The object of the book is to meet and combat false conceptions, to co-ordinate true notions, and so to furnish the reader with some general information on the old and the new scholasticism. The advantage of the book is its two-sided perspective that contains historical investigations about the ancient sources of the scholastic philosophy and the decline from it. But it contains also a systematic perspective by which the doctrines of the scholastic philosophizing are collected systematically. Therefore (...) this book is an scholarly introduction into the scholastic philosophy dedicated for undergraduate’s. (shrink)

The book contains a systematical and very accurate introduction into the scholastic philosophy. It begins with part one containing logic and dialectic. Part two deals with metaphysics and ontology. Part three examines cosmology, followed by the fourth part which embraces rational psychology. Part five deals with natural theology. In spite of its systematic architecture the book exemplifies the skill of the author to write a very comprehendible text that can be read with profit by undergraduates.

Spinoza's writing style has been judged, by various commentators, alternatively as excessively dry or lavishly rich, depending on the precise text that these scholars had in mind when making such judgments. This chapter offers an overview of a selected list of Scholastic debates intersecting the CM. It highlights how Spinoza consciously intervenes in them, showing a certain awareness of the intricacies of Scholastic discourse. Spinoza opens the CM with a discussion of the term “being,” claiming that “being is (...) badly divided into real being and being of reason”. The chapter focuses on how Spinoza can be interpreted as responding to the canonical thought of Francisco Suárez, since the Leiden Scholastics interacted especially with the Escuela de Salamanca. One of Spinoza's main piéces de résistance is the doctrine of the inseparability between the will and intellect of God. Spinoza has a much stronger thesis regarding the “external” identity of God's intellect, power, and will. (shrink)

This article discusses the intricate relationship between moral theology and economics of the Second Scholasticism developed in the colonies. Its concrete topic is the theory of just price of Tomás de Mercado, who became a classic because of his direct and at the same time scholarly language. The topic of fair or just price, which is not new in scholastic moral theology, is treated by him in a philosophical manner, using an original view based on practical rationality which caused (...) his work to be reprinted several times. (shrink)

Cardinal Mercier’s Manual of Modern Scholastic Philosophy is a standard work, prepared at the Higher Institute of Philosophy, Louvain, mainly for the use of clerical students in Catholic Seminaries. Though undoubtedly elementary, it contains a clear, simple, and methodological exposition of the principles and problems of every department of philosophy, and its appeal is not to any particular class, but broadly human and universal. Volume I includes a general introduction to philosophy and sections on cosmology, (...) psychology, criteriology, and metaphysics or ontology. (shrink)

The scholastic philosopher is interested in definition for a different reason than the lexicographer and linguist. The philosopher is trying to learn things. Fe defines, after investigating reality, in an attempt to describe reality clearly and to sum up some aspect of his understanding of reality. Hence, we find our scholastic philosophers adopting as a main feature of their method this insistence on defining, on precise and detailed explanation of their definitions, and on proving that their definitions da (...) correctly express what a nature or activity is. A dictionary of the language of scholastic philosophy fitted to the needs of beginners and of undergraduate students of the subject is not available in English. (shrink)

The scholastic philosopher is interested in definition for a different reason than the lexicographer and linguist. The philosopher is trying to learn things. Fe defines, after investigating reality, in an attempt to describe reality clearly and to sum up some aspect of his understanding of reality. Hence, we find our scholastic philosophers adopting as a main feature of their method this insistence on defining, on precise and detailed explanation of their definitions, and on proving that their definitions da (...) correctly express what a nature or activity is. A dictionary of the language of scholastic philosophy fitted to the needs of beginners and of undergraduate students of the subject is not available in English. (shrink)

This book aims to publish a complete and systematic exposition of Scholastic philosophy based upon the sound principles of Aristotle and Thomas Aquinas and bring it into contact with the facts of modern science. The considerations which have guided the author in its composition are chiefly two: he wished both to modernize and popularize the Philosophia Perennis. The book covers the topics: philosophy of nature, psychology, ontology and metaphysics and natural theology.

In the first section of this chapter, I offer an overview of a selected list of Scholastic debates intersecting Spinoza's Cogitata Metaphysica. I highlight how Spinoza consciously intervenes in them, showing a certain awareness of the intricacies of Scholastic discourse. In this first section, I emphasize Spinoza’s interest in three specific problems: the issue of the division of being into “real being” and “being of reason”; the eternity of God and its distinction from duration; and, finally, God’s omnipresence. (...) My aim is to show how Spinoza (at least in the CM) does not completely stray away from the path of the Scholastics. In the second section, I focus on one specific problem, very close to Spinoza’s heart: the issue of the distinction between God’s intellect and God’s will, which is intimately tied to the question of the intentionality of God’s creation. Spinoza’s answer to this problem, as I shall prove, is already fully formed in the CM and remains substantially unchanged in the Ethics, thus emphasizing the continuity between this early work and Spinoza’s more mature system. (shrink)

Cardinal Mercier's A Manual of Modern Scholastic Philosophy is a standard work, prepared at the Higher Institute of Philosophy, Louvain, mainly for the use of clerical students in Catholic seminaries. Though undoubtedly elementary, it contains a clear, simple, and methodological exposition of the principles and problems of every department of philosophy, and its appeal is not to any particular class, but broadly human and universal. Volume I includes a general introduction to philosophy and sections on (...) cosmology, psychology, criteriology, and metaphysics or ontology. Volume II contains sections on natural theology, logic, ethics, and outlines of the history of philosophy. (shrink)

I. General introduction to philosophy, by Cardinal Mercier. Cosmology, by D. Nys. Psychology, by Cardinal Mercier. Criteriology, by Cardinal Mercier. General metaphysics; or, Ontology, by Cardinal Mercier. Appendix to Cosmology, by D. Nys.--II. Natural theology; or, Theodicy, by Cardinal Mercier. Logic, by Cardinal Mercier. Ethics: General ethics, by A. Arendt (based on Cardinal Mercier's notes); Special ethics, by J. Halleux. History of philosophy, by M. de Wulf. Synopsis in the form of the principal theses. Glossary of scholastic (...) terms, by G. Simons. (shrink)

It is not a summary of philosophical problems, which the beginner cannot digest and which may engender in him a spirit of skepticism. For a like reason Cotter does not give an outline of the history of philosophy with the same problems arranged by periods. Instead, he confined himself to a few important data on the principal philosophers of past ages, and the author tried to sketch the intellectual equipment with which the student is supposed to begin philosophy.

I would be scandalously remiss were I not to preface my remarks on translation with two expressions of gratitude to the Franciscan Institute. First of all, I am very pleased to have been invited to participate in this celebration of Ockham, not merely for professional reasons but also because I have thereby been afforded the opportunity to return to the Southerntier, as this part of New York State is known to those of us who trace our roots to the Buffalo (...) area. In my all too distant youth I worked for several years as a camp counsel lor down the road in Allegany State Park, and yesterday's drive through the Allegany River valley rekindled my love for this enchanting region and occasioned many fond memories as well. Second, I feel obligated to acknowledge publicly my own deep personal debt to those who have labored so diligently to produce the critical edition of Ockham's works. It is remarkable, indeed well-nigh astonishing, that the critical edition of Ockham's.. (shrink)