This book deals with Johannes Scottus Eriugena, an Irish scholar at the Court of Charles the Bald in France in the second half of the ninth century - to be clearly distinguished from John Duns Scotus (1264-1308), after whom `Scotist' philosophy is named. -/- Eriugena's main work, Periphyseon (de divisione naturae), is a remarkable attempt at a real intellectual synthesis between the Bible and Neoplatonist philosophy. It was not looked upon with great favour in the West except by the (...) mystics and, more recently, by German Idealist philosophers of the last century. Now, however, because of the growth of interest in Medieval Studies, there is an increasing curiosity about Eriugena and his work - but there has been no comprehensive book about him since that of M. Cappuyns in 1933. -/- Bringing together the results of the most recent research on Eriugena, this book discusses his background in Ireland and life in France, and of his career as teacher, controversialist, translator, and poet. It gives an extended and careful summary of the Periphyseon, and the first translation into English of the brief Homily on the Prologue to St.John's Gospel. (shrink)

This book deals with Johannes Scottus Eriugena, an Irish scholar at the Court of Charles the Bald in France in the second half of the ninth century - to be clearly distinguished from John Duns Scotus, after whom `Scotist' philosophy is named. Eriugena's main work, Periphyseon, is a remarkable attempt at a real intellectual synthesis between the Bible and Neoplatonist philosophy. It was not looked upon with great favour in the West except by the mystics and, more recently, by (...) German Idealist philosophers of the last century. Now, however, because of the growth of interest in Medieval Studies, there is an increasing curiosity about Eriugena and his work - but there has been no comprehensive book about him since that of M. Cappuyns in 1933. Bringing together the results of the most recent research on Eriugena, this book discusses his background in Ireland and life in France, and of his career as teacher, controversialist, translator, and poet. It gives an extended and careful summary of the Periphyseon, and the first translation into English of the brief Homily on the Prologue to St.John's Gospel. (shrink)

From the Preface: "The majority of the papers contained in this volume was delivered in the fall of 1978 at The Catholic University of America as part of the Machette series of lectures on Aristotle. Although collections of essays on Aristotle are hardly lacking at present, this volume presents new studies which, it is hoped, give some idea of the variety of philosophical perspectives in which Aristotle has held and continues to hold great interest and of the scholarly analysis needed (...) in order to reach a better understanding of a difficult author." • CONTENTS: 1. Categories in Aristotle, Michael Frede • 2. Definitions in Aristotle's Posterior Analytics, Alfonso Gomez-Lobo • 3. Aristotle and Galileo: The Uses of ΥΠΟΘΕΣΙΣ (suppositio) in Scientific Reasoning, William A. Wallace • 4. Aristotle and the History of Greek Scepticism, A. A Long • 5. Aristotle's Metaphysics Viewed by the Ancient Greek Commentators, Gérard Verbeke • 6. ΕΙΔΗ in Aristotle's Earlier and Later Theories of Substance, John A. Driscol • 7. Averroes as Commentator on Aristotle's Theory of the Intellect, Arthur Hyman • 8. Aristotle's Method of Ethics, Terence Irwin • 9. Goodness and Human Aims in Aristotle's Ethics, Nicholas P. White • 10. Aristotle on the Essence of Happiness, Daniel T Devereux • 11. The ΚΑΛΟΝ in Aristotelian Ethics, Joseph Owens • 12. Telos and Teleology in Aristotelian Ethics, Henry B Veatch. (shrink)

v. 1. Opuscula logica, physica, allegorica, alia -- v. 2. Opuscula psychologica, theologica, daemonologica.

Hegel introduced the Phenomenology of Mind as a work on the problem of knowledge. In the first chapter, entitled “Sense Certainty, or the This and Meaning,” he concluded that knowledge cannot consist of an immediate awareness of particulars ). The tradition discusses sense certainty in terms of this failure of immediate knowledge without, however, specifically addressing the problem of reference. Yet reference is distinct from knowledge in the sense that while there can be no knowledge of objects without reference, there (...) may be reference without knowledge. If that is the case, then the failure of immediate knowledge does not entitle us to conclude anything about the success or failure of reference. It is not surprising, then, that a few scholars have begun to examine sense certainty primarily as a thesis about reference. (shrink)

Rist’s work examines problems not usually treated in depth in books giving a general account of the philosophy of Plotinus: nevertheless a general picture of Plotinus does emerge, and on the whole it is one more consistent with the evidence than the over simplified versions of the rationalist-mystic now too long in vogue. The truth is that as more work is done on Plotinus and Neo-Platonism the sacrosanct simplicities that prevail in all fields of scholarship, will make way for more (...) complex, more plausible interpretations. (shrink)

Newman in his Introductory Discourse on the Idea of a University has many remarkable passages and among them is this: ‘The philosophy of Education is founded on truths in the natural order. Where the sun shines bright, in the warm climate of the south, the natives of the place know little of safeguards against cold and wet. They have, indeed, bleak and piercing blasts; they have chill and pouring rain, but only now and then, for a day or a week; (...) they bear the inconvenience as they best may, but they have not made it an art to repel it; it is not worth their while; the science of calefaction and ventilation is reserved for the north. It is in this way that Catholics stand relatively to Protestants in the science of Education; Protestants depending on human means mainly, are led to make the most of them… It is otherwise with us … we sometimes forget that we shall please Him best, and get most from Him, when, according to the Fable, we “put our shoulder to the wheel,” when we use what we have by nature to the utmost, at the same time that we look out for what is beyond nature in the confidence of faith and hope. However, we are sometimes tempted to let things take their course, as if they would in one way or another turn up right at last for certain; and so we go on, living from hand to mouth, getting into difficulties and getting out of them, succeeding certainly on the whole, but with failure in detail which might be avoided, and with much of imperfection or inferiority in our appointments and plans, and much disappointment, discouragement, and collision of opinion in consequence. If this be in any measure the state of the case, there is certainly so far a reason for availing ourselves of the investigations and experience of those who are not Catholics, when we have to address ourselves to the subject of Liberal Education.’. (shrink)