Christian solitude -- Bounded solitude in Augustine's Confessions -- The humanist tradition : Petrarch, Montaigne, and Gibbon -- Rousseau's myth of solitude in reveries of the solitary walker -- Thoreau at Walden : soliloquizing and talking to all the universe at the same time -- Twentieth-century varieties of solitary experience -- Thomas Merton and solitude : the door to solitude opens only from the inside -- Solitude, writing, and fathers in Paul Auster's The invention of solitude -- Conclusion: The value (...) of solitude. (shrink)
Relatively congruence regular quasivarieties and quasivarieties of logic have noticeable similarities. The paper provides a unifying framework for them which extends the Blok-Pigozzi theory of elementarily algebraizable (and protoalgebraic) deductive systems. In this extension there are two parameters: a set of terms and a variable. When the former is empty or consists of theorems, the Blok-Pigozzi theory is recovered, and the variable is redundant. On the other hand, a class of membership logics is obtained when the variable is the only (...) element of the set of terms. For these systems the appropriate variant of equivalent algebraic semantics encompasses the relatively congruence regular quasivarieties. (shrink)
This essay is a brief assessment of the lasting impact of Michael Polanyi’s thought on the growing interdisciplinary field of “theology and science.” I note representative examples in the writing of Ian Barbour, Thomas Torrance, John Polkinghorne, Arthur Peacocke and John Haught, showing how Polanyi’s “personal knowledge,” as well as some other Polanyian themes, have been recognized and accepted.
Machine generated contents note: Notes on Contributors. -- Foreword (Michael A. Peters). -- Introduction: Alain Badiou: 'Becoming subject' to education (Kent den Heyer). -- 1. Badiou, Pedagogy and the Arts (Thomas E. Peterson). -- 2. Badiou's Challenge to Art and its Education: Or, 'art cannot be taught--it can however educate!' (Jan Jagodzinski). -- 3. Alain Badiou, Jacques Lacan and the Ethics of Teaching (Peter M. Taubman). -- 4. Reconceptualizing Professional Development for Curriculum Leadership: Inspired by John Dewey and informed (...) by Alain Badiou (Kathleen R. Kesson and James G. Henderson). -- 5. The Obliteration of Truth by Management: Badiou, St. Paul and the question of economic managerialism in education (Anna Strhan). -- 6. Militants of Truth, Communities of Equality: Badiou and the ignorant schoolmaster (Charles Andrew Barbour). -- Index. (shrink)
Abstract: I argue that for psychological and social reasons, the traditional “Conflict Model” of science and religion interactions has such a strong hold on the nonexpert imagination that counterexamples and claims that interactions are simply more complex than the model allows are inadequate to undermine its power. Taxonomies, such as those of Ian Barbour and John Haught, which characterize conflict as only one among several possible relationships, help. But these taxonomies, by themselves, fail to offer an account of (...) why different relationships prevail among different communities and how they succeed one another within particular communities—that is, they contain no dynamic elements. To undermine the power of the “Conflict Model,” we should be seeking to offer alternative models for science and religion interactions that can both incorporate the range of stances articulated by scholars like Barbour and which can offer an account of the process by which differing attitudes succeed one another. As a step toward this goal, I propose a general “interacting subcultures model” and illustrate its applicability in a small number of mini-case studies from Early Modern Britain and France and with glances toward contemporary America. (shrink)