The two opinions concerning real essences that Locke mentions in III.iii.17 represent competing theories about the way in which naturally occurring objects are divided into species. In this paper I explain what these competing theories amount to, why he denies the theory of kinds that is embodied in the first of these opinions, and how this denial is related to his general critique of essentialism. I argue first, that we cannot meaningfully ask whether Locke accepts the existence of natural kinds, (...) per se, since he affirms the theory of kinds that is embodied in the second opinion, while he denies the theory that is embodied in the first opinion. Second, I show that his denial of this theory is not solely or even primarily directed against the scholastic/Aristotelian theory of substantial forms, since he is most interested in refuting a corpuscularian version of this theory. And third, I argue that Locke’s anti-essentialism does not follow solely from his denial of (deeply objective) natural kinds, since one could consistently make this denial and affirm the existence of de re essential properties. (shrink)

The two opinions concerning real essences that Locke mentions in III.iii.17 represent competing theories about the way in which naturally occurring objects are divided into species. In this paper I explain what these competing theories amount to, why he denies the theory of kinds that is embodied in the first of these opinions, and how this denial is related to his general critique of essentialism. I argue first, that we cannot meaningfully ask whether Locke accepts the existence of natural kinds, (...) per se, since he affirms the theory of kinds that is embodied in the second opinion, while he denies the theory that is embodied in the first opinion. Second, I show that his denial of this theory is not solely or even primarily directed against the scholastic/Aristotelian theory of substantial forms, since he is most interested in refuting a corpuscularian version of this theory. And third, I argue that Locke’s anti-essentialism does not follow solely from his denial of (deeply objective) natural kinds, since one could consistently make this denial and affirm the existence of de re essential properties. (shrink)

In part one of this paper I argue that there are three possible accounts of human nature: we are either (i) purely material beings, (ii) purely spiritual beings (souls), or (iii) body/soul composites. In parts two and three I assess the relative merits of these positions both from a broadly secular perspective and also from the perspective of Christian orthodoxy. While both perspectives are mostly strongly opposed to the thesis that we are souls, and while a secular perspective is likely (...) to favor some form of materialism, I argue that Christian orthodoxy commits us to compositional substance dualism, since materialism is incompatible first, with the traditional understanding of Christ’s humanity, and second, with the thesis that we shall enjoy a conscious, sentient existence during the interim period between our death and the General Resurrection. (shrink)

In this paper I contend that Locke is both a realist and a skeptic regarding the mind-independent bodies which are causally responsible for our ideas of sense. Although he frequently indicates that we have experiential knowledge of these bodies, I argue that this was not his considered position. In support of this conclusion I turn: first, to the basic contours of his accounts of knowledge and perception; second, to his argument for the existence of the material world; and third, to (...) his discussions of judgment and probability. Locke’s considered position, I contend, is that instances of veridical perception do not yield genuine instances of knowledge. Rather, these perceptual encounters give rise to empirical judgments which enjoy a high degree of probability. While this prevents them from being suitable objects of knowledge, since Locke thinks that we can be nearly certain of their truth, he contends that we should not hesitate to think, speak and act as if they were instances of knowledge. I further argue that this account provides us with a more satisfying explanation of Locke’s dismissive attitude towards the skeptical hypotheses which appear throughout the Essay. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Rembrandt’s Art: A Paradigm for Critical Thinking and AestheticsMark S. Conn (bio)IntroductionThe purpose of art is to lay bare the questions, which have been hidden by the answers.—James BaldwinPhilosophers have asked, How do we know the world? Over centuries, many visual artists have responded to this question by provoking us to see the world differently—through their own eyes. Rembrandt, by no small measure, is one of those artists. (...) While many people have attempted to understand and interpret the art of this quintessential master, few have used his art as a tool to teach critical thinking. The challenge, then, is to set forth a paradigm, using Rembrandt’s art as the vehicle, to teach critical thinking skills. These skills can be applied across the curriculum without losing an appreciation for the aesthetic characteristics of his art.Several sections in this article begin with a foundational discussion of the connection between art and the general curriculum, including how the effectiveness of that curriculum may then be measured. Continuing with a working definition of critical thinking, I demonstrate how Rembrandt’s work relates particularly well to the social studies curriculum. Definitions of critical thinking skills are discussed just prior to introducing the paradigm. A discussion of the paradigm’s relationship to aesthetics and necessary concepts is followed by the conclusion, which contains the graphic illustration of the paradigm. [End Page 68]Foundational DiscussionIn order to create a paradigm that encompasses Rembrandt’s art, critical thinking, and aesthetics, it is important to understand the connection that art has to the curriculum. By examining the way in which this relationship has evolved and is measured, we discover its foundation. It also produces a rationale for the paradigm.For decades the educational community has debated the validity of including arts in the curriculum. There are those who believe that in order to justify inclusion in the curriculum, there needs to be evidence that art has a quantifiable impact upon learning. Others believe that there is a need to teach art for art’s sake.1 Elliot Eisner stated, “More often than we would like, arts educators receive requests to justify their professional existence or existence of the arts in our schools on the basis of their contribution to non-art outcomes.”2 According to Eisner’s research, there have been no studies that show a statistically significant relationship between the arts and academic success.3 Additionally, in their final report evaluators from Transforming Education Through the Arts Challenge (TETAC) concluded that “Analysis of site-specific data found no significant relationship between program implementation and performance on reading and math tests.”4 There are many sources that can be cited that report the same findings. In assessing these kinds of findings we find the conclusions to be approximately the same.If we look at the U.S. Department of Education’s National Assessment of Educational Progress, which each year releases “The Nation’s Report Card,” we find a tremendous amount of data.5 However, most of what we find is data that is analyzed scientifically, with a long but incomplete list of incomplete variables. Therefore, it is difficult to come to any consensus about which programs, in which states, are successful and why. All we actually see is who is supposedly doing better in various curriculum areas based upon standardized tests that vary from state to state. Consider an example of current thinking regarding curriculum and testing from an article by Diane Ravitch, former assistant U.S. secretary of education, and Deborah Meir, senior scholar at New York University’s Steinhardt School of Education:Both of us acknowledged that our choices involve risks. A national curriculum might be unwieldy and superficial (“a mile wide and an inch deep—ironically the charge directed at our current incoherent and fragmented curriculum”) as well as politically compromised, while a local one might reflect the low expectations of the local community as local foolishness and local biases (some schools, for example, might teach intelligent design). We agreed that the measurement of “results”—what constitutes intellectual achievement—has been badly distorted by current local and state tests, which undermine high-quality tasks and make... (shrink)

We examine some of Connes’ criticisms of Robinson’s infinitesimals starting in 1995. Connes sought to exploit the Solovay model S as ammunition against non-standard analysis, but the model tends to boomerang, undercutting Connes’ own earlier work in functional analysis. Connes described the hyperreals as both a “virtual theory” and a “chimera”, yet acknowledged that his argument relies on the transfer principle. We analyze Connes’ “dart-throwing” thought experiment, but reach an opposite conclusion. In S , all definable sets of reals are (...) Lebesgue measurable, suggesting that Connes views a theory as being “virtual” if it is not definable in a suitable model of ZFC. If so, Connes’ claim that a theory of the hyperreals is “virtual” is refuted by the existence of a definable model of the hyperreal field due to Kanovei and Shelah. Free ultrafilters aren’t definable, yet Connes exploited such ultrafilters both in his own earlier work on the classification of factors in the 1970s and 80s, and in Noncommutative Geometry, raising the question whether the latter may not be vulnerable to Connes’ criticism of virtuality. We analyze the philosophical underpinnings of Connes’ argument based on Gödel’s incompleteness theorem, and detect an apparent circularity in Connes’ logic. We document the reliance on non-constructive foundational material, and specifically on the Dixmier trace −∫ (featured on the front cover of Connes’ magnum opus) and the Hahn–Banach theorem, in Connes’ own framework. We also note an inaccuracy in Machover’s critique of infinitesimal-based pedagogy. (shrink)

The Connes Embedding Problem asks whether every separable II1 factor embeds into an ultrapower of the hyperfinite II1 factor. We show that the CEP is equivalent to the statement that every type II1 tracial von Neumann algebra has a computable universal theory.

After reviewing Newman’s famous defense of conscience in his Letter to the Duke of Norfolk (1875), this essay assembles Newman’s lifelong reflections on conscience—from his Anglican sermons to his Grammar of Assent (1870)—in a threefold structure: desire, discernment, and demand.

As a way of overcoming the conflict between the Apologia’s focus on Liberalism and Frank Turner’s recent insistence that the real Tractarian target was Evangelicalism, this essay proposes that Newman’s fundamental opponent was subjectivism.

SummaryThis paper sets the developmental view of Piaget and the structural perspective of Lonergan in juxtaposition for the purpose of allowing their complementary approaches on objectivity to jointly illuminate their common epistemological theme of the constitutive role of the creative and constructive knowing subject at the heart of the cognitive process, as well as to highlight what I argue is their commonly shared and fundamental epistemological thesis of self‐transcending subjectivity: the radical identity of genuine objectivity and authentic subjectivity — that (...) subjectivity is objective insofar as it transcends itself.RésuméCet article met la vue génétique de Piaget en parallèle avec la perspective structurale de Lonergan. Leurs approches complémentaires de l'objectivitééclairent leur thème épistémologique commun, c'est‐à‐dire le rôle du sujet connaissant créateur et constructeur au cœur du processus de connaissance. L'auteur souligne leur thèse épistémologique commune qu'il appelle subjectivité auto‐transcendante: l'identité radicale de la véritable objectivité et de l'authentique subjectivité, car cette subjectivité est objective dans la mesure où elle se transcende elle‐même.ZusammenfassungEs wird der genetische Standpunkt Piagets mit dem strukturalen von Lonergan verglichen, um zu zeigen, wie ihre komplementären Betrachtungsweisen der Objektivität den gemeinsamen erkenntnistheoretischen Gegenstand ihrer Untersuchung, nämlich die konstitutive Rolle des schöpferischen und konstruierenden Erkenntnissubjekts im Erkenntnisprozess, beleuchten. Es geht um die gemeinsame, fundamental These der sich selbst transzendierenden Subjektivität: die radikale Identität der wahren Objektivität und der echten Subjektivität. Das Subjektive kann nur, sofern es sich selbst trans‐zendiert, objektiv werden. (shrink)

For Anselm, the attribute of omnipresence is not merely concerned with where God exists, but with where and when God exists. His account of this attribute thus precipitates a discourse on the nature of space and time: how they are related to God, to one another, and to the rest of the created order. In the course of this analysis Anselm articulates a number of positions which are generally thought to be the sole possession of modernity. In Part One of (...) what follows I argue, first, that Anselm provides us with an analysis of objects which have both spatial and temporal parts, and second, that he provides us with a clear distinction between those objects which persist by enduring through time in their entirety and those which persist by being temporally extended. In Part Two I argue that Anselm's analysis of omnipresence is consciously informed by a conception of spacetime, according to which space and time form a single, four-dimensional manifold in which objects both persist and move. (shrink)

"This wonderfully eloquent and playful colloquy of two brilliant minds gives new life to the old notion of Dialogue, a sadly forgotten form now.... I "love" this book!

Co-published with the College Theology Society.

SummaryThis paper sets the developmental view of Piaget and the structural perspective of Lonergan in juxtaposition for the purpose of allowing their complementary approaches on objectivity to jointly illuminate their common epistemological theme of the constitutive role of the creative and constructive knowing subject at the heart of the cognitive process, as well as to highlight what I argue is their commonly shared and fundamental epistemological thesis of self‐transcending subjectivity: the radical identity of genuine objectivity and authentic subjectivity — that (...) subjectivity is objective insofar as it transcends itself.RésuméCet article met la vue génétique de Piaget en parallèle avec la perspective structurale de Lonergan. Leurs approches complémentaires de l'objectivitééclairent leur thème épistémologique commun, c'est‐à‐dire le rôle du sujet connaissant créateur et constructeur au cœur du processus de connaissance. L'auteur souligne leur thèse épistémologique commune qu'il appelle subjectivité auto‐transcendante: l'identité radicale de la véritable objectivité et de l'authentique subjectivité, car cette subjectivité est objective dans la mesure où elle se transcende elle‐même.ZusammenfassungEs wird der genetische Standpunkt Piagets mit dem strukturalen von Lonergan verglichen, um zu zeigen, wie ihre komplementären Betrachtungsweisen der Objektivität den gemeinsamen erkenntnistheoretischen Gegenstand ihrer Untersuchung, nämlich die konstitutive Rolle des schöpferischen und konstruierenden Erkenntnissubjekts im Erkenntnisprozess, beleuchten. Es geht um die gemeinsame, fundamental These der sich selbst transzendierenden Subjektivität: die radikale Identität der wahren Objektivität und der echten Subjektivität. Das Subjektive kann nur, sofern es sich selbst trans‐zendiert, objektiv werden. (shrink)

This paper is concerned with metaphysical issues surrounding the doctrines of transubstantiation and the real presence. In particular, I am concerned with the nature of the eucharistic change, and with the manner in which Christ is believed to be present in the Blessed Sacrament. My primary goal is to give an account of these doctrines (i) which does not involve the thesis that upon consecration one substance has become identical with another, previously existing substance, (ii) which is consistent with a (...) particulate account of matter and material substances, and (iii) which explains why Christ—in his institution of the Lord’s Supper—is not enjoining us to become cannibals. More generally, my goal is to locate the irreducibly mysterious aspects of these doctrines, and to respond to some intuitively plausible reasons for thinking them to be incoherent, metaphysically impossible, or morally repugnant. (shrink)

Erik Erikson's work in psychosocial developmental theory has made valuable contributions to the field of religious ethics on some very basic issues. This paper makes scattered elements of Erikson's explicit ethical perspective available in concise fashion for critical ethical reflection. It does this in such a way as to highlight the centrally important fact for religious ethics that implicitly operative in Erikson's view is a criterion of "self-transcendence" as definitive of mature personal (fully human, ethical) development.

After reviewing Newman’s famous defense of conscience in his Letter to the Duke of Norfolk (1875), this essay assembles Newman’s lifelong reflections on conscience—from his Anglican sermons to his Grammar of Assent (1870)—in a threefold structure: desire, discernment, and demand.

The Civil War generated hundreds of history paintings. Yet, as this essay argues, painters failed to create any iconic, lasting images of the Civil War using the conventions of grand manner history painting, despite the expectations of many that they would and should. This essay first examines the terms by which I am evaluating this failure, then moves on to a consideration of the American history painting tradition. I next examine several history paintings of Civil War scenes in light of (...) this tradition and argue that their “failure” to capture the meaning and essence of the war resulted from a breakdown of the narrative conventions of history painting. Finally, I glance briefly at Winslow Homer’s Civil War scenes, arguably the only ones which have become canonical, and suggest that the success of these images comes from their abandonment of old conventions and the invention of new ones. (shrink)

As a way of overcoming the conflict between the Apologia’s focus on Liberalism and Frank Turner’s recent insistence that the real Tractarian target was Evangelicalism, this essay proposes that Newman’s fundamental opponent was subjectivism.

Students reading Aristotle for the first time often face significant challenges. To complicate matters, if students who already have the habit of reading at a superficial level are asked to read large portions of Aristotle’s work, instructors may be reinforcing bad reading habits. This paper suggest that it is possible to insure many students learn how to read Aristotle for themselves provided students are assigned small, relatively accessible portions of text and initial discussion of these texts is geared toward empowering (...) students to make sense of Aristotle for themselves. To this end, this paper has developed an exercise using modeling clay that helps students to learn some of the main points in Book I and II of Aristotle’s “Physics.”. (shrink)