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[3] [4] Atheism is commonly understood as non-acceptance or outright rejection of theism in the broadest sense of the term (i.e., non-acceptance or rejection of belief in God or gods). [5] [6] Related (but separate) is the claim that the existence of any deity is unknown or unknowable; a stance known as agnosticism.
Nietzsche’s program of a "revaluation of all values" seeks to deny the concept of "human accountability," which, he argues, was an invention of religious figures to hold power over mankind. "Men were thought of as 'free' so that they could become guilty; consequently, every action had to be thought of as willed, the origin of every action as ...
The history of the study of theology in institutions of higher education is as old as the history of such institutions themselves. For instance: For instance: Taxila was an early centre of Vedic learning , possible from the 6th-century BC or earlier; [ 37 ] [ 38 ] : 140–142
Plato. Classical theism has its origins in ancient Greek philosophy, particularly in the works of Plato and Aristotle.Plato’s concept of the Form of the Good in works like The Republic and Timaeus provided an early model of a transcendent, perfect reality that stands as the ultimate cause and source of all other forms.
Philosopher and literary scholar William Franke, particularly in his 2007 two-volume collection On What Cannot Be Said and his 2014 monograph A Philosophy of the Unsayable, puts forth that negative theology's exploration and performance of language's limitations is not simply one current among many in religious thought, but is "a kind of ...
In the Reformation and Counter-Reformation eras, Europe was a "persecuting society" which did not tolerate religious minorities or atheism. [4] Even in France, where the Edict of Nantes had been issued in 1598, then revoked in 1685, there was very little support for religious toleration at the beginning of the eighteenth century. [5]
Another categorization divides topics in the philosophy of education into the nature and aims of education on the one hand, and the methods and circumstances of education on the other hand. The latter section may again be divided into concrete normative theories and the study of the conceptual and methodological presuppositions of these ...
He argues that religion should be "reviewed as a strictly scientific question" and should be tested in the same way that other questions in science are examined. Based on his approach, Mill argues that monotheism is better than polytheism , although this does not necessarily mean that monotheism is more correct.