Defences of Kant's foundations of geometry fall short if they are unable to equally ground Euclidean and non-Euclidean geometries. Thus, Kant's account must be separated from geometrical postulates. I argue that characterizing space as the form of outer intuition must be independent of postulates. Geometrical postulates are then expressions of particular spatializing activities made possible by the a priori intuition of space. While Amit Hagar contends that this is to speak of noumena, I argue that a Kantian account of space (...) as the form of outer attention-directing remains seated in the subject. (shrink)

While post-modernist assaults on modernity correctly expose the pretensions of modernity – including its constructs of meaning in history, its abnegation of mystery, and its lapses into scientism, historicism, and relativism – the philosopher and theologian Bernard Lonergan discerned progress as well as decline in recent intellectual history. In part this is because under contemporary conditions we can avoid the pretensions of modernity, since – in the wake of modern science and modern historical scholarship – we witness the differentiation of (...) interiority, which, properly understood as the discovery of the self, may be seen as leading to a new integration of the spiritual, the intellectual, the moral, and the historical. (shrink)

Increasingly, nurses conduct scientific inquiry into complex health‐care problems by collaborating on teams with researchers from other highly specialized fields. As cross‐disciplinary research proliferates and becomes institutionalized globally, researchers will increasingly encounter the need to integrate their particular research perspectives within inquiries without sacrificing the potential contributions of their discipline‐specific expertise. The work of the philosopher Bernard Lonergan (1904–1984) offers the necessary philosophical grounding. Here, I defend a role for philosophy in cross‐disciplinary research and present selected ideas in Lonergan's work. (...) These include: (1) a dynamic, normative pattern that each inquirer operates uniquely also forms the common core, or unity, in knowing; (2) the possibility of cross‐disciplinary knowledge development is dependent on each researcher's consciousness of her or his attentiveness, intelligence, reasonableness, and responsibleness; and (3) shifts in researchers' viewpoints, or horizons, facilitate their collaborative inquiry and their grasp of the unity in knowing. The desire to know, shared by team members, drives their inquiry. Lonergan's stance is consistent with nursing values because it respects, but does not unconditionally privilege, any researcher or discipline. Arguments support a claim that Lonergan's perspective is well suited to guide nurse researchers participating on cross‐disciplinary health research teams. (shrink)

The conclusion of Marcella Althaus-Reid and Lisa Isherwood’s 2007 book, Controversies in Feminist Theology, noted that ‘The future of feminist theologies are assured while gender and sexual oppression exist’.1 Yet, they also spoke of a number of challenges to the field, specifically difference in methodologies, varied nomenclature and terminologies, and stereotyping among its practitioners. I would add another: that the nature of bias itself is not uniform nor homogeneous but is largely treated as such by contextual theologians. In this article (...) the challenge presented by the presupposition that ‘a bias-is-a-bias’ is addressed from an epistemological one that attempts to delve into the nature of bias, beginning with the question: if the root nature of the problem, that is bias, is not homogeneous but rather reflects the interplay of different types of biases, does not gender oppression call for more comprehensive solutions beyond solidarity or justice? While justice-based solutions called for by feminist theologies are certainly valid and necessary, perhaps they function more as short-term solutions to a much larger dialectic, one that requires a more comprehensive grace-based approach. This article explores this idea and humbly offers a few methodological reflections. (shrink)

Drawing on Bernard Lonergan's Method in Theology (1972) I argue that theology can be taught because personal knowledge, of which it is an instance, is at the heart of academic inquiry; and it should be taught because critical engagement with basic ways of taking one's life as a whole (religion in a broad sense) furnishes a critique of the typical oversights of contemporary culture. The appropriation of one's subjectivity entails an awareness of an existential dialectic that pushes towards a decisive (...) option for affirming the possibility and worth of growth in one's powers of self-determination and self-transcendence. Thus conversion—precisely defined in terms of this dialectic—has moral and intellectual dimensions whose promotion goes to the heart of the academic enterprise. By separating out those disciplines (systematics, for example) which are mediated by the existential stance taken by the scholar, Lonergan allows theology to be seen as one world view among others. (shrink)

This paper represents a preliminary investigation relating Bernard Lonergan’s thought to health science and the healing arts. First, I provide background for basic elements of Lonergan’s theoretical terminology that I employ. As inquiry is the engine of Lonergan’s method, next I specify two questions that underlie medical insights and define several terms, including health, disease, and illness, in relation to these questions. Then I expand the frame of reference to include all disciplines involved in the cycle of clinical interaction under (...) the heading health science and the healing arts. Finally, I analyze the cycle of clinical interaction in terms of Lonergan’s cognitive theory. I compare and contrast my analysis, based on Lonergan, with that of Pellegrino, Thomasma and Sulmasy as I proceed. In closing, I comment briefly on the next stage of this project regarding Lonergan’s theory of the human good in relation to the practice of the healing arts. (shrink)

Inter-religious education has become a major concern as globalization proceeds. To develop a satisfactory model for it remains a challenge. This article proposes a paradigm based on the notion of self-transcendence as articulated by the philosopher-theologian, Bernard Lonergan. The approach provides a standpoint where the learner achieves a level of freedom by which he/she is enabled to decide responsibly what religious or non-religious viewpoint to adopt.