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Waiting for God

Harpercollins (1951)

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  1. In Abandonment of the Parable: An Agambenian Interpretation of Simone Weil’s ‘Hesitations Concerning Baptism’.Arthur Willemse - 2018 - International Journal of Philosophy and Theology 79 (1-2):105-121.
    In this essay, I trace the motif of abandonment that runs through the ethics of Simone Weil. In doing so, as a conceptual lens, I make use of Giorgio Agamben’s concept of abandonment. Taking my cue from Weil’s hesitations concerning baptism, I examine her stance as a case of either sacrifice or exception, of ambiguity or indifference. Subsequently, I use Weil’s hesitations to examine an interconnected sequence of soteriology and metaphysics, following Church and potentiality, World and actuality, and The Kingdom (...)
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  • Miscarriage and the Stories We Live By.Hilde Lindemann - 2015 - Journal of Social Philosophy 46 (1):80-90.
  • Persons with Adult-Onset Head Injury: A Crucial Resource for Feminist Philosophers.Kate Lindemann - 2001 - Hypatia 16 (4):105-123.
    : The effects of head injury, even mild traumatic brain injury, are wide-ranging and profound. Persons with adult-onset head injury offer feminist philosophers important perspectives for philosophical methodology and philosophical research concerning personal identity, mind-body theories, and ethics. The needs of persons with head injury require the expansion of typical teaching strategies, and such adaptations appear beneficial to both disabled and non-disabled students.
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  • Disease, Suffering, and Sin: One Anglican's Perspective.Claire Foster - 2006 - Christian Bioethics 12 (2):157-163.
    This article explores some of the implications of understanding sin as failure of perception. The theological underpinning of the argument is the choice made in the Garden of Eden to eat the fruit of the tree of knowledge rather than the fruit of the tree of life, or wisdom. This has led to distorted perception, in which all things are seen as having separate, independent existences rather than joined together by their common divine source and their deep interrelatedness in the (...)
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  • Faith Envy.Hermen Kroesbergen - 2020 - Hts Theological Studies 76 (4):1-8.
    With this article, I wish to introduce the concept of ‘faith envy’. From time to time, both believers and non-believers envy those who have faith or more faith. People envy, for example, Muslims or Charismatics for the significance and certainty of their convictions in their lives. I propose using ‘faith envy’ as an angle to investigate faith and religious language. This perspective opens up important new questions about faith. If we look at faith from this angle, we see aspects of (...)
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  • Lao-Zhuang and Augustine on the Issue of Suspension in the Philosophy of Religion.Changchi Hao - 2011 - Frontiers of Philosophy in China 6 (1):75-99.
    This paper addresses the question why the issue of reason and evidence as the central concern in the mainstream contemporary philosophy of religion has to be displaced by the issue of suspension according to Lao-Zhuang and the Augustine of Hippo. For both Lao-Zhuang and Augustine, in making room for the Other to appear at the core of the self’s being, it shows that there is an inseparable relationship of the self to the Other. In suspending its own understanding, admitting its (...)
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  • Simone Weil's Spiritual Critique of Modern Science: An Historical-Critical Assessment.Joseph K. Cosgrove - 2008 - Zygon 43 (2):353-370.
    Simone Weil is widely recognized today as one of the profound religious thinkers of the twentieth century. Yet while her interpretation of natural science is critical to Weil's overall understanding of religious faith, her writings on science have received little attention compared with her more overtly theological writings. The present essay, which builds on Vance Morgan's Weaving the World: Simone Weil on Science, Necessity, and Love (2005), critically examines Weil's interpretation of the history of science. Weil believed that mathematical science, (...)
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  • Who Mourns for Adonais? Or, Where Have All the Gods Gone?Necip Fikri Alican - 2018 - Analysis and Metaphysics 17:38–94.
    Belief in God is a steady epistemic state sustaining an ancient social institution. Not only is it still with us, it is still the same as it ever was. It rests on the same inspiration it did thousands of years ago, commanding the same attention with the same motivation. Deities come and go but the belief stays the same. That is the thesis of this paper. It is more specifically a study of classical Greek polytheism as a paradigm for our (...)
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  • Rūpesčio Etikos ir Sentimentalizmo Santykis.Renata Bikauskaitė - 2014 - Problemos 85:57-66.
    Šiame straipsnyje analizuojama ryškėjanti tendencija sutapatinanti rūpesčio etiką su sentimentalizmu. Lyginant šios tendencijos atstovo Michaelo Slote’o ir vienos iš rūpesčio etikos kūrėjų Nel Noddings filosofiją, analizuojamas rūpesčio etikos ir sentimentalizmo santykis, pastarojo galimybės adekvačiai konceptualizuoti rūpesčio / rūpinimosi specifiką. Teigiama, kad sentimentalizmo konceptualinis žodynas, grindžiamas empatijos sąvoka, užgožia reliacinį rūpesčio etikos pobūdį. Straipsnyje empatijos sąvokai priešpriešinama dėmesio sąvoka, kurią nemaža dalis rūpesčio etikos atstovų pasitelkia apibrėžti moralinį rūpestį / rūpinimąsi. Analizuojant Simone Weil ir Iris Murdoch filosofiją, atskleidžiama dėmesio sąvokos reikšmė (...)
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  • Becoming a Moral Self Through a Community of Ethical Enquiry: A Study of a Class Group From Middle to Late Childhood in an Irish Primary School.Josephine Russell - 2005 - Dissertation, Dublin City University
    This qualitative research study examines moral responsiveness and thinking in a mixed gender class of primary school children over a period o f four and a half years. It sets out to track development in children’s moral awareness, looking at gains and losses from middle to late childhood, and focusing on cognitive skills, notions of moral rectitude, and interpersonal relationships and friendship. The first part of the study is designed to offer a theoretical background to inform interpretation of the data (...)
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  • Education and the Face of the Other: Levinas, Camus and (Mis)Understanding.Peter Roberts - 2013 - Educational Philosophy and Theory 45 (11):1133-1149.
    Among the most neglected of Albert Camus? literary works is his play The misunderstanding. Composed while Camus was in exile in occupied France, and first performed on stage in 1944, The misunderstanding depicts the events that unfold when a man returns, without declaring his identity, to a home he left 20 years ago. Unrecognized, he is killed by his mother and sister for financial gain. This article draws on ideas from Emmanuel Levinas in identifying and discussing some of the key (...)
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  • Persons with Adult-Onset Head Injury: A Crucial Resource for Feminist Philosophers.Kate Lindemann - 2001 - Hypatia 16 (4):105-123.
    The effects of head injury, even mild traumatic brain injury, are wide-ranging and profound. Persons with adult-onset head injury offer feminist philosophers important perspectives for philosophical methodology and philosophical research concerning personal identity, mind-body theories, and ethics. The needs of persons with head injury require the expansion of typical teaching strategies, and such adaptations appear beneficial to both disabled and non-disabled students.
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  • Critical Pedagogy and Attentive Love.Daniel P. Liston - 2008 - Studies in Philosophy and Education 27 (5):387-392.
  • Ethical Attentiveness.Paul O'Leary - 1993 - Studies in Philosophy and Education 12 (2-4):139-151.
  • Taking Flight: Trust, Ethics and the Comfort of Strangers.Anne Pirrie, James MacAllister & Gale Macleod - 2012 - Ethics and Education 7 (1):33 - 44.
    This article explores the themes of trust and ethical conduct in social research, with particular attention to the trust that can develop between the members of a research team as well as between researchers and the researched. The authors draw upon a three-year empirical study of destinations and outcomes for young people excluded from alternative educational provision. They also make reference to a contemporary exposition of Aristotle's writing on friendship in order to explore two sets of relevant distinctions that have (...)
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  • Christianity and the Errors of Our Time: Simone Weil on Atheism and Idolatry1: Mario von der Ruhr.Mario von der Ruhr - 2011 - Royal Institute of Philosophy Supplement 68:203-226.
    In his 1985 book on philosophy and atheism, the Canadian thinker Kai Nielsen, a prolific writer on the subject, wonders why the philosophy of religion is ‘so boring’, and concludes that it must be ‘because the case for atheism is so strong that it is difficult to work up much enthusiasm for the topic.’ Indeed, Nielsen even regards most of the contemporary arguments for atheism as little more than ‘mopping up operations after the Enlightenment’ which, on the whole, add little (...)
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  • The Killing Game: An Ecofeminist Critique of Hunting.Marti Kheel - 1996 - Journal of the Philosophy of Sport 23 (1):30-44.
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  • Rape and Silence in J.M. Coetzee's Disgrace.Graham St John Stott - 2009 - Philosophical Papers 38 (3):347-362.
    Disgrace , by J.M. Coetzee, is a story of a rape; more, it is a tale in which the victim of the rape, Lucy Lurie, is silent. She demands neither sympathy nor justice for what happens toher, presenting herself as neither a victim nor someone seeking revenge. Instead she stands as a witness, and does so by adopting an attitude reminiscent of the thinking of Simone Weil—rejecting the possibility of rights, and not looking for explanations. Rape, Coetzee thus suggests, is (...)
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  • Being a Learner: A Virtue for the 21st Century.Ruth Deakin Crick & Kenneth Wilson - 2005 - British Journal of Educational Studies 53 (3):359-374.
    Lifelong learning is something which one does for oneself that no one else can do for one: it is a public and personal human activity, rather than private or individualistic. One of the features of the education system is the paucity of a language for learning as process and participative experience. Personalised learning requires a sense of the worth-whileness of 'being a learner' - a virtue in the 21st century. A sense of one's own worth as a person is essential (...)
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  • Asé and Amen, Sister!Thelathia N. Young & Shannon J. Miller - 2015 - Journal of Religious Ethics 43 (2):289-316.
    At times, the academy seems devoid of justice because it emphasizes the cultivation of knowledge often denied to marginalized individuals and communities. As black queer feminist scholars doing praxis-driven theorizing from separate fields on the subject of black queer families and communities, we employ research methods that resist the dynamics of power and privilege that exist within normative researcher-participant exchanges. In this essay, we explore and highlight the ethical, justice-oriented, and dialogical relationship between researcher-scholars and research participants. Through story and (...)
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  • “Heroism on an Empty Stomach”: Weil and Hillesum on Love and Happiness Amid the Holocaust1.Timothy P. Jackson - 2012 - Journal of Religious Ethics 40 (1):72-98.
    I do four things in this essay: (1) briefly rehearse the biographies of Simone Weil and Etty Hillesum, (2) outline and compare some of the key themes in their lives and works, noting interesting (and also troubling) similarities between them, as well as salient differences, (3) use their examples as lenses through which to look at contemporary attitudes toward altruism vs. self-interest, freedom vs. necessity, eating vs. fasting, and acting vs. writing, and (4) highlight both their strengths and their weaknesses (...)
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  • Self‐Deception and the Life of Faith.N. Verbin - 2014 - Heythrop Journal 55 (5):845-859.
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  • Socrates, Augustine, and Paul Gauguin on the Reciprocity Between Speech and Silence in Education.Angelo Caranfa - 2013 - Journal of Philosophy of Education 47 (4):577-604.
    While most educational practices today place an excessive amount of attention on discourse, this article attaches great importance to the reciprocity between speech and silence by drawing from the writings of Plato's Socrates, Augustine, and Paul Gauguin for whom this reciprocity is of the essence in learning. These three figures teach that we learn to speak, listen, and act in relation with the silence of our thoughts. This article claims that Socrates' dialectic is nothing but inward or silent dialogue, which (...)
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