The issue of leadership styles used by school heads and the academic performance of students has recently attracted the attention of the general public and people are exerting energies into research to find its courses and effects. Nkoranza-North district is selected as a result of the fact that the researcher works there and the districts also have two senior high schools for the study. Primarily, the study was to find out the courses and impact of leadership styles on teaching and (...) learning outcomes in the Nkoranza-North district. The study covered a sample size of sixty (60) people comprises of Headmasters, selected teachers and selected students of the two. The researcher employed the descriptive method, while interview schedule and questionnaire were used to gather the information. Frequency and percentage were used to analyse the data. The study also looks at the various leadership styles employed by leaders some of which are Autocratic, Democratic and Laissez-faire. The findings of the study are discussed, conclusion draw and recommendations made. (shrink)

The study analyzed the Agogo Presbyterian College of Education (1930-1971) and when it was taken over by the Government (1972-2013). This became relevant in the wake of the recent plea by the churches that the Government should hand over Mission Schools to the churches. The study therefore examines the state of management and leadership and infrastructural development both under the regime of the Missionaries and the Government. It also sought to assess academic standard of the students, and the discipline of (...) the College, qualification of the teachers, supervision, and students’ patronage of library and entry grade of students to the College with the view of establishing the progression or retrogression over the period. In doing this, a comparative study was undertaken and data were derived from archival materials of the Agogo Presbyterian College of Education, and direct interviews with past Principals and Administrators of the College. The results revealed that despite an increase in student-intake (210 students in 1942 to 750 students in 2014) with a corresponding increase of teachers (from 5 missionary teachers with lower academic degrees in 1931 to 28 teachers with masters qualifications), inadequate infrastructural development; lack of discipline and competitions among students have characterized APCE since it was managed by the Government as compared to the Missionaries. The study recommends that the Government would complete the construction of the students‟ hall complex, and also put up large auditorium and classroom blocks to accommodate the high students’ intake in the College to enhance education delivery. (shrink)

The violation of Bell inequalities seems to establish an important fact about the world: that it is non-local. However, this result relies on the assumption of the statistical independence of the measurement settings with respect to potential past events that might have determined them. Superdeterminism refers to the view that a local, and determinist, account of Bell inequalities violations is possible, by rejecting this assumption of statistical independence. We examine and clarify various problems with superdeterminism, looking in particular at its (...) consequences on the nature of scientific laws and scientific reasoning. We argue that the view requires a neo-Humean account of at least some laws, and creates a significant problem for the use of statistical independence in other parts of physics and science more generally. (shrink)

Ethics dumping is an ongoing practice in collaborative research. Despite the existence of ethical review boards, some notable discrepancy in governance and integration persists. This paper is a chronological book review of a 15-chapter book titled, "Ethics Dumping: Case Studies from North-South Research Collaborations," compiled from individual authors and edited by Schroeder, Cook, Hirch, Fenet, and Muthuswami in 2018. This book review aims to ensure ever-increasing attention to the numerous ways of ethics dumping and incite further research into the matter. (...) The book is a must-read for researchers, ethicists, policymakers in research institutions, and students (especially graduate students). (shrink)

The testimonia concerning weight in early Greek atomism appear to contradict one another. Some reports assert that the atoms do have weight, while others outright deny weight as a property of the atoms. A common solution to this apparent contradiction divides the testimonia into two groups. The first group describes the atoms within a κόσμος, where they have weight; the second group describes the atoms outside of a κόσμος, where they are weightless. A key testimonium for proponents of this solution (...) is Aëtius 1.3.18. It apparently denies weight as a property of the atoms, and supposedly describes the atoms when they are outside of a κόσμος. I argue against this interpretive solution by demonstrating, first, that Aëtius 1.3.18 does not deny that weight is a property of the atoms. Second, I argue that the report does not describe the atoms when they are outside of a κόσμος. Although these are largely negative conclusions, I contend that we are not left without a solution to the present interpretive difficulty. Once our testimonia concerning weight in early Greek atomism are examined thoroughly, it is clear that there is no conflict among them. (shrink)

Despite considerable attention to the need for systemic education for a new society, it is surprising to note how little research has actually been conducted in this area with transdisciplinary approach. Besides, there are many papers about new educational approaches but they are focused on a specific level, for example on higher education. Very little has been done in terms of a systemic and comprehensive approach capable of guiding human development from preschool to postgraduates studies-and beyond. This paper has two (...) purposes: (a) first, to articulate the theoretical framework of a new educational paradigm that responds to current needs of society and that integrates evolutionary perspectives on cultural and human development; (b) second, to suggest a research agenda that may be followed in the future to expand our knowledge base in the new educational paradigms area. (shrink)

In the introduction to the Critique of Pure Reason (2nd edition), Kant claims that a transcendental cognition is a one ‘that is occupied not so much with objects but rather with our mode of cognition of objects insofar as is this ought to be possible a priori (a priori möglich sein soll)’. In this paper, I argue that Kant scholarship should take into account the specific signification of the term ‘sollen’, which might require us to reconsider the usual distinction between (...) the system of freedom and the system of nature. Following a Fichtean perspective, I will try to show that, even if ‘sollen’ in this context does not refer to a duty in the strict sense, it does refer to the demand that transcendental philosophy itself be possible. I will argue that this demand is contingent at its very origin and, accordingly, expresses a particular kind of ‘freedom’. On this basis I will consider the tribunal of reason enacted in the Critique of Pure Reason as a tribunal that emerges from a free decision, in which the transcendental philosopher imagines its own possibility. Because it is a ‘free’ and ‘contingent’ tribunal, it cannot exceed the status of a problematic philosophical strategy. (shrink)

This study assessed students’ perception of teachers’ effectiveness and learning outcomes in mathematics and economics in secondary schools of Cross River State, Nigeria. Two null hypotheses were formulated to direct the study. The factorial research design was adopted for the study. Cluster and purposive sampling techniques were however employed in selecting a sample of 1,800 students from the three education zones in Cross River State. “Students’ Perception of Teachers Effectiveness Questionnaire (SPTEQ)”, Mathematics Achievement Test (MAT), and Economics Achievement Test (EAT) (...) were used as instruments for data collection. Reliability estimates of .86, .91, and .81 were obtained for the three instruments using Cronbach alpha. Collected data were analysed using descriptive statistics while the research question was answered and the null hypothesis tested using Pearson Correlation matrix and multiple regression analyses (where applicable), with the aid of Minitab v18. Findings revealed amongst others that, there is a significant composite influence of students’ perception of teachers’ motivational skills, teaching methods, relationship with students, and communication level on learning outcomes in Mathematics (F = 142.46, p < .05) and Economics (F = 150.31, p < .05) respectively. It was recommended amongst others that secondary school teachers should adopt motivational techniques such as praises, rewards, and smiles, in strengthening the interest of learners during mathematics and Economics lessons. Keywords:. (shrink)

Born December 2, 1848 in Gilcomston, Aberdeen, Scotland, Mary Mitchell Slessor, a five foot, red haired Scottish Missionary who pioneered her way into the jungles of Africa was undoubtedly one of the most outstanding missionaries who made tremendous contributions to evangelism, charity work, educational and healthcare services and publicized Nigeria in the map of the world. She faced many challenges living with the villagers, and at times, even had to be a peacemaker between tribesmen. Her work and strong personality allowed (...) her to be trusted and accepted by the locals while spreading Christianity in Nigeria, promoting women’s rights, rescuing unwanted children, protecting native children and died on 13 January, 1915 (aged 66) at Use Ikot Oku, Calabar, Nigeria. Beyond contribution to knowledge this brief work is therefore a legacy of Mary Mitchell Slessor’s contributions to the evangelization of Nigeria and Church History. (shrink)

This study analyzed the utilization of social media platforms and university students' attitudes towards academic activities in Cross River State. A descriptive survey research design was adopted for the study. The population of this study comprised all the private and public university students in Cross River State. A sample of 1,600 students, which cuts across the three universities in the area of study, was selected using the convenience sampling technique. A questionnaire (r=.849) and a rating scale (r=.786) were used as (...) the instruments for data collection. Findings emerged amongst others that the utilization status of social media platforms by university students is generally high; the utilization of Facebook, WhatsApp, Instagram, Twitter, WeChat, Skype, Snapchat, Eskimi, Telegram and YouTube social media platforms has a significant composite influence (F=52.453, p<.05) on university students' attitudes towards academic activities. Relatively, utilization of Facebook was the highest predictor (t=11.222, β=.232, p<.05), followed by the utilization of WhatsApp (t=11.068, β=.229, p<.05), utilization of Twitter (t=5.977, β=.118, p<.05), and the utilization of Instagram (t=2.772, β=.056, p<.05), in that order. It was recommended that secondary school students should develop positive attitudes towards their academic activities and abhor activities that will lead to a decline in the learning outcomes. (shrink)

The hypothesis that we want to test is whether the Kantian revolution, based on a Copernican-type hypothesis, is a revolution in the Kuhnian sense of “scientific revolution”. By answering it we accomplish the two aims of this paper: to draw a recuperative and justificatory perspective to the fundamental ideas from Thomas Kuhn’s Structure of Scientific Revolutions, related in particular to the refutation of Larry Laudan’s criticism on it and, by our own Kuhn-type reconstruction of the term “Copernican revolution” attributed to (...) Kant, to demonstrate the nominal hypothesis formulated above. Accordingly, we argue not only that, with Kant, we find analogously the Kuhntype model of revolution, and that the results of his revolutionary hypothesis on how reporting to the object coincide not only with the results provided by science and with their scientific status; but also that it is consistent with the model provided by Kuhn . (shrink)

This brief article is a legacy of the authors twenty-five year teaching experience of Nigerian Church History in three Nigerian Universities between May 25, 1987 and May 31, 2012 and his ministerial duties and lecture on Church history in the Lutheran Seminary in Nigeria and the various interaction with other Christian brethren, especially in relationship with Christian students of The Apostolic Church, Nigeria. In this article, the researchers have tried to describe the early history of the Apostolic Church in Cross (...) River State of Nigeria, West Africa, through a brief biographical stetch of Pastor Eyo Nkune Okpo Ene of Ambo Family, Mbaraokom, Creek Town (Obio Oko), who lived between 22nd November, 1895 and 1st February, 1973(78 years). This work is a paragon or model of other similar ones: like those of Garrick Idakatima Sokari Braide, Samuel Ajayi Crowther, Essien Ukpabio, Jonathan Udo Ekong and others. (shrink)

This correlational study investigated the relationship between preservice teachers’ math self-concept, self-efficacy, and attitude with their math achievement. Participants were chosen using stratified random sampling from BEEd and BSEd mathematics majors (n = 117). From the findings, preservice teachers had moderate to high math self-concept, self-efficacy, and attitude. These variables were statistically correlated with each other and with math achievement. The inclusion of training programs for developing the preservice teachers’ math self-concept, self-efficacy, and attitude, as well as designing curricula that (...) engage and encourage them to do mathematics and problem-solving, must be considered among teacher education institutions. (shrink)

This research work titled, “Virtue epistemology: Internalism and Externalism Justification” attempts to give a succinct analysis of the justification of our knowledge. It rigorously scrutinizes the sources of our knowledge claim. Whether the justificatory criteria to authenticate our knowledge claim are external or internal. It is discovered that the internalism-externalism (I-E) debate lies near the centre of contemporary discussion about epistemology. The basic idea of internalism is that justification is solely determined by factors that are internal to a person. Externalists (...) deny this, asserting that justification depends on additional factors that are external to a person. A significant aspect of the I-E debate involves setting out exactly what counts as internal to a person. One of the arguments for externalism is that if a process counts as cognitive when it is performed in the head, it should also count as cognitive when it is performed in the world. We sometimes perform actions in our heads that we usually perform in the world, so that the world leaks into the mind. Internalism has epistemological implications: if a process gives us an empirical discovery when it is performed in the world, it will also give us an empirical discovery when it is performed in the head. I explore the relation between internalism and externalism and contend that both are crucial and needed for the purpose of justification. The work employed analytical, expository and critical methods. -/- . (shrink)

This research work titled, “Virtue epistemology: Internalism and Externalism Justification” attempts to give a succinct analysis of the justification of our knowledge. It rigorously scrutinizes the sources of our knowledge claim. Whether the justificatory criteria to authenticate our knowledge claim are external or internal. It is discovered that the internalism-externalism (I-E) debate lies near the centre of contemporary discussion about epistemology. The basic idea of internalism is that justification is solely determined by factors that are internal to a person. Externalists (...) deny this, asserting that justification depends on additional factors that are external to a person. A significant aspect of the I-E debate involves setting out exactly what counts as internal to a person. One of the arguments for externalism is that if a process counts as cognitive when it is performed in the head, it should also count as cognitive when it is performed in the world. We sometimes perform actions in our heads that we usually perform in the world, so that the world leaks into the mind. Internalism has epistemological implications: if a process gives us an empirical discovery when it is performed in the world, it will also give us an empirical discovery when it is performed in the head. I explore the relation between internalism and externalism and contend that both are crucial and needed for the purpose of justification. The work employed analytical, expository and critical methods. (shrink)

This paper examines Augustine’s views on language, learning, and testimony in De Magistro. It is often held that, in De Magistro, Augustine is especially concerned with explanatory understanding (a complex cognitive state characterized by its synoptic nature and awareness of explanatory relations) and that he thinks testimony is deficient in imparting explanatory understanding. I argue against this view and give a clear analysis of the different kinds of cognitive state Augustine is concerned with and a careful examination (...) of his arguments concerning the deficiencies of testimony in producing these cognitive states. (shrink)

Augustine on select metaphysical topics: hylomorphism vs. dualism, theories of God, angels.

The philosophers of antiquity had much to say about the place of friendship in the good life and its role in helping us live virtuously. Augustine is unusual in giving substantial attention to the dangers of friendship and its potential to serve as an obstacle (rather than an aid) to virtue. Despite the originality of Augustine’s thought on this topic, this area of his thinking has received little attention. This paper will show how Augustine, especially in the (...) early books of the Confessions, carefully examines the potential of friendship to lead us astray. In particular, friendships may prove an impediment to virtue by: derailing our practical reasoning (rather than aiding it); fostering vices (rather than virtues); and misdirecting our love. Augustine’s investigation of the murky depths of friendship shows an original philosopher and keen observer of the human condition at work. (shrink)

Throughout his works, St. Augustine offers at least nine distinct views on the nature of time, at least three of which have remained almost unnoticed in the secondary literature. I first examine each these nine descriptions of time and attempt to diffuse common misinterpretations, especially of the views which seek to identify Augustinian time as consisting of an un-extended point or a distentio animi . Second, I argue that Augustine's primary understanding of time, like that of later medieval (...) scholastics, is that of an accident connected to the changes of created substances. Finally, I show how this interpretation has the benefit of rendering intelligible Augustine's contention that, at the resurrection, motion will still be able to occur, but not time. (shrink)

Augustine and William James both argue that religious faith can be both practical and rational even in the absence of knowledge. Augustine argues that religious faith is trust and that trust is a normal, proper, and even necessary way of believing. Beginning with faith, we then work towards knowledge by means of philosophical contemplation. James’ “The Will to Believe” makes pragmatic arguments for the rationality of faith. Although we do not know (yet) whether God exists, faith is a (...) choice between the risk of believing something false and the risk of not believing something true, and in the absence of convincing evidence we may decide for ourselves which risk we prefer. We may be able to experience God in the future and thereby gain knowledge, yet this may be contingent on our willingness to believe. There are key differences, however. Augustine is a Christian with a neo-Platonic bent, James an empiricist defending the religion of your choice. These differences may be less significant than they first appear. After explaining Augustine and then James I draw out the major points of comparison and contrast and suggest a few reasons their insights might be at least partially synthesized. -/- This is the accepted version of the following article: Mark J. Boone, “Augustine and William James on the Rationality of Faith,” The Heythrop Journal (online edition December 2018), which has been published in final form at [See First URL]. This article may be used for non-commercial purposes in accordance with the Wiley Self-Archiving Policy [See Second URL]. (shrink)

In this paper, I first discuss Augustine’s description of time and relate this to Boethius’ explanation of the distinction between time and eternity. I then connect this distinction to Augustine’s understanding of memory as an image of eternity, showing that the analogy between God and the human with reference to time involves a comparison not between eternity and time, but rather, between eternity and a limited experience of eternity within the mind and its distension: time is not the (...) image of eternity, the human mind is, particularly its power of memory (memoria). The accounts of time and eternity of both thinkers provide further evidence for Augustine’s influence on and importance for the thought of Boethius. Both figures describe the past and future as united in the present under the divine purview of God. (shrink)

There are two general routes that Augustine suggests in De Trinitate, XV, 14-16, 23-25, for a psychological account of the Father's intellectual generation of the Word. Thomas Aquinas and Henry of Ghent, in their own ways, follow the first route; John Duns Scotus follows the second. Aquinas, Henry, and Scotus's psychological accounts entail different theological opinions. For example, Aquinas (but neither Henry nor Scotus) thinks that the Father needs the Word to know the divine essence. If we compare the (...) theological views entailed by their psychologies we find a trajectory from Aquinas, through Henry, and ending with Scotus. This theological trajectory falsifies a judgment that every Augustinian psychology of the divine persons amounts to a pre-Nicene functional Trinitarianism. This study makes clear how one's awareness of the theological views entailed by these psychologies enables one to assess more thoroughly psychological accounts of the identity and distinction of the divine persons. (shrink)

The Enarrationes in Psalmos is the collection of Augustine’s commentaries and sermons on the Psalms. Although Augustine is often at his philosophical best here, bearing various resemblances to the Platonists and other philosophers, he also articulates a distinctively Christian view on what we should desire, on how desire has gone wrong, and on how it is healed. The renewal of desire takes place as a result of and through the unity of Christ and the church, which is the (...) guiding theme of the Enarrationes. Augustine’s Preaching and the Healing of Desire in the Enarrationes in Psalmos traces this theology of desire as it connects to Augustine’s Christology, his ecclesiology, his account of happiness and well-being, and his eschatology. The book closes with some suggestions on what the church can learn today from the Enarrationes in the areas of psychology and wellbeing, biblical exegesis, and homiletics. (shrink)

One way of viewing the organizing structure of the Confessions is to see it as an engagement with various texts at different phases of St. Augustine’s life. In the early books of the Confessions, Augustine describes the disordered state that made him unable to read any text (sacred or profane) properly. Yet following his conversion his entire orientation— not only to texts but also to reality as a whole—changes. This essay attempts to trace the winding paths that lead (...) up to Augustine’s conversion through his various encounters with texts (and individuals) and to examine his struggles both intellectual and spiritual along the way. In the final section, I bring Augustine into conversation with Hans-Georg Gadamer in order to highlight a number of hermeneutical continuities shared by premoderns and postmoderns. After comparing premodern and modern hermeneutical orientations, I conclude that Augustine’s approach to Scripture contrasts sharply with a (strict) modern grammatico-historical biblical methodology, whereas premodern hermeneutics share a number of continuities with Gadamerian and postmodern emphases. Lastly, in light of Gadamer’s famous statement, ‘all of life is hermeneutics’, I suggest that perhaps we could read Augustine’s life as affirming this claim. By taking a close look at Augustine’s story, I will attempt to show how pre-judgments, interpretative traditions and a dynamic/analogical rather than a static/univocal understanding of text (and reality) decisively affected his spiritual and intellectual vision—observations Gadamer would no doubt heartily affirm. (shrink)

There is a remarkable coincidence in Augustine and Avicenna’s investigations into the nature of time. Despite the fact that Avicenna wrote in Arabic and Persian, was born in Central Asia more than five hundred years after the death of Augustine, and had no access to Augustine’s philosophical works, both consider a strikingly similar objection to the ontological dependence of time on the motion of the heavens.

Seneca asserts in Letter 121 that we mature by exercising self-care as we pass through successive psychosomatic “constitutions.” These are babyhood (infantia), childhood (pueritia), adolescence (adulescentia), and young adulthood (iuventus). The self-care described by Seneca is 'self-affiliation' (oikeiōsis, conciliatio) the linchpin of the Stoic ethical system, which defines living well as living in harmony with nature, posits that altruism develops from self-interest, and allows that pleasure and pain are indicators of well-being while denying that happiness consists in pleasure and that (...) pain is misery. Augustine divides the narrative of his own development into the stages of babyhood (infantia), childhood (pueritia), adolescence (adulescentia), and young adulthood (iuventus) in the Confessions, a text wherein he claims familiarity with more than a few works of Seneca (Conf. 5.6.11). Furthermore, he had access to Stoic accounts of affiliation not only in Seneca’s Letter 121, but also in Cicero’s On Goals, and in non-extant sources of Stoic ethical theory. After pointing out that Augustine endorsed the notion of self-affiliation outside of the Confessions, I raise the question of whether he also makes the notion of affiliation thematic in his philosophical autobiography. I argue that he does indeed present himself and some of his primary relationships – with his mother and his long-term girlfriend – in terms of personal and social oikeiōsis. In addition, his self-critiques in the early books of the Confessions can be more fully understood if compared to Stoic developmental theory. He depicts himself as failing to progress intellectually, socially, and morally: although he passed through the successive constitutions, becoming physically larger and cognitively capable, he did not mature correctly by the standards of his Stoic sources. (shrink)

This paper seeks to rehabilitate St. Augustine’s widely dismissed response to the alleged incompatibility of divine foreknowledge and free will. This requires taking a fresh look at his analysis in On Free Choice of the Will, and arguing its relevance to the current debate. Along the way, mistaken interpretations of Augustine are rebutted, his real solution is developed and defended, a reason for his not anticipating Boethius’s a temporalist solution is suggested, a favorable comparison with Ockham is made, (...) rival solutions are rejected, and the aporetic nature of the problem is explained. (shrink)

In one of his earliest dialogues, the Soliloquia, Augustine identifies the liberal arts (disciplinae) with truth (veritas), and employs this somewhat puzzling identification as a premise in his infamous proof of the immortality of the soul (Sol. 2.24). In this paper, I examine Augustine’s argument for this peculiar identification. Augustine maintains both (1) that the constituent propositions of the liberal arts are true, and (2) that the liberal art of dialectic (disciplina disputandi) is the “truth through which (...) all disciplines are true” (Sol. 2.21). I argue that Augustine identifies the liberal arts with truth because (1) the constituent propositions of the liberal arts are learned, and (2) dialectic’s structure is essential to the liberal arts. I further suggest that the subject matter of each liberal art reflects a distinct segment of intelligible reality, that is, the realm of the intelligible Forms. (shrink)

Roughly speaking, Augustine claims that ‘Immutable Truth’ is superior to the human mind and, consequently a legitimate candidate for the role of God. Clearly there is such a thing as Immutable Truth. So either that is God, or there is something superior to Immutable Truth, and that superior thing is God. I spell out this argument, and offer some objections to it.

Augustine famously claims every word is a name. Some readers take Augustine to thereby maintain a purely referentialist semantic account according to which every word is a referential expression whose meaning is its extension. Other readers think that Augustine is no referentialist and is merely claiming that every word has some meaning. In this paper, I clarify Augustine’s arguments to the effect that every word is a name and argue that ‘every word is a name’ amounts (...) to the claim that for any word, there exist tokens of that word which are autonymous nouns. Augustine takes this to be the result of universal lexical ambiguity or equivocity and I clarify how Augustine’s account of metalinguistic discourse, which is one of the most detailed to have survived from antiquity, differs from some ancient and modern theories. (shrink)

In this paper, I explore Augustine’s account of sense cognition in book 11 of De Trinitate. His discussion in this context focuses on two types of sensory state—what he calls “outer vision” and “inner vision,” respectively. His analysis of both types of state is designed to show that cognitive acts involving external and internal sense faculties are susceptible of a kind of trinitarian analysis. A common way to read De Trin. 11, is to interpret Augustine’s account of “outer” (...) vision as an analysis of sense perception and his account “inner” vision as an analysis of occurrent sensory memory and imagination. I argue against such a reading of De Trin. 11, however. Insofar as we take perception to be a phenomenally conscious mode of sensory awareness, outer vision cannot, I claim, be the equivalent of ordinary sense perception. For, on Augustine’s view, the deliverances of outer vision only reach the threshold of consciousness, when outer vision occurs in conjunction with inner vision. Hence, on my analysis, sense perception turns out to be a complex, hybrid state—one that involves both outer and inner vision. If I am right, acts of sense perception turn out not to be directly susceptible to trinitarian analysis. Even so, the account is interesting and nuanced for all that. (shrink)

A modified version of Michael Gorman's comments on Peter King’s paper at the 2004 Henle Conference. Above all, an account of Augustine’s purposes in discussing Neoplatonism in Confessions VII, showing why Augustine does not tell us certain things we wish he would. In my commentary I will address the following topics: (i) what it means to speak of the philosophically interesting points in Augustine; (ii) whether Confessions VII is really about the Trinity; (iii) Augustine‘s intentions in (...) Confessions VII; (iv) King‘s hypostatic interpretation‖;(v) Christology. (shrink)

In this article, I first show in what way Augustine's 'De doctrina Christiana' actually concerns liberal education, or at least includes it within its scope. Second, I articulate the new 'modus' of education, its new “mode” or “measure,” presented in 'De doctrina'. Third, I exemplify the modification of education by briefly considering Augustine’s treatment of rhetoric in Book IV of 'De doctrina'. Fourth and finally, I conclude with general remarks that attempt to situate the sort of education of (...) which Augustine speaks in 'De doctrina' among some current alternatives with which we are familiar. (shrink)

Medieval accounts of diachronically unified consciousness have been overlooked by contemporary readers, because medieval thinkers have a unique and unexpected way of setting up the problem. This paper examines the approach to diachronically unified consciousness that is found in Augustine’s and Aquinas’s treatments of memory. For Augustine, although the mind is “distended” by time, it remains resilient, stretching across disparate moments to unify past, present, and future in a single personal present. Despite deceptively different phrasing, Aquinas develops a (...) remarkably similar view when, in order to accommodate Aristotle’s view of memory to Augustine’s, he insists that an implicit self-awareness “time-stamps” all intellectual acts. According to their shared approach, diachronic unified consciousness is the result of the curious way in which the mind is both drawn into and transcends the temporal succession of its own acts. (shrink)

The teaching of deification has long been emphasized as a peculiarity of Eastern Orthodox theology, which is unmatched by Latin fathers. Protestanttheologians reduced this teaching to the influence of paganism and explained it asone of the indicators of the unhealthy Hellenization of Gospel science. Accordingto the general agreement of contemporary scholars, St. Augustine not only speaksof deification but deification occupies a significant place in his theological system.We will try to analyze the most significant aspects of Augustine’s teaching on (...) dei-fication in the context of his general theological position. (shrink)

Philosophers of education often view the role of religion in education with suspicion, claiming it to be impossible, indoctrinatory or controversial unless reduced to secular premises and aims. The ‘post-secular’ and ‘decolonial’ turns of the new millennium have, however, afforded opportunities to revaluate this predilection. In a social and intellectual context where the arguments of previous generations of philosophers may be challenged on account of positivist assumptions, there may be an opening for the reconsideration of alternative but traditional religious epistemologies. (...) In this article, we pursue one such line of thought by revisiting a classic question in the philosophy of education, Meno’s Paradox of inquiry. We do this to revitalise understanding and justification for religious education. Our argument is not altogether new, but in our view, is in need of restatement: liturgy is at the heart of education and it is so because it is a locus of knowledge. We make this argument by exploring St Augustine’s response to Meno’s Paradox, and his radical claim that only Christ can be called ‘teacher’. Though ancient, this view of the relationship of the teacher and student to knowledge may seem surprisingly contemporary because of its emphasis on the independence of the learner. Although our argument is grounded in classic texts of the Western tradition, we suggest that arguments could be made by drawing on similar resources in other religious traditions, such as Islam, that also draw upon the Platonic tradition and similarly emphasise the importance of communal and personal acts of worship. (shrink)

Dans cet article, j’examine comment Augustin Dibi Kouadio répond à la question du début de l’histoire de la philosophie. En suivant son argumentation telle qu’elle se déploie dans son livre majeur et dans d’autres textes, je découvre que Dibi Kouadio est influencé d’une part par G. W. F. Hegel lorsqu’il s’agit de définir la philosophie, et d’autre part par Paulin Hountondji, pour ce qui concerne la critique de l’ethnophilosophie. Combinées, ces deux influences conduisent Dibi Kouadio à tenir, en rapport avec (...) la philosophie africaine, une position que je me propose de dévoiler et de critiquer, à savoir l’absence de philosophie dans le passé du continent. (shrink)

In this 2nd part of the series on Tantra in this blog, we look at St. Augustine and the Postmoderns like Derrida and John Caputo to gradually frame a hermeneutics of Tantra.

I argue that St. Augustine of Hippo was the first in the history of Christian spirituality who expressed a key tendency of Christian mysticism, which implies a gradual intellectual ascent of the human soul to God, consisting of the three main stages: external, internal, and supernal. In this ascent a Christian mystic proceeds from the knowledge of external beings to self-knowledge, and from his inner self to direct mystical contemplation of God. Similar doctrines may be found in the writings (...) of the Greek Fathers. Although there are many similarities in the overall doctrine and in particular details between them, it does not imply the direct impact of Augustine’s theological thought on the Greek Fathers but rather the influence of the Neoplatonic philosophy on both Western and Eastern Christianity, in particular, of Plotinus’ theory of intellectual cognition. (shrink)

This paper is concerned with the background to Lacan’s Seminar I, chapter xx on Augustine’s De magistro, its manuscript sources, editions and structure. The discussion of Augustine’s treatise was suggested to Lacan by Louis Beirnaert but he seems not to have known the text. We argue that there are reasons to think the suggestion came from his Jesuit confrere Paul Henry, the learned co-editor of the Enneads, who was helping to organise an international congress in Paris that year (...) on Augustine. Although the history of the discussion of ‘signs’ goes back to Aristotle, the only attempt to bring signification into a theory of language, prior to Augustine, is found in a passage in Plotinus which Henry had discussed some years earlier. The Latin text of De magistro they used was, unfortunately, badly corrupted and this contributed to a mistaken understanding of its structure. Nevertheless, Lacan found some important parallels between Augustine’s view on teaching and the complexity of understanding and his own teaching and psychoanalysis. (shrink)

From the beginning, Augustine's "Confessions" presents itself as a dialogue with God. Taking a cue from Ludwig Feuerbach’s "The Essence of Christianity [Das Wesen des Christentums]," this dialogue can easily be dismissed as a projection of the self. This would imply that the divine otherness is nothing more than a mirror of one’s own fears and preferences. “Does this critique,” I asked myself in this piece, “really do justice to a position like that of Augustine?” For a long (...) time, I did not know how to approach what I had — provisionally — called Augustine’s dialogue with God. It appeared to me that Augustine, in an accidental and indirect way, had re-invented the Platonic dialogue and had turned it into a new Christian genre. “It is true,” I told myself, “that the genre of the Confessions shows family resemblances with the hagiography and the autobiography. But most certainly it cannot be reduced to these genres.” The Greek words ‘hagios’ (holy) and ‘autos’ (self) are in flagrant contradiction with the intention of the Confessions. Augustine tries to stay clear of any claim of holiness and only highlights his own ‘self’ to immediately question it. “Is the Platonic dialogue,” I asked myself, “not a far more appropriate predecessor for Augustine’s dialogue with God?” Both types of dialogues can be seen as true dia logoi in which at least two different voices emerge. However, contrary to what one would expect, it is not the dialogue form itself that frames these two voices. Instead the two voices emerge within the discourse of a single speaker, incorporating true otherness within the discourse of the self. Building on these reflections, I explore how Augustine's dialogue with God succeeds in eluding Feuerbach's charge of self-projection. (shrink)

Two ancient sages show how even the most salacious fiction can be spiritually beneficial, for it shows our need for virtue and for grace. The first is the Roman philosopher Plutarch. Among ancient moral philosophers who were concerned with the effects of bad behavior in fiction, Plutarch distinguishes himself by showing how we can benefit morally from such stories. To do so we must approach them with a critical mind and from the right perspective; only then will we have the (...) discernment to separate the good from the bad, to learn to embrace and imitate virtue but flee from vice. The second is Augustine. A comparison of his writings with Plutarch’s produces not only a valuable theological extension of Plutarch’s thought, but also a valuable Christian perspective on the arts. According to Augustine, the pursuit of virtue only gets us so far, and on its own it cannot get us to a happy life. In particular, fiction such as this shows us that we need virtue; but it also shows us that we are not virtuous; so it also shows us that we need grace. -/- I first expound the concerns of ancient philosophers with the epic fiction of their own day. Then I consider Plutarch’s advice on how to benefit from bad behavior portrayed in fiction. Next, I apply his advice to the reimagined Battlestar Galactica. Finally, I show that Galactica illustrates Augustine’s argument in The City of God that happiness cannot be found in this life and how it thus points to our need for grace. -/- Note: The attached file does not have the same pagination as the published article. If you need to cite this article by page number, please consult Volume 2, Issue 1 of Imaginatio et Ratio. (shrink)

There is a long history of philosophers granting a privileged epistemic status to cognition of directly present objects. In this paper, I examine three important historic accounts which provide different models of this cognitive state and its connection with its objects: that of the Stoics, who are corporealists and think that ordinary perception may have an epistemically privileged status, but who seem to struggle to accommodate non-perceptual cognizance; that of Augustine, who thinks that incorporeal objects are directly present to (...) us in ‘intellectual perception’, and that, by way of contrast, ordinary sense-perception does not have a privileged epistemic status; and that of William of Ockham, who allows for unmediated action at a distance and is fairly generous about what counts as being directly present. (shrink)

Many critics of religion insist that believing in a future life makes us less able to value our present activities and distracts us from accomplishing good in this world. In Augustine's case, this gets things backwards. It is while Augustine seeks to achieve happiness in this life that he is detached from suffering and dismissive of the body. Once Augustine comes to believe happiness is only attainable once the whole city of God is triumphant, he is able (...) to compassionately engage with present suffering and see material and social goods as part of our ultimate good. (shrink)