Dieser Aufsatz analysiert Leibniz' Begriff der Expression. Er ist eine Vorstudie zu einer umfassenden Untersuchung der Lehre, daß jede einfache Substanz das ganze Weltall ausdrückt. Leibnizens Beispiele und Definitionen von Expression werden besprochen, und dann wird die Analyse des Begriffs in zwei Stufen entwickelt.

Die folgenden Ausführungen gehen der Frage nach, ob Leibniz die Auffassung vertreten hat, daß nur Geister apperzipieren. Die Untersuchung dieser Frage führt zu neuen Einsichten in die Bedeutung des Begriffs der apperceptio, welcher zu den zentralen Begriffen der Leibnischen Philosophie gehört. Der Aufsatz ist in drei Teile gegliedert: 1. die herrschende Meinung, 2. Gegenargumente gegen diese Meinung, 3. die Bedeutung dieser Argumente fur die herrschende Auffassung.

I argue that, for Heidegger, to be a self is to be a particular way of making some environmental affordances stand out as more salient than other, and of aligning affordances into coherent trajectories to be followed in pursuing our projects. When Heidegger argues that the self of everyday existence is “the anyone-self,” he means that we tend to polarize situations into affordances that solicit us to act in such a way as to reinforce public, average, and levelled down ways (...) of engaging with the world. (shrink)

Kids are experiencing stress at unprecedented levels. But helping them understand their emotions and behavior when they're young will set them on a path to being successful students and empathetic people throughout their lives. With more than seventy easy-to-implement lessons and activities, this book provides educators proven techniques to help students: manage and reduce their anxiety; separate emotions from actions; stop impulsive reactions and respond mindfully to difficult situations; improve social skills, social awareness, and academic performance; and develop empathy.

Thirty hands-on lessons provide students opportunities to learn and practice self-regulation strategies. Students today face many challenges that did not exist a generation or two ago, and rates of emotional disorders (including anxiety and depression) have increased steadily over the years. Students must also manage an overwhelming amount of information. With today’s reliance on technology and social media, they have fewer opportunities to develop effective self-regulation strategies and interpersonal and stress management skills. Helping students understand their emotions and behavior when (...) they’re young will set them on a path to being successful learners and empathetic people throughout their lives. With thirty easy-to-implement, skill-based lessons and activities, Teaching Kids to Pause, Cope, and Connect provides educators with strategies to help students: manage and reduce their anxiety with healthy coping skills understand and regulate physical responses to stress separate emotions from actions respond mindfully (rather than impulsively) to difficult situations improve social skills, social awareness, and self-regulation develop empathy and compassion Digital cont(more...). (shrink)

The book under review consists of a “Problems” section, with chapters entitled “Ontology,” “Thought” and “Language”; and a “Proposals” section, with like-titled chapters. The first section is a survey; as might be expected of one of 126 pages, compression is the watchword. The reviewer felt that it did not live up to dust jacket copy, heralding a book “easily accessible to undergraduates.”.

Since America was founded, faith informed its moral genius. From the Declaration of Independence to the work of Martin Luther King Jr., belief in God positively shaped the moral awareness of the nation. This article suggests that political discourse emerging in the middle of the twentieth century, which effectively prohibits the mention of faith in serious political conversation, is having devastating consequences on the moral capacity of contemporary society. It suggests that such faith-less political discourse contradicts America’s founding logic. This (...) article also reasserts the Catholic claim that truth can be known and that in the face of faith-less political discourse, Catholics are morally bound to seek complete truth, which requires faith. National Catholic Bioethics Quarterly 10.4 (Winter 2010): 687–693. (shrink)

Prologue, invitation to thinking about God In the Hebrew Bible? -- Part I, questions about God? -- Why does God in the Bible have a body? -- What do God's body parts in the Bible mean? -- Why is God angry in the Bible? -- Does God in the Bible have gender or sexuality? -- Part II, questions about God in the world? -- What can creation tell us about God? -- Who-or what-is the Satan? -- Why do people suffer (...) according to the Hebrew Bible? -- Epilogue, God in the Bible and beyond. (shrink)

Phenomenologist Dietrich von Hildebrand argues that many properties of the material world only exist in relation to persons, that sense perception is not merely a bodily act, but a properly spiritual, personal act, and that our highest act is not purely intellectual but involves bodily sense perception. By his own assertion, his philosophy must be understood in the context of the Catholic philosophical tradition; here, I consider his account of the material world and of sense perception in comparison to two (...) strands of the Aristotelian tradition in Catholic philosophy, represented by Thomas Aquinas and Gregory Palamas. I show how von Hildebrand’s views on the material world and sense perception can be better understood, their phenomenological bases defended, and their deficiencies corrected, by drawing on the notion of energeiai from Palamas’ thought, and of participation and obediential potency from Aquinas’ thought. (shrink)

Teismann embarks on a whirlwind ride through different aspects of play and how they relate to spirituality. Drawing on classical philosophers, memories of childhood, developmental science, poets, and his long career as a psychotherapist, he explores how the spirit of play informs our moral pursuits and spiritual yearnings.

By presenting original research into British legal history, this volume emphasises the historical shaping of the law by ideas of authority. The essays offer perspectives upon the way that ideas of authority underpinned the conceptualisation and interpretation of legal sources over time and became embedded in legal institutions. The contributors explore the basis of the authority of particular sources of law, such as legislation or court judgments, and highlight how this was affected by shifting ideas relating to concepts of sovereignty, (...) religion, political legitimacy, the nature of law, equity and judicial interpretation. The analysis also encompasses ideas of authority which influenced the development of courts, remedies and jurisdictions, international aspects of legal authority when questions of foreign law or jurisdiction arose in British courts, the wider authority of systems of legal ideas such as natural law, the authority of legal treatises, and the relationship between history, law and legal thought. (shrink)

Kant claims that autonomy is possible only if the law that determines the will disregards any incentive grounded in the natural world. Here I develop and defend an alternative notion of autonomy, drawn from the ancient eudaimonists, on which practical reason is grounded in our interest in living well. This allows eudaimonism a conception of the autonomy of the will in which (like Kant’s) the will is the source of its own laws, but in which (unlike Kant’s) it has an (...) object that is thoroughly situated in the empirical world. (shrink)