For over two and a half millennia human beings have attempted to invent strategies to “discover” the truth of time, to determine whether time is infinite, whether eternity is the infinite duration of a continuous present, or whether it too rises and falls with the cycles of universal creation and destruction. _Time-Fetishes_ recounts the history of a tradition that runs counter to the dominant tradition in Western metaphysics, which has sought to purify eternity of its temporal character. (...) From the pre-Socratics to Ovid and Plotinus, and from Shakespeare to Hegel, Schelling, Nietzsche, Heidegger, and Derrida, _Time-Fetishes_ traces the secret tradition of the idea of eternal recurrence and situates it as the grounding thought of Western philosophy and literature. The thinkers in this counter-history of the eternal return lingered long enough on the question of time to learn how to resist separating eternity from time, and how to reflect on the possible identity of time and eternity as a way of resisting all prior metaphysical determinations. Drawing out the implications of Nietzsche’s reinvention of the doctrine of return, Lukacher ranges across a broad spectrum of ancient and modern thinkers. Shakespeare’s role in this history as the “poet of time” is particularly significant, for not only does Shakespeare reactivate the pre-Christian arguments of eternal return, he regards them, and all arguments and images concerning the essence of time and Being, from an inimitably ironic perspective. As he makes transitions from literature to philosophy and psychoanalysis, Lukacher displays a theoretical imagination and historical vision that bring to the forefront a host of pre- and post-Christian texts in order to decipher in them an encounter with the thought of eternal recurrence that has been too long buried under layers of rigid metaphysical interpretation. (shrink)

Heidegger’s reading of Nietzsche’s doctrine of the eternal return of the same exhibits the preoccupations and limitations of his middle and late periods. It situates Nietzsche in the grand narrative of the history of the misunderstanding of being that Heidegger was striving to map. Yet it thereby neglects the question of the primordiality and insuperability of mood that was a focus of Being and Time and The Fundamental Concepts of Metaphysics. It does not acknowledge the alternative ontological path pursued (...) by Nietzsche’s engagement with a world and time grounded in joy. This article attempts to defend Nietzsche by means of an appeal to the early Heidegger. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 39.1 (2001) 23-47 [Access article in PDF] Suárez' Doctrine of Eternal Truths Amy D. Karofsky 1. Introduction The primary aim of this paper is to offer an interpretation of Suárez' doctrine of eternal truths as found in Metaphysical Disputation XXXI, chapter XII, sections 38-47. There, following the typical scholastic style, Suárez considers and rejects several theories before developing his own. Because it (...) is somewhat difficult to determine what view Suárez ultimately adopts, interpretations of this passage tend to vary. For example, Norman Wells suggests that the necessity and eternality of essential propositions is grounded in the intellect of the divine being. 1 Armand Maurer and John P. Doyle maintain that eternal truths are not grounded in the being of God, but rather in the real being of the essences themselves. 2 I will argue that none of these interpretations adequately expresses Suárez' project, for Suárez wants a solution to the problem of eternal truths that does not depend upon the will of the divine being and one that avoids any ontological commitment to unactualized, possible essences. 3 2. Explanation of the Problem of Eternal Truths Suárez begins the thirty-first disputation with a proof of the identity of essence and existence in finite creatures. The key premise in his argument is the claim that, lacking existence, an unactualized essence is not a being, but absolutely [End Page 23] nothing. 4 By 'being' Suárez means existing being, or a being that is created by God. 5 Unlike the essence of God, the essence of a creature is dependent for its being on the efficient causality of God. Prior to the creative act of God, then, the essence of a creature is not an existing being, hence not a being at all; the unactualized, possible essence is a non-being or nothing.From the claim that a nonexistent essence is absolutely nothing, the following problem arises:... si, ablata existentia, perit essentia, ergo propositiones illae in quibus praedicata essentialia de re praedicantur, non sunt necessariae, neque perpetuae veritatis... 6An essential proposition of the form "X is f" is a proposition in which an essential property f is attributed to an object X. If there are no X's in existence, then there is nothing of which f can be predicated. It would seem, then, that the proposition, "X is f" must be false. One might maintain, however, that even though there are no X's in existence, there is an essence (of) X that has the property f. And in this way, "X is f" remains true, even if there are no X's in existence.However, if one holds, as Suárez does, that the unactualized essence is absolutely nothing, then this solution will not work. For if there are no X's in existence, and if a nonexistent essence is absolutely nothing, then there is nothing of which the essential attribute can be predicated. Thus it appears that any proposition that purports to attribute a property to a nonexistent object must be false and so clearly it can be neither necessarily nor eternally true. Therefore, because Suárez believes that an unactualized essence is absolutely nothing, he seems to be committed to the claim that essential propositions are neither necessarily, nor eternally, true. I will refer to this problem as the Problem of Eternal Truths.Another way to illustrate the Problem of Eternal Truths is to see that there are two seemingly inconsistent propositions: AN: An unactualized, possible essence is absolutely nothing, and NE: True essential propositions are necessarily and eternally true. [End Page 24]Given that a proposition in which a property is attributed to an unactualized essence is false, if Suárez wants to assert the truth of AN, it would appear that he must deny the truth of NE, and, in so doing, reject the possibility of any science of creatures that deals only with necessary truths.Suárez considers three different solutions to this problem: (What I will call) the Aristotelian Solution, the Divine... (shrink)

Heidegger’s reading of Nietzsche’s doctrine of the eternal return of the same exhibits the preoccupations and limitations of his middle and late periods. It situates Nietzsche in the grand narrative of the history of the misunderstanding of being that Heidegger was striving to map. Yet it thereby neglects the question of the primordiality and insuperability of mood that was a focus of Being and Time and The Fundamental Concepts of Metaphysics. It does not acknowledge the alternative ontological path pursued (...) by Nietzsche’s engagement with a world and time grounded in joy. This article attempts to defend Nietzsche by means of an appeal to the early Heidegger. (shrink)

This volume examines and compares the approaches of Fakhr-al-Dīn al-Rāzī and Thomas Aquinas to the question of the eternity of the world, and brings out some similarities and differences of their approaches between them as well as in relation to their own traditions, Islam and Christianity respectively.

The central debate of natural theology among medieval Muslims and Jews concerned whether or not the world was eternal. Opinions divided sharply on this issue because the outcome bore directly on God's relationship with the world: eternity implies a deity bereft of will, while a world with a beginning leads to the contrasting picture of a deity possessed of will. In this exhaustive study of medieval Islamic and Jewish arguments for eternity, creation, and the existence of God, Herbert (...) Davidson provides a systematic classification of the proofs, analyzes and explains them, and traces their sources in Greek philosophy. Throughout the study, Davidson tries to take into account every argument of a philosophical character, disregarding only those arguments that rest entirely on religious faith or which fall below a minimal level of plausibility. (shrink)

More than sixty years after its first publication in Germany in 1935 by its then emigré author, and more than thirty-five years after its republication in Germany by an author who had returned via Italy, Japan, and the United States, Löwith’s classic study has finally been translated into English. His work thus joins that of Karl Jaspers and of his teacher, Martin Heidegger, all central interpretations of Nietzsche’s work written by his compatriots during the decade that witnessed the collapse which (...) his works so insistently and uncannily prophesied, if not encouraged. It is thus not merely an important interpretation, but itself part of our fast-closing century’s intellectual history. Löwith’s view of Nietzsche as the philosopher who undertakes “the anti-Christian repetition of antiquity on the peak of modernity” or who attempts to overcome nihilism by affirming an “eternally recurring existence amidst the naturelike world of all that is”, has in fact been accessible to readers before the translation of the present book. It figures prominently in From Hegel to Nietzsche, and in Meaning in History whose final section is entitled “Nietzsche’s Revival of the Doctrine of Eternal Recurrence.” Although the main lines of Löwith’s interpretation have not changed, there is no denying the value of having his detailed interpretation finally available to English readers. The work’s lengthy third chapter, “The Unifying Fundamental Idea in Nietzsche’s Philosophy,” is its indispensable core, detailing the eternal recurrence as the fundamental idea of Nietzsche’s philosophy through an analysis of Thus Spoke Zarathustra, and outlining two conflicting interpretations of this idea, the “anthropological”, with its focus on “willing the idea,” and the “cosmological”, where the idea reintegrates humanity into an ever-recurring world indifferent to its projects. The two chapters preceding it characterize Nietzsche’s philosophical discourse as a paradoxical “system in aphorisms” ; and present the familiar tripartite periodicization of Nietzsche’s philosophy, with Zarathustra as the apogee. The chapters that follow it do not have quite the unity or philosophical penetration of the first three. Chapter 4 concerns itself with the relation of Nietzsche’s rejection of Christianity to his affirmation of a Greek and specifically Heraclitean nature. Chapter 5 discusses the way in which the problems of history and fate and freedom and necessity are dealt with in some of Nietzsche’s early writings, laying the groundwork for the problem of “willing necessity” that seems present in the eternal recurrence. In the following chapter we are presented with a history of modern philosophy from Descartes to Marx as a history of the “loss of the world” by a humanity lost in the “desert of its freedom”. We are then offered, in the seventh chapter, a detailed analysis of Kierkegaard’s conception of “repetition” and Otto Weininger’s ethical conception of “recollection” as alternatives to Nietzsche’s conception of eternal recurrence. It is not at all clear that this last maintains its interest sixty years later, and the same doubt arises regarding several, though certainly not all of the books reviewed in his Appendix, “On the History of the Interpretation of Nietzsche ”. The work’s final chapter, “The Critical Yardstick for Nietzsche’s Experiments,” summarizes the significance of Nietzsche’s project as a “return to nature,” to the “physis of the world,” once the metaphysical God is gone as a support for any teaching about man. Löwith concedes that Nietzsche failed fully to separate himself from the Christianity that haunted him as a negation, but implies that his program, determined by the fact that “he decided against God and for the world”, is of enduring significance. (shrink)

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

What picture of reality emerges from the attempt to hold together the following three claims? (1) For temporal beings only the present, not the past or the future, exists. (2) For God, all times are present. (3) For temporal beings, what counts as present varies from individual to individual, as described in the theory of relativity. These claims jointly suggest that reality is always reality for—for God, or for this or that creature. This is neither relativism nor anti-metaphysical phenomenology; instead, (...) it looks more like a modest but insistent development of the Thomistic doctrine of participation in being. Being is not a neutral and amorphous glop spread out before just any observer; rather, it belongs to and is measured by particular beings. Created being as a whole belongs to God (and, eventually, to the saints in God), whereas the share in being assigned to any creature is limited. (shrink)

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

This volume evaluates Thomas Bradwardine's view of time as a mathematical, philosophical and theological concept within the context of ancient and medieval ...

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to (...) have its own aims and methodology. (shrink)

The article analyses whether it is correct to extrapolate the concept of "meaning in life" developed by Thaddeus Metz to the doctrines of ancient philosophers, including Thomas Aquinas. Is Metz’ concept of "purposes" that make "human life" meaningful analogous to Aquinas’ concept of "ultimate goal of man"? Significant points of Metz’ conception of "meaning in life" in our article are described and compared with Aquinas’ conception of "ultimate goal of man." As it turns out, these conceptions are only superficially (...) similar. In fact, they are profoundly different: (1) Aquinas is talking about the "goal of man", which implies objective teleology incompatible with Metz’ "naturalism", and is not talking about "meaning in life" (and even "purpose of life"); (2) "ultimate goal of man", for Aquinas, is intended to provide salvation and eternal life for man, not to make life "significant" in this world. -/- Thus, Metz and Thomas not only use different terminology, but also address different problems. They deal with different questions, not just give different answers to the same question (about the "meaning in life"). Metz’s extrapolation may be correct, when viewed as a kind of rational reconstruction. However, Metz does not make appropriate reservations and groundlessly unifies heterogeneous problems. The article shows that more historically oriented methodology avoids impropriety in the exercise of rational reconstruction of "meaning in life" in the field of ancient and medieval philosophies. (shrink)

The thirteenth-century logician Lambert of Auxerre was well known for his Summa Lamberti, or simply Logica, written in the mid-1250s, which became an authoritative textbook on logic in the Western tradition. Our knowledge of medieval logic comes in great part from Lambert's Logica and three other texts: William of Sherwood's Introductiones in logicam, Peter of Spain's Tractatus, and Roger Bacon's Summulae dialectics. Of the four, Lambert's work is the best example of question-summas that proceed principally by asking and answering questions (...) on the subject matter. Thomas S. Maloney's translation of Logica, the only complete translation of this work in any language, is a milestone in the study of medieval logic. More than simply a translation, Maloney's project is a critical, comprehensive study of Lambert's logic situated in the context of his contemporaries and predecessors. As such, it offers a wealth of annotation and commentary. The lengthy introduction and extensive notes to the text explain the origin, theoretical context, and intricacies of the text and its doctrines. Maloney also addresses the disputed issues of authorship, date, and place of publication of the Summa Lamberti and makes available to the English-only audience the French, German, and Italian secondary sources--all translated--that are needed to enter the discussion. "Thomas S. Maloney fully commands the primary and secondary sources necessary to elucidate Lambert's Logica. An expert on Roger Bacon's philosophy, he demonstrates a rare proficiency in medieval Latin and scholastic logic. His references to sources from the ancient (Aristotle and Boethius) and medieval worlds are apposite, perspicuous, and useful. The volume's presentation with an appropriate introduction and commentary in the endnotes will no doubt establish it as an indispensable resource for scholars in the twenty-first century." --Alan Perreiah, University of Kentucky. (shrink)

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training of new recruits (...) to other professions. (shrink)

The famous and mysterious fifth century author, who wrote his works known as the Corpus Dionysiacum under the pseudonym of Dionysius the Areopagite, is one of the most controversial characters in the history of philosophy. His thought is well known for the concepts of apophatic and cataphatic theologies and hierarchy, as well as for his understanding of eros, beauty, and deification, which all greatly influenced the Areopagite’s posterity. His system is a successful amalgam of ancient philosophy and Christian (...) class='Hi'>doctrines. The aim of this article is to examine one of these concepts, namely beauty, which will help in understanding Dionysius ’ aesthetics in its original terms, as well as in its connections to Neoplatonism. Concretely, the article focuses on the conception of the divine beauty, and is therefore articulated through two sections, which deal with beauty as an attribute of God, and the famous pair of good and beautiful. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 43.1 (2005) 21-36 [Access article in PDF] Desgabets on the Creation of Eternal Truths Monte Cook For many philosophers Robert Desgabets's1 doctrine of the creation of eternal truths will be of interest for the light it throws on Descartes's doctrine of the creation of eternal truths, a doctrine receiving considerable scrutiny the past several years.2 Desgabets was one of the few followers (...) of Descartes to defend this doctrine; and he not only defended it, he made it central to his philosophy.3 He spoke of the [End Page 21] doctrine as "being of the greatest importance and having great and incomparable consequences;" and he referred to it as being "so lofty, so fine, so saintly and so worthy of God" that Descartes ought never to have departed from it (RD 208, 209).4 But, Desgabets thinks, Descartes sometimes forgets his own doctrine and says things incompatible with it. More important, he thinks, Descartes fails to realize how important the doctrine is and fails to extend it to its full consequences. In Desgabets we get from a Cartesian and a near contemporary of Descartes: an interpretation of Descartes's doctrine of the creation of eternal truths, a criticism of Descartes's version of the doctrine purportedly based on Descartes's own principles, and the development of the supposedly correct version of the doctrine that Descartes would have advocated had he been truer to his own principles.5Recent discussions have brought to the fore several controversies about how to interpret Descartes's comments on the creation of the eternal truths. I piece together both where Desgabets's own doctrine stands on these controversies and how Desgabets interprets Descartes's position on them, and I note some consequences that Desgabets draws from the doctrine that are clearly opposed to Descartes's explicit views. 1. Desgabets's Interpretation of Descartes In Critique de la Critique, Desgabets first states Descartes's doctrine of the creation of eternal truths as follows: That the Whole is greater than its part, that the circle has its diameters equal, that man is a rational animal, that two & two are four, etc., are not such of themselves but... God has made & established them with a sovereign indifference being able not to establish them so that what is now true & necessary should not be so if he had not established it. (CdC 73) This states the core of Descartes's doctrine of the creation of eternal truths, and I doubt that anyone would deny that it is in Descartes.In the next paragraph, however, Desgabets both expands and limits the scope of what he takes to be Descartes's doctrine: Descartes claims that there is neither nature, nor essence, nor reality, nor conceivability, nor truth among created things that God has not made or established with a sovereign indifference, so that before we conceive that he has freely resolved to make & establish things & truths there is nothing conceivable except his unique Essence. And we must not listen to those who say that before his free decrees & before his [End Page 22] indifferent action he already necessarily saw natures & determined essences that had by themselves a real possibility that they did not owe to him & that distinguished them from chimeras & beings of reason. (CdC 74) Whether or not Descartes subscribes to the views expressed in this paragraph, they clearly go beyond the core doctrine of the creation of eternal truths expressed in the previous paragraph.First, Desgabets expands Descartes's doctrine to include opposition not just to the view that the eternal truths exist independently of God, but also to the view that God creates by giving actual existence to pre-existent essences that determine what is possible. Desgabets believes that for Descartes God does not create by contemplating pre-existent essences, to some of which he gives actual existence. Rather, God creates the essences themselves (cf. RD 32-33, 232). Moreover, Desgabets believes that for Descartes God gives existence not just to essences but also to possibilities. God does not confront... (shrink)

Proposal Information: In this paper it is argued that although Spinoza, unlike other great philosophers of the Enlightenment era, never actually wrote a philosophy of education as such, he did – in his Ethics – write a philosophy of self-improvement that is deeply educational at heart. When looked at against the background of his overall metaphysical system, the educational account that emerges is one that is highly curious and may even, to some extent at least, come across as counter-intuitive in (...) a contemporary setting. This is so because it grounds the greater social and political endeavors of humanity in the individual’s striving for an ever-increasing power of acting. Hence, education, for Spinoza, is a decidedly individualistic affair, but then again, so is the making of society. Since, for Spinoza, every instance of knowledge bears the unique mark of the individual body that expresses it, one might conclude that at the foundation of every social structure is an encounter between concrete bodies; each expressing a particular perspective from where to grasp the world. I would argue, based on this, that one of Spinoza’s main contributions to educational theory is his grounding of larger social endeavors in the striving of the individual. Hinged on the striving to be more rational, as dictated by the doctrine of the conatus, education appears to offer a way of grounding the structure of the human social world in the same principles as those guiding the individual. Spinoza’s doctrine of the imitation of affects thereby offers a way of linking the egoistic striving for power on behalf of the individual with the educational goal of building a sustainable society. It does so as it conditions self-improvement by the human characteristic to imitate what others desire. By being surrounded with people who desire to be more rational, one can utilize this desire for the good and become strengthened in one’s own striving for increasing one’s degree of existence. Consequently, the teaching situation is geared for guiding students towards a more rational life, at the same time as it is geared for the self-improvement of the teacher. This aspect of self-improvement is, ultimately, what will motivate the teacher in striving to enhance the lives of his or her students in the first place. Being unable to self-improve in isolation, the doctrine of the imitation of affects dictates that the rational person will be moved toward a life of generosity, not primarily for altruistic reasons, but out of a desire to become more rational and thus to gain in his or her own power of acting. The question that follows from this, of course, is how does one go about when inculcating a desire to be more rational in one’s students?Education, from a Spinozistic point of view, is ultimately about the cultivation of the potential that lies dormant in each individual, so that a person may live a happier life as a result of understanding, more adequately, their place in the natural world. The challenge, then, becomes one of overcoming the many obstacles that prevent a person from developing their potential. Pedagogy, from this point of view, may be understood in terms of the art of offering the right amount of resistance. This notion is based on the assumption that if a student encounters no resistance – or too much resistance – his or her potential remains just that – a potential. In order to develop this potential the student needs to overcome certain barriers. With regards to this, the role of the teacher may be conceived in terms of the one balancing the amount of resistance so that the student is properly challenged but at the same time not overwhelmed. Methodology or Methods/ Research Instruments or Sources Used: The paper makes for an attempt to outline a Spinozistic philosophy of education based on readings of Spinoza’s texts – primarily the Ethics – and some of the relevant secondary literature such as Della Rocca’s influential reading of Spinoza. As such it is a philosophical inquiry seeking to interconnect some key aspects of Spinoza’s philosophy with some of the major issues of education. Methodologically, this paper argues, in line with Melamed, that rather than turning to the history of philosophy in order to identify ‘precursors to [our] own views’, so as to validate what we already believe we know, it is more fruitful to turn to past philosophers in order to ‘challenge our most basic beliefs and intuitions by studying texts that are both well-argued and strongly opposed to our commonsense’. Accordingly, turning to Spinoza marks an attempt to revisit and reconceptualize some key aspects of educational thought. Conclusions, Expected Outcomes or Findings: A conclusion of this paper is that a Spinozistic philosophy of education would need to focus on resolving the tension between Spinoza’s egoism and education as a social project. To this end it identifies Spinoza’s doctrine of the imitation of affects as a possible link between the individual’s striving for power and the collective agenda of improving human well-being at large. It is also suggested that, in aspiring to inculcate a desire to be more rational in his or her students, the challenge for the Spinozistic teacher is to prompt the students to aspire to reach beyond the temporary satisfactions of the passions so as to acquire a more enduring sense of satisfaction and so that their well-being is more fully under their own command rather than under the command of various external influences. This, in turn, is connected with the notion of resistance in the sense that in experiencing the volatility of fortune – and thereby understanding the instability of relying on one’s passions – a person would appear to be more inclined to strive for a more enduring sense of happiness, even if this would mean giving up on some of the temporary pleasures that one has grown accustomed to. The resistance, then, may be conceived in terms of the overcoming of temporary pleasures that stand in the way of the developing of one’s potential. In this scenario the role of the teacher may be understood in terms of someone offering a well-balanced amount of resistance. This means that to accommodate one’s students – in the sense that one approaches them in terms of prospective customers, aspiring to satisfy their demands – is inimical to education insofar as the wants and desires of students are, generally speaking, caused by passive affects rather than their rational wills. References: Aloni, N.. Spinoza as Educator: From Eudaimonistic Ethics to an Empowering and Liberating Pedagogy. Educational Philosophy and Theory 40, pp. 531–544.Della Rocca, M.. Spinoza. New York: Routledge.Della Rocca, M.. Rationalism, Idealism, Monism, and Beyond. In: E. Förster & Y. Y. Melamed Spinoza and German Idealism. Cambridge: Cambridge University Press, pp. 7–26.Derry, J.. The Unity of Intellect and Will: Vygotsky and Spinoza. Educational Review, 56, pp. 113–120.Lloyd, G.. Spinoza and Educating the Imagination. In: A. O. Rorty Philosophers on Education: Historical Perspectives. London: Routledge, pp. 157–172.Melamed, Y. Y.. Spinoza’s Metaphysics: Substance and Thought. Oxford: Oxford University Press.Nadler, S.. Eternity and Immortality in Spinoza’s Ethics. Midwest Studies in Philosophy 26, pp. 224–244.Poulimatka, T.. Spinoza’s Theory of Teaching and Indoctrination. Educational Philosophy and Theory 33, pp. 397–410.Spinoza, B.. The Ethics. In: E. Curley A Spinoza Reader: The Ethics and Other Works. Princeton: Princeton Unive. (shrink)

Politics and Modernity provides a critical review of the key interface of contemporary political theory and social theory about the questions of modernity and postmodernity. Review essays offer a broad-ranging assessment of the issues at stake in current debates. Among the works reviewed are those of William Connolly, Anthony Giddens, J[um]urgen Habermas, Alasdair MacIntyre, Richard Rorty, Charles Taylor and Roy Bhaskar. As well as reviewing the contemporary literature, the contributors assess the historical roots of current problems in the works of (...) Nietzsche and Max Weber. (shrink)

As he makes transitions from literature to philosophy and psychoanalysis, Lukacher displays a theoretical imagination and historical vision that bring to the ...

The thorny issue of the created status of eternal verities, a hypothesis initially promulgated by Descartes in his 1630 correspondence with Mersenne, generated widespread debates across confessional lines in 17th century philosoph­ical and theological circles. At stake was not only the necessary or contingent status of these truths, and thus God’s relationship with creation, but also the very nature of the Deity. This was certainly the case for the Cambridge Platonists Henry More and Ralph Cudworth. Both were early advocates of (...) Descartes’ philosophy, while still critical of some of its assumptions. The doctrine of the creation of eternal truths represents such an instance, and it was a highly sensitive topic for both. I shall propose a scholastic context in which to situate some of their ideas in order to shed some light on how this issue was addressed in More and Cudworth. The position where eternal truths are arbitrarily instantiated by the mere fiat of God is avoided by the Cambridge Platonists in two ways. First, the immutable, necessary, and eternal status of these ideas is safeguarded by the premise that they are intrinsic to the divine essence insofar as it is intellectual. We shall see that this raises a question concerning their precise ontological status. Second, the function of these ideas as the framework of the created order is guaranteed by the perfec­tion of the divine will. This will require a clarification of the causal relationships existing between eternal truths, God, and the realm of creation. (shrink)

The ancient doctrine of the eternal return of the same embodies a thoroughgoing rejection of the hope that the future world will be better than the present. For this reason, it might seem surprising that Leibniz constructs an argument for a version of the doctrine. He concludes in one text that in the far distant future he himself ‘would be living in a city called Hannover located on the Leine river, occupied with the history of Brunswick, and writing letters (...) to the same friends with the same meaning.’ However, his argument concludes not that the future will be absolutely identical to the present, but rather that any finite description of the present and future worlds would be identical. In this way, the argument leaves room for the promise of a different and better future—even if it is one that could not be recognized by us as such. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 43.1 (2005) 1-19 [Access article in PDF] God's Immutability and the Necessity of Descartes's Eternal Truths Dan Kaufman Descartes's doctrine of the creation of the eternal truths (henceforth "the Creation Doctrine") has been thought to be a particularly problematic doctrine, both internally inconsistent and detrimental to Descartes's system as a whole. According to the Creation Doctrine, the eternal truths, such as the (...) truths of mathematics and those concerning true and immutable natures, are freely created by God.1 The Creation Doctrine has led several scholars to think that Descartes held (or was committed to) the view that the eternal truths are not necessary truths; in fact, there are no necessary truths if Descartes is correct.2 [End Page 1]In fact, however, Descartes held both of the following.The eternal truths are freely created by God.The eternal truths are necessarily true.That Descartes held (1) is uncontroversial; in fact, it is the characteristic thesis of his Creation Doctrine. However, his commitment to (2) is more controversial. I believe the controversy surrounding (2) arises precisely because Descartes' acceptance of (1) is so uncontroversial. That is, some have thought that his acceptance of (1) eliminates any possibility of accepting (2). This view is mistaken. In several texts, it is clear that Descartes believes that the eternal truths are necessarily true; this is especially noticeable in the 2 May 1644 letter to Mesland (AT IV 118; CSMK 235). The task, then, is to account for the necessity of the eternal truths within the confines of the Creation Doctrine; that is, to explain the fact that (2) is true, given that (1) is true.3 Unfortunately, Descartes says precious little about this issue. To make matters worse, there is a scarcity of treatments of this issue in the literature; and the literature that does address this issue tends to treat it quickly and vaguely, perhaps recognizing the difficulty of addressing it in any detail. In this paper, I attempt to remedy this unfortunate situation.I begin by examining the most prominent interpretation of Descartes's explanation of the necessity of the eternal truths: the Immutability Interpretation.4 This interpretation is given by Margaret Osler and most prominently by Edwin Curley.5 According to this interpretation, the eternal truths are necessarily true because they are created by God, and God's will is immutable. I will show that this interpretation is incorrect: It is either too weak to explain the necessity of the eternal truths or it is too strong in that it would commit Descartes to necessitarianism, [End Page 2] a view he does not hold.6 I also show that some suggestions for salvaging the Immutability Interpretation fall short. In the final section I present an alternative interpretation. My interpretation has a firm basis in Descartes's texts, does not have the shortcomings of the Immutability Interpretation, and has several virtues of its own. 1. Immutability Before examining the role, if any, that God's immutability actually plays in Descartes's explanation of the necessity of the eternal truths, it may be helpful to have a working account of God's immutability. To be immutable is not merely to be unchanging, but rather to be unable to change. That is: I1: x is immutable iff x is essentially unchanging.7We must recognize, however, that there are extrinsic and relational properties that a thing may acquire or lose without any real change in the thing; that is, there are so-called Cambridge changes that something may undergo without thereby being mutable. For example if x is five feet tall at t and x is five foot five at some later time t´, then x has really changed; but if x is not an uncle at t and x is an uncle at some later time t´, then x has not really changed in virtue of acquiring this property. The idea is that there are some properties which are, to use Edward Wierenga's and Nicholas Wolterstorff's term, "change... (shrink)

Zarathustra initially describes churches as the stale caves of world-denying priests. However, following his encounter with the eternal return of the same, Zarathustra overcomes this resentful atheism. The pure sky that Zarathustra desires above all else, a sky emptied of the gods, is not visible again through the holes in ruined church roofs, but really thanks to these holes. The pure sky is an image of the world liberated from the teleological time of theistic providence, indeed even from the divine (...) necessity that pantheism attributes to the world. Yet for all that it is god-less, the pure sky is acknowledged to be a gift of the same metaphysical-Christian history of God that it only seems to negate: the sky’s pure eye peers through holes in church roofs. Zarathustra, though an “old atheist,” can now love “even churches.” I call this Zarathustra’s affirmative atheism. I also link affirmative atheism to the conception of eternal recurrence as a self-abolishing anti-teaching. In the eternal return, Zarathustra’s atheism is finally indistinguishable from a history of churches and therefore negates itself. But although it is not a new teaching, affirmative atheism points to something novel. This is an atheism that can no longer be taught in doctrines but must be lived as fate. (shrink)

This book has a twofold purpose: the first is to trace the development of cosmology, the study of the universe, and the second is to demonstrate the limitation of science. Dr. Peacock questions the idea that the universe is infinite, showing that science can answer the hows of the universe, but not the whys.

This paper is a article of Pojeo Cho Yik (浦渚 趙翼: 1579~1655)’s point of view related to the book of Doctrine of the Mean (中庸) in the mid-Joseon Dynasty, when Neo Confucianism was overwhelming. At the age of 24, he wrote the Article of Doctrine of the Mean (jung yong seol 中庸說) which was explained the basic lines of the books related to the book of Doctrine of the Mean (中庸) to be written later. He wrote the Indivisual Opinion of (...) Zhongyong (jung yong sa ram 中庸私覽) at 29, and wrote the Hard-earned Zhongyong (jung yong gon deuk 中庸困得) at 37. This paper examines the transitions and consistency of his point of view of the Doctrine of the Mean (中庸) in Korean History of Classical Learning, focusing on the Indivisual Opinion of Zhongyong (中庸私覽) and the Hard-earned Zhongyong (中庸困得). The early research on his scholarship started from the work of clarifying the relationship between Wang Yangming (王陽明) and it has been mistaken as one of the schools derived from the teachings of Wang Yangming, but it turns out to be absolutely irrelevant. His thoughts and arguments are so strong in the colors of Neo Confucianism, whicd is derived from the teachings of Zhu Xi (朱熹). And the scholars who knew him at that time absolutely did not define his study as the study of Wang Yang-ming. We can not say that he is the opposite of Zhu Xi, just because his way of distinguishing sentences of the book of Doctrine of the Mean (中庸) is different from Zhu Xi. Because Zhu Xi had already mentioned it in his other works. And although he had been associated with the Yangming scholars, they had never mentioned him as a Yangming scholar. Cho Yik regarded Zhu Xi as the best person after Confucius, and genuinely admired him. His submission of opinions different from Zhu Xi only added to his meticulousness to further strengthen Zhu Xi’s neo Confucianism. (shrink)

Over 700,000 copies of the original hardcover and paperback editions of this stunningly popular book have been sold. Karen Armstrong's superbly readable exploration of how the three dominant monotheistic religions of the world—Judaism, Christianity, and Islam—have shaped and altered the conception of God is a tour de force. One of Britain's foremost commentators on religious affairs, Armstrong traces the history of how men and women have perceived and experienced God, from the time of Abraham to the present. From classical (...) philosophy and medieval mysticism to the Reformation, the Enlightenment, and the modern age of skepticism, Armstrong performs the near miracle of distilling the intellectual history of monotheism into one compelling volume. (shrink)

Translator's note -- Foreword by Boris Jakim -- On the essence of the historical : the meaning of tradition -- On the nature of the historical : the metaphysical and the historical -- Of celestial history : god and man -- Of celestial history : time and eternity -- The destiny of the Jews -- Christianity and history -- The Renaissance and humanism -- The end of the Renaissance and the crisis of humanism : the advent (...) of the machine -- The end of the Renaissance and the crisis of humanism : the disintegration of the human image -- Spiritual development and the eschatological problem -- The doctrine of progress and the goal of history -- Epilogue: the will to life and the will to culture. (shrink)

Descartes famously states that God could have made any and all of the “eternal truths” that are now in place false. This has led scholars to attribute to Descartes’s God a radical sort of power: the power to do the logically impossible. While Descartes does claim that God could have made any of the eternal truths that are now in place false, I do not think that this commits him to the view that God could have made twice four equal (...) to nine, or anything of that sort. In this paper I show how, by placing Descartes’s doctrine of the eternal truths in its proper historical context, a new and more charitable interpretation of that doctrine becomes available. On this interpretation, Descartes’s God could have made the eternal truths false by choosing not to create the eternal essences to which these truths refer. (shrink)

This article argues that Spinoza’s account of the eternity of the mind in Part V of the Ethics offers a re-interpretation of the Christian doctrine of eternal life. While Spinoza rejects the orthodox Christian teaching belief in personal immortality and the resurrection of the body, he presents an alternative account of human eternity that retains certain key characteristics of the Johannine doctrine of eternal life, especially as this is articulated in the First Letter of John. The article shows (...) how Spinoza’s account of human eternity reflects two key principles of his philosophy: the ideal of union with God, and the possibility of the human being’s ontological transformation through this union. (shrink)