Matteo Ricci (1552-1610) was an Italian Jesuit and one of the first Christian missionaries to China in the modern era. He was a genuine polymath—a translator, cartographer, mathematician, astronomer, and musician. Above all, Ricci was a missionary for the gospel. As we briefly examine his 1603 seminal work, The True Meaning of the Lord of Heaven, our hope is that we, as evangelical educators, will perceive some of the deeper principles necessary for our own missionary work among unreached people.

The use of systematic reviews in educational research is a growing phenomenon in the UK, but is highly controversial. This article argues that such reviews have a useful place in a research cycle that wishes to inform and be informed by practice and policy. It proposes and discusses a model of educational research, showing how reviews relate to small or large-scale primary studies.

This volume, surveying a narrow topic over a long expanse of time, is comprised of selections from a trio of international conferences on the title theme. It is an expensive book, but even its most valuable articles are marred by slovenly editing.Börje Bydén’s contribution begins the survey in Byzantium. By linking Photios’s (apparently) original criticism of Aristotle to Plotinus, Bydén gives an interesting hint of how neo-Platonism came to permeate Christianity. But Photios seems to have been “ignored by posterity” (31). (...) Bydén’s commendable remedy: more and updated critical editions of texts from Greek scholasticism. (The Hadot reference on 25n44, missing in the bibliography, is to Hadot’s 1990 French edition of .. (shrink)

This article examines two essays by undergraduate students in the first year of study in History at a university in the UK. It also draws on documentary evidence from the department in question and interviews with the students themselves to paint a picture of the way argumentation operates at this level. While no firm conclusions can be drawn, the evidence suggests a department with a high degree of awareness of the importance of argument and argumentation in studying History; and students (...) who are aware and articulate about the problem facing them in constructing essays in the discipline. Suggestions are made about induction into the epistemological and argumentative demands of undergraduate study. (shrink)

Broadly speaking, ancient concepts of causality in terms of explanatory priority have been contrasted with modern discussions of causality concerned with agents or events sufficient to produce effects. As Richard Taylor claimed in the 1967 Encyclopedia of Philosophy, of the four causes considered by Aristotle, all but the notion of efficient cause is now archaic. What we will consider here is a notion even less familiar than Aristotelian material, formal, and final causes—what we will call 'demonstrational causality'. Demonstrational causality refers (...) to the dependence of the conclusion on the premises of a demonstration. Here, if ever, we have a case of explanational priority, since among other things what is required of the premises is that they be better known or more manifest than the conclusion. But, oddly enough, Aristotle and his medieval commentators describe demonstrational causality in the same terms as efficient causality. Aristotle speaks of the conclusion as an "effect" of the premises; his commentators speak of the "sufficiency" of first principles or axioms in producing the conclusion. (shrink)

Andrews, Robert M A way of dealing with historical episodes, the consequences of which continue to challenge us, is to ask a counterfactual-a 'what if?' question. Martin Luther's life, his critique of the Catholic Church, his challenge to the social and political hegemony of European Catholicism, the resultant splintering of an ecclesial unity assumed by the medieval mind to be practically impenetrable, is one such historical episode. My counterfactual is as follows: What would have been the consequences to European Catholicism (...) had Luther not rebelled against the church? As this article will later discuss, Luther famously spent many hours in the confessional during his time as an Augustinian friar. Luther's superior, spiritual guide, and confessor, Johann von Staupitz -whose motto was 'I am yours, save me'-often assured Luther that his sins were forgiven, that Christ's work had been done, and that he consequently had no need to despair of the mercy of God. It was advice that Luther ultimately found unsatisfactory. 'I did not love, no, rather I hated the just God who punishes sinners', Luther famously said in 1545, reflecting on his time as a monk, articulating a conscience that found solace only outside of Roman communion. (shrink)

This study comprises an analysis of the Categories commentary of Peter of Auvergne, based upon an edition from the manuscripts, and supplemented by a translation. Much information about other Categories commentaries has been included to place the work in its historical and philosophical perspective. ;Peter of Auvergne, active in Paris in the late thirteenth century, had a long career as an Aristotelian commentator and continuator of Thomas Aquinas. His Categories commentary provides me the occasion to survey the genre of Categories (...) commentaries from the early Middle Ages, with special emphasis on those few commentaries known to immediately precede Peter of Auvergne, and on those he influences. Peter is an early representative of the modistae, philosophers who stressed the parallel connections among being, understanding, and signifying, and who are typified by their use of the modi significandi as a tool of analysis. ;This study, the first full-length analysis of a medieval Categories commentary, serves as a guide to the issues generated by Aristotle's Categories. As a comparative study it shows that the genre of Categories commentaries, within a fairly invariant format, allows for a continuous adaptation and development of ideas. As a specific study of an individual commentary, it shows the details of Peter of Auvergne's interests in linguistic analysis, theology, and the exegesis of Aristotle. ;The questions in Peter of Auvergne's commentary are generalizably of two kinds: short, superficial questions which imitate earlier traditions, and more complex questions which attempt original interpretations. Not suprisingly, the latter sort of question finds more parallels in later commentators, including Simon of Faversham, Radulphus Brito, and John Duns Scotus. ;This dissertation, beginning from a thorough exegesis of a central figure, by tracing derivative and influencing themes, gives a dependable picture of the debates conducted in connection with the Categories in the High Middle Ages. I have had the responsibility of editing many of the primary sources I needed. The extensive appendices contain, besides an edition of Peter's Questiones super Praedicamentis, a transcription of another related commentary, Anonymus Matritensis: Questiones super Praedicamentis, and many relevant texts grouped by category. (shrink)

This volume is a continuation of Robert Greystones on the Freedom of the Will: Selections from His Commentary on the Sentences. From this, five of the most relevant questions were selected for editing and translation in this timely volume. This edition should prompt not just a footnote to, but a re-writing of the history of philosophy.

In The importance of argument in education Richard Andrews draws on his practice and research of over 20 years. He begins his lecture with definitions of ‘argument’ and ‘argumentation’. He justifies the overall focus on argument by first looking at its function in the social and political spheres and then moving on to a theoretical consideration of argument via the thinking of Vygotsky and Habermas. Professor Andrews applies these insights to both school- and university-level contexts. He examines three cases of (...) argumentation in education: that of a group of 6-year-old children in discussion; an essay by an undergraduate literature student; and a dissertation by an engineering student. In a further section, he turns to the question of visual and multimodal argumentation through consideration of a still image, an advertisement and a sequence of images. The lecture concludes that argument is important to education because it allows articulation of thought; engagement with personal, social and political issues; and enfranchisement within a democratic society. (shrink)

What is human freedom? By addressing a number of theological 'limit situations', Robert Greystones, while at Oxford University in the 1320s, developed his own philosophical theory. This volume is the first Latin critical edition, with a clear English translation. There is an extensive introduction describing his life and teaching on human freedom.

Introduction: Special Issue on Argumentation in Education in Scandinavia and England Content Type Journal Article Pages 433-436 DOI 10.1007/s10503-009-9168-5 Authors Richard Andrews, University of London Department of Learning, Curriculum and Communication, Faculty of Culture and Pedagogy, Institute of Education 20 Bedford Way London WC1H 0AL UK Frøydis Hertzberg, University of Oslo Department of Teacher Education and School Development Oslo Norway Journal Argumentation Online ISSN 1572-8374 Print ISSN 0920-427X Journal Volume Volume 23 Journal Issue Volume 23, Number 4.