An Indian student, returning, after completing his course at a British university, to his own land, told his tutor that in India at least he would find once more that truth was one and indivisible. On being asked what he meant, his reply was that in England everyone separated scientific from religious truth, but that to Indian thought they were one. So familiar is this dualism of truth to us that we pass over its strangeness without question. In the Middle (...) Ages Europe was of the same opinion as India is now. What then is the reason for the rent we have torn in the seamless vesture of truth? The answer is found by retracing our steps to the days when the old wineskins of theology were bursting under the pressure of the Revival of Learning, and, more important still, the layman was becoming the scholar. The Reformation issued no general licence to every man to think as he liked, but it at least allowed freedom of thought within certain bounds. Had Thomas Hobbes, for example, been born in 1488 instead of 1588, he would hardly have lived to die abed at the age of 91. Hobbes was not a great thinker, but he was a great iconoclast, and he created a critical temper of thought which showed itself in many who were in no sense Hobbists. (shrink)

Philosophical instruction in the French Universities usually consists in more or less direct preparation for the licence-ès-lettres and the agrigation , or in informal discussion with candidates preparing for the Doctorate. But it has for long been the practice at the Sorbonne in Paris for the Professors to deliver a course of public lectures lasting throughout a half or the whole of the academic year. And since the eleinehts of logic and philosophy are taught in the top form of every (...) lycèe quite a large part Of the ordinary educated public is able to follow with profit the communications of the foremost philosophers. This year, Professor A. Lalande lectures on “General Methodology”; Professor Brunschvicg on “The Object in Perception and in Science”; Professor Delacroix on “Consciousness and Personality”; Dr. Wallon on “Explanation and Constructive Thought in the Child”; Professor Basch on “The Æsthetic Categories,” and on “English Æsthetics in the Eighteenth Century,” and Professor E. Gilson on “The Main Problems of Mediaeval Philosophy.” At the College de France, Professor Le Roy lectures on “The Primitive Forms of Intelligence,” Professor Pierre Janet on “The Psychological Evolution of Personality,” and Professor Pièron on “Pain and Affective Reactions.”. (shrink)

Summary: In this survey I first consider two introductory books—the one an introduction to the theory of knowledge, the other an introduction to log—by August Messer and Arthur Drews respectively. I then proceed to E. v. Aster's very interesting History of English Philosophy, to a phenomenological study by Arnold Metzger, and to a discussion of pluralism monism, and dualism, by Boris Jakowenko. I conclude with notices o important new editions of Hegel, Franz Brentano, and Cusanus, and with a reference to (...) the death of Max Scheler. (shrink)