This critique of papers by hartshorne, tracy and eslick seeks a possible rapport between process theology and thomistic natural theology. both schools seek a god who is love, intimately involved in daily human life. but a dipolar god is not sufficiently transcendent to be so immanent. hence only love which is purely actual being can satisfy process intentions. tracy's new "tensive analogical language" and eslick's teleological explanation of novelty are thus more feasible on thomistic than on process grounds.

SEARCHING and learning... are altogether recollection". A long and strong tradition in Platonic studies has taken this statement as a literal description of what happens when we come to know something that we had not known before. That literal interpretation is commonly linked to a similarly literal interpretation of Plato's statements about the soul's cycle of rebirths, and to a transcendent rather than a transcendental view of the Ideas, one which gives them an ontological status separate from sensible particulars. Sensibles (...) thus recall to our minds the Ideas which we saw in our earlier life in the other world, the world to which our disembodied souls will return as a reward for having pursued the philosophical life. (shrink)

Schmitz, whose insightful crudition matches that of his subject, traces the development of Wojtyla's project from the plays he wrote in the 1940s for the underground "theater of the living word," through his assimilation of the philosophical tradition as professor of ethics at the Catholic University of Lublin, then through the maturation of his own thought as Archbishop of Krakow and active participant in Vatican II, and into its flowering in the remarkable series of papal documents beginning with his Wednesday (...) talks on Genesis and first encyclical, The Redeemer of Man. Schmitz assesses the effort to integrate contemporary phenomenology into the metaphysical tradition as depending on several careful distinctions. The first is between a Husserlian bracketing of being and an algebraic one. Another is between phenomenology as a technique that presupposes a realistic metaphysics, and as an effort to establish realism that must fail because the intended object of consciousness is still consciousness itself, not an extramental world. A third is between value as a felt good and goodness as coincident with being. Only this latter allows for objective moral norms, for moral goodness that coincides with the existential fullness of human nature, and for moral obligation. The answer to the question "Why be moral?" thus has its solid answer in the potentiality of human nature for fuller, self-transcendent being. (shrink)

It is a truism that affectivity has been by and large neglected in Western philosophy in recent centuries, while analyses of knowledge, especially rational thought, abound. Classical American thought, which frequently takes community as a main theme, is something of an exception. But the fact remains that books with titles like this one's and Solomon's earlier The Passions raise hopes that a neglected and important philosophical topic is to receive some of the attention that it deserves. Solomon's Love: Emotion, Myth (...) and Metaphor, following a reverse order of the topics mentioned in its title, examines the metaphors and myths common to views of love in our culture, with a view to a philosophical reconstruction of the concept of romance. The main thesis continues that of his earlier book, viz., that emotions in general are actions. In Solomon's view, romantic love is not something that happens to us, that we undergo or "fall into," but something that we actively do. It is a free and conscious decision to give meaning to our experience by constructing, with a beloved, a "loveworld" in which we strive for a definable shared self. Choice, says Solomon, a feature of all emotions, is the most striking characteristic of love. Love has, like any choice, its reasons and conditions. It is a choice that our culture values highly because it enables us to achieve, in a society marked by public role-playing, individuality, and mobility, the stable identity of selves that would otherwise be impossible. Earlier societies provided these through stable family life and social order. (shrink)

This book is a brilliant and painstaking analysis, at once historical and systematic, of Plato's penology. The initial sinking of a philosopher's heart at the sight of philosophy done by a classicist is soon stopped and even reversed. For Mackenzie immediately displays a mastery of the philosophical issues involved in a critique of penal institutions. The book opens with five chapters that clearly set forth the basic incongruity: experience shows that penal institutions are inevitable in human societies, and yet punishment--because (...) it does harm to the punished-needs to be justified. But the major philosophical theories fail in that justification: retribution, deterrence, and reform are finally incompatible with each other, and yet none can stand alone without doing violence to the intuitions of common sense. Plato's theory, then--basically reformative, with a touch of deterrence--is finally unsatisfactory. As the author says in her introduction, "different theories of punishment cannot be held conjointly because they conflict. But they cannot be held separately, either, or they risk being violent or unintelligible. Violence is what theories of punishment guard against, and if a theory is incomprehensible, it is no theory at all". Plato's theory is then said to fail by being incomprehensible. (shrink)

Peter Abelard (1079–1142 ce) was the most wide‐ranging philosopher of the twelfth century. He quickly established himself as a leading teacher of logic in and near Paris shortly after 1100. After his affair with Heloise, and his subsequent castration, Abelard became a monk, but he returned to teaching in the Paris schools until 1140, when his work was condemned by a Church Council at Sens. His logical writings were based around discussion of the “Old Logic”: Porphyry's Isagoge, aristotle'S Categories and (...) On Interpretation and boethius'S textbook on topical inference. They comprise a freestanding Dialectica (“Logic”; probably c.1116), a set of commentaries (known as the Logica [Ingredientibus], c. 1119) and a later (c. 1125) commentary on the Isagoge (Logica Nostrorum Petititoni Sociorum or Glossulae). In a work Abelard called his Theologia, issued in three main versions (between 1120 and c.1134), he attempted a logical analysis of trinitarian relations and explored the philosophical problems surrounding God's claims to omnipotence and omniscience. The Collationes (“Debates,” also known as “Dialogue between a Christian, a Philosopher and a Jew”; probably c.1130) present a rational investigation into the nature of the highest good, in which the Christian and the Philosopher (who seems to be modeled on a philosopher of pagan antiquity) are remarkably in agreement. The unfinished Scito teipsum (“Know thyself,” also known as the “Ethics”; c.1138) analyses moral action. (shrink)

Artiklen præsenterer i første del det pædagogiske stof fra Platons Staten og Lovene, som Rousseau har læst og fundet inspiration i. Der plæderes for, at Rousseau optager og transponerer såvel principper som konkrete overvejelser uanset den forskelige historiske kontekst og de dermed sammenhængende forskellige udformninger og mål for opdragelsen. I anden del diskuteres Rousseaus ’platonisme’ i mere overordnet filosofisk sammenhæng, og der argumenteres for, at Rousseaus utraditionelle, pædagogisk-filosofiske Platon-læsning dels kan ses at fremdrage underbelyste centrale tematikker i Platons (...) filosofi, dels understreger deres stadige aktualitet. (shrink)

Essays that put noted political thinkers of the past—including Plato, Machiavelli, Hobbes, Wollstonecraft, Marx, and Confucius—in dialogue with current environmental political theory. Contemporary environmental political theory considers the implications of the environmental crisis for such political concepts as rights, citizenship, justice, democracy, the state, race, class, and gender. As the field has matured, scholars have begun to explore connections between Green Theory and such canonical political thinkers as Plato, Machiavelli, Locke, and Marx. The essays in this volume put important figures (...) from the political theory canon in dialogue with current environmental political theory. It is the first comprehensive volume to bring the insights of Green Theory to bear in reinterpreting these canonical theorists. Individual essays cover such classical figures in Western thought as Aristotle, Hume, Rousseau, Mill, and Burke, but they also depart from the traditional canon to consider Mary Wollstonecraft, W. E. B. Du Bois, Hannah Arendt, and Confucius. Engaging and accessible, the essays also offer original and innovative interpretations that often challenge standard readings of these thinkers. In examining and explicating how these great thinkers of the past viewed the natural world and our relationship with nature, the essays also illuminate our current environmental predicament. Essays on Plato • Aristotle • Niccolò Machiavelli • Thomas Hobbes • John Locke • David Hume • Jean-Jacques Rousseau • Edmund Burke • Mary Wollstonecraft • John Stuart Mill • Karl Marx • W. E. B. Du Bois • Martin Heidegger • Hannah Arendt • Confucius Contributors Sheryl D. Breen, W. Scott Cameron, Peter F. Cannavò, Joel Jay Kassiola, Joseph H. Lane Jr. Timothy W. Luke, John M. Meyer, Özgüç Orhan, Barbara K. Seeber, Francisco Seijo, Kimberly K. Smith, Piers H. G. Stephens, Zev Trachtenberg, Andrew Valls, Harlan Wilson. (shrink)

Marie Madeleine Jodin, actress, philosophe and feminist, published in 1790 her Vues legislatives pour les femmes, addressed to the National Assembly, one of the first signed, woman-authored, feminist works of the Revolutionary period, which has been largely neglected by scholars. This study analyses her treatise's arguments in detail, relating its two principal themes; the reform of prostitution and a plea for the Assembly to pass laws permitting divorce, to the context of Enlightenment thought, as well as to Jodin's own experience. (...) The pivotal figure of Rousseau, figured by Jodin as an apostle of liberty and moral regeneration, is also viewed as a focus of contention, given his views on women's incapacity for public life. It will be argued that Jodin's proposal to set up a separate legislative body for women to deal with domestic issues (family violence etc.) and for the reform of prostitutes, whilst seemingly subscribing to Rousseau's separate spheres ideology, is in fact a repudiation of it. Though lauding the model of the bourgeois family and the maternal ideal, Jodin's treatise gravely undermines patriarchal authority in the private and the public spheres. (shrink)

In this volume, first published in 1983, Professor Rogers examines the usefulness of a phenomenological approach to sociology. Her broad purpose is to demonstrate the theoretical and methodological advantages phenomenological sociology holds. Thus she offers a selective, introductory exposition of phenomenology, highlighting its relevance for social scientists and undercutting the notion of phenomenology as a non-scientific, subjective, or esoteric method of study.

This article offers both a feminist and an ethnomethodological reanalysis of Harold Garfinkel's report on Agnes, the intersexed person he studied with several colleagues. Both reanalyses yield similar conclusions. Specifically, while it does illuminate the work of accomplishing gender, the report on Agnes simultaneously illustrates how gender operates as a powerful background expectancy among professional as well as “lay” sociologists.

Nell restricts cruelty to hominids, although good evidence suggests that secondary aggression in rodents and particularly primates may be considered cruel. A considerable literature shows that glucocorticoid secretion stimulated by stress facilitates learning, memory, arousal, and aggressive behavior. Either secondary aggression (to a conspecific) or increased affiliative behavior reduces stressor-induced activity, suggesting the reward system can be satisfied by other behaviors than cruelty.

This paper explores how Schutz’s ideas enrich and extend the ethic of care promulgated by feminist theorists such as Carol Gilligan, Nel Noddings,Sara Ruddick, and Eva Feder Kittay. Using Schutz’s ideas about the I-Thou relationship, systems of relevances, and growing old together, the authorlays a foundation for continuing dialogue between feminist theorists of care and Schutzian phenomenologists.

This paper explores how Schutz’s ideas enrich and extend the ethic of care promulgated by feminist theorists such as Carol Gilligan, Nel Noddings,Sara Ruddick, and Eva Feder Kittay. Using Schutz’s ideas about the I-Thou relationship, systems of relevances, and growing old together, the authorlays a foundation for continuing dialogue between feminist theorists of care and Schutzian phenomenologists.

The work of literary structuralists, particularly Roland Barthes, provides sharper insights into ethnomethodology than symbolic interactionism, labeling theory, or phenomenology. Further, it suggests that the metaphor of text may be fruitful for analysts of everyday life. Greater theoretical benefits derive from that metaphor, however, if one applies it using the ideas of literary theorists outside the structuralist tradition.

This study examines the outcomes of a four-year faculty learning community (FLC) that aimed to transform departmental ethics curriculum by supporting Earth Sciences faculty members as they ethically inquired into their teaching of ethics and refined existing courses in alignment with an Integrated Community-Engaged Learning and Ethical Reflection (ICELER) framework. We present ethnographic case studies that unpack processes through which three faculty members transformed undergraduate courses. We assembled case studies by triangulating interview data, course artifacts, and faculty reflections. We examine (...) how faculty (1) built awareness around teaching ethics, (2) took responsibility for and made judgments about teaching ethics, (3) experimented by designing and implementing ICELER-inspired courses, and (4) interrogated the outcomes of their ethics teaching, utilizing findings to enhance awareness and revise courses. The paper closes by introducing a model detailing how instructors inquire into ethics teaching and how model components might inspire future educational practice and research. (shrink)