was not only expected to analyze and critique ancient texts, he (the scholar was always male) was expected to incorporate his own style to ancient texts. In this way, new knowledge was added to the knowledge of the ancients. This was both a show of respect to the ancestors as well as a sign of progress. The end of which was harmony. The scholar though could not question the reliability of ancient or existing texts since tradition forbid them from critiquing the personality of ancient authors. In India, most scholars dealt with religion (Hinduism an analysis of the ancient Vedic texts). After the death of Alexander the Great, Indian scholars focused on the relationship of man to nature (nature being the representation of the gods). Specifically, most Indian scholars during that time analyzed political and social crises and its relationship with the divine beings. They assumed that any social or political crisis was caused by the gods. Hence, during that time, Indian scholars served as warning tools of kings and nobles of upcoming crises. They were though not mere puppets, for their ability to know the thoughts of the gods put them in a much esteemed position and power (Cristi 47). In Arab nations, Arab scholars also focused on religion (Islam). For these scholars, Islam was tantamount to a way of life (which became the basis for the establishment of rigid, Islamic societies); assuming preeminence over man and society. Thus, the role of an Arab scholar was simple: to consolidate all knowledge relevant to the preservation and expansion of Islam. Some Arab scholars though deviated from this pattern of thought. They sought knowledge from different parts of the world to project the differences and note the deficiencies of current knowledge bases. This was important for them since they believe of the absolute value of knowledge (that knowledge ought not to be discriminating). In Europe, scholars enjoyed a certain degree of freedom in developing knowledge-bases. Hence, because of this flexibility, many scholars became authorities of specific sciences and arts, making progress possible. Hence, scholars in Europe (circa 1200 A.D.) were considered to be the motors of cultural development. Work Cited Cristi, Marcela. From Civil to Political Religion: The Intersection of Culture, Religion and Politics. New York: Wilfrid Laurier University Press, 2001.

Object and Opt-out on Moral or Religious Grounds

Object and Opt-out on Moral or Religious Grounds Hashtag: #HDPyasambildirgesi (HDP Declaration of Life) Object and Opt-out on Moral or Religious Grounds Non-recognition of the right to conscientious objection is an enduring and highly controversial issue in Turkey and recently, HDP (Haklarm Demokratik Partisi), the country’s leading opposition party promised to legalize it if their candidates win the June 2015 parliamentary election. Conscientious objection or CO according to UN Commission on Human Rights is the right of every individual to object on grounds of conscience but a number of states such as Turkey are unwilling to recognize it as an important human right. Conscience or our sense of right or wrong is in effect the core features of a person’s moral and spiritual identity. Normally, people refused participation or involvement in something because it is against their moral and religious principles.  For example, some people refused to participate in war because of their deeply embedded moral, ethical, or religious belief that killing another human being is wrong. Note that personal code, political, sociological, philosophical, psychological, and other pragmatic reasons are not accepted the basis for a conscientious objection. Students at public or government-subsidized private schools are free to attend religion classes but they can also choose not to and exercise their right to conscientious objection on moral or religious grounds. The right to object is also applicable to a vast range of issues such as oath taking, compulsory patriotic exercises, school curricula, and others that may be easily granted due schools’ obligation to satisfy its neutrality obligation. For instance, a student’s objecting on a culturally impartial and race discriminating curriculum may be allowed to opt-out or exempt him from course requirements. However, similar to conscientious objection to military service, ritual practice, living arrangement, and others, the objection made on moral or religious grounds should pass the test of sincerity. Want to know more? Go here: Womens Right to Education Relieving Students School-Related Stress   Developing Students Creativity and Self-Expression Smoking in Public Places Should Be Banned The Misdemeanors of Well-Educated People in Public Office Testing the Sincerity of the Conscience Most educational institutions have formal policies permitting students at all levels to exercise their right to conscientious objection. In medical schools, for instance, students are allowed to use alternatives if testing of certain laboratory animals such as mice, dog, cats, rabbits, and others violates their conscience. In the United States, the right to conscientious objection to dissection in educational projects is guaranteed by law and school policies authorizing teachers to cooperate and develop an acceptable alternative with their students. The right to conscientious objection is potentially vulnerable to abuse such as avoiding the arduous training and danger associated with military service. It is, therefore, necessary to ascertain whether the objection is actually based on conscience rather than personal code or philosophy in life. A student exercising the right to conscientious objection and opting-out of a religious education class must clearly demonstrate that attending such class violates his or her conscience. For instance, the right may be granted if the student is a member of another religious group or verifiable evidence of a religious conviction that receiving religious teaching other than their own preacher or priest is a sin. Similarly, a student’s conscientious objection on racially discriminating and culturally impartial curriculum must be accompanied by strong conviction or proof of sincere and meaningful and enduring belief that is contradictory to that of the curriculum.