A book dedicated to the thought of St. Bonaventure that consists of nine chapters. The first is a broad introduction to his work and thought and the rest analyzes various aspects of his philosophy.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:BonaventureJay M. HammondChristopher M. Cullen, Bonaventure, Great Medieval Thinkers Series. Oxford: Oxford University Press, 2006. ISBN: 0-19-514925-4 (paperback); 0-19-514926-2 (hardback). Pages: xviii + 251.This volume makes a valuable contribution to the "great medieval thinkers" series from OUP by providing an accessible introduction to the philosophy and theology of the great Franciscan St. Bonaventure († 1274). The Preface presents the book's organizing principle: "to analyze Bonaventure's (...) thought by following his own division of the branches of philosophy and theology" (xi) as found in the Bonaventure's classic text On the Reduction of the Arts to Theology (text explained on 29-32; oddly the book never addresses the discrepancy in the dating of the text, c. 1254 or c. 1270). This text considers how the new core subjects of the arts, heavily influenced by Aristotle and expanding beyond the trivium and quadrivium, are illuminations that should lead back to theology, that is to Scripture, which "lies hidden in all knowledge and in all nature."Part I, contains two chapters: the Introduction and another on the definition of Christian Wisdom, the ultimate goal of the Reduction of the Arts. Part II, "The Light of Philosophical Knowledge," contains three chapters on Bonaventure's physics, metaphysics, and moral philosophy. Part III, "The Light of Theological Knowledge," includes seven chapters organized according to Bonaventure's Breviloquium: the Trinity, Creation, Sin, the Incarnation, Grace, the Sacraments, and the Last Things.The preface sets out three claims that color the rest of the book. First, as mentioned, the book attempts an "introduction to the philosophy and theology" of Bonaventure, which the book calls "Christian Philosophy" (a term introduced by Étienne Gilson, Leon Veuthey and later adopted by John Quinn). Yet, I agree with the preface that "it is not easy to say precisely what this means in practice" (xi). Although Bonaventure did employ the phrase "Christian Wisdom" throughout his writings, he never used the phrase "Christian [End Page 541] Philosophy." More explanation of this key term would have been helpful because it seems to relate more to the neo-scholastic disputes of the early to mid twentieth century than to Bonaventure's thirteenth century thought. Second, the book claims that "his Commentary on the Sentences should have a priority of place in any accurate reading" of his thought. On this point the book delivers by citing more from the Sentence Commentary than any other of Bonaventure's works (139 times overall, 63 from Book II alone), but with the much shorter Breviloquium coming in a close second (128 times). Four works come in a distant third (Hexaemeron 38, Itinerarium 32, De mysterio Trinitatis 21, and De scientia Christi 21). Unfortunately little attention is given to Bonaventure's sermons, scripture commentaries, hagiographies and spiritual tracts. Third, whatever shortcomings the book has regarding the coverage of Bonaventure's many works, the book still fulfills its claim to provide "an overview of [Bonaventure's] synthesis," which is "an elaborate and sophisticated synthesis, created in a specific historical context" (xiv).The book begins with an introductory sketch of Bonaventure's life framed by three key historic movements of the thirteenth century: the rediscovery of Aristotle, the emergence of the "universities," and the rise of the mendicant orders. These overlapping contexts are indispensable to understanding Bonaventure's writings, which the introduction surveys in general chronological order and according to genre. After reviewing his life and works, the Introduction concludes with a consideration of Bonaventure's influence. The Introduction is helpful in orienting the modern reader to Bonaventure's thought, particularly his unique synthesis of Augustine and Aristotle. However, some of the dating is imprecise. For example, in October 1255 (not 1256) Bonaventure responded to William of Saint-Amour's attacks against the mendicants with Q.1 De humilitate of his De perfectione evangelica. Thus, Bonaventure entered the secular-mendicant controversy before Thomas Aquinas and Thomas of York (12, 17). Likewise, Bonaventure most likely incepted into the Parisian consortium of masters in April 1254 not October 1257 (11).While all of Part II provides good information on the intricacies of Bonaventure's philosophy, the sections explaining [End Page 542] his hylomorphic metaphysics (42... (shrink)

On a widely held characterization, triadic joint attention is the capacity to perceptually attend to an object or event together with another subject. In the last four decades, research in developmental psychology has provided increasing evidence of the crucial role that this capacity plays in socio-cognitive development, early language acquisition, and the development of perspective-taking. Yet, there is a striking discrepancy between the general agreement that joint attention is critical in various domains, and the lack of theoretical consensus on how (...) to account for it. This paper pursues three interrelated aims: (i) it examines the contrast between reductive and non-reductive views of (triadic) joint attention, by bringing into focus the notion of recursive mindreading; (ii) it assembles, advances, and discusses a number of arguments against reductive views; (iii) finally, in dialogue with some prominent non-reductive views, it outlines the case for a non-reductive view that gives pride of place to the idea that co-attenders relate to one another as a ‘you’. (shrink)

Prendendo spunto da alcuni aspetti del dibattito contemporaneo sulla metafora, l’articolo propone un percorso attraverso varie figure di artefice per interrogarsi sulla portata filosofica, conoscitiva ed euristica dell’analogia in diverse epoche e difenderne la retoricità. Il tema dell’artefice e del suo processo creativo-produttivo compare sovente nella forma di analogia ed è oggetto di significative variazioni nel corso della storia, prima tra tutte il dislocamento del dominio e delle finalità dell’analogia dal trascendente all’immanente. Si propone un itinerario che inizia con Bonaventura (...) da Bagnoregio, il quale condivide i principali tratti della metafisica della relazione agostiniana e monastica in cui l’analogia di proporzionalità ha un ruolo centrale non solo nel determinare la struttura dell’essere, ma anche nel progredire della conoscenza. La questione in età moderna è affrontata con brevi riferimenti ad alcune figure di artefice in età rinascimentale (Leon Battista Alberti, Leonardo da Vinci) e moderna (Baudelaire, Kandinskij) in cui l’interesse si sposta nell’immanenza. Si approfondisce infine il ruolo dell’analogia nei processi creativi delineati da Paul Valéry, là dove essa diviene la funzione principale del potere universale della mente. In conclusione, si presentano osservazioni dapprima teoriche, sulla dimensione filosofica, conoscitiva ed euristica dell’analogia in differenti epoche storiche; e in seguito metodiche, sull’uso dell’analogia in storia della filosofia. Starting from some aspects of the contemporary debate on metaphor, the article proposes a path through various figures of artifex to question the philosophical, cognitive and heuristic aim of analogy and defend its rhetorical dimension. The theme of the artifex and his creative-productive process often appears in the form of analogy. It has undergone significant variations throughout history, most notably the displacement of the domain and purpose of analogy from the transcendent to the immanent. An itinerary is proposed that begins with the Franciscan Bonaventure of Bagnoregio, who shares the main features of the Augustinian and monastic metaphysics of relationship in which the analogy of proportionality plays a central role not only in the structure of being, but also in the progress of knowledge. The question in the modern age is addressed with brief references to some figures of the Renaissance (Leon Battista Alberti, Leonardo da Vinci) and modern age (Baudelaire, Kandinsky) in which the interest shifts to immanence. Finally, the role of analogy in the creative processes outlined by Paul Valéry is explored, where it becomes the main function of the universal power of the mind. Concluding remarks are proposed, firstly theoretical, on the philosophical, cognitive and heuristic dimension of analogy in different historical periods; and then methodical on the use of analogy in the history of philosophy. (shrink)

Den Philosophen und Theologen Friedrich Schleiermacher und den dänischen Philosophen, Mineralogen und Theologen Henrik Steffens verband nicht nur eine enge Freundschaft, sondern sie verstanden sich – kurz nacheinander 1804 an die Universität Halle berufen – auch als wissenschaftliches Pendant. Grundlegend für den gefühlten Gleichklang beider Köpfe ist der romantische Gedanke progressiver Universalität, der auf der Suche nach einer angemessenen wissenschaftlichen Methodik gleichermaßen die Forderung nach System und Antisystem, System und seine Subversion generiert. Trotz dieser häufig konstatierten wissenschaftlichen Entsprechung beider Denker (...) ist ihr systematisches Verhältnis bis dato in der Forschung kaum bedacht und ebenso Desiderat wie die philosophische Literatur zu Steffens Werk überhaupt. Die Beiträge des Bandes gehen biographischen Spuren nach, thematisieren die Einheit des Wissens im Spannungsverhältnis von System und Subversion, untersuchen das Wechselverhältnis von Ethik und Physik, Naturphilosophie und Naturwissenschaft und fragen auch nach den im Verlauf ihrer Freundschaft zunehmenden Differenzen im Denken beider Philosophen, die sich nicht zuletzt in ihren theologischen und kirchenpolitischen Schriften manifestieren. (shrink)

Powers of Horror is an excellent introduction to an aspect of contemporary French literature which has been allowed to become somewhat neglected in the current emphasis on para-philosophical modes of discourse.".

Given any finite graph, which transitive graphs approximate it most closely and how fast can we find them? The answer to this question depends on the concept of “closest approximation” involved. In [8,9] a qualitative concept of best approximation is formulated. Roughly, a qualitatively best transitive approximation of a graph is a transitive graph which cannot be “improved” without also going against the original graph. A quantitative concept of best approximation goes back at least to [10]. A quantitatively best transitive (...) approximation is a transitive graph that makes the minimal number of mistakes against the original graph. In other words, the sum of the edges that are removed from and are added to the original graph is minimal. (shrink)

Eric Davidson was a legend both in his science and his personality. He inspired and challenged a new generation of developmental biologists and I was lucky to be one of them. He changed the way we think about biological interactions by synthesizing a large scale, almost incomprehensible set of data into a causal model of a gene regulatory network. While his death leaves a big hole in our lives, his contribution to the conceptualization of regulatory biology will inspire developmental and (...) evolutionary biologists for decades to come. (shrink)

[ES]Una historia de la ontología que pretenda dar cuenta de su acontecer de manera integral y equilibrada, ha de considerar tanto los aspectos historiográficos y filosóficos de sus fuentes así como los relativos a su contexto socio-cultural y necesariamente en relación con los de la metafísica, pues sus historias están indisolublemente ligadas, aunque ello no significa que necesariamente sean las mismas. En este trabajo, se intenta de manera elemental y mínima bosquejar dichas consideraciones, a través de una breve revisión historiográfica (...) de distintas nociones y hechos que puedan configurar una base sólida para la constitución de la historia de la ontología e interpretación de su significado y naturaleza. [EN] A history of ontology that pretends to be an integral and well-balanced account of its development, must considerer the historiographical and philosophical aspects of its sources, as well as the relation with its socio-cultural context, and necessarily, the relation with the same aspects of Metaphysics, as both histories are inextricably related, without necessarily being the same. In this work, it is intended, in a minimal way, to outline such considerations, trough a brief historiographic revision of the distinctive facts and notions that can configure a solid ground for the constitution of the history of ontology and the interpretation of its significance and nature. (shrink)

Zeami Motokiyo 世阿弥 元清 (1363–1443) gilt als Schöpfer des klassischen Nō-Theaters und war nicht nur ein herausragender Darsteller, sondern auch Autor vieler Stücke, die noch heute aufgeführt werden. Neben diesen Stücken hat Zeami aber auch theoretische Traktate zur Übungspraxis des Nō-Theaters verfasst, die über viele Jahrhunderte hinweg geheim überliefert wurden und als Anweisungen für seine Nachfolger gedacht waren. In diesen Traktaten reflektiert Zeami auf seine Kunst und stellt sie als einen Übungsweg nach buddhistischem Vorbild dar, als eine ästhetische, aber auch (...) spirituelle Praxis, einen Lebensweg (道 dō, michi), der auf die Verkörperung grundlegender Prinzipien abzielt. Im Folgenden möchte ich vor allem anhand dieser theoretischen Schriften nachvollziehen, welche Rolle der Ausdruck „von-selbst-so“ (自然 jinen, chin. zìrán) bzw. „von selbst“ (onozukara), der heutzutage als Übersetzung für den europäischen Natur-Begriff verwendet wird, in Zeamis Konzeption der leiblichen Übungspraxis spielt und dies mit Stellen aus anderen Schriften vergleichen. Zunächst werde ich aber in knapper Weise zurückverfolgen, was leibliche Praxis vor dem Hintergrund des Daoismus und des Zen-Buddhismus im Kontext der japanischen Übungswege bzw. Wegkünste bedeutet. (shrink)

This paper focuses on the conceptual relationship between rationality and progress as applied to scientific development. The concept of methodology is used in the sense of a model of scientific change. It is argued, as against e.g. recent discussion by Larry Laudan, that progress implies rationality. The notion of rationality useful for this conception of scientific development includes instrumental rationality, butalso the idea of rational paradigm-shift, which is analysed in terms of changes of conceptual frameworks. The key idea is the (...) posibility of a rational reconstruction of series of conceptual frameworks, where the shift from one framework to its successor may be reconstructed as rational in the sense of there being reasons in the successor for accepting the change, and thus the whole series being rational. (shrink)

Rapport de la conférence scientifique "Jan Amos KomensKi et les problèmes de la pédagogie contemporaine" (Institut pédagogique de l'Université de Poznan, 19-20 novembre 1970). Série d'articles concernant la théorie du pédagogue sur les plus importants problèmes de la pédagogie contemporaine.

About a month after his 83rd birthday Raphael Robinson was almost wholly incapacitated by a massive stroke, and 8 weeks later, on January 27, 1995, he died of ensuing complications. Mathematics was his life. He was always working on problems—those brought to him in journals or by colleagues, and others that he invented. Just three days before his death he received word that a paper of his, originating in a published problem, was accepted for publication. His 64 publications spanned a (...) full 6 decades, and included significant papers on number theory, combinatorics, complex analysis, and geometry, in addition to logic and set theory.Robinson was born on November 2, 1911, in National City, California. He came to Berkeley to study mathematics, obtaining an A.B. in 1932, an M.A. in 1933, and his Ph.D. in December, 1934. His dissertation was in complex analysis. He took 12 graduate courses in a variety of fields, but not one was close to logic or set theory—which was later the setting of about a quarter of his publications.After completing his studies Robinson served as Instructor for two years at Brown University, then returned for good to Berkeley in 1937, reaching the rank of full Professor in 1949. He taught a great variety of courses and was known as an excellent teacher, but was most interested in problemsolving and research and in 1972, at age 61, he elected early retirement, at considerable financial sacrifice, in order to concentrate on these pursuits. (shrink)

L'A. propose ici une lecture de la Bible, philosophique et en recherche de la sagesse. Il illustre cela en recherchant dans l'étude de la Bible ce qu'il appelle le rêve humaniste qui revient sans cesse de la société rationnelle. Parce que la Bible enseigne, la plupart du temps, non par argumentation, mais par récits, il propose de s'arrêter sur la première histoire concernant ce thème, celle de la ville et de la tour de Babel, racontée dans le livre de la (...) Genèse. (shrink)

In this paper, I critically examine the monist interpretation of the logic-as-model view that Erik Stei puts forth in Logical Pluralism and Logical Consequence. I will argue that, in addition to the three dimensions presented in the book, there is a fourth dimension on which pluralism in logic could arise, namely epistemological pluralism. An example of such a form of pluralism is model pluralism, being the idea that we need multiple models to fully account for the subject matter of logic. (...) Such a form of pluralism is well-recognized and widely acknowledged in (model-based) science. I argue that if we endorse the logic-as-model view, then we should also recognize such a form of model pluralism in logic. While model pluralism is consistent with metaphysical monism — the idea that there is ultimately only one extra-systemic logical consequence relation — it does put pressure on the idea that there is one uniquely best model that fully captures that phenomenon. (shrink)

En el presente escrito se intentará mostrar algunos desafíos que el mundo contemporáneo pone a la educación bajo el influjo de la globalización, procesos que afectan muchos ámbitos del pensar y del actuar humano. Expone una serie de conceptualizaciones sobre dicho tema e invita al análisis serio de ese fenómeno por sus implicaciones sociales.