1. An introduction to logical empiricism and the Unity of Science Movement in the Cold War 2. Otto Neurath, Rudolf Carnap, Charles Morris and Philipp Frank: political philosophers of science 3. Leftist philosophy of science in America and the reception of logical empiricism in New York City 4. 'Doomed in advance to defeat'? John Dewey on reductionism, values and the International Encyclopedia of Unified Science 5. Red philosophy of science: Blumberg, Malisoff, Somerville and early philosophy of science 6. The view from the left: logical empiricism and radical philosophers 7. The view from the far left: logical empiricism and communist philosophers 8. Postwar disillusionment, anti-intellectualism, and the values debate 9. Horace Kallen's attack on the unity of science 10. Creeping totalitarianism, creeping scholasticism: Neurath, Frank, and the trouble with semantics 11. Frank's neurathian crusade: science, enlightenment, and values 12. 'A very fertile field for investigation': anticollectivism and anticommunism in popular and academic culture 13. Anticommunism investigations, loyalty oaths, and the wrath of Sidney Hook 14. Competing programs for postwar philosophy of science 15. Freedom celebrated: the professional decline of Philipp Frank and the Unity of Science Movement 16. The marginalization of Charles Morris 17. Values, axioms and the icy slopes of logic 18. Professionalism, power and what might have been.
Introduction: The sources of archaeological theory Norman Yoffee, and Andrew Sherratt Part I. The Social Context of Archaeological Theory: 1. Limits to a post-processual archaeology (or The dangers of a new scholasticism) Philip L. Kohl 2. A proliferation of new archaeologists 'Beyond objectivism and relativism' Alison Wylie 3. Ambition, deference, discrepancy, consumption the intellectual background to a post-processual archaeology Christopher Chippendale Part II. Archaeological Theory from the Paleolithic to the State: 4. Ancestors and agendas Clive Gamble 5. After social evolution: a new archaeological agenda? Stephen Shennan 6. Too many chiefs? (or, Safe texts for the 90s) Norman Yoffee Part III. Case-Studies in Archaeological Theory and Practice 7. When is a symbol archaeologically meaningful? Meaning, function and prehistoric visual arts Kelley Hays 8. Re-fitting the 'cracked and broken facade': the case for empiricism in post-processual ethnoarchaeology Miriam Start 9. Communication and the importance of disciplinary communities: who owns the past? Tim Murray Part IV. Postscript and Epilogue: 10. The relativity of theory Andrew Sherratt 11. Archaeology: the loss of nerve Richard Bradley.
Ryan McGraw presents an introduction of historic Reformed orthodoxy (1560–1790) and its research methodology. This book establishes the tools needed to study Reformed scholasticism and its potential benefits to the church today by describing the nature of Reformed scholasticism and outlining the research methodology, the nature and the character of this branch of theology, and providing a retrospective view on the contemporary appropriations. McGraw discusses the proper use of primary and secondary sources and offers instructions on how to write historical theology. Each chapter draws extensive examples from primary source evidence, published books and articles in this field; as well as engaging with a wide range of ancient and medieval sources. This volume is an excellent guide for students as it teaches them how to identify primary and secondary sources, suggests good links and tips for learning Latin; and provides an overview of the most important figures in the period.
Can ecstatic experiences be studied with the academic instruments of rational investigation? What kinds of religious illumination are experienced by academically minded people? And what is the specific nature of the knowledge of God that university theologians of the Middle Ages enjoyed compared with other modes of knowing God, such as rapture, prophecy, the beatific vision, or simple faith? Ecstasy in the Classroom explores the interface between academic theology and ecstatic experience in the first half of the thirteenth century, formative years in the history of the University of Paris, medieval Europe's fountain of knowledge. It considers little-known texts by William of Auxerre, Philip the Chancellor, William of Auvergne, Alexander of Hales, and other theologians of this community, thus creating a group portrait of a scholarly discourse. It seeks to do three things. The first is to map and analyze the scholastic discourse about rapture and other modes of cognition in the first half of the thirteenth century. The second is to explicate the perception of the self that these modes imply: the possibility of transformation and the complex structure of the soul and its habits. The third is to read these discussions as a window on the predicaments of a newborn community of medieval professionals and thereby elucidate foundational tensions in the emergent academic culture and its social and cultural context. Juxtaposing scholastic questions with scenes of contemporary courtly romances and reading Aristotle's Analytics alongside hagiographical anecdotes, Ecstasy in the Classroom challenges the often rigid historiographical boundaries between scholastic thought and its institutional and cultural context.
Can ecstatic experiences be studied with the academic instruments of rational investigation? What kinds of religious illumination are experienced by academically minded people? And what is the specific nature of the knowledge of God that university theologians of the Middle Ages enjoyed compared with other modes of knowing God, such as rapture, prophecy, the beatific vision, or simple faith? Ecstasy in the Classroom explores the interface between academic theology and ecstatic experience in the first half of the thirteenth century, formative years in the history of the University of Paris, medieval Europe's fountain of knowledge. It considers little-known texts by William of Auxerre, Philip the Chancellor, William of Auvergne, Alexander of Hales, and other theologians of this community, thus creating a group portrait of a scholarly discourse. It seeks to do three things. The first is to map and analyze the scholastic discourse about rapture and other modes of cognition in the first half of the thirteenth century. The second is to explicate the perception of the self that these modes imply: the possibility of transformation and the complex structure of the soul and its habits. The third is to read these discussions as a window on the predicaments of a newborn community of medieval professionals and thereby elucidate foundational tensions in the emergent academic culture and its social and cultural context. Juxtaposing scholastic questions with scenes of contemporary courtly romances and reading Aristotle's Analytics alongside hagiographical anecdotes, Ecstasy in the Classroom challenges the often rigid historiographical boundaries between scholastic thought and its institutional and cultural context.
Introduction 1. Early Heidegger and Scholasticism 2. Heidegger's Atheology of Appropriation 3. Heideggerian Atheology and the Scotist Causal Argument 4. Appropriation and the Problem of Sufficient Comprehension 5. Heidegger's Atheology of Nothingness 6. Nothingness and the Problem of Possibility 7. A Positive Application Conclusion Bibliography Index.
Series Introduction Series Editor's Preface Chapter 1 - Historical context and intellectual biography What is the 'School of Salamanca'? The political and intellectual context of the School of Salamanca The decline of scholasticism Some key authors of the School of Salamanca Francisco de VitoriaDomingo de SotoMartin de AzpilcuetaDiego de Covarrubias y LeyaTomas de MercadoBartolome de las Casas Luis de MolinaJuan de MarianaFrancisco Suarez Chapter 2 - Critical exposition Philosophical and political foundations of the School Thomism and Natural Law The European revival of Thomism and the Salamanca School Theological-political disputes Applied political thought Individual rights and the common good The state and the limits of political power Legitimate resistance and tyrannicide Church and state International law and developments in Just War theory The ethical and juridical framework of the market Private property and trade Just price and the subjective theory of value Usury and interest Theories of banking Monetary theory and inflation Taxation and public finance Chapter 3 - Reception and influence of the work The Salamanca School and the New World A revolutionary sermon in HispaniolaThe social experiments of Bartolome De Las CasasJust titles and the disputation between Las Casas and Sepulveda Assessing the legacy of Las Casas and the controversies over the New World Theological-political impact and influence on subsequent authors Chapter 4 - Relevance of the work today Political philosophy, law and history Political economy and the ethical foundations of the market Contemporary Catholic Social Thought International relations and war Concluding remarks BibliographyIndex
Preface Introduction 1. Humanism 2. Scholasticism 3. Hugo Grotius 4. Thomas Hobbes 5. Samuel Pufendorf 6. From Locke to Vattel 7. Rousseau and Kant Conclusion Index
Introduction: 1354 and all that I: AN EXERCISE IN MULTIPLE PERSPECTIVE 1. Thomas Aquinas and the Greek East 2. Gregory Palamas and the Latin West II: BYZANTINE READINGS OF AQUINAS 3. The First Phase 4. Further Readings III: OTTOMAN ERA AND MODERN ORTHODOX READINGS OF AQUINAS 5. Responses to Thomas in the Early Modern Period 6. Readings of Aquinas in Modern Orthodox Thought 7. New Perspectives
Introduction 1. Heidegger s Religious Provenance: Kulturkampf and the Modernist Crisis 2. The Developing Critique of Scholasticism, 1911-1915 Eschatological Affliction as the Centre of a Phenomenology of Religion, 1916-1921 4. From Theology to Philosophy I: The Problem of Sin 5. From Theology to Philosophy II: Heidegger and Dialectical Theology 6. Death and Authenticity Conclusion: Theological Responses
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