Jesuit colleges and universities located in the United States in recent years have undergone profound changes. They have expanded their mission to embrace many nonCatholic students and faculty and in doing so they find themselves competing for these students with hundreds of other institutions. In seeking to appeal to this wider group of students these Jesuit schools in many cases have abandoned not merely the formal specifics of the curriculum outlined in the Ratio Studiorum but have also decreased (...) the emphasis on spiritual formation that is the reason for the existence of the Ratio. This essay does not argue for a literal return to the Ratio but for an open dialogue centering on questions of inculturation to the larger secularized academic community. It also raises the question of how faculty who have little knowledge of the Ratio can be brought into a conversation about its values. /// Os colégios e universidades dos jesuitas nos Estados Unidos sofreram em anos recentes profundas transformações. Expandiram a sua missão até abrangerem muitos estudantes e professores não Católicos e, ao procederem assim. encontraram-se a competir por estes estudantes com centenas de outras instituições. Em muitos casos. ao procurarem atrair um mais vasto numero de estudantes, estas escolas jesuiticas não apenas abandonaram os aspectos formais do curriculo contido na Ratio Studiorum. como também reduziram a importância da formação espiritual. a qual constitui a razão de ser da própria Ratio. O presente estudo não preconiza um regresso literal á Ratio, mas sim um diálogo aberto centrado em questões relacionadas com a inculturação numa mais alargada comunidade academica secularizada. Levanta-se igualmente a questão de como os docentes que mal conhecem a Ratio poderão vir a ser convertidos aos seus valores. (shrink)

During the century following the Council of Trent, two trends within Catholic religious orders matured: the first consisted in unifying and strengthening the Order’s culture by focussing on one author of reference; the other in elaborating a new way of presenting that author’s doctrines. In the case of the Friars Minor Conventuals, these trends were fostered in the second decade of the seventeenth century by the minister general of the Order, Giacomo Montanari, who promoted the idea that providing the Order (...) with new works featuring innovative didactic characteristics and a renewed defence of the doctrines of John Duns Scotus was a prime way to lead an authentic religious life. Bartolomeo Mastri and Bonaventura Belluto’s “philosophiae cursus ad mentem Scoti” was probably the major result of this impulse. This essay examines the ways in which this process occurred and the outcomes to which it led. (shrink)

The paper aims to provide an updated biography of Benet Perera in the historical background of the early years of the Collegio Romano. As one of the first teachers at the Collegio Romano, Benet Perera played a significant role in the debate on the different drafts of the Constitutiones and the Rationes studiorum of the Jesuit order, often generating criticisms among his colleagues and brothers in the faith. Debating on disciplines and methods of teaching, these discussions involved some crucial (...) topics from an epistemological point of view: mainly concerning the scientific status and role of metaphysics. (shrink)

La filosofía cartesiana tuvo sus orígenes en el espíritu de la época del siglo XVII y en el entorno y contexto del Collège La Flèche, durante la escolaridad de René Descartes en las aulas de mencionado recinto. Dirigida por los sacerdotes de la Compañía de Jesús, esta institución impartía educación a la luz de la Ratio Studiorum. El pensador francés abandona las enseñanzas del claustro al desencantarse del sistema y del contenido de los conocimientos transmitidos por la mayoría (...) de sus maestros y se da a la tarea de buscar un método que le brindara los elementos suficientes para construir un sistema de pensamiento, el cual asimismo respondiera a las nociones e ideas que pretendía construir. El padre Denis Mesland y Descartes entablan una relación intelectual-epistolar y debaten las ideas filosóficas propuestas por el pensador. Mesland se ve obligado a viajar al Nuevo Continente a cumplir nuevas misiones impuestas por sus superiores. Este artículo tiene como finalidad ofrecer algunas luces que permitan dar respuesta, en alguna medida, a la pregunta: ¿Mesland, en realidad, enseñó filosofía cartesiana en el Colegio Máximo jesuita de la provincia de Santafé en el siglo XVII? (shrink)

The first case of comprehensive Jesuit philosophical textbook, the Cursus Conimbricensis stands as a hallmark of the Jesuit way of teaching philosophy during the second half of the Sixteenth century. After having placed the Cursus conimbricensis in the European philosophical scenario, this paper aims to show how Manuel de Gois, as well as the other contributors, felt to be bound to Aristotle, the major authority according to the Ratio studiorum, in dealing with questions and issues.

The well-known Ratio Studiorum of 1599 states that logical instruction should follow F. Toletus or P. Fonseca. The latter authored the famous Institutionum Dialecticarum Libri Octo, the former a similar manual, Introductio in Dialecticam Aristotelis. As is often observed, the contrast between the Aristotelian and present symbolic logics is perhaps most striking in their analysis of relational statements. Both authors recognize the relational logical form as independent from the traditional subject-predicate form and see the need to recognize relational (...) inferential rules. They differ in their specific rules, however, so neither of the authors has captured the system of relational syllogism in its entirety. (shrink)

The well-known Ratio Studiorum of 1599 states that logical instruction should follow F. Toletus or P. Fonseca. The latter authored the famous Institutionum Dialecticarum Libri Octo, the former a similar manual, Introductio in Dialecticam Aristotelis. As is often observed, the contrast between the Aristotelian and present symbolic logics is perhaps most striking in their analysis of relational statements. Both authors recognize the relational logical form as independent from the traditional subject-predicate form and see the need to recognize relational (...) inferential rules. They differ in their specific rules, however, so neither of the authors has captured the system of relational syllogism in its entirety. (shrink)

Neuzeitliche Philosophie ist "Philosophenphilosophie", das ist die These dieses Buches, denn seit der Renaissance und besonders seit der Wende der Philosophie bei Descartes bezieht die Philosophie ihre Autoritat aus dem Philosophen selbst, der sie vertritt. Das fur das moderne philosophische Argumentieren selbstverstandliche "Selbstdenken" belastet den Philosophen mit Verantwortung fur die Wahrheit, was auch moralische Konsequenzen hat. Das Gegenmodell ist die Schulphilosophie, die parallel dazu eine fortgesetzte Tradition hat, ausgehend von den Lehrbuchern der Philosophie an katholischen (v.a. Jesuiten-) Universitaten bis hin (...) zu den letzten Auslaufern der Neuscholastik. In Fallstudien wird die neuzeitliche Schulphilosophie vorgestellt und ihr Anspruch, Philosophie zu sein, auf den Begriff von Philosophie hin untersucht. Inhalt: Descartes und das scholastische Argumentieren - Scholastik und Humanismus im Bildungsprogramm der Jesuiten - Nikolaus Cusanus - Marsilio Ficino - Giordano Bruno - Studienordnung und Philosophiebegriff: die Ratio studiorum SJ - Der Standardkursus der katholischen Schulphilosophie - Aufklarung und Scholastik - Cusanus und Bruno neuscholastisch gelesen - Philosophenphilosophie und Schulphilosophie. (Franz Steiner 1998). (shrink)

A história da filosofia no Brasil começa em 1572, quando foi inaugurado o curso de Artes dos jesuítas na cidade do Salvador, Bahia. Denominava-se “Artes” como abreviatura de “Artes liberais”, significando esta qualificação de “liberais” o caráter contemplativo ou teórico das disciplinas como uma espécie de saber considerado em sua organização e independentemente de objetos aos quais possa aplicar-se, a exemplo da Filosofia, a qual foi referida por Aristóteles como “ciência livre, pois somente esta é para si mesma” (ARISTÓTELES, Metafísica (...) I, 2, 982b). Na Bahia, o colégio instituído para ministrar tais disciplinas, e destinado à formação superior de eclesiásticos e de civis, teve como modelo o seu congênere na cidade portuguesa de Coimbra, denominado Colégio das Artes, o qual fora confiado aos jesuítas desde 1555. O curso de Artes durava três anos e abrangia, além de latim e estudos literários, as disciplinas filosóficas. Estas últimas apoiavam-se nas obras aristotélicas, segundo a Ratio Studiorum, método pedagógico da Companhia de Jesus. (shrink)

SummaryOn its foundation in 1842, St Francis Xavier's College, Liverpool, was the first British manifestation of the renaissance of Jesuit day-schools throughout nineteenth-century Europe. Initially, the College developed along traditional Jesuit lines, imbibing the spirit of the Ratio Studiorum, the centuries-old educational code of the Society of Jesus.By 1875, a new era had hawned as the needs of one of the largest commercial and industrial centres in the British Empire forced the Jesuits to examine critically the type of (...) education being dispensed in their Liverpool college. The curriculum was rapidly extended away from its traditional roots in the Classics to embrace scientific and technical training. This paper seeks to show how the Jesuits in Liverpool adapted in the last quarter of the nineteenth century to changing demands both at home and from their Superior General in Rome. (shrink)

Inhalt: Descartes und das scholastische Argumentieren - Scholastik und Humanismus im Bildungsprogramm der Jesuiten - Nikolaus Cusanus - Marsilio Ficino - Giordano Bruno - Studienordnung und Philosophiebegriff: die Ratio studiorum SJ - Der ...

Aristotelismos y antiaristotelismoen los ss. XVI y XVII. Se dan en esta época dosaristotelismos en ltalia y otro en Espaiía. El antiaristotelismoconoce dos momentos fuertes. 2. La relaciónentre la Physica y la Metaphysica. Se discuteentre los autores si la Filosofia Primera constituyeuna ciencia aparte, o si debe considerarse comouna Physica Generalis, es decir, como la exposiciónde las defíniciones primeras. 3. Tres modalidades:los Comentarias a Aristóteles: concebidosa la manera tradicional, pero caracterizados yapor un marcado eclecticlsmo; los Manuales:repeticiones de la Física que (...) nacen a raiz de lainstauración de la ratio studiorum de los jesuitas;las obras sobre ffsica escritas iuxta propria principia:investigaciones originales que, si bien noocultan la lectura de Aristóteles, se apartannotablemente de su filosofia. 4. Tres conceptosbásicos: espacio, tiempo y movirniento, en algunosautores significativos: Bernardino Telesio,Francesco Patrizi, los Coninbricenses, BenitoPereira y Francisco Suárez. (shrink)

Also known as the "Portuguese Aristotle", Pedro da Fonseca S. J. (1527-1599) was a prominent figure in early modern Scholasticism and particularly in the history of the Society of Jesus. He took part in the writing of the Society's Ratio Studiorum and laid the groundwork for the publication of the famous Cursus Conimbricensis (1592-1606). Furthermore, he was the author of an influential handbook of logic and dialectics (the Institutionum Dialecticarum, 1564), in addition to being one of the most (...) important and recognized commentators on Aristotle's Metaphysics in the sixteenth century (by his unfinished Commentaria, 1577-1612). This volume is the first collection of essays in English devoted to Fonseca, to his intellectual production, and his thought. The book gathers nine essays from scholars worldwide, among which are some of the most important current specialists in early modern Scholasticism, in Portuguese Aristotelianism, and the history of the Society of Jesus. So the volume presents, for the first time, a reliable portrait of the institutional role and the thought of Fonseca about many important questions of Western Metaphysics, as well as the reception of his work in the early modern age. (shrink)

Lógica, formação escolar e filosofia entre os jesuítas Resumo: O interesse mais direto deste artigo é a relação entre a Lógica e a formação filosófica na educação jesuíta. Para compor uma imagem da importância e da concreção da Lógica na formação proposta pelos inacianos, nós nos concentraremos na Ratio Studiorum e na obra do jesuíta português Pedro da Fonseca (1526-1599). A razão do recorte proposto é que as reflexões de Fonseca sobre o tema parecem, por um lado, orientar (...) outros jesuítas, como é o caso de Sebastião do Couto, que é o autor da dialética do Curso Conimbricense; por outro, elas são mais completas, sobretudo pela atenção dada por Fonseca ao método e às disputationes. De posse do conceito de Lógica de Fonseca, concluímos com a indicação de caminhos contemporâneos de revisitação de lógicas do passado. Palavras-chave: lógica; método; educação; jesuítas. Logic, school education and philosophy among the Jesuits Abstract: The most direct interest of this article is the relationship between Logic and philosophical formation in Jesuit education. In order to produce an image of the importance and concretion of Logic in the formation proposed by the Ignatians, we will focus on the Ratio Studiorum and on the work of the Portuguese Jesuit Pedro da Fonseca (1526-1599). The reason for the proposed approach is that Fonseca's reflections on the subject seem, on the one hand, to guide other Jesuits, such as Sebastião do Couto, who is the author of the dialectic of Curso Conimbricense; on the other hand, Fonseca’s conception of logic is more complete regarding the other Jesuits, especially due to the attention given by our author to the method and the disputationes. In possession of Fonseca's Logic concept, we conclude with an indication of contemporary paths for revisiting the logics of the past. Key-words: logic; method; education; Jesuits. Logica, educazione scolastica e filosofia tra i gesuiti Abstract: L’interesse più diretto di questo articolo è il rapporto tra Logica e la formazione filosofica nell’educazione dei gesuiti. Per produrre un’immagine dell’importanza e della concretezza della Logica nella formazione proposta dagli inaziani, ci concentreremo nella Ratio Studiorum e nell’opera del gesuita portoghese Pedro da Fonseca (1526-1599). Il motivo di questa scelta è che le riflessioni di Fonseca sull’argomento sembrano, da un lato, guidare gli altri gesuiti, come Sebastião do Couto, cioè, l’autore della dialettica del Curso Conimbricense; da l’altro, la concezione di logica di Fonseca è più completa riguardo ad’altri gesuiti, soprattutto per l’attenzione data dall’autore al metodo e alle disputationes. Possedendo il concetto di logica di Fonseca, concludiamo con l’indicazione di modi contemporanei di rivisitare le logiche del passato. Parole chiave: logica ; metodo ; educazione ; gesuiti. Data de registro: 16/09/2021 Data de aceite: 01/12/2021. (shrink)

This contribution sketches the path that St. Ignatius traversed from excluding in 1541 educational work as a Jesuit ministry to his decision to found colleges and universities as apostolic woks of the Society for the formation of young lay students. Ignatius determined in 1553 that the Collegio Romano should be marked by universality in its make-up and outreach, and furthermore should exercise influence on the other colleges of the Society in Europe. From these beginnings, a comprehensive instructional program emerged in (...) the definitive Ratio studiorum of 1599. We relate the organisation of the courses in literature and in the Faculty of Philosophy, which included pure and applied mathematics. The Faculty of Theology included a course on casus conscientiae or moral theology, and in the 18th century it added chairs of Canon Law, Church History, and Liturgy. In conclusion this article describes the three public «academies» founded for the intellectual and religious formation of select groups of students. Also, we tell of the instruction given in the exact sciences, with mention of some of more famous professors. (shrink)

Poniższe opracowanie obejmuje zasadniczo wiek XX. Nawiązuje jednak do pewnych dokumentów i faktów z XIX w., które miały znaczny wpływ na kształt filozofii jezuitów w XX w. Chodzi zwłaszcza o nową wersję dawnej Ratio studiorum z 1832 r. oraz o encyklikę Aeterni Patris z 1879 r. Badając dzieje filozofii jezuitów w Polsce, można wyróżnić: 1) filozofia związana z nauczaniem, głównie w Wydziale Filozoficznym Towarzystwa Jezusowego w Krakowie, oraz 2) filozofia pozaszkolna, a więc nie związana ścisłej z nauczaniem.

Poniższe opracowanie obejmuje zasadniczo wiek XX. Nawiązuje jednak do pewnych dokumentów i faktów z XIX w., które miały znaczny wpływ na kształt filozofii jezuitów w XX w. Chodzi zwłaszcza o nową wersję dawnej Ratio studiorum z 1832 r. oraz o encyklikę Aeterni Patris z 1879 r. Badając dzieje filozofii jezuitów w Polsce, można wyróżnić: 1) filozofia związana z nauczaniem, głównie w Wydziale Filozoficznym Towarzystwa Jezusowego w Krakowie, oraz 2) filozofia pozaszkolna, a więc nie związana ścisłej z nauczaniem.

For many years the intellectual activities of the Society of Jesus were dismissed as wholly conservative, as their Ratio studiorum clung to a Ptolemaic–Aristotelian world‐picture despite the rising...

This paper discusses the application of the historiographical category translatio studiorum to the compilation of American philosophical and theological production designated as scholastica americana, and substantiates this expression – by highlighting specific content that puts it in a historiographical category. The article analyses some characteristics of this production in the colonial period, establishing its geographical, chronological, thematic and institutional delimitation. The characterization of the production is justified for the following periods: 1. Scholastic; 2. Eclectic pre-Enlightenment; and 3. Enlightenment.Walter Redmond’s (...) thesis of the double translatio of logic is also discussed – a thesis equally applicable to other philosophical disciplines. The epistemological and methodological justification of the historiographical category scholastica colonialis americana includes the following topics: an unusual process within the general category; its problematic context; the consideration of the American philosophical ‘tradition’ as translatio americana; and its connexion with the scholastica americana as being understood in recent historiography. (shrink)

1735 veröffentlichte Johann Georg Zur Linden in Jena die "Ratio meditationis hermeneuticae imprimis sacrae methodo systematica proposita". Sein Werk ist das Resultat eines unerwarteten Bündnisses zwischen der wolffschen Aufklärung und dem Pietismus nach dem harten Zusammenstoß dieser beiden Richtungen, der seinen Höhepunkt in der Verbannung Wolffs aus Halle fand. In den folgenden Jahren trat eine neue kulturelle Figur in Erscheinung, der Aufklärer-Pietist oder umgekehrt, der die Hoch- und Spätaufklärung beherrschte und zu dessen ersten Repräsentanten Zur Linden zählt. Obgleich die (...) Ratio von den Vorschriften der logischen Hermeneutik ausgeht, beruht sie auf einer Aufwertung der Themen der antiken Rhetorik und konzipiert die Hermeneutik als eine auf die Mittel-Zweck-Rationalität gestützte Technik, der die Aufgabe zukommt, die besten Mittel für das Verstehen von Texten und Reden festzulegen. Die heilige Hermeneutik von Zur Linden zeichnet sich durch wenigstens vier innovative Aspekte aus: 1. Den Vorschlag einer allgemeinen Hermeneutik probabilistischer Art. 2. Eine eingehende Untersuchung der verschiedenen Sinnbegriffe und ihrer Wechselbeziehungen. 3. Die Kritik am Besserverstehen als Auslegungsziel. Die kritischen Punkte des Textes dürfen nicht zugunsten seiner Nichtwidersprüchlichkeit ausgemerzt werden, weil jede Verbesserung leicht in eine Manipulation des Sinns ausarten kann. 4. Die mögliche Nichtübereinstimmung zwischen dem, was der Autor sagen will, und dem, was er tatsächlich sagt. Für Zur Linden hat der Textsinn unzweifelhaft Vorrang und bildet den einzigen möglichen Zugang zum Autorsinn. Seine autorbezogene Texthermeneutik stellt sich noch heute als originelle, beachtenswerte Leistung dar. In 1735 Johann Georg Zur Linden published his "Ratio meditationis hermeneuticae imprimis sacrae methodo systematica proposita" in Jena. His work was the result of an unexpected alliance between the Wolffian Enlightenment and Pietism, after the fierce clash between these two trends which had culminated in Wolff’s banishment from Halle. In the years that followed a new cultural figure appeared, the Enlightener-Pietist, or vice versa, who was to dominate the high and late Enlightenment and of whom Zur Linden was one of the first examples. Although the Ratio takes as its starting-point the rules of logical hermeneutics, it is based in an evaluation of the themes of classical rhetoric, and conceives hermeneutics as a technique, grounded in means-end rationality, the task of which is to determine the best method for understanding texts and speech. Zur Linden’s sacred hermeneutic theory is distinguished by at least four innovative aspects: 1. The proposal of a general hermeneutics of a probabilistic type. 2. An intensive examination of the different concepts of sense and their interrelationships. 3. The critique of better understanding as the goal of exegesis. The critical points of the text should not be obliterated in favour of its consistency. 4. The possible lack of agreement between what the author intends to say and what he actually says. For Zur Linden the sense of the text takes undoubted precedence and constitutes the only possible access to the author’s sense. His author-related textual hermeneutics can still be seen today as an original and noteworthy achievement. (shrink)

In the face of growing skepticism and relativism, “believe in reason” is the central message in Pope John Paul II’s Fides et Ratio. Only by the two wings of reason and faith together can the human spirit soar. The current work, Ratio et Fides, is its philosophical counterpart. It is not a watered-down introduction but a “leading-into” the heart of philosophic thinking. Firmly rooted in the phenomenological description of an ordinary artifact, a mailbox, the book uses the principles (...) involved in the description to examine key figures in the history of thought. We focus on three areas: the Soul, Morality, and God. We consider seven thinkers. Plato and Aristotle, who founded the tradition, were taken up by Augustine and Aquinas in developing their theologies. Descartes launched the distinctively modern tradition, culminating in Hegel’s systematic presentation of the whole Western tradition, philosophical and religious. More recently, Heidegger approached that tradition in terms of its hidden ground in the Mystery of Being, recalling us to meditative thinking as the secular counterpart to prayer. Armed with this background, students will be able to approach with profit the Fathers of the Church and major theologians and philosophers, past and recent. (shrink)

Electronic text edition of Giambattista Vico, De nostri temporis studiorum ratione, in Latin. It includes the page numbers of the original edition of 1709, available among the online resources of the ISPF web portal www.giambattistavico.it.

This volume collects 17 case studies that characterize the various kinds of translations of the European culture of the last two and a half millennia from ancient Greece to Rome, from the medieval world to the Renaissance up to the ...

We present an experiment in which we add a common delay in a choice between two risky prospects. The results show that delay produces the same change in preferences as in the well-documented common ratio effect in risky lotteries. The added common delay acts as if the probabilities were divided by some common ratio. Moreover, we show that there is a strong magnitude effect, in the sense that the effect of delay depends on the magnitude of the outcome. (...) The results are consistent with the recently introduced probability time trade-off (PTT) model by Baucells and Heukamp. We present a parameterization of the model based on the experimental results, showing that the value function exhibits increasing relative risk aversion, the weighting function is s-shaped, and the intrinsic discount rate is decreasing. (shrink)

Im Allgemeinen widmet sich das vorliegende Buch dem gemeinsamen Problembereich der zeitgenössischen Theologie und Philosophie, aber den konkreten Anlass der hiesigen Beiträgen geben jedoch die Parallelität in der Erscheinung der Enzyklika Fides et Ratio vom Papst Hl. Johannes Paulus II., und die Heiligsprechung Edith Steins (Mitpatronin Europas) von demselben heiligen Papst. Die Autoren des Bandes reflektieren sich auf die Gemeinsamkeit des Denkens dieser zwei Heiligen des 20. Jahrhunderts, auf ihre philosophischen Engagements in der christlichen Philosophie, sowie auf die heutigen (...) Möglichkeiten des gemeinsamen Denkens von Philosophie und Theologie. (shrink)

The ratio bias––according to which individuals prefer to bet on probabilities expressed as a ratio of large numbers to normatively equivalent or superior probabilities expressed as a ratio of small numbers––has recently gained momentum, with researchers especially in health economics emphasizing the policy importance of the phenomenon. Although the bias has been replicated several times, some doubts remain about its economic significance. Our two experiments show that the bias disappears once order effects are excluded, and once salient (...) and dominant incentives are provided. This holds true for both choice and valuation tasks. Also, adding context to the decision problem does not change this outcome. No ratio bias could be found in between-subject tests either, which leads us to the conclusion that the policy relevance of the phenomenon is doubtful at best. (shrink)

In this paper, I delineate two major problems facing reliabilist approaches in epistemology. I argue that Alvin Goodman's (1986) position fails to solve either problem. I then suggest an alternative reliabilist approach that ties truth-ratio assessments to particular, well-specified cognitive tasks. I claim that a well-specified cognitive task is an empirical hypothesis about a system that involves the specification of input and output types and nomic correlations (including statistical correlations) that underlie the system's performance. On my approach, one characterizes (...) processes by reference to the system's dispositions across the situations consistent with the task. Characterization is best understood as revealing a strategy or a set of strategies for generating outputs from inputs relying on certain nomic correlations associated with the task. (shrink)

There are different Bayesian measures to calculate the degree of confirmation of a hypothesis H in respect of a particular piece of evidence E. Zalabardo (Analysis 69:630–635, 2009) is a recent attempt to defend the likelihood-ratio measure (LR) against the probability-ratio measure (PR). The main disagreement between LR and PR concerns their sensitivity to prior probabilities. Zalabardo invokes intuitive plausibility as the appropriate criterion for choosing between them. Furthermore, he claims that it favours the ordering of pairs evidence/hypothesis (...) generated by LR. We will argue, however, that the intuitive non-numerical example provided by Zalabardo does not show that prior probabilities do not affect the degree of confirmation. On account of this, we conclude that there is no compelling reason to endorse LR qua measure of degree of confirmation. On the other side, we should not forget some technicalities which still benefit PR. (shrink)

Clarke and Beck suggest that the ratio processing system may be a component of the approximate number system, which they suggest represents rational numbers. We argue that available evidence is inconsistent with their account and advocate for a two-systems view. This implies that there may be many access points for numerical cognition – and that privileging the ANS may be a mistake.