Conceptual engineering is the method (or methods) via which we can assess and improve our concepts. Can conceptual engineering be usefully employed within analytic theology? Given that analytic theology and analytic philosophy effectively share the same philosophical toolkit then if conceptual engineering works well in philosophy then it ought to work well in analytic theology too. This will be our working hypothesis. To make good on this hypothesis, we first address two challenges. The first challenge makes conceptual engineering look to (...) be too inclusive; the second challenge makes it look to be too revolutionary (for analytic theology). To address these challenges, we propose a refined characterisation of conceptual engineering. We then turn to consider a number of case studies where analytic theology and conceptual engineering may fruitfully cooperate. These are: theological disagreements, inter-faith dialogue, meaning change, celibacy, AI, the name of God, and conceptual genealogy. (shrink)

This paper compares the doxastic credentials of the claim that nothing comes from nothing with the doxastic credentials of the claim that there is no causing without changing. I argue that comparison of these two claims supports my contention that considerations about causation do nothing to make theism more attractive than naturalism.

This paper aims to outline a counterfactual theory of divine atemporal causation that avoids problems of preemption. As a result, the presentation of the analysis is structured such that my counterfactual analysis directly addresses preemption issues. If these problems can be avoided, the theist is well on her way to proposing a usable metaphysical concept of atemporal divine causation. In the first section, I outline Lewis’ original counterfactual analysis as well as how these cases of preemption cause problems for his (...) analysis. In particular, two cases of preemption have proven problematic for counterfactual analyses: late preemption and trumping preemption. In the second section, I propose a counterfactual analysis of divine causation that is not subject to these problems of preemption. I present a counterfactual analysis of timeless divine causation, supplemented by a definition of what it means for God to allow an event to happen. In the third section, I argue this analysis is not prey to problems of preemption. (shrink)

It’s constitutive of classical theism that there is a necessarily existent personal god who is also the creator of the universe, where the latter claim includes at least the following three theses: (i) God is wholly distinct from the natural world; (ii) God is the originating or sustaining cause of the natural world; and (iii) God created the natural world ex nihilo, i.e., without the use of pre-existing materials. Call this tripartite component of classical theism the classical view of creation. (...) In this paper, I offer a new argument against classical theism. In particular, I argue that creation ex nihilo is prima facie impossible, and that since the doctrine of creation ex nihilo is constitutive of classical theism, classical theism is false. (shrink)

According to the Doctrine of Divine Conservation, the world could not endure through time were God not actively sustaining its existence. An alternative to the conservationist view is one according to which the existence of whatever is the fundamental material of our universe is characterized by inertia, so that its continuance stands in no need of active causal intervention by some other being. In this article I develop in some detail the Doctrine of Existential Inertia and reply to some of (...) the objections brought against it by conservationists. (shrink)

According to some, the historian must for working purposes assume that nature is uniform, i.e., that miracles do not occur. For otherwise, it is suggested, he may place no confidence in the historical reliability of the records and artifacts on which he relies: such confidence can exist only where it is assumed, for example, that ink marks in the form of words do not sometimes appear spontaneously on old bits of paper. In this article I spell out this methodological thesis (...) in greater detail and determine to what extent it should be accepted. (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)