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Philosophers and religious truth

New York]: Macmillan (1964)

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  1. Determining the best of all possible worlds.Lloyd Strickland - 2005 - Journal of Value Inquiry 39 (1):37-47.
    The concept of the best of all possible worlds is widely considered to be incoherent on the grounds that, for any world that might be termed the best, there is always another that is better. I note that underlying this argument is a conviction that the goodness of a world is determined by a single kind of good, the most plausible candidates for which are not maximizable. Against this I suggest that several goods may have to combine to determine the (...)
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  • Ninian Smarta Göre İslamın Boyutları.Şevket Özcan - 2017 - Dini Araştırmalar 20 (51):1-1.
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  • Kant on the Epistemology of Indirect Mystical Experience.Ayon Maharaj - 2017 - Sophia 56 (2):311-336.
    While numerous commentators have discussed Kant’s views on mysticism in general, very few of them have examined Kant’s specific views on different types of mystical experience. I suggest that Kant’s views on direct mystical experience differ substantially from his views on indirect mystical experience (IME). In this paper, I focus on Kant’s complex views on IME in both his pre-critical and critical writings and lectures. In the first section, I examine Kant’s early work, Dreams of a Spirit-Seer, where he defends (...)
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  • Residual Natural Evil and Anthropic Reasoning.Murdith McLean - 1991 - Religious Studies 27 (2):173 - 188.
    Bad things happen; and not just to bad people, but with apparent indifference to the moral or other qualities of the victims. For the theist who believes that the world is created and governed by an all-powerful and perfectly good God, this is a notorious difficulty. In fact the problem of evil is surely the most persuasive consideration available in favour of atheism.
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  • Morals, Religion and the Maintained School.Paul H. Hirst - 1965 - British Journal of Educational Studies 14 (1):5 - 18.
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  • Morals, religion and the maintained school.Paul H. Hirst - 1965 - British Journal of Educational Studies 14 (1):5-18.
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