This important book provides a theory about the nature of fiction, and about the relation between the author, the reader and the fictional text. The approach is philosophical: that is to say, the author offers an account of key concepts such as fictional truth, fictional characters, and fiction itself. The book argues that the concept of fiction can be explained partly in terms of communicative intentions, partly in terms of a condition which excludes relations of counterfactual dependence between the world (...) and the text. This communicative model is then applied to the following problems: how can something be 'true in the story' without being explicitly stated in the text? In what ways does interpreting a fictional story depend upon grasping its author's intentions? Is there always a unique best interpretation of a fictional text? What is the correct semantics for fictional names? What is the nature of our emotional response to a fictional work? In answering these questions the author explores the complex interaction between author, reader, and text. This interaction requires the reader to construct a 'fictional author' - a character in the story whose personality, beliefs and emotional states must be interpreted if the reader is to grasp the meaning of the work. (shrink)

El objetivo del artículo es presentar el diseño y la evaluación de un taller de prevención y sensibilización contra el acoso sexual. En total 286 estudiantes (224 mujeres y 62 hombres) de distintos grados de la Universidad de las Islas Baleares participaron en el taller y mostraron una alta satisfacción con el taller. 197 participantes incluso dieron la máxima puntuación en todos los 9 ítems del cuestionario de evaluación. Estos resultados animan a impulsar su aplicación en otros estudios y también (...) dentro del marco de formación del personal docente e investigador (PDI) y del personal de administración y servicios (PAS). (shrink)

Gregory Currie defends the view that works of fiction guide the imagination, and then considers whether fiction can also guide our beliefs. He makes a case for modesty about learning from fiction, as it is easy to be too optimistic about the psychological insights of authors, and empathy is hard to acquire while not always morally advantageous.

Gregory McCulloch; III*—The Very Idea of the Phenomenological, Proceedings of the Aristotelian Society, Volume 93, Issue 1, 1 June 1993, Pages 39–58, https://do.

This is a book about the nature of film: about the nature of moving images, about the viewer's relation to film, and about the kinds of narrative that film is capable of presenting. It represents a very decisive break with the semiotic and psychoanalytic theories of film which have dominated discussion. The central thesis is that film is essentially a pictorial medium and that the movement of film images is real rather than illusory. A general theory of pictorial representation is (...) presented, which insists on the realism of pictures and the impossibility of assimilating them to language. It criticizes attempts to explain the psychology of film viewing in terms of the viewer's imaginary occupation of a position within the world of film. On the contrary, film viewing is nearly always impersonal. (shrink)

Growing concern with the panpsychist's ostensive inability to solve the ‘combination problem’ has led some authors to adopt a view titled ‘Cosmopsychism’. This position turns panpsychism on its head: rather than many tiny atomic minds, there is instead one cosmos-sized mind. It is supposed that this view voids the combination problem, however I argue that it does not. I argue that there is a ‘de-combination problem’ facing the cosmopsychist, which is equivalent to the combination problem as they are both concerned (...) with subjects being proper parts of other subjects. I then propose two methods for both theorists to avoid the problem of subject-subject proper parthood relations: a distinction between absolute and relative phenomenal unity, and a modification of the essential nature of subjects. Of these two options, I find the latter option wanting and propose that the first should be adopted. (shrink)

Recent advances in philosophy, artificial intelligence, mathematical psychology, and the decision sciences have brought a renewed focus to the role and interpretation of probability in theories of uncertain reasoning. Henry E. Kyburg, Jr. has long resisted the now dominate Bayesian approach to the role of probability in scientific inference and practical decision. The sharp contrasts between the Bayesian approach and Kyburg's program offer a uniquely powerful framework within which to study several issues at the heart of scientific inference, decision, and (...) reasoning under uncertainty. The commissioned essays for this volume take measure of the scope and impact of Kyburg's views on probability and scientific inference, and include several new and important contributions to the field. Contributors: Gert de Cooman, Clark Glymour, William Harper, Isaac Levi, Ron Loui, Enrique Miranda, John Pollock, Teddy Seidenfeld, Choh Man Teng, Mariam Thalos, Gregory Wheeler, Jon Williamson, and Henry E. Kyburg, Jr. (shrink)

As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American and Soviet social learning theory. The programme has attracted overlapping and conflicting criticism from religious and social conservatives who don’t want children to question traditional values, from educational (...) psychologists who believe certain kinds of thinking are beyond children of certain ages, from philosophers who define their discipline as theoretical and exegetical, from critical theorists who see the programme as politically compliant, and from postmodernists who see it as scientistic and imperialist. The paper is written as a dialogue in order to illustrate the complex interactions among these normative positions. Rather than respond to particular criticisms in depth, I indicate the general nature of my position regarding them and provide references to published material where they have been made and responded to over the past 40 years. (shrink)

We explored the differential impact of auditory information and written contextual information on the recognition of verbal irony in spontaneous speech. Based on relevance theory, we predicted that speakers would provide acoustic disambiguation cues when speaking in situations that lack other sources of information, such as a visual channel. We further predicted that listeners would use this information, in addition to context, when interpreting the utterances. People were presented with spontaneously produced ironic and nonironic utterances from radio talk shows in (...) written or auditory form, with or without written contextual information. When the utterances were read without written contextual information, all utterances were rated as equally ironic. But when they were heard as opposed to read, or when they were presented in irony-biasing contexts, originally ironic utterances were rated as more sarcastic than originally nonironic utterances. This evidence suggests both acoustic and contextual information are used when inferring ironic intent in spontaneous speech, and validates previous manipulations of intonation in studies of irony understanding. (shrink)

When it comes to knowing about the scientific pasts that might have been – the so-called ‘counterfactual’ history of science – historians can either debate its possibility or get on with the job. The latter course offers opportunities for engaging with some of the most general questions about the nature of science, history and knowledge. It can also yield fresh insights into why particular episodes in the history of science unfolded as they did and not otherwise. Drawing on recent research (...) into the controversy over Mendelism in the early twentieth century, this address reports and reflects on a novel teaching experiment conducted in order to find out what biology and its students might be like now had the controversy gone differently. The results suggest a number of new options: for the collection of evidence about the counterfactual scientific past; for the development of collaborations between historians of science and scientific educators; for the cultivation of more productive relationships between scientists and their forebears; and for a new seriousness and self-awareness about the curiously counterfactual business of being historical. (shrink)

It is commonplace to suppose that the theory of individual rational choice is considerably less problematic than the theory of collective rational choice. In particular, it is often assumed by philosophers, economists, and other social scientists that an individual's choices among outcomes accurately reflect that individual's underlying preferences or values. Further, it is now well known that if an individual's choices among outcomes satisfy certain plausible axioms of rationality or consistency, that individual's choice-behavior can be interpreted as maximizing expected utility (...) on a utility scale that is unique up to a linear transformation. Hence, there is, in principle, an empirically respectable method of measuring individuals' values and a single unified schema for explaining their actions as value maximizing. (shrink)

The purpose of this article is to critique the primary arguments given by Paul Bloom and Jesse Prinz against empathy, and to argue instead that empathy is best understood as a virtue that plays an important but complicated role in the moral life. That it is a virtue does not mean that it always functions well, and empathy sometimes contributes to behavior that is partial and unfair. In some of their writings, both Bloom and Prinz endorse the view that empathy (...) is a fixed trait, but there is little reason to think this, and the studies that they cite do not support this view. Further, a number of recent studies suggest the opposite: our empathic reactions are malleable and subject to environmental effects and learning. Although our capacities for cognitive and emotional empathy are clearly not sufficient for being moral, I argue that they are functionally necessary traits that, like other virtues, must be cultivated correctly. (shrink)

This paper develops a semantic account of morphological number marking, specifically in the presence of numerals. In addition to accounting for number marking on basic nouns like _book_ in English, the account handles variation in patterns of number marking along two dimensions: cross-linguistically, between languages that either necessitate or prohibit singular morphology in the presence of numerals greater than ‘one’; and within one and the same language on the various nominal elements in English. Building off the presuppositional approach to morphological (...) number from Sauerland (Proc SALT 13:258–275, 2003), the proposed semantics accounts for both sorts of variation by assuming flexibility in the selection of the measure relevant to the one-ness presupposition of the morphological singular form. (shrink)

Justin Stover has recently edited a collection of Platonic placita, organized by individual dialogue, which he identifies as the lost third book of Apuleius’ De Platone. The work is preserved only in a thirteenth-century manuscript, Vatican BAV Reg. lat. 1572. The manuscript is filled with trivial errors, including a large number of one-word or two-word lacunae. Stover has worked ably to clean up the text and many of his emendations are uncontroversial. But any editio princeps is likely to be susceptible (...) of improvement. I offer here some notes on a few points where I think either the text or Stover's translation and commentary can be bettered. I am not primarily concerned here with the ascription to Apuleius, although one or two points may have some relevance to this question. (shrink)

Language fails not because thought fails, but because no verbal symbols can do justice to the fullness and richness of thought. In his later works, more specifically in his seminal 1930 essay “Qualitative Thought”, John Dewey questioned some of the traditional assumptions about the nature and function of the qualitative in inquiry. Dewey foresaw what recent scientific accounts of human thinking are confirming: it is more complex, less linear, more emotional, affective, bodily-based, non-reflective, non-linguistic, non-conscious than philosophers have assumed. Secondary (...) sources on Dewey have emphasized how, contrary to orthodoxy, inquiry is social, instrumental, and experimental, but for... (shrink)

This paper presents a case study of the English noun amount, a word that ostensibly relies on measurement in its semantics, yet stands apart from other quantizing nouns on the basis of its existential interpretation. John ate the amount of apples that Bill ate does not mean John and Bill ate the same apples, but rather that they each ate apples in the same quantity. Amount makes reference to abstract representations of measurement, that is, to degrees. Its existential interpretation evidences (...) the fact that degrees contain information about the objects that instantiate them. Outside the domain of nominal measurement, the noun kind exhibits behavior strikingly similar to that of amount; both yield an existential interpretation. This observation motivates re-conceiving of degrees as nominalized quantity-uniform properties—the same sort of entity as kinds. Thus, the semantic machinery handling kinds also handles degrees: as nominalized properties, degrees are instantiated by objects that hold the corresponding property; when instantiated by real-world objects, degrees deliver the existential interpretation. (shrink)

Gregory Vlastos was one of the twentieth century's most influential scholars of ancient philosophy. Over a span of more than fifty years, he published essays and book reviews that established his place as a leading authority on early Greek philosophy. The two volumes that comprise Studies in Greek Philosophy include nearly forty contributions by this acknowledged master of the philosophical essay. Many of these pieces are now considered to be classics in the field. Perhaps more than any other modern (...) scholar, Gregory Vlastos was responsible for raising standards of research, analysis, and exposition in classical philosophy to new levels of excellence. His essays have served as paradigms of scholarship for several generations. Available for the first time in a comprehensive collection, these contributions reveal the author's ability to combine the skills of a philosopher, philologist, and historian of ideas in addressing some of the most difficult problems of ancient philosophy. Volume I collects Vlastos's essays on Presocratic philosophy. Wide-ranging concept studies link Greek science, religion, and politics with philosophy. Individual studies illuminate the thought of major philosophers such as Heraclitus, Parmenides, Anaxagoras, and Democritus. A magisterial series of studies on Zeno of Elea reveals the author's power in source criticism and logical analysis. Volume II contains essays on the thought of Socrates, Plato, and later thinkers and essays dealing with ethical, social, and political issues as well as metaphysics, science, and the foundations of mathematics. (shrink)

My aim in this paper is to elucidate Leibniz’s account of moral normativity and the relation between motivation and obligation. I argue against the recent interpretation of Christopher Johns, according to which Leibniz’s moral theory is actually a deontological theory, having more in common with Kantian moral theory than with any form of consequentialism. I argue that for Leibniz reason is not itself the source of practical normativity and real obligation; the source of that is rather the agent’s desire for (...) his own happiness or perfection. For Leibniz, reason in its practical role functions instrumentally: the desire for one’s own happiness is the source of practical normativity, and reason functions only to transfer that normativity from the end that it does not determine to the means to those ends that it does determine. (shrink)

This paper applies a new theory of explanatory coherence to the early history of the idea of continental drift. The new theory consists of seven principles that establish coherence and incoherence relations among propositions. It has been implemented in a connectionist computer program called ECHO. Analysis of the arguments of Alfred Wegener, the first major proponent of continental drift, provided input to ECHO which evaluated the explanatory coherence of his hypotheses. ECHO has also been used to analyze the coherence of (...) the views of Wegener 's critics. The paper concludes by contrasting our explanatory coherence account of Wegener and his opposition with a decision-theoretic account recently offered by Ron Giere. (shrink)

(2013). Malebranche and Chinese Philosophy: A Reconsideration. British Journal for the History of Philosophy: Vol. 21, No. 2, pp. 262-280. doi: 10.1080/09608788.2012.718869.

In lieu of an abstract, here is a brief excerpt of the content:RUSSELL TO FREGE, 24 MAY 1903: "I BELIEVE I HAVE DISCOVERED THAT CLASSES ARE ENTIRELY SUPERFLUOUS" GREGORY LANDINI Philosophy / University of Iowa Iowa City, IA 52242, USA It was his consideration of Cantor's proof that there is no greatest cardinal, Russell recalls in My Philosophical Development, that led in the spring of 1901 to the discovery of the paradox of the class of all classes not members (...) of themselves. "Never glad confident morning again", were Whitehead's reported words (MPD, p. 58). Whitehead was, of course, wrong. Russell had many new confident mornings. One in particular apparently occurred on 19 May 1903. On 23 May Russell wrote in his journal: "Four days ago 1 solved the Contradiction -the relief of this is unspeakable" (Papm 12: 24). The "solution" was communicated to Whitehead, who responded by telegram: "Heartiest congratulations Aristoteles secundus. 1 am delighted" (Clark, p. III). But it was not long before Russell knew his proposal was inadequate. On the form he would scrawl: "A propos of solVing the Contradiction. [But the solution was wrong]" (ibid; Russell's brackets). The episode is intriguing. What was the proposal? Russell's correspondence with Frege sheds some light. On 20 October 1902 Frege had sent a letter suggesting a way to avoid the contradiction. Frege's suggestion, formulated in a great hurry so that it might appear in the Appendix of Vol. II of the Grundgesetze der Arithmetik, was to abandon his Basic Law V; zcj>z =zez. ==. (x)(x. ==. ex), and to replace it by Russell to Frege, 24 May I903 161 V' zz =zez. ==. (x)(x *zz & x* zez: ~ : x. ==. ex). The underlying idea was to accept that one concept may have the same extension as another even though the two concepts are not coextensive. Though he thought the underlying idea "probably correct",! Russell expressed reservation in a reply of 12 December:... I find it difficult to accept your solution even though it is probably correct. Do you deny, e.g., that all classes form a class? And if this is admitted, then it is possible that - ana. Moreover, the class of non-humans is a. non-human. Otherwise it must be admitted that not ail objects fall either under a or not-a; namely, if a is a range of values, then a fails neither under a nor under not-a. This contradicts the law of excluded middle, which will be inconvenient to say the least.2 (Frege I980, p. 151) Frege's response of 28 December does not mention the contradiction, and Volume II of his Grundgesetze appeared early in 1903. Russell's reservations concerning Frege's solution· continue in a letter to Frege of 20 February 1903: What you say about my contradiction is of the greatest interest to me. Do you believe that the range of values remains unchanged if some subclass of the class is assigned to it as a new member? Extension seems to fit this view better than intension. Bur I fe;el far from clear about this question. (Frege I980, p. 155) Frege replied on 21 May, explaining that in general a class does not remain unchanged when a particular subclass is added to it, but that two concepts may have the same extension (the same class) when the only difference between them is that this class falls under the first concept but not under the second (p. 157). Then on 24 May 1903 Russell excitedly wrote Frege of a solution of the paradox of classes: "I received your letter this morning, and 1 am replying to it at once, for russell: the Journal of the Berrrand Russdl Archives McMasrer University Library Press n.S.•2 (wincer 1992-93): 160-85 ISSN 0036-01631 • The same evaluation appears in Russell's Appendix to The Principles ofMathematics (p. 522). 2 Frege's '\- a II b" is Peano and Russell's "a E b". Russell should have put "~ana". 162 GREGORY LANDINI I believe I have discovered that classes are entirely superfluous. Your designation i(z) can be used for itself, and x E i(z) for (x).... this seems to me to avoid the contradiction" (p. 159). The proposal is also mentioned in a... (shrink)

I argue that aesthetic ideas should play a significant role in archaeological explanation. I sketch an account of aesthetic interests which is appropriate to archaeological contexts. I illustrate the role of aesthetics through a discussion of the transition from signals to symbols. I argue that the opposition in archaeological debate between explanation and interpretation is one we should reject.

A familiar story about mid-twentieth-century American psychology tells of the replacement of behaviorism by cognitive science. Between these two, however, lay a borderland, muddy and much trespassed-upon. This paper relocates the origins of the Chomskyan program in linguistics there. Following his introduction of transformational generative grammar, Chomsky mounted a highly publicized attack on behaviorist psychology. Yet when he first developed that approach to grammar, he was a defender of behaviorism. His anti-behaviorism emerged only in the course of what became a (...) systematic repudiation of the work of the Cornell linguist C. F. Hockett. In the name of the positivist Unity-of-Science movement, Hockett had synthesized an approach to grammar based on statistical communication theory; a behaviorist view of language acquisition in children as a process of association and analogy; and an interest in uncovering the Darwinian origins of language. In criticizing Hockett on grammar, Chomsky came to engage gradually and critically with the whole Hockettian synthesis. Situating Chomsky thus within his own disciplinary matrix suggests lessons for students of disciplinary politics generally and – famously with Chomsky – the place of political discipline within a scientific life. (shrink)

This book consists of Gregory Vlastos' studies on a variety of themes in Plato's metaphysics, epistemology, ethics, and social philosophy. Although many of the essays have appeared in various philosophical and classical journals or symposia, new in the volume are two major studies. One is on Plato's theory of love, exploring its metaphysical dimension and its far-reaching implications for personal and political relations. The other centers on semantic and logical problems in the Sophist; it offers solutions to crucial difficulties (...) in this fundamental Platonic work. In these essays the author presents ideas which are likely to provoke comment and may be discussed as vigorously in scholarly journals as has some of his earlier work. The other papers, some of them extensively revised, comprise virtually all the author's published work on Plato, with the exception of a few papers easily accessible elsewhere. This second edition includes three additional essays and extensive notes that were not included in the original edition. (shrink)

Surprisingly few articles have focused on Aquinas’s particular conception of necessary beings in the Third Way, and many scholars have espoused inaccurate or incomplete views of that conception. My aim in this paper is both to offer a corrective to some of those views and, more importantly, to provide compelling answers to the following two questions about the necessary beings of the Third Way. First, how exactly does Aquinas conceive of these necessary beings? Second, what does Aquinas seek to accomplish (...) in the third stage of the Third Way? In answering these questions, I challenge prominent contemporary understandings of the necessary beings of the Third Way. (shrink)

My paper was commissioned by Journal of Philosophy to provide a piece adequately explaining the significance of the Lacanian Mirror stage within Lacan's larger work. -/- I focus on the transition from the mirror stage to the incorporation of the subject into the symbolic order. I argue that the mirror stage is transitional and that its significance lies in what of it is incorporated into and transformed within the more complex structures of the subject and the unconscious. -/- Implicit in (...) my claim is that "lacanian" theories which hypostatize the mirror stage into a determinate structure of adult consciousness are misinterpreting Lacan. I use Seminars 1 and 2 to make fuller sense the mirror stage as presented in his Ecrits. (shrink)

My paper highlights one Personalist aspect of St. Anselm's Platonic perspective, namely the ontological priority and interpenetration of persons. The paper first discusses Anselm's metaphysical Platonism, then charts the Anselmian path towards God, through participation in the divine attributes. It then focuses on images of persons, and their degree of being. I argue that, at least for certain human relationships marked by strong love or friendship, Anselm regards the image of the person as mediating the being of the person imaged.

As I understand it, you have asked me for an honest, introspective—personal—account of how I think about anthropological material, and if I am to be honest and personal about my thinking, then I must be impersonal about the results of that thinking. Even if I can banish both pride and shame for half an hour, honesty will still be difficult.

Hume's Principle, dear to neo-Logicists, maintains that equinumerosity is both necessary and sufficient for sameness of cardinal number. All the same, Whitehead demonstrated in Principia Mathematica's logic of relations that Cantor's power-class theorem entails that Hume's Principle admits of exceptions. Of course, Hume's Principle concerns cardinals and in Principia's ‘no-classes’ theory cardinals are not objects in Frege's sense. But this paper shows that the result applies as well to the theory of cardinal numbers as objects set out in Frege's Grundgesetze. (...) Though Frege did not realize it, Cantor's power-theorem entails that Frege's cardinals as objects do not always obey Hume's Principle. (shrink)

Although implicit tests of positive and negative affect exist, implicit measures of distinct emotional states are scarce. Three experiments examined whether a novel implicit emotion-assessment task, the rating of emotion expressed in abstract images, would reveal distinct emotional states. In Experiment 1, participants exposed to a sadness-inducing story inferred more sadness, and less happiness, in abstract images. In Experiment 2, an anger-provoking interaction increased anger ratings. In Experiment 3, compared to neutral images, spider images increased fear ratings in spider-fearful participants (...) but not in controls. In each experiment, the implicit task indicated elevated levels of the target emotion and did not indicate elevated levels of non-target negative emotions; the task thus differentiated among emotional states of the same valence. Correlations also supported the convergent and discriminant validity of the implicit task. Supporting the possibility that heuristic processes underlie the ratings, group differences were stronger among those who responded relatively quickly. (shrink)

This article examines the doctrinal status of just war in the contemporary teaching of the Catholic magisterium. Some passages from Pope Francis’s 2020 encyclical Fratelli tutti, On Fraternity and Social Friendship appear to exclude the just war idea from the social doctrine of the Catholic Church. To gauge whether this is so, the article establishes a baseline comparison to the seminal teaching of Thomas Aquinas on peace and just war. Both St. Thomas and Pope Francis proceed from the assumption that (...) “war” designates a sinful violation of peace. They appear to differ, however, on the question whether a positive meaning should be ascribed to the Roman term bellum justum. To understand if this divergence is purely verbal or involves a substantive disagreement, I consider why Pope Francis’s predecessors have (since the mid-twentieth century) abstained from employing the expression “just war” in their official documents. Finally, Pope Francis’s emphatic statement that St. Augustine ‘forged a concept of “just war” that we no longer uphold in our own day’ is interpreted in light of the passage from his Epistle 229 to Darius that Francis references in Fratelli tutti. (shrink)

Drawing on contemporary research in philosophy and psychology, this is the first study to provide a systematic treatment of attention in the writings of Aquinas. How cognitive agents direct their attention, whether freely or as necessitated by objects, was for him an important topic of investigation. In doing so, he developed a rich vocabulary around the theme of attention. Aquinas understands attention to be a feature of finite cognitive agents—animals, humans, and angels—whose mental activity proceeds piecemeal. For such agents, and (...) in contrast to God, cognition is necessarily selective. Aquinas variously speaks of attention as a capacity, an activity, and an outcome. Qua capacity, attention is a finite resource that gets used up in the process of being deployed. Qua activity, attention is mental prioritizing—foregrounding some items while backgrounding others. Qua outcome, attention is the result of this prioritization, the precise angle under which an item is taken up to be known. Each of these three aspects are examined in successive sections of the article. In general, for Aquinas, attention is the priority structuring that ensures the unity of an individual’s cognitive life as it unfolds in time. Aquinas’s main source for this reflection was St. Augustine. Hence, in its first part, this paper examines how Augustine thematized the topic of attention. (shrink)

Carruthers has proposed a novel and quite interesting hypothesis for the role of language in conceptual integration, but his treatment does not acknowledge work in cognitive science on metaphor and analogy that reveals how diverse knowledge structures are integrated. We claim that this body of research provides clear evidence that cross-domain conceptual connections cannot be driven by syntactic processes alone.

Jacques Maritain is widely recognized as one of the foremost Catholic philosophers of modern times. He wrote groundbreaking works in all branches of philosophy. For a period of about 10 years, beginning in 1933, he discussed matters relating to war and ethics. Writing initially about Gandhi, whose strategy of non-violence he sought to incorporate within a Christian conception of political action, Maritain proceeded to comment more specifically on the religious aspects of armed force in “On Holy War,” an essay about (...) the civil war then ongoing in Spain. After the outbreak of World War II in September 1939, Maritain penned a series of essays that sought to explain why the Anglo–French declarations of war were warranted on Christian just war principles. While the secondary literature on Maritain’s thought is extensive, thus far there has been little systematic exploration of his writings on war. In what follows I seek to remedy this lacuna, by examining how he conceptualized just war in the three phases outlined above. (shrink)

In _C. S. Lewis’s Christian Apologetics: Pro and Con_, ten articulate defenders and critics of Lewis’s apologetics square off and debate the merits of Lewis’s central arguments for Christian belief.

Recorded in Ithaca, NY by Cornell University., Sponsored by: Classics, Department of., Lecture, February 25, 1986.