University Of California Publications In Philosophy, V35.

Why focus on the work of William Blake in a journal dedicated to religious ethics? The question is neither trivial nor rhetorical. Blake's work is certainly not in anyone's canon of significant texts for the study of Christian or, more broadly, religious ethics. Yet Blake, however subversive his views, sought to lay out a Christian vision of the good, alternated between prophetic denunciations of the world's folly and harrowing laments over the wreck of the world's promise, and wrote poetry as (...) if poetry might mend the world. Setting imagination against the calculations of reason and the comfort of custom, Blake's poems inspire questions about the relationship of ethics to prophecy, and open the possibility that ethics itself would be markedly enriched could it find a place for what Thomas J. J. Altizer has called Christian epic poetry. (shrink)

Argues that despite claims of self-styled 'postmodernists of resistance', postmodernism provides neither a viable educational politics nor a foundation for effective radical educational practice. In place of postmodernism, the bookoutlines a 'politics of human resistance' which puts the challenge to capitalism and its attendant inequalities firmly on the agenda of educational theory, politics and practice.

The Intergovernmental Platform on Biodiversity and Ecosystem Services have recently launched themselves as the UN-sanctioned instrument for conserving nature. They seek to establish themselves as the authority in this field alongside the well-known Intergovernmental Panel on Climate Change in climate science. Quickly following or even before recent publication of their conceptual framework in two biology journals, they were already underway building upon it. This headlong push, we believe, is ill advised. We show how the framework is unsound as a foundation (...) for further work—in a number of ways and perhaps even by its authors’ own lights. It is therefore urgent that the IPBES thoroughly and thoughtfully reconsider their framework before too much effort is wasted. (shrink)

Working from an integration of Michael Polanyi‘s image of learning as self-destruction and Max Weber’s analysis of the ethics of scholarship, the author explores the implications of Polanyi’s argument concerning “the depth to which the... person is involved even in... an elementary heuristic effort”. In the process, the author raises questions about current expectations concerning faculty “performance” and current methods of assessing faculty success in the classroom.

Moral inversion, the fusion of skepticism and utopianism, is a preoccupying theme in Polanyi’s work from 1946 onward. In part 1, the author analyzes Polanyi’s complex account of the intellectual developments that are implicated in a cascade of inversions in which the good is lost through complicated, misguided, and unrealistic dedication to the good. Parts 2 and 3 then address two of the most basic of the objections to Polanyi’s theory voiced by Zdzislaw Najder. To Najder’s complaint that Polanyi is (...) not clear in his use of the term “moral,” the author replies that the pivotal distinction in Polanyi’s moral theory is not the moral against the intellectual, but the passions against the appetites. In considering Najder’s complaint that Polanyi’s argument represents a naive instance of ethnocentric absolutism, the author undertakes to show Polanyi’s consistency and perspectival self-awareness by focusing on Polanyi’s account of authority and dissent within a tradition, as well as on Polanyi’s treatment of persuasion as a heuristic passion. (shrink)

La foi et la raison. La foi, don de Dieu. La raison, don de l'homme ou don de Dieu? La foi et la raison eurent à combattre, comme si le ciel et la terre vivaient en conflit incessant. Le combat demeure, différent certes, parce que l'homme oublie ses origines sans en regarder la cause. Jean-Paul II s'est lancé dans cette épreuve, en rédigeant une encyclique, pour enfin tenter de sortir l'homme de son enfermement dialectique. Le magistère de l'Eglise catholique lui (...) en donne l'autorité et la lui demande, pour enfin réconcilier l'homme avec lui-même et avec Dieu"-- Back cover. (shrink)

Today’s pluralist and multicultural society raises questions about how to teach religiously and ethnically diverse students in Catholic schools. A Catholic Philosophy of Education addresses these challenges by examining the documents from the Roman Congregation for Catholic Education alongside the writings of Jacques Maritain and Bernard Lonergan. Mario D’Souza proposes a contemporary formulation for a Catholic philosophy of education in which the ideals of Catholicism form the basis for the mission of the Catholic school. Drawing on the Church’s educational documents, (...) and informed by Maritain and Lonergan, D’Souza explains how the unifying anthropology of Catholic education enables Catholic schools to serve amidst diversity by avoiding the extremes of religious exclusivism and fundamentalism, on the one hand, and relativism and individualism, on the other. He explores the aims of Catholic schools in relation to students, teachers, and society, and the relationship between goodness, discipline, and knowledge. He argues that students must be educated for personal and communal freedom and authenticity, and to strive for the common good, suggesting how a Catholic philosophy of education can provide the framework for such personal and communal transformation. Essential reading for new and experienced Catholic educators, A Catholic Philosophy of Education demonstrates that Maritain and Lonergan have much to offer in service of an education that is liberating, instructive, illuminating, and integrative. (shrink)

Islamic civilization; Arab countries; intellectual life; history.