The German philosophical culture of the Middle Ages is inextricable linked to the thought of Albert the Great. This volume brings together 14 papers, which deal with Albert's influence from the points of view of mysticism, philosophy, and the history of universities.

This volume explores the different aspects of the thinking of Marsilius of Inghen . It is devoted to the background of his philosophy and theology, to the significance of his many writings, and to the impact of his thought.

Late medieval thinking is characterized by the emergence of antagonistic schools of thought such as Albertism, Thomism and Scotism. These schools share the explicit appeal to the authority of a school leader and the support of characteristic philosophical doctrines and methods. Initially, in the period between 1277 and 1330, they were rooted in and developed out of the debates between the religious orders . Later, in the fifteenth century, the educational structure of the universities was the decisive factor in their (...) growth, especially the existence of the bursae. This essay explores characteristics of late medieval schools of thought, their emergence, development and significance. It also treats different philosophical approaches in logic and physics apparent in two examination compendia of the University of Cologne, the Promptuarium argumentorum and the Reparationes librorum totius naturalis philosophiae . As these treatises reveal, already in the first years of their university education students had to study and repeat the different arguments of the different schools. This contributed to the consolidation of the schools as they became an active part of the educational system able to dominate the intellectual climate well into the early modern period. (shrink)

The commentary of the Italian physician and philosopher Pietro d'Abano on Bartholomew of Messina's Latin translation of Pseudo-Aristotle's 'Problemata Physica', published in 1310, constitutes an important historical source. In a section of the corpus Aristotelicum that was not part of the standard curriculum at the medieval university, the commentary of Pietro d'Abano investigates the complex relationship between text, translation, and commentary. The eight articles in this volume provide valuable insights into the manner in which Pietro d'Abano deals with the problems (...) of a translated text. They emphasize the idiosyncrasy of his approach in comparison to his contemporaries and successors, the particularities of his commentary in light of the habitual exegetical practices applied in the teaching of curricular texts, as well as the influence of philosophical traditions outside the strict framework of the medieval arts faculty. (shrink)

This collection of new essays locates Boethius' Consolatio Philosophiae in the medieval context of Latin learning and vernacular translations. The first part is devoted to the Latin commentary tradition, while the other parts explore the vernacular traditions.

This article provides a historico-philosophical profile of late-medieval nominalism. It shows how nominalism placed limitations on the use of logic and natural reason in academic theology. In the first part, the historical meaning and use of the notions ‘moderni’ and ‘nominales’ are explored. In the second part, the methodology of the ‘moderni’ and ‘nominales’ is investigated, showing how nominalist understanding of logic and natural reason led to a separation of philosophy and theology. Three examples are discussed, taken from commentaries on (...) the Sentences. As these examples show, according to a number of ‘moderni’ and ‘nominales’ , logic and natural reason are not able to exclude all ambiguities and heresies from theological discourse. Thus logic loses its privileged function in theology as arbiter of true reasoning, clearing the way for the rules of traditional and ordinary speech, the ‘vulgus modus loquendi’. Only when logic and reason deal with the natural aspects of creation, do they remain authoritative. When applied to the divine, however, they may easily lead to heresy and error. (shrink)

This collection of essays delineates the history of the rather disparate intellectual tradition usually labeled as "Platonic" or "Neoplatonic". In chronological order, the book covers the most eminent philosophic schools of thought within that tradition. The most important terms of the Platonic tradition are studied together with a discussion of their semantic implications, the philosophical and theological claims associated with the terms, the sources that furnish the terms, and the intellectual traditions aligned with or opposed to them. The contributors thereby (...) provide a vivid intellectual map of the Middle Ages and the Early Modern period. Contributions are written in English or German. (shrink)

Innovation in medieval studies is the creative ability to go back to sources. Digging, exploring, and connecting material pieces of evidence, facts, and individuals uncover new knowledge. One of the most significant sources for the medieval textual production is the university. Understanding the writings stemming from different faculties of medieval universities requires skills, curiosity, and tools. Among such instruments, the statutes of universities help researchers not only to decipher the organization of the academic institutions and interpret the rules that apply (...) to scholars and to their professors, but also to decode how and why texts were produced. The faculty of theology represents the highest level where education led during the Middle Ages and delivers the highest degree such as the master in theology. All over Europe, such faculties become the impetus that drives the intelligentsia to produce a textual heritage that today generates inspiration for magisterial carriers. Among them, Professor Maarten Hoenen is one to praise today. Taking as a point of departure a recent publication of Maarten Hoenen, 1 I will propose to investigate the relation between the statute of universities and of intellectual practices within medieval academia-more precisely, how a researcher should dig for complementary sources when the main documentation depicting an intellectual practice, such as the protestatio and gratiarum actio, is missing. I do not intend to be exhaustive, but simply to focus on how we should understand these two actions, protestatio and gratiarum actio, in connection with the Sentences commentaries. 2 The paradox is that we have traces of these two practices in the surviving manuscripts stemming from the university, but we do not always have a description of these actions in their statutes. Protestatio represents an oath that bachelors take at the beginning of an academic exercise, and the gratiarum actio is the final paragraph that closes the same exercise by thanks addressed to the public. The span of time I will focus on is between the fourteenth and fifteenth centuries, since this is the period from which some testimonies survived that today help to better clarify how these actions were performed in medieval academia. It is also the period of naissance of the new faculties of theology all around Europe, as it is the case with Bologna, Vienna, Cracow, or Prague. They all embraced the model disseminated in Paris and Oxford on reading on the Sentences of Peter Lombard to obtain the degree of doctor in theology, and they contribute to building tradition, and therefore to produce sources for us today. (shrink)

Die mittelalterliche Formel „isti moderni“, „diese Modernen da“, drückt Distanz und Ablehnung aus. Denn Neugierde, die Suche nach Neuem, Modernem, kann Gewohntes, Etabliertes, Tradiertes bedrohen und konservative Reaktionen provozieren. Aber hat Neues, Modernes, nicht seinen eigenen Wert? Und verdankt sich nicht auch unsere Moderne in vielfältiger Weise den Erneuerungskonzepten des Mittelalters? Die Beiträge des Bandes präsentieren Erneuerungskonzepte in Mittelalter und Renaissance, die oft erst über Erneuerungskonflikte wirksam werden konnten. Zu Wort kommen Wissenschaft­lerinnen und Wissenschaftler aus fünf Disziplinen: Vittoria Borsò (Romanistik), (...) Mechthild Dreyer (Philosophie) Barbara Haupt (Ältere Germanistik), Hans Hecker (Mittelalterliche Geschichte), Rudolf Hiestand (Mittelalterliche Geschichte), Maarten Hoenen (Philosophie), Willi Jung (Romanistik), Christoph Kann (Philosophie), Johannes Laudage † (Mittelalterliche Geschichte), Isabelle Mandrella (Philosophie) und Jürgen Wiener (Kunstgeschichte). (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 39.4 (2001) 587-589 [Access article in PDF] Maarten J. F. M. Hoenen and Paul J. J. M. Bakker, editors. Philosophie und Theologie des ausgehenden Mittelalters: Marsilius von Inghen und das Denken seiner Zeit. Leiden: Brill, 2000. Pp. x + 322. Cloth, $98.00. Albert of Saxony, Nicholas Oresme, and Marsilius of Inghen were among the fourteenth-century Parisian masters of arts who were (...) influenced by Buridan's philosophy and, while continuing as master of arts, simultaneously pursued a degree in theology. Marsilius, born around 1340, was a very popular master in Paris from 1362. In 1366 he began the study of theology. He did not finish his theological studies in Paris, but later at the new university of Heidelberg (1393-4), where he held a chair of theology until his death in 1396.Marsilius wrote a number of treatises on logic, commentaries on Aristotle's works, commentaries on the Bible, a commentary on the Sentences and some tracts on ecclesiastical politics. His works were widely read and he was regarded as a representative of the via moderna and nominalist philosophy in the fifteenth century. Several scholars are currently studying and editing Marsilius's works. The collection of essays Philosophy and Theology in late Middle Ages, edited by Hoenen and Bakker, is a report on this ongoing work. It has been preceded by two similar research reports, Marsilius of Inghen, edited by H. Braakhuis and M. Hoenen (1992), and Marsilius von Inghen, Werk und Wirkung, edited by S. Wielgus (1993). Most of the articles in the present volume deal with special historical and doxographical questions. In this sense the title of the book is somewhat misleading, though the contributions themselves are of high scholarly quality and contain lots of interesting historical details and new research results.The first part involves four papers on late medieval conceptions of the relationship between philosophy and theology. Hoenen describes the increasing separation of theology from logic and philosophy as the context of Marsilius's theological work, using as examples his treatment of the doctrines of divine foreknowledge and creation from nothing. Sigrid Müller argues that those fourteenth-century theologians who were called representatives of nominalistic theology in the fifteenth century, such as William [End Page 587] of Ockham, Gregory of Rimini, and Marsilius Inghen, had a similar view of the relationship between language and reality, though their theological sources and solutions to particular questions varied. Manfred Schulze sheds light on Marsilius's theology by comparing his views on predestination, grace, and the freedom of the will with those of Gregory of Rimini and Gabriel Biel. These papers are preceded by William Courtenay's historically illuminating study of the teachers of theology in Paris during 1362-77.The papers on the relationship between philosophy and theology are learned and useful but somewhat general. What does it mean that philosophy and theology were increasingly separated by authors who after all were keen to make logical and semantic distinctions? Further light might have been shed on this question by concentrating more on the widely discussed controversies about logic and the Trinity which have recently been considered by many scholars. One position was to criticize the special logic of faith and to show that the alleged logical problems in theological doctrines are mainly based on incorrect interpretations of revealed truths. Showing this demanded discussions of logic and semantics in theology, as can also be seen in question nine of the first book of Marsilius of Inghen's Questions on the Sentences.The second part involves papers on specific themes in the works of Marsilius and attempts to identify some anonymous works. Henk Braakhuis deals with Marsilius's view on the question of the different senses of a proposition, which was mentioned in the famous prohibition statute of the Faculty of Arts in Paris in 1340 and was found interesting in many contexts, one of them being Aristotle's theory of sophistic refutations. Braakhuis's paper, which is a valuable contribution to the history of logic, contains... (shrink)

The issue of whether the writings of Thomas Aquinas show internal contradictions has not only stirred readers from his earliest, often critical, reception, but also led to the emergence of a literary genre that has crucial relevance to the history of medieval Thomism. Concordances were drawn up which listed Thomas' contradictory statements and, in most cases, tried to disguise the appearance of contradiction by exegesis. But what was at stake in this interpretive endeavor? What role did the concordances play in (...) shaping Thomism? What tensions did they reveal in the works of Thomas? The book aims to investigate these questions and puts the concordance of Peter of Bergamo (1482), which represents the most important example of this type of text, at the center of the investigation. Contributors are Marieke Abram, Kent Emery, Jr., Maarten J.F.M. Hoenen, Isabel Iribarren, Thomas Jeschke, Catherine König-Pralong, Mario Meliadò, Silvia Negri, Zornitsa Radeva, and Peter Walter. (shrink)

One way to address such questions about artifact kinds is to look for clues in the available literature on parallel questions that have been posed with respect to kinds in the natural domain. Philosophers have long been concerned with the ...

The ‘European Space of Higher Education’ could be mapped as an infrastructure for entrepreneurship and a place where the distinction between the social and the economic becomes obsolete. Using Foucault's understanding of biopolitics and discussing the analyses of Agamben and Negri/hardt it is argued that the actual governmental configuration, i.e. the economisation of the social, also has a biopolitical dimension. Focusing on the intersection between a politicisation and economisation of human life allows us to discuss a kind of ‘bio‐economisation’ (cf. (...) Bröckling), a regime of economic terror and learning as investment. Finally it is argued how fostering learning, i.e. fostering life (as a learning process) could turn into ‘let die’ and even into ‘make die’. (shrink)

This chapter contains sections titled: Introduction Object and Aims of Earth Science The Autonomy of Earth Science Explanation in Earth Science Conclusion Acknowledgment References.

Eighteenth century river hydraulics used both theory and measurement to address problems of flood safety, navigation and defense related to the rivers. In the late eighteenth century the Dutch overseer of the rivers, Christiaan Brunings, integrated hydraulic theory and meteorological practices, which enabled him to design a unique instrument for measuring river flow. The question is whether the unprecedented detail of measurements fits the putative empirical stance in the eighteenth century. The interactions between theory, instrument, measurement, and other knowledge practices (...) are here assessed using experiences in similar measurement practices. I argue that Brunings had theoretical and embodied understanding of hydrodynamics, as he knew how to design an instrument for flow measurement of sufficient accuracy for his purpose in the sociopolitical context of river management. (shrink)

Schools and classrooms, as well as the work place and the Internet, are considered today as learning environments . People are regarded as learners and the main target of school education has become 'learning' pupils and students how to learn. The roles of teachers and lecturers are redefined as instructors, designers of (powerful) learning environments and facilitators or coaches of learning processes. The aim of this paper is to argue that the current self-understanding in terms of learning environments is not (...) merely about a renewal of our vocabulary, but an indication of a far more general transformation of the world of education. It is argued that the current self-understanding in terms of 'learning environments' and 'learners' indicates a shift in our experience of time and place; a shift from (modern) historical self-understanding towards (post-modern) environmental self-understanding. The essay draws upon Foucauldian concepts in order to map the modern organisation of time and space in 'schools'. This past organisation is confronted with the current organisation of time and space in 'learning environments'. By contrasting both maps the paper focuses on the main characteristics of the current experience of time and space, that is, 'environmental self-understanding', and explores in the final section the dark side of this self-understanding. (shrink)

Part of the distinction between artefacts, objects made by humans for particular purposes, and natural objects is that artefacts are subject to normative judgements. A drill, say, can be a good drill or a poor drill, it can function well or correctly or it can malfunction. In this paper I investigate how such judgements fit into the domain of the normative in general and what the grounds for their normativity are. Taking as a starting point a general characterization of normativity (...) proposed by Dancy, I argue how statements such as ‘this is a good drill’ or ‘this drill is malfunctioning’ can be seen to express normative facts, or the content of normative statements. What they say is that a user who has a desire to achieve a particular relevant outcome has a reason to use, or not to use, the artefact in question. Next this analysis is extended to show that not just statements that say that an artefact performs its function well or poorly, but all statements that ascribe a function to an artefact can be seen as expressing a normative fact. On this approach the normativity of artefacts is analyzed in terms of reasons on grounds of practical, and to a lesser extent theoretical, rationality. I close by investigating briefly to what extent reasons on moral grounds are, in the analysis adopted here, involved in the normativity of artefacts.Keywords: Artefact; Normativity; Instrumental reason; Practical rationality; Function; Use. (shrink)

This article takes up a text that Rancière published shortly after The Ignorant School Master appeared in French, 'École, production, égalité'[School, Production, Equality] (1988), in which he sketched the school as being preeminently the place of equality. In this vein, and opposed to the story of the school as the place where inequality is reproduced and therefore in need of reform, the article wants to recount the story of the school as the invention of a site of equality and as (...) primordially a public space. Inspired by Rancière, we indicate first how the actual (international and national) policy story about the school and the organizational technologies that accompany it install and legitimate profound inequalities, which consequently can no longer be questioned (and become 'invisible'). Second, the article recasts and rethinks different manifestations of equality and of 'public-ness' in school education and, finally, indicates various ways in which these manifestations are neutralized or immunized in actual discourses and educational technologies. (shrink)

We investigate transfer of interpolation in such combinations of modal logic which lead to interaction of the modalities. Combining logics by taking products often blocks transfer of interpolation. The same holds for combinations by taking unions, a generalization of Humberstone's inaccessibility logic. Viewing first-order logic as a product of modal logics, we derive a strong counterexample for failure of interpolation in the finite variable fragments of first-order logic. We provide a simple condition stated only in terms of frames and bisimulations (...) which implies failure of interpolation. Its use is exemplified in a wide range of cases. (shrink)

Relationalism maintains that perceptual experience involves, as part of its nature, a distinctive kind of conscious perceptual relation between a subject of experience and an object of experience. Together with the claim that perceptual experience is presentational, relationalism is widely believed to be a core aspect of the naive realist outlook on perception. This is a mistake. I argue that naive realism about perception can be upheld without a commitment to relationalism.

Philosophers and psychologists often assume that mirror reflections are optical illusions. According to many authors, what we see in a mirror appears to be behind it. I discuss two strategies to resist this piece of dogma. As I will show, the conviction that mirror reflections are illusions is rooted in a confused conception of the relations between location, direction, and visibility. This conception is unacceptable to those who take seriously the way in which mirrors contribute to our experience of the (...) world. My argument may be read as an advertisement of the neglected field of philosophical catoptrics, the philosophical study of the optical properties of mirrors. It enables us to recast familiar issues in the philosophy of perception. (shrink)

We respond to Van Leeuwen's critique of our paper. We clarify why our account is not committed to a unitary view of "belief", and we argue that Van Leeuwen's dichotomy between "fakers" and "fanatics" is a false dilemma, based on an equivocation in the use of the term "fanaticism". Once we pay attention to crucial content differences in religious belief, to which Van Leeuwen is largely oblivious, we can explain all the phenomena that he alludes to. Finally, we discuss some (...) peculiar features of religion, such as the unfalsifiablity of many doctrines and the importance of mystery, but we insist that such features do not rest on a difference in cognitive attitude. By and large, religious folks factually believe what they profess to believe. (shrink)