Finding the heart of God -- Finding God's heart -- Have you seen God's face? -- Why does God sing? -- Searching God's mind -- When God is silent -- Did you know God thinks about you? -- God has unique plans for every unsaved person -- God remembers no longer -- Did you know God reads and writes? -- The unknowable of God -- God whispers -- DoesGod have a nose? -- Wax in God's ears -- God loves to (...) provide for our needs -- God's eyes see all -- What God hates -- God heals protectively -- A laughing God -- A tired Jesus -- What angers God? -- God is love -- The holiness of God -- God is good -- God is person -- God is the all-powerful God -- God is all-knowing -- God is everywhere present -- God is spirit -- God does not change -- The Trinity three in one. (shrink)

This essay examines narratives of fundamental change, which portray a break in the continuity between a pre-transition and post-transition transgender subject, in accounts of transgender transitions. Narratives of fundamental change highlight the various changes that occur during transition and its disruptive effects upon a trans subject’s continuous identity. First, this essay considers the historical appearance of fundamental change narratives in the social sciences, the media, and their use by families of trans people, partners of trans people, and trans people themselves. (...) After this is a consideration of Mark Johnson’s account of narrative as a meaning-making activity that occurs in the context of social norms. Johnson’s account is then applied to narratives of fundamental change to explain why these narratives occur, especially in relation to social norms and lived experience. The essay concludes by considering the trajectory of fundamental change narratives, looking at emerging transgender narratives, which stress a more integrated, complex account of transgender lives. (shrink)

Eve Sedgwick critiques paranoid methodologies for denying a plurality of affective approaches. Instead, she emphasizes affects such as hope, but her description of hope's openness does not address how hope can avoid discourses that appear to offer amelioration while deceptively masking subjugation. In this context, I will argue that suspicion in feminist political philosophy, as shown in the earlier work of Carole Pateman and Judith Butler, provides a cautious approach toward hope's openness without precluding hope altogether. This analysis will reconsider (...) the domination and empowerment debates in relation to affect, pointing toward compatibilities between the two perspectives. First, I will expand Sedgwick's analysis of hope to explain its potential as a feminist political affect. Second, I will examine the techniques of suspicion employed by Pateman and Butler and how they risk denying possibilities for hope. This will lead to a discussion of how Amy Allen's theory of power indicates that suspicion is compatible with hope. Finally, I will explain how the suspicious approaches of Pateman and Butler illuminate hope as an inherently risky, fragile project. This will show that suspicion does not necessarily take up the totalizing position of paranoia, but rather can productively ensure that hope is not led astray. (shrink)

This book brings together the latest research in education in relation to science and religion. Leading international scholars and practitioners provide vital insights into the underlying debates and present a range of practical approaches for teaching. Key themes include the origin of the universe, the theory of evolution, the nature of the human person, the nature of science and Artificial Intelligence. These are explored in a range of international contexts. The book provides a valuable resource for teachers, students and researchers (...) in the fields of education, science, religious education and the growing specialist field of science and religion. Science and Religion in Education is a compelling read for current and future generations of academic researchers and teachers who wish to explore the fascinating intersect between science education and religious studies. The research findings and insights presented by these international scholars offer new dimensions on contemporary practice. - Vaille Dawson, Professor of Science Education, University of Western Australia Science and Religion in Education offers a fascinating and diverse collection of chapters surveying the current state of thinking about how science and religion can be understood in education. The book offers a wealth of thought-provoking material for anyone interested in the natures of science and religion, their relationship, or their representation within the curriculum. - Professor Keith Taber, University of Cambridge Science education and religious education are uncomfortable bedfellows. This book, written in part as a response to the – perhaps too clear – accounts of Ian Barbour, provides suitably nuanced pictures of how science and religion are dealt with in schools. Whatever the views of specialists, young people ‘receive’ an education in both science and religion: hearing their voices is refreshing in such a serious academic account. - Julian Stern, Professor of Education and Religion, York St John University Humans have long endeavored to make sense of the world often using science and religion. Yet, these two great traditions are frequently seen as incompatible. This useful volume features thoughtful contributions from experts whose work straddles the divide and provides educators with arguments, engaging strategies and historical perspectives to help build a bridge and allow a fruitful discussion in schools. - William F. McComas, Distinguished Professor of Science Education, University of Arkansas Equal parts critical examination of existing models for the relationship between science and religion, scholarly exposition of newer models, and insights toward practical application in classrooms, this book is an invaluable resource for science and religion educators. If you have been thinking it is time we looked beyond Barbour’s taxonomy, you will want to read this book. If you have not, I implore you to read this book. - Jason Wiles, Associate Professor of Biology and Science Education, Syracuse University. (shrink)

John Dee’s mathematical interests have principally been studied through his Mathematicall praeface to Henry Billingsley’s 1570 translation of Euclid’s Elements. The focus here is broadened to include the notes he added to Books X–XIII of the Elements. I argue that this additional material drew on a manuscript text, the Tyrocinium mathematicum, that Dee wrote a decade earlier, probably as tutor to the youthful Thomas Digges. Using new evidence for this now-lost work, as well as his notes on Euclid, makes (...) it possible to clarify Dee’s approach to geometry. The contrasting positions adopted by his Parisian acquaintance Petrus Ramus also illuminate Dee’s geometrical choices and values. Unlike Ramus, Dee was not a pugnacious advocate of radical reform, yet he did look beyond the limits of Euclid’s geometry towards deeper disciplinary visions of knowledge. The first published work of his pupil Thomas Digges not only suggests how Dee shaped the younger man’s work but also reflects fresh light back on Dee’s own programme for a ‘more general art Mathematical.’. (shrink)

This is an investigation of Aristotle's conception of accidental compounds (or "kooky objects," as Gareth Matthews has called them)—entities such as the pale man and the musical man. I begin with Matthews's pioneering work into kooky objects, and argue that they are not so far removed from our ordinary thinking as is commonly supposed. I go on to assess their utility in solving some familiar puzzles involving substitutivity in epistemic contexts, and compare the kooky object approach to more modern approaches (...) involving the notion of referential opacity. I conclude by proposing that Aristotle provides an implicit role for kooky objects in such metaphysical contexts as the Categories and Metaphysics. (shrink)

Review of Primary Ousia: An Essay on Aristotle's Metaphysics Z and H, by Michael J. Loux (Cornell University Press: 1991).

Our study presents an overview of the issues that were brought forward by participants of a moral case deliberation (MCD) project in two elderly care organizations. The overview was inductively derived from all case descriptions (N = 202) provided by participants of seven mixed MCD groups, consisting of care providers from various professional backgrounds, from nursing assistant to physician. The MCD groups were part of a larger MCD project within two care institutions (residential homes and nursing homes). Care providers are (...) confronted with a wide variety of largely everyday ethical issues. We distinguished three main categories: ‘resident’s behavior’, ‘divergent perspectives on good care’ and ‘organizational context’. The overview can be used for agendasetting when institutions wish to stimulate reflection and deliberation. It is important that an agenda is constructed from the bottom-up and open to a variety of issues. In addition, organizing reflection and deliberation requires effort to identify moral questions in practice whilst at the same time maintaining the connection with the organizational context and existing communication structures. Once care providers are used to dealing with divergent perspectives, inviting different perspectives (e.g. family members) to take part in the deliberation, might help to identify and address ethical ‘blind spots’. (shrink)

Contemporary philosophical discourse has deeply problematized the possibility of absolute existence. Hegel’s Foundation Free Metaphysics demonstrates that by reading Hegel’s Doctrine of the Concept in his Science of Logic as a form of Absolute Dialetheism, Hegel’s logic of the concept can account for the possibility of absolute existence. Through a close examination of Hegel’s concept of self-referential universality in his Science of Logic, Moss demonstrates how Hegel’s concept of singularity is designed to solve a host of metaphysical and epistemic paradoxes (...) central to this problematic. He illustrates how Hegel’s revolutionary account of universality, particularity, and singularity offers solutions to six problems that have plagued the history of Western philosophy: the problem of nihilism, the problem of instantiation, the problem of the missing difference, the problem of absolute empiricism, the problem of onto-theology, and the third man regress. Moss shows that Hegel’s affirmation and development of a revised ontological argument for God’s existence is designed to establish the necessity of absolute existence. By adopting a metaphysical reading of Richard Dien Winfield’s foundation free epistemology, Moss critically engages dominant readings and contemporary debates in Hegel scholarship. Hegel’s Foundation Free Metaphysics will appeal to scholars interested in Hegel, German Idealism, 19th- and 20th-century European philosophy, metaphysics, epistemology, and contemporary European thought. (shrink)

Aristotle's claim in Metaphysics Z.6 that "each substance is the same as its essence" has long puzzled commentators. For it seems to conflict with two other Aristotelian theses: (1) primary substances are individuals (e.g., Socrates and Callias), and (2) essences are universals (e.g., Man and Horse). Three traditional solutions to this difficulty are considered and rejected. Instead, to make the Z.6 equation consistent with (1) and (2), I propose that it be interpreted to be making something other than a straightforward (...) identity claim. Callias is the same as his essence in the sense that to be identical to Callias is to be the same man as Callias (where Man is the essence of Callias). In general, x is identical to y if, and only if, x and y are the same E (where E specifies the "what it is to be" for x, i.e., the essence of x). So each of Socrates and Callias is the same as his essence, and Man is that essence, but Socrates and Callias are not identical, for they are not the same man. (shrink)

Socrates wrote nothing; Plato's accounts of Socrates helped to establish western politics, ethics, and metaphysics. Both have played crucial and dramatically changing roles in western culture. In the last two centuries, the triumph of democracy has led many to side with the Athenians against a Socrates whom they were right to kill. Meanwhile the Cold War gave us polar images of Plato as both a dangerous totalitarian and an escapist intellectual. And visions of Plato have proliferated at the heart of (...) postmodern critiques of the very idea of metaphysics and politics. Plato's Progeny begins with an account of modern responses to the trial of Socrates and the controversial question of Socrates' relation to Plato. At its centre are two chapters exploring the idea of Platonic origins in and for philosophy, and of Platonic foundations for philosophical politics. Exploring unfamiliar as well as familiar invocations of Plato, Melissa Lane argues that twentieth-century ideological battles have obscured the importance of Socratic individualism, the nature of Platonic ethics, and the value of Platonic politics. Succinct and clearly written, this is an ideal guide for everyone interested in the way philosophers are still writing footnotes to Plato. (shrink)

No part ot Plato's writings has been more debated than the three similes in Books VI.-VII. of the Republic, and still there is a diversity of opinion about their meaning. I believe that most of these difficulties arise from certain assumptions about their purpose which need revision. The current view applies the Cave to the Line, as Plato seems to direct, and this application, which is itself attended by considerable difficulties, leads to an assimilation of the two figures till they (...) seem to have much the same content and purpose. Again, as this makes the lower line appear to be the phenomenal world, it is thought that the simile of the sun foreshadows the theme of the Line by hinting at a connexion between the intelligible and the sensible which is made more explicit in the Line. Thus the group of similes seem mainly intended to show the dependence of Becoming upon Being. This paper will argue that such a view depends upon the misrepresentation of the symbolism adopted by Plato, that two antithetical groups of symbols are confused with one another, and that symbols are even identified with antitypes. Owing to these misinterpretations the Form of the Good has been mistaken for a material cause; both the Line and the Cave have been thought to reveal Plato as embarrassed by a dualism between sense and intellect, and the purpose of the Cave in particular, since the error is cumulative, has been completely obscured. This paper will attempt to substitute for current accounts another interpretation which will relate the three similes closely with the political arguments of Book VI., and with the Platonic education which is set forth in close connexion with them. (shrink)

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

Guiden til Søren Kierkegaards værk Frygt og Bæven er vigtig, fordi det er et værk, som mange finder det svært eller direkte usympatisk at læse, så her skulle være lidt tilgængelige tilgange til forståelsen heraf. Det er troens paradoks, der behandles i værket, og det undersøges via historien om Abraham og Isak. Det er et etisk dilemma af dimensioner, for ikke blot er det et mord, der bliver planlagt, men det er også et mord på Abrahams egen søn, hvis det (...) altså gennemføres, som Gud har befalet. Det, der interesserer pseudonymet Johannes, er det modsætningsforhold, der findes mellem religion og etik, for der er en etisk pligt, som vi alle kender i henhold til, hvad man må og ikke må, eller hvad der er redeligt eller uredeligt. Der er imidlertid også en pligt for Gud, når man er troende, og den pligt kan vise sig at gå imod ordentlighed og lovlighed. (shrink)

Study of Suddhadvaita philosophy with reference to other system of Hindu philosophy.

Collection of 15 works of Śaṅkarācārya; includes commentary in Malayalam.

Supercommentary on Praśastapādabhāṣya of Praśastapādācārya, commemtary on Vaiśeṣikasūtra of Kaṇāda, compendium of Vaiśeṣika philosophy.

Review of Socrates, Philosophy in Plato's Early Dialogues, by Gerasimos X. Santas.

Computability theory concerns information with a causal–typically algorithmic–structure. As such, it provides a schematic analysis of many naturally occurring situations. Emil Post was the first to focus on the close relationship between information, coded as real numbers, and its algorithmic infrastructure. Having characterised the close connection between the quantifier type of a real and the Turing jump operation, he looked for more subtle ways in which information entails a particular causal context. Specifically, he wanted to find simple relations on reals (...) which produced richness of local computability-theoretic structure. To this extent, he was not just interested in causal structure as an abstraction, but in the way in which this structure emerges in natural contexts. Post’s programme was the genesis of a more far reaching research project. In this article we will firstly review the history of Post’s programme, and look at two interesting developments of Post’s approach. The first of these developments concerns the extension of the core programme, initially restricted to the Turing structure of the computably enumerable sets of natural numbers, to the Ershov hierarchy of sets. The second looks at how new types of information coming from the recent growth of research into randomness, and the revealing of unexpected new computability-theoretic infrastructure. We will conclude by viewing Post’s programme from a more general perspective. We will look at how algorithmic structure does not just emerge mathematically from information, but how that emergent structure can model the emergence of very basic aspects of the real world. (shrink)

The Major Sub-degree Problem of A. H. Lachlan (first posed in 1967) has become a long-standing open question concerning the structure of the computably enumerable (c.e.) degrees. Its solution has important implications for Turing definability and for the ongoing programme of fully characterising the theory of the c.e. Turing degrees. A c.e. degree a is a major subdegree of a c.e. degree b > a if for any c.e. degree x, ${{\bf 0' = b \lor x}}$ if and only if (...) ${{\bf 0' = a \lor x}}$ . In this paper, we show that every c.e. degree b ≠ 0 or 0′ has a major sub-degree, answering Lachlan’s question affirmatively. (shrink)