A classic in the area, originally published in 1901, this book is a survey of the past work in the field of philosophy of religion, a conspectus of literature and comparison of methods and theologies from the Reformation to the start of the twentieth century. The Introduction part of the volume offers a classification system to explain the order of the detailed section of the book. Lesser-known theologians are covered as well as great thinkers, a deliberate choice on the part (...) of the author. Within each chapter, types of theism are then broken down into sections on individual thinkers, or group of thinkers with a reference to their main works. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

A classic in the area, originally published in 1901, this book is a survey of the past work in the field of philosophy of religion, a conspectus of literature and comparison of methods and theologies from the Reformation to the start of the twentieth century. The Introduction part of the volume offers a classification system to explain the order of the detailed section of the book. Lesser-known theologians are covered as well as great thinkers, a deliberate choice on the part (...) of the author. Within each chapter, types of theism are then broken down into sections on individual thinkers, or group of thinkers with a reference to their main works. (shrink)

The genetic stability of living cells is continuously threatened by the presence of endogenous reactive oxygen species and other genotoxic molecules. Of particular threat are the thousands of DNA single-strand breaks that arise in each cell, each day, both directly from disintegration of damaged sugars and indirectly from the excision repair of damaged bases. If un-repaired, single-strand breaks can be converted into double-strand breaks during DNA replication, potentially resulting in chromosomal rearrangement and genetic deletion. Consequently, cells have adopted multiple pathways (...) to ensure the rapid and efficient removal of single-strand breaks. A general feature of these pathways appears to be the extensive employment of protein–protein interactions to stimulate both the individual component steps and the overall repair reaction. Our current understanding of DNA single-strand break repair is discussed, and testable models for the architectural coordination of this important process are presented. BioEssays 23:447–455, 2001. © 2001 John Wiley & Sons, Inc. (shrink)

The authors mark the twentieth anniversary of the classic study by Weitzman et al., which found considerable gender stereotyping in picture books for preschool children, by replicating and extending their study with an updated sample that includes books by Black illustrators. The authors find evidence that female characters and female relationships receive considerably more attention in recent books by both conventional illustrators and Black illustrators than they did in the late 1960s. They also find, consistent with the liberal feminist aims (...) of Weitzman et al., evidence that male and female characters are shown in a more egalitarian fashion than they were in the late 1960s in books by mainstream authors. Finally, they discover that, consistent with the aims of recent Black feminist theorists, Black illustrators are more apt than others to highlight women's involvement in an ethic of caring and an ethic of personal accountability. (shrink)

The study Freedom from Dialogue: The Work of Radim Palouš in Conversation with Selected Philosophers and Theologians of Education presents the main themes of the life work of Radim Palouš, a prominent Czech philosopher of education working in the tradition of Comenius and Patočka. From those key themes, the author selects the concept of education and the concept of freedom and examines these in selected philosophers of education and theologians of education from around the world who also produced their works (...) in the twentieth or even twenty-first century, as Radim Palouš did. The purpose of the study is to provide contemporary educators and teachers with inspiration to deepen and develop the meaning of their activity, which consists in education and training, in cultivating man, or in bringing man to a free and responsible life, as this study particularly wants to emphasize. Jacques Maritain, Joseph Pieper, James Vincent Schall and Stratford Caldecott have been chosen as philosophers of education and theologians of education. All of them have dealt with the theme of freedom and the liberal arts and have attempted to suggest in their writings how man today might also be brought to the goal of educational endeavour, to the free assumption of his own responsibility for education. At specific points in the writings of selected philosophers and theologians of education, it is shown that true freedom is not created by human construction but is born in dialogue. Therefore, through a kind of dialogue between the Czech thinker and selected foreign thinkers, inspiration for today is sought. This is the first book publication in Czech that deals explicitly with theology of education and philosophy of education, their interrelationship, correspondences and differences. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Radical Change Theory and Synergistic Reading for Digital Age YouthEliza T. Dresang (bio) and Bowie Kotrla (bio)Books with digital age characteristics... stimulate curiosity and foster community.—Elizabeth Lennox Keyser, 1999Today’s students think and process information fundamentally differently from their predecessors.—Marc Prensky, 2001PrologueOne of our favorite books is McGillis’s The Nimble Reader: Literary Criticism and Children’s Literature.1 McGillis applies various literary theories—among them the New Criticism, structuralism, feminism, and postmodernism—to much-loved, (...) time-honored books such as E. B. White’s Charlotte’s Web (1952), in each case coming up with a fresh interpretation of a well-known text. The Nimble Reader makes the point that the meaning of any object, experience, or creative endeavor can be evasive and changes according to the lens through which it is viewed. Theory uncovers, illuminates, reveals, explains, predicts, and adds value and dimensions to what otherwise might have been overlooked. [End Page 92]That is what we hope Radical Change Theory does—we hope that it stimulates thinking, brings new perspectives, and adds value to what is already recognized as an immense treasure: the body of children’s literature and the young (and old) readers who love and appreciate it. As an addition to the assortment of approaches McGillis covered, we anticipate that Radical Change Theory is a way to see the mosaic of contemporary children’s literature in a new light, to examine and explain some parts of it that may have gone unnoticed. We offer it as a way to think about contemporary youth in relation to their literature, and we suggest applying Radical Change Theory in retrospect in order to highlight and appreciate “radical” authors and illustrators of the past who wrote for “radical readers” in their times. Radical Change Theory is only one perspective among many, and we realize that the phenomena it addresses could be explained or augmented in other ways, as McGillis demonstrated.IntroductionThe 2008 Caldecott Award for the most outstanding picture book for children published in the United States in the previous year was presented to Brian Selznick, author and illustrator of The Invention of Hugo Cabret, which is hundreds of pages longer than an ordinary picture book.2 Approximately 300 of its 533 pages are wordless black and white sketches that tell the story—not illustrating the text but replacing it. Hugo Cabret is a twelve-year-old boy living in the walls of a Paris train station in 1931; he becomes involved in a mystery adventure with the pioneer silent film maker George Méliès, a fitting element for a largely visual book. Selznick notes that he thinks of the book as somewhere between a graphic novel, a picture book, and a film.3 Each sequence of drawings can itself become a miniature silent move if the reader employs a flipbook technique. Hugo Cabret offers a highly interactive reading experience with vivid visual appeal, intertextuality, and multiple layers of meaning. It also provides a dramatic departure from the typical picture-book tradition and joins a number of other radically changed books that have special appeal for digital age youth.While it was perfectly clear to almost everyone during the 1990s that technology was changing, almost no one acknowledged the concomitant change in a sizeable and growing cadre of handheld books for youth. Some of those who did notice expressed puzzlement and regret at the break from a more traditional form and format; others expressed curiosity. Some others sought explanations.4 One purpose of this essay is to provide one explanation for the nature and character of these “changed” books and to demonstrate that they are somewhat different from but firmly rooted in more traditional children’s literature.But not only are books changing—at least some young readers are as well. In the 1990s, as youth who were born in the late 1970s began to mature, [End Page 93] we, along with some other educators and scholars, noted what seemed to be a change from previous generations in how many youth approached thinking, learning, creating, and engaging with media, including reading handheld books. Various terms, including the net generation, digital natives... (shrink)

Explores intellectual and philosophical evolution of German philosopher Martin Heidegger, focusing on period after World War II. Analyzes how Heidegger s ideas, particularly his notion of being, influenced and were influenced by postwar context, including confrontation with Nazism and emergence of new philosophical currents. Argues that Heidegger s work offers relevant insights for contemporary philosophical debates and calls for a critical dialogue with his legacy. Discusses Heidegger s philosophy in the context of French and German philosophical schools, highlighting relevance of (...) his ideas and impact they had on contemporary philosophy. (shrink)

Social suffering commands increasing public attention in the wake of several historical processes that have changed the ways victims are perceived. In making suffering eloquent by rendering it in conceptual form, philosophy runs the risk of muting suffering, thereby neutralizing its ability to mobilize responses. In the experience of suffering philosophy finds a limit it must recognize as its own. Yet only by fulfilling its duty towards suffering - only by having the abolition of suffering as its ultimate goal - (...) can philosophical thinking withstand a tacit complicity with injustice. (shrink)

Warne's original study provides an insightful analysis of the role of contemplation and creation in the thought of Josef Pieper, illustrating the importance of this practice to earthly happiness and human flourishing. What is the relationship between creation, contemplation, human flourishing, and moral development? Nathaniel Warne's Josef Pieper on the Spiritual Life offers a sophisticated answer to this question through a systematic analysis of philosopher Josef Pieper's (1904-1997) thought. Warne's examination centers on the role of contemplation and creation in Pieper's (...) thinking, arguing that contemplation of the created order is a key feature of earthly happiness. By emphasizing the importance of contemplation, Pieper illustrates the deep interconnections between ethics, creation, and spirituality. For Warne, to posit a binary between the contemplative life and active life creates a false dichotomy. Following Pieper, Warne claims that theology and spirituality cannot be bracketed from ethics and social action--indeed, our lived experience in the world blurs the lines between these practices. Contemplation and action are closer together than are typically assumed, and both have important implications for both our spiritual development and our engagement with the world around us. Ultimately, Warne's emphasis on creation and contemplation represents an attempt to resist a view of ethics and the spiritual life that is divorced from our environment. In response to this view, Warne argues that we need a renewed sense that creation and place are important for self-understanding. Contemplation of creation is, at bottom, a form of communion with God--we thus need a more robust sense of how ethics and politics are rooted in God's creative action. Taking Pieper as a guide, Warne's study helps to deepen our thinking about these connections. (shrink)