Maimonides real opinion regarding it. Then, as now, the Aristotelian theory of an eternal material universe seemed more plausible to many people than did the Biblical view of creation exnihilo. While creation is the orthodox view in both Judaism and Christianity, the tension between those two explanatory models goes back a long way. 1 Referring to the heretical views of Elisha ben Abuya, in the early Talmudic period, David Hartman argues as follows.

This article attempts to analyse the ongoing debate regarding open-mindedness as an educational value. The views of Hare, McLaughlin and Gardner are considered. They do not always agree on what open-mindedness is, and the discussion could benefit from a more unified terminology and better counter-examples. The value and limitations of open-mindedness in both science and the humanities are discussed and analysed. It is argued that open-mindedness, while clearly a virtue if not taken to excess, need not be a goal of (...) the educational process. (shrink)

The question of the relationship between mind and body as posed by Descartes, Spinoza, and others remains a fundamental debate for philosophers. In _Damasio’s Error and Descartes’ Truth_, Andrew Gluck constructs a pluralistic response to the work of neurologist Antonio Damasio. Gluck critiques the neutral monistic assertions found in _Descartes’ Error _and _Looking for Spinoza_ from a philosophical perspective, advocating an adaptive theory—physical monism in the natural sciences, dualism in the social sciences, and neutral monism in aesthetics. Gluck’s work is (...) a significant and refreshing take on a historical debate. (shrink)

This article attempts to analyse the ongoing debate regarding open-mindedness as an educational value. The views of Hare, McLaughlin and Gardner are considered. They do not always agree on what open-mindedness is, and the discussion could benefit from a more unified terminology and better counter-examples. The value and limitations of open-mindedness in both science and the humanities are discussed and analysed. It is argued that open-mindedness, while clearly a virtue if not taken to excess, need not be a goal of (...) the educational process. (shrink)