Theological education has been very critical to the qualitative growth of the church. This reality finds its expression in the establishment and development of the Reformed Theological Seminary Mkar. The Universal Reformed Christian Church which founded the Seminary has benefitted from the depths of the Reformed theological knowledge that it has impacted church leaders. This theological education has been largely responsible for the transformation of the Tiv society. However, as the society keeps growing with fresh challenges, it has become necessary (...) that the Seminary reflects on its new intellectual role in shaping the cultural, social, spiritual and political contexts. It is on this note that the question of public theology has become expedient for the Seminary to consider its inclusion in its curriculum. This research argues the significance of public theology as the new insight that it seeks to break the boundaries of Christian theology from the private life of the believer to the all-encompassing issues in human society. This is premised on the view that God holds the both private and public spheres accountable to himself. (shrink)

Reflecting on some distinctive contributions of the tradition of Reformed theology to our understanding of the nature and prospects of humans qua creatures within the economy of salvation, this article looks to draw out key themes which may serve to orient contemporary Christian engagements with the discourse of transhumanism.

Bibliographic records published by the British Education Index (BEI) between 1957 and 2000 are analysed in the context of a history of the BEI's changing presentation of information about the field. The value of frequency counts for BEI subject terms is discussed, in relation to their potential for revealing trends in the fields of educational studies and information management.

De verkenning van God als vreeswekkende rechter is diep verankerd in het werk van Wittgenstein. Hiermee wil hij de grenzen van het menselijk denken aftasten.

"Philip Rieff has become out most learned and provocative critic of psychoanalytic thinking and of the compelling mind and character of its first proponent.

The cultural turn has yet to fully reconfigure ‘class’ as a set of fictions, tropes, discourses and enduring culture-structures. Existing Durkheimian approaches have stalled at his middle period morphological reductionism. This paper constructs a more radical understanding in the late-Durkheimian idiom. It shows how class operates as a signifier in a language game of purity and pollution, virtue and vice. Taking a lead from studies of the ‘unruly’ working class, the paper opens up the more subtle pollution that attends to (...) the mythical ‘bourgeoisie’ and its associated and imagined ‘bourgeois’ culture. As a sign system this class location is deemed inauthentic, sybaritic, and as strangely deadening to cultural vitality. Although commonly found in contexts of gentrification and commodification that involve class conflict, this critical discourse is also applied within the bourgeois milieu. Such needless auto-critique suggests a relative autonomy from determination by class struggle. The possibilities for this approach are illustrated at length with reference to a paradigm case: the highly bourgeois milieu of the composer Richard Wagner and his Bayreuth Festival. (shrink)

Moral philosophy and education, by H. D. Aiken.--The moral sense and contributory values, by C. I. Lewis.--Realms of value, by P. W. Taylor.--The role of value theory in education, by J. D. Butler.--Does ethics make a difference? By K. Price.--Educational value statements, by C. Beck.--Educational values and goals, by W. K. Frankena.--Conflicts in values, by H. S. Broudy.--Levels of valuational discourse in education, by J. F. Perry and P. G. Smith.--Education and some moves toward a value methodology, by A. S. (...) Clayton.--You can't pray a lie, by M. Twain.--Men, machines, and morality, by J. F. Soltis.--Teaching and telling, by I. Scheffler.--Reason and habit, by R. S. Peters.--The two moralists of the child, by J. Piaget.--Causes and morality, by R. S. Peters.--On education and morals, by R. W. Sleeper.--Moral autonomy and reasonableness, by T. D. Perry. (shrink)

With their charming Irish brogues, the members of the Real IRA bring a rich and sometimes sinister history to the drama of Sons of Anarchy. By discriminating among their targets and practicing military‐like discipline, the Irish Kings gain the status of freedom fighters. Admittedly, their tactics are violent, but groups like the Real IRA resort to violence only because they have no other option for effectively fighting for their political cause. On Sons of Anarchy we usually see the Belfast police (...) who are on Jimmy O's payroll—the ones who harass SAMCRO—but there is evidence that other members of the police force actively support the Crown and have used violence against the Real IRA. Some philosophers have concluded that violence may be legitimate for groups opposing an oppressive regime, but only so long as it does not directly target the civilian population. (shrink)

Conversions occur in legal theory about as often as they do in religion, which is to say rarely—so rarely that they fascinate as much for the fact that they happen at all as for the reasons they happen. It should not surprise, then, that the Postscript to H.L.A. Hart's famous work on jurisprudence reveals “the outstanding English philosopher of law of the twentieth century” reaffirming, rather than revising in any significant way, the two central tenets that distinguish his theory from (...) that of both classical natural law theorists and modern “new naturalists” like Ronald Dworkin: There is no necessary connection between law and morality; and judges inevitably confront cases where the decision is “not dictated by the law” and the judge “must act as a conscientious legislator would by deciding according to his own beliefs and values”. (shrink)

Scholars of Arabic dialects have long noted the occurrence of a morpheme in a widespread number of dialects, realized -ən or -an, frequently suffixed to morphologically indefinite nouns, especially when followed by an adjective. Separately, another morpheme, realized -un or -u, is attested with a slightly different distribution in the dialects of western Yemen. Traditionally, scholars have interpreted both morphemes as reflexes of an etymological case vowel + tanwīn, traditionally labeled “dialectal tanwīn.” In this paper, I offer a new reconstruction (...) of the origin and diachronic development of this morpheme. Throughout I integrate data and insights from comparative Semitics, as well as recently studied pre-Islamic epigraphic and textual materials, in order to break the familiar Classical Arabic / dialectal Arabic dichotomy and reframe the way in which historiography of features in the dialects is conducted. (shrink)

This chapter argues that the encroachment of advocacy in certain disciplines has undermined their credibility, and that this trend is largely due to uncritical acceptance of relativist epistemologies such as social constructivism. Examples are cited from anthropology, educational theory, law, the sociology of science, and women’s studies. It is suggested that practices in the natural and historical sciences, as contrasted to the attributes of pseudoscience, provide guidelines for both university scholarship and the public debate essential to democracy.

The s, p, d and f blocks of the elements, as delimited by Charles Janet in 1928, can be represented as parallel slices of a regular tetrahedron. They also fit neatly on to the surface of a sphere. The reasons for this are discussed and the possible objections examined. An attempt is made to see whether there are philosophical implications of this unexpected geometrical regularity. A new tetrahedral design in transparent plastic is presented.

Since its publication in 1966, The Triumph of the Therapeutic has been hailed as a work of genuine brilliance, one of those books whose insights uncannily anticipate cultural developments and whose richness of argumentation reorients entire fields of inquiry. This special fortieth-anniversary edition of Philip Rieff’s masterpiece, the first volume in ISI Books’ new Background series, includes an introduction by Elisabeth Lasch-Quinn and essays on the text by historians Eugene McCarraher and Wilfred McClay and philosopher Stephen Gardner.

This book is a volume in the Penn Press Anniversary Collection. To mark its 125th anniversary in 2015, the University of Pennsylvania Press rereleased more than 1,100 titles from Penn Press's distinguished backlist from 1899-1999 that had fallen out of print. Spanning an entire century, the Anniversary Collection offers peer-reviewed scholarship in a wide range of subject areas.

_Time_ offers a comprehensive history of the philosophy of time in western philosophy from the Greeks through to the twentieth century. In the first half of the book, Philip Turetzky explores theories in ancient and modern philosophy chronologically: from Aristotle to Nietzsche. In the latter half, Turetzky describes the philosophy of time in three twentieth-century philosophical traditions: * analytic philosophy including philosophers such as McTaggart and Mellor * phenomenology Husserl and Heidegger * a distaff tradition which Turetzky identifies as (...) including Bergson and Deleuze. (shrink)

Philip Percival; X*—Absolute Truth, Proceedings of the Aristotelian Society, Volume 94, Issue 1, 1 June 1994, Pages 189–214, https://doi.org/10.1093/aristotelia.

(No abstract is available for this citation).

A correction is needed to our paper: to the definition contained within the statement of Lemma 1.5 and thus arguments around it in §3.

Using a classical conditioning technique, this study investigated whether nonconscious associative learning could be indexed by event-related brain activity . There were three phases. In a preconditioning baseline phase, pleasant and unpleasant facial schematics were presented in awareness . A conditioning phase followed, in which stimuli were presented outside awareness , with an unpleasant face linked to an aversive shock and a pleasant face not linked to a shock. The third, postconditioning phase, involved stimulus presentations in awareness . Evidence for (...) acquisition of a conditional response was sought by comparing suprathreshold pre- and postconditioning phases, as well as in the subthreshold conditioning phase itself. For the pre-postconditioning phase analyses, significant ERP component differences differentiating CS+ and CS− were observed for N1, P2, and especially P3. For the conditioning phase, significant differences were observed in the 100–400 ms. post-stimulus region reflecting a CS+ processing negativity. Brain activity does indeed index the acquisition of a conditional response to subthreshold stimuli. Associative learning can occur outside awareness. (shrink)

Organized into easy-to-follow thematic sections, it allows the student to explore Foucault's work without overly technical vocabulary. Barker carefully explains the major strands of Foucault's thought on power and knowledge, discipline and punishment, history and the subject, in a clear and engaging style, providing an easy entry into the complexities of Foucault's thinking for the non-specialist reader. Also included is a chronology of Foucault's life and a bibliography for further study.

SUMMARYJeremy Bentham has two very strong commitments in his thought: one is to the principle of utility, or the greatest happiness principle, as the fundamental principle of morality; the other is to truth, as indicated, for instance, in his opposition to falsehood and fiction in the law. How, then, did Bentham view the relationship between utility and truth? Did he think that utility and truth simply coincided, and hence that falsehood necessarily led to a diminution in happiness, and conversely truth (...) led to an increase in happiness? This article addresses this issue through two bodies of material: the first consists of Bentham's writings on religion under the heading of ‘Juggernaut’ and dating from 1811 to 1821; the second consists of the writings on judicial evidence dating from 1803 to 1812 and which appeared in Rationale of Judicial Evidence. (shrink)

In the introductory remarks to his Mulierum Virtutes, Plutarch notes the value of comparisons for establishing the diverse manifestations of the same virtue: ‘Achilles was brave in one way, Ajax in another; and the intelligence of Odysseus differed from that of Nestor, nor were Cato and Agesilaus just in the same way, nor was Irene loving of her husband () as Alcestis was, nor Cornelia high-minded in the manner of Olympias’. All the examples are well known, and quite apposite, except (...) for Irene (). Who is this paragon of wifely love? A search through encyclopedias and mythological handbooks proves fruitless. Wyttenbach in his note ad loc. suggested the courtesan friend of a minor Ptolemy killed at Ephesus, yet this extremely obscure figure hardly merits mention in the same breath with Alcestis. The name must be corrupt. (shrink)

Mendeleev’s successful predictions were the fruit of his insight into the structure of the periodic system. His failures were the result of pursuing the pattern he had perceived beyond the limits of its applicability. These two things are not equivalent.

Mendeleev’s successful predictions were the fruit of his insight into the structure of the periodic system. His failures were the result of pursuing the pattern he had perceived beyond the limits of its applicability. These two things are not equivalent.

Global citizenship education (GCE) within schools in England is increasingly being reoriented to address a statutory duty to promote fundamental British values (FBV). This multi-method study investigates the influence of critical GCE within initial teacher education in reshaping awareness, understanding and disposition towards FBV amongst beginning teachers. Findings highlight a tension between growing confidence and understanding of how to implement the FBV agenda and the development of autonomous dispositions of the kind demanded for the practice of critical GCE. Four teacher (...) orientations towards FBV are developed and explored, demonstrating the role of practice-based learning for the cultivation of critical dispositions. (shrink)

Our global ecological crisis demands that we question the rationality of the culture that has caused it: western modernity's free market capitalism. Philip Goodchild develops arguments from Nietzsche, Adorno, Horkheimer, and Marx, to suggest that our love of Western modernity is an expression of a piety in which capitalism becomes a global religion, in practice, if not always in belief. This book presents a philosophical alternative that demands attention from philosophers, critical theorists, philosophers of religion, theologians, and those in (...) ecological politics. (shrink)