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)

1. Introduction, par F. Best et al.--2. Histoire de la pédagogie, par Janine Assa et al.--3. Pédagogie comparée, par J. Auba et al.--4. Psychologie de l'éducation, par D. Lavenu et al.--5. Psychologie pédagogique, par F. Beaufils et al.--6. Aspects sociaux de l'éducation, par I. Berger et al.--7. Fonction et formation des enseignants, par F. Amiel-Lebigre et al.--8. Éducation permanente et animation socioculturelle, par P. Besnard et al.

1. Introduction, par F. Best et al.--2. Histoire de la pédagogie, par Janine Assa et al.--3. Pédagogie comparée, par J. Auba et al.--4. Psychologie de l'éducation, par D. Lavenu et al.--5. Psychologie pédagogique, par F. Beaufils et al.--6. Aspects sociaux de l'éducation, par I. Berger et al.--7. Fonction et formation des enseignants, par F. Amiel-Lebigre et al.--8. Éducation permanente et animation socioculturelle, par P. Besnard et al.

F. D. Maurice was a distinguished Christian theologian, much respected by academics and artists of his day and afterwards. This volume, originally published in 1951, contains the text of seven lectures delivered in his honour in 1942 by Arthur Ramsey, later Archbishop of Canterbury, and covers Maurice's career and his impact on later students of theology. This book will be of value to anyone with an interest in Christian socialism or in Maurice's wider work.

As the gap between the need for and supply of human organs continues to widen, the aim of securing additional sources of these “gifts of the body” has become a seemingly overriding moral imperative, one that could—and some argue, should—override the widespread ban on organ markets. As a medical practice, organ transplantation entails the inherent risk that one human being, a donor, will become little more than a means to the end of healing for another human being and that he (...) or she will come to have a purely instrumental value. With the establishment of organ markets, not only will the harms of instrumentalization be a reality—the ends of medicine will be further compromised and confused. (shrink)

My discussion addresses the differences between analytic and continental philosophy concerning the use of logic and exact reasoning in philosophical practice. These differences are mainly examined in the light of the controversial dominance of Hegel's concept of logic (and theory of concept) in twentieth-century continental philosophy. The inquiry is developed in two parts. In the first (Sections 1-2), I indicate some aspects of the analytic-continental divide, pointing to the role that the topic 'logic and philosophy' plays in it. In the (...) second part (Sections 3-6), I give a short account of the views of logic which are typical of the three main trends of continental philosophy (see Table 1). I also suggest how, with the aid of some typical analytical devices, some continental 'anti-logical' attitudes may be corrected, on their own terms. (shrink)

This book takes up the philosophical task described by Samuel Taylor Coleridge and F.D. Maurice as digging toward the common humanity that is the ground of value. The book is an essay in philosophy defined by time (its focal point is the nineteenth century), space (its focal point is Britain), and persons (it is concerned especially with Maurice's contribution to social theory). The first chapter explores the Victorian Age as historical context and background for Maurice's work. The (...) second explores Coleridge's thought as philosophical context and background. The third explores a range of Maurice's theological works that spans his entire career. The fourth turns, finally, as Maurice did, to the practice of adult education as the place of social transformation and, more particularly, the contested terrain where human nature and human souls are turned to work in the world as persons, not hands. (shrink)

Critique of idealistic naturalism: methodological pollution in the main stream of American philosophy, by D. Riepe.--Ex nihilo nihil fit: philosophy's "starting point," by D. H. DeGrood.--An historical critique of empiricism, by J. E. Hansen.--Epilogue on Berkeley, by R. W. Sellars.--Mandala thinking, by A. Mackay.--An empirical conception of freedom, by E. D'Angelo.--Heidegger on the essence of truth, by M. Farber.--Minding as a material force, by H. L. Parsons.--The crisis of the 1890's and the shaping of twentieth century America, by R. B. (...) Carson.--Ideology, scientific philosophy, and Marxism, by J. Somerville.--Marx and critical scientific thought, by M. Marković.--Experimentalism extended to politics, by E. Guevara.--The unity of opposites: a dialectical principle, by V. J. McGill and W. T. Parry.--A need definition of "value," by R. Handy.--Alienation and social action, by A. Schaff.--Naturalism in the Tao of Confucius and Lao Tzu, by D. H.-F. Poe.--Bibliography (p. 260-269). (shrink)

The Routledge Companion to Social and Political Philosophy is a comprehensive, definitive reference work, providing an up-to-date survey of the field, charting its history and key figures and movements, and addressing enduring questions as ...

Theological study and teaching at Oxford prior to the First World War have been characterized as unambitious and lacking in critical rigour. In contrast to the constructive theological endeavours of biblical scholars at Cambridge or the bold revisionism of F.D. Maurice at King's College London, Oxford's theological teaching and research are perceived through the lens of E.B. Pusey and his High Church colleagues. Prior to the First World War, however, circumstances and personalities coincided to produce a radical set of (...) proposals from the Board of the Faculty of Theology under the leadership of Henry Scott Holland, Regius Professor of Divinity from 1910 until his death in 1918. Had Oxford's graduate legislative assembly, Convocation, not comprehensively rejected the reforms approved by the resident MAs, Oxford's Faculty might have been transformed into an influential centre of comparative religion. In this article, the prevailing accounts of Oxonian ‘narrowness’ are challenged through an account of this seminal moment in the history of the Faculty. Using correspondence from the Bodleian Library Special Collections, minutes and reports from the Oxford University Archives, pamphlet material and national, ecclesiastical, and University journals, the article seeks to identify the reasoning behind the proposed reforms and the significance of that reasoning for the history of modern theology in England. In so doing, it is suggested that the standard characterization of theological life at Oxford in the ‘long nineteenth century’ merits revision and further clarification. (shrink)

Background: Decisions of patients, families, and health care providers about medical care at the end of life depend on many factors, including the societal culture. A pan-European study was conducted to determine the frequency and types of end of life practices in European intensive care units , including those in Israel. Several results of the Israeli subsample were different to those of the overall sample.Objective: The objective of this article was to explore these differences and provide a possible explanation based (...) on the impact of culture on end of life decision making.Method: All adult patients admitted consecutively to three Israeli ICUs who died or underwent any limitation of life saving interventions between 1 January 1999 and 30 June 2000 were studied prospectively . These patients were compared with a similar sample taken from the larger study carried out in 37 European ICUs. Patients were followed until discharge, death, or 2 months from the decision to limit therapy. End of life decisions were prospectively organised into one of five mutually exclusive categories: cardiopulmonary resuscitation , brain death, withholding treatment, withdrawing treatment, and active shortening of the dying process . The data also included patient characteristics , specific therapies limited, and the method of SDP.Results: The majority of patients had treatment withheld, none underwent SDP, 62 received CPR , 31 had brain death , and 18 underwent withdrawal of treatment . The primary reason given for limiting treatment was that the patient was unresponsive to therapy . End of life discussions were held with 132 families , the vast majority of which revolved around withholding treatment and the remainder concerned withdrawing treatment .There was a statistically significant association between the type of end of life decision and region—that is, the northern region of Europe, the central region, the southern region, and Israel.Conclusions: Regional culture plays an important part in end of life decision making. Differences relating to end of life decision making exist between regions and these differences can often be attributed to cultural factors. Such cultures not only affect patients and their families but also the health care workers who make and carry out such decisions. (shrink)