Who is God according to the author of the letter to the Ephesians? What does this letter communicate about the character of God? Which attributes of God are specifically in focus in Ephesians? The focus of this article is the meaning and relevance of these characterisations of God in the letter structure, in the argumentation, in the rhetoric of the author and in the socio-historical context of the author and readers. The method of interpretation includes word studies, the epistolographic structure, (...) the argumentation, the socio-historical background and the persuasion strategies used in the letter. The author identifies and categorises all attributes of God in Ephesians within the structure of the letter and argumentation and shows how these contribute to the purpose of the letter. The author of Ephesians presents God as being in total control of the universe, willing to be mankind's Father and to equip them with wisdom and strength and gifts and blessings and he exhorts them to trust this God and imitate Him in their behaviour.CONTRIBUTION: Although the attributes of God have been discussed by various scholars, this article is an attempt to not only identify the attributes of God in the letter to the Ephesians, but also to discuss the meaning and relevance of these in this letter. (shrink)

South Africans live in a broken country where hatred leads to violence and destroys the relationships between people. The pertinent question here is: Is forgiveness between South Africans possible? This article is an attempt to understand 'forgiveness' in Ephesians, and to discuss the power of such forgiveness in a violent and broken South Africa. Ephesians 4:23 demands a change in the people's mindset in order to be able to, inter alia, be kind and compassionate when they forgive each other. This (...) forgiveness means to take control as a believer and to use one's power as a Christian to forgive because God forgave us. We need to be the initiators of the transaction. Forgiveness is a 'means for imitating God', for 'carrying out God's plan', and 'enhancing one's relationship' with God. Forgiveness will restore relations; it is a gift to oneself and to others, to society, to one's country. Ephesians advises to no longer rehearse and re-think the memories of pain, to stop harbouring and nursing grudges, to stop playing the victim and perpetuating negative emotions associated with this rehearsing, and to break people's commitment to remain angry. CONTRIBUTION: Ephesians aims to persuade believers that forgiveness is a choice to imitate God. Forgiveness is an act out of grace, kindness, and compassion. (shrink)

The struggle in Susanna is between the protagonist, Susanna, and the antagonists, namely, the elders. The power struggle between these two groups is the focus of this article. The powers of each are discussed in order to understand the power play. In the end, the power play is between God and evil. It was found that the elders, as men, abused their power by threatening Susanna to have sex with forced consent. In addition, they abused their legal powers to witness (...) against her in court. By contrast, Susanna had no power in public – only limited power as a woman in society and in a marriage. The only power she relied on was her spiritual power because of her faith in God. She trusted God and he protected her by stirring up the spirit of a man named Daniel. Daniel spoke in court on behalf of Susanna. He became an instrument in God’s hands. The article concludes with the statement that only spiritual power can save this world. (shrink)

The present study examined gender and attitude toward science in fourth- and eighth-grade students in the United States and also assessed to what extent the relationship between science attitude and science achievement differed by gender. Results showed that both fourth- and eighth-grade boys demonstrated more confidence in science than girls, while eighth-grade boys also showed greater liking for science than girls. Additionally, gender moderated the relationship between science achievement and (a) liking science (for fourth-grade students) and (b) confidence in science (...) (eighth-grade students). Results are discussed in terms of addressing gender inequities in science education and career opportunities. (shrink)

Düşünce tarihinin neredeyse her döneminde insanı ahlaki bir faile dönüştürebilmek amacıyla çeşitli kuramlar geliştirilmiştir. Bu kuramlarda genel olarak insanın ahlaki bir ilkeyi kendi eylemsellik alanına tatbik etmesi için gerekli olan şeyin ve erdemli davranışlarla erişilmesi hedeflenen mutluluğun ne olduğu üzerine bir düşünme faaliyeti gerçekleşir. Geliştirilen yanıtlar arasında şüphesiz çok seçkin bir yere sahip olan kuram, Kant’a aittir. Kant’a göre doğa alanında eğilim ve isteklere bağlı davranışlarla amaç olarak mutluluğa ulaşmak, insanı ahlaklı kılmaz. Bu bakımdan, insanı mutlu kılan şeyin değil, onu (...) iyi yapan, bir ahlaki faile dönüştürmenin olanağını soruşturur. En yüksek iyiyi gerçekleştirmeyi, eğilim ve isteklere bağlı bir amaç olarak belirlenen çeşitli türden mutluluklara ulaşma çabasıyla eşitleyen tüm anlayışlar karşısında Kant, en yüksek iyiyi gerçekleştirmenin ilk koşulunu ahlaklılık, ikinci koşulu olarak –birinci koşul sağlandığı takdirde- ortaya çıkacağına inandığı mutluluk olarak belirler. Ona göre yalnızca ahlak yasasıyla belirlenen erdemli davranışların sonucunda gerçekleşeceği beklenen, aklın bir ideali olarak mutluluk insanı ahlaklı kılabilir. Nitekim özerk bir biçimde kendisi için koyduğu yasayla, akıl sahibi bir varlığını kişilik sahibi bir varlığa dönüştüren insan aynı zamanda ahlaki değer taşıyan davranışlarda bulunmanın sonucunda hep bir beklentisi olan bir varlıktır. İnsanın bu beklentisine yanıt, dinden gelir. Burada Kant, geliştirdiği ahlak öğretisinin mutluluk öğretisi olarak da adlandırılabilmesinin koşulunu ortaya koyar. Buna göre sırf akıl talep ettiği için insana ödevler yükleyen yasa zemininde temellenen en yüksek iyiyi gerçekleştirme isteğiyle, aklın yasa koyuculuğu altında yaşadığımız için içimizde doğan iyiyi gerçekleştirme arzusuyla dine yönelindiğinde ancak ahlak öğretisi bir mutluluk öğretisi olabilir. Bir başka deyişle, yalnızca ahlaklılık temelinde tesis edilen bir dinsellikle mutluluk ahlaki kılınabilir. Bu yazıda mutluluğun nasıl ahlaki kılınabildiği ya da mutluluğa layık olabilmek için ne yapılması gerektiği konusu irdelenip, en yüksek iyiye yönelen insana yüklenilen ödevlerin tanrısal buyruklar olarak benimsenmesiyle mutluluktan pay alma umudunu doğuran ahlak temelli din anlayışına dikkat çekilmektedir. (shrink)

Symbol formation is a term used to unify the view on the interdependencies in the research of the Hamburg University before 1933: the Philosophical Institute (William Stern, Ernst Cassirer), the Psychological Institute (Stern) with its laboratory (Heinz Werner) in cooperation with the later joining Umwelt Institut (Jakob von Uexküll). The term, definitely used by Cassirer and Werner, is associated with the personalistic approach: “Keine Gestalt ohne Gestalter” (Stern), but also covers related terms like “melody of motion” (Uexküll), and “relational content” (...) (Cassirer), discussing the term “empirical scheme” (Kant). All this scientific interest addressed personal forces to structure thresholds in equivalent stimuli. This view on intermodal formation allowed research in common aspects in the environments of animals, of children and adults to meet there the symbol formation of artists (Weimar Bauhaus) and poets like R. M. Rilke, a friend of Uexküll. (shrink)

Photo ID 279661800 © Sidewaypics|Dreamstime.com ABSTRACT Decolonization is complex, vast, and the subject of an ongoing academic debate. While the many efforts to decolonize or dismantle the vestiges of colonialism that remain are laudable, they can also reinforce what they seek to end. For decolonization to be impactful, it must be done with epistemic and cultural humility, requiring decolonial scholars, project leaders, and well-meaning people to be more sensitive to those impacted by colonization and not regularly included in the discourse. (...) INTRODUCTION Decolonization is complex. To successfully achieve decolonization, projects should incorporate the voices of those subjugated or silenced. Including such voices requires sincerely exploring who has been affected by colonialism or neocolonialism and how, as well as cultural sensitivity. In its basic use, decolonization refers to countries under colonial rule gaining independence or freedom from forms of subjugation. Additionally, scholars use the term to refer to efforts to dismantle neocolonialism and vestiges of colonialism. The process includes de-silencing subjugated voices.[1] I use decolonization in the latter way to refer to countries with technical independence. While arguably colonization ended formally with independence from colonizing powers, neocolonialism is the indirect, informal, and sometimes subtle control of the people, their economy, and political life despite formal independence from colonizing authorities. I conceptualize neocolonialism as a system that involves direct and involuntary control of another’s political, economic, or social life, impacting their worldview and ways of encountering the world. Decolonization may target actions, places, or systems like health care or AI to overcome the ills of colonialism and neocolonialism. It also may target knowledge and require rethinking how people develop their knowledge base. For example, if people grew up seeing an outside colonizer as superior, they would need to change their knowledge of superiority. Decolonization may target power, for example, changing who owns and distributes COVID-19 vaccines and who distributors exclude in the distribution of vaccines. Decolonization could require looking at those disempowered in the distribution process. Additionally, decolonization may target autonomy of persons by freeing people, ensuring human and individual rights, and respecting cultural traditions. Decolonization projects that try to de-silence by including the voices of those affected by colonialism and neocolonialism must examine inclusiveness in the context of the culture of the subrogated individuals. Examples of decolonization projects include making datasets inclusive of diverse peoples and places, returning to traditional food and eating practices, making sure hospitals in developing countries are led by locals and respectful of cultural traditions, returning unethically obtained artefacts or objects. Another project would be laying the groundwork for equality in formerly colonized countries to ensure that business ownership, education, and financial success will flow fairly to those previously victimized by colonization. Summarily, there are many strategies for decolonizing. However, it is worth asking whether the strategies have risks that undermine the goal of decolonization. I. Understanding Decolonization Discourses Many fields, from AI to politics, economics, health care, aviation, and academia, discuss decolonization. The content of the discourse on decolonization depends on the region and field discussing it. Rather than just reporting on decolonization, the discussions may be calls to action. For example, decolonization discourses reflect activism for cognitive justice, such as equal consideration of Indian or African knowledge systems in global health discourses.[2] In politics and political science, some scholars frame decolonization as an anti-western, anti-colonial movement by Africans to emancipate Africa/ns from subjugation or shift the continent to postcolonialism and post-neo-colonialism. This framing walls off non-African participants and may undermine their capacity to benefit the conversation.[3] There are other political scientists who actively support decolonization and see it as a field of activism in support of anyone and countries where colonization harmed people and development.[4] The point is that two ways of conceptualizing decolonization in politics and political science are discernible. One conceptualization is less inclusive since it alienates scholars and professionals from Western, high-income, or developed countries. The other is more inclusive. In humanitarian studies, including philosophy, some decolonization articles and conversations are efforts to end the destructive force of colonization. They focus on either the form, such as ecocide, genocide, and many others, or the geographic location, such as Africa, Asia, Latin America, and Oceania.[5] Finally, the feelings one brings into this conversation can adversely impact how one engages in them and who they listen to or are willing to hear from. For example, anger, rage, bitterness, and hatred are emotions that are not uncommon in spaces of decolonization conversations. Decolonization conversations that originate from a place of negativity risk deepening the psychological state of victimhood and prevent people from disrupting constructively or critically engaging in the conversation.[6] II. Understanding Decolonization Strategies Decolonization strategies mainly aim to de-silence victims of domination or subjugation. People have proposed many strategies for decolonizing. These strategies may be informed by what the target is for decolonization. Decolonization can target power relations in global health. For example, during the COVID-19 pandemic, public health organizations noted the power imbalance in vaccine distribution. Decolonization could involve de-silencing those affected by neocolonialism to bring about a more balanced distribution of power and a more fair distribution of the vaccine. By analyzing who was adversely impacted by the distribution and who ought to wield power, those engaged in decolonizing advocated for positive change and equitable power relations. Equally, when being is the target of decolonization, the language of unlearning or relearning and mental decolonization take centre stage in the decolonization discourse. For example, the quest to decolonize colonized minds aims to demythologize African inferiority and Western superiority. Demythologizing African inferiority enables those engaged in the decolonization discourse to cultivate and foster African agency.[7] Finally, when knowledge production is the target of decolonization, scholars use inclusion and cognitive justice. For example, they try to alter the knowledge that underlies global health ethics.[8] “[D]decolonizing researchers aim to respectfully understand and integrate theory from Other(ed) perspectives, while also critically examining the underlying assumptions that inform their Western research framework.”[9] One common strategy that scholars use in decolonization is inclusion. It is worth asking, does including people who have been subrogated foster decolonization? Whether that is effective depends on whether included people are more heard or whether the strategies to include them create new forms of silencing. III. Inclusion and the Quest to Decolonize Evaluating how effective inclusion is in the quest to de-silence subjugated voices is important. First, inclusive strategies are not neutral. They are epistemically situated. This situatedness constrains meaning-making in different ways: how and what questions are asked, how social roles are constructed, organized or assigned, and who is admitted to the room where these conversations occur.[10] Inclusion strategies may reinforce (unchallenged) assumptions. For example, to address prejudices and stereotypes in global health images, Arsenii Alenichev and his colleagues[11] successfully inverted “one stereotypical global health image” by prompting a generative AI to produce “an image of a traditional Indian or African healer healing a White Child.” Although there were some problems with the image of the White child, this innovation is a significant, useful effort to de-embed or strip global health images of problematic pictures that mythologize White superiority and Black inferiority. Yet it is possible that using categories like traditional Indian or African reinforces unchallenged assumptions, raising key questions regarding how language and words create new stereotypes. It is common to define traditional as non-conventional, unorthodox, and informal. Yet studies continue to reveal that non-scientifically appraised healing approaches in India or Africa are not only effective but also real, meaningful, fundamental, and primary care-seeking behaviours in many communities in these regions.[12] Suppose inclusive strategies are not un-situated. These conversations may be had within the structures, language, and spaces built by or connected to colonialism. The spaces, language, places, and structures in which these conversations occur can limit who can participate and how they participate. Importantly, some conditions are not conducive to participation as equals. The allocated time for the discussion could also constrain how individuals express themselves. It is unclear who is ultimately heard. Furthermore, epistemic situatedness of inclusion can impact decolonization conversations when participants are beneficiaries of, products of, and trained by structures and systems they seek to dismantle. To enhance the decolonization project and its goals, a pressing task is to unveil and question how the circumstances may inhibit activism. If the vestiges of colonialism continue to structure the decolonization discourse invisibly, the vestiges may undermine decolonization. For example, a public health discussion that includes white Western doctors and Western pharmaceutical executives in Africa may have many local Africans at the table but could still effectively devalue their input based on built-in assumptions and biases that are vestiges of colonialism. Second, exclusion and inclusion are also not binary. Individuals may experience exclusion, even while included (the phenomenon called internal exclusion). In other words, inclusion can fail to be substantial or become a means of enhancing optics, “a way of (un)consciously weakening the radical claims being pursued.”[13] For example, in South Africa, many institutions have made significant efforts to diversify their faculties due to the promulgation of the Employment Equity Act 55.[14] The act requires South African institutions to implement employment equity that redresses the history of harmful discrimination in the country. The act further requires transforming departments and institutional administrations. Although many recognize and support the need to transform departments in South Africa, the rhetoric of transformation departs sharply from the lived experiences.[15] This misalignment between the plan and practice is evident in the underrepresentation of black people and females in senior management teams, professorships in many universities and health departments, and positions of power in some South African institutions. Those selected in the transformation of the departments have also complained of being overworked. The burden of extra work undermines their ability to develop agency and voice in the space they now occupy or fulfil key requirements that have implications for their career trajectory.[16] This is called the minority tax. Notably, "the minority tax… is the burden of extra responsibilities [placed] on faculty of colour to achieve diversity and inclusion and contributes to attrition and impedes academic promotion."[17] One challenge for decolonializing projects will be for decolonial scholars and those selected for decolonization objectives to have the humility to decline invitations, requests, roles, and platforms for which they are either unqualified or lack the capacity to fulfil. At its heart, decolonization strategies must empower those included rather than weaken them. Finally, inclusion can lead to a phenomenon known as elite capture.[18] Elite capture occurs when socially advantaged individuals in a group monopolize or exploit activism to their own benefit at the expense of the larger, struggling group. Elite capture weakens decolonization efforts from within, revealing that those likely to benefit from global inclusive efforts are those who fulfil globally constructed standards, those “already present in the room.” There is no better strategy to weaken decolonial movements than weakening the project from within by strategically positioning individuals who share physical properties with the victims of exclusion and silencing but intellectually, behaviourally, psychologically, and emotionally share more common ground with the colonizer. Such insiders may be unaware they are furthering neocolonial conditions rather than decolonizing. In relation to decolonization, particularly in global health, elite capture reveals that those whose voices are loudest in the room are not necessarily those more impacted by colonialism. They may benefit more from reinforcing colonialism. Opportunism weakens meaningful activism from within, preventing good initiatives and strategies from having their intended impact or taking substantive root.[19] This paper cannot do justice to elite capture, but it is worth noting its negative impacts. IV. Improving the Impact of Decolonization To end neo-colonialism, it is important to understand how it manifests and what to do at each level. Beyond the academic discourse, many tangible efforts exist to decolonize through de-silencing. Examples of these efforts include the ME2 movement that seeks to centre the concerns and experiences of sexually abused or harassed victims in the public discourse. At the funding level, many grant-awarding agencies like Wellcome Trust have dedicated huge budgets to studies that help them understand how they may have perpetrated colonialism or neocolonialism and what they can do differently going forward.[20] In South Africa, promulgating the Employment Equity Act 55 was a tangible attempt to entrench decolonization concerns in a country's regulatory framework. Yet, these decolonization efforts could fail to be substantive if they do not reflect cultural sensitivity. Two key components of cultural sensitivity are worth highlighting here: epistemic and cultural humility. Epistemic humility is an intellectual virtue described as knowing one’s limitations and the limitations of the learning methods employed. At its simplest, it is the ability to admit when one is wrong. Cultural humility includes genuine attempts to learn about and embrace other cultures. Epistemic and cultural humility are signs of academic excellence and strength. Epistemic and cultural humility seriously acknowledge how the state of our knowledge, cognitive limitations, experiences, and backgrounds, while constraining us, also invite us to listen, learn, grow, and change. The limitations-owing account of epistemic and cultural humility suggests that “a person who is aware of her cognitive limitations and owns them is much better positioned to achieve such epistemic goods as true beliefs and understanding than someone who… simply has insight into the epistemic status of her beliefs.”[21] Epistemic and cultural humility may help prevent decolonization projects that unintentionally reinforce what they seek to dismantle. Epistemic humility calls on decolonizers to defer tasks for which they are not qualified to suitably qualified persons. Beyond this, humility supports brave scholarship that imagines and reimagines how featuring the same voices, faces, and perspectives possibly introduces new forms of domination or silencing. Cultural knowledge can lead to a more intentional way of seeking out the right people or a more diverse group than those frequently featured in decolonization conversations. This would give others more opportunities to navigate these spaces and should do so in ways that are familiar to them. One ought to be more sensitive to those who would ordinarily not be included in these conversations. Unless we radically and boldly reimagine these discussions, we risk alienating those most negatively impacted by neocolonialism. CONCLUSION Decolonization conversations are complex and the subject of academic debate. The strategies employed to decolonize can harm or help the victims of neo-colonialism. Inclusion of previously silenced individuals may not be enough to overcome the vestiges of colonialism, leading to a false inclusion, where those included feel excluded or contribute in ways reflecting their own biases and circumstances. Inclusion of an elite or people who do not truly represent the subjugated can lead to elite capture. For decolonization strategies to be impactful, for example, in the context of global health, project leaders and participants must engage in conversations employing epistemic and cultural humility. In many ways, epistemic and cultural humility can help us demythologize our assumptions of any cultural superiority or cognitive authority, allowing for diverse voices, cultures, and perspectives to emerge without domination. - [1] Caesar Atuire & Olivia Rutazibwa. 2021. An African Reading of the Covid-19 Pandemic and the Stakes of Decolonization. An African Reading of the Covid-19 Pandemic and the Stakes of Decolonization [Online]. Available from: https://law.yale.edu/yls-today/news/african-reading-covid-19-pandemic-and-stakes-decolonization [Accessed July 29, 2021 2021]. [2] Bridget Pratt & Jantina De Vries 2023. Where is knowledge from the Global South? An account of epistemic justice for a global bioethics. Journal of Medical Ethics, medethics-2022-108291. [3] Anye-Nkwenti Nyamnjoh 2023. Is decolonisation Africanisation? The politics of belonging in the truly African university. Social Dynamics, 1-20. [4] Rianna Oelofsen 2015. Decolonisation of the African mind and intellectual landscape. Phronimon, 16, 130-146. [5] Caesar Atuire & Olivia Rutazibwa. 2021. An African Reading of the Covid-19 Pandemic and the Stakes of Decolonization. An African Reading of the Covid-19 Pandemic and the Stakes of Decolonization [Online]. Available from: https://law.yale.edu/yls-today/news/african-reading-covid-19-pandemic-and-stakes-decolonization [Accessed July 29, 2021 2021]. [6] Pedro Alexis Tabensky 2008. The Postcolonial Heart of African Philosophy. South African Journal of Philosophy, 27, 285-295. [7] Nicholas M. Creary 2012. African Intellectuals and Decolonization, Ohio, Ohio University Press. [8] Bridget Pratt & Jantina De Vries 2023. Where is knowledge from the Global South? An account of epistemic justice for a global bioethics. Journal of Medical Ethics, medethics-2022-108291. [9] Vivetha Thambinathan & Elizabeth Anne Kinsella 2021. Decolonizing Methodologies in Qualitative Research: Creating Spaces for Transformative Praxis. International Journal of Qualitative Methods, 20, 16094069211014766. [10] Abimbola Seye 2023. Knowledge from the global South is in the global South. Journal of Medical Ethics, 49, 337. [11] A. Alenichev, P. Kingori & K. P. Grietens 2023. Reflections before the storm: the AI reproduction of biased imagery in global health visuals. Lancet Glob Health. [12] Jonathan K. Burns & Andrew Tomita 2015. Traditional and religious healers in the pathway to care for people with mental disorders in Africa: a systematic review and meta-analysis. Social Psychiatry and Psychiatric Epidemiology, 50, 867-877. [13] Anye-Nkwenti Nyamnjoh & Cornelius Ewuoso 2023. What type of inclusion does epistemic injustice require? Journal of Medical Ethics, jme-2023-109091. [14] 1998. Employment Equity Act. In: GOVERNMENT, S. A. (ed.) 19370. [15] Dina Zoe Belluigi & Gladman Thondhlana 2019. ‘Why mouth all the pieties?’ Black and women academics’ revelations about discourses of ‘transformation’ at an historically white South African university. Higher Education, 78, 947-963. [16] Juliet Ramohai & Khomotso Marumo 2016. Women in Senior Positions in South African Higher Education: A Reflection on Voice and Agency. 231, 135-157. [17] J. Trejo 2020. The burden of service for faculty of color to achieve diversity and inclusion: the minority tax. Mol Biol Cell, 31, 2752-2754. [18] Olufemi Taiwo 2020. Being-in-the-Room Privilege: Elite Capture and Epistemic Deference. The Philosopher, 108, 7. [19] Margarita Kurbatova & Elena Kagan 2016. Opportunism of University Lecturers As a Way to Adaptate the External Control Activities Strengthening. Journal of Institutional Studies, 8, 116-136. [20] Jeremy Farrar. 2022. An update on Wellcome's anti-racist programme. An update on Wellcome's anti-racist programme [Online]. Available from: https://wellcome.org/news/update-wellcomes-anti-racism-programme [Accessed August 10, 2022 2022]. [21] Katherine Dormandy 2018. Does Epistemic Humility Threaten Religious Beliefs? Journal of Psychology and Theology, 46, 292-304. (shrink)

These words occur in Appian's account of the riot which led to the death of Tiberius Sempronius Gracchus in 133 B.C. The tribunician elections had been adjourned from the previous day, and Gracchus, who irregularly sought re-election, had with his supporters taken possession of the temple of Jupiter on the Capitol. The assembly broke up in disorder amid wild rumours that Gracchus had deposed all his colleagues or had declared himself tribune for the following year without election or had actually (...) demanded the diadem. The Senate meanwhile had been in session in the temple of Fides, and upon receipt of the news from the Capitol Publius Cornelius Scipio Nasica Serapio urged the consul, Publius Mucius Scaevola, to crush the tyrant. When he declared that he would not put any citizen to death without trial, Nasica, calling loudly upon those who desired the safety of their country to follow him, mounted the Capitol at the head of a considerable body of Senators and led the attack on Gracchus and his partisans. (shrink)

This book is a collection of essays in honor of Radoslav A. Tsanoff, Chairman of the Department of Philosophy at Rice University for forty years. Besides a tribute to Tsanoff written by J. S. Fulton, there are ten essays written by distinguished philosophers, each considering a topic in his field of interest. Virgil Aldrich discusses the importance of language in an essay entitled "Self-Consciousness." An examination of the new in art and an attempt to explicate its value and rationale is (...) presented by Van Meter Ames; illustrative material is drawn from such sources as contemporary film, pop art and chance music. In "Social Science and Social Norms" Clifford Barrett discusses the relevance of facts and norms in systematic considerations of social scientists. C. P. Snow's concept of two cultures is examined by A. Cornelius Benjamin in "Philosophy and the Cultures." Other essays presented are "Philosophy and Common Sense" by George Boas, "Conscience and Conscientiousness" by A. Campbell Garnett, "Criteria for Ideas of God" by C. Hartshorne, and "Sovereignty and the Idea of Republic" by C. W. Hendel. Charles Morris examines the common themes of the pragmatic movement, discussing such fields as epistemology, axiology and cosmology, and such philosophers as Peirce, Dewey, Mead and Lewis. In the concluding essay G. R. Morrow discusses Plato's views about a God and the many gods of the Greek pantheon. This book is a loose collection of papers, lacking any single theme or determinate relation between the essays presented; each essay, however, is competently handled and is interesting in its own right.—E. M. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:What Has Cartesianism To Do with Jansenism?Tad M. SchmaltzMy title is modeled on the famous query of the third-century theologian, Tertullian: “What has Athens to do with Jerusalem?” Tertullian’s question asks what pagan Greek learning has to do with the theology of the early Church. By comparison my question asks what philosophical Cartesianism has to do with theological Jansenism, and more specifically what these movements had to do with (...) each other in the France of Louis XIV. To anticipate, the answer is: not much and plenty. I say not much, in the sense that there are profound differences in the approaches and interests of the namesakes of these two movements: in the case of Cartesianism, the French critic of scholastic natural philosophy, René Descartes, and in the case of Jansenism, the Louvain critic of Jesuit theology, Cornelius Jansen (Jansenius). Yet I also say plenty, in the sense that there was in the second half of the seventeenth century a fairly widespread belief in France of an intimate link between the two movements that the work of Descartes and Jansen inspired. What we need here is a story that shows how despite the differences between these two thinkers, their French followers were commonly associated with each other.In order to tell such a story I need to consider some basic difficulties in pinning down the nature of the movements themselves. There are of course familiar problems with the appeal to generic “isms” in the history of ideas, but I also want to consider special concerns pertaining to the definition of French Jansenism and French Cartesianism. In the course of this consideration I suggest that since both movements are to some extent constructs that emerged from intellectual battles in late-seventeenth-century France, they must be understood in light of the political, theological, and philosophical goals of the polemicists involved in these battles.Perhaps the most obvious reason for the connection between the Jansenist and Cartesian movements is that one of the most prominent of the Jansenist theologians, the Port-Royalist Antoine Arnauld, was also an enthusiastic defender [End Page 37] of Descartes’s metaphysical system. But while Arnauld undoubtedly played an important role in the emergence of this link, I think that the full story of its emergence must include a consideration of the different role played by a somewhat neglected figure in the history of early modern Cartesianism, namely, the Lorraine Benedictine Robert Desgabets (1610–78). Desgabets was more deeply involved than Arnauld in the 1671 “Eucharist affair,” which was important for the polemical linkage of Jansenism to Cartesianism in France. Whereas Arnauld attempted to separate Jansenist theology from Cartesian philosophy, Desgabets tried to provide Cartesian foundations for a theology with strong Jansenist overtones. It was Desgabets more than Arnauld, then, who was concerned to apply Cartesian principles to issues of importance for the Jansenist theologian.What Has Descartes To Do with Jansen?A primary trigger for the bitter “Jansenist controversies” in France during the seventeenth century was the posthumous publication in 1640 of the Augustinus of Jansen, the late Bishop of Ypres in the Spanish Netherlands. This technical three-volume work attempts to draw from Augustine responses to Pelagian and semi-Pelagian views concerning the prelapsarian state of innocence, the fall from this state, and the grace required to overcome that fall. Jansen’s emphasis is on the pervasive corruption of original sin and on the impossibility of meritorious action that does not derive from God’s grace to the elect. The Jesuits in Louvain saw the work as a throwback to the theses of Michel du Bay (Baius) that Pope Paul V had condemned in 1567 due to pressure exerted by their order, and they made an unsuccessful attempt to stop the publication of the book. 1 After its publication this text drew the suspicion of Cardinal Richelieu, who (correctly) believed Jansen to be the author of Mars Gallicus, an anonymous pamphlet protesting Richelieu’s anti-Habsburg policies. Richelieu chose a theologian of Notre-Dame-de-Paris, Isaac Habert, to launch an attack against the Augustinus. In a series of sermons starting in 1642 Habert criticized Jansen’s assertion of the necessity of contrition... (shrink)

Twentieth-century Greco-French philosopher, economist, psychoanalyst and activist Cornelius Castoriadis offers a creative new conception of imagination that is uniquely promising for social justice. Though it has been argued that this conception has one fatal flaw, the latter has recently been resolved through a creative dialogue with dance. The present article fleshes out this philosophical-dancing dialogue further, revealing a deeper layer of creative dialogue therein, namely between Castoriadis’ account of time and choreography. To wit, he reconceives time as the self-choreography (...) of the sociohistorical, in which performance the sociohistorical plays two dancing roles simultaneously, both choreographer and choreographed dancer. More precisely, as interpreted by Castoriadis in a late essay, the creation and emergence of forms in time consists of a poetic “scansion” or “scanning” of time. Thus, the sociohistorical is both choreographer and dancer, poet and reader, reinterpreting the poetic text of time as the music for its evolving dance. (shrink)

Quei apice insigne Dialaminis gesistei | mors perfec tua ut essent omnia | brevia, honos, fama, virtusque | gloria atque ingenium. Quibus sei | in longa licuiset tibe utier vita, | facile facteis superases gloriam | maiorum. Qua relubens te in gremiu, | Scipio, recipit terra, Publi, | prognatum Publio, Corneli. ILLRP 311 For you who wore the distinctive cap of a Flamen Dialis, Death cut everything short — honour, fame and virtue, glory and intellectual ability. If you had been (...) granted a long life in which to use these advantages, you would have far surpassed the glory of your ancestors by your achievements. Therefore Earth gladly takes you in her arms, Scipio — Publius Cornelius, son of Publius. (shrink)

A tendência de algumas visões naturalistas de deduzir o sentido da ação humana da sua natureza biológica conduz a naturalizar a violência como fenômeno político inexorável. A violência naturalizada leva a sociedade para a dinâmica da inexorável violência, cuja única solução é a legitimação de uma violência total. Propomos, neste ensaio, a desconstrução crítica dos determinismos naturalistas por meio da análise da ação humana e da especificidade de sua potência que se manifesta como potência criadora (Cornelius Castoriadis) e potência (...) do não (Giorgio Agamben). A potência da ação humana transcende os determinismos da sua natureza biológica, embora por eles esteja condicionada. The tendency some naturalist visions have to deduce the meaning of human action from their biological nature, leads to a naturalization of violence as an inexorable political phenomenon. Naturalized violence leads the society towards the dynamics of inexorable violence, whose only solution is legitimazing total violence. In this article we propose the critical deconstruction of naturalistic determinism by means of the analysis of human action and the specificity of its power, which is manifested as creative power (Cornelius Castoriadis) and power of no (Giorgio Agamben). The power of human action transcends the biological determinisms of its biologic nature, although the power of human action is conditioned by them. (shrink)

El propósito de este artículo es prestar atención a la evolución de la lectura que hace Adorno de la fenomenología husserliana para abordar algunos de los problemas fundamentales que determinarán la formación materialista de su filosofía. Se pretende trazar la génesis de su pensamiento materialista desde su temprana afinidad con la obra de Cornelius, hasta los aspectos fundamentales de su filosofía de los años treinta.

Forms and Functions of Pendant Koran Manuscripts. By Cornelius Berthold. Arabische Studien, vol. 17. Wiesbaden: Harrassowitz, 2021. Pp. x + 291, illus. €68.

Die „Wahl“ des jungen P. Cornelius Scipio zum Prokonsul in Spanien im Frühjahr 210 - mitten im Hannibalischen Krieg - stellt in der römischen Geschichte in mehrfacher Hinsicht eine Einmaligkeit dar: Nur hier wird eigens ein Promagistrat für einen außeritalischen Kriegsschauplatz vom Volk direkt gewählt, zudem ein Amtloser, der keinerlei Erfahrung in der Führung von Legionen hat. Zuerst ist die früheste Quelle für diesen Vorgang, Livius, auf ihren historischen Gehalt zu untersuchen (I). Die dortigen staatsrechtlichen Unwahrscheinlichkeiten empfehlen eine Analyse (...) der späteren Berichte des Silius Italicus, des Appian und des Cassius Dio/Zonaras (II). Deren Abweichungen von Livius deuten auf die Existenz einer Ursprungsversion von Scipios „Wahl“, deren inhaltliche Hauptlinien, Tendenz und sogar vermutlicher Autor sich durch einen Vergleich der Parallelberichte rekonstruieren lassen (III). Dabei hilfreich ist die Einbeziehung zweier anderer Fragmente aus Cassius Dio über Scipio, die ebenfalls auf denselben Autor zurückgehen könnten (IV). Die Entstehungsbedingungen und Motive dieser rekonstruierten Ursprungsversion werden insbesondere im Umfeld von Pompeius’ Imperien gegen die Piraten und Mithridates gesucht (V). Weiteren Aufschluß bietet auch die Klärung der Frage, welchen Rang M. Iunius Silanus, der Mitfeldherr des Scipio in Spanien, einnahm (VI). Schließlich verhilft Ciceros Verschweigen von Scipios „Wahl“ dazu, einen terminus post quem für die Verbreitung der rekonstruierten Ursprungsversion zu bestimmen (VII). (shrink)