Der Begriff der „Mystik“ wird vorrangig ais eine religiose Kategorie verwendet, deren Sinngehalt im gelaufigen Sprachgebrauch nicht nur unscharf, sondern auch unklar ist. Die Versu- che, den Begriff philosophiehistorisch und interdisziplinar vor dem Hintergrund der Human- und Naturwissenschaften enger zu fassen, potenzieren und polarisieren seine Vieldeutigkeit. Im Gegenteil dazu scheint es, dass die theologischen Reflexionen auf die besonderen Formen der Religiositat, welche unter dem Begriff der Mystik subsumiert werden, am ehesten ein adäquates Verständnis der Frage und der Strategien der Einheit (...) des Menschen mit Gott zu vermitteln imstande sind. Zu den Voraussetzungen eines vertieften Verständnisses gehoren jedoch die Vertrautheit mit den philosophischen und religiösen Traditionen, welche die theoretische Basis und gleichsam das Werkzeug für die mystische Spekulation bereitstellen, sowie die Kenntnis der Modelle einer unio mystica. Die fur das Begriffsverständnis der Mystik maßgeblichen Voraussetzungen sind Gegenstand dieses Beitrags, der sich auf eine Skizze diesbezüglicher Ansichten des Albertus Magnus beschränkt. Dieser, als Begründer der deutschen Dominikanerschule angesehene Universalgelehrte, gilt als der Wegbereiter der rheinischen Mystik, zu deren Exponenten u. a. Dietrich von Freiberg, Meister Eckhart und Heinrich Seuse gerechnet werden. Eine getreue Wiedergabe der Ansichten des Albertus Magnus ist das Ziel dieser Prasentation, die zugleich eine Stimme in der Diskussion sein will, die u. a. von Alois M. Haas, Kurt Ruh, Werner Beierwaltes, Ruedi Imbach, Burkhard Mojsisch, Alain de Libera, Kurt Flasch und Loris Sturlese zum Begriff der dominikanischen Mystik teilweise kontrovers geführt wird. (shrink)

In this article we report the findings of a randomised control clinical trial that assessed the impact of a Philosophy for Children program and replicated a previous study conducted in Scotland by Topping and Trickey. A Cognitive Abilities Test was administered as a pretest and a posttest to randomly selected experimental groups and control groups. The students in the experimental group engaged in philosophy lessons in a setting of structured, collaborative inquiry in their language arts classes for one hour per (...) week for a number of weeks. The control group received the standard language arts curriculum in that one hour. The study found that the seventh grade students who had experienced the P4C program showed significant gains relative to those in the seventh grade control group at a high level of statistical significance, but the eighth grade students in the experimental group did not show such gains over the eighth grade control group. It was discovered that the seventh grade teachers started the program early in the school year and continued it for a period of 22 to 26 weeks, while the eighth grade teachers started much later and used the program for only 4 to 10 weeks. Our findings suggest that the P4C program must involve students in activities for a significant period of time before the program shows results, but that a meaningful impact on students’ cognitive abilities can be achieved in about 24 weeks of lessons, less than half the time evidenced by the study by Topping and Trickey. (shrink)

Albert and De Ruiter provide an introduction to the Conversation Analytic approach to ‘repair’: the ways in which people detect and deal with troubles in speaking, hearing and understanding in conversation. They explain the basic turn‐taking structures involved, provide examples, explain recent developments in the field and highlight some important points of contact and contrast with work in the Cognitive Sciences.

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Three recent research reports by Topping and Trickey, by Fair and colleagues, and by Gorard, Siddiqui and Huat See have produced data that support the conclusion that a Philosophy for Children program of one-hour-per-week structured discussions has a marked positive impact on students. This article presents data from a follow up study done three years after the completion of the study reported in Fair et al.. The data show that the positive gains in scores on the Cognitive Abilities Test were (...) still present and had not faded after three years. Given the strength of these confirmations of the positive durable impact of the P4C program of structured discussions and given the relatively low cost of implementing the P4C program, it is recommended that it become a standard part of the school curriculum. (shrink)

In this book, a dozen distinguished scholars in the field of the history of philosophy and science investigate aspects of the commentary tradition on Aristotle's De generatione et corruptione, one of the least studied among Aristotle's treatises in natural philosophy. Many famous thinkers such as Johannes Philoponus, Albert the Great, Thomas Aquinas, John Buridan, Nicole Oresme, Francesco Piccolomini, Jacopo Zabarella, and Galileo Galilei wrote commentaries on it. The distinctive feature of the present book is that it approaches this commentary (...) tradition as a coherent whole, thereby ignoring the usual historiographical distinctions between the Middle Ages, the Renaissance, and the seventeenth century. Frans de Haas and Henk Kubbinga address the Greek commentary tradition on De generatione et corruptione. Simone van Riet's essay is devoted to the Latin version of Avicenna's third treatise of his Kitab al Shifa, which discusses Aristotle's De generatione et corruptione. James Otte traces the intricate history of the identification of the Latin translator of Aristotle's treatise as Burgundio of Pisa. The essay by John Murdoch explores the fortuna of atomistic arguments in the Latin commentary tradition. Jurgen Sarnowsky, Henk Braakhuis, and Stefano Caroti examine various themes in the commentaries that were produced by the so-called Buridan School, that is, John Buridan, Albert of Saxony, Nicholas Oresme, and Marsilius of Inghen. The article by Silvia Donati focuses on the influential commentary by the Expositor, Giles of Rome. The final essay, written by Anita Guerrini, tackles Robert Boyle's attitude in the Origin of Forms and Qualities toward such Aristotelian key concepts as forms, matter, qualities, and mixture. These essays are prefaced by a preliminary survey by Hans Thijssen of Aristotle's text, its Latin translations and its Greek, Arabic and Latin commentaries. (shrink)

The transfiguration reminds us that Christian worship is on the way to the cross. . . . We rise from it to resume the way to the cross in a world full of suffering. But we have seen who Jesus really is and he has shown us that we do not need to be afraid.

The series MISCELLANEA MEDIAEVALIA was founded by Paul Wilpert in 1962 and since then has presented research from the Thomas Institute of the University of Cologne. The cornerstone of the series is provided by the proceedings of the biennial Cologne Medieval Studies Conferences, which were established over 50 years ago by Josef Koch, the founding director of the Institute. The interdisciplinary nature of these conferences is reflected in the proceedings. The MISCELLANEA MEDIAEVALIA gather together papers from all disciplines represented in (...) Medieval Studies - medieval history, philosophy, theology, together with art and literature, all contribute to an overall perspective of the Middle Ages. (shrink)

The series MISCELLANEA MEDIAEVALIA was founded by Paul Wilpert in 1962 and since then has presented research from the Thomas Institute of the University of Cologne. The cornerstone of the series is provided by the proceedings of the biennial Cologne Medieval Studies Conferences, which were established over 50 years ago by Josef Koch, the founding director of the Institute. The interdisciplinary nature of these conferences is reflected in the proceedings. The MISCELLANEA MEDIAEVALIA gather together papers from all disciplines represented in (...) Medieval Studies - medieval history, philosophy, theology, together with art and literature, all contribute to an overall perspective of the Middle Ages. (shrink)

Die MISCELLANEA MEDIAEVALIA präsentieren seit ihrer Gründung durch Paul Wilpert im Jahre 1962 Arbeiten des Thomas-Instituts der Universität zu Köln. Das Kernstück der Publikationsreihe bilden die Akten der im zweijährigen Rhythmus stattfindenden Kölner Mediaevistentagungen, die vor über 50 Jahren von Josef Koch, dem Gründungsdirektor des Instituts, ins Leben gerufen wurden. Der interdisziplinäre Charakter dieser Kongresse prägt auch die Tagungsakten: Die MISCELLANEA MEDIAEVALIA versammeln Beiträge aus allen mediävistischen Disziplinen - die mittelalterliche Geschichte, die Philosophie, die Theologie sowie die Kunst- und Literaturwissenschaften (...) sind Teile einer Gesamtbetrachtung des Mittelalters. (shrink)

Competitive Governments, explores in a systematic way the hypothesis that governments are internally competitive, that they are competitive in their relations with each other and in their relations with other institutions in society which, like them, supply consuming households with goods and services. Breton contends that competition not only serves to bring the political system to an equilibrium, but it also leads to a revelation of the households' true demand functions for publicly provided goods and services and to the molding (...) of a link between the quantities and the qualities demanded and supplied and the tax prices paid for these goods and services. In the real world where information is costly, the links may not be first-best, but they will be efficient if competition is vigorous. (shrink)

This chapter provides a taxonomy of widely endorsed conditions on a priori justification. The conditions fall into two broad categories: epistemic, which includes defeasibility, strength, and source conditions; and nonepistemic, which involves the concepts of analyticity or necessity. Two major claims are argued: nonepistemic conditions are neither necessary nor sufficient for a priori justification, and if a theory imposes epistemic conditions on the a priori that differ from those it imposes on the a posteriori, they must be supported by independent (...) argument or rejected as ad hoc. Two defensible conditions on a priori justification emerge: justification by a nonexperiential source, and justification that is not defeasible by experience. (shrink)

Three recent research reports by Topping and Trickey, by Fair and colleagues, and by Gorard, Siddiqui and Huat See have produced data that support the conclusion that a Philosophy for Children program of one-hour-per-week structured discussions has a marked positive impact on students. This article presents data from a follow up study done three years after the completion of the study reported in Fair et al.. The data show that the positive gains in scores on the Cognitive Abilities Test were (...) still present and had not faded after three years. Given the strength of these confirmations of the positive durable impact of the P4C program of structured discussions and given the relatively low cost of implementing the P4C program, it is recommended that it become a standard part of the school curriculum. (shrink)

This book focuses on terrorism which is usually described as violence or the perception or threat of imminent violence. Terrorism has been used by a broad array of political organisations in furthering their objectives; both right-wing and left-wing political parties, nationalistic, and religious groups, revolutionaries and ruling governments. Those labelled 'terrorists' rarely identify themselves as such, and typically use other generic terms or terms specific to their situation, such as: separatist, freedom fighter, liberator, revolutionary, vigilante, militant, paramilitary, guerrilla, rebel, jihadi (...) or mujaheddin, or fedayeen, or any similar-meaning word in other languages. Sadly is has become a global profession which has come to colour all aspects of life from travel, to office locations to pervasive fear. (shrink)