Quantum mechanics stands as one of the most remarkable achievements of the twentieth century: at once a new and startling insight into the nature of matter and a spectacularly successful predictive theory. However, while the predictive abilty of the quantum theory has been rigorously tested time and time again, so that it now satisfies any criterion of reliability as a tool of scientific inquiry, surprisingly fundamental difficulties remain with its interpretation. This book introduces the general reader to the philosophical issues (...) raised by the success of the quantum theory. What exactly is the wavefunction, the mathematical device that resides at the heart of the theory? In what sense does this device represent reality? The wavefunction is believed to describe the probability of a system's behaving in a particular way, yet the equations which describe the wave function are totally deterministic: what then is the relationship between determinism and ramdomness in the microworld? Does this tell us anything about the freedom of will in a world governed by the immutable world of physics? Do these laws rely for their existence on the presence of concious observers? Euan Squires explains to a non-specialised readership how these profound difficulties arise in the simplest of experimental arrangements. He outlines with great clarity the different points of view adopted by various schools of physicists who are striving to understand the meaning underlying the theories they use every day. The reader is encouraged to see how this most successful of physical theories is relevant to issues outside physics - even to the existence of God. other_titles. (shrink)

This is the first book to analyze systematically crucial aspects of ancient Greek philosophy in their original context of mystery, religion, and magic. The author brings to light recently uncovered evidence about ancient Pythagoreanism and its influence on Plato, and reconstructs the fascinating esoteric transmission of Pythagorean ideas from the Greek West down to the alchemists and magicians of Egypt, and from there into the world of Islam.

Between 1934 and 1937 Maurice Blondel, the French Roman Catholic philosopher best known for his 1893 work, Action, published a trilogy of writings. Out of these writings came a theological ontology of tremendous force, creativity, and coherence. The purpose of the present dissertation is to reassess the viability of Blondel's ontology for contemporary theology. The retrieval begins with John Milbank's 1990 investigation of Blondel's early philosophy. While Milbank focuses on the strengths of Blondel, he also highlights some critical weaknesses. The (...) dissertation argues that Blondel later came to recognize and correct these weaknesses in his trilogy. ;La pensee, the first volume of the trilogy, discusses the nature and development of thought. Recognizing the ontological structure of thought leads Blondel to present his doctrine of the transnatural elan for assimilation to God. The transnatural desire for God is compared with Henri de Lubac's notion of naturae desiderium and then applied to the modern problem of the relationship between nature and supernature. ;The second installment of the trilogy, L'etre et les etres , explores the mysterious relation of Being and beings. Blondel situates the discussion within the language of creation, identifying Being as Creator and beings as creatures. The analogy of creation allows him to forge the proper relationship between Being and beings. After Blondel's death, two different schools of thought emerged on the mystery of being: Karl Rahner's Thomism and Jean-Luc Marion's new phenomenology. Each school is reviewed and critiqued from a Blondelian perspective. ;The trilogy concludes with a long-awaited revision of L'action . It begins by distinguishing the idea of action from action itself and establishing the ontological difference of action. Action is presented ontologically as enacted power, which is investigated in its individual, social, and metaphysical forms. Individual action is identified as making, practicing, and contemplating. Social action is studied next, with the conclusion that the social being of enacted power is determined by either a philosophy of peace or violence. Finally, divine action is evaluated with regards to the language of causality and absolute power. Blondel proposes instead to describe God's activity in terms of pure action. (shrink)

First?year students are still failing at an alarming rate. This is an international issue that universities face and there is currently no clear indication of the cause of the problem as universities move from being elite to providing mass education. This article examines the possible correlation between students? high school performance and first?year performance. The focus is primarily on the students? performance in mathematics and English. National Senior Certificate results as well as academic and mathematics competency results are used to (...) determine any correlations and therefore any predictors. The research is done to determine whether these results are a true reflection of a student?s performance and can be used as selection criteria. The results were disappointing since no correlation was found between students? high school performance and first?year performance. There is an indication, however, that the competency results might be an indicator. The results imply that more research is needed and that the current selection criteria are either not valid or need to be adjusted. (shrink)

In 2011, Andrzej Grzegorczyk formulated Logic of Descriptions, a new logical system in which the classical equivalence has been replaced with the descriptive equivalence. Two sentences are descriptively equivalent whenever they describe the same state of affairs. Grzegorczyk’s logic LD is built from the ground up by revising the axioms of classical propositional logic and rejecting those that do not correspond to the intended interpretation of the descriptive equivalence as the connective expressing equimeaning relations between sentences. Grzegorczyk’s last paper, which (...) introduced in detail philosophical motivations of LD and its axiomatization, has become an inspiration for investigating the properties of LD and its various modifications. In this paper we present the basics of Grzegorczyk’s logic LD and then we survey the recent results on LD that have shed light on mysterious properties of the Grzegorczyk’s descriptive equivalence connective. (shrink)

Introduction -- Historical background : schools and politics -- Major representatives : Daoists of the Liang and Tang -- The sources : commentaries and scriptures -- Key concepts : mystery, Dao, and the greater cosmos -- Salvation : Dao-nature and the sage -- The teaching : mysticism, cultivation, and integration -- Changes in the Pantheon : Laozi and the heavenly deities -- The body of the sage : the three-in-one and the three- -- Fold body of the Buddha.

As historiographical studies on ancient China gradually move from the center to the margins of the public's field of vision, research on historiographical studies concerning ancient China have been undergoing some unusual changes. A truly considerable quantity of bamboo slip and silk manuscripts have either been discovered by archaeologists or accidentally unearthed in the last twenty years. Although these have been made public very slowly, even maddeningly so, the few of them that have appeared before the world in the course (...) of time have again and again both elated relatively sensitive historiographers and placed them in a quandary. They also have once and again confronted the system of ancient history that had been regarded as "final" with the prospect of utter collapse and the need to be rewritten. After the Mozuizi discoveries in Gansu in the 1950s, there were those of Mawangdui, Yinqueshan, and Shuihudi in the 1970s, and those of Shuanggudui, Bajiaolang, Zhangjiashan, and Baoshan in the 1980s; and it is said that there were astounding discoveries, though not yet made public, at Jingmen and Lianyungang in the 1990s. These "bamboo slip and silk manuscripts" that touch upon almost every aspect of the pre-Qin and Han areas of "the schools of the various masters," "number lore" , "prescriptive techniques" , "law," and "institutions" make us ask ourselves in astonishment: How many more mysteries of ancient China are still buried under the ground? (shrink)

As historiographical studies on ancient China gradually move from the center to the margins of the public's field of vision, research on historiographical studies concerning ancient China have been undergoing some unusual changes. A truly considerable quantity of bamboo slip and silk manuscripts have either been discovered by archaeologists or accidentally unearthed in the last twenty years. Although these have been made public very slowly, even maddeningly so, the few of them that have appeared before the world in the course (...) of time have again and again both elated relatively sensitive historiographers and placed them in a quandary. They also have once and again confronted the system of ancient history that had been regarded as "final" with the prospect of utter collapse and the need to be rewritten. After the Mozuizi discoveries in Gansu in the 1950s, there were those of Mawangdui, Yinqueshan, and Shuihudi in the 1970s, and those of Shuanggudui, Bajiaolang, Zhangjiashan, and Baoshan in the 1980s; and it is said that there were astounding discoveries, though not yet made public, at Jingmen and Lianyungang in the 1990s. These "bamboo slip and silk manuscripts" that touch upon almost every aspect of the pre-Qin and Han areas of "the schools of the various masters," "number lore" (shu shu), "prescriptive techniques" (fang ji), "law," and "institutions" make us ask ourselves in astonishment: How many more mysteries of ancient China are still buried under the ground? (shrink)

Codicology, also known as ‘the archaeology of the book’, is the study of manuscripts as physical objects. It is a discipline that studies manuscripts with a predominantly historical orientation. This essay explores the sequel to the most famous literature before and after Islamic epic story and the link between Islamic signs and literature review. The greatest pre-Islamic mysteries in the history of Moslem literature and its religious effects were disused, which were solved by manuscript studies and some case studies. The (...) research method is based on the position story and finding the Islamic signs of the research to confirm the Islamic signs in the history and its changes over time. Therefore, in this research, religious symbols in the history of literature have been studied. The authors try to reach a new knowledge regarding the foundations of this school by tracing the history of religious literature. Furthermore, the connection between culture and religious literature is made by examining the Islamic religion mysteries sample. The symbolism and explanation of codes and elements in art works have been studied and the role of myths and metaphors in semantic analysis and religious concepts has been discussed. Finally, the effect of the Islamic events in literature review and art development is discussed.Contribution: This study provides further insights into the relationship between theology and literature through a historical literature review. (shrink)

At a time when Americans are increasingly concerned with finding jobs and economic stability, supporting families, and surviving in the global economy, many consider the arts to be a luxury, a frivolous distraction which entices students away from real learning. In Strong Arts, Strong Schools, Charles Fowler argues that, far from a luxury, the arts are a vitally important part of our society and our schools. Speaking directly to educators, policy makers, and parents alike, Fowler presents a compelling (...) defense of the arts and their importance in our lives. The arts illuminate "life in all its mystery, misery, delight, pity and wonder." Without them, students are deprived of learning what it means to be truly human. The arts teach students how rather than what to think. Highlighting the crucial effect of the arts on learning, he contends that the arts teach skills that other basic subjects cannot--critical thinking and problem solving, judgment and independence, attention to detail and craftsmanship, and an openness to other cultures and ways of thinking. Arguing on behalf of the arts, Fowler shows how the arts can enliven and extend the entire school curriculum by integrating different subjects in innovative interdisciplinary ways, sparking the interest of at-risk or special needs students. "The best schools have the best arts programs," writes Fowler. "Excellence in education and excellence in the arts go hand in hand." In eighteen compelling essays, Fowler demonstrates the importance of the arts in our culture and the necessity of rescuing the arts for our future. Beginning with an overview of the context in which the arts operate, he offers an honest and sometimes distressing overview of the state of education and arts education today. He then examines the arts and economics, presenting a carefully researched exposition of the significance of the arts and their relationship to science and industry. Showing how the arts provide a more comprehensive education, he shows why the arts engage students and make learning relevant and fun. Tackling the controversial question of curriculum, Fowler addresses such questions as who should study the arts, which arts, and whose culture should be taught. Citing a shameful neglect of creativity in our culture, he highlights the negligence of the schools in teaching students to be creative and inventive thinkers, and he shows the capacity of the arts to communicate these essential skills. Fowler concludes the book with suggestions for reform and with practical strategies for winning the support of school boards and school administrators. Finally asking "how do we get there," he offers specific recommendations for changing our schools, providing equal opportunity for all, and--perhaps most critically in today's economic climate--paying the bill. In this elegantly written, passionately argued book, Fowler presents a convincing case for teaching the arts to all children. "A downtrodden army of cultureless children," Fowler warns, "is marching toward a barren and depleted adulthood and taking the future of our civilization with them." Strong Arts, Strong Schools is a clarion call to action for any teacher, parent, policy maker, or citizen concerned about the fate of the arts in American society and about the state of our schools. (shrink)

At a time when Americans are increasingly concerned with finding jobs and economic stability, supporting families, and surviving in the global economy, many consider the arts to be a luxury, a frivolous distraction which entices students away from real learning. In Strong Arts, Strong Schools, Charles Fowler argues that, far from a luxury, the arts are a vitally important part of our society and our schools. Speaking directly to educators, policy makers, and parents alike, Fowler presents a compelling (...) defense of the arts and their importance in our lives. The arts illuminate "life in all its mystery, misery, delight, pity and wonder." Without them, students are deprived of learning what it means to be truly human. The arts teach students how rather than what to think. Highlighting the crucial effect of the arts on learning, he contends that the arts teach skills that other basic subjects cannot--critical thinking and problem solving, judgment and independence, attention to detail and craftsmanship, and an openness to other cultures and ways of thinking. Arguing on behalf of the arts, Fowler shows how the arts can enliven and extend the entire school curriculum by integrating different subjects in innovative interdisciplinary ways, sparking the interest of at-risk or special needs students. "The best schools have the best arts programs," writes Fowler. "Excellence in education and excellence in the arts go hand in hand." In eighteen compelling essays, Fowler demonstrates the importance of the arts in our culture and the necessity of rescuing the arts for our future. Beginning with an overview of the context in which the arts operate, he offers an honest and sometimes distressing overview of the state of education and arts education today. He then examines the arts and economics, presenting a carefully researched exposition of the significance of the arts and their relationship to science and industry. Showing how the arts provide a more comprehensive education, he shows why the arts engage students and make learning relevant and fun. Tackling the controversial question of curriculum, Fowler addresses such questions as who should study the arts, which arts, and whose culture should be taught. Citing a shameful neglect of creativity in our culture, he highlights the negligence of the schools in teaching students to be creative and inventive thinkers, and he shows the capacity of the arts to communicate these essential skills. Fowler concludes the book with suggestions for reform and with practical strategies for winning the support of school boards and school administrators. Finally asking "how do we get there," he offers specific recommendations for changing our schools, providing equal opportunity for all, and--perhaps most critically in today's economic climate--paying the bill. In this elegantly written, passionately argued book, Fowler presents a convincing case for teaching the arts to all children. "A downtrodden army of cultureless children," Fowler warns, "is marching toward a barren and depleted adulthood and taking the future of our civilization with them." Strong Arts, Strong Schools is a clarion call to action for any teacher, parent, policy maker, or citizen concerned about the fate of the arts in American society and about the state of our schools. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Art in Nature and Schools:Nils-UdoYoung Imm Kang Song (bio)IntroductionThe arts are an integral part of our culture, and they invite us to investigate, express ideas, and create aesthetically pleasing works. Of interest to educators is clear scholarship that links the arts to cognitive and intellectual development. The processes of creating art and viewing and interpreting art promote cognitive and skill development.1 Elliot Eisner, who has written extensively on (...) this topic, argues that "Artistic activity is a form of inquiry that depends on qualitative forms of intelligence."2 Eisner suggests that children can use art to question and reflect on sensory information from their daily lives, and from this reflection develop insight, awareness, and critical thinking skills.3 Expanding on this idea, many scholars suggest that sensory perceptions promote learning through reflection, thus affirming the link between sensory perception and cognitive processing.4 Greene also posits that the arts provide a reflective type of learning, in which students learn "new ways of seeing, hearing, feeling and moving."5 This expressiveness develops from the creative nature of art and its ability to encourage students to "[learn] to learn."6This article focuses on how the arts heighten cognitive experience through the use of natural materials and sites and the engagement with the natural world. The arts expose viewers to new ways of seeing, feeling, and thinking about nature; this can lead to greater awareness of and motivation to act on behalf of nature. Arts-based experiences "encourage contemplative, reflective thought, which can extend environmental awareness, an essential basis for environmental understanding."7 Sharpening sensory and perceptive [End Page 96] skills through observation and creation can offer children insights into the mystery and metaphor of nature.8 Such a powerful experience often fosters aesthetic sensitivity and can also motivate students to act. To assist in this process, teachers can offer a context of factual information, creative idea exploration, interdisciplinary tools, and a sense of social awareness.9Eisner notes that simple natural components, such as those encountered in viewing or creating ecological art, can be enormously powerful when considered from an aesthetic perspective.10 He writes,A tree, for example, can be viewed as an investment in the value of one's property, as a species of flora, as a source of shade, or an expressive form that provides a certain quality of experience when one looks through its leaves just before sunset. The tree's aesthetic features become salient when we choose to perceive the expressive features of the tree.11Greene reinforces the idea that aesthetic understanding can be deeply engaging to learners and can highlight things that had previously gone unnoticed, thus providing new insights in the life of the viewer.12 Viewers experience new connections, identify new patterns, and think in entirely different ways that break from a more constricted viewpoint. It is this kind of fresh thinking that is needed in the field of environmental education, and which ecological art may in fact provide. Click for larger view View full resolutionFigure 1.Nils-Udo, Circle of Calumet Bamboo, Calumet bamboo; 1990, Reunion, Indian Ocean. Photo by Nils-Udo.[End Page 97]In light of these ideas about aesthetics, ecology, and education, several questions are raised. How can an aesthetic experience with the works of an environmental artist lead children to take in more through their senses and to apply such radical openness in any subject that comes up for them? What really makes ecological artworks unique, not only as aesthetic experiences but as learning experiences? How can ecological art in educational settings inform, inspire, and engage students around environmental issues? In this article, I examine the artworks of Nils-Udo, a German artist, by looking at his art-making processes, intentions, and themes. Using illustrations of several of his major works situated in various natural environments, I consider how these artworks could initiate discussions and foster connections to classrooms while providing elementary and middle school students with the opportunities to view and ponder existing artworks, create their own natural artworks, and heighten their ecological awareness.The ArtistIn order to more deeply understand Nils-Udo's life and work, I interviewed... (shrink)

One of the most powerful tendencies of the World scientific thought development of XIX – the first half of XX century was analysing all sorts of knowledge, accumulated by mankind in the form of universal synthetic system combining science, religion and philosophy into the Universal Sphere of Knowledge that gives the humanity the possibility to achieve a new deeper level of understanding the reality. By the founder of the Classical Russian Systematic School of Philosophy (according to me – A.Sh.) V.S.Soloviev (...) - for the first time in history - the Idea of the Universal Sphere of Knowledge which is depicted by the Greek term Θεω-Σοφιαwas descriptively defined. The followers of V.S. Soloviev’s school in the middle of XIX – the beginning of XX century worked out many aspects of the Concept of Ontological Synthesis of dispersed Spheres of knowledge, among which the Philosophy is an important and homogeneous part of synthesis of Science and Theology. This Spheres of Knowledge look different and it was aggravated in the course of historically developed separation of their methods, spheres ofexperience and types of thinking. Nevertheless to find the new ways to reach the new level of knowledge for the mankind they must be concentrated on the investigation of the Absolute Elements of the World : TrulyExisting [Λογος] (suprasystematic Element) in its real manifestation. The main (or the basic) method of knowledge is the inner experience of mystic origin. The findings of Russian Philosophers are confirmed by the studies of scientific methods which made it possible to achieve great staggering discoveries and inventions which will for a long time remain mysterious for the majority of human beings. (shrink)

Veronica Mars is a kick-ass private investigator, smart and street-wise. But what can her character tell us about larger life issues, such as knowledge and skepticism, trust and friendship, revenge, race, gender, and feminism? What makes her tick? And why is Logan such a sarcastic bad boy, anyway? _Veronica Mars and Philosophy_ features a thought-provoking collection of essays centered on philosophical issues brought forth in _Veronica Mars_, the critically acclaimed neo-noir detective series set in the fictional town of Neptune, California. (...) Fans and newcomers alike will gain unique insights into the philosophical make-up of a hit show that tackled both crime and some of the larger mysteries of life. Introduces significant philosophical concepts that arise in the cult TV show, _Veronica Mars_ Tackles topics relevant to contemporary youth culture, including trust and friendship, revenge, knowledge and skepticism, race, class, gender, and feminism Offers insights into darker themes explored in the series, which is noted for the complexity and intricate plotting of its storylines Delves deeply into the psychology of Veronica Mars during her transition from high school to college Written for fans of the television show, philosophy students or readers interested in popular culture Timed for release with the highly anticipated _Veronica Mars_ feature film. (shrink)

Veronica Mars is a kick-ass private investigator, smart and street-wise. But what can her character tell us about larger life issues, such as knowledge and skepticism, trust and friendship, revenge, race, gender, and feminism? What makes her tick? And why is Logan such a sarcastic bad boy, anyway? Veronica Mars and Philosophy features a thought-provoking collection of essays centered on philosophical issues brought forth in Veronica Mars, the critically acclaimed neo-noir detective series set in the fictional town of Neptune, California. (...) Fans and newcomers alike will gain unique insights into the philosophical make-up of a hit show that tackled both crime and some of the larger mysteries of life. Introduces significant philosophical concepts that arise in the cult TV show, Veronica Mars Tackles topics relevant to contemporary youth culture, including trust and friendship, revenge, knowledge and skepticism, race, class, gender, and feminism Offers insights into darker themes explored in the series, which is noted for the complexity and intricate plotting of its storylines Delves deeply into the psychology of Veronica Mars during her transition from high school to college Written for fans of the television show, philosophy students or readers interested in popular culture Timed for release with the highly anticipated Veronica Mars feature film. (shrink)

In this paper the author discloses the concept of a worldview and clarifies it’s meaning for humans from the Ukrainian representatives’ the Lviv-Warsaw School (LWS) (1895-1939) point of view. The subject of the article is determined on the one hand by the contemporary “battle for the philosophy” in Ukraine and on the other hand – by the attention of the LWS philosophers to the question of the essence of the worldview, caused by positivism that denied autonomy and peculiarity of man’s (...) spiritual world and defined metaphysics as “conceptual poetry” or religious faith. The analysis of philosophical-pedagogical reflections on the worldview by Ilarion Sventsitskyi, Havryil Kostelnyk, Stepan Baley, Yakym Yarema, Oleksandr Kulchytskyi has been done in the paper. At the same time, a comparative analysis with the views of the Polish representatives of the LWS on the same topic, namely, with the views of Kazimierz Twardowsky, Yan Lukasevich and Tadeusz Kotarbinsky was conducted. It was found that the Ukrainian LWS representatives’ “worldview” is man’s desperate impulse to embrace the world as a whole. The worldview is person’s step to the highest living goods: wisdom and happiness. Such LWS philosophers’ approach to the essence of the worldview is based on a natural impulse of an unselfish desire to know the mystery of the world. Therefore, every human being has the ability to reflect the world in his/her own “I”. Special attention is paid to the fact that the representatives of the LWS defined the “worldview” as independent and autonomous. And only under such circumstances it can guarantee to a person cognition of the truth and creating the moral ideal. That, according to the Ukrainian scientists, can be promoted by acquaintance with the history of worldviews – metaphysics. This, in turn, leads to the interest of the general public, as well as its introduction into the curricula of secondary and higher schools. Undoubtedly, this involves a well-balanced approach to its study, which does not include learning other people’s views on the world, but promoting the design of their own. (shrink)

The transcripts of the three Kyoto School roundtable discussions of the theme of 'The standpoint of world history and Japan' may now be judged to form the key source text of responsible Pacific War revisionism. Published in the pages of Chuo Koron, the influential magazine of enlightened elite Japanese opinion during the twelve months after Pearl Harbor, these subversive discussions involved four of the finest minds of the second generation of the Kyoto School of philosophy. Tainted by controversy and shrouded (...) in conspiratorial mystery, these transcripts were never republished in Japan after the war, and they have never been translated into English except in selective and often highly biased form. David Williams has now produced the first objective, balanced and close interpretative reading of these three discussions in their entirety since 1943. This version of the wartime Kyoto School transcripts is neither a translation nor a paraphrase but a fuller rendering in reader-friendly English that is convincingly faithful to the spirit of the original texts. The result is a masterpiece of interpretation and inter-cultural understanding between the Confucian East and the liberal West. Seventy years after Tojo came to power, these documents of the Japanese resistance to his wartime government and policies exercise a unique claim on students of Japanese history and thought today because of their unrivalled revelatory potential within the vast literature on the Pacific War. The Philosophy of Japanese Wartime Resistance may therefore stand as the most trenchant analysis of the political, philosophic and legal foundations of the place of the Pacific War in modern Japanese history yet to appear in any language. (shrink)

There is hardly a book on theology coming from the French school to-day without the concept ‘Mystery’ in the title or in the chapter headings. This has the advantage of underlining the ‘hidden’ quality of divine reality which requires God’s revelation of Himself to man, and man’s faith-response to God. The present book collects together a vast array of quotations from Scripture and the Fathers and St Thomas on the concepts of Wisdom and Mystery, and shows how they (...) are key-concepts for the understanding of Christ and the Church. (shrink)

Cornell University and Zamorano (ThePanamerican School of Agriculture) facilitatedworkshops that provided Honduran and Nicaraguanfarmers new experience with plant diseases and helpedfarmers assimilate information and identify diseasemanagement alternatives. After learning about thebiology of plant diseases, farmers were able toidentify disease problems in their field, enablingthem to use pesticides more selectively. Furthermore,participants of seven courses conceived 273 pathogen-specificmanagement alternatives, and they identifiedon average 66 percent of the common recommendations by plantpathologists for the control of general disease types.Many ideas were novel and may (...) represent newopportunities for improving the practice of diseasemanagement. (shrink)

I have not been able to locate any critique of Hume on substance by a Schoolman, at least in English, dating from Hume's period or shortly thereafter. I have, therefore, constructed my own critique as an exercise in ‘post facto history’. This is what a late eighteenth-century/early nineteenth-century Scholastic could, would, and should have said in response to Hume's attack on substance should they have been minded to do so. That no one did is somewhat mysterious. My critique is precisely (...) in the language of the period, using solely the conceptual resources available to a Schoolman at that time. The arguments, however, are as sound now as they were then, and in this sense the paper performs a dual role—contributing to the defence of substance contra Hume, and filling, albeit two hundred years or so too late, a gap in the historical record. (shrink)

This essay first draws upon the work of William James and others to propose a nonphysicalistic understanding of the relationship between the brain and consciousness in order to articulate a philosophical perspective that can understand entheogenic visionary/mystical experiences as something other than hallucinations. It then focuses on the Santo Daime tradition, a religious movement that began in Brazil in the early part of the twentieth century, to provide an example of the personal and social ramifications of taking an entheogen (ayahuasca) (...) within a disciplined religious context. The essay claims that the Santo Daime is one example of a contemporary mystery school; gives a brief history of the development of this religion; discusses the key theological assumptions of this movement; investigates the important role played by visionary/mystical experiences within this religion; underscores the centrality of healing and spiritual transformation for members of this tradition; and ends with an examination of the crucial significance of spiritual discipline within this entheogenically based religion. (shrink)

This paper challenges the first Gettier counterexample to the tripartite account of knowledge. Noting that 'the man who will get the job' is a description and invoking Donnellan's distinction between their 'referential' and 'attributive' uses, I argue that Smith does not actually believe that the man who will get the job has ten coins in his pocket. Smith's ignorance about who will get the job shows that the belief cannot be understood referentially, his ignorance of the coins in his pocket (...) shows that it cannot be understood attributively. An explanation for why Smith appeared to have justified true belief is given by distinguishing between 'belief' and 'belief in truth'. Smith believes the sentence 'the man who will get the job has ten coins in his pocket' to be true (he mistakenly believes that Jones will get the job, of whom he knows that he has ten coins in his pocket) (hence his 'belief'), the sentence is true (hence 'truth'), and he has sufficient reason to assent to it (hence his 'justification'). But he does not believe the proposition expressed. Hence he does not know it either. (shrink)