In this chapter, Logan Paul Gage examines the only real attempt to disprove God’s existence by a New Atheist: Richard Dawkins’s “Ultimate 747 Gambit.” Central to Dawkins’s argument is the claim that God is more complex than what he is invoked to explain. Gage evaluates this claim using the main extant notions of simplicity in the literature. Gage concludes that on no reading does this claim survive scrutiny. Along the way, Dawkins claims that there are no good positive arguments for (...) God’s existence. Gage attempts to show that Dawkins’s argument depends upon distinctively philosophical assumptions that do not appear to withstand scrutiny. (shrink)

Science has always engaged with the worldviews of societies and cultures. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the nature of science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to at least the following questions about science, science teaching and worldviews: -/- What is a worldview? (...) -/- Does science have a worldview? -/- Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? -/- Does science lack a worldview but nevertheless have implications for worldviews? -/- How can scientific worldviews and practice be reconciled with seemingly discordant religious and cultural worldviews? -/- In which ways do the worldviews of students impact on their interest and learning of science? -/- Should science teachers engage with the worldviews of students? -/- In addition to the NOS curricular impetus for refining understanding of science and worldviews, there are also pressing cultural and social forces that give prominence to questions about science, worldviews and education. There is something of an avalanche of popular literature on the subject that teachers and students are variously engaged by. Additionally the modernisation and science-based industrialisation of huge non-Western populations whose traditional religions and beliefs are different from those that have been associated with orthodox science make very pressing the questions of whether, and how, science is committed to and hence promotes particular worldviews and contradicts others. Hopefully this chapter, and others in the section, will contribute to a more informed understanding of the relationship between science, worldviews and education and provide assistance to teachers who are routinely engaged with the subject. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

Without question, Process Philosophy and Political Liberalism: Rawls, Whitehead, Hartshorne, is Daniel Dombrowski's most important and well-argued treatise to date within his growing, prolific literary corpus. Bringing his expertise on John Rawls's political thought to bear on the process thinking of A. N. Whitehead and Charles Hartshorne, he explores commonalities of approach and ventures the interpretive hypothesis that Rawls is, at least broadly speaking, a process philosopher. He also argues that each of these philosophers appropriately shares the appellation “political liberal” (...) when that term is carefully defined. I find this strongly plausible. (shrink)

A number of recent discussions of atheism allude to cosmological arguments in support of theism. The five ways of Aquinas are classic instances, offered as rational justification for theistic belief. However, the five ways receive short shrift. They are curtly dismissed as vacuous, arbitrary, and even insulting to reason. I contend that the atheistic critique of the Thomistic five ways, and similarly formulated cosmological arguments, argues at cross purposes because it misrepresents them. I first lay out the context, intent and (...) structure of Aquinas’ arguments, then show in what way recent discussions misrepresent them, and finally conclude with a comment on metaphysical orientation, which I take to be central, not only to a proper understanding of the Thomistic five ways but generally to the debate between atheism and theism on the existence of God. (shrink)

The article begins at the intellectual fissure between many statements coming from neuroscience and the language of faith and theology. First I show that some conclusions drawn from neuroscientific research are not as firm as they seem: neuroscientific data leave room for the interpretation that mind matters. I then take a philosophical-theological look at the notions of soul, self, and freedom, also in the light of modern scientific research (self-organization, neuronal networks), and present a view in which these theologically important (...) notions are seen in relation both to matter (brain) and to God. I show that religious insights expressed with soul and free will bear a remarkable resemblance to certain insights from neuroscience and the science of complex, self-organizing systems, including emphasis on corporeality and emphasis on organization as a form of that corporeality, and that they also show an interesting parallel --- albeit described in different terms --- concerning the crucial role of a valuation principle that generates attraction. With that, the common-sense idea that freedom simply is the same as indeterminism is refuted: freedom primarily means self-determination. I bring to the fore that the self is not a static thing but a “longing.‘ Such longing springs from something, and it is the relationship to this source that constitutes the self. The main concern is to point out the crucial role of attraction with respect to being and to life, and to draw attention not only to the astonishing parallel on this point between Thomas Aquinas and Alfred North Whitehead but also to a surprising --- albeit more implicit --- analogy between these philosophical-theological views and scientific theories of self-organization (such as those concerning neuronal networks). In short, being attracted toward what appears as “good‘ is what constitutes us as selves and what thereby signifies the primary meaning of our freedom. (shrink)

آکوئیناس، برخلاف تلقی شارحان بزرگی چون ژیلسون، نه تصحیحی در برهان‌های امکان سینوی و ابن‌رشدی صورت داده است، و نه اساساً به مواضع اختلاف آن‌ها آگاهی داشته است. از این رو حتی نتوانسته است در موارد اختلاف آنها، آگاهانه وارد بحث شود و داوری درستی بکند یا دست کم از یکی از آن دو آگاهانه جانبداری کند. تقریر‌ نخست او ترکیبی ناشیانه از تقریرهای سینوی و ابن‌رشدی است که حاکی از عدم تسلط او بر مبانی فلسفی ابن‌سینا و ابن‌رشد است. (...) در تقریر دوم هم بنا بر یک قرائت از آن، همین اشکال وارد است، علاوه بر آن که فرض‌های نادرستی هم در کار آورده است. در هر حال، او تحت تأثیر ابن‌رشد برهان‌های خویش را دو مرحله ای تنظیم کرده است، بی آن که بداند که ابن‌رشد در این کار معذور بوده است.محوریت علل و معلول‌های طبیعی در این برهان و تطبیق امتناع تسلسل بر آن از دیگر اشکالات این تقریر است. (shrink)

In this dissertation I argue that Thomas Aquinas’s understanding of human nature, of human flourishing and of virtue can fill the gap, identified by Elizabeth Anscombe in 1958, between Aristotle’s account of the virtuous life and contemporary sceptical moral philosophy, which is variously described as subjectivism, consequentialism, emotivism, and sophistry. Furthermore, I argue that a Thomist account of the practicably lived virtuous life is both relevant and applicable to officers and soldiers serving in the British Army of today, because it (...) offers a complete account of the human moral life, as opposed to the consequentialist, emotivist and deontological approaches to ethical judgement and reasoning currently prevalent in Western societies, which inform the worldview of both officers and soldiers. These approaches, however, offer only partial accounts of ethics based on impoverished understandings of human nature and, thus, inevitably have a detrimental effect on both the articulation of British military doctrine and on the actual moral conduct of officers and soldiers. I further argue, therefore, that the British Army needs to consciously return to the traditional Western approach to moral education based on the idea of the deliberate formation of virtuous character, which is very different from contemporary Western educational approaches, but which will better prepare British Army officers and soldiers for “the violent school of war”, as Thucydides calls it. (shrink)

Taking the use of the logos in Ratzinger's Regensburg Lecture as its starting point, the thesis expands three horizons in Ratzinger studies. Firstly, it extends the understanding of Ratzinger as the author of a logos theology. Secondly, it shows how the Regensburg theme of the full breadth of reason, represented by the logos, is applied by Ratzinger in a critique of secular modernity. Thirdly, it claims that the logos theology of Joseph Ratzinger can provide a repair of the culture of (...) human rights. The thesis argues that if human rights are set exclusively within the framework of secular modernity, they fall sick and fail to meet the criterion of inclusivity and universality. Set within the framework of a Ratzingerian logos theology, their power is strengthened and their promise of inclusivity and universality restored. The thesis calls for a mutually reparative dialogue about human rights, based on the full breadth of reason, between the three constituencies of Christianity, the religions and secular modernity. The thesis concludes that the Regensburg Lecture, far from damaging the dialogue with Islam, and with secular modernity, opens up a new intercultural bridge based on a mutually enriching engagement with a logos-based culture of human rights. (shrink)

In a volume devoted to philosophy, religion and the spiritual life, I would like to focus the later part of my essay on a comparison of two Christian spiritual writings of the fourteenth century, the anonymous Cloud of Unknowing in the West, and the Triads of Gregory Palamas in the Byzantine East. Their examples, for reasons which I shall explain, seem to me rich with implications for some of our current philosophical and theological aporias on the nature of the self. (...) Let me explain my thesis in skeletal form at the outset, for it is a complex one, and has several facets. (shrink)

The present paper probes the relation between the metaphysics of human freedom and the Rothbardian branch of Austrian economics. It transpires that Rothbard and his followers embrace metaphysical libertarianism, which holds that free will is incompatible with determinism and that the thesis of determinism is false as pertaining to human action. However, as we demonstrate, their economics with its reliance on value scales requires for its tenability compatibilist freedom. Moreover, we attempt to show that the notion of value scales (or (...) preferences) postulated by them implies that value scales are determinative of choices people make. We contend that it is for this reason that the said Austrians should jettison their metaphysical libertarianism. (shrink)

In this thesis I set forth what I understand to be the criteria of a Christian anthropology. From this, I then evaluate the major anthropological systems that Christians tend to employ to develop their accounts of human persons, with special attention given to Christian materialism, substance dualism, and Thomistic hylomorphism. I contend that neither Christian materialism nor substance dualism adequately satisfy the criteria of a Christian anthropology, and that some of the best examples of these perspectives have unique philosophical problems (...) of their own. I then consider Thomas Aquinas’s hylomorphic account of human persons and argue that, while it does not perfectly satisfy the criteria of a Christian anthropology, it does fair better than both Christian materialism and substance dualism, and that there are ways to modify his account to enable it to better satisfy the Christian criteria. (shrink)

This article will examine McCormick's moral epistemology both at the level of how human persons know values and disvalues, which hereinafter will be referred to as synderesis, and at the level of how human persons know the rightness and wrongness of an action, which hereinafter will be referred to as normative moral judgment. On the one hand, from this investigation it appears that McCormick operates with a dual moral epistemology, at least at the level of synderesis. This means that at (...) one point in time it appears that a significant shift may have occurred in his moral epistemology at the level of synderesis. This may also be true at the level of normative moral judgment. On the other hand, McCormick's moral epistemology may in fact be a synthesis, which is the product of development and maturity in his thought process. This article will articulate, examine, and analyse both moral epistemologies. The first moral epistemology is operative in McCormick's writing up until 1983. The second moral epistemology corresponds to McCormick's decision in 1983 to write primarily in the area of bioethics from a theological perspective. Since the year 1983 seems to be the pivotal time when these two moral epistemologies converge, I will refer to the first moral epistemology as “prior to 1983” and I will refer to the second moral epistemology as “after 1983.” Because of the numerous criticisms that surround McCormick's moral epistemology, and the ambiguity that it entails, McCormick needed to articulate his theoretical foundations clearly and develop them systematically and coherently. Numerous moral theologians called for him to do this, yet he never responded. A systematic understanding of McCormick's moral epistemology is not only necessary but crucial in examining various issues in bioethics. It is necessary because it is the basis of moral decision making. It is crucial because the life and death of individuals may hang in the balance. (shrink)