Peter Abelard (1079–1142 ce) was the most wide‐ranging philosopher of the twelfth century. He quickly established himself as a leading teacher of logic in and near Paris shortly after 1100. After his affair with Heloise, and his subsequent castration, Abelard became a monk, but he returned to teaching in the Paris schools until 1140, when his work was condemned by a Church Council at Sens. His logical writings were based around discussion of the “Old Logic”: Porphyry's Isagoge, aristotle'S Categories and (...) On Interpretation and boethius'S textbook on topical inference. They comprise a freestanding Dialectica (“Logic”; probably c.1116), a set of commentaries (known as the Logica [Ingredientibus], c. 1119) and a later (c. 1125) commentary on the Isagoge (Logica Nostrorum Petititoni Sociorum or Glossulae). In a work Abelard called his Theologia, issued in three main versions (between 1120 and c.1134), he attempted a logical analysis of trinitarian relations and explored the philosophical problems surrounding God's claims to omnipotence and omniscience. The Collationes (“Debates,” also known as “Dialogue between a Christian, a Philosopher and a Jew”; probably c.1130) present a rational investigation into the nature of the highest good, in which the Christian and the Philosopher (who seems to be modeled on a philosopher of pagan antiquity) are remarkably in agreement. The unfinished Scito teipsum (“Know thyself,” also known as the “Ethics”; c.1138) analyses moral action. (shrink)

Henri J. Renard, S. J.: a sketch, by J. P. Jelinek.--The good as undefinable, by M. Childress.--Gottlieb Söhngen's sacramental doctrine on the mass, by J. F. Clarkson.--Christ's eucharistic action and history, by B. J. Cooke.--Objective reality of human ideas: Descartes and Suarez, by T. J. Cronin.--A medieval commentator on some Aristotelian educational themes, by J. W. Donohue.--God as sole cause of existence, by M. Holloway.--Knowledge, commitment, and the real, by R. O. Johann.--John Locke and sense realism, by H. R. Klocker.--The (...) being of nonbeing in Plato's Sophist, by Q. Lauer.--Ethics and verification, by R. McInerny.--Analogy and the fourth way, by J. J. O'Brien.--Love and being, by W. L. Rossner.--Complexity in human knowledge: its basis in form/matter composition, by E. L. Rousseau.--Toward a more dynamic understanding of substance and relation, by J. M. Somerville.--The origin of participant and of participated perfections in Proclus' Elements of theology, by L. Sweeney. (shrink)

Insight is Bernard Lonergan's masterwork. It aim is nothing less than insight into insight itself, a comprehensive view of knowledge and understanding, and to state what one needs to understand and how one proceeds to understand it. In Lonergan's own words: 'Thoroughly understand what it is to understand, and not only will you understand the broad lines of all there is to be understood but also you will possess a fixed base, and invariant pattern, opening upon all further developments of (...) understanding.' The editors of the Collected Works of Bernard Lonergan have established the definitive text for Insight after examining all the variant forms in Lonergan's manuscripts and papers. The volume includes introductory material and annotation to enable the reader to appreciate more fully this challenging work. (shrink)

Did the September 11, 2001 terrorist attacks on the U.S. cause the values of teenagers in the U.S. to change? Did their previously important self-esteem and self-actualization values become less important and their survival and safety values become more important? Changes in the values of teenagers are important for practitioners, managers, marketers, and researchers to understand because high school students are our current and future employees, managers, and customers, and research has shown that values impact work and consumer-related attitudes and (...) behaviors. Further, studies that compared higher to lower performing for-profit and not-for-profit companies have found that higher performing organizations had strong values that permeated their organizations [Collins J. C., and J. I. Porras: 1994, Built to Last: Successful Habits of Visionary Companies (New York, Harper Business); O’Reilly, C. A. and J. A. Chatman: 1996, in B. M. Staw and L. L. Cummings (eds.), Research in Organizational Behavior, vol. 18 (JAI Press, Greenwhich, CT), pp. 157–200; O’Reilly, C. A.: 1989, California Management Review 31(4), 9–25; Posner, B. Z., and W. H. Schmidt: 1996, Public Personnel Management, 25(3), 277–298; Rousseau, D.: 1990, Group and Organization Studies 15(4), 448–460; Schein, E. H.: 2004, Organizational Culture and Leadership. San Francisco, Jossey Bass)]. While one study of adults found value changes, no known studies have explored if the values of teenagers also changed post-9/11. This study filled that research gap by exploring the values of a random sample of 1000 U.S. teenagers in grades 9 to 12 pre- and post-9/11, using a demographic questionnaire and the Rokeach Value Survey. The research results indicated that teenage survival, safety, and security values (a world at peace, freedom, national security, and salvation) increased in importance while their self-esteem and self-actualization values (a sense of accomplishment, inner harmony, pleasure, self-respect, and wisdom) decreased in importance, mirroring the changes for adults. The meaning of these findings for practitioners, managers, marketers and researchers was discussed. (shrink)

Filosofi og pædagogik er gamle fæller, og der er et overlap mellem filosofiens historie og pædagogikkens historiske litteratur. Store tænkere som Platon, Aristoteles, Augustin, Descartes, Locke, Rousseau, Kant, Hegel, Schleiermacher, Herbart og Dewey hører hjemme begge steder. I den pædagogiske filosofi kan almene teoretiske og praktisk filosofiske spørgsmål udforskes systematisk og historisk. Gennem diskussioner af sådanne spørgsmål kan man forholde sig mere nysgerrigt, bevidst, begrundet og kritisk til pædagogisk praksis såvel som til pædagogisk teori, empiri og undervisningsteknologi. -/- Fællesskabet (...) er ikke uproblematisk. Pædagogik er ikke filosofi, og pædagogisk filosofi ikke kun pædagogik. Både didaktik og almen pædagogik kan komme i konflikt med pædagogisk filosofi. Hvordan kan almene pædagogiske spørgsmål overhovedet belyses filosofisk, og hvad betyder de for filosofien selv? En pædagogisk filosofisk tilgang forandrer kanon i både pædagogik og filosofi. Udvalget af nøgletekster ændres. Emner, der er værd at diskutere, forskydes. Nye forskningsspørgsmål og prioriteringer viser sig. Et pædagogisk perspektiv på filosofiens udvikling vil fremhæve dens bidrag til at forstå ’den pædagogiske problem- og fænomenverden’, ligesom et filosofisk perspektiv på pædagogikken vil flytte – eller rettere udvide – fokus med hensyn til dens idéhistorie såvel som dens aktuelle teoretiske praksis. Som i al anden filosofi kan man i den pædagogiske filosofi diskutere teoretiske og praktiske, såvel som poetiske og æstetiske spørgsmål; men det er typisk med en særlig vinkel, nemlig den pædagogiske. Man kan således diskutere erkendelse, viden og sandhed, ligeså vel som man kan undersøge ret, retfærdighed og skønhed. Ofte vil det være med en særlig tvist. Den pædagogiske filosofi kan vise sig som særegen både ved sin særlige position og ved at relatere sig til det pædagogiske som genstandsfelt. Hvad denne position og dette genstandsfelt egentlig er, er der dog ingen enighed om. Det kan ikke engang siges at være udelukkende pædagogisk defineret, og derfor må den pædagogiske filosofi forholde sig åbent til begge dele. Studier i pædagogisk filosofi indbyder til denne drøftelse. (shrink)

Lectures delivered at the St. Michael's Jesuit School of Philosophy and Letters, Gonzaga University in the fall of 1972. Includes bibliographical references.

Many traditional Mahayana, and modern Tibetan, Buddhist texts relate meditation attainment to psychic ability. This teaching served as the hypothesis—that more advanced meditators would choose a psi target correctly, significantly more often than beginners. A basic free-response design was used in which a computer programme (PreCOG) chose a target picture at random from a 4-picture set. There were 25 sets, all pictures of Tibet. PreCOG guided the participants through the procedure, in which they aimed to become aware of the target. (...) 18 participants, Tibetan monks, nuns and Western Buddhist meditators, completed 8 sessions each. Half the sessions used a clairvoyance, and half a precognition, protocol. Age and years of meditation practice correlated significantly with the psi scores (Pearson r = 0.52, p < 0.05). This suggests that, as one practices meditation, psychic awareness begins to manifest more reliably. This result was confounded by a non-significant psi-missing trend. There was no significant difference between the clairvoyance and precognition trials (t-diff (142) = 0.800). There was, however, significant psi-missing from the group of Rinpoches (t = -2.09, 2tail p < 0.05). The three participants who scored most strongly in the psi-missing direction all reported childhood memories of previous lives as monks in Tibet. Keywords: psychic awareness—Tibetan Buddhists—meditation. (shrink)

In his celebrated article on the narrative technique of Odysseus' Wanderings (‘Ich-Erzählungen’) W. Suerbaum concludes that this character's narration is not essentially (‘wesentlich’) different from that of the primary narrator of theOdyssey(p. 163). Even though Odysseus is a first-person narrator and hence is subject to certain restrictions, these are almost completely counterbalanced by hisex eventuknowledge. For example, he can even report a conversation which took place on Olympus (12.376–88), because it was afterwards reported to him by Calypso, who heard it (...) from Hermes (12.389–90). He can also tell what went on in the minds of his companions (10.415–17), because they later told him what they had felt (10.419–21). Suerbaum's conclusion is shared by M. Fusillo (‘Ulysse contrôle toujours une vision panoramique avec focalisation zéro et ne la concentre pas en lui-même comme personnage’) and A. Heubeck, p. 11 (‘the form in which Odysseus is made to tell his story is entirely in harmony with the narrative style elsewhere’). (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Eclecticism and the Technologies of Discernment in Pietist PedagogyKelly J. WhitmerWhile the Franckesche Stiftungen (the Francke Foundations) of Halle/Saale are perhaps best known today as the institutional centre of German Pietism, throughout much of the eighteenth century they were widely regarded as a pedagogically innovative Schulstadt (or city of schools). The founder of this Schulstadt, August Hermann Francke (1663–1727), was many things to many people: Pietist, radical Lutheran, theologian, (...) pedagogue, professor of Greek and Oriental languages, preacher, member of the Berlin Academy of Sciences and proponent of a Protestant mission. Like most participants in what was initially a grassroots movement oriented around the personality of Philipp Jakob Spener (1635–1705), a minister active in Frankfurt am Main around 1670 who sought to breathe new life into the Lutheran church,2 Francke rarely referred to himself as a Pietist. From his post at the University of Halle (founded in 1694), this Spenerian prote´gé set out to create a new "universal seminar" that would make the assimilation of many diverse points of view, identities, and competing strands of knowledge its [End Page 545] defining mandate. "My purpose," Francke wrote in a letter to a Pastor Ring from Grünebartau (October 29, 1712), "is to develop a universal institution, useful for bringing into a good and holy order all that is important for the Christianity of all orders of society and relates, in some way, to the healing power of the soul."3 His Schulstadt would "bring into order" a myriad of relationships around a single point and relied, quite deliberately I propose, on an eclectic methodology to do this.In recent years, the relationship of Francke's Schulstadt to the implementation of Brandenburg-Prussia's first compulsory schooling system and teacher training institutes has been better documented than in the past.4 Scholars of education have paid closer attention to the methodological innovations of Pietist pedagogy, and its points of convergence with the ideas of John Locke (1632–1704), Jean-Jacques Rousseau (1712–1778) and Johann Heinrich Pestalozzi (1746–1827) have become subjects of mounting interest.5 Francke's significance for the history of education has been assessed mainly in terms of his ability to realize the pedagogically inclined reform projects of seventeenth-century figures, such as Johann Amos Comenius (1592–1670).6 We know that the thousands of children who participated in the life of the Schulstadt very often left Halle to become actively involved as teachers and ministers throughout the German states. Several played pivotal roles in the development of the late eighteenth-century educational reform movement known as Philanthropismus and its associated practices and institutions.7 [End Page 546]Perhaps the most striking feature of Francke's Schulstadt was its curriculum, which featured innovative training regimens in applied mathematics for children from diverse social backgrounds.8 The scale and rigor of these programs were to be found nowhere else at the time and can be linked to the overtly pedagogical mandate of the Berlin Academy of Sciences (f. 1701). These regimens deliberately juxtaposed artisanal and learned knowledge and stressed the importance of the eye as a conciliatory medium.9 Despite having acquired largely anti-empiricist reputations over the years due to their lingering interest in alchemy and their roles in securing the banishment of the "rationalist" mathematician and philosopher, Christian Wolff (1679–1754), from their community in 1723, careful consideration of what Halle Pietists were teaching in their schools suggests a different view. These historical actors reconciled categories of knowledge production and transmission often framed as oppositional—despite what several scholars have recently shown to be their clear interconnectedness.10I argue here for the predominance of eclecticism in the Schulstadt, including a pronounced emphasis on the "middling" mathematical and mechanical sciences as tools of conciliation and self-improvement. I seek to illustrate how eclecticism was much more than a Philosophiebegriff that was well received by some Pietists, as Walter Sparn has argued, but that it is better understood as a set of conciliatory practices, traces of which resonate in Pietist lesson plans.11 Teachers in Francke's schools integrated experimental philosophy into an educational program that was introducing children to the exercises of... (shrink)

This collection of essays, addresses, and one interview come from the years 1966-73 and cover a wide spectrum of interest, dealing with such general topics as 'The Absence of God in Modern Culture' and 'The Future of Christianity.'.

This essay aims to continue to develop the thesis that the welter of political-economic, social, technological, and subjective transformations that characterized the final decades of the 20th century and the first decades of the 21st necessitate a re-thinking of the relationship between social criticism and the critique of political economy. Herein the focus is directed towards the critique of reification and industrial rationalization as developed in the works of Georg Lukács and Cornelius Castoriadis. Drawing on recent phenomenological and psychological analyses (...) of work within contemporary capitalism, I argue for both the historical obsolescence of the critique of reification as it has been traditionally understood and, consequently, the need for novel conceptual responses to the pressing needs of our time. (shrink)

Why is there a 'hard problem' of consciousness? Why do we seem unable to grasp intuitively that physical brain processes can be identical to experiences? Here I comment on the 'meta-problem' (Chalmers, 2018), based on previous ideas (Storm, 2014; 2018). In short: humans may be 'inborn dualists' ('neuroscepticism'), because evolution gave us two (types of) brain systems (or functional modes): one (Sp) for understanding relatively simple physical phenomena, and another (Sm) specialized for mental phenomena. Because Sp cannot deal with the (...) immense complexity of the brain processes underlying consciousness, it represents them as fundamentally different from nonmental physical phenomena (dualist intuition), using 'simulations' to produce 'Sm-type understanding'/predictions that seems radically different from 'Sp-type understanding'. (By analogy, different sensory modalities, handled by distinct brain systems, evoke qualitatively different experiences.) Brain systems for Sp representations of our brain processes never evolved, because they would be useless. When lacking a single 'template' matching different aspects of reality (objective vs. subjective = simulated), complementary 'models' are needed ('neuro-complementarity'), like the wave–particle duality in quantum mechanics. Thus, it seems plausible that Sp and Sm evolved because they were needed to cope with different challenges, and that 'problem intuitions' are side effects of these useful but different brain systems. (shrink)

Christian physicians are in danger of losing the right of conscientious objection in situations they deem immoral. The erosion of this right is bolstered by the doctrine of "physician value neutrality" (PVN) which may be an impetus for the push to require physicians to refer for procedures they find immoral. It is only a small step from referral to compelling performance of these same procedures. If no one particular value is more morally correct than any other (a foundational PVN premise) (...) and a physician ought to be value neutral, than conscientious objection to morally objectionable actions becomes a thing of the past. However, the argument for PVN fails. Therefore, Christian physicians should state their values openly, which would allow patients the ability to choose like-minded physicians. Some possible responses to this erosion of conscientious objection include, disengagement from non-Christian institutions, the formation of distinctly Christian medical institutions and political action. However, for the Christian the initial focus should be on a life of holiness which requires each of us to avoid evil. (shrink)

In both continental and analytical philosophy, social ontology has emerged as a particularly lively and increasingly sophisticated area of debate. This essay explores the potential contribution that social-ontological thinking can make to the continued development of critical theory via a critical reading of Georg Lukács and the Possibility of Critical Social Ontology – a collection of essays edited by Michael J. Thompson and published by Brill as part of the Studies in Critical Social Sciences series. The essay argues that whilst (...) social ontology as such no doubt offers a fruitful avenue for contemporary critical theory, the later philosophy of Georg Lukács represents an untenable and antiquated theoretical resource for such endeavours. The conceptual and systematic barriers to the revitalisation of the late Lukács are explored with specific reference to Lukács’ specific interpretation of the paradigm of labour and, closely related to this, his philosophy of history. (shrink)

ABSTRACT On 19 July 2019, Agnes Heller died whilst swimming in Lake Balaton outside Budapest. With her passing, the culture of humanity lost one of its most remarkable representatives. So too, contemporary critique lost a philosophical sensibility that is, today, within the neoliberal university, increasingly rare. It is this philosophical sensibility with which this essay is concerned. Through a critical reconstruction of Heller’s reading of three key figures from the philosophical tradition (Marx, Pascal and Kierkegaard), this essay both charts the (...) changes and continuities in Heller’s philosophy of concrete subjectivity and makes a case for its continuing relevance to the cultural project of philosophy. (shrink)

The posterior parietal cortex (PPC) is the most likely site where egocentric spatial relationships are represented in the brain. PPC cells receive visual, auditory, somaesthetic, and vestibular sensory inputs; oculomotor, head, limb, and body motor signals; and strong motivational projections from the limbic system. Their discharge increases not only when an animal moves towards a sensory target, but also when it directs its attention to it. PPC lesions have the opposite effect: sensory inattention and neglect. The PPC does not seem (...) to contain a “map” of the location of objects in space but a distributed neural network for transforming one set of sensory vectors into other sensory reference frames or into various motor coordinate systems. Which set of transformation rules is used probably depends on attention, which selectively enhances the synapses needed for making a particular sensory comparison or aiming a particular movement. (shrink)

S. 31-147 indeholder kommenterede uddrag af Rousseaus værker.

Name der Zeitschrift: Nietzsche-Studien Jahrgang: 42 Heft: 1 Seiten: 298-298.

Editorial ROBIN LE POIDEVIN, Religious Studies , FirstView Article(s).

Name der Zeitschrift: Nietzsche-Studien Jahrgang: 42 Heft: 1 Seiten: 298-298.

In the modal literature various notions of completeness have been studied for normal modal logics. Four of these are defined here, viz. (plain) completeness, first-order completeness, canonicity and possession of the finite model property — and their connections are studied. Up to one important exception, all possible inclusion relations are either proved or disproved. Hopefully, this helps to establish some order in the jungle of concepts concerning modal logics. In the course of the exposition, the interesting properties of first-order definability (...) and preservation under ultrafilter extensions are introduced and studied as well. (shrink)

Is it possible to interfere with individual decision-making while preserving freedom of choice? The purpose of this article is to assess whether ‘libertarian paternalism’, a set of political and ethical principles derived from the observations of behavioural sciences, can form the basis of a viable framework for the ethical analysis of public health interventions. First, the article situates libertarian libertarianism within the broader context of the law and economics movement. The main tenets of the approach are then presented and particular (...) attention is given to its operationalization through the notion of a ‘nudge’. Essentially, a ‘nudge’ consists in an intervention, which aims to suggest one choice over another by gently steering individual choices in welfare-enhancing directions yet without imposing any significant limit on available choices. Finally, the article concludes that, while it fails as an overreaching framework of ethical analysis, libertarian paternalism nonetheless constitutes a valuable addition to the conceptual toolbox of public health ethics. (shrink)