This volume offers an English translation of John of St. Thomas's Cursus theologicus I, question I, disputation 2. In this particular text, the Dominican master raises questions concerning the scientific status and nature of theology. At issue, here, are a number of factors: namely, Christianity's continual coming to terms with the "Third Entry" of Aristotelian thought into Western Christian intellectual culture - specifically the Aristotelian notion of 'science' and sacra doctrina's satisfaction of those requirements - the Thomistic-commentary tradition, and the (...) larger backdrop of the Iberian Peninsula's flourishing "Second Scholasticism." In this latter context, John of St. Thomas applies the theological principles of Thomas Aquinas to the Scholastic disputes preoccupying Thomist, Franciscan, and Jesuit theologians, such as Cajetan, Bañez, Luis de Molina, Vazquez, Suárez - to name only a few - in a tour de force of theological thinking throughout the entire period of Scholasticism. In the process - and not insignificantly - the status quaestionis of theology's scientific character is clearly framed and answered according to John's satisfaction. Key to John of St. Thomas's resolution of the question is his understanding of the continuity of the power of human reason with the super-intelligibility of divine revelation spelled out in terms of what he calls "virtual revelation." This text presented in this volume is a quintessential example of the deep and abiding harmony that flourished between faith and reason as well as grace and nature within the golden era of Baroque Scholasticism. (shrink)

This paper proposes a new interpretation of Gadamer’s problematic appropriation of Platonic metaphysics. It argues that Gadamer, attempting to respond to the challenge posed by Heidegger’s interpretation of Platonic metaphysics and of its role in the history of Being (Seinsgeschichte), downplayed the transcendence of Platonic Forms. Gadamer achieves a reconfiguration of this transcendence and its transposition into what I call here a plane of immanence through two hermeneutic gestures: 1) interpreting Forms in light of Greek mathematics and especially in light (...) of the structure of the sum-number; 2) introducing temporality and historicity in the Medieval doctrine of transcendentals by giving priority to the Beautiful over the Good. I contend that, Platonically speaking, this amounts to the rejection of νοήσις in favor of διάνοια, and that this raises issues concerning the problem of finitude and the potential limits of linguisticality (Sprachlichkeit). (shrink)

This book is full of polemical ideas that bring an urgent call for a multifaceted interdisciplinary collaboration in a time of deep environmental, as well as political, economic and cultural crisis.

Malgré l’important renouveau que connaît la théologie naturelle depuis environ un demi-siècle dans le champ de la philosophie de la religion, Charles Taylor soutient que celle-ci appartient à une époque désormais révolue. Cette étude propose de restituer de manière aussi fidèle et précise que possible les raisons de ce verdict. Une telle analyse vise à combler une lacune importante dans la littérature secondaire. Cette lacune tient, d’une part, au fait que Taylor lui-même ne développe jamais ces raisons de façon systématique (...) ; d’autre part, elle tient également au fait que plusieurs commentateurs semblent présupposer qu’un tel argument n’existe pas : Taylor récuserait la théologie naturelle simplement parce qu’elle ne correspond pas à la manière dont il est enclin à justifier ses propres convictions religieuses. (shrink)

Résumé Est-il possible d’élucider le sens de l’histoire? Telle est la question que se pose la philosophie de l’histoire. L’article examine la position qu’a prise le théologien allemand Troeltsch surtout à partir de son dernier ouvrage, le Der Historismus. Il se veut à la fois une introduction à cette oeuvre monumentale et une réflexion d’ensemble sur la pertinence de la philosophie de l’histoire en notre temps.Is it possible to elucidate the meaning of history? Such is the question raised by the (...) philosophy of history. This article studies the position that the German theologian Troeltsch has taken particularly in his last book, the Der Historismus. It intends both to be an introduction to that great work and to show how the philosophy of history is still relevant in our age. (shrink)

Lives and works of great thinkers from Jonathan Edwards to Albert Einstein, from Wiliam Penn, escaping English tyranny, to Paul tillich, fleeing German despotism.

« Devant les nombreux changements qui touchent l’école, le rôle de la direction d’établissement se complexifie. Simultanément, le nombre de problèmes éthiques vécus dans les milieux scolaires s’accroît, et il devient nécessaire que les directions d’établissement développent leur agir éthique pour faire face à ces nouveaux défis. Le développement de l’agir éthique ne s’effectue cependant pas de manière spontanée ; il est plutôt le fruit d’une pratique réflexive. Il est donc souhaitable d’accompagner et de guider les professionnels dans ce processus (...) afin d’éviter qu’ils évoluent seuls dans un contexte instable et dans des situations habitées d’enjeux éthiques parfois difficiles à cerner. Le présent ouvrage propose des idées de formation conçues à la suite de diverses recherches menées au cours de la dernière décennie auprès de professionnels de l’éducation. L’auteure souhaite aider la direction d’établissement scolaire à développer son agir éthique, et ce, en abordant différents angles : l’introduction à des fondements théoriques en éthique, la mise en évidence de quelques enjeux dominants actuels dans les écoles afin de mieux circonscrire la source de certains problèmes éthiques ainsi que la présentation de stratégies et d’outils à utiliser dans la formation et dans la pratique. »--. (shrink)

We propose a critique ofnormativism, defined as the idea that human thinking reflects a normative system against which it should be measured and judged. We analyze the methodological problems associated with normativism, proposing that it invites the controversial “is-ought” inference, much contested in the philosophical literature. This problem is triggered when there are competing normative accounts (the arbitration problem), as empirical evidence can help arbitrate between descriptive theories, but not between normative systems. Drawing on linguistics as a model, we propose (...) that a clear distinction between normative systems and competence theories is essential, arguing that equating them invites an “is-ought” inference: to wit, supporting normative “ought” theories with empirical “is” evidence. We analyze in detail two research programmes with normativist features – Oaksford and Chater's rational analysis and Stanovich and West's individual differences approach – demonstrating how, in each case, equating norm and competence leads to an is-ought inference. Normativism triggers a host of research biases in the psychology of reasoning and decision making: focusing on untrained participants and novel problems, analyzing psychological processes in terms of their normative correlates, and neglecting philosophically significant paradigms when they do not supply clear standards for normative judgement. For example, in a dual-process framework, normativism can lead to a fallacious “ought-is” inference, in which normative responses are taken as diagnostic of analytic reasoning. We propose that little can be gained from normativism that cannot be achieved by descriptivist computational-level analysis, illustrating our position with Hypothetical Thinking Theory and the theory of the suppositional conditional. We conclude that descriptivism is a viable option, and that theories of higher mental processing would be better off freed from normative considerations. (shrink)

Prologue 1. To begin with, the first principle from Whom all illumination descends as from the Father of Light, by Whom are given all the best and perfect gifts, the eternal Father do I call upon through His Son, our Lord Jesus Christ, that by the intercession of the most holy Virgin Mary, mother of God Himself and of our Lord, Jesus Christ, and of the blessed Francis, our father and leader, He may enlighten the eyes of our mind to (...) guide our feet into the way of that peace "which surpasses all understanding", which peace our Lord Jesus Christ has announced and given to us; which lesson our father Francis always taught, in all of whose preaching was the annunciation of peace both in the beginning and in the end, wishing for peace in every greeting, yearning for ecstatic peace in every moment of contemplation, as a citizen of that Jerusalem of which that man of peace said, with those that hated peace he was peaceable, "Pray ye for the things that are for the peace of Jerusalem". For he knew that the throne of Solomon was nowise save in peace, since it is written, "His place is in peace and His abode in Sion". 2. Since, then, following the example of the most blessed father Francis, I breathlessly sought this peace, I, a sinner, who have succeeded to the place of that most blessed father after his death, the seventh Minister General of the brothers, though in all ways unworthy--it happened that by the divine will in the thirty-third year after the death of that blessed man I ascended to Mount Alverna as to a quiet place, with the desire of seeking spiritual peace; and staying there, while I meditated on the ascent of the mind to God, amongst other things there occurred that miracle which happened in the same place to the blessed Francis himself, the vision namely of the winged Seraph in the likeness of the Crucified. While looking upon this vision, I immediately saw that it signified the suspension of our father himself in contemplation and the way by which he came to it. 3. For by those six wings are rightly to be understood the six stages of illumination by which the soul, as if by steps or progressive movements, was disposed to pass into peace by ecstatic elevations of Christian wisdom. The way, however, is only through the most burning love of the Crucified, Who so transformed Paul, "caught up into the third heaven", into Christ, that he said, "With Christ I am nailed to the cross, yet I live, now not I, but Christ liveth in me" ; who therefore so absorbed the mind of Francis that his soul was manifest in his flesh and he bore the most holy stigmata of the Passion in his body for two years before his death. Therefore the symbol of the six-winged Seraph signifies the six stages of illumination, which begin with God's creatures and lead up to God, to Whom no one can enter properly save through the Crucified. For he who does not enter by the door but otherwise, he is a thief and a robber. But if anyone does enter by this door, he shall go in and go out and shall find pastures. Because of this John says in his Apocalypse, "Blessed are they that wash their robes in the blood of the Lamb, that they may have a right to the Tree of Life and may enter in by the gates into the City"; as if he were to say that one cannot enter into the heavenly Jerusalem through contemplation unless one enter through the blood of the Lamb as through a gate. (shrink)

Faire preuve d'éthique professionnelle est une responsabilité qui incombe à tous les enseignants, ceux en devenir, les directeurs d'établissements scolaires et les professionnels de l'éducation. Or l'éthique professionnelle est une construction en mouvance faite d'expériences, de politiques, de pratiques... Dresser un plan linéaire des étapes à franchir pour la développer serait présomptueux, mais il est nécessaire d'en explorer les différentes facettes. Cet ouvrage met en lumière les éléments présents dans le processus de construction de l'agir éthique chez les professionnels de (...) l'éducation, notamment au regard des rôles que ceux-ci doivent assumer auprès des divers acteurs scolaires. Présentant des approches et des modèles d'intervention et de construction expérimentés auprès de professionnels des milieux éducatifs, il amène des pistes de réflexion originales sur les formations initiale et continue. Riche de nouvelles avenues en matière d'éthique appliquée, il ouvre la voie à l'établissement de lignes directrices et à l'articulation de formations pour le développement de l'agir éthique, mais aussi à la mise en place d'un langage commun plus clair et plus sensible aux réalités que vivent les acteurs du milieu scolaire. (shrink)

Par son rôle déterminant dans la réussite scolaire et professionnelle, ainsi que dans l’insertion sociale, l’apprentissage de l’orthographe lexicale représente un défi majeur pour les élèves du primaire. Dans ce contexte, nombreux sont les enseignants, orthophonistes et chercheurs à s’intéresser à la question des outils utiles à son enseignement et à son apprentissage, et à avoir recours notamment à des bases de données lexicales. Bien qu’elles constituent un apport considérable pour le domaine, les ressources existantes souffrent de plusieurs insuffisances. D’une (...) part, elles s’appuient sur des corpus de référence peu représentatifs du lexique scolaire auquel les élèves sont exposés au primaire, et d’autre part, elles ne permettent pas aux utilisateurs de déterminer la façon dont se développe l’acquisition de l’orthographe lexicale. À la lumière de ces constats, nous avons élaboré une ressource lexicale hybride, rendant compte à la fois de la fréquence et des caractéristiques linguistiques du lexique scolaire présent dans les manuels du primaire au Québec et, pour une partie des mots de ce lexique, de la capacité des élèves à les orthographier à chaque niveau du primaire. Dans cet article, nous revenons dans un premier temps sur la méthodologie d’élaboration de cette nouvelle base de données - nommée ÉQOL - dotée d’une Échelle Québécoise d’acquisition de l’Orthographe Lexicale, à l’origine de la création de la base de données. Dans un deuxième temps, nous évaluons l’apport de cet outil. La comparaison de notre base de données (Stanké, Royle, Rezzonico, Moreau, Dumais & Le Mené 2018) à des outils existants (trois bases de données et une échelle d’acquisition lexicale) témoigne de la pertinence de la création d’un outil propre au lexique scolaire adressé aux élèves du primaire et de la nécessité d’utiliser une nouvelle échelle d’acquisition de l’orthographe lexicale, spécifique aux compétences orthographiques des élèves québécois. (shrink)

This paper reviews Deleuze’s theory of language in Logic of Sense, and Deleuze and Guattari’s theory of language in A Thousand Plateaus. In the ontology informed by the Stoics described in those books, human being and language do not exist separately but in a mixture of words and things. The author argues that this flattened ontology of surfaces is incommensurable with the ontology of depth used in conventional humanist qualitative methodology and recommends beginning new empirical inquiry with a concept instead (...) of with method and methodology. (shrink)

The De Doctrina Christiana is one of Augustine's most important works on the classical tradition. Undertaken at the same time as the Confessions, is sheds light on the development of Augustine's thought, especially in the areas of ethics, hermeneutics, and sign-theory. What is most interesting, however, is its careful attempt to indicate precisely what elements of a classical education are valuable for a Christian, and how the precepts of Ciceronian rhetoric may be used to communicate Christian truth. An up-to-date translation (...) has long been necessary, for readers of Augustine and all who study the early church, or the classical tradition, or the history of literary criticism or Biblical interpretation. This completely new translation gives a close but stylish representation of Augustine's thought and expression. A succinct introduction and select bibliography embodies the results of recent work. (shrink)