_The Collected Works of John Stuart Mill_ took thirty years to complete and is acknowledged as the definitive edition of J.S. Mill and as one of the finest works editions ever completed. Mill's contributions to philosophy, economics, and history, and in the roles of scholar, politician and journalist can hardly be overstated and this edition remains the only reliable version of the full range of Mill's writings. Each volume contains extensive notes, a new introduction and an index. Many of (...) the volumes have been unavailable for some time, but the _Works_ are now again available, both as a complete set and as individual volumes. (shrink)

With one exception, the papers in this volume were originally presented to the Boston Area Colloquium in Ancient Philosophy during 2006-7. Five colloquia deal directly with Plato, while another discusses Heidegger's interpretation of Plato. Two colloquia deal with the Epicurean notion of preconception and with the Stoic conception of the good.

In lieu of an abstract, here is a brief excerpt of the content:Catholic Social Teaching and the Allocation of Scarce ResourcesJohn Langan S.J. (bio)I shall approach the issue of justice in the allocation of scarce resources from the viewpoint of Catholic social teaching, as developed over the last century. This teaching is found primarily in the social encyclicals issued by popes from Leo XIII (1878–1903) to John Paul II (1978- ), but also in the pastoral letters of the various (...) bishops’ conferences, especially in the United States and in Latin America. These documents, which enjoy a high standing in Catholic teaching but which are not taken as binding in all their particulars, form part of a tradition of moral and social theorizing that a contemporary American would regard as “communitarian.” On social questions, this tradition also has shown itself to be historicist in that it is capable of modifying itself in significant ways in response to changing political and economic situations. It normally approaches issues from a universalist perspective, though it has shifted from a preoccupation with the concerns of the industrial societies of Europe to an advocacy of much of the reform agenda of the Third World.Rooted in classical and biblical sources and modified in the course of the last [End Page 401] century to include a principled acceptance of religious freedom, of human rights, and of democratic political institutions, the Catholic social tradition proposes a number of ideas that can serve as the basis for significant criticism of currently dominant liberal modes of organizing and interpreting advanced industrial societies. These ideas do not form a countertheory to liberalism so much as they indicate ways in which a religious organization that includes both hierarchical and egalitarian elements in its structure and that has both moral commitments and practical responsibilities with regard to health care can draw on its intellectual resources to develop alternative strategies for the reform of health care.I shall survey six ideas that figure prominently in Catholic social teaching and that are relevant to the allocation of scare resources in American health care. Space constraints require that I present them in a very condensed fashion, without tracing the complex development they have undergone in the internal Catholic debate or subjecting them to much criticism.First, Catholic social teaching, especially the great encyclical of John XXIII, Pacem In Terris (PT 1963), affirms the full range of human rights recognized in such modern documents as the Universal Declaration of Human Rights (1949). In addition to the civil and political rights enumerated in the Bill of Rights added to the original U.S. Constitution (1791), the Universal Declaration includes rights “to life, to bodily integrity, and to the means which are suitable for the proper development of life; these are primarily food, clothing, shelter, rest, medical care, and finally the necessary social services” (PT 11). Catholic social teaching has not committed itself to one particular way of institutionalizing these rights, but it effectively endorses the comprehensive West European welfare states that the Christian Democratic political parties helped to construct in the period after 1945.Second, Catholic social teaching has accorded a central organizing role to the notion of the common good, the realization of which “is the whole reason for the existence of civil authorities” (PT 54). The common good, however, is not to be understood as identical with the interest or the power of the state; rather, it “embraces the sum total of those conditions of social living whereby men are enabled to achieve their own integral perfection more fully and more easily” (PT 58; quoting Mater et Magistra). John XXIII is particularly anxious to affirm that the common good cannot be construed so as to exclude some groups or to violate the rights of individuals and that it must include both physical and spiritual goods (PT 55–61). The notion of the common good has both an inherent attractiveness and a vagueness that cries out for specification and clarification. But in the contemporary situation it serves to remind us that “individual citizens and intermediate groups are obliged to make their specific contributions to the common welfare” (PT 53).Third, while an insistence on the primacy of the common good and on the [End Page 402... (shrink)

Introduction -- Overview of the contemporary global context : life stories -- Data on poverty, hunger, and inequality in an age of globalization -- The goals and structure of this book -- Development theory and practice : an overview -- Origins of the concept of development -- Modernization theory -- Modernization theory and U.S. aid policy -- The impact of modernizationist development -- Structuralist economic theories -- Dependency theories -- Basic needs approach -- New international economic order -- Alternative development (...) -- The impact of reformist thought on development policy -- Neoliberal resurgence and structural adjustment policies -- Current debates in development studies -- The failures of modernizationist development : a closer look -- The impacts of colonialism and slavery -- Post-WW II development policies and the third world debt crisis -- Consequences of debt and structural adjustment -- Responses to the debt crisis -- United States opposition to social change in the third world -- Summary of major structural influences on the third world -- Catholic social teaching and development -- CST prior to Pope John XXIII -- Early reflections on development : John XXIII and Vatican II -- The pivotal contributions of Paul VI, the Latin American bishops, and justice in the world -- John Paul II : the centrality of solidarity -- The social ethics of Benedict XVI -- Summary of catholic social teaching on development issues -- Catholic social teaching and political economy : neoconservative and radical critiques -- Neoconservative reflections on CST -- Radical reflections on CST -- Evaluation of neoconservative, radical, and CST views -- Grassroots critics of development and neoliberal globalization -- Rejecting the quest for development - Vandana shiva : the violence of development and reductionist science -- Further issues in the development/globalization debates -- Reclaiming the commons : the positive visions of development critics -- Catholic social teaching, the radical tradition, and development critics -- Grassroots action and policy alternatives -- Grassroots organizations in the third world : an overview -- The impact of grassroots organizations -- Development policies : follow the nic model -- Alternative development policies -- Differing visions : alternative development vs. regeneration -- Prospects for the adoption of alternative policies -- Re-envisioning C atholic social teaching -- The contributions of CST to the development debate -- Enhancing Catholic social teaching -- Structural analysis of capitalism -- Women, development, and CST -- CST, modernization, and cultural diversity -- CST and ecology - CST, grassroots movements, and social struggle -- The church and social change -- Social criticism and pioneering creativity : how Christians can constructively address issues of development and globalization -- Education -- Lifestyle choices -- Responsible purchasing -- Responsible investment -- Organizing, activism, and aid provision -- Direct service/solidarity -- Responsible parenting -- Applying CST in the life of the church -- Concluding reflections -- Theological epilogue: The path of discipleship. (shrink)

Στὴν ἀνακοίνωσή μου θ᾿ἀσχοληθῶ μέ μερικὲς ἀσυνέπειες, ἀπορίες καὶ ἄλλες δυσκολίες που ἔχω ἀντιμετωπίσει διαβάζοντας τὸν πλα-τωνικὸ διάλογο Ἴων ὡς διάλογο, δηλ. ὡς μιὰ συζήτηση, φιλοσοφικὴ βεβαίως, ἀλλὰ ἀκόμα συζήτηση μεταξὺ δύο προσώπων. Αὐτὸ πού πα-ρατηρεῖ κανεὶς διαβάζοντας τὸν διάλογο προσεκτικὰ εἶναι ὅτι ὁ Σωκράτης πολὺ συχνὰ ἐκμεταλλεύεται τὴν φιλοσοφικὴ ἀφέλεια τοῦ συνομιλητῆ του, ἀλλάζοντας μέσα στὸ διάλογο τὴ σημασία κεντρικῶν λέξεων, ἀποδίδοντας στὸν Ἴωνα πράγματα καὶ ἰδέες πού ὁ Ἴων ποτὲ δὲν ἐξέφρασε, καί κατηγο-ρώντας αὐτὸν γιὰ κάτι πού δέν (...) ἔκανε αὐτὸς, ἀλλὰ μᾶλλον τὸ ἔκανε ὁ ἴδιος ὁ Σωκράτης. Δὲν προσφέρω καμμία “μαγικὴ θεραπεία”·φτάνει νὰ δείξω, πολὺ συχνὰ γιὰ πρώτη φορὰ, τὴν ὕπαρξη τέτοιων δυσκολιῶν. (shrink)

In this presentation I discuss the concept of “place” in the Japanese twentieth century philosopher and founder of the Kyoto School of philosophy, Nishida Kitarō, in light of the ancient Greek concept of chōra, and compare it with the German thinker Martin Heidegger’s notion of “region” that was also inspired by chōra. We can point to Plato’s concept of chōra in his Timaeus as an important source for both twentieth century philosophers of the East and the West. But we can (...) also draw connections to the pre-Platonic everyday understanding of chōra as well. I argue that chōra in general entails concretion-cum-indetermination, a space that implaces human existence into its environment and clears room for the presencing-absencing of beings. (shrink)

Collins, John Francis In October this year there are to be two events at the Vatican. Beginning on 7 October and going through to 28 October bishops from all over the world are to gather at a Synod on 'New Evangelization for the Transmission of the Christian Faith.' On 11 October, midway through the Synod, the whole Church will mark the fiftieth anniversary of the opening of the Second Vatican Council. The bishops who are to gather this year at (...) the Synod follow in the footsteps of the more than 2000 Bishops who gathered at the Second Vatican Council. John XXIII opened the Second Vatican Council, with the following words 'Looked at one way there is the deposit of faith or the truths which are contained in our doctrine which we venerate, looked at another way there is the way by which the same (the deposit of faith) is enunciated both in its meaning and its spirit.' In a recent interview for Salt and Light Television the inaugural head of the Pontifical Council for the promotion of the New Evangelisation Archbishop Salvatore Fisichella noted that what Vatican II did for the Church is still present in our community. Later in the interview the Archbishop stated that the 'New Evangelisation is not a new work, it is a new mentality; a new language, a new enthusiasm for announcing the gospel.' There is continuity between both the spirit and letter of the Archbishop's words recorded in 2012 and the words of John XXIII in opening Vatican II. That is, as a Church, what we are seeking is new ways to announce the meaning and spirit of the deposit of faith, the truths contained in doctrine. What would later be called the new evangelisation permeated Vatican II. (shrink)

Neuroscience and education is a developing area which has come in for some serious philosophical scrutiny. One of the biggest and most intractable problems concerns the bridging of the ‘is-ought’ gap between the descriptive claims of neuroscience and the prescriptive aims of education. A distinction needs to be drawn between learning and education. Advances in neuroscience might tell us more about learning as a neural process such as where in the brain particular learnings might take place and how such learnings (...) take place. But from this nothing follows about what we ought to do to improve learning until such time as judgements are made about what is to be learned. Education, as a normative activity about what is worthwhile and what it is to be an educated person, cannot be reduced to learning even though learning is required in order to become educated. Neuroscience has a very limited role in education which amounts to no more than providing some empirical evidence which can be drawn upon to inform normative decisions about the educational worth of learning. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 42.1 (2004) 105-107 [Access article in PDF] Richard H. Popkin. The History of Scepticism: From Savonarola to Bayle. Revised and Expanded Edition. New York: Oxford University Press, 2003. Pp. xxiv + 415. Cloth, $74.00. Paper, $24.95. Richard Popkin tells the story that once a long time ago when he asked a question at a conference that made reference to late-eighteenth-century skeptics like Maimon (...) and Platner, Myles Burnyeat turned to the audience and asked, "Does anyone else read these people that Popkin reads?" The answer, by the time we get to this, the fourth edition of a book that first appeared in 1960, is that lots of people are reading the people that Popkin reads. Now [End Page 105] Myles Burnyeat is quoted on the cover of this volume for graciously saying "I regard it as one of the seminal books in the history of ideas." In one of the three Festschriften that have been published in Popkin's honor, David Katz even reports that some of those who work in areas Popkin pioneered refer to themselves as "Popkinites" (James E. Force and David S. Katz, eds., Everything Connects [Leiden and Boston: Brill, 1999], ix).Popkin was also founding editor of this journal, and his name has been footnoted in numerous articles over the years, so it will not be unknown to many. But readers will want to know what is new in this latest version of the classic work. For openers, it is roughly fifty percent longer, now 18 chapters instead of the 12 chapters of the last version. The original book was subtitled "From Erasmus to Descartes" and the later California edition subtitle became "From Erasmus to Spinoza." This edition pushes the envelope in both directions: back to Savonarola and forward to Pierre Bayle.The Savonarola connection comes from the unlikely discovery that the famous monk collected manuscripts of Sextus Empiricus and was planning to have them translated as tools for use against pagan philosophy and in favor of revealed religion. This brings out one of Popkin's favorite points: that what we think of as philosophical skepticism was part and parcel of religious debate early on. Among other new findings in this edition, Popkin finds clues that Leone Ebreo (Judah Abravanel) may have helped Gianfrancesco Pico read anti-Aristotelian Hebrew texts. Jews could use this sort of skepticism against the dogmatic Christians who tried to refute them.The religious connection is fundamental throughout the text. In his new introduction, Popkin admits that "I am more in sympathy with those who used the sceptical and fideist views of the nouveaux pyrrhoniens for religious rather than secular purposes" (p. xxiii). He has developed this sympathy into research on millenarianism in volumes such as Popkin and David S. Katz, Messianic Revolution: Radical Religious Politics to the End of the Second Millennium (New York: Hill and Wang, 1998) and Popkin, et al., eds., Millenarianism and Messianism in Early Modern European Culture, 4 vols. (Dordrecht: Kluwer, 2001).Other new materials follow the discussion of Descartes with a chapter on Henry More, Pascal, and the Quietists and another one on Hobbes's political and practical answer to skepticism. There are new chapters on Wilkins, Boyle, and Glanvill of the Royal Society, and on late seventeenth-century metaphysics. New material on Simon Foucher and Pierre-Daniel Huet is followed by the concluding chapter on Pierre Bayle as a "super sceptic."The book has never been uncontroversial. Although they could follow the skeptical undercutting of the Bible in Spinoza, many scholars could not see how the master of the geometrical method in ethics could be anything but a dogmatist in the final analysis. (Popkin has an answer.) The same doubt will now apply to the treatment of Pierre Bayle in this version. To Popkin, as we have seen, Bayle is a "super sceptic" who "carried scepticism to its ultimate extreme" (300); to Gianluca Mori (Bayle philosophe, Paris: Champion, 1999) and others, he is a dogmatic philosophical atheist as well as moral rigorist. To his credit... (shrink)

The Heythrop Journal, Volume 63, Issue 1, Page 142-143, January 2022.

The Archaeological Survey of the Desert Road between Berenike and the Nile Valley: Expeditions by the University of Michigan and the University of Delaware to the Eastern Desert of Egypt, 1987–2015. Edited by Steven E. Sidebotham and Jennifer E. Gates-Foster. American Schools of Oriental Research, Archaeological Reports, vol. 26. Boston: American SchooLs of Oriental Research, 2019. Pp. xxiii + 480, illus. $84.95. [Distributed by ISD, Bristol, CT].

The aim of this paper is to show the relationship between John XXIII and Robert K. Greenleaf’s understanding of leadership. By taking into consideration Greenleaf’s theory of servant-leadership – from conceptualization to model development – and Larry Spears’ influential rubric of ten servant-leadership characteristics, we will show how servant-leadership theory goes in line with that of John XXIII when both are based on a notion of the common good and human dignity.

John Richardson has written an extraordinarily clear and well-informed introduction to Heidegger. The book is very accessible and will serve well the purpose of introducing even a beginner in philosophy or a general audience to Heidegger’s thought. The book will also be a valuable resource for Heidegger scholars. In fact, Richardson’s major achievement is to expose an interpretation of Heidegger’s oeuvre that represents something akin to a “theological turn” in the pragmatist tradition of reading Heidegger. Richardson begins his introduction (...) by commenting the difficulties beginning readers of Heidegger may face, tracing such difficulties back to Heidegger’s attempt at a most simple thinking. The “deeper problem of access” to Heidegger's texts lies not in the grasping of particular notions or a system of claims but in “that he wants, he preaches, a different kind of understanding than the sort or sorts we’re used to” . Richardson explains this difference in unde .. (shrink)