Academic literature on the topic 'Hermeneutical study'

By employing both the thematic approach of Qur’ānic exegesis and the textual analysis of the selected verses, the study explores the Qur’ānic conception of religious pluralism. In particular, the focus of the thesis is on the normative religious pluralism, which appears to have been reduced to mere exclusivism in a great number of sources of Qur’ānic exegesis. This thesis’s line of argumentation against religious exclusivism, therefore, starts with clarification that there are different types of religious pluralism. Thus, in the case of the Qur’ān, the confusion between soteriological, alethic, and normative religious pluralism has led to the emergence of the exclusive approach. By drawing clear distinction between the Qur’ānic theological view on other beliefs and the Qur’ānic ethical view on the followers of other beliefs, the study further constructs five main arguments against religious exclusivism. The arguments are elaborated on the basis of the Qur’ānic ethical system, the universal objectives of human relationships, and the Qur’ānic recognition of the two fundamental as well as dialectical elements of the normative religious pluralism, namely commonality and diversity as fact of nature. The thesis concludes on the need for considering that the Qur’ān distinguishes between the eschatological and the terrestrial dimensions as well as ramifications of the normative religious pluralism, where the latter, which is of the essence for the peacebuilding process in this world, is endorsed by the Qur’ān.

The purpose of this dissertation is to address the question of how we can constitutionally justify the judicial review jurisdiction of the English courts. Two competing theories are commonly posited as providing this justification: the ultra vires theory and the common law theory. This research consists of a hermeneutical analysis of these two theories; it examines their rationales and the main themes of the debate between their supporters. It also uses immanent critique to reveal a significant lack of 'fit' between judicial review in practice and each of the theories. It is implicit within the two theories that they match the actual exercise of the supervisory jurisdiction. Thus, the lack of fit exposed by the critique brings into question any claims that either theory can provide the constitutional legitimacy for judicial review. The thesis advanced in this dissertation is in two parts. First, it is argued that the doctrine of parliamentary sovereignty operates as a principle. This means that legislation may be balanced against other principles derived from the common law or other statutes. This is in contrast to both the ultra vires and common law theories in which the doctrine is assumed to function as a rule. Second, under this novel conception of parliamentary sovereignty it is not necessary to justify the operation of judicial review by reference to legislative intent or express statutory provision. Rather, the standards of good administration may be rationalized as being developed and applied pursuant to an inherent jurisdiction of the courts.

The research presented here is of a sort almost never seen in today's social science work. Attempted here is a hermeneutical examination of teacher education literature of the 1970's, with the goal of revealing what otherwise would and generally does go unseen by most who practice and study teacher education, the tacitly held and taken-for-granted pre-judgements or prejudices which make such teacher education the reality it is. That is to say, the aim of this research is to "go behind what is said" in this literature in order to reveal the questions to which the literature's contents are the answer. This is necessary because such prejudices, such questions, determine in the first place the sorts of answers which can be given, by excluding other questions and points of origin, and thereby structure the form and content of teacher education as it is lived. The more specific purpose of this "going behind what is said," apart from merely revealing such prejudices, is, however, to examine them after they are revealed in order to reach a judgement as to whether or not some portion or, perhaps, all of these prejudices reflect a belief in and devotion to the alienated consciousness of technological thinking. This revelation and this judgement are presented in a chapter of nine sections: Professionalism; Management, Control, and Systems; Humans as Substances; Rationalism, Empiricism, Knowledge, and Morality; Learning, Teaching, and Academics; Education as School; Selling Materialism; Meritocracy and the Perfectability of Humans; Freedom, Participation, Community, and Power. These investigations leave little doubt, it seems, that teacher education and teacher educators in the United States during the 1970's, and by inference today also, are engrossed in and committed to technological thinking as the founding source of such work, and that such belief and commitment threaten not only teacher education as a viable human event but also the entire education "enterprise" as an authentic activity of human living.