¶ … happiness that goes beyond the mere absence of pain and suffering. People feel joy and happiness for things both minor and major. I would describe the absence of pain and suffering as contentment perhaps. The Buddhist would argue that the absence of those things leads to a state of permanent bliss, which is more powerful than transient happiness. However, the Buddhist view also assumes that the fleeting nature of happiness we feel is a source of suffering, because even during those moments we are weighed down by the idea that the happiness will not last. I do not feel that this is necessarily the case. Permanent bliss and happiness are two different things, and the possibility of one does not eliminate the value of and possibility of the other.
Even a refugee can experience euphoria, yes. This is a loaded question, actually, because of the framing. It is certainly less likely that someone in a position of extreme duress will feel happiness, but the duress of their situation does not mean that they can never feel happiness. How much euphoria can one experience? As much as the situation dictates. Some lives are inherently more challenging, but all humans possess the same capability for happiness.
Morality is entirely learned. Morality by its nature is a human construct, because it refers to the codes and systems of behavior by which human beings relate to one another. Each person in a society is more or less aware of that society's version of morality, but sometimes chooses to redefine the terms of that morality. This does not mean that such individuals lack morality on a genetic level, only that they conform less to the moral standards of overall society. The Holocaust in part occurred because there only nominal moral prohibitions on the violent persecution of certain minorities -- homosexuals were always illegal, Jews and Roma faced violent pogroms consistently in Europe, and political opponents long faced execution. The situation in Syria reflects the morality of autocratic leaders, who feel empowered to define their own morality. They often do so in terms of violent repression -- their own rule is considered morally superior to the well-being of their people. Morality, even of the type outsiders to a culture would find abhorrent, is still learned.
Part II. Most people have trouble with ambiguity of any kind. Human societies have long sought to eliminate ambiguity because many people tend to prefer having clearly defined answers to questions. The universe, however, does not have any such black-and-whiteness about it. Christianity is simply one of those codes by which people can simplify the world into things like "right" and "wrong." Most religions and most cultures operate much the same way. It just makes life simple. In a constant state of ambiguity, it is difficult to make decisions and it is difficult to reconcile one's own actions with a desire to function in a society with other humans. So the natural ambiguity represents a challenge. Laws, religions and societal norms are all mechanisms by which we seek to reduce ambiguity and help us to make decisions about how to live our lives. Christianity may be a major source of influence in the United States (as is Enlightenment thinking) but it is just one of many such codes at work in the U.S., and around the world.
Part III. If Christianity were to emerge now instead of 2000 years ago, it might have some different characteristics. It would in all likelihood incorporate a lot of what we know today in terms of scientific knowledge. For example, instead of saying that God created the earth in six days, the story might still hold that God created the world, but that this took place billions of years ago. Essentially, the idea that everything on this world is made for humans and that there is a divine plan for humans could still exist, just that everything to this point would be described as we...
In "Piaf," Pam Gems provides a view into the life of the great French singer and arguably the greatest singer of her generation -- Edith Piaf. (Fildier and Primack, 1981), the slices that the playwright provides, more than adequately trace her life. Edith was born a waif on the streets of Paris (literally under a lamp-post). Abandoned by her parents -- a drunken street singer for a mother and a
MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYbyEder G. BennettLiberty UniversityA Dissertation Presented in Partial FulfillmentOf the Requirements for the DegreeDoctor of EducationLiberty University2021MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYby Eder G. BennettA Dissertation Presented in Partial FulfillmentOf the Requirements for the DegreeDoctor of EducationAPPROVED BY:James Eller, Ed.D., Committee ChairMichael-Chadwell Sharon, Ed.D., Committee MemberAbstractThe purpose
MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYbyEder G. BennettLiberty UniversityA Dissertation Presented in Partial FulfillmentOf the Requirements for the DegreeDoctor of EducationLiberty University2021MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYby Eder G. BennettA Dissertation Presented in Partial FulfillmentOf the Requirements for the DegreeDoctor of EducationAPPROVED BY:James Eller, Ed.D., Committee ChairMichael-Chadwell Sharon, Ed.D., Committee MemberABSTRACTThe purpose
Jesus' Teachings, Prayer, & Christian Life "He (Jesus) Took the Bread. Giving Thanks Broke it. And gave it to his Disciples, saying, 'This is my Body, which is given to you.'" At Elevation time, during Catholic Mass, the priest establishes a mandate for Christian Living. Historically, at the Last Supper, Christ used bread and wine as a supreme metaphor for the rest of our lives. Jesus was in turmoil. He was
Military Deployed Parent Perceptions of Involvement in the Education of their ChildrenChapter Four: FindingsOverviewThe purpose of this qualitative transcendental phenomenological study was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education. It begins with an examination of the experiences of the 12 participants as revealed through questionnaires, interviews, artifacts and focus groups. It then identifies the three themes that emerged through
Military Deployed Parent Perceptions of Involvement in the Education of their ChildrenChapter Four: FindingsOverviewThis transcendental phenomenological study\\\'s objective was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their child\\\'s education. Within the broad objective, the central question was: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child\\\'s education? However, to capture all the necessary details
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