Abstract
Ethics is susceptible to formal study, application and inferences just as any socio-scientific theme is prone to be. Such was the explanation given by Albert Einstein to his friend, Niels Bohr. Yet in the totality of socio-scientific research program for all times, even as far back as Aristotle, the concept of morality and ethics was overshadowed by the epistemology of rationalism. This marked the persistence of methodological individualism or hegemony by governance in the individual and the collective. The Mind-Matter relationship, although desired by so many of the thinkers for organic causality between them, was rendered defeated by the inability to answer the greater worldview of morality and ethics. Thus there arises the new paradigm that this chapter has presented. We refer to it as endogenous ethics of the epistemic grounding in unity of knowledge. The result is also the regenerative and creative nature of the unified reality intra- and inter-systems. This chapter has developed the theory, formalized it in a phenomenological model of unity of knowledge and the world-system. The results of the formalism compared with the ethical theory of Abraham Edel’s Existentialist Perspectives (EP) was applied to the wellbeing theme of Canadian Natives in regards to their philosophy of education and development as a lifelong holism of evolutionary learning with the spiritual roots.
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Choudhury, M.A. (2016). Ethics in Evolutionary Learning Models: A Critique of Comparative Perspectives and the Alternative Applied to the Wellbeing of Canadian Natives, Absolute Reality in Social Issues. In: Absolute Reality in the Qur'an. Palgrave Series in Islamic Theology, Law, and History. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-58947-7_9
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