Volume 20, Issue 7, July 2020, Page 114-116.

Volume 20, Issue 7, July 2020, Page 136-138.

The late Joseph Grange is perhaps the most sharply focused and elegantly lucid of the group of North American philosophers to build new aesthetic metaphysical visions from the legacies of process philosophy and pragmatism. His peers include, among others, George Allan,1 Roger Ames,2 Chung-ying Cheng,3 Robert Corrington,4 Frederick Ferre,5 Warren Frisina,6 David L. Hall,7 Judith Jones,8 Elizabeth Kraus,9 Hugh P. McDonald,10 Steve Odin,11 Sandra Rosenthal,12 Robert Smid,13 David Weissman,14 and myself, along with our many students and colleagues. This (...) group has widely variant systems, yet what unites us is an emphasis on the aesthetic and a lack of the fear to enter deeply into metaphysics when relevant.. (shrink)

Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and Lisa D. (...) Bendixen; 5. An epistemic framework for scientific reasoning in informal contexts Fang-Ying Yang and Chin-Chung Tsai; Appendices; 6. Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others Rainer Bromme, Dorothe Kienhues, and Torsten Porsch; Part III. Students' Personal Epistemology, its Development, and Relation to Learning: 7. Stalking young persons' changing beliefs about belief Michael J. Chandler and Travis Proulx; 8. Epistemological development in very young knowers Leah K. Wildenger, Barbara K. Hofer, and Jean E. Burr; 9. Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students Lucia Mason; 10. The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture Erik De Corte, Peter Op 't Eynde, Fien Depaepe, and Lieven Verschaffel; 11. Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools P. Karen Murphy, Michelle M. Buehl, Jill A. Zeruth, Maeghan N. Edwards, Joyce F. Long, and Shinichi Monoi; 12. Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition Jeffrey A. Greene, Judith Torney-Purta, Roger Azevedo, and Jane Robertson; Part IV. Teachers' Personal Epistemology and its Impact on Classroom Teaching: 13. Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies Andrew Elby and David Hammer; 14. The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics Krista R. Muis and Michael J. Foy; Appendices; 15. Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework Helenrose Fives and Michelle M. Buehl; Appendices; 16. Beyond epistemology: assessing teachers' epistemological and ontological world views Lori Olafson and Gregory Schraw; Part V. Conclusion: 17. Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next? Lisa D. Bendixen and Florian C. Feucht. (shrink)

Je m’intéresse au cogito au XVIIe siècle avant sa formulation officielle par Descartes. Les raisonnements avancés par Jean de Silhon, correspondant de Descartes, et par le Jésuite Antoine Sirmond, publiés en 1634-1635, peuvent éclairer le cogito cartésien et l’atmosphère générale de l’augustinisme au XVIIe siècle. Cela peut nous permettre de mieux comprendre en quoi consiste la contribution de Descartes au cogito et d’interpréter ses critiques ultérieures.

Archaeology's Visual Culture explores archaeology through the lens of visual culture theory. The insistent visuality of archaeology is a key stimulus for the imaginative and creative interpretation of our encounters with the past, acknowledging the multiplicity of meanings that cohere around artifacts, archaeological sites and museum displays. Archaeology's Visual Culture investigates the nature of this projection, revealing an embedded subjectivity in the imagery of archaeology. Using a wide range of case studies the book highlights the way archaeologists view objects and (...) the consequences that ensue from ways of seeing"--Provided by publisher. (shrink)

This paper looks to Hannah Arendt's thinking about freedom and revolution to shed light on the "revolutionary jurisprudence" of South African Constitutional Court Justice Laurie Ackermann. As Arendt understands it, revolution is the coincidence of the idea of freedom and the experience of a new beginning. Arendt insists that only a government that harbors the revolutionary spirit can secure a stable space for freedom in the modern world. In asking what institutional spaces of exist that might preserve a space of (...) freedom in modern society, Arendt settles upon the Constitution and its institutional Praetorian guard, the Supreme Court. And yet, Arendt argues that the democratic and scientific trends have eroded the Supreme Court's freedom have threatened to eradicate freedom from the American public sphere. The paper looks to Justice Ackermann's jurisprudence as a way to reinvigorate Constitutional jurisprudence as a space for freedom. (shrink)

Siger conçoit sa critique à l’encontre de la théorie thomasienne de l’intellect en s’appuyant sur les adages tels que « agere sequitur formam » et « potentia non potest esse simplicior aut immaterialior quam eius substantia ». Structurant son argumentation autour de ces deux principes, il tente de démontrer que la position de Thomas d’Aquin se réduit finalement à une position matérialiste ou, se révèle encore être philosophiquement intenable lorsque ce dernier soutientces deux thèses qui, pour Siger, sont contradictoires, à (...) savoir que l’intellect est, d’une part, une des parties de l’âme humaine et d’autre part une puissance indépendante et séparée du corps. Or, Siger semble faire l’économie de l’une de ses arguments les plus puissants qui peut, a priori saper le fondement même de la théorie de l’intellect chez Thomas, à savoir le problème de se séparation du corps. Cependant, une analyse détaillée de la terminologie thomasienne nousrévèle la raison qui a poussé Siger à ne pas utiliser cette critique majeure ; en effet, il était conscient que cet argument qui semblait indiquer un possible incompatibilité entre l’intellect et le corps ne se réduisait en réalité qu’à un problème unsinnig. Cette retenue et cette maîtrise témoignent de de la perspicacité de Siger qui a su précisément demeurer à l’intérieur de la limite conceptuelle où il lui est possible de se présenter non pas comme un critique manqué deThomas d’Aquin, mais comme un véritable philosophe capable de mettre sa position en parallèl avec celle thomasienne concernant l’homme pensant ou « cet homme-ci qui pense ». (shrink)

Before they can commit their states to war, leaders who believe that war is necessary must first secure public commitment to collective action and sacrifice. The chief instrument for achieving this...

This article examines the theology of Charles Journet in light of the Second Vatican Council's teaching on sacerdotal and episcopal character. Journet's theology is placed in dialogue with the teaching of the Council and subsequent questions that have resulted from it, from three overlapping perspectives. First, Journet's theology of Orders, especially as articulated in his celebrated work The Church of the Word Incarnate, is presented. Second, in light of his theology of Orders, the content of Cardinal Journet's written submission on (...) the draft of Presbyterorum Ordinis during the final session of the Council is brought to light. Finally, Journet's own reflections on Lumen Gentium are examined for the sake of further pinpointing his own position on sacerdotal character in relation to the teaching of the Council. This article seeks to highlight the value that Journet's thought has in its own right for probing contemporary theological questions and, additionally, to draw attention to his role and presence at the final session of the Second Vatican Council. Journet's presence and role at the Council have, heretofore, been largely untreated by Anglo-American theologians. (shrink)