A-t-on le droit de croire en l'existence de Dieu? Non, répondent ceux qui veulent des preuves. Oui, affirme ce livre, car nous avons le droit de croire même sans justification épistémologique. Cela n'a rien d'intellectuellement honteux, contrairement à ce que disent certains philosophes, en parlant d'une éthique des croyances Une nouvelle question se pose alors : a-t-on le droit de croire avoir reçu une révélation et prétendre connaître ainsi la vérité? Non, répondent ceux pour lesquels la vérité ne peut pas (...) être donnée par Dieu dans la Bible. Oui, affirme ce livre, et, qui plus est, une épistémologie peut défendre la rationalité de notre croyance à la révélation. Dès lors, peut-on faire comme si les affirmations du Credo étaient des fictions? Est-il vrai que la religion est avant tout une affaire pratique et une forme de vie? Non, répond ce livre : les arguments en faveur d'une conception non réaliste de la religion sont faibles ; en revanche, le réalisme théologique peut être défendu. Renouvelant ainsi la traditionnelle question de la relation entre foi et raison, ce livre discute aussi bien les thèses de saint Thomas, de John Locke, du cardinal Newman et de Ludwig Wittgenstein, que celles de philosophes analytiques contemporains de la religion comme Alvin Plantinga, Richard Swinburne, Peter van Inwagen ou Linda Zagzebski. (shrink)

S’appuyant sur l’argument que la rencontre de la philosophie confucéenne avec la théorie éthique occidentale ne constitue pas un tournant, cet article cherche dans le vocabulaire de l’éthique confucéenne les éléments permettant de dessiner la vision sui generis de la vie morale comme une éthique de rôle confucéenne. Etant donné la centralité de la famille en tant que lieu initial d’acquisition des qualités morales, un terme clé du corpus confucéen qui exprime cette notion d’éthique de rôle n’est rien d’autre que (...) l’impératif moral primordial de cette tradition, à savoir la « révérence familiale » – ou pitié filiale – ( xiao ). Si notre but est d’aborder la tradition confucéenne selon ses propres termes et de la laisser s’exprimer par elle-même sans la remplacer par nos propres priorités culturelles, il faut commencer par reconsidérer de manière critique la conception confucéenne de l’individu comme point de départ de l’éthique confucéenne. Cette dernière diffère du tout au tout de l’individualisme qui fonde l’approche occidentale dont la terminologie est éloquente (agents, actions, traits de caractères, autonomie, choix, liberté, principes…). L’éthique confucéenne s’appuie d’abord sur une vision totalisante de l’expérience humaine et recourt à un ensemble de termes qui révèlent des idées totalement différentes : par exemple que les qualités morales se manifestent sous la forme d’une virtuosité consommée dans les rôles et les relations qui nous constituent. Ne pas distinguer les « êtres » humains individuels des « devenirs humains » relationnels revient bon gré mal gré à importer, avant même de se pencher sur la question, une notion contemporaine de personne résolument étrangère au sujet. (shrink)

" A l'aube de la relation éducative, l'adulte est saisi par le souci de son engagement et s'interroge sur la nature de son geste éducatif, sur ce qu'il serait mieux de faire, sur ce qu'il ne faudrait surtout pas faire, sur ce que l'on aimerait qu'il découvre, apprenne, comprenne, devienne... Et assez vite l'adulte prend conscience des tensions entre excès et insuffisance, mobilisé entre ses convictions et les tendances sociales. Il est pris dans une lutte entre le " trop " (...) et le " pas assez " dont nous pouvons comprendre l'intensité du sens dans le geste de tendresse qu'est la caresse à un nouveau-né, que chacun a pu éprouver une fois ou l'autre: cette tension particulière entre retenue du geste par crainte de blesser et pression du geste par attirance, entre respecte et désir. Si, souvent, l'adulte sait trouver l'attitude adéquate, un juste milieu, dans d'autres cas, son mouvement témoigne d'une inaptitude à éduquer et peut entraîner bien des souffrances pour l'enfant. C'est sur cette dimension particulièrement délicate du rapport éducatif que porte ici ma réflexion. Délicate parce qu'elle touche à l'intimité de l'éducateur et parce qu'elle révèle l'arbitraire de la relation entre adulte et enfant. Ce livre va donc traiter du risque d'emprise de l'éducateur sur l'enfant : de l'abus éducatif. " Roger Cevey. (shrink)

Population surveys of emotion offer great potential to understand subjective wellbeing, though most do not reveal how emotions other than happiness and satisfaction impact on daily lives. This article presents a case study analysis of data from Kahneman and Krueger’s Princeton Time and Affect Survey to demonstrate that the choice of emotions or affects measured in surveys does matter in determining wellbeing in contexts such as those in which gender plays an important role. It finds that that tiredness and interest (...) comprise a large part of American women’s but not men’s unpleasant education, unpaid housework, and childcare. The article concludes by suggesting that the most appropriate method for establishing a “minimum” set of emotions is to conduct survey-based “audits” of emotions experienced in daily activities. (shrink)

S’appuyant sur l’argument que la rencontre de la philosophie confucéenne avec la théorie éthique occidentale ne constitue pas un tournant, cet article cherche dans le vocabulaire de l’éthique confucéenne les éléments permettant de dessiner la vision sui generis de la vie morale comme une éthique de rôle confucéenne. Etant donné la centralité de la famille en tant que lieu initial d’acquisition des qualités morales, un terme clé du corpus confucéen qui exprime cette notion d’éthique de rôle n’est rien d’autre que (...) l’impératif moral primordial de cette tradition, à savoir la « révérence familiale » – ou pitié filiale – ( xiao ). Si notre but est d’aborder la tradition confucéenne selon ses propres termes et de la laisser s’exprimer par elle-même sans la remplacer par nos propres priorités culturelles, il faut commencer par reconsidérer de manière critique la conception confucéenne de l’individu comme point de départ de l’éthique confucéenne. Cette dernière diffère du tout au tout de l’individualisme qui fonde l’approche occidentale dont la terminologie est éloquente (agents, actions, traits de caractères, autonomie, choix, liberté, principes…). L’éthique confucéenne s’appuie d’abord sur une vision totalisante de l’expérience humaine et recourt à un ensemble de termes qui révèlent des idées totalement différentes : par exemple que les qualités morales se manifestent sous la forme d’une virtuosité consommée dans les rôles et les relations qui nous constituent. Ne pas distinguer les « êtres » humains individuels des « devenirs humains » relationnels revient bon gré mal gré à importer, avant même de se pencher sur la question, une notion contemporaine de personne résolument étrangère au sujet. (shrink)

The claim that media ‘simulate’ political transparency is misleading. It suggests that the ‘simulated’ exists in opposition to the ‘real’ or ‘true’ and, in turn, that transparency should give access to a political reality or ‘truth’ otherwise distorted. This truth or reality is, however, illusory. Transparency should be seen as a process of requiring persons in relations of community with others to account for their actions, understandings and commitments as regards matters directly relevant to those relations. Such an approach denies (...) any simple public‐private divide, emphasises breach of trust in relations of community as the justification for publicising personal conduct and circumstances, and treats scandal as the public revelation of these breaches of trust. (shrink)

« L’Absence » ressortit au genre de l’« écriture brève », ni aphoristique, ni fragmentaire, qui répond, à la faveur des mots entés sur un exercice rigoureux de l’attention – cette forme contemporaine de la piété de la pensée – à un appel montant du monde et qui le révèle comme monde, c’est-à-dire comme absence endurée de Dieu.

The problem -- The Christian concept of truth -- Metaphysical experience and Christian dogmatics -- Understanding revelation -- The renewing of the mind -- The dialogue between the theologian and the philosopher -- Conclusion: The difficult condition of the Christian philosopher.

In lieu of an abstract, here is a brief excerpt of the content:On Deconstructing Life-Worlds: Buddhism, Christianity, CultureRoger CorlessOn Deconstructing Life-Worlds: Buddhism, Christianity, Culture. By Robert Magliola. Preface by Edith Wyschogrod. American Academy of Religion Cultural Criticism Series, edited by Cleo McNelly Kearns, Number 3. Atlanta, GA: Scholars Press, 1997. xxii + 202 pp.How does one review a deconstructionist book—a book that seeks not only to discuss deconstruction but to be deconstructionist, a book that simultaneously takes books seriously and mocks (...) both the author and the reader for imagining there could ever be such a thing as a book, a something that is written and then read, a writing that says that everything is Writing but that all Writing/writing is written under erasure and so is (as p. 202 explicitly, self-reflexively proclaims itself) an empty page that is, by that very emptiness, marked? Derrida derides the Introduction, for, he asks (without speaking, parlant avec dénégations, denying that he is expressing denials) what is being Introduced? What do we think we are doing when we lead a reader into (introducere) something that is not there to be lead into until a reader is lead or leads himself or herself into it? Do we not, thus, need an Introduction to the Introduction, and another Introduction to that Introduction, a regressus ad infinitum introductionum? Edith Wyschogrod writes a Preface. Does she mean us to think that the book has a Face, and that it therefore needs a pre-Face? Does she think that she/we face toward the book, or does the book face toward her/us, or does/do she/we both together face toward the putative subject matter, which itself has two faces, Buddhism and Christianity? And who am I, the reviewer?This cannot be a review (a looking-over), but it might be a re-view (a looking-again), which informs (in-forms, incarnates) itself so that you, dear Introducer of Yourself, can review (look over) your presuppositions about Buddhism, Christianity, life-worlds, and reality in general, and re-view them (re-visit them, look again at them) so as to reform (re-view, see-again, as formless, and thus re-form) them.One draws a circle, says Charles Fort, beginning anywhere. So let us open the book at random. On page 84 we find: “Taiwan has over 25,000 students studying in the United States, the largest foreign contingent in American universities.” This aggressively logocentric sentence is provided with a footnote: “Statistic of 1987. Since then, the proportion of Chinese from the People’ [sic] Republic has become much more noticeable.” Hmm—a little typo, but nevertheless we are, to our surprise, deep in the overheated hotel conference rooms of the annual meeting of the American Academy of Religion. So, why are we told this? It is part of a section that cuts (“Lt. sect-, cut”, we are reminded on p. 175) across (cross-hatches) Magliola’s life/lives run/runs (Curriculum Vitae, Curricula Vitae, Curricula Vitae Novae, Curricula Vitarum, as the chapter headings have it) as an academic, a Catholic, an almost-priest, a Buddhist meditator, a husband, a divorcé, an Italian, an American, [End Page 216] a resident of Taiwan. All these spill out from the overstuffed closet of Magliola’s life/lives, which, without warning, he opens upon us and then sits among the salade challenging the reader to become bricoleur. But if we do, we feel we have missed the point. Or we have seen the point—which is just as bad.Crosshatch: that’s the theme, I think. Cross, “X” (both the Roman character “eks” and the Greek character “chi”), crucifix, saltire, cross-religions, cross-cultures, cross-countries, cross-country, crossing-out (rature), and finally, revelation by relationis oppositio under/through four forks (“Il ne s’écrit que sous la grille des quatre fourches”—p. 177, quoting Derrida).Magliola is on this cross, he is cross (angry/mad), he is crucified by it, he hopes to cross over by means of it. “This book is not written for the arrived by the arrived” (p. xix), yet he is “on the water, not at sea” (p. xx).It may not be incorrect to say that the book is in... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Intellectual Ethics of Revealed Truth:A Thomistic ApproachRoger PouivetIAt the beginning of the Summa contra gentiles [SCG], Thomas Aquinas says that "we must first show what way is open to us in order that we may make known the truth which is our object" (SCG I, ch., 3, no. 1).1 To question ourselves in this way is to do what we, today, call epistemology. So, in my opinion, in (...) the first chapters of the SCG, Aquinas examines questions belonging to the so-called "Epistemology of religious beliefs."2 Aquinas wonders how we may have the right to claim that God exists and what his attributes are, and to believe the revealed truths.So understood, epistemology of religious beliefs is part of what I will call "intellectual ethics." It is less about beliefs themselves—to know whether or not they are justified—than about believers, about persons and their intellectual virtues. Do they have a blameless and even a superior intellectual life? Or, are they immoral in having received their religious beliefs in the way that they did? In particular, it raises as a central question whether it is consistent with intellectual virtue for a person to receive beliefs by revelation, that is in the name of God. Is it possible to receive truths from the divine external source and donor, through the biblical text itself, or even through those who are purportedly in charge of manifesting the Word of God, and be an epistemologically virtuous, irreproachable person? [End Page 1289]My hypothesis is that the opening chapters of the SCG may be viewed as a step into the field of intellectual ethics examining the acquisition of religious beliefs from the perspective of intellectual virtue and defending the legitimacy of certain intellectual attitudes.IILet us distinguish two accounts of epistemology. What we may call an "epistemology of justification" deals with the norms or rules whose observance ensures the justification of our beliefs and the legitimacy of our claims to knowledge. It does not concern itself with the norms of behavior of a seeker after knowledge, but rather with the question whether what someone believes or claims is backed by evidence; and it debates what does or does not count as evidence and which are the rules by means of which evidence may support, or fail to support, beliefs or knowledge claims. Such an epistemology likewise concerns itself with the reflective control that we exert over our beliefs.In the second account, epistemology explores intellectual virtues as qualities of character. Our epistemic life is laudable when our acquisition of beliefs depends upon these virtues. However, in the perspective that we find in Aquinas, virtues are not understood simply as skills (or competences) that ensure that we arrive at beliefs that are justified by evidence, in the usual meanings given to that term. So, this second account of which I speak here differs from so-called "virtue reliabilism," for which, ultimately, virtues are simply faculties functioning properly for the maximization of our knowledge.3 An "epistemology of intellectual virtues" in a Thomistic approach addresses the question of what a "good epistemic life" is. So, it is not intended to define justification or knowledge to indicate what are the right rules (as in an epistemology of justification) to control beliefs, or even not what are the right procedures (as in an epistemology of skills) to acquire beliefs.In epistemology of the first type, the main epistemic commandment to persons is to believe only on the basis of sufficient evidence. It is essential that this evidence be recognized internally, through an examination of the reasons to believe. Any defense of the legitimacy of revealed beliefs or of any claim to know through revelation will prove, on this basis, utterly [End Page 1290] implausible, and so epistemically blameworthy. Revealed beliefs suppose our complete intellectual dependence upon an external source. We are not in the position to exert any internal control. The standard of such control would itself be received from the same source, and not grounded in our own epistemological initiative. So, in modern epistemology, the primacy of the rule of evidence has led to religious beliefs being deemed to... (shrink)

That being than which a greater cannot be conceived.' This was the way in which the living God of biblical tradition was described by the great Medieval philosophers such as Augustine, Anselm and Aquinas.Contemporary philosophers find much to question, criticise and reject in the traditional analysis of that description. Some hold that the attributes traditionally ascribed to God - simplicity, necessity, immutability, eternity, omniscience, omnipotence, creativity and goodness - are inherently incoherent individually, or mutually inconsistent. Others argue that the divinity (...) described by philosophers cannot be the same as the providential God of revelation.In Perfect Being Theology Katherin A. Rogers defends the traditional approach, considering contemporary criticisms but concluding that the most adequate account of the nature of God should build upon the foundation laid by the Medieval philosophers.Written in a lively and accessible style and offering an important historical perspective, this book covers key areas of contention and many of the major ideas and thinkers from all sides of the debate are included. (shrink)

Platon observe nos smartphones, croise nos migrants, découvre les attentats terroristes, scrute nos dirigeants politiques. Roger-Pol Droit lui fait rencontrer Teddy Riner, Bob Dylan, Thomas Pesquet, l'emmène à la COP 21, au MacDo, à Pôle Emploi, au Mémorial de la Shoah, l'incite à visionner House of Cards, à écouter Emmanuel Macron et Donald Trump. Entre autres. Pour jouer? Evidemment. Mais pas seulement. Cette promenade dans notre actualité du père fondateur de la philosophie permet de découvrir des traits essentiels de (...) sa pensée, en expérimentant des écarts entre nous et lui, en testant ce qu'il comprendrait aisément, ou pas du tout. Finalement, ce périple montre ce que Platon nous indique d'essentiel, que nous ne verrions pas sans lui. Rédigé sous la forme de trois carnets écrits au jour le jour, dans une langue accessible et élégante, ce livre se révèle peu à peu bien autre chose qu'un divertissement. L'air de rien, il développe une méditation vivante, personnelle et profonde sur les usages de la philosophie, ses impasses et ses zones d'ombre, sa nécessité et ses bienfaits. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Reciprocating Engine--Like ProustRoger ShattuckWould you buy a book called “How to Read a Book”? Only out of annoyance, I imagine. In the company of literary scholars, critics, and writers, we all think we know already how to read. Otherwise, we’d be professional charlatans. Still, in 1940 tens of thousands of people bought a book called How to Read a Book by Mortimer J. Adler. It stayed on the (...) best seller lists for several weeks. Adler wrote in an easy conversational style and promoted good books—even old ones. But he had the essentials wrong. He believed we should read the way a tyro tours an art museum: the tyro looks at the label before looking at the painting. Of course our whole educational system—K plus 12 plus 4 plus even more—inevitably follows this label-first method. I shall come back to the basic question of order of events in reading literature.On the basis of my own experience and of my investigations in recent years, I distinguish three kinds or levels of reading. We read for basic comprehension of words and sentences. We read for literary response to the parts and the whole of a work. And we read for the relations of the work to other works and to life itself. These tentative categories of reading do not represent sequential stages. Our response to language may resort to one or all of these three activities at any stage of learning.Formal reading begins with the basic association of written word with sounded word—with a notion in the mind—with some phenomenon in the world. Since most of us have forgotten how we learned those initial associations, we understand them probably from having helped a child to read. And in that gradual process we do not usually encounter the excitement that can occur when an illiterate older child or an illiterate [End Page 104] adult suddenly grasps the miracle of language. The exemplary case of Helen Keller concentrates into one incident at the water pump the revelation that comes to the rest of us over a period of weeks or months at a much earlier age. We should never forget one fundamental: the comprehension stage of reading is not an empty skill that can be acquired apart from meaningful content. In order to make sense of written language, we cannot just learn a mental trick of association but must also acquire much information about the world we live in.This first category of reading for comprehension is endlessly debated by all parties, including literary scholars and critics. Almost no one speaks of the third category: how to keep track of and make use of what we read over the years, both as professionals in the field of literature and as individuals seeking to shape a life out of our experience. I lifted the title of this panel from a remarkable essay on how to keep notes on one’s reading and how to set up and constantly revise a system of files both in order to give direction to one’s professional career and in order to constitute one’s character as a person. The essay “On Intellectual Craftsmanship” was written by C. Wright Mills as an appendix for The Sociological Imagination (1959). We all pick up procedures for keeping notes and files as we go along. But despite the number of methodology courses in graduate programs in literature, such basics are rarely discussed. Mills deserves much credit for raising a neglected subject essential for all writers. Intellectual craftsmanship will become even more challenging in the era of electronics and computers.Another great scholar a century earlier saw fit to speak of these basics near the end of his autobiography.I may mention that I keep from thirty to forty large portfolios, in cabinets with labelled shelves, into which I can at once put a detached reference or memorandum. I have bought many books and at their ends I make an index of all the facts that concern my work; or, if the book is not my own, write out a separate abstract, and of such abstracts I have a huge drawer... (shrink)

Alfred Tarski a joué un rôle déterminant dans la déconstruction du clivage classique de l’analytique et du synthétique alors même que les ouvrages consacrés à ce chapitre de la philosophie restent, en général, relativement discrets au sujet de son rôle au profit de W. V. O. Quine. La critique de Tarski, qui s’articule dès 1930, s’organise le long de deux axes principaux. Le premier a trait à la difficulté de définir objectivement la notion de logicité ; le second, qui s’appuie (...) sur une conception holiste de la science, admet la possibilité d’une rectification des principes logiques au nom de l’expérience. Sur ce point, les objections ponctuelles de Tarski anticipent la critique plus systématique que Quine adressera à la notion de l’analyticité. L’analyse des principales étapes de la critique de Tarski révèle toutefois que sa pensée n’est pas toujours exempte de tensions internes. Alfred Tarski has played a decisive role in the refutation of the classic cleavage between analytic and synthetic truths, though the studies which deal with this chapter of philosophy generally stress the role of W. V. O. Quine in this question and omit to mention Tarski’s name. Tarski’s critique, which has been expressing itself since 1930, is developed along two main lines. The first concerns the difficulty of giving an objective definition of logical notions ; the second, based on a holistic conception of science, maintains the possibility of the refutation of logical principles by experience. In this question the selective objections of Tarski anticipate the more systematic critique of analyticity by Quine. However, the analysis of the different steps in Tarski’s critique shows that his way of thinking is not free of inner tensions. (shrink)

Cet article traite de l'activité complexe de raisonnement quand les gens, au sens ethnométhodologique du terme, « fabriquent » la société et les institutions sociales. Traditionnellement, l'étude du raisonnementet de la connaissance humaine a reposé sur des hypothèses qui sont en désaccord avec la prise en compte de la nature socioculturelle et sociocognitive des activités collectives. Notre raisonnement dans ses grandes lignes est que une analyse de l'usage in situ de catégories institutionnelles révèlent des liens intimes entre la pensée, la (...) communication et des outils matériels. Les artéfacts physiques constituent des externalisations de la connaissance; nous nous reportons sur des objets des représentations avec lesquelles nous agissons plus tard. Dans le dispositif utilisé ici pour mesurer, écrire et documenter les évènements et les activités, les catégories pour coder le monde apparaissent sous forme textuelle et sont utilisées comme procédés de construction de sens et de coordination de divers systèmes d'activité. La capacité des catégories à être des liens qui relient connaissance, communication et technologie est illustrée ici par des exemples empiriques de pratiques de conseil pour la recherche d'emploi dans une agence spécialisée.This article focuses on the complex activity of reasoning, when people - as the ethnomethodologists put it - "make" society and social institutions. Traditionally the study of human reasoning and cognition has been based on assumptions which are at odds with recognising the sociocultural and sociocognitive nature of collective activities. The outline of our argument is that an analysis of the in situ use of institutional categories, points to very close links between thinking, communication and material tools. Physical artefacts represent externalisations of human knowledge; we project representational signs onto objects and we later inter-act with those signs. In our systems used for measuring, writing, and documenting events and activities, categories for codifying the world appear in textual form, and they are used as sense making and co-ordinating devices in various activity systems. The capacity of categories as boundary objects that bridge cognition, communication, and technology is illustrated by empirical examples from vocational guidance practices at a public employment office. (shrink)

This essay argues that Schelling's late transition from Negative to Positive Philosophy constitutes a pointed inversion of the path of systematic ascent mapped by Hegel for the first time in the Phenomenology's Preface, which itself establishes Hegel's development out of and beyond Schelling's early philosophy; that a key notion to inspire the Hegelian vision articulated in the Preface returns to cap off the critique implicit in Schelling's late inversion, where this notion emerges from their divergent readings of Aristotle's Metaphysics; and (...) finally, that while Hegel's theorization of the end of all philosophizing represents his innovative enlargement from within the framework he finds in Aristotle, Schelling's vision of this same end facilitates the crisis of reason which opens unto revelation, and so is akin to the vision which carries Aquinas beyond Aristotle, albeit in Schelling's post‐Spinozist mode of thought. (shrink)

In his work, Being Given, Jean-Luc Marion calls for a phenomenological investigation of the givenness (donation) of the phenomenon. As a phenomenologist of religion, Marion aims to give a philosophical account of the possibility of revelation, something which by definition is unconditionally given. In Being Given, he contends that his phenomenological reduction to unconditional givenness (in the figure of the saturated phenomenon) can account for religious phenomena in a way that respects the subject matter, all the while remaining philosophically neutral. (...) In this paper I argue that Marion's aim to maintain strict philosophical neutrality interferes with his attempt to respect the subject matter of his own investigation, i.e., the givenness of revelation, since revelation is recognizably given, even as possibility, only in the non-neutral context of an interpretive tradition. I establish the latter claim with recourse to Heidegger's early hermeneutic sketches of ‘primordial Christian religiosity.’ In turn, I call for a phenomenological Destruktion of Marion's work in order to release its potential as a non-neutral investigation of a distinctively Catholic religiosity. (shrink)

Dans ce recueil ambitieux, Nicole Pellegrin questionne « l’invisibilité des praticiennes de l’histoire ». En faisant apparaître des « types d’oubliées d’écriture », les dix-neuf contributions d’auteures littéraires et historiennes révèlent une multitude de manières de faire de l’histoire depuis le xve siècle et ouvrent des pistes pour mieux comprendre leur effacement d’une historiographie très masculine. Le résultat a certes un caractère « kaléidoscopique », comme l’annonce Nicole Pellegrin d...

This paper explores the claim made by Thomas Aquinas in Summa Theologiae, I, q. 1, a. 3 that ‘sacred doctrine’ is ‘scientific.’ After reviewing some of the key historical commentators on the question, I propose an examination of Thomas' treatment of the gift of prophecy as providing an important clue into discerning more clearly his evolution from an Aristotelian understanding of knowledge or ‘science’ to a fuller sense of the term scientia as used by Thomas. Chief among these is a (...) clue into how Thomas resolves the difficulty between necessity and history. His treatment of prophecy in the Summa Theologiae gives one a glimpse into how Thomas is a historical thinker, despite weighty authorities such as Etienne Gilson arguing otherwise. Closer attention to prophecy permits one to rethink Thomas' account of sacred doctrine in Question One and appreciate how pivotal the fact of divine revelation having been made to prophets in history is for its ‘scientific’ character. (shrink)

This paper explores Roger Revelle's activities in oceanography and institution-building during and after the Second World War. In particular, it explores his shift from a wartime acceptance of science serving mission-oriented objectives, to a defence ofthe distinction between basic and applied science. For Revelle, the Federal government, and especially the military, became theguarantor of basic research in oceanography. This understanding led him to privilege military sponsorship over contract research,and the physical over the biological sciences. He drew upon (...) that understanding to construct a unique institutional geography for science in southern California. (shrink)

Introduction: Conversion and the practice of transformation -- The philosophical structure of Jonathan Edwards's religious affections -- Habit, habit change, and conversion in C.S. Peirce -- Reconstructing faith : religious overcoming in Dewey's pragmatism -- Transforming obligation in William James -- Dwelling in absence: the reflective origin of conversion -- Creative transformation : the work of conversion -- The evasion of conversion in recent American philosophy.

Summarizing a surrounding 200 pages, pages 179 to 190 of Shadows of the Mind contain a future dialog between a human identified as "Albert Imperator" and an advanced robot, the "Mathematically Justified Cybersystem", allegedly Albert's creation. The two have been discussing a Gödel sentence for an algorithm by which a robot society named SMIRC certifies mathematical proofs. The sentence, referred to in mathematical notation as Omega(Q*), is to be precisely constructed from on a definition of SMIRC's algorithm. It can be (...) interpreted as stating "SMIRC's algorithm cannot certify this statement." The robot has asserted that SMIRC never makes mistakes. If so, SMIRC's algorithm cannot certify the Goedel sentence, for that would make the statement false. But, if they can't certify it, what is says is true! Humans can understand it is true, but mighty SMIRC cannot certify it. The dialog ends melodramatically as the robot, apparently unhinged by this revelation, claims to be a messenger of god, and the human shuts it down with a secret control. (shrink)

The basic resources of the Islamic Society are generally the Qur'an, the Sunnah, the mind, science and culture. The Islamic society that emerged with the migration of Muhammad from Mecca to Medina in 622 was the beginning of a new civilization. This civilization has created a society based on the unity of belief, which goes beyond the principles of language, color, race, geography, blood ties and nationality. According to the French-born Muslim philosopher Roger Garaudy, this society had a very (...) different, universal and transcendent character than the previous ones. Because the principles of the Arab society from which the prophet came, on the contrary, were based on the principles of tribe, cognate and nationality. While this society was based on the rich-poor, male-female, slave-master and black-white distinctions, the Islamic society abolished all these distinctions and was based on the principles of equality, justice, right, law and piety. The purpose of this society, which is the dual aspect of the Islamic society, which is based on the material and spiritual aspects of the Islamic religion, which is based on happiness in both the world and the hereafter, is to order goodness and prevent evil. Thus, the civilization in question both strengthened its own social structure and contributed to world peace. Garaudy opposes those who say that the Islamic civilization is not original but a product of collection and imitation, and says that this civilization is original and noble and its source is based on revelation. It is a region where great civilizations that left their mark on history such as Sassanid, Byzantine, Mesopotamian, African, Indian and Chinese civilizations were influential in the geography where Islamic civilization spread. While Garaudy attributes the reasons for the collapse of this great civilization, which dominated three continents, to the loss of its lively and dynamic character, he also lists some other reasons. He stated that the most important of these are sectarian bigotry and Muslims' distancing from understanding the Qur'an. According to him, the Qur'an is not a book that addresses only the seventh century. He says that the Qur'an addresses every age on its own terms. During the periods when this address of the divine revelation was fully understood, the Islamic society saw peaks in many areas. For example, during the Andalusian Umayyads, Islamic civilization rose to the position of the most developed country in the world. But when it moved away from its main sources, the decline started and the Islamic civilization went into a collapse. (shrink)

This paper argues for two theses: that degrees of belief are context sensitive; that outright belief is belief to degree 1. The latter thesis is rejected quickly in most discussions of the relationship between credence and belief, but the former thesis undermines the usual reasons for doing so. Furthermore, identifying belief with credence 1 allows nice solutions to a number of problems for the most widely-held view of the relationship between credence and belief, the threshold view. I provide a sketch (...) of a formal framework on which both theses are true. This is a modified Bayesian framework; I argue that despite making credences context-sensitive, the framework lets Bayesians hold on to their signature explanatory successes. The sort of context-sensitivity claimed for credences here mirrors the sort of context-sensitivity I have elsewhere claimed for outright belief: one's credences depend, in part, on the space of alternative possibilities one takes seriously in a context. (shrink)

The earliest Analects yet discovered, this work provides us with a new perspective on the central canonical text that has defined Chinese culture--and clearly illuminates the spirit and values of Confucius.

Roger North's The Musicall Grammarian 1728 is a treatise on musical eloquence in all its branches. Of its five parts, I and II, on the orthoepy, orthography and syntax of music, constitute a grammar; III and IV, on the arts of invention and communication, form a rhetoric; and V, on etymology, consists of a history. Two substantial chapters of commentary introduce the text, which is edited here for the first time in its entirety: Jamie Kassler places his treatise within (...) the broader context not only of North's musical and non-musical writings but also their relation to the intellectual ferment of the seventeenth and eighteenth centuries and Mary Chan describes physical and textual aspects of the treatise as evidence for North's processes of thinking about musical thinking. (shrink)

In Reasons and the Good Roger Crisp answers some of the oldest questions in moral philosophy. Fundamental to ethics, he claims, is the idea of ultimate reasons for action; and he argues controversially that these reasons do not depend on moral concepts. He investigates the nature of reasons themselves, and how we come to know them. He defends a hedonistic theory of well-being and an account of practical reason according to which we can give some, though not overriding, priority (...) to our own good over that of others. (shrink)

This is a three-part exchange on the relationship between belief and credence. It begins with an opening essay by Roger Clarke that argues for the claim that the notion of credence generalizes the notion of belief. Julia Staffel argues in her reply that we need to distinguish between mental states and models representing them, and that this helps us explain what it could mean that belief is a special case of credence. Roger Clarke's final essay reflects on the (...) compatibility of the previously discussed views with dualist and monist interpretations of our mental states and our ways of modeling them. (shrink)

This paper defends moral testimony pessimism, the view that there is something morally or epistemically regrettable about relying on the moral testimony of others, against several arguments in Lillehammer. One central such argument is that reliance on testimony is inconsistent with the exercise of true practical wisdom. Lillehammer doubts whether such reliance is always objectionable, but it is important to note that moral testimony pessimism is best understood as a view about the pro tanto, rather than the overall, badness of (...) relying on testimony. One must also be clear about what counts as genuine moral testimony: there will be morally charged occasions when a virtuous person will properly rely on the views of others. It can also plausibly be argued that relying on moral testimony may constitute a lack of full autonomy. After discussing some remaining issues concerning the definition of moral testimony, a possible analogy between lying and relying on testimony, and the implications of untrustworthiness for the truth of moral testimony pessimism, the paper ends with a return to the case against relying on moral testimony, grounded on a conception of the role of knowledge and understanding in virtue. (shrink)

Starting from an examination of foundational issues, the book covers a range of topics, including animals, agency, enjoyment, the good life, contemplation, ...

Introduction -- Anselm's classical theism -- The Augustinian legacy -- The purpose, definition, and structure of free choice -- Alternative possibilities and primary agency -- The causes of sin and the intelligibility problem -- Creaturely freedom and God as Creator Omnium -- Grace and free will -- Foreknowledge, freedom, and eternity : part I, the problem and historical background -- Foreknowledge, freedom, and eternity : part II, Anselm's solution -- The freedom of God.