In lieu of an abstract, here is a brief excerpt of the content:A Model for the Many Senses of ScriptureFrom the Literal to the Spiritual in Genesis 22 with Thomas AquinasChristopher S. Morrissey (bio)Introduction: Many Senses Require Many TranslationsOn the mountain the Lord appeared (NETS, Gen. 22:14b)On the mount of the LORD it shall be provided (RSV)1In the mount of the LORD it shall be seen (KJV)On the mountain the LORD will see (NAB)ἐν τῷ ὄρει κύριος ὤφθη (LXX)in (...) monte Dominus videtur (Nova Vulgata)in monte Dominus videbit (St. Jerome’s Vulgate)In his book Abraham’s Curse, Bruce Chilton argues that in Gen. 22:14b, “the Septuagint’s Greek renders the Hebrew text” correctly (i.e., “with Yahweh as the subject of the verb”), whereas English translations like the King James Version (KJV) prefer to imply that the ram is the verbal subject. Chilton contends that “This is a case of translators caring more about doctrine than wording, and attempting to legislate what the Bible can say.”2Chilton’s textual exegesis does have some value. He notes that “Contextually [End Page 231] as well as grammatically, God is the subject: Yahweh ‘was seen’ on Moriah, liberating Isaac by means of divine intervention.”3 But with his polemics against the KJV, he fails to affirm the rich polysemy of the passage. He replaces one literal reading with another and then argues as if the two are at odds. But Scripture has many senses, a truth famously expressed in the medieval distich of Augustine of Dacia, best known in the version of Nicholas of Lyra: “The literal sense teaches what happened; what you believe, the allegorical; the moral, what you should do; where you are going, the anagogical.”4 Therefore Chilton is wrong to impute bad motives to anyone who would attempt to unfold the spiritual sense of a passage (“caring more about doctrine”), or even to anyone who would note that a passage has more than one literal meaning.Chilton’s own insistence on uncovering the univocal original meaning of a passage (through his preferred historical method of “generative exegesis”)5 is excessively literal, as if recourse to grammar would allow one “to legislate what the Bible can say.” When Chilton says “Yahweh ‘was seen’ on Moriah,” he is not contending that God was seen directly, literally, but rather interpreting the metaphorical or parabolical sense of the phrase “Yahweh was seen” (in Gen. 22:14b), because he glosses the meaning of the metaphor as “liberating Isaac by means of divine intervention”;6 that is, God is seen indirectly, cognitively, rather than literally with the eyes. Because literally seeing a ram is not opposed to cognitively understanding God’s action, the KJV, pace Chilton, can be defended contextually. To my mind, the Revised Standard Version (RSV), echoing the KJV, does the best job of rendering the Hebrew text literally, with “On the mount of the lord it shall be provided,” because this leaves open the many senses of the third person singular “it,” to be unfolded by exegesis. Thus more than one translation is required in order to appreciate all the significations being deployed in the treatment of “seeing” in Gen. 22:8 and 22:14. “It shall be provided”: More than one univocal sense of the “it” has to be uncovered by exegesis in this Scripture, in order to see what “it” is all about.To justify my opinion that the RSV most felicitously translates the Hebrew, I would like to prepare the way to a conclusion in which I compare the Septuagint’s translation (which follows Chilton’s preferred rendering of the context) with the Vulgate Latin translations. The path toward this conclusion will show that Chilton’s polemics, indicative of an exegetical attitude that is hostile to an appreciation of the many senses of Scripture, fail to see how the RSV translation is also defensible as keeping the reader’s mind open to the many senses of the Scriptural passage. But first things first. With the help of St. Thomas Aquinas, let me distinguish the various senses of Scripture and then point out how they are all exemplified here, all being signified by the text. [End Page 232] Click for larger view View... (shrink)

This volume commemorates the 6th centennial of the birth of Nicholas of Cusa (1401-1464), a Renaissance polymath whose interests included law, politics, metaphysics, epistemology, theology, mysticism and relations between Christians and non-Christian peoples. The contributors to this volume reflect Cusanus' multiple interests; and, by doing so they commemorate three deceased luminaries of the American Cusanus Society: F. Edward Cranz, Thomas P. McTighe and Charles Trinkaus. Contributors include: Christopher M. Bellitto, H. Lawrence Bond, Elizabeth Brient, Louis Dupré, Wilhelm Dupré, Walter (...) Andreas Euler, Lawrence Hundersmarck, Thomas M. Izbicki, Dennis D. Martin, Yelena Matusevich, Bernard McGinn, Clyde Lee Miller, Thomas E. Morrissey, Brian A. Pavlac, and Morimichi Watanabe. Publications by Charles Trinkaus: - Edited by C. Trinkaus and H.A. Oberman, The pursuit of holiness in late medieval and renaissance religion, ISBN: 978 90 04 03791 5 (Out of print). (shrink)

Thoughtful Images: Philosophy Illustrated is the first systematic investigation of how artists throughout the ages have illustrated philosophical texts, ideas, concepts, and theories. The book begins by developing a theory of visual illustrations of philosophical texts and undermining what the author calls "the denigration of illustration." The book then takes a more historical approach, beginning in Ancient Greece and Rome and proceeding through Medieval illuminations and printed broadsides to the frontispieces of philosophical texts. Throughout, attention is paid to how technological (...) developments enable different means for illustrating philosophy. (shrink)

It is a violation of legitimate academic freedom to attempt to link Catholicism to a particular school of economic thought and shut down all further debate. Whether the realm of human choice, which economics describes, is subject to an array of cause-and-effect relationships is obviously a matter for human reason to determine. From there, reason can then investigate these relationships. Although economic policy has a moral dimension, economics as a positive scienceconsists merely of an edifice of cause-and-effect relationships, and to (...) that extent is as autonomous as the purely descriptive sides of all other sciences. (shrink)

Deacon presents a fascinating model that adds to explanations of the origins of life from physical matter. Deacon’s paper owes much to the work of Howard Pattee, who saw semiotic relations in informational terms, and Deacon binds his model to criticism of current information concepts in biology which he sees as semantically inadequate. In this commentary I first outline the broader project from Pattee, and then I present a cybernetic perspective on information. My claim is that this view of information (...) is already present within biology and provides what Deacon seeks. (shrink)

Since ancient times the practices and ethics of bankers and banking in general have undergone a great deal of criticism. While lending is motivated by profit, and while households are not explicitly coerced into borrowing money, the justice of a system which exploits workers and at the same time encourages them to borrow money in order to maintain a certain standard of living can be viewed as sometimes unfair and perhaps immoral. The value of goods, according to St. Thomas (...) Aquinas and Karl Marx, should mostly reflect the value of labor embodied in them, and for that reason, labor should be compensated fully for its work. For these reasons, Aquinas and Marxian economists offer somewhat similar and at the same time different views on both the labor theory of value as well as on the morality of certain banking practices. If credit and the banking system also bring about crisis and the greater concentration and centralization of capital, then the morality of these outcomes also needs to be examined. (shrink)

Robert Mursch's picture book, The Paper Bag Princess, inverts many of the gender roles traditionally found in fairy tales: It's a prince (Roland) who gets abducted in this story, not a princess, though it's the princess (Elizabeth) who must come to the rescue and save him. Although these reversals are a source of the book's humor, they also underscore claims made in feminist philosophy, the specific branch of social and political philosophy considered in this chapter. Feminist philosophers and literary scholars (...) have pointed out that happy endings reassert harmful gender norms. Elizabeth's rejection of Roland marks her as a truly feminist hero, for she won't let him treat her in a demeaning manner even though she has staked her own life on saving him. With this story, you can hopefully steer children into a discussion of gender bias and oppression, and how traditional stories function to support it. (shrink)

This chapter highlights different ways in which people communicate with one another. Although language is clearly a crucial means of communication, there are many other things that we can do to convey a message to someone. The chapter presents a story of in which Trixie had difficulty communicating to her father that they had left Knuffle Bunny at the Laundromat. Philosophers from earlier centuries would have viewed Trixie's difficulty as stemming from her attaching the wrong sounds (words?) to the ideas (...) she had in her mind. Twentieth‐century philosophers found this view unconvincing. The philosophy of mind investigates questions about the nature of the human mind. Although many different issues are addressed in this area of philosophy, the one that traditionally took pride of place was that of articulating the difference between the mind and the body, and deciding whether either was more basic than the other. (shrink)

People could have mistaken beliefs that they arrive at by faulty reasoning. B.Wiseman's delightful book, Morris the Moose, takes a more detailed look at such reasoning, itself the subject of philosophical logic. Morris explains to the cow why she must be a moose. He draws a false conclusion from true premises: that the cow has four legs, a tail, and horns. His problem could have been remedied by paying more attention to logic. Morris appeals to something like the following principle: (...) Things that look different from each other are really different from each other. The real lesson can take from this story of this stubborn moose is that it can sometimes be hard to admit your mistakes. Our own beliefs have a tenacity that makes it hard to accept contradictory evidence, and we are not always open to finding the truth if it challenges our cherished beliefs. (shrink)

Margaret Wise Brown's The Important Book, which is a childrens' picture book, provides an excellent opportunity to discuss metaphysics. The book opens up for our reflection the viability of a certain metaphysical account of the nature of objects. In making a distinction between the important feature or property of an object and all the others that it simply is or has, The Important Book operates with the assumption that all objects have what metaphysicians call an essential property. As the book (...) has it, while there are many things that are true of any object, only one is essential to it. These other things are accidents or non‐essential properties of the object. Essentialism is the metaphysical view that objects have one property — their essential property — that cannot change while the object remains the same thing. (shrink)

Leo Lionni's charming tale of a mouse, eponymously named Frederick, raises very important questions about the nature of work, a topic addressed in the field of social and political philosophy. A question — one that the mice themselves raise — is whether Frederick is doing work when he gathers the sun, colors, and words. Since the book has used the word “gather” as its way of conceptualizing work, it might seem that Frederick is working, for he, too, is also gathering (...) things, just not the things that all the other mice do. Alternatively, we can say that even though Frederick is doing intellectual, rather than physical work, both types of work are necessary for the continued existence of anything but the most simple society. Children have differing opinions about whether Frederick was working or was just being a slacker. (shrink)

This chapter talks about a picture of Crockett Johnson's book, Harold and the Purple Crayon, where Harold, a young toddler, standing with his body facing to our left but with his head turned slightly to the right. When we see Harold making a drawing with his purple crayon in an illustration by Crocker Johnson, we are witnessing the workings of Harold's imagination. Because of the peculiar metaphysics of his world, objects solve his problems when they morph from drawings into real (...) things. Harold and the Purple Crayon is a testament to the power of children's imaginations, their ability to give reality to things we adults can only dream about. The book gives us an introduction to the metaphysical distinction between real and merely imaginary things, and even criticizes one attempt to develop an account of that distinction. (shrink)

Thomas E. Hill, Jr.; Servility and Self-Respect, The Monist, Volume 57, Issue 1, 1 January 1973, Pages 87–104, https://doi.org/10.5840/monist197357135.

Offers an explanation of Kant's denial that there can be any genuine moral dilemmas and criticizes Alan Donagan's claim that we can put ourselves into a moral dilemma by our own wrongdoing. Although genuine moral dilemmas, in which one would be wrong no matter what one did, are impossible, “gaps” in moral theory may leave us with no resolution in tragic cases of moral conflict. Kantian moral theory has such gaps, but attempts to develop theories without such gaps are not (...) necessarily desirable. Finally, the essay addresses “residues” of moral feeling and attitude after one has acted in a case of tragic conflict in which one could find no morally better option. Perhaps surprisingly, Kantians should affirm that, even though feeling guilty for the choice is inappropriate, there is an important sense in which one should feel especially bad about those one has harmed, and regret one's own role, in such cases. (shrink)

“Supererogation” is now a technical term in philosophy for a range of ideas expressed by terms such as “good but not required,” “beyond the call of duty,” “praiseworthy but not obligatory,” and “good to do but not bad not to do” (see Duty and Obligation; Intrinsic Value). Examples often cited are extremely generous acts of charity, heroic self-sacrifice, extraordinary service to morally worthy causes, and sometimes forgiveness and minor favors. These concepts are familiar in institutional contexts, for example, when teachers (...) give points for “extra credit” work, corporations give “bonuses” for profitable leadership, and armies award medals for extraordinary service and valor. Moral philosophers, however, have generally focused on whether or not some of these terms refer to a fundamental moral category and, if so, how the category should be defined, which acts the category includes, and whether various moral theories adequately acknowledge it. The idea that acts can be good and praiseworthy but beyond duty has seemed puzzling for several reasons. For example, it seems that “good and praiseworthy” appeals to scalar standards of (“more or less”) value and virtue whereas “duty,” “required,” and “obligatory” invoke nonscalar norms that make (“all or nothing”) demands. This raises the theoretical question whether morality presupposes two distinct conceptual schemes, and, if so, to what extent and how these can be unified in a consistent and coherent moral theory. (shrink)

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

Examines how the educations of America's first four presidents, and in particular their scholarly devotion to ancient Greek and Roman classics, informed the beliefs and ideals that shaped the nation's constitution and government.

James Fitzjames Stephen is remembered as a judge, legal historian, and the author of Liberty, Equality, Fraternity, a reply to J. S. Mill's late works. He is less well remembered for his journalism, though it earned him a reputation among his contemporaries as one of the most trenchant writers on topics ranging across the social, religious, political, moral, and philosophical questions debated in his time. It was largely in his journalistic writing that Stephen set forth his views on these questions. (...) Despite such a reputation, however, only a small proportion of this writing was collected during his lifetime, and very little has been republished since his death.Selected Writings of James Fitzjames Stephen: On Society, Religion, and Government includes thirty-five essays expressing Stephen's views on the questions of his day, which have not lost their interest in ours. He wrote at a time when much of the finest writing in English was published in periodicals, often anonymously. The essays in this volume are drawn mostly from Stephen's unsigned contributions to the Saturday Review, with additions, both signed and unsigned, from other periodicals, extending from the 1850s to the 1880s. (shrink)

A collection of 17 essays on Kantian moral theory and practical ethics, including papers on autonomy, human dignity, utopian thinking, O'Neill and Rawls on constructivism, tragic choices, philanthropy, conscientious object, suicide, respect, self-respect, and an ideal attitude of appreciation beyond art, nature, and gratitude. TABLE OF CONTENTS Abbreviations for Kant’s Works INTRODUCTION PART II: KANT AND KANTIAN PERSPECTIVES (1) The Groundwork (2) Kant on Imperfect Duties to Oneself (3) Kantian Autonomy and Contemporary Ideas of Autonomy (4) Rüdiger Bittner on Autonomy (...) (5) Kantian Perspectives on the Rational Basis of Human Dignity (6) In Defense of Human Dignity (7) The Kingdom of Ends as an Ideal and Constraint on Legislation (8) Kantian Ethics and Utopian Thinking (9) Varieties of Constructivism PART II: PRACTICAL ETHICS (10) Human Dignity and Tragic Choices (11) Duties and Choices in Philanthropic Giving: A Kantian Perspective (12) Killing Ourselves (13) Conscientious Conviction and Conscience (14) Stability, A Sense of Justice, and Self-Respect (15) Two Conceptions of Virtue (16) Beyond Respect and Beneficence: An Ideal of Appreciation (17) Ideals of Appreciation and Expressions of Respect REFERENCES INDEX . (shrink)

Rüdiger Bittner surveys with a skeptical eye classic and contemporary ideas of Kantian autonomy. He allows that we can be more or less free in a modest (quasi-Hobbesian) sense and that many people may want more of this freedom from impediments that make it difficult or impossible to do various things. He argues, however, that high-minded general affirmations of human freedom are unfounded and not likely to retain their grip on our thinking. While acknowledging the value of Bittner’s challenges, I (...) raise questions about Bittner’s dismissal of ideas of freedom apparently imbedded in ordinary language and his critique of the idea of autonomy in Kant’s ethics and broadly Kantian theories. A key issue is how to make sense of the claim that a moral law can be a law and yet also self-imposed. Given certain background assumptions about Kant’s conception of autonomy of the will, the key claim requires different interpretations when it concerns the supreme moral law (the Categorical Imperative) and when it concerns more specific moral laws (for example, derivative principles in Kant’s Doctrine of Virtue). Bittner’s challenges are valuable because they require us to work out and articulate more carefully what we mean by autonomy and why it is important. As Bittner says, Kant’s idea of autonomy is not the same as the ideas of autonomy that appear in medicine, politics, and everyday life. Nevertheless, those who care about either have some reason to think about how these are connected. (shrink)

The essay draws on Michel Serres’ writings on education in order to derive from them a general theory. Though the polyglot philosopher never presented his philosophy of education as a formal system, it was a lifelong concern that he addressed from the perspectives of mathematics and physics; literature and myth; art and aesthetics; justice and the law. Ever elusive in his prose style, Serres was a magnetic and infectious educator who, ironically, and perhaps understandably, did not gain the sort of (...) following enjoyed by other French philosophers with whom he cuts such a contrast. The essay assesses the Serresian pedagogy in three key areas: the mutual translatability of the pedagogies of the humanities and arts versus those of the social and hard sciences; the urgent need for an environmental ethics of education; and the permeation of effective instruction by aesthetics. (shrink)

This chapter talks about Tony Fucile's amusing book, Let's Do Nothing!. This book straddles the boundary between metaphysics and the philosophy of language, for the concept of nothing has been a very puzzling one to philosophers. But before entering those murky waters, let's see how Sal and Frankie fare in their attempt to do nothing. Sal and Frankie were trapped in their own fly bottle when they tried to do nothing. Sal's discovery — that you can't do nothing — was (...) a philosophical discovery, one that freed him and Frankie from the type of bewitchment that Wittgenstein and other ordinary language philosophers saw embodied in the history of philosophy. Discussion of “Nothing” with children is started by asking the children what are some examples of things that they really like to do. (shrink)

The tendency to attribute foundationalist ambitions to the Vienna Circle has long obscured our view of its attempted revolution in philosophy. The present paper makes the case for a consistently epistemologically anti-foundationalist interpretation of all three of the Circle's main protagonists: Schlick, Carnap, and Neurath. Corresponding to the intellectual fault lines within the Circle, two ways of going about the radical reorientation of the pursuit of philosophy will then be distinguished and the contemporary potential of Carnap's and Neurath's project explored.

Care ethics is often criticized for being incapable of outlining what responsibilities we have to persons beyond our personal relations, especially toward distant others. This criticism centres on care theorists’ claim that the concerns of morality emerge between people, generated through our relations of interdependent care: it is difficult to see how moral duties can be applied to those with whom we do not forge a relationship. In this article, I respond to this criticism by outlining a care ethical justification (...) for an interest theory of human rights. This theory will argue that the demands of global justice include various positive actions that aim toward ensuring the conditions for good caring relations to flourish, which in turn protect and promote the vital interests of all persons. In doing so, I aim to concurrently advance the sparse work on human rights within the care literature, systematizing the ideas of care theorists such as Daniel Engster, Virginia Held, and Fiona Robinson. (shrink)

_Taking Picture Books Seriously: What can we learn about philosophy through children's books?_ This warm and charming volume casts a spell on adult readers as it unveils the surprisingly profound philosophical wisdom contained in children's picture books, from Dr Seuss's _Sneetches_ to William Steig's _Shrek!_. With a light touch and good humor, Wartenberg discusses the philosophical ideas in these classic stories, and provides parents with a practical starting point for discussing philosophical issues with their children. Accessible and multi-layered, it answers (...) questions like, Is it okay for adults to deceive kids? What's the difference between saying the Mona Lisa is a great painting and vanilla is your favorite flavor? Each chapter includes illustrations commissioned especially for this book. (shrink)

The Modern Synthesis has received criticism for its purported gene-centrism. That criticism relies on a concept of the gene as a unit of instructional information. In this paper I discuss information concepts and endorse one, developed from Floridi, that sees information as a functional relationship between data and context. I use this concept to inspect developmental criticisms of the Modern Synthesis and argue that the instructional gene arose as an idealization practice when evolutionary biologists made comment on development. However, a (...) closer inspection of key claims shows that at least some associated with the Modern Synthesis were in fact adopting the data led definition I favour and made clear arguments for the role of developmental processes beyond genetic input. There was no instructional gene. (shrink)