Scholastic philosophers can be quite funny. What’s more, they have good reason to be: Aristotle himself lists ready wit (eutrapelia) among the virtues, as a mean between excessive humor and its defect. Here, I assess Scholastic discussions of humor in theory, before turning to examples of it in practice. The last and finest of these is a joke, hitherto unacknowledged, which Aquinas makes in his famous Five Ways. Along the way, we’ll see (i) that the history of philosophy (...) is not so hostile to humor as is commonly supposed; and (ii) that the competing theories of humor like the Incongruity Theory and the Release Theory are not altogether incompatible. We’ll also see at least one example of an apparent attempt by modern translators to excise humor from a medieval text. Our considerations will open a window into what oral discussion and debate at medieval universities was actually like, and how we should understand the relationship between the texts we have now and the exchanges that actually occurred then. (shrink)

Scholastic hylomorphism conceives prime matter and substantial form as metaphysical parts of every physical substance. During the early modern period, both hylomorphic constituents faced significant criticism as scientists and philosophers sought to replace Aristotelianism with physical explanations for the workings of the universe. This paper focuses specifically on prime matter and delves into the arguments put forth by four 16th-century scholastic philosophers – Toledo, Fonseca, Góis, and Suárez – in their attempts to establish the existence of prime matter. (...) Firstly, I analyse a set of arguments rooted in substantial change, which emphasize the crucial role of a persistent, common substrate in the processes of generation and corruption. Secondly, I explore a set of ex-nihilo arguments and, thirdly, I examine a series of demonstrations based on the interplay between accidental and substantial change. Although these three sets of arguments converge on the necessity of a common substrate for substantial change to occur, they fall short of demonstrating that this substrate is both prime and shared by all natural entities. Fourthly, I turn to a set of arguments centred on the impossibility of infinite regress, designed to complement those related to natural change, and I assess additional arguments that do not primarily focus on substantial change. Lastly, I draw my conclusions on these argumentative strategies to demonstrate the existence of prime matter. (shrink)

In a series of publications over the course of a decade, Edward Feser has argued for the defensibility and abiding relevance to issues in contemporary philosophy of Scholastic ideas and arguments, and especially of Aristotelian-Thomistic ideas and arguments. This work has been in the vein of what has come to be known as "analytical Thomism," though the spirit of the project goes back at least to the Neo-Scholasticism of the period from the late nineteenth century to the middle of (...) the twentieth. Neo-Scholastic Essays collects some of Feser's academic papers from the last ten years on themes in metaphysics and philosophy of nature, natural theology, philosophy of mind, and ethics. Among the diverse topics covered are: the relationship between Aristotelian and Newtonian conceptions of motion; the varieties of teleological description and explanation; the proper interpretation of Aquinas's Five Ways; the impossibility of a materialist account of the human intellect; the philosophies of mind of Kripke, Searle, Popper, and Hayek; the metaphysics of value; the natural law understanding of the ethics of private property and taxation; a critique of political libertarianism; and the defensibility and indispensability to a proper understanding of sexual morality of the traditional "perverted faculty argument.". (shrink)

The aim of this work is to respond to the following question: how did Charles S. Peirce find unity for his pragmatist philosophy through the formulation of Scholastic Realism? The author proposes the said doctrine to be a reading guide, leading us through the different stages of Peirce's work as a philosopher. By understanding his realist doctrine, we can see why he believed it was a viable theory for understanding the problem of Universals. This book demonstrates why, in Peirce's (...) mind, such a problem has pervaded the history of philosophy. The author's line of argument reveals that Scholastic Realism is crucial to the understanding of his philosophy, which is a new approach in Peirce scholarship. It provides a useful framework for asking questions about reality in the same way that Peirce himself did. As a result, the author shows that Peirce's realism addresses different yet related philosophical problems, leading Peirce to brand the final version of his philosophy as «Scientific Metaphysics». The conclusion offers an interpretation of the Scholastic Realism principle as a solution to Peirce's concerns - a useful idea to achieve a better theory of reality in his struggle to realize metaphysics a posteriori. Peirce's doctrine is presented alongside some of its uses, especially in the fields of abstraction theory, and also in the fundamental principles of mathematics. This work should advance our comprehension of the problems related to Peirce's philosophy as well as shedding light on pragmatism and its origins as well as the battle between realism and nominalism. (shrink)

This is the second of the three volumes comprising, Scholastic Humanism and the Unification of Europe. Focussing on the period from c.1090-1212, the volume explores the lives, scholarly resources, and contributions of a wide sample of people who either took part in the creation of the scholastic system of thought or gave practical effect to it in public life. The second volume of a compelling, original work which will redefine our perceptions of medieval civilization, the renaissance and the (...) evolution of modern Europe. Written by a man who was widely regarded as the greatest medieval historian. (shrink)

Intellectual historians have rarely attended to the genre of fighting manuals, but these provide a new window on long-debated questions such as the relationship between Scholasticism and Humanism. This article offers a close comparison of the first known fencing manual, the 14-th century Liber de Arte Dimicatoria (Leeds, Royal Armouries FECHT 1, previously and better known as MS I.33), and the corpus of fighting manuals which underwent a remarkable expansion during the 15th and 16th centuries. While the former clearly shows (...) its origins in a scholastic background, the latter is mainly viewed as reflecting its humanist context. To this historiographical division corresponds a linguistic one: MS I.33 is a Latin text, while the rest of the corpus is mainly written in German and Italian. However, exceptions arise, amongst which, Heinrich von Gunterrodt’s Sciomachia et Hoplomachia: sive de Veris Principiis Artis Dimicatoriae (1579), the first text which explicitly refers to I.33. This article will compare these two texts, in order to interrogate their common relation to Scholasticism, namely the traditional frame of the knowledge within the medieval and early modern universities. The intent is to show that (at least some) Renaissance fight books include references to Scholasticism and to provide a better qualification of the nature of such references. The general hypothesis is that a large part of the texts―and products of culture―of the Renaissance that have been read, until recently, exclusively in relation to a humanist intellectual background can valuably be interpreted in the context of a Scholasticism that is still vivid during the period in question. (shrink)

Scholastic theologians made the Virgin Mary increasingly perfect over the Middle Ages in Europe. Mary became stainless, offering an impossible but ideologically useful vision of womanhood. This work offers an implicit theory of the utility and feelings of women in a Christian salvationary economy. The Virgin was put to use as a shaming technology, one that silenced and effaced women's affective lives. The shame still stands to this day, although in secularised mutated forms. This Element deploys the intellectual history (...) of medieval thought to map the moves made in codifying Mary's perfection. It then uses contemporary gender and affect theory to consider the implications of Mary's perfection within modernity, mapping the emotional regimes of the medieval past upon the present. (shrink)

Introduction Conatus is a specific concept within Descartes’s physics. In particular, it assumes a crucial importance in the purely mechanistic description of the nature of light – an issue that Des- cartes considered one of the most crucial challenges, and major achievements, of his natural phil- osophy. According to Descartes’s cosmology, the universe – understood as a material continuum in which there is no vacuum – is composed of a number of separate yet interconnected vortices. Each of these vortices consists (...) in a set of bands rotating around their centres. The bands are com- posed of corpuscles of the three elements, each distinguished on the basis of their different shapes and sizes. The small globules of the second element, although impeded by the other parts of heaven, strive to move away from the centre of the vortex around which they revolve, thus exerting a certain force against the surrounding bodies. This striving or conatus, though a mere force rather than a genuine motion, is transmitted instan- taneously and along straight lines from body to body. According to Descartes, then, the nature of light consists in this striving alone. This account must be understood as strictly connected to the fundamental laws that regulate the Cartesian world. It is particularly important to recall that for Descartes the centrifugal force exerted by a rotating body is understood to be a consequence of the intrinsic rectilinearity of every motion. As the second of the three Laws of Nature set forth in Book II of the Principles of Philosophy establishes, “all motion is in itself rectilinear; and hence any body moving in a circle tends to move away from the centre of the circle which it describes as proved by the fact that a stone rotating in a sling tends to move centrifugally along the tangent of each point described by a circle.1 Similarly, each of the globules of the second element “strives to recede with a great force from the centre of the vortex in which it rotates; it is in fact prevented by the other globules placed all around, not differently than a stone in a sling”. Within this framework, as I show later, conatus occurs when a body’s intrinsic tendency to rectilinear motion is impeded by an external constraint. As Stephen Gaukroger notes, the use of the term conatus in the Principles – like “vis” and “ action ” – shows that Descartes “cannot avoid dynamic terminology”, despite his declared intent “to construe motion in a purely kinematic way”. Indeed, Gaukroger observes that the notions of force action and striving are systematically employed in the Principles – appearing 290, 59 and 8 times, respectively. Also noteworthy, conatus was – together with the more familiar concepts of actio and vis – a significant element of the conceptual apparatus of Scholastic natural philosophy. As will be seen later – and this is the first goal of this paper – here the concept of conatus had a very specific function. Indeed, it was a central part of the Aristotelian- Scholastic account of gravitation. Conatus was used to refer to the striving of a body to move towards its natural place – especially in cases where its natural motion was hindered or impeded by an external mover. This specific use of the concept of conatus can be found in texts on natural philosophy from the end of the sixteenth through the late seventeenth century. Notably, it occurs in some of the late -Scho- lastic texts which held special significance for Descartes’s thought. Therefore, Descartes introduces conatus in a context in which this concept already had a very specific meaning, and one of which he was very probably aware. The possible relations between these two apparently very different con- cepts have therefore to be scrutinized. I thereby propose to undertake a comparison between the Scho- lastic and the Cartesian conceptions of conatus. I hope to show that certain traits of the former are indeed echoed by the latter, although adapted to the much changed physical paradigm of Cartesian physics. In fact, Descartes’s conatus, though sharing some important similarities with the old one, underwent significant transformations in terms of both its meaning and its application. However, I hope to show that these concepts are both used to describe the behaviour of bodies in relation to their intrinsic motive tendency, and in particular when this tendency is impeded or prevented. Such a reconstruction offers two main areas of interest. On an immediate level, it furthers the general efforts of scholars over the past decades to reconstruct the full extent of the relations between Descartes’s thought and Scholastic philosophy. However, there is another significant reason for taking an interest in the ties between the Scholastic and the Cartesian conceptions of conatus. Indeed, the Cartesian conatus must be seen as crucial to a proper understanding of the broader, diverse conceptualization that this idea enjoyed in the thought of many of the most important philosophers of the early modern period, namely Spinoza, Hobbes and Leibniz. In particular, Spinoza, were directly influenced by Descartes in their unique formulations of conatus. Thus a reconstruction of the context in which Descartes formulated his conatus and of its relations to a pre-existing Scholastic conception will enable us to better reconstruct the history of this idea in the early modern period. The paper is structured as follows: in the first part, I provide a thorough review of the Scho- lastic employment of the concept conatus – both its meaning and the extent of its usage. I then show that it occurs in some of the most prominent Cartesian sources. Finally, I shall provide an account of Descartes’s theory of circular motion and conatus with the specific aim of empha- sizing the elements of both continuity and discontinuity that justify the claim that Descartes’s con- ception of conatus is reminiscent of the Scholastic one. (shrink)

The view that we live in the Anthropocene is increasingly gaining currency across scientific disciplines. Especially in sociology this is said to require a paradigm shift in analysis and theory formation. This article argues that such a conclusion is premature. Owing to a scholastic fallacy – the uncritical transposition of the concept from the natural to the social sciences – Anthropocene lacks analytic clarity and explanatory power evidenced by: a normative overreach that erroneously imagines an idealised world citizenry with (...) collective action capacities; an obfuscation of the unequal distribution of ecological pathologies caused by capitalism; a normative indeterminacy concerning modes of redress; and an abstract ecological universalism offered as moral panacea. The article suggests that sociology needs to address the Anthropocene’s heterogeneity marked by contradictory regional interests and inequalities that neither appeals to social justice or ‘one humanity’ nor an escape into a dissolution of ontological differences between actors and artefacts can redeem. To that end, sociologists are asked to undertake a critical reconstruction of the concept. (shrink)

Those philosophers who are interested in the contemporary philosophy of all countries have come to recognize the importance of the “neo-scholastic” or “neo-thomist” movement. This current of ideas is not least strong in France, owing much at the present time to the work of Jacques Maritain. In this essay I propose to consider neo-thomist ideas in the field of art, limiting myself somewhat arbitrarily to their expression by Maritain and their application to French art throughout the period in which (...) thomism has appeared in “modern dress,” i.e. since 1879, the date of the famous papal encyclical Æterni Patris . This limitation is arbitrary, since in the first place there are living thomists who do not agree entirely with Maritain's interpretation of St. Thomas, and in the second place scholastic principles, if true, must from their nature apply to art as such—Greek, mediaeval, and modern, to say nothing of Oriental and primitive art. (shrink)

How are we to understand the talk about properties of structures the existence of which is conditional upon the assumption of the reality of those structures? Mathematics is not about abstract objects, yet unlike fictionalism, modal-structuralism respects the truth of theorems and proofs. But it is nominalistic with respect to possibilia. The problem is that, for fear of reducing possibilia to actualities, the second-order modal logic that claims to axiomatise modal existence has no real semantics. There is no cross-identification of (...) higher-order mathematical entities and thus we cannot know what those entities are. I suggest that a scholastic notion of realism, interspersed with cross-identification of higher-order entities, can deliver the semantics without collapse. This semantics of modalities is related to Peirce's logic and his pragmaticist philosophy of mathematics. (shrink)

In Understanding Scholastic Thought with Foucault, Philipp Rosemann provides a new introduction to Scholastic thought written from a contemporary and, notably, Foucauldian perspective. In taking inspiration from the methodology of historical research developed by Foucault, the book places the intellectual achievements of the thirteenth century, especially Thomas Aquinas, in a larger cultural and institutional framework. Rosemann’s analysis sees the Scholastic tradition as the process of the gradual reinscription of the Greek intellectual heritage into the center of Christian (...) culture. This process culminated in the thirteenth century, when new intellectual techniques facilitated the creation of a culture of dialogue. Rosemann argues that the witch-hunt can be seen as the result of a subtle but crucial transformation of the Scholastic episteme. (shrink)

Descartes and the last Scholastics: objections and replies -- Descartes and the Scotists -- Ideas, before and after Descartes -- The Cartesian destiny of form and matter -- Descartes, Basso, and Toletus: three kinds of Corpuscularians -- Scholastics and the new astronomy on the substance of the heavens -- Descartes and the Jesuits of La Fleche: the Eucharist -- Condemnations of Cartesianism: the extension and unity of the universe -- Cartesians, Gassendists, and censorship -- The cogito in the seventeenth century.

Aristotle divided arguments that persuade into the rhetorical (which happen to persuade), the dialectical (which are strong so ought to persuade to some degree) and the demonstrative (which must persuade if rightly understood). Dialectical arguments were long neglected, partly because Aristotle did not write a book about them. But in the sixteenth and seventeenth century late scholastic authors such as Medina, Cano and Soto developed a sound theory of probable arguments, those that have logical and not merely psychological force (...) but fall short of demonstration. Informed by late medieval treatments of the law of evidence and problems in moral theology and aleatory contracts, they considered the reasons that could render legal, moral, theological, commercial and historical arguments strong though not demonstrative. At the same time, demonstrative arguments became better understood as Galileo and other figures of the Scientific Revolution used mathematical proof in arguments in physics. Galileo moved both dialectical and demonstrative arguments into mathematical territory. (shrink)

The late scholastic era was, among others, contemporary to the “emergence of probability”, the German academic philosophy from Leibniz to Kant, and the introduction of Newtonian physics. Within this era, two branches of the late-scholastic analysis of induction can be identified, one which can be thought of as a continual development of earlier scholastic approaches, while the other one absorbed influences of early modern philosophy, mathematics, and physics. Both branches of scholastic philosophy share the terminology of (...) modalities, probability, and forms of arguments. Furthermore, induction was commonly considered valid as a result of being a covert syllogism. Last but not least, there appears to be a difference in emphasis between the two traditions’ analyses of induction: while Tolomei discussed the theological presuppositions of induction, Amort’s “leges contingentium” exemplify the principles of induction by aleatory phenomena and Boscovich’s rules for inductive arguments are predominately concerned with the generalisation of macro-level observations to the micro-level. (shrink)

How are we to understand the talk about properties of structures the existence of which is conditional upon the assumption of the reality of those structures? Mathematics is not about abstract objects, yet unlike fictionalism, modal-structuralism respects the truth of theorems and proofs. But it is nominalistic with respect to possibilia. The problem is that, for fear of reducing possibilia to actualities, the second-order modal logic that claims to axiomatise modal existence has no real semantics. There is no cross-identification of (...) higher-order mathematical entities and thus we cannot know what those entities are. I suggest that a scholastic notion of realism, interspersed with cross-identification of higher-order entities, can deliver the semantics without collapse. This semantics of modalities is related to Peirce's logic and his pragmaticist philosophy of mathematics. (shrink)

The object of this article is the scholastic inspirations found in the metaphysical disputation De principio individui by Gottfried Wilhelm Leibniz. The purpose ofthis study was, on one hand, a reconstruction of Leibniz’s theory concerning the principle of individuation, and on the other hand, a presentation of some texts by medieval scholastic authors (Henry of Ghent, Peter of Falco, Thomas Aquinas, Aegidius of Rome, Robert Kilwardby, William of Ockham) to whose ideas Leibniz refers in the named work, even (...) though he had, for the most part, only second-hand information concerning them. In his juvenile treatise, Leibniz states that the individuating principle has to be universal, which means relevant to all kinds of being; it has to be metaphysical in character and not merely epistemological. He regards individuality as synonymous with unity combined with difference. He resolutely takes sides with nominalism and rejects the reality of all kinds of universal beings and beings whose unity is weaker than numerical unity. As a consequence of this assumption, he rejects the conceptions in which the principle of individuation is formed by: double negation, existence or the haecceity. By contrast, he embraces the solution (close to the tradition originated by Ockham and also related to Suarez), according to which the whole entity (tota entitas) of an individual thing is the principle of individuation. In effect, for Leibniz, any real thing is simply singular, which comes down to the thesis that a thing is singular owing to its own metaphysical subcomponents, which are singular by themselves. (shrink)

Seventeenth century scholastics had a rich debate about the ontological status and nature of lacks, negations, and privations. Realists in this debate posit irreducible negative entities responsible for the non-existence of positive entities. One of the first scholastics to develop a realist position on negative entities was Thomas Compton Carleton. In this paper I explain Carleton's theory of negative entities, including what it is for something to be negative, how negative entities are individuated, whether they are abstract or concrete, and (...) how they affect their subjects. I argue that for Carleton, negative entities are conceived as spatially extended simples that affect their subjects by means of spatial overlap. I also show how Carleton responds to some theological worries about his realism concerning negative entities. (shrink)

There are varying opinions about whether or not the field of business ethics has a history or is a development of more modern times. It is suggested that a book by a Dominican Friar, Johannes Nider, De Contractibus Mercatorum, written ca. 1430 and published ca. 1468 provides a basis for a history of over 500 years. Business ethics grew out of attempts to reconcile Biblical precepts, canon law, civil law, the teachings of the Church Fathers, and the writings of early (...) philosophers with the realities of expanding economic activity. Nider's background is discussed as well as his book as an example of incunabula.Nider was one of the Scholastics who provided a link between Aristotle and later Reformation thinkers. In Nider we find caveat venditor as his moral guide to merchants as well as other surprisingly modern ideas such as justice in exchange; restitution for defective goods; the market as the final arbiter of value; and the importance of creating utility in products. (shrink)

The idea that the Leviathan frontispiece offers a visual summary of the contents of the work is widespread. However, the analysis of the frontispiece often under-explores Leviathan's text or leaves certain iconographic elements aside. In discussions of the Scholastics ‘Dilemma’ emblem, for instance, the image is commonly reduced to a representation of ‘logic’ or ‘scholasticism’, leaving aside the intricate interrelationship between the objects present in the image and their connection with the content of the book. This paper argues that this (...) image helps understanding Hobbes’ critique of Scholastic doctrines and their political effects in Leviathan. For Hobbes, these supposedly pure philosophical concepts either in logic (trident of the ‘Syllogism’) or metaphysics (‘Real/Intentional’ bident) hide a central part of Scholastic thought: a ‘seditious’ political conception claiming that the Pope has an indirect right to temporal power in affairs concerning spiritual matters theory (‘Spiritual/Temporal’ and ‘Direct/Indirect’ bidents). The Scholastic model made the common people believe that the Pope would have at least as much authority as the Sovereign. When faced with the choice between obeying either the Pope or their Civil Sovereign the subjects would find themselves in a dangerous ‘Dilemma’. (shrink)

This paper surveys the doctrine on angels taught by theologians in the first century of scholasticism. This topic has received virtually no scholarly attention; but it is of interest for the light it sheds on the concerns of school theologians during this formative stage of their discipline. We can subdivide our target century into three parts, the first half of the twelfth century closing with the Sentences of Peter Lombard, the second half of the twelfth century, and the first quarter (...) of the thirteenth century. In the first of these three stages, scholastic theologians, for the first time, faced the challenge of creating a syllabus for the teaching of systematic theology and developed the sentence collection as their genre of choice for that purpose. The question of where to place angels within that context and genre, or even if they should be placed there at all, was the single most heavily debated topic on their angelological agenda. Another major matter on that agenda on which agreement reigned as to the desired outcome, although different masters proposed different itineraries to their common destination, was the felt need to refute Origen's claim that backsliding and conversion remained eternal options, so that Lucifer and the fallen angels might even be saved. Other issues that attracted attention had to do with the psychology of angels and their exercise of reason and will both before and after their fall or confirmation in glory. (shrink)

Beatific Enjoyment in Medieval Scholastic Debates traces the reception of Saint Augustine’s concept of beatific enjoyment in Peter Lombard’s Sentences. It identifies the main themes and problems which shaped the discussion of the concept in thirteenth- and fourteenth-century scholastic commentaries. Bringing together theological and scientific approaches to the idea of enjoyment, Severin Kitanov exposes the intricacy of the discourse and develops a new perspective for students and scholars.

This is the first book-length study of Descartes's metaphysics to place it in its immediate historical context, the Late Scholastic philosophy of thinkers such as Suárez against which Descartes reacted. Jorge Secada views Cartesian philosophy as an 'essentialist' reply to the 'existentialism' of the School, and his discussion includes careful analyses and original interpretations of such central Cartesian themes as the role of scepticism, intentionality and the doctrine of the material falsity of ideas, universals and the relation between sense (...) and understanding, causation and the proofs of the existence of God, the theory of substance, and the dualism of mind and matter. His study offers a picture of Descartes's metaphysics that is both novel and philosophically illuminating. (shrink)

The scholastic philosopher is interested in definition for a different reason than the lexicographer and linguist. The philosopher is trying to learn things. Fe defines, after investigating reality, in an attempt to describe reality clearly and to sum up some aspect of his understanding of reality. Hence, we find our scholastic philosophers adopting as a main feature of their method this insistence on defining, on precise and detailed explanation of their definitions, and on proving that their definitions da (...) correctly express what a nature or activity is. A dictionary of the language of scholastic philosophy fitted to the needs of beginners and of undergraduate students of the subject is not available in English. (shrink)

This paper surveys the doctrine on angels taught by theologians in the first century of scholasticism . This topic has received virtually no scholarly attention; but it is of interest for the light it sheds on the concerns of school theologians during this formative stage of their discipline. We can subdivide our target century into three parts, the first half of the twelfth century closing with the Sentences of Peter Lombard, the second half of the twelfth century, and the first (...) quarter of the thirteenth century. In the first of these three stages, scholastic theologians, for the first time, faced the challenge of creating a syllabus for the teaching of systematic theology and developed the sentence collection as their genre of choice for that purpose. The question of where to place angels within that context and genre, or even if they should be placed there at all, was the single most heavily debated topic on their angelological agenda. Another major matter on that agenda on which agreement reigned as to the desired outcome, although different masters proposed different itineraries to their common destination, was the felt need to refute Origen's claim that backsliding and conversion remained eternal options, so that Lucifer and the fallen angels might even be saved. Other issues that attracted attention had to do with the psychology of angels and their exercise of reason and will both before and after their fall or confirmation in glory. (shrink)

Social epistemology existed in the scholastic tradition in the shape of doctrines on the legitimate use of probable opinions. Medieval scholasticism had developed sophisticated approaches in this respect, but the apogee of scholastic theoretical reflection on social epistemology occurred in the Baroque era and its Catholic moral theology. The huge debate on probable opinions at that time produced the most far-reaching and deepest investigations into the moral and epistemological foundations and limitations of opinion-based, reasonable discourse prior to the (...) late twentieth century. It is time to recover the arguments and claims of Baroque scholastic social epistemology, not only to fill a lacuna in intellectual history but also to see whether some of its challenges are still with us today. (shrink)

The rosy dawn of my title refers to that optimistic time when the logical concept of a natural kind originated in Victorian England. The scholastic twilight refers to the present state of affairs. I devote more space to dawn than twilight, because one basic problem was there from the start, and by now those origins have been forgotten. Philosophers have learned many things about classification from the tradition of natural kinds. But now it is in disarray and is unlikely (...) to be put back together again. My argument is less founded on objections to the numerous theories now in circulation, than on the sheer proliferation of incompatible views. There no longer exists what Bertrand Russell called ‘the doctrine of natural kinds’—one doctrine. Instead we have a slew of distinct analyses directed at unrelated projects. (shrink)

The history of the physics of pendular motion rightly begins with Galileo's discovery of the isochronous character of that motion. There is, however, a ‘pre-history’ of the pendulum, centering on its initial recognition as a significant special case requiring explanation. This occurred in the writings of Jean Buridan and Nicole Oresme in the middle of the fourteenth century. Earlier works that might have been construed as discussing pendular motion are considered, as are the explanations for the scholastic ‘discovery’ of (...) pendular motion put forth by Thomas Kuhn and Piero Ariotti. In contrast to these writers, this paper seeks to account for the pendulum's emergence with reference to an imaginary experiment concerning a body moving past the earth's center, medieval theories of impetus, and the proximate physical model of pendular motion, the late medieval heavy suspended church bell. (shrink)

The scholastic philosopher is interested in definition for a different reason than the lexicographer and linguist. The philosopher is trying to learn things. Fe defines, after investigating reality, in an attempt to describe reality clearly and to sum up some aspect of his understanding of reality. Hence, we find our scholastic philosophers adopting as a main feature of their method this insistence on defining, on precise and detailed explanation of their definitions, and on proving that their definitions da (...) correctly express what a nature or activity is. A dictionary of the language of scholastic philosophy fitted to the needs of beginners and of undergraduate students of the subject is not available in English. (shrink)

This article discusses the intricate relationship between moral theology and economics of the Second Scholasticism developed in the colonies. Its concrete topic is the theory of just price of Tomás de Mercado, who became a classic because of his direct and at the same time scholarly language. The topic of fair or just price, which is not new in scholastic moral theology, is treated by him in a philosophical manner, using an original view based on practical rationality which caused (...) his work to be reprinted several times. (shrink)

IN 1903, commenting on an article he had written more than thirty years before, Charles Peirce said that he had changed his mind on many issues at least a half-dozen times but had "never been able to think differently on that question of nominalism and realism" (1.20). For anyone acquainted with Peirce's writings, this remark alone could justify a study of "that question.".