As an exercise in comparative philosophical theology, our approach is more concerned with conceptual strategies than with historical although the animadversions of those versed in the history of each period will assist in reading the texts of each thinker. We need historians to make us aware of the questions to which thinkers of other ages and cultures were directing their energies, as well as the forms of thought available to them in making their response; but we philosophers hope to be (...) able to proceed without having to arm ourselves with extensive knowledge of the surrounding milieu, trusting that others more knowledgeable will correct and extend our efforts. Our contribution should then be one of offering perspectives within which further discourse may profitably proceed, suitably challenged and amended in the course of a common inquiry. Since my familiarity is with Aquinas, and since he comes chronologically first, I shall begin with him, though there is no discernible connection between the two thinkers other than their preoccupation with establishing the primacy of existing in a metaphysical discourse which had hitherto obscured its significance. (shrink)

As an exercise in comparative philosophical theology, our approach is more concerned with conceptual strategies than with historical “influences,” although the animadversions of those versed in the history of each period will assist in reading the texts of each thinker. We need historians to make us aware of the questions to which thinkers of other ages and cultures were directing their energies, as well as the forms of thought available to them in making their response; but we philosophers hope to (...) be able to proceed without having to arm ourselves with extensive knowledge of the surrounding milieu, trusting that others more knowledgeable will correct and extend our efforts. Our contribution should then be one of offering perspectives within which further discourse may profitably proceed, suitably challenged and amended in the course of a common inquiry. Since my familiarity is with Aquinas, and since he comes chronologically first, I shall begin with him, though there is no discernible connection between the two thinkers other than their preoccupation with establishing the primacy of existing in a metaphysical discourse which had hitherto obscured its significance. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:524 BOOK REVIEWS Word is to interpret us" (189). That two-way response to the Word of God neatly summarizes William Hill's witness to us as theologian as well: to he the mediator between classical and contemporary idiomata in such a way as to enrich the deliverances of both, reminiscent of Matthew's commendation of the " disciple in the kingdom of Heaven [being] like a householder who brings out from (...) his storeroom new things as well as old" (13 :52). The excitement of this project will not he lost on students of theology confronted with novel theories periodically renewed. What makes William Hill a theologians' theologian is not only his conceptual clarity, hut his capacity to move among us as a fellow inquirer. Bereft of any need to kill off contenders to make room for his innovations, we rather find him recalling on every page how much he has learned from others and wishes to pass on to us. University of Notre Dame Notre Dame, Indiana DAVID B. BURRELL, c.s.c. The Diversity of Religions: A Christian Perspective. By J. A. D1NoIA, O.P. Washington, D.C.: The Catholic University of America Press, 1992. $29.95 (cloth), $17.95 (paper). For some time now the debate in the Christian theology of religions has centered around the question of ·the possibility of salvation for nonChristians. The answers to this question have often been placed in a threefold typology: exclusivism, inclusivism or pluralism. Exclusivists generally maintain that salvation is conditional on an explicit confession of faith in Jesus Christ, hence non-Christians are lost. Pluralists, on the other hand, maintain that salvation can he found in different religions in various ways, and that Christianity is one among many paths to the divine reality. Inclusivists agree that non-Christians may he saved, and if they are it may he through rather than despite their religion. Inclusivists differ from pluralists in believing that Christ is the constitutive cause of all salvation, even therefore the salvation of a non-Christian. DiNoia's hook claims to do two very significant things. First, to go beyond the three approaches and suggest a fresh way of dealing with the question. Second, in doing so, to create a new agenda for the Christian theology of religions. My verdict: he partly fails and partly succeeds, and both his failings and success are deeply instructive and profoundly illuminating. DiNoia's argument is advanced carefully and lucidly and is acces- BOOK REVIEWS 525 sihle to non-specialists. The bibliographic essay/notes related to each chapter indicate thorough research (with one exception) and are a pleasure to read. DiNoia (a Thomist with Barthian leanings) closely follows George Lindbeck's cultural-linguistic model of religion, arguing that the specific way of life, determined by the actual doctrines held, uniquely shapes and moulds the religious practitioner. The goal and means of the religious way are intrinsically related and cannot he separated. He then persuasively argues that the difficulty with pluralists and inclusivists is that they impose a soteriocentricism upon other religions where there may he none! In contrast, DiNoia maintains one cannot say anything about the meaning of another religion apart from specific and proper attention to the ways in which its doctrines regulate its practice and stipulate the goal to he achieved by that way of life. In Christianity, eternal fellowship with the blessed Trinity can be said to he the goal (salvation) which is carefully orchestrated in minute detail through the liturgical life of the community. To claim that other religions attain the same salvific goal is therefore problematic. DiNoia's argument creates a space for other religions to really disclose what they are about in their doctrines and practice, without a priori categorization, and this is to he welcomed. Hence, the necessity of dialogue as the proper location for disclosure of the "other". Dialogue thereby becomes central to a theology of religions. Only in this process can we ask the question as to whether and how these ways of life relate to Christianity. DiNoia allows for the possibility that doctrinal truth and good actions can he found in other religions, without compromising the cen· trality of the incarnation as constitutive... (shrink)

By this book, Burrell wants to correct the reading of the most familiar of Aquinas’s texts, particularly those concerning God, esse, and actus. His corrective depends on the assertion that Aquinas has and uses a "philosophical grammar." Examples of devices from this grammar are the distinctions between concrete and abstract terms, between existential and predicative uses of "to be," and between the thing signified and the mode of its signification. With these and other "maneuvers," Aquinas is able to fulfill (...) the "theological task he sets himself: to elucidate the parameters of responsible discourse about God". It is only by insisting that the texts in the prima pars of the Summa, Qq. 3-11, are not a doctrine of God that we may be faithful to Aquinas’s apophatic injunction: we can know of God only what he is not. What the Scholastics wanted to make into a tractatus de Deo is in fact only "a series of restrictions on what we might appropriately say". (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 489 universe enjoys as an ordered whole. What happens if the model does not present a universal order, as seems to have been the case for the last three centuries? Should we then remove the corresponding perfection from our idea of universe's perfection? Or is there some metaphysical reason for asserting that the universe is an ordered whole, regardless of any particular model? If the latter, it (...) would be interesting to have at least a sketch of how we would arrive at this position. On the whole, certainly, the book provides an invaluable overview of the Thomistic universe for anyone working on Aquinas's cosmology, metaphysics, or even ethics. Blanchette is to be commended for his clear and orderly presentation of the material, especially the many subdivisions within the chapters. The quotations of Thomistic texts are almost all in English, well translated by Banchette himself. The placing of key phrases in Latin within parentheses helps in some measure to overcome the lack of the original text in the footnotes. Finally, the book's selected bibliography as well as its indices (index of names, analytical index, and index of citations) render the book an even more useful tool. The Catholic University ofAmerica Washington, D.C. DAVID M. GALLAGHER Freedom and Creation in Three Traditions. By DAVID B. BURRELL, C.S.C. Notre Dame: University of Notre Dame Press, 1993. Pp. xi + 225. $29.95 (cloth). According to the author, this book, Freedom and Creation in Three Traditions, is a comparative work designed "to illustrate the worth of explicitly tradition-directed inquiry, as well as the fruitfulness of comparative inquires in philosophical theory" (6). In addition, among other things, the author contends that, "because the pressure of comparative perspectives demands that we mine hitherto unsuspected reaches of what we have thought we know," not only the author but also the "traditional disciplines of philosophy and theology may each be enriched by the forays of such inquiry" (6). Specifically, the three traditions to which Burrell is referring are the Jewish, Islamic, and Christian; and, as the title of this book suggests, the central topics of consideration used as the basis for a comparison among these traditions are the respective notions of freedom and creation. In order to achieve his goals, Burrell places his discussion within the general context of the notion of creation, which, as he rightly observes, "is notoriously difficult to classify" (7). In so doing, he divides the work into nine chapters; which he entitles as follows: 1) "The Context: Creation"; 2) "On 490 BOOK REVIEWS Characterizing the Creator"; 3) "On Characterizing Creation"; 4) "On Characterizing the Relation: Jewish, Christian, Muslim"; 5) "God's Acting in the World God Creates"; 6) "Creatures Acting in a Created World"; 7) "On the Relations between the Two Actors"; 8) "Sin and Redemption"; 9) "The God Realized in Renewed Creation." Having placed his discussion within the general context of the notion of creation, Burrell begins his analysis by comparing and contrasting this notion in St. Thomas and Moses Maimonides vis-a-vis the necessitarianism of Aristotle as interpreted by lbn Sina. In so doing, Burrell stresses that what predominates in both Maimonides and Aquinas is a notion of God as a "free originator" of all creation not in relation to an "exegesis of the opening chapters of Genesis" but in relation "to the rest of the Bible and the subsequent tradition of Judaism and Christianity" (12). This "distillation" having been noted, Burrell then examines the distinctive features of the notion of creation as this is influenced by the "faith assertion " of the three respective religious traditions-Jewish, Christian, and Islamic. Within Judaism Burrell finds emphasis placed upon the need to interpret creation against the background of the "covenant" with Israel (19). In Aquinas and Barth he understands this activity to be interpreted against the background of the relation of the Father to His Eternal Word (19-21); and within Islam he finds the regulating theme in the conviction of God's absolute sovereignty vis-a-vis the created order. In chapter 2, Burrell goes into more precise detail regarding the specific ways in which God is characterized as a creator within the... (shrink)

This paper rigorously examines the primitive foundations of economic reasoning through a framework based on symbolic logic. Extending previous work, it formalizes economic conceptions (\(\mathbb{C}\)), symbols (\(s_i\)), and introduces a structured language (\(\mathcal{L_{\mathbb{C}}}\)) to define their formation and interpretation. Organized as a continuous chain of declarations and illustrations, the paper offers a concise, systematic approach to understanding the philosophy of economic reasoning through formal symbolic representations.

To be human is to humanize; a radically empirical aesthetic, by J. J. McDermott.--Dream and nightmare; the future as revolution, by R. C. Pollock.--William James and metaphysical risk, by P. M. Van Buren.--Knowing as a passionate and personal quest; C. S. Peirce, by D. B. Burrell.--The fox alone is death; Whitehead and speculative philosophy, by A. J. Reck.--A man and a city; George Herbert Mead in Chicago, by R. M. Barry.--Royce; analyst of religion as community, by J. Collins.--Human experience (...) and God; Brightman's personalistic theism, by D. Callahan.--William James and the phenomenology of religious experience, by J. M. Edie.--Pragmatism, religion, and experienceable difference, by R. W. Sleeper.--How is religious talk justifiable, by J. W. McClendon, Jr. (shrink)

Introduces students to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice.

This paper presents two proposals to improve the text of an important passage in Manilius’ Astronomica, 1.456–68, in which the poet explains natura's rationale for arranging the stars in such a way as to create only a partial, rather than a full, representation of the constellation figures. The text of line 464 is repunctuated in order to give proper emphasis to natura's parsimonious disposition of the stars. Scholars have noted that the sentence atque ignibus ignes | respondent in 466–7 is (...) not consistent with the poet's account of how the constellation figures were delineated nor with what an observer sees in the heavens. The conjecture insignibus (neuter plural), for the transmitted atque ignibus in line 466, is offered to indicate that it is the distinctive features (insignia) of the figures to which specific stars correspond and by means of which the figures are described. Attention is also drawn to a striking paronomasia in 466–7, designat … insignibus ignes, which creates a meaningful phonetic constellation of celestial fire (ignis), sign (signum) and insigne (distinctive feature) and thus provides evidence, on the linguistic level, of natura's providentia. (shrink)

Education as a necessity of life -- Education as a social function -- Education as direction -- Education as growth -- Preparation, unfolding, and formal discipline -- Education as conservative and progressive -- The democratic conception in education -- Aims in education -- Natural development and social efficiency as aims -- Interest and discipline -- Experience and thinking -- Thinking in education -- The nature of method -- The nature of subject matter -- Play and work in the curriculum -- (...) The significance of geography and history -- Science in the course of study -- Educational values -- Labor and leisure -- Intellectual and practical studies -- Physical and social studies : naturalism and humanism -- The individual and the world -- Vocational aspects of education -- Philosophy of education -- Theories of knowledge -- Theories of morals. (shrink)

How should one respond to scepticism? Should one seek to refute it? Or should scepticism be ignored? This paper argues that descriptive metaphysics occupies an intermediate logical space between truth-directed transcendental arguments aimed at refuting the sceptic and the quietist stance of the Humean naturalist who declines to take up the sceptical challenge. Descriptive metaphysics is neither quietist nor confrontational. It seeks to show, rather, that the sceptic is not a genuine partner in conversation.

Averroës, 1126-1198; criticism and interpretation; Islamic philosophy; Religion and ploitics.

Social media is a key player in contemporary political, cultural and ethical debates. Given much of online engagement is characterised by impulsive and emotive responses, and social media platforms encourage a form of sensationalism that promotes epistemic vices, this paper explores whether there is space online for moral responses. This paper defends the need for moral engagement with online information and others, using an attitude entitled ‘critical perspectivism’. Critical perspectivism sees a moral agent adopt a critical eye, supplemented by a (...) caring disposition, when engaging with interactive digital media and the stories of others that are technologically mediated. Such an ethical attitude is required given our globally connected, technological world features new versions of recognisable challenges to democracy and the reasonableness of citizens. There is a vital role for educationalists to play in teaching and making space and time for students to practice being critically perspectival. (shrink)

There is a debate within philosophy of literature as to whether narrative artworks should be judged morally, for their ethical value, meaning and impact. On one side you have the aesthetes, defenders of aestheticism, who deny the ethical value of an artwork can be taken into consideration when judging the work’s overall aesthetic value. Richard Posner backs artists such as Oscar Wilde who famously wrote, ‘there is no such thing as a moral or an immoral book. Books are well written, (...) or badly written. That is all’. On the other side of the debate are proponents of ethical criticism such as Martha Nussbaum, Wayne Booth, Noël Carroll and Mary Devereaux. This article examines the educational implications of each position and ultimately defends the importance of moral education alongside aesthetic education. Given artworks are powerful vehicles for moral sentiments and meaning, it is important that viewers are taught to engage critically with art’s ethical features as well as aesthetic features. In this way, educational concerns pose a challenge to the position of aestheticism. (shrink)

Sustained attention, a key cognitive skill that improves during childhood and adolescence, tends to be worse in some emotional and behavioural disorders. Sustained attention is typically studied in non-affective task contexts; here, we used a novel task to index performance in affective versus neutral contexts across adolescence (N = 465; ages 11–18). We asked whether: (i) performance would be worse in negative versus neutral task contexts; (ii) performance would improve with age; (iii) affective interference would be greater in younger adolescents; (...) (iv) adolescents at risk for depression and higher in anxiety would show overall worse performance; and (v) would show differential performance in negative contexts. Results indicated that participants performed more poorly in negative contexts and showed age-related performance improvements. Those at risk of depression performed more poorly than those at lower risk. However, there was no difference between groups as a result of affective context. For anxiety there was no difference in performance as a function of severity. However, those with higher anxiety showed less variance in their reaction times to negative stimuli than those with lower anxiety. One interpretation is that moderate levels of emotional arousal associated with anxiety make individuals less susceptible to the distracting effects of negative stimuli. (shrink)

We thank the commentators for their thoughtful responses to our article.1 Due to space constraints, we will confine our discussion to just three key issues. The first issue relates to the central ethical conundrum for clinicians working with young people like Phoenix: namely, how to respect, value and defer to a person’s own account of their identity and what is needed for their well-being, while staying open to the possibility that such an account may reflect a work in progress. This (...) conundrum thus relates both to what will be beneficial for that person and what constitutes respecting their autonomy, and clinicians must dwell on these questions when deciding what forms of medical intervention to offer. D’Angelo,2 Lemma3 and Wren4 highlight the importance of considering Phoenix as a ‘whole person in context’ 2 prior to initiating treatment or care. In this way, they advocate for a process of ‘therapeutic exploration’,4 which includes taking sufficient time to explore Phoenix’s personhood with them so as to support them in achieving an ‘authentic self-discovery’.2 We agree with these authors that identity development is a complex, life-long process that is influenced by biological, psychosocial and relational aspects, all of which may contribute to an individual’s desire to pursue gender-affirming interventions. To explore the various factors—both conscious and unconscious—that might be motivating Phoenix’s decision to pursue ongoing puberty suppression, D’Angelo,2 Lemma3 and Wren4 describe a comprehensive psychological approach to working with transgender and gender diverse individuals and propose questions to guide such discussions. Consistent with this approach, we stipulated that Phoenix had undergone regular psychological counselling and that the psychologist had judged that ‘Phoenix’s distress is significant and enduring…not a symptom …. (shrink)

Upshot: In our target article we claimed that, at least since Weber and Varela, enactivism has incorporated a theoretical commitment to one important aspect of Jonas’s philosophical biology, namely its anthropomorphism, which is at odds with the methodological commitments of modern science. In this general reply we want to clarify what we mean by anthropomorphism, and explain why we think it is incompatible with science. We do this by spelling out what we call the “Jonasian inference,” i.e., the idea that (...) we are entitled, based on our first-person experience of teleology, to take the appearance of teleology in other living beings at face value. (shrink)

O presente estudo trata do tráfico escravo nos séculos XVI e XVII, a partir do contexto intelectual da Escolástica Barroca, e apresenta alguns dos pensadores escolásticos que entraram no debate sobre a retidão das compras e vendas de escravos africanos. Em sua segunda parte, este estudo apresenta a quarta seção, que contém a posição de dois missionários capuchinhos que, no último quartel do século XVII, fizeram condenações ao escravismo imposto aos africanos e exigiram o fim do comércio de cativos. Esta (...) segunda parte do estudo também apresenta uma breve conclusão e uma detalhada lista de referências bibliográficas. (shrink)

O presente estudo trata do tráfico escravo nos séculos XVI e XVII, a partir do contexto intelectual da Escolástica Barroca, e apresenta alguns dos pensadores escolásticos que entraram no debate sobre a retidão das compras e vendas de escravos africanos. A primeira seção explica por que o tema do comércio escravista se tornou uma problemática filosófico-teológica. A segunda seção se ocupa dos pensadores dominicanos, que foram os primeiros a escreverem sobre a escravatura negra no século XVI. A terceira seção apresenta (...) os intelectuais jesuítas, que, liderados por Luís de Molina, analisaram cuidadosamente as compras de escravos. Por fim, a quarta seção apresenta a posição de dois missionários capuchinhos que, no último quartel do século XVII, apresentaram condenações ao escravismo imposto aos africanos e exigiram o fim do comércio de cativos. Devido à sua extensão, este estudo foi dividido em duas partes. A primeira contém as seções 1, 2 e 3. A segunda parte contém a seção 4, uma breve conclusão e as referências bibliográficas. (shrink)

This volume investigates the role of the arts in character education. Bringing together insights from esteemed philosophers and educationalists, it looks to the arts for insight into human character and explores the arts' relationship to human flourishing and the development of the virtues. Focusing on the moral value of art and considering questions of whether there can be educational value in imaginative and non-narrative art, the nine chapters herein critically examine whether poetry, music, literature, films, television series, videogames, and even (...) gardening may improve our understanding of human character, sharpen our moral judgement, inculcate or refine certain skills required for virtue, or perhaps cultivate certain virtues themselves. Bringing together research on aesthetics, ethics, moral and character education, this book will appeal to students, researchers and academics of philosophy, arts, and education as well as philosophers of education, morality, aesthetics, and teachers of the arts. (shrink)

In A Theory of Moral Education, Michael Hand defends the importance of teaching children moral standards, even while taking seriously the fact that reasonable people disagree about morality. While I agree there are universal moral values based on the kind of beings humans are, I raise two issues with Hand’s account. The first is an omission that may be compatible with Hand’s theory; the role of virtues. A role for the cultivation of virtues and rational emotions such as compassion is (...) vital in accounting for the emotional aspect of morality. The second issue pertains to Hand’s foundational premise of human beings’ rough equality. Following Martha Nussbaum, I argue that contractarian approaches must be critically evaluated to ensure the social contract properly includes and accounts for the human dignity of those who are typically excluded from the benefits of society. Hand’s justificatory arguments rely upon a contractarian premise, and the contract itself needs scrutiny and adjustment if it is to support a viable theory of moral education. (shrink)

What is knowledge? What makes me, me? Do we have free will? People have been asking such fundamental questions about the nature of reality for centuries, but how can they help us make sense of our existence in a 21st-century world of social media, cyber wars, cloning, artificial intelligence and virtual reality? Short Cuts: Philosophy provides the map you need to travel beyond traditional foundations and explore a diverse array of deep thinkers. Soul-searching questions prompt 'short cut' answers written by (...) experts in their field, with each one the setting-off point for instructions that plot a path through the philosophical landscape. With 'one-stop' graphics visualizing a memorable theory or idea for each concept, and 'route map' glossaries explaining key words and their connections, Short Cuts: Philosophy will help you wrestle with the meaning of ancient and modern philosophical thought. (shrink)

Reductionism is no longer fashionable in philosophy of mind – the days when the idea that mental states are reducible to physical states was a given are over, and non-reductionism is the new orthodoxy. Yet, while many philosophers of mind would consider themselves card carrying non-reductionists, they also tend to think of psychology as a natural science of the mind. As a result, the defence of the autonomy of the mental one finds in most textbooks operates within a naturalistic framework (...) which fails to acknowledge that humanistic explanations differ in kind from scientific ones. (shrink)

In this collection, Stations on the Journey of Inquiry, David Burrell launches a revolutionary reinterpretation of how any inquiry proceeds, boldly critiquing presumptuous theories of knowledge, language, and ethics. While his later publications, Analogy and Philosophical Language (1973) and Aquinas: God and Action (1979), elucidate Aquinas's linguistic theology, these early writings show what often escapes articulation: how one comes to understanding and "takes" a judgment. Although Aquinas serves as an axial figure for Burrell's expansive corpus of scholarship spanning (...) more than fifty years, this selection of essays presents other positions and counterpositions to whom his own philosophical theology is beholden: Plato, Aristotle, Cajetan, Kant, Peirce, Moore, Wittgenstein, Sellars, Weiss, Ross, McInerny, and Lonergan. With renewed interest in philosophy of language by postmodern thinkers as well as in the wake of Mulhall's Stanton Lectures on Wittgenstein and "Grammatical Thomism," the publication of these formative writings proves timely for the academy at large. Burrell invites us to reconsider not only the way in which we conduct an inquiry, but what it is we take language to be and how we take responsibility for what we say. (shrink)

Boundary extension is a memory phenomenon in which an individual reports seeing more of a scene than they actually did. We provide the first examination of boundary extension in individuals diagnosed with depression, hypothesising that an overemphasis on pre-existing schema may enhance boundary extension effects on emotional photographs. The relationship between boundary extension and overgeneralisation in autobiographical memory was also explored. Individuals with (n = 42) and without (n = 41) Major Depressive Disorder completed a camera paradigm task utilising positive, (...) negative, and neutral stimuli. Across all participants, positive (d = 0.37) and negative (d = 0.66) stimuli were extended more than neutral stimuli. This effect did not differ between depressed and never-depressed participants. Across all participants, images containing objects were extended more than images containing faces. An association was also evident between extension effects in memory for perceptual space and extensions of autobiographical memory across time. (shrink)