The Society of Jesus sprang from the devout faith of a sidelined soldier who traded in his weapons to form a militant order of Catholic Reformers sworn to serve the Papacy as missionary soldiers of Christ. Specialization in education led Jesuits to roles as theologians of the 16th Century, including as members of the School of Salamanca, whose Jesuit members mostly took pro-market positions on free enterprise. One learned Jesuit in particular deviated from his order’s default position of papal dirigisme (...) to become an enemy of the state. (shrink)

Recent work in the ontology of music suggests that we will avoid confusion if we distinguish between two kinds of question that are typically posed in music ontology. Thus, a distinction has been made between fundamental ontology and higher-order ontology. The former addresses questions about the basic metaphysical options from which ontologists choose. For instance, are musical works types, indicated types, classes of particulars, or some other kind of entity? Higher-order ontology addresses the question of what lies ‘at the centre’ (...) of a specific form of music, such as rock or jazz—or perhaps classical music. The argument of this essay is, first, that a close examination of the best efforts in two of these territories shows that they have the effect of pressing the music in each sphere into implausible Procrustean beds. Second, it is argued that the general question that higher-order ontologies pose, that is, ‘What work-kind is it that lies at the centre of a given kind of music, F?’ is a question based on a mistaken but seductive assumption, namely that the concept of the work of F has actual application. In fact, these concepts—upon which higher-order ontology depends—are mere artefacts of philosophy. The question is also addressed why the assumption is so seductive. Finally, the question finally is posed about what, if anything, is implied from the foregoing about the traditional ontology of classical music. (shrink)

L B Daniels; Some Comments on ‘Value in Education’ by Johanna Burgess1, Journal of Philosophy of Education, Volume 8, Issue 2, 30 May 2006, Pages 237–250, https.

In "But Is It Art?", B. R. Tilghman argues in effect that art's necessary paracriticism on other areas of human activity and interest follows from the condition that artistic and aesthetic perceptions are matters of experiencing aspects. However, aspect-seeing is so common in many avenues of human endeavor that it fails to justify a special artistic paracriticism. The realm of art has a language which must be understood in its own right, as is the case for any social realm which (...) dominates a portion of language as a whole. (shrink)

Heidegger''s conception of death as an attitude toward life, overlooked in current literature on death and dying, offers potential for deepening our understanding of the care of non-critically ill patients. By breaking away from the notion of death as an event distinct from life and viewing it as an anticipated possibility at every moment of life, Heidegger provides insight into our attempts to evade death through our fundamental attitudes and value commitments, which in turn determine our behavior and actions. When (...) combined with a method of application — the Nietzschean principle of reversal — these insights permit the understanding of diverse types of human mentality confronted with significant situations. Among the most important applications of these conceptions is to persons in need of medical care, and the resultant types, which are sampled as hypothetical cases, carry important implications for the sensitive care and psychosocial management of non-terminally ill patients. (shrink)

Any comprehensive theory of narrative must accommodate both the justificational and the creative elements of narrative, the activities leading to narrative, and reflections upon the finished product. This examination of four levels of theory reveals the incompleteness of most extant theories, including those of Hayden White and Ricoeur. The four levels are: 1. narrative discourse and temporal language; 2. narrative and historical constructions; 3. narrative objects or stories; and 4. narrative functions and purposes. We remain far from our goal of (...) achieving a comprehensive theory. However, by placing theories and partial theories within a metatheoretical framework, we can see more clearly their nature, ramifications, and limits, thereby differentiating between the contributions and the philosophical fads. (shrink)

An enormous amount of philosophical literature gets published nowadays. Some of it is good; some is fit only for pulping. We get into the habit not so much of reading as of glancing through the torrent that pours down on us. But sometimes special conditions arise. It so happened that I was forced to spend about a month in the hospital. I took with me the book Evolutionary Epistemology and the Logic of the Social Sciences: K. Popper and His Critics (...) [Evoliutsionnaia epistemologiia i logika sotsial'nykh nauk. K. Popper i ego kritiki] . I attentively read it through and without any irony I can say that I felt "legitimate pride and deep satisfaction." Legitimate pride for philosophy and deep satisfaction with the content of the book. And although readers of Problems of Philosophy [Voprosy filosofii] have already had the opportunity of reading a review of this book , I would like to return to it and make in passing a number of points about Popper's philosophy in general. (shrink)

It is argued that ideas and theories often evolve into preconceptions of our perceptions. Such evolution is implicit in Heidegger's notion of truths of alethia. The description of this process holds implications for the traditional givenness of humans for themselves in terms of the changabllity of absolute presuppositions. Among the implications are 1. the insufficiency of the historical mode for explaining changes in human self-perception; 2. the inadequacy of radical subjectivism and environmentalism; 3. a radical contingency and complexity to the (...) course of human conceptualization; and 4. the awareness that human efforts can influence alterations in preconceptions. The influence of modern brain theory is subject to these conditions. (shrink)