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In biology, man is an object of research; therefore the question might be asked whether inspirations can go from biological data to the reflections on the mind-matter relation in man. The social aspect of man, as treated by sociobiology, is left out of consideration. The knowledge that man is mind, or has a mind, is no result of biological research. It is a datum from philosophy. The biologist, however, is living in a culture which knows about the mental character of (...) |
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In this paper I would like to consider Hell as a concept around which there cluster various different difficulties, and to see how and on what conditions some of these difficulties could be overcome, the whole paper illustrating, albeit by reference to a particular topic, and so with obvious restrictions, the character of theological argument, the nature of theological assertions, and the kind of empirical grounding that must be given to them. |
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Traditional education draws on a received vision of the good life to guide its educational efforts. But rich traditions have multiple visions of the good life. Educators who aspire to openness as well as rootedness seek canonical stories that raise for discussion these multiple visions. Such discussions negotiate a relationship with outside, majority culture, but also foster rich internal discussion on the meaning of life. They allow for the growth of tradition in the light of changing reality, as well as (...) |
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In this paper I would like to consider Hell as a concept around which there cluster various different difficulties, and to see how and on what conditions some of these difficulties could be overcome, the whole paper illustrating, albeit by reference to a particular topic, and so with obvious restrictions, the character of theological argument, the nature of theological assertions, and the kind of empirical grounding that must be given to them. |
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Traditional (especially religious) education draws on a received vision of the good life to guide its educational efforts. But rich traditions have multiple visions of the good life. Educators who aspire to openness as well as rootedness seek canonical stories that raise for discussion these multiple visions. Such discussions negotiate a relationship with outside, majority culture, but also foster rich internal discussion on the meaning of life. They allow for the growth of tradition in the light of changing reality, as (...) |
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