Lucretius argues that death does not harm the person who dies. Harm could occur only if a person’s future non-existence were harmful. But one’s future non-existence is no more harmful than one’s non-existence before birth. Since a person is not harmed by lacking existence before birth, one is not harmed by lacking existence after dying.

There are surely few writers who have had a more profound impact on European culture, and in the broadest range of fields, than St. Augustine, and this despite the fact that he was North African. Nonetheless, while Augustine is still called upon in debates on interfaith dialogue and in theological and philosophical disputes, one area of his large corpus has received scant attention—his philosophy of education. Although there are references throughout Augustine’s writings to his philosophy of education, he devotes only (...) a single text to its elaboration—De Magistro—On the Teacher. The fact that this work has been largely overlooked by scholars is disappointing, because the De Magistro, despite its use of theological language, retains a very modern and contemporary thematic with interesting insights for any contemporary theory of education. In this article we provide a primer in reading Augustine’s De Magistro. (shrink)

Approximately 1500 years ago John Philoponus proposed a simple and compelling argument for the existence of God: (1) Whatever comes to be has a cause of its coming to be; (2) The universe came to be; (3) Therefore, the universe has a cause of its coming to be. Due to the influence of William Lane Craig — analytic philosopher, Christian apologist, champion of Philoponus’s position, and author of The Kalam Cosmological Argument — this argument and the family of subarguments that (...) support it have come to be known as the Kalam Cosmological Argument (KCA). The term kalam comes from Medieval Arabic philosophy and broadly means "natural theology" or "philosophical theism." Despite being one of the most widely discussed and hotly debated arguments in philosophy today, it has been more than twenty-five years since any systematic presentation of the argument as a whole has been attempted. The present book helps remedy that situation, laying bare the logical structure of the KCA as it has emerged from continuous philosophical refinement. A handy taxonomy of major objections and replies to the KCA has been included as an aid to understanding the argument and its background literature. This book breaks new ground by arguing that future progress on the KCA requires that the argument be situated within a substance-based metaphysics. In addition to providing an analytic account of substances, this book describes a modal theory sensitive to the possibilities and necessities that obtain for substances. With these conceptual tools, the characteristic thought-experiments supporting the KCA can be properly assessed. (shrink)

Lucretius argues that death does not harm the person who dies. Harm could occur only if a person’s future non-existence were harmful. But one’s future non-existence is no more harmful than one’s non-existence before birth. Since a person is not harmed by lacking existence before birth, one is not harmed by lacking existence after dying.

This article explores the relation between Aquinas’ metaphysical, epistemological and theological ideas and his theory of education as presented in the De Magistro and other writings. Aquinas’ theory of education is based on a theological metaphysics of human nature and an account of human rationality that is grounded in human nature. In the first section after the introduction we provide a synopsis of Aquinas’ metaphysical narrative, but in a contemporary key that draws upon the resources of Analytical Thomism. However, this (...) theologically inspired metaphysics leads to a somewhat neglected epistemology that is crucial to his understanding of teaching and learning in the De Magistro – the notion of connatural knowledge that we explore in the second section. Our exposition of the Thomistic ontology of the human person together with the notion of connatural knowledge, provide the context for understanding the De Magistro in the third section. (shrink)

A confluence of scholarly interest has resulted in a revival of Thomistic scholarship across the world. Several areas in the investigation of St. Thomas Aquinas, however, remain under-explored. This volume contributes to two of these neglected areas. First, the volume evaluates the contemporary relevance of St. Thomas's views for the philosophy and practice of education. The second area explored involves the intersections of the Angelic Doctor’s thought and the numerous cultures and intellectual traditions of the East. Contributors to this section (...) examine the reception, creative appropriation, and various points of convergence between St. Thomas and the East. (shrink)

Connatural knowledge is knowledge readily acquired by beings possessing a certain nature. For instance, dogs have knowledge of a scent-world exceeding that of human beings, not because humans lack noses, but because dogs are by nature better suited to process olfaction. As various ethicists have argued, possession of the virtues involves a sort of connatural knowing. Here, connatural knowledge emerges as a knowledge by inclination which systematically tracks the specific moral interests we humans possess precisely because we are human. In (...) this essay we explore the importance of connaturality for moral education. (shrink)

Connatural knowledge is knowledge readily acquired by beings possessing a certain nature. For instance, dogs have knowledge of a scent-world exceeding that of human beings, not because humans lack noses, but because dogs are by nature better suited to process olfaction. As various ethicists have argued, possession of the virtues involves a sort of connatural knowing. Here, connatural knowledge emerges as a knowledge by inclination which systematically tracks the specific moral interests we humans possess precisely because we are human. In (...) this essay we explore the importance of connaturality for moral education. (shrink)

A confluence of scholarly interest has resulted in a revival of Thomistic scholarship across the world. Several areas in the investigation of St. Thomas Aquinas, however, remain under-explored. This volume contributes to two of these neglected areas. First, the volume evaluates the contemporary relevance of St. Thomas's views for the philosophy and practice of education. The second area explored involves the intersections of the Angelic Doctor’s thought and the numerous cultures and intellectual traditions of the East. Contributors to this section (...) examine the reception, creative appropriation, and various points of convergence between St. Thomas and the East. (shrink)

In his seminal work Moral Notions , Julius Kovesi presents a novel account of concept formation. At the heart of this account is a distinction between what he terms the material element and the formal element of concepts. This paper elucidates his distinction in detail and contrasts it with other distinctions such as form-matter, universal-particular, genus-difference, necessary-sufficient, and open texture-closed texture. We situate Kovesi’s distinction within his general philosophical method, outlining his views on concept formation in general and explain how (...) his theory of concept formation is applied in moral philosophy. (shrink)

Generous selections from these four seminal texts on the theory and practice of education have never before appeared together in a single volume. The Introductions that precede the texts provide brief biographical sketches of each author, situating him within his broader historical, cultural and intellectual context. The editors also provide a brief outline of key themes that emerge within the selection as a helpful guide to the reader. The final chapter engages the reflections of the classic authors with contemporary issues (...) and challenges in the philosophy and practice of education. (shrink)

Various proponents of Cultural Theory have claimed that CT's Impossibility Theorem, namely that there are precisely five viable ways of life, has been formally proved. In this paper, I show that the Impossibility Theorem has not been formally proved and present a refutation of the Impossibility Theorem. With regard to, the problem areas identified include a failure to take into account the analogical nature of their theory and also a failure to carefully consider the nature of the relationship between mathematical (...) models and the empirical phenomena that they are supposed to model. With regard to, an empirically grounded description of a distinct, sixth viable way of life, here called the Philosophical way of life, is presented. Second, a general argument is presented that demonstrates the necessity of positing a sixth form of rationality and a sixth viable way of life in addition to the five rationalities and five ways of life recognized by CT. (shrink)

Guminski’s critical assessment of my version of the KCA (the “N-KCA”) is unfounded because he (1) fails to identify what is distinctive in the argument, (2) overlooks the importance of modality within KCA thought experiments, (3) does not recognize that the central arguments of the N-KCA are independent of specific mathematical accounts, and (4) overlooks key metaphysical distinctions, including that between infinite multitude and infinite magnitude. I also argue against Guminski’s “Alternative Version” of interpreting KCA thought experiments. Finally, I clarify (...) what is meant by “temporal marks” and offer some thoughts on future research directions for the KCA. (shrink)

The will, while free, is nonetheless subject to natural necessity: when presented with its object, the will necessarily chooses that which reason judges to be better. A presumption in favor of this view, which we call intellectualism, is established by eliminating its main rival, namely, an indifference theory of the will, which we call voluntarism. William of Ockham, who holds a sophisticated indifference theory, is adduced as an example. Criticisms leveled against Ockham apply, mutatis mutandis, to other voluntarist-inspired accounts.

Lucretius argues that death does not harm the person who dies. Harm could occur only if a person’s future non-existence were harmful. But one’s future non-existence is no more harmful than one’s non-existence prior to being born. Since a person is not harmed by lacking existence prior to being born, it follows that one is not harmed by lacking existence after dying. There is thus no need to fear death’s sting.

Approximately 1500 years ago John Philoponus proposed a simple and compelling argument for the existence of God: (1) Whatever comes to be has a cause of its coming to be; (2) The universe came to be; (3) Therefore, the universe has a cause of its coming to be. Due to the influence of William Lane Craig — analytic philosopher, Christian apologist, champion of Philoponus’s position, and author of The Kalam Cosmological Argument — this argument and the family of subarguments that (...) support it have come to be known as the Kalam Cosmological Argument (KCA). The term kalam comes from Medieval Arabic philosophy and broadly means "natural theology" or "philosophical theism." Despite being one of the most widely discussed and hotly debated arguments in philosophy today, it has been more than twenty-five years since any systematic presentation of the argument as a whole has been attempted. The present book helps remedy that situation, laying bare the logical structure of the KCA as it has emerged from continuous philosophical refinement. A handy taxonomy of major objections and replies to the KCA has been included as an aid to understanding the argument and its background literature. This book breaks new ground by arguing that future progress on the KCA requires that the argument be situated within a substance-based metaphysics. In addition to providing an analytic account of substances, this book describes a modal theory sensitive to the possibilities and necessities that obtain for substances. With these conceptual tools, the characteristic thought-experiments supporting the KCA can be properly assessed. (shrink)

Cultural Theory is breathtaking in its comprehensiveness and in its simplicity. With regard to CT’s comprehensiveness, it is entirely characteristic that when the three authors of Cultural Theory get around to asking themselves “What does cultural theory leave out?”, their answer turns out to be a hearty “Not much!” In a single work, Michael Thompson manages to credit CT with shedding light on everything from environmental policies and Kondratiev waves, to Everest expeditions, the literary preferences of Benjamin Disraeli, and Aristotle’s (...) four causes. (shrink)

Approximately 1,500 years ago John Philoponus proposed a simple argument for the existence of God. The argument runs thus: Whatever comes to be has a cause of its coming to be. The universe came to be. Therefore, the universe has a cause of its coming to be. ;Due to the influence of William Lane Craig, this argument and the family of arguments that support it have come to be known as the "kalam" cosmological argument . Craig's account of the KCA (...) incorporates features that serve to distinguish his version as a significant advance. First, conceptual advances in mathematics now permit a clearer presentation of the argument than was previously possible. Second, contemporary Big Bang cosmology confirms the central contention of the KCA, namely, that the past existence of the universe is finite. Reflection upon the implications of using Cantorian transfinite mathematics to model physical processes allowed Craig to develop a distinctively philosophical version of the KCA which is relatively independent of changes in contemporary scientific cosmology. This dissertation is intended as a critical investigation and development of this philosophical strand of the KCA. The literature relating to the KCA has grown however to a significant bulk, and there is now danger of duplication and misassessment due to the plurality of interpretations that the argument has received. Part I of the dissertation addresses this need by laying bare the underlying logical structure of the KCA and by providing a comprehensive "state of the question" . Part II of the dissertation, comprising chapters 3 through 6, focuses upon an important species of objection made to the KCA. This species of objection relies upon thought-experiments designed to show that an actual infinity is possible. I reply: this objection is effectively answered by introducing a metaphysics of substances. In the course of presenting a systematic response I develop an interpretation of the notion of substance that is useful for analytic philosophy, present a general account of the logical requirements of KCA thought-experiments, and outline a theory of logical modality suited to the metaphysical requirements of the KCA. (shrink)

This paper examines the claim of G.W.F. Hegel that chemical thinking-the method of thinking employed in chemistry-marks a significant advance upon meCHANistic thinking-the method of thinking characteristic of physics. This is done in the context of Mancur Olson's theory of collective action and public goods. The analogy between the efficiency of a catalyst in bringing about chemical transformation and the function of leaders in free human society in developing latent groups to provide public goods is explored.

What follows is an argument that can be used to justify the introduction of philosophical, and specifically ethical, discourse into a wide range of university courses. The argument advanced is, we hope, both sufficiently formal to convince administrators, and sufficiently broad to convince students, of the practical importance that at least one area of philosophy has for the successful pursuit of even the most praxis-oriented career.

This symposium highlighted the relevance of the cultural theory pioneered by anthropologists Mary Douglas, Steve Rayner, and Michael Thompson and political scientists Aaron Wildavsky and Richard Ellis for explaining political phenomena. In this concluding article, we suggest ways in which CT can be further tested and developed. First, we describe how the theory has been applied thus far and some of the achievements of these applications. Then, we examine some of the challenges revealed by this research. Finally, we discuss ways (...) of applying CT that promise to help meet these challenges. These methods include nesting case studies and combining case study and survey research, simulations, experiments, and approaches from social neuroscience. (shrink)

Virtue epistemology is new in one sense but old in another. The new tradition starts with figures such as Code, Greco, Montmarquet, and Zagzebski. The old tradition has its pedigree in Plato, Aristotle, Aquinas, and their modern interpreters such as Anscombe and MacIntyre. Virtue epistemology recognizes that knowledge is something we value and that propositional knowledge requires intellectual virtues, that is to say, virtues as applied to the intellect. Although much pioneering work in the new tradition has been done on (...) propositional knowledge, comparatively little in it has been done on know-how. This is surprising, because one might naturally think of know-how as something to be refined into a skill, and virtues may be thought of as skills. In the modern epistemological tradition that does not take its direction from virtue ethics, propositional knowledge, as opposed to know-how, has received by far the bulk of the discussion, although since Ryle first argued that knowhow is not always propositional knowledge, there has been a fairly recent resurgence of interest in know-how.We value intellectual virtues because they are skills that promote our flourishing, both as individuals and as members of a community. The intellectual virtues are truth- seeking virtues and stem from a love of the truth. Since love is itself a virtue - indeed it was what Tyndale called the greatest Christian virtue before the King James translation renamed it as charity—it may be seen as the virtue that motivates all other intellectual virtues. A commitment to the truth is presupposed by any intellectual virtue. For example, logic is important to a community, and in particular to the intellectual community, not only because there are rules governing the activity of logic but also because there are those within the community who are trustworthy in following the activity and because there are publically accepted standards of accountability in the way the activity of logic is practiced. Here is how we will proceed. In section 2 we sketch a metaphysics of natural purposes that supports the claim that there are objective goods that beings need qua the kinds of being they are in order to flourish. In section 3 we argue that flourishing includes the acquisition of virtues. We give a general account of virtue, roughly as a stable disposition to act upon a habit elevated to a skill of putting one’s know-how into practice that springs from one’s motivation to pursue what one perceives as good. In section 4 we give a general sketch of intellectual virtues as truth-seeking virtues that stem from a love of the truth that are the skills to flourish intellectually. In section 5 we discuss connaturality, namely those specific metaphysical accidents readily acquired by beings due to their first nature. We make an original distinction between ontological connaturality, namely the connaturality that belongs to animals qua beings of a certain kind, and habitual connaturality, namely our first natures suffused with virtues—or vices, although we will concentrate only on virtues. Habitual connaturality is acquired through the practice of virtue and involves perceptiveness awakened by the possession of the virtue in question. The knowledge arising from this form of connaturality may be a form of know-how. In section 6 we give an account of connatural apprehension and connatural propositional knowledge. In section 7 we discuss connatural know-how and argue that it makes certain virtues possible. At this point we will have shown that intellectual and moral virtues are informed by know-how. In sections 8 and 9 we give analyses of know-how and skill in terms of counterfactual success. We show how skill is a refined form of know-how and how both know-how and skill are informed by moral and intellectual virtues. We conclude in section 10 that know-how informs intellectual and moral virtues in the sense that virtue is to be elucidated in terms of skill, which is in turn to be elucidated in terms of know-how. Moreover, virtues inform know-how in the sense that know-how is to be elucidated in terms of intellectual and moral virtues. No circularity arises because different virtues and different forms of know-how are involved. (shrink)