Darryl R Macer

Muslim jurisprudents and muftis issue fatwas on
abortion based on Ijtihad. Three fundamental
principles of Ijtihad indicate that jurisprudence has
to consider the changes of the time and place, the
public interest, and the least harm in issuing fatwas.
However, many ignore these principles since they
stick to the traditional concept of health which is
their basis to issue fatwas. In this paper, we analyze
how Islamic jurisprudence, through using these
principles in perception of the concept of health,
can help to solve the illegal abortion crisis in
Muslim countries.

This research links conceptual mapping of the content of national goals of teaching philosophy in different countries with the recommendations of high level officials on the goals of teaching philosophy as stated in the Action Plan on the Promotion of Philosophy Teaching in Asia and the Pacific (APPPTAP) that were agreed upon during the High-level Regional Meeting on the Teaching of Philosophy in Asia and the Pacific held in May 2009. We have constructed a conceptual framework for goals in primary and secondary education based on the three main goals and sub-sets of philosophy education according to the APPPTAP. The goals are understanding and search for wisdom, development of capacities and development of dispositions. Apart from these three sets of goals we have added the vision of the relevant country’s Ministry of Education and the set of values upon which the curriculum is based. The conceptual maps of goals in primary and secondary education at the national level provide an overview of the extent to which educational systems in Asia and the Pacific comply with the agreed upon goals in the APPPTAP and show which concepts are emphasized and which are not. Finally, the conceptual maps complement the country summary reports on the teaching of philosophy in Asia and the Pacific, which also include philosophy related courses and materials used. Combining these shed light on the connection between concepts at the national level and their implementation in the classroom. They provide opportunities for analysing inferential practices in education and how they conform to the concepts emphasized in the relevant educational system.

The reasons given by the Japanese public, scientists, and school and university students toward xenotransplantation were assessed by questionnaire surveys and by respondents' written comments. Between 1997 and 2000, there was an increase in the number of people who said they had heard of xenotransplant research, from 43 percent to 67 percent. In 2000, three in ten among the public said that it should be encouraged, while half said that it should not. In contrast, just less than half of the scientists said they supported the technology. The major reasons given in all groups were to save human life, versus safety and ethical concerns. More of the general public and school students considered xenotransplants to be unnatural compared with the scientists and university students. The reasons given are discussed in light of Japanese culture and the situation regarding organ transplants. Some in all groups, including young people, expressed both benefits and risks of this technology, and sophisticated arguments were used, suggesting that a number of people are able to consider moral dilemmas, such as those posed by the use of genetically engineered animals for xenotransplants. Still there remain a number of even educated persons who argue on only one side of the debate over the use of xenotransplants.

There have been debates in almost every corner of the globe over the definitions of culture, identity, and what is ethics. These social constructs all originate in our mind, a product of individuals’ ontology, genes, environment and relationships. Colonization has been a major force to articulate bioethical value systems that were previously implicit in the relationships of people and nature.
Ethical values and principles have developed in the context of epistemological systems and are central to how knowledge is gained and organized, how knowledge is used, and who has access to it.
A holistic definition of health that includes happiness is critical for flourishing. The physical, social and emotional health of the Apache community is poor. This book explores the philosophy of happiness in philosophy and education.
The book explores how mindfulness may be used to assist in education, and in the happiness of teachers and students. The purpose of Mindfulness is to arouse conscious attention in the present moment and so to achieve higher levels of physical and mental wellbeing. Its study and implementation has had therapeutic purposes in clinical settings, but it is something new in educational settings. In this book the methodology of the ".b" is described, which is a mindfulness technique used with a selected group of teachers in the San Carlos Apache community.
A concrete example of a study to assess the level of self-realization and personal growth of teachers in San Carlos Apache Tribe (Arizona) with 20 pre- school women teachers, who were in training in a Mindfulness program is described using a "Questionnaire Self-concept and realization", AURE, (Aciego et al., 2005; Dominguez, 2001). The results show that they show favorable levels in self-realization and personal growth. The results are very positive in almost all dimensions of their self-realization and personal growth. To ensure the success and quality of Mindfulness programs, it is opts for a quality and applicable research -high number of participants, involving of the entire educational community, longitudinal results comparison in different countries and cultures, and the creation of specific instruments for each program.

Executive Summary

This report aims to promote a greater understanding of the diverse approaches to teaching environmental ethics. It seeks to define concepts, sample programs and identify good practices in environmental ethics teaching, as well as to encourage communication and collaboration through the sharing of diverse experiences. This book hopes to build a conceptual framework for understanding the nature of environmental ethics teaching and learning.

There is no standardized approach to teaching environmental ethics, no single “appropriate” method, nor is there a “correct” view of what is environmentally ethical behavior. This book will highlight some of the diverse strategies used in teaching and fostering ethical development among different countries and communities, providing a discussion of the various frameworks used in the planning, organization and education on the subject of environmental ethics.

Environmental ethics is an important component of bioethics, and both are interdisciplinary. Environmental Ethics Education (EEE) should be considered an essential component of Environmental Education (EE). EEE is found in both formal and non-formal education, and is critical to implement the Sustainable Development Goals (SDGs).

After general analysis the later half of the book presents illustrative case studies of Environmental Ethics Education (EEE) in India, Vietnam, the Philippines, and Thailand. The case studies present examples of the roles that law and society can play in EEE, for example, the case of Animal Ethics and Promoting Sea Turtle Conservation demonstrates EEE with examples of materials that can be used. The case study of bioethics education in Thai secondary schools is linked to the concept of sufficiency economy. Through linkage of practical examples and theoretical concepts, we hope that this book will stimulate readers to apply innovation to sustainable change to love life and the environment.

This is the third volume of papers coming from the Asian-Arab Philosophical Dialogues that have been
organized by UNESCO to stimulate philosophical reflection on contemporary themes. As we emerged
from the Decade of the Culture of Peace in 2011 we have seen a rise in the culture of violence in North
Africa and the Arab world, counter to the culture of peace. Most of the papers in this volume stem from
a dialogue of philosophers from the Asian and Arab region convened in Thistle Resort, Port Dickson,
Malaysia from 14-17May 2010.