This article examines two questions about scientists’ search for knowledge. First, which search strategies generate discoveries effectively? Second, is it advantageous to diversify search strategies? We argue pace Weisberg and Muldoon, “Epistemic Landscapes and the Division of Cognitive Labor”, that, on the first question, a search strategy that deliberately seeks novel research approaches need not be optimal. On the second question, we argue they have not shown epistemic reasons exist for the division of cognitive labor, identifying the errors that led (...) to their conclusions. Furthermore, we generalize the epistemic landscape model, showing that one should be skeptical about the benefits of social learning in epistemically complex environments. (shrink)

After a brief overview of what intellectual virtues are, I offer three arguments for the claim that education should aim at fostering ‘intellectual character virtues’ like curiosity, open-mindedness, intellectual courage, and intellectual honesty. I then go on to discuss several pedagogical and related strategies for achieving this aim.

Problem one: why, if God designed the human mind, did it take so long for humans to develop theistic concepts and beliefs? Problem two: why would God use evolution to design the living world when the discovery of evolution would predictably contribute to so much nonbelief in God? Darwin was aware of such questions but failed to see their evidential significance for theism. This paper explores this significance. Problem one introduces something I call natural nonbelief, which is significant because it (...) parallels and corroborates well-known worries about natural evil. Problems one and two, especially when combined, support naturalism over theism, intensify the problem of divine hiddenness, challenge Alvin Plantinga’s views about the naturalness of theism, and advance the discussion about whether the conflict between science and religion is genuine or superficial. (shrink)

Open-mindedness enjoys widespread recognition as an intellectual virtue. This is evident, among other ways, in its appearance on nearly every list of intellectual virtues in the virtue epistemology literature.1 Despite its popularity, however, it is far from clear what exactly open-mindedness amounts to: that is, what sort of intellectual orientation or activity is essential to it. In fact, there are ways of thinking about open-mindedness that cast serious doubt on its status as an intellectual virtue. Consider the following description, from (...) Robert Roberts and Jay Wood (2007), of a ‘bright college freshman, taking an introductory course in philosophy.’ Given this student’s ‘taste for ideas,’ she .. (shrink)

Some philosophers have argued for what I call the reason-giving requirement for conscientious refusal in reproductive healthcare. According to this requirement, healthcare practitioners who conscientiously object to administering standard forms of treatment must have arguments to back up their conscience, arguments that are purely public in character. I argue that such a requirement, though attractive in some ways, faces an overlooked epistemic problem: it is either too easy or too difficult to satisfy in standard cases. I close by briefly considering (...) whether a version of the reason-giving requirement can be salvaged despite this important difficulty. (shrink)

This paper examines the claim made by certain virtue epistemologists that intellectual character virtues like fair-mindedness, open-mindedness and intellectual courage merit an important and fundamental role in epistemology. I begin by considering whether these traits merit an important role in the analysis of knowledge. I argue that they do not and that in fact they are unlikely to be of much relevance to any of the traditional problems in epistemology. This presents a serious challenge for virtue epistemology. I go on (...) to examine the work of two other virtue epistemologists in light of this challenge and then sketch an alternative approach that reveals how the intellectual virtues might merit a substantial role in epistemology even if not a role in connection with more traditional epistemological projects. (shrink)

Open-mindedness enjoys widespread recognition as an intellectual virtue. This is evident, among other ways, in its appearance on nearly every list of intellectual virtues in the virtue epistemology literature. Despite its popularity, however, it is far from clear what exactly openmindedness amounts to: that is, what sort of intellectual orientation or activity is essential to it. In fact, there are ways of thinking about open-mindedness that cast serious doubt on its status as an intellectual virtue.Consider the following description, from Robert (...) Roberts and Jay Wood (2007), of a ‘bright college freshman, taking an introductory course in philosophy.’. (shrink)

Abstract: Against the background of a great deal of structural symmetry between intellectual and moral virtue and vice, it is a surprising fact that what is arguably the central or paradigm moral vice—that is, moral malevolence or malevolence proper—has no obvious or well-known counterpart among the intellectual vices. The notion of "epistemic malevolence" makes no appearance on any standard list of intellectual vices; nor is it central to our ordinary ways of thinking about intellectual vice. In this essay, I argue (...) that there is such a thing as epistemic malevolence and offer an account of its basic character and structure. Doing so requires a good deal of attention to malevolence simpliciter . In the final section of the essay, I offer an explanation of our relative unfamiliarity with this trait. (shrink)

Amodel for inventing newsignals is introduced in the context of sender–receiver games with reinforcement learning. If the invention parameter is set to zero, it reduces to basic Roth–Erev learning applied to acts rather than strategies, as in Argiento et al. (Stoch. Process. Appl. 119:373–390, 2009). If every act is uniformly reinforced in every state it reduces to the Chinese Restaurant Process—also known as the Hoppe–Pólya urn—applied to each act. The dynamics can move players from one signaling game to another during (...) the learning process. Invention helps agents avoid pooling and partial pooling equilibria. (shrink)

The terrain of character-based or “responsibilist” virtue epistemology has evolved dramatically over the last decade -- so much so that it is far from clear what, if anything, unifies the various views put forth in this area. In an attempt to bring some clarity to the overall thrust and structure of this movement, I develop a fourfold classification of character-based virtue epistemologies. I also offer a qualified assessmentof each approach, defending a certain account of the probable future of this burgeoning (...) subfield. (shrink)

Evidentialists maintain that epistemic justification is strictly a function of the evidence one has at the moment of belief. I argue here, on the basis of two kinds of cases, that the possession of good evidence is an insuflicient basis for justification. I go on to propose a modification of evidentialism according to which justification sometimes requires intellectually virtuous agency. The discussion thereby underscores an important point of contact between evidentialism and the more recent enterprise of virtue epistemology.

Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dominant White European canons does comprise much of our existing curriculum; consequently, this does impact on aspects of engagement, inclusivity and belonging (...) particularly for Black, Asian and Minority Ethnic (BAME) learners. This paper explores the impact of a dominant Eurocentric curriculum and the Decolonising the Curriculum agenda within higher education and its influence upon navigating factors such as BAME attainment, engagement and belonging within the Academy. This paper draws on a Critical Race Theory (CRT) theoretical framework to centralize the marginalized voices of fifteen BAME students and three academics of colour regarding this phenomena. Aspects examined consider the impact of a narrow and restrictive curriculum on BAME students and staff and how the omission of diverse histories and multi-cultural knowledge canons facilitates marginalization and discriminatory cultures. (shrink)

The concept of wisdom is largely ignored by contemporary philosophers. But given recent movements in the fields of ethics and epistemology, the time is ripe for a return to this concept. This article lays some groundwork for further philosophical work in ethics and epistemology on wisdom. Its focus is the distinction between practical wisdom and theoretical wisdom or between phronesis and sophia . Several accounts of this distinction are considered and rejected. A more plausible, but also considerably more complex, account (...) is offered. The discussion sheds light on the relation between practical wisdom and theoretical wisdom, and on the positive character of each. (shrink)

This chapter seeks clarification into how Marion understands “desire,” especially in The Erotic Phenomenon. Philosophies of “objectivity” have lost sight of love and its uniquely supporting evidences, and desire plays a number of roles in restoring to love the “dignity of a concept,” in its contribution to forming selfhood and “individualization,” and in its establishing the paradoxical bases of the erotic reduction and “eroticization.” Since he claims in La Rigueur des Choses that “The Erotic Phenomenon logically completes the phenomenology of (...) the gift and the saturated phenomenon,” it is necessary to conceive of how and to what degree. The erotic reduction demands that one bracket oneself and return to the Ursprung of intuition by asking the important question “can I be the first to love?” This chapter initiates an application of these findings on the manifold of desire back onto Marion’s understanding of “the gift” and his phenomenology of givenness. How might the erotic reduction and the reduction to givenness interrelate? Might love and desire be modes or “capacities” of alteration of one’s experience within intuition? Desire, which is conceived in relation to “lack” as a resource, provides a kind of “negative assurance” that allows the adonné to access an affirmation of love. (shrink)

Despite their purported demographic and institutional decline, White evangelical voters were instrumental in the election of Donald Trump in 2016, and even more so in his 2020 loss. The story of Trump’s electoral successes among Christian voters in the last two elections is in large part the story of religious nationalism—and White Christian nationalism in particular—because Trump personifies the convergence of nationalism-infused forms of messianism and apocalypticism intrinsic to White evangelicalism, which culminate in QAnon cultic ideology. However, these same ethnoreligious/nationalist (...) patterns and logics extend much further back than Trump’s insurgent candidacy. This chapter traces the recurring, resurgent patterns of “zombie nationalism” among White evangelical Christians in the United States over the last half century that emerged in response to periods of significant societal change and certain recurring sociopolitical issues. In particular, alongside established elective affinities around ethnicity (whiteness) and religion (Christianity), this chapter makes the case for incorporating gender and sexual politics as key factors in the articulation and legitimation of religious nationalism in the United States. White Christian nationalism tends to reemerge as a salient political force during periods of rapid social change and diversification, driven by racialized religious grievances symptomatic of Nietzsche’s concept of ressentiment, or the paradoxical internalization and reprojection of a person’s or group’s perceived endangerment, victimhood, and/or suffering, in order to gain power. Drawing on examples of marriage equality and reproductive rights, this chapter demonstrates how an understanding of sexual politics is key to both apprehending and breaking the cyclical reanimation of White Christian nationalism. Escaping the nihilistic impulses driving these cycles will require White evangelicals to develop new hermeneutical tools capable of transforming the exclusionary patterns of racism, ethnocentrism, heteronormativity, and patriarchy that fuel the engine of ressentiment animating zombie nationalism. (shrink)

One alleged advantage of credit theories of knowledge is that they are capable of explaining why knowledge is essentially more valuable than mere true belief. I argue that credit theories in fact provide grounds for denying this claim and therefore are incapable of overcoming the ‘value problem’ in epistemology. Much of the discussion revolves around the question of whether true belief is always epistemically valuable. I also consider to what extent, if any, my main argument should worry credit theorists.

In his article entitled 'Divine hiddenness and the demographics of theism' ("Religious Studies", 42 (2006), 177–191), Stephen Maitzen draws our attention to an important feature that is often overlooked in discussion about the argument from divine hiddenness (ADH). His claim is that an uneven distribution of theistic belief (and not just the mere existence of non-belief) provides an atheological challenge that cannot likely be overcome. After describing what I take to be the most pressing feature of the problem, I argue (...) that a hidden premise causes Maitzen to overlook a Molinist solution. The upshot is a softening of the atheological import of the demographic data. (shrink)

This chapter contains sections titled: Malevolence Proper An Epistemic Counterpart of Malevolence Epistemic Malevolence and Intellectual Vice Acknowledgments References.

After a brief overview of what intellectual virtues are, I offer three arguments for the claim that education should aim at fostering ‘intellectual character virtues’ like curiosity, open‐mindedness, intellectual courage, and intellectual honesty. I then go on to discuss several pedagogical and related strategies for achieving this aim.

According to one prominent account of intellectual humility, it consists primarily of a disposition to “own” one’s intellectual limitations. This account has been criticized for neglecting the _interpersonal _dimensions of intellectual humility. We expect intellectually humble persons to be respectful and generous with their interlocutors and to avoid being haughty or domineering. I defend the limitations-owning account against this objection. I do so in two ways: first, by arguing that some of the interpersonal qualities associated with intellectual humility are qualities (...) expressive of virtues _other_ than intellectual humility; and second, by arguing that, when properly described, the kind of limitations-owning characteristic of intellectual humility in fact is robustly interpersonal. The result is a considerably broader and richer notion of the limitations the owning of which is characteristic of intellectual humility. (shrink)

This article makes the case for the necessity of a multi-focal conception of violence in religion and peacebuilding. I first trace the emergence and development of the analytical concepts of structural and cultural violence in peace studies, demonstrating how these lenses both draw central insights from, but also differ from and improve upon, critical theory and reflexive sociology. I argue that addressing structural and cultural forms of violence are concerns as central as addressing direct (explicit, personal) forms of violence for (...) purposes of building just and sustainable peace. Moreover, religiously informed and/or motivated peacebuilders are especially well-appointed and equipped to identify and address violence in its structural and cultural manifestations. I the examine how concepts of structural and cultural violence, in effect, centrally inform the efforts of Martin Luther King and Cornel West to cultivate just and sustainable peace in a context as putatively peaceful and prosperous as the United States. (shrink)

Although Eugen Fink often reflected upon the role religion, these reflections are yet to be addressed in secondary literature in any substantive sense. For Fink, religion is to be understood in relation to “play,” which is a metaphor for how the world presents itself. Religion is a non-repetitive, and entirely creative endeavor or “symbol” that is not achieved through work and toil, or through evaluation or power, but rather, through his idea of play and “cult” as the imaginative distanciation from (...) a predictable lifeworld. This paper describes Fink’s understanding of religion and its most relevant aspects found in Spiel als Weltsymbol. The paper is organized into five sections—1: An introduction to his phenomenological approach in general, and description of the role of “play”; 2: investigations into the relation between play and world; 3: a description of his phenomenology of religion; 4: engagements in the idea of cult-play and the sacred sphere, and 5: reflection on his idea of the play of God. (shrink)

This article argues that because racial inequalities are embedded in American society, as well as in medicine, more evidence-based investigation of the effects and implications of affirmative action is needed. Residency training programs should also seek ways to recruit medical students from underrepresented groups and to create effective mentorship programs.

In lieu of an abstract, here is a brief excerpt of the content:Hume's Knave and the Interests of JusticeJason Baldwin, doctoral student in philosophyHume's account of the artificial virtues of justice and promise-keeping developed in Book III, Part ii of the Treatise is among the most provocative elements of his ethics. His goal there is to tell a naturalistic story of the origin and moral standing of these virtues, a story that makes no appeal to any irreducibly moral motives or (...) properties but instead grounds even our most basic and apparently binding obligations in the same thoroughly human passions and sentiments with which Hume explains all our actions. Several modern critics, including David Gauthier and Stephen Darwall, have claimed that Hume's story of the artificial virtues is inconsistent with his account of natural human motivations, and have further claimed that Hume himself became aware of this problem in the second Enquiry, where he discussed it in the famous "sensible knave" passage in the last paragraphs of the "Conclusion." They therefore claim that Hume abandoned in the Enquiry what is usually taken to be his official Treatise account of justice and promise-keeping, and may also have intended a different account in the Treatise itself.This paper argues that the sensible knave passage neither signals nor requires any significant change in Hume's official Treatise story of the artificial virtues. Part 1 summarizes this official account, Part 2 explains the challenge Gauthier and Darwall believe the sensible knave poses to this account, and Part 3 defends the standard Humean account from this challenge. Whatever other problems Hume's account of justice and promise-keeping may have, the free rider problem, as developed by Gauthier and Darwall through the character of the sensible knave, is not among them.1. The Interest Account of Artificial Virtues1.1 Hume's Predecessor TraditionsHume makes few explicit references to the English-speaking predecessors whose work informs his thinking about the artificial virtues, and I shall follow his example. [End Page 277] But without pretending to survey that rich and varied history, we may usefully think of Hume's approach to justice and its allied virtues as an attempt to preserve the strengths of two opposed predecessor traditions.1 The first tradition, represented most prominently by Hobbes but also by Mandeville, explains the origin of virtues generally, including Humean artificial virtues, in purely naturalistic terms, without any appeal to divinely ordained ends or observer-independent moral facts. Hume shares this humanistic aspiration, but he disavows the cynical skepticism and crude egoism which are usually taken to accompany it. He wants to tell a story about justice which will allow us to admire its genuine moral worth even as we acknowledge its human pedigree.The second tradition, a reaction to the first, is the moral sense school represented by Shaftesbury, Butler, and especially Hutcheson. This tradition insists, against the cynical egoists, on a moral reality to which our sentiments or consciences give us immediate access, an access secured by God's design. Also characteristic of the moral sense theorists is the claim that human nature contains benevolent motives which are the objects of the moral sense's approval and which are just as basic to our constitution as are selfish motives. Hume avails himself of both moral sense strands, albeit in attenuated form. He agrees that justice and injustice are known by the sentiments, and he also believes that benevolent first-order motives are a part of human nature. But Hume rejects the moral sense tradition's Christian teleology, and he is also less optimistic about the potential of benevolence to explain such complex moral behaviors as are involved in our institutions of justice and promise-keeping.Hume's standard Treatise story of the origin of justice and promise-keeping, which we may call the "interest account," has two stages. In the first stage, Hume explains how the practices which constitute justice and promise-keeping arise through the working of our natural interests; in this stage Hume might be seen as working in the broadly naturalistic-egoist tradition. In the second stage, Hume explains how these practices and the motives which underlie them become the objects of moral evaluation, i.e., why... (shrink)

There are a plethora of issues within higher education which continually reinforce aspects of inequality and discrimination. These particular issues are aligned to institutionally racist struc...

This special issue has emerged out of the continuing concern for discriminatory tensions situated within the context of race, education, and social mobility. The institutionally racist structures w...

Ioulios Polydeukes, more commonly known as Pollux, was a Greek sophist and lexicographer active in the closing decades of the second century a.d. His Onomasticon is one of the most important lexicographical texts of the Imperial period. It is essentially a set of word lists dedicated to collecting clusters of related words on topics from a vast range of different areas of intellectual activity and everyday life. The text survives only in epitomized form, and shows signs of interpolation as well (...) as abridgement. Nevertheless, the consensus is that the bulk of what survives is Pollux’ own work, and that reading it in Eric Bethe's Teubner edition gives an accurate cumulative impression of Pollux’ standard procedures and preoccupations, even if we cannot be entirely confident that any particular cluster of words had exactly the same form within the text's original design. It is divided into ten books, each with its own dedicatory preface addressed to the Emperor Commodus. Each book has its own distinctive focus on certain key themes, although the ordering principles are much clearer in some than in others. (shrink)

In Judgment and Agency, Ernest Sosa takes “reliabilist” virtue epistemology deep into “responsibilist” territory, arguing that “a true epistemology” will assign “responsibilist-cum-reliabilist intellectual virtue the main role in addressing concerns at the center of the tradition.” However, Sosa stops short of granting this status to familiar responsibilist virtues like open-mindedness, intellectual courage, and intellectual humility. He cites three reasons for doing so: responsibilist virtues involve excessive motivational demands; they are quasi-ethical; and they are best understood, not as constituting knowledge, but (...) rather as putting one “in a position” to know. I elaborate on and respond to each of these concerns. I argue that none of them provides Sosa with a good reason for excluding responsibilist virtues from occupying a central role in his reliabilist virtue epistemology. I conclude that Sosa owes virtue responsibilism an even wider embrace. (shrink)

Many studies have shown that marijuana can negatively affect the cognitive development of adolescents. For some individuals, marijuana use may also initiate opioid use, dose escalation, and opioid use disorder. States that legalize marijuana should help adolescents through regulation of advertising and availability of marijuana-infused edibles. Such policies may assist in protecting neurodevelopment of the adolescent and young adult brain. The federal government should also remove its prohibition of marijuana sales and use, leaving their regulation to state law-makers.

This paper maps superheroes as signifiers of substantive justice and their relationship with the state across two Coverian nomoi, World War II and the “war on terror”. It is argued that the central concern of most superhero narratives is justice, exploring both what it means and how it can best be articulated. This “call to do justice” becomes even more important during wartime where superheroes become agitators for cultural change, appropriating the sovereign decision during states of exception even as they (...) resist co-option by the state itself. (shrink)

Amid the debates over the meaning and usefulness of the word “culture” during the 1980s and 90s, practice theory emerged as a framework for analysis and criticism in cultural anthropology. While theorists have gradually begun to explore practice-oriented frameworks as promising vistas in cultural anthropology and the study of religion, these remain relatively recent developments that stand to be historically explicated and conceptually refined. This article assesses several ways that practice theory has been articulated by some of its chief expositors (...) and critics, and places these developments in conversation with comparable accounts of “social practices” by recent pragmatist philosophers. My aim in generating such a conversation is to illuminate the ways that Ludwig Wittgenstein’s later work provides important resources for cultural analysis that are already implicit in practice theory, yet either frequently overlooked or dismissed by practice theorists. To demonstrate its relevance for cultural theorists in the study of religion, I show how such a Wittgensteinian understanding of practice theory coheres with, and illuminates, Clifford Geertz’s account of meaning, thick description and religious practices. (shrink)

This paper explores the difference it makes to incorporate the multi-focal conception of violence that has emerged in peace studies over recent decades into the discourse of non-violent direct action (Galtung 1969, 1990; Uvin 2003; Springs 2015b). I argue that non-violent action can and should incorporate and deploy the distinctions between direct, cultural, and structural forms of violence. On one hand, these analytical distinctions can facilitate forms of self-reflexive critical analysis that guard against certain violent conceptual and practical implications of (...) non-violence, however inadvertent those may be. At the same time, these lenses help reconceptualise non-violent action in ways that open up an array of strategies and tools not previously prevalent among activists committed to non-violence. Non-violent action may itself be either complicit in, or might be enabled to illuminate and cut against, forms of violence that infuse social, political, and economic structures (i.e. structural violence). Appeals to non-violence and the actions with which they interweave may be complicit in, or might be enabled to illuminate and cut against, religious, ideological, aesthetic, and even scientific understandings and conceptual frames that underpin and support structural violence (i.e. cultural violence). In each case, non- violence must be critically examined with all these possibilities in mind. I first define and contextualize a multidimensional account of violence in terms of direct, structural, and cultural violence. I then consider two examples of how it challenges thinking about non-violence. (shrink)

This article provides an exposition of restorative justice ethics, briefly explaining how and why its relational constitution enables it to comprise a theory of justice. I then describe how that relational constitution permits it to overlap, and work in tandem, with a wide range of religious and philosophical traditions. Numerous writings in religion and peacebuilding explore the roles that restorative justice has played in transitional justice contexts (Tutu 2000, Abu-Nimer 2001, de Gruchy 2002, Biggar 2003, Walker 2004, Villa-Vicencio 2009). Less (...) examined are cases in which restorative justice aims to provide a sustainable alternative to justice institutions and systems that generate substantial systemic injustices—what peace studies scholars describe as the inter-lacing of structural, cultural, and direct forms of violence (Springs 2015). In part two, then, I make the case that intervening in, and countering, structural and cultural violence, and systemic injustices, is conceptually intrinsic to restorative justice. Moreover, this opens possibilities for restorative justice to present sustainable alternatives to—and work to transform— structural violence occurring in retributive justice systems. Restorative justice can uniquely intervene in these ways, I argue, because of the form of moral and spiritual association its relational constitution engenders. As a test case, I briefly examine its capacity to intervene in the justice system that perhaps leads the world in the levels of structural and cultural violence—the United States. (shrink)

This article argues that Max Scheler’s conception of “religious acts” and his criticisms of types of “difference” help rethink the relevance of discernment and decision making, especially today, in an age in which we are faced with an unprecedented range of "options" in nearly every area of social lives. After elucidating Scheler’s engagements with religion in On the Eternal in Man, his work is then applied to rethinking more deeply the four steps of Christian discernment developed by the 5th century (...) Mystic, John Cassian. Since Scheler’s work offers detailed and passionate depictions of the religious relevance of "values", it is an untapped resource for expanding upon Cassian’s still relevant work on discernment; an expansion that is necessary in order to demonstrate the often overlooked importance of discernment. This article concludes by employing the work of these two thinkers to show how discernment can help “sort-out,” like good "money changers", the differences between 1) finite values and supreme values, 2) an authentic and inauthentic doctrine of God 3) true differences and superficial differences, and 4) the social imaginaries of theomorphism and anthropomorphism. (shrink)

This essay clarifies and defends the methodological multidimensionality and improvisational character of Clifford Geertz’s account of interpretation and explanation. In contrast to accounts of power analysis offered by Michel Foucault and Talal Asad, I argue that Geertz’s work can simultaneously attend to meaning, power, identity, and experience in understanding and assessing religious practices and cultural formations.

This paper explores the relationship between intellectual virtues and critical thinking, both as such and as educational ends worth pursuing. The first half of the paper examines the intersection of intellectual virtue and critical thinking. The second half addresses a recent argument to the effect that educating for intellectual virtues (in contrast to educating for critical thinking) is insufficiently action-guiding and therefore lacks a suitable pedagogy.

This paper intends to explain key differences between Aristotle’s understanding of the relationships between nous, epistêmê, and the art of syllogistic reasoning(both analytic and dialectical) and the corresponding modern conceptions of intuition, knowledge, and reason. By uncovering paradoxa that Aristotle’s understanding of syllogistic reasoning presents in relation to modern philosophical conceptions of logic and science, I highlight problems of a shift in modern philosophy—a shift that occurs most dramatically in the seventeenth century—toward a project of construction, a pervasive desire for (...) rational certainty, and a general insistence on the reducibility of the sciences. The major motivation of this analysis is my intention to show that modern attempts to reduce science/epistêmê to a single science/method of inquiry occlude dialectical and ethico-political dimensions of “reason” and, hence, also impoverish philosophy’s critical capacities. (shrink)

This paper explores Nicholas of Cusa’s framing of the De pace fidei as a dialogue taking place incaelo rationis. On the one hand, this framing allows Nicholas of Cusa to argue that all religious rites presuppose the truth of a single, unified faith and so temporally manifest divine logos in a way accommodated to the historically unique conventions of different political communities. On the other hand, at the end of the De pace fidei, the interlocutors in the heavenly dialogue are (...) enjoined to return to earth and lead their countrymen in a gradual conversion to the acceptance of rites which would explicitly acknowledge the metaphysically presupposed transcendent unity of all true faiths. In light of these two aspects of the literary framing of the De pace fidei, the question that motivates this paper concerns the extent to which the understanding of history subtending Cusanus’ temporal political aims is consistent with the understanding of history grounded in his metaphysical presupposition that there is una religio in omni diversitate rituum. In addressing this question, I shall argue that the literary strategy of the De pace fidei sacrifices Nicholas of Cusa’s apologetic doctrinal aims insofar as the text creates an allegorical space in which the tension between its literal and figurative dimensions assigns to its readers the task of choosing their own orientations to the significance of history as a foundation for future action. (shrink)