While for a long time the study of medieval logic focused on editorial projects and reconstructions of central medieval doctrines such as the theories of signification, supposition, consequences, and obligations, nowadays the spectrum of analysis has broadened and is increasingly informed by modern logical research, whose perspective is then applied to medieval logic. Promoting this tendency, logicians and researchers concerned with semantics in the Gesellschaft für Philosophie des Mittelalters und der Renaissance (GPMR) founded a working group bringing together medieval logic (...) and modern applied logic. The present volume is a seminal document of these interests and activities. It analyzes theories in medieval logic which are useful for solving questions of recent logic and explains crucial parts of medieval logic, philosophy, and theology by applying techniques of present-day logic. (shrink)

The most important question under this heading is the question whether states are subject to the moral law. That they are has sometimes been denied even in theory, and there are no doubt still countries in which it would be highly desirable to publish an article combating this denial. But, thank goodness, England is not one of these countries, and it will suffice to say briefly that I can find no even plausible argument for the contrary view. This view has (...) often been associated with the doctrine that the State is a sort of super-person over and above the individual citizens, to whom the latter can appropriately be sacrificed as beings of little worth, as we sacrifice to our own welfare, if we can, without any compunction the myriad germs inhabiting our bodies. I cannot see any reason whatever for holding this view either, but I should have thought that, if it were adopted, the analogy of the individual thus applied to the State would suggest the contrary conclusion that the State should find its true good not in its own unscrupulous aggrandizement but in co-operation with other States. We have been taught the analogous doctrine in regard to the individual from the beginning of the Christian era or earlier, and we can look on it as generally accepted in regard to the individual by reflective people in theory, although not, of course, by any means always in practice. If we regard the State as just a group of individuals, there is still less excuse for making it out to be subject to no moral law. In that case actions of the State will always be actions by individual persons, differing only from other such actions because they are performed on behalf of certain groups of persons. (shrink)

Ewing, Selena This paper is part of a larger body of research which was partly supported by a grant from the Mary Phillippa Brazill Foundation.

Two plausible claims seem to be inconsistent with each other. One is the idea that if one reasonably believes that one ought to fi, then indeed, on pain of acting irrationally, one ought to fi. The other is the view that we are fallible with respect to our beliefs about what we ought to do. Ewing’s Problem is how to react to this apparent inconsistency. I reject two easy ways out. One is Ewing’s own solution to his problem, (...) which is to introduce two different notions of ought. The other is the view that Ewing’s Problem rests on a simple confusion regarding the scope of the ought-operator. Then, I discuss two hard ways out, which I label objectivism and subjectivism, and for which G.E. Moore and Bishop Butler are introduced as historical witnesses. These are hard ways out because both of these views have strong counterintuitive consequences. After explaining why Ewing’s Problem is so difficult, I show that there is conceptual room in-between Moore and Butler, but I remain sceptical whether Ewing’s Problem is solvable within a realist framework of normative facts. (shrink)

In Britain and, I think, America at least the “idealist movement” in philosophy is very widely regarded as a spent force, as a subject only for historical study. There are indeed different definitions of “idealism.” The term was defined explicitly by at least one distinguished British philosopher as covering “all those philosophies which agree in maintaining that spiritual values have a determining voice in the ordering of the universe.” This doctrine, though unfortunately less vocal than it was, has by no (...) means died out, and will not as long as there are theists who talk about God in any but a subjectivist sense. But a theist would not usually be called an idealist unless he based his theism on a particular kind of approach to the problems of metaphysics. Further, the term “idealist” would also be applied to a pessimist like Schopenhauer, for whom evil rather than good was conceived as predominant and whose philosophy could certainly not be described in the above terms. Some would apply it to philosophers who did not make any positive metaphysical assertion but only insisted that we had to reduce the concept of physical objects to a concept for organising human experience. Like -isms in general the term “idealism” has therefore a distinctly varied connotation; but in its most characteristic and influential form it was an attempt to give a philosophical proof of the essential doctrines of religion or at least of something which, though not identical with orthodox Christianity, provided an adequate substitute for it, being the philosophical truth which the teachings of the Church metaphorically expressed. (shrink)

Colleges and universities need to first develop an empirically informed understanding of their students when it comes to their honesty and cheating, so as to be in a better position to develop policies which can try to help them not become more disposed to cheat during their college years. In section one of this paper, I review some of the leading research on cheating behavior, and in section two I do the same for cheating motivation. Section three then draws (...) some implications from this research, both about what faculty can typically expect the characters of their students to be like when it comes to cheating, and what colleges might try to do to help foster character improvement in this area of their students’ lives. (shrink)

A fresh interpretation of Jeremy Bentham, finding that his “radical foolery” embodied a social ethics that was revolutionary for its time. Jeremy Bentham (1748–1832) is best remembered today as the founder of utilitarianism (a philosophy infamously abused by the Victorians) and the conceiver of the Panopticon, the circular prison house in which all prisoners could be seen by an unseen observer—later seized upon by Michel Foucault as the apotheosis of the neoliberal control society. In this volume in the Untimely Meditation (...) series, Christian Welzbacher offers a new interpretation of Bentham, arguing that his “radical foolery” (paraphrasing Goethe's characterization of Bentham) actually embodied a social ethics that was new for its time and demands proper historical contextualization rather than retroactive analysis from the vantage point of late capitalism. Welzbacher provides just such an analysis, offering an account of the two great utilitarian projects that occupied Bentham all his life: the Panopticon and the Auto-Icon. Welzbacher rescues the Panopticon from the misapprehensions of Foucault, Orwell, and Lacan, arguing that Bentham saw the Panopticon as a pedagogical instrument incorporating the tenets of reason; construction and function, plan and influence, architecture and politics are brought into alignment. Bentham extolled the discovery in words that could easily be ascribed to Le Corbusier, Bruno Taut, or any other modernist architect. The Auto-Icon expressed Bentham's theories that the dead should benefit later generations; these theories were effectively sealed when Bentham decided to have his body preserved and put on display. (It can be seen today in a cabinet at University College London.) He also donated his inner organs to science—a practice outlawed at the time—and posthumously stage-managed his own ceremonial autopsy. Welzbacher reveals a Bentham who raised questions that feel familiar and current, invoking topoi that would come to define the modern era and that reverberate to this day. (shrink)

Due to the COVID-19 pandemic, the academe was introduced to online education, which is complicated. The sudden shift of traditional face-to-face classes to digital learning impacted every student's self-efficacy and motivation towards their studies. This study investigates the relationship between the self-efficacy and academic motivation of the 304 freshmen college students from private higher education institutions in the Philippines. Based on the data gathered, the participants' level of self-efficacy (x̄ = 3.27) and academic motivation (x̄ = 5.93) is high. (...) Further, the statistical analysis concluded a relationship between self-efficacy and academic motivation (r=.002, at 0.05 level) among the graduating college students. Implications of the study were discussed, and recommendations for future research were suggested. (shrink)

En mai 2007, une «table ronde» s’est tenue, au Collège International de Philosophie à Paris, autour de l’ouvrage de Pierre Magnard Pourquoi la religion?. Dans un texte récapitulatif, l’auteur du livre, spécialiste de la pensée de la Renaissance, montre les enjeux spéculatifs et pratiques de son approche de la religion, tout en exposant comment celle-ci se déploie dans la «marche» des hommes, en souci de leur humanisation. Si la religion – terme qu’il faut entendre ici au singulier – fait oeuvre (...) de reliaison, apportant sa contribution au fondement du lien social, n’est-ce pas en raison de sa vertu déliante: «seule la religion rassemble dûment, car elle seule est capable de délier»? Jean Leclercq donne une présentation des lignes de faîte de l’ouvrage, ce qui permet d’en prendre une première connaissance et de suivre les trois lectures, accompagnées de questionnements, que proposent ensuite, selon des perspectives différentes et complémentaires, Bernard Bourgeois, Thierry Gontier et Christian Trottmann. (shrink)

What happens at college parties? Why do students dress and behave the way they do? Who has power, and what kind? And are college students happy overall with party and hookup culture? In response to undergraduates' skepticism of researchers' accounts of hookup culture, the author engaged 126 college students as ethnographers to observe and analyze this complex social reality at parties.

This article is an account of the teaching and practice of a course on Christian spirituality and ministry at Trinity Theological College in Singapore. It introduces the design of the course, discuss its theological foundations and practicums, and explains how it is delivered and assessed. The course adopts a historical-theological approach to the introduction of Christian spirituality and traces its development from the early church until the Protestant and Catholic Reformations. It introduces spiritual exercises from each epoch (...) of the Christian tradition and engages the student in their practice through week-long practicums. An important feature lies in the immediacy of feedback given to the student after they submit a reflection on their practicums. The course has been taught as a three-credit hour, sixteen-week semester-long course each academic year for the past three years. The students come from a broad range of nationalities and cultural contexts, as well as from different stages of life and denominational backgrounds. The course contributes to an overall emphasis on Christian spiritual formation at the college. (shrink)

The nature and legitimacy of commitments. Objectivity vs. commitment, by H. Smith. Institutional commitment: a social scientist's view, by H. R. Davis. The sectarian nature of liberal education, by L. J. Averill. The identity of the Christian college, by W. W. Jellema.--Commitments and the dimensions of learning. Discursive truth and evangelical truth, by A. C. Outler. Natural order and transcendent order, by W. G. Pollard. Limited cognition and ultimate cognition, by R. W. Friedrichs. Academic teaching and human experience, (...) by M. Novak. Academic excellence and moral value, by W. W. Jellema.--Norms and models of commitment. Biblical realism as a norm, by W. Herberg. Christian ethical community as a norm, by W. Beach. A pluralistic model, by W. B. Martin. A singular model, by L. J. Averill. (shrink)

This article examines a model of formation within higher education that is committed to educationally based spiritual formation, desiring to see students formed as people who love God and neighbor, devoting their lives to redemptive labor in the world. Deeply influenced by the evolving relationship between the department, the institution, and the broader evangelical culture, the Christian Formation and Ministry department of Wheaton College seeks to equip students with the theological and theoretical foundation, the personal maturity of character (...) and faith, and the practical ministry skills necessary to lead and participate in the formational and caring mission of the church in the world. Wheaton College’s unique approach to teaching spiritual formation and soul care in both their undergraduate and graduate programs is examined through a historical context of the department, a liberal arts and learning-centered approach to education that includes biblical foundations, philosophical framework, pedagogy, and teaching curriculum and assessment. (shrink)

This article seeks to interpret the phrase Πάτερ, ημων ο εν τοῖς οὐρανοῖς in the invocation of the Lord’s Prayer in the light of Ewe-Ghanaian cosmology. The article employs a combination of the historical-critical and indigenous mother tongue biblical hermeneutical approaches to explore the implication of the invocation for Ewe-Ghanaian Christian spirituality today. The article firstly discusses the various theological and hermeneutical positions of the invocation in dialogue with Ewe-Ghanaian concept of God and the plurality of his dwelling place. (...) The article argues that Matthew’s use of οὐρανοῖς to suggest a plurality in God’s dwelling place resonates with Ewe cosmology, where it is believed that there are seven states of existence and that Mawugã, the Supreme Being, dwells in the first – the absolute state. Thus God exists in ‘seven heavens’ in Ewe cosmology, with the highest heaven being the eternal state of abode. On the other hand, the inclusive interpretation of the fatherhood of God in Ewe cosmology is discontinuous with the exclusive interpretation in the works of the church fathers such as Cyprian, Origen, Gregory of Nissa, Augustine and Clement of Alexandria. This hermeneutical position, the article observes, was responsible for the theological tensions that characterised the encounter between missionary Christianity and Ewe indigenous religion in the middle of the 19th century. However, the introduction of social services as evangelisation strategy, the legacy of the Ewe Bible and liturgy and the handing over of the Ewe church to the indigenous coworkers may have contributed to a large extent in ensuring religious tolerance among followers of the two religions. Today, Ewe-Ghanaian popular Christianity has shifted from its apologetic stance to a more liberal stance and employs indigenous religious and cultural categories in theologising.Contribution: Matthew’s rendition of the invocation of the Lord’s Prayer in the context of Ewe-Ghanaian cosmology is the focus of this article. The article forms part of the researcher’s contribution to the academic knowledge on the Lord’s Prayer and inspires the use of mother tongue biblical hermeneutics in the development of theological materials for the Ewe-Ghanaian Christian communities in Ghana and Togo. (shrink)

This article examines the phrase ἐλθέτω ἡ βασιλεία σου in Matthew and Luke’s versions of the Lord’s Prayer in the light of Ewe-Ghanaian eschatological vision. Theoretically, it uses a combination of the historical–critical and indigenous Mother Tongue Biblical Hermeneutical approaches to explore the implication of βασιλεία for the Ewe-Ghanaian Christian. The article discusses the diversity in the interpretations of the text from the early church to the modern and postmodern periods in Christian history and argues that this diversity (...) has occurred as a result of the fluidity of the eschatological visions in the Judeo-Christian Scriptures and that the linear eschatological vision described by the church is inconsistent with the cyclical vision in Ewe cosmology. This dual eschatological vision creates a dilemma in the Ewe-Ghanaian Christian’s understanding of the eternal states. Finally, it is argued that to resolve this eschatological dilemma is to clearly define the place of Ewe eschatological vision in Christian eschatology and interpreting the former as replica of the latter. (shrink)

In this installment of the Faculty Authors Series, Vance Morgan (Philosophy, Providence College) discusses his newest book, "Freelance Christianity: Philosophy, Faith, and the Real World.".

2012 will mark 60 years since the death of Walter Williamson Bryden. This reprint of his bold 1940 publication, featuring a new introduction by Dr John A. Vissers, Principal of Knox College, Toronto, celebrate the work of this eminent Presbyterian theologian. Best known for bringing Karl Barth to Canada, W.W. Bryden predicted the decline of Idealism and liberal theology in Protestantism at the start of the twentieth-century. When that crisis hit the Canadian Protestant Churches he was ready with this (...) book. The Christian's Knowledge of God is a re-examination of Reformation teachings with particular focus on the revelation of God, by God through Christ. Bryden challenges his readers to question their blind acceptance of Christian doctrine and to reconsider what it means to have knowledge of the Divine and with it "the power to confront the world, no longer as those seeking, but as those having found God". Although the book concludes "Tempora mutantur, nos et mutamur in illis", we have not changed so much with the times as to make this book less relevant today than it was when first published. Indeed those seeking for knowledge of God today could do well to be reminded of Bryden's message. (shrink)

For over forty years, Leland Ryken has championed and modeled a Christian liberal arts education. His scholarship and commitment to integrating faith with learning in the classroom have influenced thousands of students who have sat under his winsome teaching. Published in honor of Professor Ryken and presented on the occasion of his retirement from Wheaton College, this compilation carries on his legacy of applying a Christian liberal arts education to all areas of life. Five sections explore the (...) background of a Christian liberal arts education, its theological basis, habits and virtues, differing approaches, and ultimate aims. Contributors including Philip Ryken, Jeffry Davis, Duane Litfin, John Walford, Alan Jacobs, and Jim Wilhoit analyze liberal arts as they relate to the disciplines, the Christian faith, and the world. Also included are a transcript of a well-known 1984 chapel talk delivered by Leland Ryken on the student's calling and practical chapters on how to read, write, and speak well. Comprehensive in scope, this substantial volume will be a helpful guide to anyone involved in higher education, as well as to students, pastors, and leaders looking for resources on the importance of faith in learning. - Publisher. (shrink)

The culture of mass education has become an enduring tradition in Western Nigeria. The root of this culture is traceable to the mid-nineteenth century when the Christian missionary bodies began a process of systematic evangelization, using Western education as a medium and an indispensable tool. Early converts were taught how to read the Bible in vernacular – a measure that helped produce the first widespread literate class in Western Nigeria. Thereafter, mass education was promoted through the opening of primary (...) and secondary schools as well as teacher training colleges and trade schools. The pioneering missionary efforts, complemented in later years by the colonial government, received an accelerated boost, reaching a peak in the mid-1950s during the era of internal self-rule when the Western Nigerian government introduced the Free Education Programme in the region. In spite of the termination of the government that introduced the Free Education Scheme following the military take-over in 1966, the rising trend of popular education continued unabated. Military and civilian governments alike have, ever since, remained committed to mass education such that popular Education remains to this day, the greatest industry in Western Nigeria. The contention in this Paper is that the culture of mass education in Western Nigeria, even to this day, and in spite of occasional modifications, is a logical conclusion to an established culture of mass education, the root of which is traceable to the Christian missionary era. The paper concludes with an analysis of the impact, which the various phases of the evolutionary process have made on the history of education in Western Nigeria in particular, and the country as a whole. (shrink)

A college-level introductory text in Christian social ethics that combines theory, cases, and analysis.

The culture of mass education has become an enduring tradition in Western Nigeria. The root of this culture is traceable to the mid-nineteenth century when the Christian missionary bodies began a process of systematic evangelization, using Western education as a medium and an indispensable tool. Early converts were taught how to read the Bible in vernacular – a measure that helped produce the first widespread literate class in Western Nigeria. Thereafter, mass education was promoted through the opening of primary (...) and secondary schools as well as teacher training colleges and trade schools. The pioneering missionary efforts, complemented in later years by the colonial government, received an accelerated boost, reaching a peak in the mid-1950s during the era of internal self-rule when the Western Nigerian government introduced the Free Education Programme in the region. In spite of the termination of the government that introduced the Free Education Scheme following the military take-over in 1966, the rising trend of popular education continued unabated. Military and civilian governments alike have, ever since, remained committed to mass education such that popular Education remains to this day, the greatest industry in Western Nigeria. The contention in this Paper is that the culture of mass education in Western Nigeria, even to this day, and in spite of occasional modifications, is a logical conclusion to an established culture of mass education, the root of which is traceable to the Christian missionary era. The paper concludes with an analysis of the impact, which the various phases of the evolutionary process have made on the history of education in Western Nigeria in particular, and the country as a whole. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Christian Moral Life: Faithful Discipleship for a Global Society by Patricia Lamoureux, Paul J. WadellVictor Lee AustinThe Christian Moral Life: Faithful Discipleship for a Global Society Patricia Lamoureux and Paul J. Wadell Maryknoll, NY: Orbis Books, 2010. 306pp. $27.00In ten chapters, the authors provide what is in effect an introductory college textbook in Roman Catholic moral theology. They aim to ground their exposition in (...) scripture and to reach a broad audience by drawing on ecumenical and interfaith perspectives. Their organization is clear: they summarize each chapter in advance and then conclude it with a list of main points and questions for reflection. The index is extensive, the bibliography is large, and the table of contents is quite detailed. In short, the book aims to be accessible to undergraduates and helpful to more advanced students. (There is, unfortunately, no index of scriptural citations.) [End Page 201]The arc of their approach to moral theology is as follows. One should begin with discipleship and more specifically with its dynamic of call and response. Discipleship is a process in which one learns to see, particularly to see the reign of God. Sin and repentance are continually involved in discipleship. The development of the virtues is central because through them we learn to be good at being human. In the moral life, conscience is the central gift by which we learn to live by love in a Eucharistic life. Such life is informed by the resurrection as understood both “analogically and dialectically” (206), it is guided by the Spirit, and it is anchored in the shared resources and discernment of Christian community. Finally, the moral life is not private. Thus, the authors conclude with a chapter that draws out the implications for public discipleship.I venture three critiques that arise in part from my place as an Anglican moral theologian. The first deals with scripture. The authors are aware of the characteristic biases of preconciliar Roman Catholic moral theology. I am less certain that they are self-conscious of some of their own presuppositions. Commendably, they provide a verse of scripture at the head of each chapter, and they conceive of what they are doing as working from scripture throughout. Yet it is not clear to me that they present us with a moral theology that comes out of a prayerful wrestling with scripture. For example, their statement, “Jesus praises the [good] Samaritan” (46) is not strictly true. Rather, in telling that parable, Jesus holds back from stating a conclusion. Moreover, the authors are correct to say that parables are useful in transforming our vision. They make that point over eight pages (39–47), in which there are seventeen citations of secondary literature from six different authors. Yet, I would have preferred to see how the authors themselves digested, synthesized, and struggled with the parables, rather than simply discussing the conclusions of others.My second critique deals with conscience. When students start to think about how the moral life is grounded in scripture, they will at some point ask: What if my conscience tells me that something is right that scripture says is wrong (or vice versa)? This question, however, does not appear in this book. In their chapter on the centrality of conscience, it becomes clear that the authors see the primary challenge to the primacy of the conscience as coming from “church leaders.” This is, I think, a regrettable continuation of the tired struggle of Roman moral theologians with their church’s magisterium. At least to this outsider—who lives within an ecclesial context marked by extreme weakness of teaching—there seems to be a highly important and positive use of obedience, which is different from the “mystique of obedience” that these authors criticize (170–71). To be precise, “church leaders” can help us learn something about the relationship of conscience and scripture. This book does not show the place of obedience in the Christian moral life.My last point is a comment on textbooks. Although this book is quite long (I estimate it at 150,000 words), it has that textbook quality of passing lightly [End Page 202] from one thing to the next... (shrink)

This article engages through an interdisciplinary approach to re-envision Tangintebu Theological College’s (TTC) model of theological education in the context of climate change in Kiribati. It utilises the anthropological theory of symbolic interactionism within missiological, cultural and, theological studies of climate change. It argues for the coconut tree as an appropriate cultural conceptual metaphorical idiom for translating and understanding Christian faith and shaping a theological pedagogy within the Kiribati context of climate change. The coconut image is an indigenous, (...) holistic way of knowing and learning informed by Kiribati cosmology embedded within people’s experiences and understanding of the coconut tree. Its life-centeredness has the potential to contextualise the theological curriculum and teaching methodology to assist in equipping theological students with climate change-sensitive approaches. The qualitative method was utilised to allow participants to reflect on their experiences of climate change in relation to the mission of the church. The data that informs this article was generated through unstructured interviews and focus group discussions with members of the Kiribati Uniting Church (KUC). The data was analysed using symbolic interactionism. The results suggest that the Kiribati people symbolically interact with God through their understanding of the coconut tree, which is conceived as the embodiment of God’s presence. It became clear that while this world view informs the faith of members of the KUC, the TTC curriculum has sidelined it, resulting in miseducation of pastors because this omission means they are not equipped to engage with the challenge of climate change. The participants argued that there is an urgent need to understand theological education and ministerial formation within the indigenous framework of Kiribati coconut imagination that is embedded in the promotion of justice and equitable society not only for human beings but for all of God’s creation through symbolic interaction with the presence of God in the coconut. (shrink)