Johnboy discusses capitalism and how it relates to monasteries. He argues that it would be perverted if monks who produced goods for their monasteries hoarded the profits instead of allocating them to support other monks. While defending regulated capitalism and wars as sometimes necessary, Johnboy says they are really necessary evils that cause collateral damage and have victims. He agrees with Fr Richard's views on this issue and says capitalism is often idolized, especially by those born with advantages who think they earned their success alone.
This document discusses nonduality from both epistemological and ontological perspectives. It argues that nonduality has more to do with epistemology than ontology. From an epistemological standpoint, our understanding of reality is fallible and partial, but this does not deny the empirical realities of self, God, or other concepts. Ontologically, it prefers the terms "unitary" rather than "unitive" and "intraobjective" rather than "intersubjective" but notes that epistemology can model ontology to a degree. Overall, it suggests that nonduality from an epistemic approach means reality is more dynamic and process-oriented than static substances.
The technology timeline document outlines key technology changes and implementations at a company from 1994 to 2006, including the transition from DOS to Windows, hiring an IT director, connecting copiers and laptops to the network, deploying Blackberry devices, moving tax preparation and accounting software to hosted models, expanding server infrastructure, and achieving a fast and stable network with near 100% uptime.
Human values and methods for attaining them are continuous and nondual according to the document. It suggests mapping philosophical questions about knowledge, hope, duty, and meaning to different senses of scripture and domains of human endeavor. Finally, it argues that both religious and non-religious people can work to augment truth, beauty, goodness, and unity through open-minded engagement with awareness, hope, love and faith, though religious believers may take more epistemic risks in service of these values.
This document discusses 10 key points to consider when planning a vacation trip. It stresses the importance of doing research, setting a budget, choosing accommodations, planning transportation, packing properly, bringing necessary documents, buying travel insurance, informing others of travel plans, checking on any required vaccinations or medications, and having a positive attitude.
Johnboy discusses capitalism and how it relates to monasteries. He argues that it would be perverted if monks who produced goods for their monasteries hoarded the profits instead of allocating them to support other monks. While defending regulated capitalism and wars as sometimes necessary, Johnboy says they are really necessary evils that cause collateral damage and have victims. He agrees with Fr Richard's views on this issue and says capitalism is often idolized, especially by those born with advantages who think they earned their success alone.
This document discusses nonduality from both epistemological and ontological perspectives. It argues that nonduality has more to do with epistemology than ontology. From an epistemological standpoint, our understanding of reality is fallible and partial, but this does not deny the empirical realities of self, God, or other concepts. Ontologically, it prefers the terms "unitary" rather than "unitive" and "intraobjective" rather than "intersubjective" but notes that epistemology can model ontology to a degree. Overall, it suggests that nonduality from an epistemic approach means reality is more dynamic and process-oriented than static substances.
The technology timeline document outlines key technology changes and implementations at a company from 1994 to 2006, including the transition from DOS to Windows, hiring an IT director, connecting copiers and laptops to the network, deploying Blackberry devices, moving tax preparation and accounting software to hosted models, expanding server infrastructure, and achieving a fast and stable network with near 100% uptime.
Human values and methods for attaining them are continuous and nondual according to the document. It suggests mapping philosophical questions about knowledge, hope, duty, and meaning to different senses of scripture and domains of human endeavor. Finally, it argues that both religious and non-religious people can work to augment truth, beauty, goodness, and unity through open-minded engagement with awareness, hope, love and faith, though religious believers may take more epistemic risks in service of these values.
This document discusses 10 key points to consider when planning a vacation trip. It stresses the importance of doing research, setting a budget, choosing accommodations, planning transportation, packing properly, bringing necessary documents, buying travel insurance, informing others of travel plans, checking on any required vaccinations or medications, and having a positive attitude.
This document discusses and summarizes Matthew's thoughts on inter-religious dialogue. It analyzes Matthew's use of certain terms that are associated with either improperly dualistic or short-circuited nondual approaches. It also identifies five implicit questions addressed by Matthew's diagnoses and proposed therapies. The document then suggests categorizing these five questions in terms of anthropology, ontology, axiology, epistemology, and theology. It argues that the term "nondual" takes on distinct meanings depending on the category being discussed. The document concludes by stating that while metaphysical errors are important to address, the real problems stem from epistemological mistakes in what we think we know, and the focus should be on realizing superabund
O documento contrasta as atitudes e comportamentos de vencedores versus derrotados, descrevendo 14 lições. Vencedores assumem responsabilidade por erros, aprendem com adversidades, enfrentam desafios, comprometem-se com seus objetivos, buscam melhorar continuamente, e ajudam a solucionar problemas. Derrotados culpam outros, se sentem vítimas, contornam desafios, não cumprem promessas, criticam os outros, e são parte do problema.
Este documento presenta el compromiso de Diego Armando Puelllo Tirado para el año 2014 en la Institución Educativa Alfonso López Pumarejo. Su compromiso incluye respetar a sus profesores, poner más empeño en matemáticas e inglés para mejorar sus calificaciones y oportunidades, relacionarse con compañeros productivos y cumplir con sus deberes escolares, y servir como monitor para enseñar a otros estudiantes a cuidar la escuela y dejarla en alto.
This document discusses religious epistemology and how people realize values through their practices and participatory imaginations rather than through conceptual justifications. It notes that people often have true beliefs even if they cannot properly justify them, and that it is formations like worship and relationships that shape existential orientations rather than beliefs preceding behaviors. It concludes that people can pray and behave well even without an articulate defense of their beliefs, and that we should be less focused on theological propositions and more on wisdom traditions of common sense and love.
1) The document discusses how different philosophical concepts like the normative, descriptive, interpretive, and evaluative relate to classical notions of causation and arguments for the existence of God.
2) It suggests parallels between the normative and instrumental causation, the descriptive and material/efficient causation, the interpretive and formal causation, and the evaluative and final causation.
3) The document then discusses how our existential, moral, and axiological orientations are shaped by but not reducible to our cosmological and ontological perspectives, and guide our theological imperatives.
El documento resume una hoja de taller en clase sobre la independencia de Estados Unidos. La hoja incluye preguntas para los estudiantes sobre cinco causas de la guerra por la independencia, las 13 colonias originales que se independizaron, y el nombre dado al documento que declaró formalmente la independencia.
This document is a resume for Heidi E. Driscoll. It summarizes her education and professional experience. She received a B.S. in Business, Marketing, and Management from Fitchburg State University in 1986. Currently she works as a middle school special education and mathematics teacher for the Indian River School District in Delaware. Previously she held teaching and managerial positions in New Hampshire, Vermont, Massachusetts, and Delaware.
This document discusses issues related to church reform within the Catholic Church. It argues that while Catholic social teachings have undergone positive methodological shifts to be more inclusive and consultative, the same cannot be said for disciplines, liturgical practices, and moral doctrines. However, it notes that the seeds of reform already exist in the social teachings and could spread to these other areas by addressing patriarchalism, clericalism, and other issues. Overall, it advocates for both institutional and non-institutional vehicles to promote ongoing reform while acknowledging the church is not defined by its institutional or clerical leadership alone.
The document discusses a professor's views on religion and education. It asks 4 questions: 1) Whether the reader agrees with the professor's views and why, 2) How the reader would feel if their religious partner did not want to study with them, 3) What the reader would do if they were the student, and 4) Whether religion or education should be prioritized when the two intersect.
Para ser una persona honorable se necesita obtener normas de moral y principios éticos en la educación para respetar las reglas y cualidades necesarias en la vida.
This document discusses and summarizes Matthew's thoughts on inter-religious dialogue. It analyzes Matthew's use of certain terms that are associated with either improperly dualistic or short-circuited nondual approaches. It also identifies five implicit questions addressed by Matthew's diagnoses and proposed therapies. The document then suggests categorizing these five questions in terms of anthropology, ontology, axiology, epistemology, and theology. It argues that the term "nondual" takes on distinct meanings depending on the category being discussed. The document concludes by stating that while metaphysical errors are important to address, the real problems stem from epistemological mistakes in what we think we know, and the focus should be on realizing superabund
O documento contrasta as atitudes e comportamentos de vencedores versus derrotados, descrevendo 14 lições. Vencedores assumem responsabilidade por erros, aprendem com adversidades, enfrentam desafios, comprometem-se com seus objetivos, buscam melhorar continuamente, e ajudam a solucionar problemas. Derrotados culpam outros, se sentem vítimas, contornam desafios, não cumprem promessas, criticam os outros, e são parte do problema.
Este documento presenta el compromiso de Diego Armando Puelllo Tirado para el año 2014 en la Institución Educativa Alfonso López Pumarejo. Su compromiso incluye respetar a sus profesores, poner más empeño en matemáticas e inglés para mejorar sus calificaciones y oportunidades, relacionarse con compañeros productivos y cumplir con sus deberes escolares, y servir como monitor para enseñar a otros estudiantes a cuidar la escuela y dejarla en alto.
This document discusses religious epistemology and how people realize values through their practices and participatory imaginations rather than through conceptual justifications. It notes that people often have true beliefs even if they cannot properly justify them, and that it is formations like worship and relationships that shape existential orientations rather than beliefs preceding behaviors. It concludes that people can pray and behave well even without an articulate defense of their beliefs, and that we should be less focused on theological propositions and more on wisdom traditions of common sense and love.
1) The document discusses how different philosophical concepts like the normative, descriptive, interpretive, and evaluative relate to classical notions of causation and arguments for the existence of God.
2) It suggests parallels between the normative and instrumental causation, the descriptive and material/efficient causation, the interpretive and formal causation, and the evaluative and final causation.
3) The document then discusses how our existential, moral, and axiological orientations are shaped by but not reducible to our cosmological and ontological perspectives, and guide our theological imperatives.
El documento resume una hoja de taller en clase sobre la independencia de Estados Unidos. La hoja incluye preguntas para los estudiantes sobre cinco causas de la guerra por la independencia, las 13 colonias originales que se independizaron, y el nombre dado al documento que declaró formalmente la independencia.
This document is a resume for Heidi E. Driscoll. It summarizes her education and professional experience. She received a B.S. in Business, Marketing, and Management from Fitchburg State University in 1986. Currently she works as a middle school special education and mathematics teacher for the Indian River School District in Delaware. Previously she held teaching and managerial positions in New Hampshire, Vermont, Massachusetts, and Delaware.
This document discusses issues related to church reform within the Catholic Church. It argues that while Catholic social teachings have undergone positive methodological shifts to be more inclusive and consultative, the same cannot be said for disciplines, liturgical practices, and moral doctrines. However, it notes that the seeds of reform already exist in the social teachings and could spread to these other areas by addressing patriarchalism, clericalism, and other issues. Overall, it advocates for both institutional and non-institutional vehicles to promote ongoing reform while acknowledging the church is not defined by its institutional or clerical leadership alone.
The document discusses a professor's views on religion and education. It asks 4 questions: 1) Whether the reader agrees with the professor's views and why, 2) How the reader would feel if their religious partner did not want to study with them, 3) What the reader would do if they were the student, and 4) Whether religion or education should be prioritized when the two intersect.
Para ser una persona honorable se necesita obtener normas de moral y principios éticos en la educación para respetar las reglas y cualidades necesarias en la vida.