Two Concepts of Religious Freedom in the European Court of Human Rights
Summary (1 min read)
Summary
- Notwithstanding the voluminous literature devoted to research genres, more investigation needs to be conducted to demonstrate the pedagogical significance of studying linguistic features in relation to communicative functions.
- Motivated by a concern for the pedagogical applicability of genre analysis, this paper investigates the extent to which results of an analysis may be effectively employed for the second language acquisition of syntactic structures and lexical items commonly found in the Method sections of management research articles.
- Using an innovative and comprehensible approach to describing the steps under each rhetorical move, I have provided relevant materials that may be usefully exploited in the teaching of the genre specifications of the Method sections of management research articles.
- Reasons are given to explain why constituent steps should be investigated in sufficient detail if ESP teachers are to provide a pedagogically meaningful model for second language learners in a particular discipline.
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Cites background from "Two Concepts of Religious Freedom i..."
...…guest on M ay 30, 2016 http://jaar.oxfordjournals.org/ D ow nloaded from (and human rights more generally) as, in effect, “poisoned at the root” (Bhuta 2014; Moyn 2014: 63–64, 79–80).4 Such excesses leave little recourse beyond terminal suspicion—if not outright repudiation—of human rights…...
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Frequently Asked Questions (12)
Q2. What was the key to the new carapace of institutional and legal limits on secular politics?
Freedom of conscience was, unsurprisingly, understood as the cornerstone of this new carapace of institutional and legal limits on secular politics.
Q3. What is the result of the proportionality and balancing method?
The outcome of any given application of the proportionality and balancing method is deeply context-dependent, a function of stylized facts and interpretive judgments about not only how to accord weight to competing values and interests, but also about whether and in what way the values and interests are competing and in need of balancing.
Q4. What led it to embrace Fascism and other authoritarian movements?
Christian politics’ preference for neo-corporatist organic community or the revival of traditional foundations of moral and social authority led it unsurprisingly to flirt with or embrace Fascism and other authoritarian movements against socialism and communism (Kaiser 2007: 60-61).
Q5. What led to the change in orientation of the Catholic Church after 1937?
But the Catholic Church’s anti-totalitarian turn after 1937, and the exile of prominent inter-war Catholic activists such as Sturzo and Maritain, led to a pivotal change in orientation: “Catholic political refugees came back from Britain and the United States with a changed normative hierarchy in which individual liberty was … more important than before, thus pointing the way towards the more liberal Christian democracy of postwar western Europe. …
Q6. What was the guiding ideal of a democratic political order?
Although inter-war personalist currents were far from committed to democracy, Maritain’s reconstruction of a personalism rooted in prepolitical natural rights also envisioned a Christian democracy in which the preservation of the value of the human person was the guiding ideal of a democratic political order.
Q7. What is the main theme of the new generation of critical scholarship about the history of human rights?
The historicity of contemporary claims of right has become the central theme of a new generation of critical scholarship about one of the most influential global political languages of the last thirty years.
Q8. What influences have been revealed in the recent scholarship on the formulation of the right?
In the specific instance of freedom of conscience, recent scholarship has revealed two important influences on the formulation of the right as it appears in the Universal Declaration and in the European Convention: Christian personalism, and ecumenical missionary movements.
Q9. What was the reason why the regulations were dismissed?
In the meantime, the regulations were appealed to the Istanbul Administrative Court, which dismissed the complaint because the regulatory power of the university had been exercised in accordance with the relevant legislation and judgments of the Constitutional Courts and the Supreme Administrative Court.
Q10. What was the reason why Leyla Sahin was suspended?
She was subjected to disciplinary proceedings and was suspended for a semester in 1999, in part due to her joining a protest against the rules on dress.
Q11. What is the purpose of the stylization of the rechtstaat ideal?
Schmitt’s stylization of the rechtstaat ideal is helpful in grasping the distinctiveness of this thinking (although, as with so much of his argument, the stylization aims partly to exacerbate a perceived contradiction between concepts in order to demonstrate that the ideal is now defunct):
Q12. What is the resemblance of the polizei and rechtstaat concepts?
The requirement that state intrusions on basic rights be calculable, definable and controllable is of course the echo of early doctrines of proportionality, a consequence of the tension between polizei and rechtstaat concepts of the state.