Online research in philosophy

An examination is made of important influences that shaped both the development of Plato's religious and philosophical teachings/theories of the Soul and Spirit which were based on core Spiritual Laws or Principles, and his scheme of education as outlined in the Republic. Included are Plato's early years and the teachings and influence of Socrates and the Orphic, Pythagorean and Eleusinian Mystery Schools. Plato's system of education is shown to be very much influenced by the Pythagoreans, to involve the 'Principle of Initiation' and to be soul-centered, where all thought is related to 'The One'. The conclusion is that the philosophy and teaching of education today tends to ignore the important integrative principle of unity--the Soul/Spirit connection. A renewed philosophy and scheme of education is introduced incorporating a vision of the whole person.

This paper examines Aquinas’s epistemological treatment of the disembodied soul in order to reveal (1) its relationship to the person it once was, and (2) the nature and extent of its self-knowledge. I argue first that disembodiment entails not only loss of personhood, but severe restriction of one’s concept of self. Consequently, individual self-consciousness is minimized. By contrast, I argue that the soul’s knowledge of its nature is likely to be realized more perfectly in the separated state, not so much because of freedom from the body as the infusion of pure intelligibles. Thus, the roles of these two types of self-knowledge (particular and universal) are reversed from the case of the embodied soul, where self-consciousness is an effortless concomitant to thought and self-knowledge requires a painstaking labor. I conclude by wondering whether the cognition enjoyed in the separated state has some utility for the soul’s future, re-embodied existence.

The goal of this article is to differentiate initiation from indoctrination, and to return a positive significance to the notion of initiation, as a pedagogy that contributes not only to the perpetuation of a particular form of life or community, but that provides the next generation with means to advance that knowledge beyond its existing boundaries. When we conflate the terms ‘initiation’ and ‘indoctrination’ or only mark a minor difference between the two, we lose meaning. The explanatory and predictive power of our statements is weakened by this failure to take seriously the difference between these two terms. By ignoring the progressive potential in initiation, and condemning that pedagogy as uncritical, educational theorists fail to recognize the intermediate steps that need to be taken in educating a student to be a creative and responsive thinker within a cultural, i.e. symbolic, context. Within the pedagogy of initiation crucial methods for teaching students to engage existing representations of truth, rules of practice, and principles of meaning-making are employed. This article draws upon case studies and theorists in anthropology to offer a description of initiation that holds progressive potential, and explains the possible relevance of initiatory pedagogy for multicultural education.

The aim of this paper is to challenge the claim that the neural activity commonly referred to as 'readiness potential' constitutes evidence for the unconscious initiation of action. Although I accept that such neural activity seriously challenges the commonly held view that one's sense of volition is causally efficacious, I nevertheless contend that much of our everyday engagement with the world is consciously initiated. Thus, a distinction is made between awareness and what the awareness is of: the latter constituting the conscious decision to act in accordance with one's goal, or what I have termed intentional project. Initiation of an action in accordance with one's intentional project grounds the action in meaning, something that would be lacking in an exclusively unconscious decision to act.

Is there a ghost in the machine? Are we born trailing clouds of glory? Is there a part of us that will survive death? Is the soul reborn in different bodily forms? These and similar questions have occupied humankind since the dawn of consciousness. Rosalie Osmond's book explores the way the soul has been represented in different cultures and at different times, from ancient Egypt and Greece, through medieval Europe and into the 21st century. Basing her approach on historical sources, she reveals the many different ways in which the soul has been imagined and the range of human needs and aspirations these imaginings have addressed.

This is a revised and updated version of Swinburne's controversial treatment of the eternal philosophical problem of the relation between mind and body. He argues that we can only make sense of the interaction between the mental and the physical in terms of the soul, and that there is no scientific explanation of the evolution of the soul.

The soul in Greek thought -- The soul in medieval Christian thought -- The soul in continental thought -- Locke, Butler, reid, and Hume -- Soul-body causal interaction -- The soul and contemporary science -- Contemporary challenges to the soul -- Thoughts on the future of the soul.

The main aim of shamanic initiation among the Yanomami people of the Upper Orinoco River region in Venezuela is the metamorphosis of the human body into a cosmic body, or what I term "corporeal cosmogenesis." During the initiatory ordeal, the neophyte undergoes an intense experience of death through dismemberment by the spirits and subsequent rebirth, thus overcoming the human condition and becoming an individual living spirit. But, at the same time, he becomes a "collection" of other spirits who leave their natural habitats—located on the mountaintops and in the forest—and move into the initiate's body, which becomes their abode. As the candidate surrenders his soul and humanness to the spirits, the latter become his personal allies and sources of power while imbuing the shaman's postmortem ego with certain properties that can best be described in holographic terms. After the shaman's biological death, his personal spirits become disembodied again and disperse back into the forest and on the mountaintops. When the shaman dies, his soul multiplies, as each of the disembodied spirits becomes a carrier of the shaman's soul image. In this way, through initiations, the shaman becomes a part of a dynamic cosmic circuity, as his hekura can be called upon to invade the bodies of new shamans, and start a cosmogonic initiatory act anew.