A letter to The Times of London, May 9, 1992 protesting the Cambridge University proposal to award an honorary degree to M. Jacques Derrida.

The gospel is not a new law. A clear distinction must be made between law and gospel, so that the gospel is not mistakenly understood as a new law, but as the gospel. The relationship between law and gospel must be considered carefully. Two prominent theologians, Martin Luther and Karl Barth, did just that, but in opposition to one another. This article describes and compares their respective views. Barth defends a political use of the gospel. The gospel provides believers (...) with action instructions for the civilian life. Barth argues in terms of analogical thinking and, according to him, believers’ understanding of reality is determined by their understanding of Christ. Luther, on the other hand, believes that the preaching of Christ and the life experience are in contrast. Faith and life are not identical. He understands the believer as the hearer of the gospel – as passive recipient of the grace of God. The passivity here, however, is a highly creative one. The relevance for us of the theological position defended regarding law and gospel is evident from the document ‘Association of the World Communion of Reformed Churches with the Joint Declaration on the Doctrine of Justification’. The spirit of the document is clearly Barthian. Fundamental theological differences are on the table with the Lutheran position and there is no question of real consensus. Intensive study and frank ecumenical conversation is required to seek real consensus for the sake of a clear Christian testimony in the world. (shrink)

Beschrijving door de gereformeerde theoloog van de geschiedenis van de 'godgeleerdheid' als leverancier van kennis over God en het einde van die visie na Karl Barth, waarbij hij pleit voor een herijking van de theologie.

This book is a collection of essays in honor of Radoslav A. Tsanoff, Chairman of the Department of Philosophy at Rice University for forty years. Besides a tribute to Tsanoff written by J. S. Fulton, there are ten essays written by distinguished philosophers, each considering a topic in his field of interest. Virgil Aldrich discusses the importance of language in an essay entitled "Self-Consciousness." An examination of the new in art and an attempt to explicate its value and rationale is (...) presented by Van Meter Ames; illustrative material is drawn from such sources as contemporary film, pop art and chance music. In "Social Science and Social Norms" Clifford Barrett discusses the relevance of facts and norms in systematic considerations of social scientists. C. P. Snow's concept of two cultures is examined by A. Cornelius Benjamin in "Philosophy and the Cultures." Other essays presented are "Philosophy and Common Sense" by George Boas, "Conscience and Conscientiousness" by A. Campbell Garnett, "Criteria for Ideas of God" by C. Hartshorne, and "Sovereignty and the Idea of Republic" by C. W. Hendel. Charles Morris examines the common themes of the pragmatic movement, discussing such fields as epistemology, axiology and cosmology, and such philosophers as Peirce, Dewey, Mead and Lewis. In the concluding essay G. R. Morrow discusses Plato's views about a God and the many gods of the Greek pantheon. This book is a loose collection of papers, lacking any single theme or determinate relation between the essays presented; each essay, however, is competently handled and is interesting in its own right.—E. M. (shrink)

Tasked with the challenge to build better and better computers, quantum computing and classical computing face the same conundrum: the success of classical computing systems. Small quantum computing systems have been demonstrated, and intermediate-scale systems are on the horizon, capable of calculating numeric results or simulating physical systems far beyond what humans can do by hand. However, to be commercially viable, they must surpass what our wildly successful, highly advanced classical computers can already do. At the same time, those classical (...) computers continue to advance, but those advances are now constrained by thermodynamics, and will soon be limited by the discrete nature of atomic matter and ultimately quantum effects. Technological advances benefit both quantum and classical machinery, altering the competitive landscape. Can we build quantum computing systems that out-compute classical systems capable of some \(10^{30}\) logic gates per month? This article will discuss the interplay in these competing and cooperating technological trends. (shrink)

For those who are eagerly awaiting the return of Christ in glory, the admonition articulated in Matthew 24:42 has always been of paramount importance. Not only are we counseled to remain ever vigilant, but the intellectual boundaries within which we may abide in our expectation are also carefully delineated, for it is here that Christ most firmly establishes his mandate that we profess a radical agnosticism regarding the time-tables of sacred history. Nonetheless, since the days of the Church Fathers there (...) have been some who, for a variety of reasons, have sought to arrive at a more certain — or at least more refined — understanding of the timing of the Parousia, most often through a combination of exegesis and numerology. To a certain degree, Christian of Stavelot's comments on Matthew 24:42 must be considered among these attempts. (shrink)

This content analysis examines the ways that genocide is included in the high school world history content standards of eleven states with legislative mandates requiring genocide education, as well as if the content standards in those states differ from those of states without mandated genocide education. The null curriculum theorizes that the content that is not taught may be as important as what is taught; this lens allows for a nuanced analysis of the ways that genocide is included and excluded (...) in state standards. The findings suggest that states with legislative mandates requiring genocide education do not necessarily have high school world history content standards that require genocide education. The content standards in states with legislative mandates often omit acts of genocide, refrain from using the term “genocide,” and frame genocides as less important than the Holocaust, perpetuating the null curriculum of genocides. (shrink)