According to a variety of recent ‘enactivist’ proposals, the material basis of conscious experience might extend beyond the boundaries of the brain and nervous system and into the environment. Clark (2009) surveys several such arguments and finds them wanting. Here I respond on behalf of the enactivist. Clarifying the commitments of enactivism at the personal and subpersonal levels and considering how those levels relate lets us see where Clark’s analysis of enactivism goes wrong. Clark understands the enactivists as attempting to (...) provide hypotheses about the subpersonal mechanisms underlying experience according to which those mechanisms contingently include portions of the environment. But understanding enactivism instead as involving a relational conception of experience at the personal level, with apparent implications for the location of the subpersonal mechanisms of experience, allows us to make better sense of the enactivist arguments, and make the case for conscious externalism. (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.

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)

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.

Onderwerp en gezegde, door D. M. Bakker.--Enkele opmerkingen over het Godsbegrip van Justinus Martyr, door J. den Boeft.--Heidegger, Descartes, Luther, door J. van der Hoeven.--"Geschichtlichkeit" bij Carl Friedrich von Weizsäcker, door G. Horsman.--Menselijke ontmaskering en Bijbels démasqué , door R. Huson.--Kleine geschiedenis van het begrip "niets" in de antieke wijsbegeerte (tot e met de Sofisten en Plato), door P. A. Meijer.--De structuur van opvoeden en opvoedkunde, door J. W. Mojet.--Individualiteit in de fysica, door M. D. (...) Stafleu. (shrink)

In Rationalities in history, the distinguished historian David d'Avray writes a new comparative history in the spirit of Max Weber. In a strikingly original reassessment of seminal Weberian ideas, d'Avray applies value rationality to the comparative history of religion and the philosophy of law. Integrating theories of rational choice, anthropological reflections on relativism, and the recent philosophy of rationality with Weber's conceptual framework, d'Avray seeks to disengage 'rationalisation' from its enduring association with Western 'modernity.' This mode of analysis is contextualised (...) through the examples of Buddhism, Imperial China, and sixteenth-century Catholicism--in the latter case building upon unpublished archival research. This ambitious synthesis of social theory and comparative history will engage social scientists and historians from advanced undergraduate level upwards, stimulating interdisciplinary discourse, and making a significant contribution to the methodology of history. D'Avray explores the potential of this new Weberian analysis further in his companion volume, Medieval religious rationalities"--Provided by publisher. (shrink)

I discuss issues concerning the philosophical foundations andimplications of quantum field theory, renormalization inparticular. A new understanding of the correspondence principle,an unexpected role of perturbation theory and, most of all, acriterion to reduce the set of consistent theories frominfinitely many to finitely many, are the key concepts of atheoretical set-up that appears to overcome in a natural wayvarious consistency problems of quantum mechanics and offerseveral hints for further developments.

Guidelines for a model bride in Islam based on Islamic teachings; includes stories of six exemplary Muslim wives during Prophet Muhammad's time.

The public and private distinction is essential to our moral and political vocabularies as it continues to structure our social and legal practices. Public and Private provides a multidisciplinary perspective on this distinction which has been at the centre of controversial debate in recent years. The focus of the debate has been on delineating acceptable boundaries between public and private in economic, social and cultural spheres. What is the nature and scope of citizenship? What are the implications of new reproductive (...) technologies? And what is the fate of state sovereignty in a globalised world economy? At first glance these questions may appear unrelated, yet they all raise underlying and serious concerns regarding the scope and proper boundaries between the public and the private. Public and Private will stimulate the current debate with its original approach and provide a valuable resource for all those interested in the role the public and private play in structuring our societies. (shrink)