Some difficulties arise when considering the 1930 encyclical letter of Pope Pius XI, Casti connubii, and the 1997 Vademecum for Confessors in light of the consistent teaching of the magisterium on the intrinsic evil of every contraceptive act. One difficulty is how to reconcile certain teachings of these two documents, which clearly allow for some sort of cooperation with a spouse who voluntarily renders the marital act infecund, with the absolute prohibition against formally acting in a contraceptive manner. The author (...) provides a care­ful reading of the documents that takes into account related magisterial and curial decisions, and shows that the documents reveal a consistent teaching. The teaching permits a certain limited cooperation with a spouse who renders the marital act infecund in a so-called natural way (e.g., natural onanism, or withdrawal) but excludes active material cooperation in sexual acts with a spouse who employs a condom or its equivalent. This teaching has relevance to recent debates about the prophylactic use of condoms among spouses. National Catholic Bioethics Quarterly 11.2 (Summer 2011): 301–328. (shrink)

Recent research in moral psychology highlights the role of emotion and intuition in moral judgment. In the wake of these findings, the role and significance of moral reasoning remain uncertain. In this article, we distinguish among different kinds of moral reasoning and review evidence suggesting that at least some kinds of moral reasoning play significant roles in moral judgment, including roles in abandoning moral intuitions in the absence of justifying reasons, applying both deontological and utilitarian moral principles, and counteracting automatic (...) tendencies toward bias that would otherwise dominate behavior. We argue that little is known about the psychology of moral reasoning and that it may yet prove to be a potent social force. (shrink)

This paper develops analogies concerning the evolution of dissipative structures in nonequilibrium thermodynamics to interpret irrational human behavior in which one finds a lack of correspondence between the invested means and the consequences observed. In an attempt to positively explain the process of cooperation between the free human person and interacting God, I use philosophical categories of Whitehead's process philosophy in an aesthetic model that opposes composition and performance in a musical symphony. Certainly, the essence of human freedom can be (...) expressed in neither thermodynamical nor aesthetic terms. The models proposed can, however, facilitate our understanding of the mutual relations between God's action in the world and the drama of human free choice of moral evil. (shrink)

So-called grand or paradigmatic theories—structural functionalism, psychoanalysis, Marxism, rational-choice theory—provide their proponents with a conceptual vocabulary and syntax that allows for the classification and configuring of wide ranges of phenomena. Advocates for any particular “analytical grammar” are accordingly prone to conflating the internal coherence of their paradigm—its integrated complex of definitions, axioms, and inferences—with a corresponding capacity for representational verisimilitude. The distinction between Theory-as-heuristic and Theory-as-imposition is of course difficult to negotiate in practice, given that empirical observation and measurement are (...) not entirely “theory neutral” or independent of prior analytical conceptualization. Nonetheless, the scientific cogency of any theory is ultimately evaluated by the substantive realism of its foundational assumptions and categorical designations; that is, the accuracy with which it identifies and tracks the determinant properties and processes of the phenomena to be explicated. The paradigm of sociocultural evolutionism—despite extensive revamping by contemporary proponents—does not carry warrant in this regard, as its recourse to an analytical grammar fashioned and derived from another discipline raises doubts about its empirical veridicality. This article revisits the contentious issue of remodeling social phenomena in accordance with biological categories and offers both a theoretical and a substantive critique of the “selectionist” paradigm. The transdisciplinary program of historical social science is affirmed by way of counterpoint. (shrink)

This study surveys the internal audit department of a large financial services organization. Respondents were challenged to recognize and evaluate ethical and unethical situations often encountered in practice. Four key demographic variables were investigated: gender, age, years of employment and peer group influence. For the most part, respondents view themselves as more ethical than their peers. There does appear to be a gender effect suggesting females' ability to identify ethical behavior better than their male counterparts. This study contributes to the (...) extant literature in that it has explored a previously unexplored profession, namely, the internal auditing profession. (shrink)

In these learned essays, Joseph M. Levine shows how the idea and method of modern history first began to develop during the Renaissance, when a clear distinction between history and fiction was first proposed. The new claims for history were met by a new skepticism in a debate that still echoes today. Levine's first three essays discuss Thomas More's preoccupation with the distinction between history and fiction Erasmus's biblical criticism and the contribution of Renaissance philology to critical method and (...) the way in which Renaissance rhetoric, as in Thomas Elyot's Book of the Governor, continued to inhibit the autonomy of history. He then shows how these issues persisted into the eighteenth century, even as critical method developed. He concludes with a close description of the great controversy that culminated in Edward Gibbon's day over the authenticity of a biblical text that had been used for centuries to defend the Trinity but which turned out to be a forgery. Levine shows how by then all sides were ready to concede the autonomy of history. (shrink)

THE SAME PHILOSOPHICAL IDEAS often become the object of extremely diverse opinions. When Leibniz presented his idea of "possible worlds," Voltaire used the occasion for an ironic comment on "metaphysico-theologo-cosmology," whereas for P. L. M. de Maupertuis it was an idea that inspired his important discoveries in the domain of mathematical analysis of dynamic systems. Similar differences of opinion appear today in discussions on the so-called Anthropic Principle. Unequivalent variants of this principle state the existence of close links between the (...) appearance of carbon-based life and the cosmological structure of the universe, between the laws of cosmic evolution and values of physical constants. Many authors question the philosophical significance of the Anthropic Principle, regarding the principle as the product of arbitrary speculations. Their philosophical opponents try to show that certain versions of the principle, which do not go beyond generalization of empirical data, provide grounds for solid teleological assertions claiming that the appearance of the human observer is the goal of cosmic evolution. (shrink)

This paper argues that The Prince should be read as bearing uncomfortably specific policy recommendations, namely for the work's dedicatee Lorenzo de' Medici to kill his uncle Pope Leo X and the college of cardinals to begin unifying Italy. In support of the argument, the paper develops Machiavelli's parallel construction between Chapters Six and Twenty-Six, where he mysteriously omits Romulus from a list of great founders whose example should be emulated. In short, Chapter Twenty-Six is an integral, integrated part of (...) The Prince. (shrink)

One of the chief problems of the American environmental movement is the definition of philosophy—the exploration, examination, and elucidation of ideas—of the many different causes that have been combined in it. In this book Joseph Petulla sorts out the various issues and concepts of environmentalism by tracing their inspiration and values from the three traditions of environmental thought—the biocentric, the ecologic, and the economic. He examines the movement's historical roots, assumptions, goals, values, politics, struggles, successes, limitations, trends, and, finally, (...) the priorities it has brought to the national consciousness. This disentangling, clarifying process involves political implications and judgments about the recent directions of the environmental movement. Absolutist assumptions and methodologies often lead environmentalists and their opponents into conflict, yet even conflict groups must live with each other in the natural world, and that natural world must be understood by reason. This book attempts to establish wider ethical understanding and a political basis for support of environmentalism by promoting rational discussion about increasingly important subjects. (shrink)

This chapter contains sections titled: Transcendental Arguments The Linguistic Turn Differences From Apel.

The Bush administration's military war on terrorism is a blunt, ineffective, and unjust response to the threat posed to innocent civilians by terrorism. Decentralized terrorist networks can only be effectively fought by international cooperation among police and intelligence agencies representing diverse nation‐states, including ones with predominantly Islamic populations. The Bush administration's allegations of a global Islamist terrorist threat to the national interests of the United States misread the decentralized and complex nature of Islamist politics. Undoubtedly there exists a “combat fundamentalist” (...) element within Islamism. But the threat posed to U.S. citizens by Islamist terrorism neither necessitates nor justifies as a response massive military invasions of other nations. Not only does the Bush administration's war on alleged “terrorist states” violate the doctrine of just war, but in addition these wars arise from a new, unilateral, imperial foreign‐policy doctrine of “preventive wars.” Such a doctrine will isolate the United States from international institutions and long‐standing allies. The weakening of these institutions and alliances will only weaken the ability of the international community to deter terrorism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Rembrandt and Collections of His Art in America: An NEH Curriculum ProjectJoseph M. Piro (bio)IntroductionI have asked myself whether the short time given us would be better used in an attempt to understand the whole of the universe or to assimilate what is within our reach.—Paul CézanneThis issue of the Journal of Aesthetic Education features an arts education curriculum project that was designed to use the oeuvre of Rembrandt (...) van Rijn—seventeenth-century Dutch painter, etcher, and draftsman extraordinaire—as a teaching resource. A partnership of scholars, university professors, museum educators, and classroom teachers designed the project, which uses Rembrandt as the prism through which to diversify teaching of the core content areas of social studies and visual art. Members of this team attempted to expand the boundaries of themes traditionally found in art and other humanities disciplines by linking these with the social sciences, thereby forming what might be called “humanistic social studies.” The final product is a Web site to which teachers and those interested in using this type of instructional approach in their classroom teaching will have access. Funding for this project derived from a National Endowment for the Humanities (NEH) Curriculum Materials Development grant designed to promote the teaching of the humanities and support projects that can serve as national models.1In the eyes of many, Rembrandt is viewed primarily as a “European” artist. Although it is true that many of his major works are found in museums across Europe, he is generously represented in the holdings of collections across America. Yet for many teachers in the United States he remains an enigmatic figure; knowledge about his art is limited, and the U.S. museum collections of his work remain untapped for classroom application. To broaden the appeal and teaching potential of his work, the project team [End Page 1] mined this collection of “American” Rembrandts. Specifically, the project, targeted at secondary art and social studies teachers (grades 6 through 12), is committed to building and increasing the capacities of teachers to network knowledge of Rembrandt’s art with their classroom practice. Further, with its grounding in aesthetic education theory within a humanities framework, the project endeavors to promote instructional innovation and encourage teachers to break new ground in high-impact classroom pedagogy. The timing of the project and its ongoing development was not accidental. They converged with events held in 2006 to commemorate the four hundredth anniversary of Rembrandt’s birth. These events ranged from worldwide museum exhibitions to publications of books containing new insights on Rembrandt, all of this aimed at celebrating an artist whose achievements many consider to be a zenith of world culture.Why Rembrandt: The Rationale for the ProjectWhy is Rembrandt the artist at the center of this project? There are any number of good reasons, but the project’s rationale centers around three in particular. First, to borrow a term from Peter Kivy, Rembrandt is the ultimate “aesthetic symbol,”2 an indisputably blue-chip figure who produced some of the greatest masterworks of world art, many of which students find both intellectually engaging and psychologically insightful. Traditionally, teachers have striven to enrich the aesthetic lives of their students with exemplars of the human mind, and the genius of Rembrandt provides a potent opportunity to do so.3 By studying an artist of such stature teachers can develop students’ cultural intelligence and visual literacy and present opportunities to observe and decode substantive, challenging masterworks of art. In this context, Rudolf Arnheim describes a painting by Rembrandt as containing a network of “visual arrows” that communicate multiple experiences about the human condition, including love, tenderness, and desire, among others. Arnheim speaks of the additive nature of the experience, how the viewer—almost like a mathematician—needs to learn how to add up the clues and arrive at a solution. He does not intend, of course, for the viewer to have an impersonal, “clinical” experience. Rather, he writes, “art... is one of the most powerful instruments available to us for the fulfillment of life. To withhold this benefit from human beings is to deprive them indeed.”4Second, there is a cognitive complexity embedded in... (shrink)

Current scholarship on Cosimo i de’ Medici’s sixteenth-century fortification of Elba’s harbor city of Portoferraio, and representations of it, largely disregard Portoferraio’s political and strategic importance. One of the duke’s primary goals was to establish Tuscany as a maritime state; another was to defend the Tuscan coast. Raids by Barbary corsairs and Ottoman Turks were a frequent threat. Analysis of the art (e.g. Giorgio Vasari’s Cosimo i Visiting the Fortifications on Elba and Domenico Poggini’s portrait medal of Cosimo i) that (...) defined, celebrated, and promoted Portoferraio’s acquisition and fortification supports the city’s importance not only in expanding Cosimo’s territorial presence on the Mediterranean, but also in securing the Italian coast. (shrink)

Out of a reassertion of old ways, this book presents a new blueprint for future professional conduct.