Augustine and the Disciplines: Cassiciacum to “Confessions”
As a whole, Augustine and the Disciplines reads well, and it is wise to read first the Vessey introduction and then read it again when one is finished with the essays. His vision of the continuity among the essays helps the reader to 're-imagine' the conference itself and engage in the various essays as a common project aimed at solving some difficult - but important - questions in Augustinian scholorship today.
The paper addresses the controversial question to which extent Augustine's views on dialectic have changed during his intellectual development. It argues that there is a high probability that Augustine changed his views in response to apparent misuse of dialectical tools by defenders of the Arian heresy – a misuse explicitly criticised by Ambrose of Milan whose influence on Augustine should not be underestimated. In De Doctrina Christiana Augustine abandons his earlier view that dialectic is a tool for gaining new knowledge. But it can nevertheless have a valid role in Christian education and hermeneutics, because it allows to test the formal validity of inferences.
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Russian researchers polemics on Kants essay On a supposed right to tell lies from benevolent motives in which Kant argues that if a malefactor (a murderer) who is going to kill a persons friend asks that person where ones friend is, the morality requires to tell the truth. It is proved in the paper that though Kantians are usually considered as absolutists and their opponents - as relativists, the Kantians perform a large-scale relativization of maxim of truthfulness and exhibit more conformity to lie than the relativisits do. Paradoxes A Precious Friend and Kants Generalized Consequence for Many Friends showing inconsistency and contradictoriness of Kantians point of view are introduced. The confrontation of absolutists and relativists is interpreted as a fundamental opposition of reductionism and holism followers, with understanding that in this case the opposition is many times strengthened by confrontation of moral values.
This contribution to a volume on the“ultimate why-question” discusses ambiguities in Leibniz’s formulation of the question, “[. . . ] pourquoi il y a plus tôt quelque chose que rien”. This formulation poses two problems: Leibniz does not explain how to understand the concepts of “something” and “nothing”. And it is not clear, whether “something” and “nothing” are contradictory opposites, so that there is either nothing or something, or whether both concepts denote principles which are effective in the world at the same time. My analysis rests on the hypothesis that the relevant context for Leibniz’s question is the theology of creation.
Hence, the paper compares eight different approaches to “creation from nothing” (Thomists, Scotists, Taurellus, Lubinus, Timpler, Keckermann, Kircher, Knorr von Rosenroth, van Helmont). Candidates for the nihil the world was created from include absolute non-being, thoughts in God’s mind, unformed matter, imaginary space, or a self-contraction of the Divine spirit. These different approaches can be translated into different versions of the “ultimate why-question”. The paper concludes that Leibniz’s formulation contains a comparison between two Divine acts of creation, because not only “something”, but “nothing” as well owes its subsistence to the Divine will. This rises substantial questions: either God created first an imperfect entity in order to create the world as a whole, or Leibniz subscribes to an emanative understanding of creation that either levels the difference between creation and (natural) generation or is based on misunderstanding God as a material entity.
A macroevolutionary approach and the new field of Big History seek to develop an inclusive view of the Cosmos, Earth, life and humanity by erasing boundaries between disciplines. Big History is a versatile study that brings together constantly updated information from Astronomy, Physics, Geology, Biology, Chemistry, Anthropology, Psychology and other scientific disciplines, and then merges it with the contemplative realms of Philosophy and the Humanities. Big History evolved from the academic need to transcend the straight-jacket of university disciplines in the early 20th century, beginning with subjects like Biochemistry and Astrophysics (Christian and McNeill 2008; Rodrigue and Stasko 2011).
Herausgegeben von Daniel Schubbe, Jens Lemanski und Rico Hauswald. Die Frage "Warum ist überhaupt etwas und nicht vielmehr nichts?" gehört zu den ebenso traditionsreichen wie umstrittenen Problemen der Philosophie. Der vorliegende Band nimmt sich der "Grundfrage" in einer ideengeschichtlichen Perspektive an. Dabei stellt sich heraus, dass sie in ihrer Geschichte von der Antike bis zur gegenwärtigen analytischen Philosophie nicht nur jeweils unterschiedliche Antworten provoziert hat, sondern vor allem auch ganz verschieden gestellt worden ist. Der Band wird durch einen Überblick über die vielschichtige Diskussion der "letzten Warum-Frage" in der Tradition der Analytischen Philosophie sowie einen Antwortversuch aus Sicht der aktuellen Physik und Kosmologie abgerundet.
This article is dedicated to the problem of the origin of economics. The socio-cultural conditions for the emergence of a new science are considered: the accumulated practical knowledge that accompanied the development of trade, industry, and eventually led to the emergence of a market economy; theoretical and practical knowledge from rich literary sources; the Ancient, Medieval and Modern Time philosophers interest in the ongoing economic processes, posing questions about these processes, revealing the problems of meaning and signifi cance of economic events for the society. The article especially focuses on the Scottish philosophers of the 17 and 18th centuries F. Hutcheson, D. Hume and A. Ferguson, the socio-economic views of the latter being of special importance as well as the views of Adam Smith, whose ideas show close affi nity between the thinkers.
In this work the problem of learning and development of creativity with a view to the position of reflexive psychology, akmeology and pedagogics in the context of the human capital analysis in the conditions of modern society globalization is raised. The theme is urgent from the practical point of view in demand of a creative personality under conditions of the economic crisis and at the same time it is actual, because it interprets creativity in a new way according to interdisciplinary approach. The author emphasizes that a reflexively-creative potential is considered to be the backbone factor of professional and innovative activity in modern social space. On basis of philosophical foundations' analysis of psychology of creativity we theoretically build the conceptual model of reflexive creativity and we also examine the precedents of its psychology-pedagogical development in the secondary and high education (in case of reflexive-psycological support).