Different opinions about the simplicity of God may be connected with different understandings of how abstract terms are used to name the properties which are affirmed of a being. If these terms are taken to signify parts of that being, this being is not a simple one. Thomas Aquinas, who attributes essence, existence and perfections to God, nevertheless thinks that these are not different parts of God. When essence, existence and perfections are attributed to God, they all denominate the same, (...) the Being of the first cause. For Aquinas, this is a consequence of his way of introducing the language about God by basing it upon the philosophical ways leading to God as first cause. Awareness of this connection between Divine attributes and the arguments for God’s existence is crucial for an adequate understanding of Aquinas’ position. (shrink)

Als im Jahr 1992 die Frage aufgeworfen wurde, ob der französische Philosoph Jacques Derrida den Ehrendoktortitel der University of Cambridge verliehen bekommen sollte, lehnte ein Teil der Jury-Mitglieder die Vergabe ab. Man könne nicht, so hieß es damals, einen Denker würdigen, der in seinen Schriften vormalig Gedankenspiele inszeniere und »überall seine eigenen Urteile wieder umstößt«. Die zuletzt zitierten Worte wurden so nicht geäußert, da sie aus dem dritten Jahrhundert von dem griechischen Philosophen Porphyrius stammten und gegen den 〉theoretischen Gründungsvater〈 des (...) Christentums, Paulus, gerichtet waren. Porphyrius war in seiner Kritik an Paulus nicht weniger kleinlich als die oben erwähnten Jurymitglieder. Es sei die Inkohärenz eines Denkens, das er bei Paulus kritisiere und das »jeder Bildung entbehre«. Denn »beinahe wie ein Schwert wetzt er [Paulus] seine Zunge und zerstückelt ohne Schonung die Glieder des Gesetzes, er, der an vielen Stellen den Gehorsam gegen das Gesetz eingeschärft und das Leben nach demselben für lobenswert erklärt hat.«. (shrink)

O artigo trata da primeira da fase, bem mais breve, do pensamento filosófico de Lima Vaz, reconhecido como um dos principais filósofos de sua geração no Brasil. Depois de fornecer algumas indicações sobre sua formação intelectual, detém-se na sua reflexão sobre as condições de reconciliação entre a mensagem cristã e o pensamento moderno através de seus artigos sobre “consciência histórica”, visando resgatar o verdadeiro sentido da modernidade. Analisa também a aplicação feita por ele dessas ideias à solução dos graves problemas (...) da sociedade brasileira então em debate, bem como a repercussão pública de sua proposta num momento decisivo da história nacional. Discute em seguida se ele com isso se mostra então favorável a um pensamento cristão alternativo à metafísica tradicional, concluindo por uma provável negativa. (shrink)

La presente contribución indaga una dimensión de la intensa y compleja relación intelectual entre Henri de Lubac y Michel de Certeau, graficada en el paso del Corpus Mysticum a La fábula mística. En particular nos detenemos en una arista del proyecto intelectual de Lubac que busca desempolvar las potencialidades de la simbólica medieval para contrarrestar las nefastas derivas de la racionalidad moderna. Dicho proyecto se inspira en una ontología sacramental y en la centralidad de la allegoria in factis, heredada del (...) pensamiento de los Padres de la Iglesia. La reflexión que realiza Certeau en La fábula mística muestra ser no solo la continuación del Corpus Mysticum de Lubac, sino que de manera tangencial evidencia los límites del proyecto de su maestro, a través de su atención lúcida a la ruptura nominalista. Certeau muestra así que la emergencia de la mística moderna de los siglos xvi-xvii nace como respuesta al desaplazamiento de la allegoria in factis a la allegoria in verbis, que estaría a la raíz de la desontologización del lenguaje y del cisma entre la experiencia espiritual y la teología. (shrink)

The issue of violent extremism has given rise to new policy debates in Norway. A key limitation of these debates, often grounded in naïve assumptions about the peacebuilding effect of education, is the downplay of emotions and dissent in democratic engagement. This article analyses how selected educators in Norway describe encountering and engaging with extremist students for educational interventional purposes. Previous research suggests that educational efforts to counter violent extremism can be exclusionary from the perspective of target audiences. In contrast, (...) this study draws on agonistic pluralism to provide an alternative to understand educational approaches that may help students disengage from violent extremism. The findings show that the selected educators argue the importance of trust, support and tolerance when engaging with extremist students. For these professionals, education should not downplay radical or extreme emotions but rather place them at the centre of educational engagement. Furthermore, it is suggested that educators’ empathic engagement may open the path for young people to disengage from violent extremism. (shrink)