Meaningful work is both a moral issue and an economic one. Studies show that workers’ experience of meaninglessness in their jobs contributes to job dissatisfaction which has negative effects to business. If having a meaningful work is essential for the well-being of workers, providing them with one is an ethical requirement for business establishments. The essay aims to articulate an account of meaningful work in the Catholic social teachings. CST rejects the subjectivist and relativist notion of work which (...) affirms the absolute freedom of individuals to choose their commitment and goals, even if this includes experiencing satisfaction in dehumanizing work. First, the paper will present a summary account of some of the current views on meaningful work from the objective-normative approach. This will be followed by a systematic treatment of the meaning and value of work in the CST, the similarities and differences it has with alternative views, and its implications for the way we promote meaningful work. The paper will argue that by recognizing the subjective and objective dimensions of work and affirming that although the two are inseparable, the former takes priority over the latter; CST develops a holistic, comprehensive, and coherent account of meaningful work which overcomes some of the difficulties that are usually encountered in dealing with this issue from a purely objective approach. (shrink)

In recent years official Roman Catholic documents have addressed the ecological crisis from the perspective of Catholic social teaching. This expansion of Catholic social thought addresses the social and ecological question. This paper links environmental and human ecology with the concept of sustainability and proposes an interpretation of the common good and a definition of sustainability within Catholic social teaching. Our treatment of sustainability and Catholic social teaching (...) includes: an analysis of the ecological processes that sustain nature; insights from human ecology, and an examination of models of sustainability as a foundation for re-structuring society to promote the common good. The paper provides a summary of the historical expansion of the common good within modern Catholic social thought, and concludes with an ecological interpretation of the common good and a definition of sustainability within the Catholic understanding of justice. (shrink)

This study examines from an ethical framework the circumstances of workers who are engaged in non-professional services that are offered through corporations that are organized to serve high volume of costumers. Drawing on the relevant ethical teachings of the Catholic social tradition (CST), it explores some practices, strategies, and policies that could address the problems experienced by many service providers in the United States today. CST refers to a wide variety of documents of the magisterium of the (...) class='Hi'>Catholic Church which respond to the changing social and economic challenges of the modern world. The study argues that the primacy of the person, love and subsidiarity, sense of community, and respect for worker’s rights and unionism in CST are not only moral principles that uphold intrinsic human goods, they are likewise instrumental to operational effectivity because they promote job satisfaction, smooth interpersonal relationship, and long-term commitment with the company. They enable service providers to work efficiently, deliver exceptional service, and act as conduit between the customers and the business establishment, rather than simply being caught between their conflicting demands. (shrink)

This paper is about the modern-day problem of human alienation and fulfillment in work from the perspective of the Catholic social thought. It analyses the symptoms and causes of work alienation, the meaning of work and its significance in the individual’s quest for fulfillment, and how the Catholic social teachings can shed light on the problems involved in transforming the world of work. Alienation in work affects one’s subjective and psychological fulfillment, but it is not ultimately (...) dependent on material culture or economic models. The problem of alienation in work cannot be dealt with by simply modifying the production process or the wage system, although these are factors that alienate people even more. Social problems cannot be solved without light of faith and the recognition of the moral order that is rooted in God. In the final analysis, alienation is not simply the loss of meaning in human activities. It is the loss of life’s meaning and man’s estrangement from his own authentic nature, including his reason for being and final end, that results from the rejection of God and His teachings. What Catholicism provides is a combination of economic, psychological, moral, social, and spiritual motives for work that will make it personally fulfilling. (shrink)

This paper tackles the current challenges to private sector unionism in the United States in light of Catholic social teaching (CST). The focus of the study is unionism in the private sector where the fall-off in membership is observed. CST is contained in a wide variety of official documents of the Catholic Church, in particular papal encyclicals, which present ethical norms for economic life in response to the changing realities of the modern world. The study begins (...) with an analysis of the concrete situation: the causes of decline in union membership. It is followed by an ethical reflection on CST’s perspectives and exploration of practices, strategies, and policies that can help reverse the ongoing trend of union decline and revitalize the labor movement in the country. The paper argues that unions are good in themselves as an expression of the workers’ right to associate and instrumentally good as they invoke such values as the dignity of work, solidarity, subsidiarity, common good, and economic equality. While it has been proven that workers and society as a whole gain material benefits from effective unionization, focus on intangible benefits and moral principles offered by CST may give labor organizing a new impetus and inspiration. (shrink)

This essay is an interreligious study of spirituality of work and its implications for business ethics. It considers the normative / doctrinal teachings on human work in Bhagavadgita (BG) and Catholic Social Teaching (CST). In as much as the focus of this study is spirituality of work, it does not present an in-depth and comprehensive comparison of Hindu and Catholic religions. Similarities and differences between the texts under consideration will be examined, but such examination will be (...) limited to the most critical and relevant points. It will begin by exploring a Hindu spirituality of work based on BG. The paper will analyze salient ideas and relevant passages in the text that tackle the religio-spiritual significance of our daily engagement in the world through paid work from a Hindu perspective. A discussion on major themes in CST that resonate with BG’s teachings on work will follow. These themes will serve as analytical elements that will frame an interreligious spirituality of work from the two points of view. The interreligious analysis will demonstrate that as far as BG and CST are concerned, spirituality of work can be a unifying force, a locus for cross-cultural dialogue, and a bridge between different beliefs. Next, the essay will tackle the implications of a Hindu-Catholic spirituality of work for business ethics. It will explain how the two textual traditions deepen our understanding of work by providing answers to the questions why must we work, what is the right attitude to work, and how our work connects us with other beings and with our ultimate end. Finally, the conclusion will demonstrate how the findings of this study relate and enhance the outcomes of current research in spirituality of work. Finding common grounds on how different religions regard work would enable business professionals and managers to truly value diversity and inclusiveness and respond ethically to the expression of religions in an increasingly pluralistic workplace. (shrink)

This essay is an interreligious study of spirituality of work. It considers the normative/doctrinal teachings on work in Bhagavadgita and Catholic Social Teaching. It will begin by exploring a Hindu spirituality of work based on Bhagavadgita. The paper will analyze salient ideas and relevant passages in the text that tackle the religio-spiritual significance of our daily engagement in the world through paid work from a Hindu perspective. A discussion on major themes in Catholic Social (...) class='Hi'>Teaching that resonate with Bhagavadgita’s tenets on spirituality of work will follow. These themes will serve as analytical elements that will frame an interreligious spirituality of work from the two points of view. This study will demonstrate that, as far as spirituality of work is concerned, there is more convergence than divergence between Catholicism and Hinduism. Spirituality of work can be a unifying force, a locus for cross-cultural dialogue, and a bridge between different beliefs in the workplace. (shrink)

The principle of subsidiarity is a multi-layered and flexible principle that can be utilised to empower, inform, enhance and reform scholarship in a range of significant areas, however, it has been somewhat overlooked in recent scholarship. In order to highlight the continued relevance and potential applications of the principle, this, the first of two papers, will provide a detailed analysis of the meaning and application of the principle of subsidiarity in Catholic social teaching. In doing so, the (...) interplay of the principle of subsidiarity and other key principles of catholic social teaching such as dignity of the person, solidarity, and the common good will be highlighted. The second part of this paper discusses the political applications of the principle, including its ability to inform scholarship on the allocation of governmental powers (including federalism), democracy, and individual participation in government. This leads to a discussion in the second paper, of the Catholic aspects of subsidiarity in the governance of the European Union. (shrink)

This paper is the second of two papers which examine the versatility of the principle of subsidiarity. The first paper explored the nature of the principle in Catholic social teaching as a moral and social principle and its potential application in the political sphere. This paper further explores the political application of the principle of subsidiarity through a discussion of its operation in the European Union, where it is embodied in article 5(3) of the Treaty on (...) European Union. This paper discusses subsidiarity’s interpretation by the European Court of Justice as a political value judgement, rather than a legal principle. In its discussion of subsidiarity in the European Union, this paper draws some comparisons with the principle’s enunciation in Catholic social teaching. Together, these papers are intended to highlight the many facets of the principle of subsidiarity in order to promote its continued relevance and to promote further scholarship on subsidiarity. (shrink)

It is the contention of this paper that ethics of work ought to be anthropological, and artificial intelligence (AI) research and development, which is the focus of work today, should be anthropological, that is, human-centered. This paper discusses the philosophical and theological implications of the development of AI research on the intrinsic nature of work and the nature of the human person. AI research and the implications of its development and advancement, being a relatively new phenomenon, have not been comprehensively (...) interrogated in the social and ethical teachings of the Catholic Church. This paper, therefore, proposes a path for this interrogation by expounding a discourse which is believed to be epistemically helpful in the developing discourse of AI in the ethical and social teachings of the Church. The advancement in the research on AI is not only redefining the meaning of work, but, even more so, it is questioning the metaphysical notion of the human person and the theological notion of work as an intrinsic part in the selfhood and dignity of the human person. (shrink)

This article presents an ethical analysis and critique of personalized service in the tradition of Catholic social teaching (CST) that is both Catholic and Personalist. It tackles the ethical issues involved when service delivery is personalized, issues that affect both the consumers and the service providers. It focuses on nonprofessional services that are offered by low-skilled blue-collar workers through corporations that are organized to produce efficient service to a high volume of consumers. Customer service involves intersubjectivity, (...) that is, interaction between two persons as subjects. Ethics in the service context is not only about treating consumers in a just manner; the threats to the personhood of the service providers are also significant, for their work cannot be separated from their very being. By focusing on the ethical issues of emotional labor and consumerism of human service, the study will argue that the human interaction in personalized service runs the risk of alienating us from our authentic selves and from each other. If the objective of personalized service is to create authentic human relationship in the service encounter, the latter can arise even in a nonpersonalized service. We do not have to personalize our actions in order to create genuine human interaction. Instead, what we must do is to treat each other as persons. (shrink)

The notion of the subjective dimension of work has its roots in Catholic Social Teaching. This essay offers a Buddhist perspective on this topic. Although there is no distinction between the subjective-objective dimensions of work in traditional Buddhist texts, Buddhist teaching on karma contains implicit affirmation of the subjective dimension of work as the source of the morality of work, and this notion is a useful explanatory framework in understanding right livelihood in contemporary setting. While Buddhist (...) perspective on subjectivity of work is consistent with the view of Catholic Social Teaching, consideration of Buddhism in our conceptualization of the subjective dimension of work will challenge us to revise and expand the concept and practice of meaningful work to integrate the wellbeing of workers, interpersonal relationships, meditative practice (mindfulness) and concern for the environment. (shrink)

In the summer of 2016, the University of Dallas and the Instituto Tecnológico Autónomo de México organized a conference to discuss the topic of the middle class and its continued decline—recognizing that, despite some historical, political and cultural differences, healthy democracies throughout the hemisphere depend upon a strong and prosperous middle class. This volume brings together contributions by nine scholars from both institutions. The chapters reflect diverse disciplinary perspectives that are historical, political, economic, anthropological, and philosophical. Despite this diversity, the (...) volume possesses a conceptual unity that stems from its foundation in Aristotle’s approach to the middle class. On this basis, the topic is given a rigorous study that is both theoretical and data-driven. The chapters include treatments of Aristotle, Montesquieu, Adam Smith and Sir James Steuart, Catholic social teaching, the problem of inequality in the US, the definition and measurement of the middle class in Mexico, as well as its values and political attitudes, the rise of middle-class politics in early-twentieth-century Latin America, and a comparative analysis of healthcare for the middle class in North America. (shrink)

Citation: Braun G, Hellwig MK, Byrnes WM (2007) Global Climate Change and Catholic Responsibility: Facts and Faith Response. Journal of Catholic Social Thought 4(2): 373-401. Abstract: The scientific evidence is now overwhelming that human activity is causing the Earth’s atmosphere to grow hotter, which is leading to global climate change. If current rates of greenhouse gas (GHG) emissions continue, it is predicted that there will be dramatic changes, including flooding, more intense heat waves and storms, and an (...) increase in disease. Indigenous peoples and the poor will be most severely affected, as will Earth’s wild animals and plants, a quarter of which could become extinct in fifty years. We urgently need to switch to renewable (non-GHG emitting) energy sources, and try to live in a simpler, more sustainable way. In this article, a renewable energy expert, a biochemist, and a theologian have come together to describe the situation in which we find ourselves, and present ideas for a solution that incorporates Catholic social teaching. (shrink)

The peculiarity of any social teaching, Catholic, Protestant or otherwise, is that it is an unsteady marriage between the dogmatically permanent beliefs and the perennially changing historical contexts. Any authentic and relevant social teaching needs to mirror a two-fold fidelity: Faithfulness to the universal truths to which the social teaching is a reflection, and loyalty to the historical contexts to which the social teaching is inextricably embedded. The merit of Cartagenas’s book (...) Unlocking the church’s best kept secret is that it epitomizes the wobbly balancing act that takes cognizance of this two-fold fidelity. (shrink)

This research examines the most important historical, political, economic, social, cultural, and religious factors before, during, and after the reign of Communism in Czechoslovakia from 1918 to 2021 and their effect on the extreme increase in atheism and decrease in Christianity, particularly Roman Catholicism, in the present-day Czech Republic. It devotes special attention to the role of the Clandestine Catholic Church (Ecclesia Silentii) and the changing policies of the Holy See vis-à-vis this Church, examining these policies' impact on (...) the continuing decline of Roman Catholicism in the Czech Republic after the collapse of Communism. The article also deals with Pope Pius XII's Secret Mandates of 1948-1950, the Second Vatican Council, and the Holy See's Ostpolitik. Scholars, who previously relied only on the views of the Czechs, blame the unprecedented drop in Christianity, the near-total destruction of the Catholic Church, and the rise in atheism on the Czechoslovak communist government's four decades of totalitarianism. Although the increase in atheism and decrease in Christianity were substantial during the era of Communism from 1948 to 1989, our data indicate that the decline in Christianity, particularly the historically predominating Roman Catholicism, did not commence with the 1948 communist coup d’état but traces its origins to the breakdown of the Austro-Hungarian Empire after the conclusion of WWI and the establishment of Czechoslovakia on October 28, 1918. What's more, this research shows that the most significant and unprecedented steep deterioration of the Christian Faith, namely Roman Catholicism, did not occur during the era of Communism but only after the Czechoslovak communist government collapsed in 1989. This massive decay did not happen even during the most extraordinary communist persecution of the Catholic Church during the era of Stalinism in Czechoslovakia. This research further finds that the Holy See's ill-advised policies and systematic, sustained, and prevalent failures in leadership, guidance, and teachings are responsible for the near destruction of the Roman Catholic Church and especially the end destruction of the Clandestine Catholic Church (Ecclesia Silentii), in the Czech and Slovak Republics after the fall of Communism. These failures furthermore contributed to the Czech Republic, the historical lands of Bohemia and Moravia that once were in the center of Christendom, degenerating into the most atheist country in Europe and the world today. (shrink)

This article explores the transition experience of Croatia from 1990 to the present, with emphasis on social attitudes towards the free-market system and how the legacy of communism has influenced people’s expectations of and views towards the economy. The anthropological position of man as homo economicus is of central importance, if one is to properly understand the forces at work in a transition society like Croatia. This position also has far-ranging implications for ethics and morality, as well as for (...) the general culture. Assisted by the insights of Catholic social teaching, in particular Pope Benedict XVI’s Caritas in Veritate, the article concludes with possible lessons from the failure of communism and the challenges of transition. (shrink)

With the release of Laudato Si (2015) Pope Francis has introduced new conceptual language into Catholic social teaching (CST), what he has called "integral ecology." His intent appears to be grounded in the realization that "It is essential to seek comprehensive solutions which consider the interactions with natural systems themselves and with social systems" (LS, no. CXXXVIII). Pope Francis goes on to make the case that ''We are faced not with two separate crises, one environmental and (...) the other social, but rather with one complex crisis with isboth social and environmental" (LS, no. CXXXVIII). Consequently, in order to solve this crisis we need to utilize "an integrated approach to combating poverty, restoring dignity to the excluded, and at the same time pro­ tecting nature" (LS, no. CXXXVlll). This perspective represents a major development in CST whereby the encyclical connects the dots between ecology/environment, economics and society, three essential aspects of what many in the environmental community and elsewhere see as in­ dispensable for humanity to achieve a sustainable relationship with the Earth. While this is extremely important for articulating a Catholic vision of sustainability, that is not the direction we take in this article. Rather our intent is to use the concept of integral ecology to do three things:(1) examine a current case in the U.S. that has received signif­ icant media attention as well as notoriety-the water crisis in Flint, Michigan; (2) describe how our recent understanding of the epigenetic impacts of environmental toxins casts a new and ominous light on this crisis and on other instances of environmental toxin exposure, and (3) propose some ideas on how epigenetic research might enlarge our in­ terpretation of basic aspects of CST highlighted in Laudato Si such as human dignity, justice and the common good. (shrink)

Central elements of Roman Catholic treatment ethics include: 1) that rejection of treatment with the intent of hastening death (even for a good end) is ethically equivalent to active euthanasia with the same intent; 2) a distinction between morally obligatory “ordinary” treatment and morally optional “extraordinary treatment”; 3) that the quality of the patient’s life is not be a legitimate basis for rejecting treatment; and 4) that extraordinary treatment is not forbidden, but optional, and that it is the patient (...) or the patient’s legal surrogate–not the doctor– who has the right to choose or reject it. Despite these principles, even in a cultural climate fully sympathetic to Catholic treatment ethics, it is appropriate as a legal matter to maintain the doctrine of informed consent under which it is possible for patients or their surrogates to reject life-preserving treatment, including for unethical reasons. It is normally impossible to enforce in practice in the external forum a differentiation between rejection of treatment for ethically acceptable and ethically unacceptable reasons. By contrast, in cases of direct killing, such as assisting suicide, the intent to cause death is unmistakable (as opposed to accepting an increased risk of death as a foreseeable but unintended consequence of pursuing a good end). In a pluralistic society Catholic ethics cannot be legislatively enforced on the ground that they are compelled by Catholic teaching. However, the basic principles of Catholic treatment ethics may be justified based on logic and widely accepted norms of human equality independently of revelation or ecclesiastical authority. Particularly in protecting the right of individuals to choose and obtain life-saving medical treatment regardless of their “quality of life,” and in suicide prevention, secular law can and should be congruent with key aspects of Catholic health care ethics. (shrink)

Integral human development is a human-centered development perspective that originated from Catholic social teaching. The perspective holds that authentic development is development that makes every person “more human.” Although it is seldom named in the literature, integral human development has had considerable influence on notions of authentic development, and in turn, development ethics. In this short chapter, I provide a brief explanation of the origins and implications of the conceptual foundations of integral human development both within and (...) beyond the Catholic Church. I argue that integral human development offers a truly radical participatory approach to human development. I briefly raise and respond to some concerns about agency, civic liberty, and integral human development’s connection to the Catholic Church. I conclude with a short explanation of integral human development in practice. (shrink)

This paper explores Pope Francis’ and the Holy See’s reaction to the war in Ukraine, and attempts to explain the logic behind it. After introducing the Holy See’s statements since the start of Russia’s aggression, the author reads them through the background of Catholic social teaching. In particular, he claims that the ambiguities of the Holy See’s position are due to the unresolved tension between the traditional just war approach and a tendency towards nonviolence. The latter has (...) acquired prominence over the last decades, in particular with Francis’ Fratelli Tutti. The author concludes that the war in Ukraine represents a pivotal moment in the Catholic Church’s thinking on war and peace. (shrink)

Caritas in Veritate leaves us with a question, Does Benedict XVI see politics as a practice or as an institution? How one answers this question has tremendous implications for how one should address the inequalities of contemporary society and the increasing globalization of the world. Alasdair MacIntyre, for instance, would consider politics to be primarily a practice with a good internal to its activities. This good consists in rational deliberation with others about the common good. If one considers politics an (...) institution, however, as seems to be the case with Jacques Maritain, then one pays less attention to the common good and more attention to the mechanics of the political institution. The difference in understanding goes a long way toward how one conceives of, determines, and achieves the common good, a central task for Catholic social teaching. It also prefigures whether and how one can justify self-sacrifice for the common good, demanded of police officers and soldiers, for instance, as well as whether and how one prioritizes the practices of a given political community. Caritas in Veritate (CIV) brings to the forefront issues of self-sacrifice and prioritization of practices at the global level. This paper shall address the position Benedict XVI lays out on globalization with reference to a global politics through the lens of the common good and the distinction between practice and institution. (shrink)

Increased participation in public affairs by the U.S. Conference of Catholic Bishops during the highly contentious 2012 Presidential election has seemingly brought the traditions of Catholic social teaching and socialism into a high profile conflict. While it is clear that President Obama is not what most academics would consider a “socialist,” modern discourse still presents what I argue is a false dichotomy- one can be either endorse natural law (especially of the Catholic variety) or socialism, (...) but not both. While my goal in this article is to refute the alleged incompatibility, not to determine its historical roots, some speculation about its origin may be illuminating. Recent work on religious identity in the United States suggests that Americans largely identify Christianity with the right wing of the American culture war. Additional research is required to fully grasp where this perception comes from, but one can venture several guesses: the rise of the “Christian Right” in Republican Party politics of the late 1990s and early 2000s, the concept of “social justice” being lampooned by Right-wing talk show hosts, and decades of a Catholic Church that firmly opposed Cold War-era Soviet Communism. The contrast between left-wing and right-wing thought on social issues (same-sex marriage, abortion, etc.) is very well documented and widely discussed. Differences between leftists and natural lawyers on economic issues, however, are more often assumed than argued for. Perhaps this is a matter of “guilt by association,” with those arguing that leftist social policy is at odds with natural law simply assuming that the same must be the case with leftist economic policy as well. Thus, natural law, long tied to Christianity throughout its history, is gratuitously appropriated by right-wing political ideology. Against this claim of incompatibility, I argue that one can rationally hold both socialism and natural law to be true. In his landmark Natural Law and Natural Rights, John Finnis offers what is arguably the twentieth century’s most complete theory of natural law. I will argue that the conception of socialism laid out by G.A. Cohen in hisWhy Not Socialism? is compatible with Finnis’s account of the human goods, and that natural lawyers can therefore reasonably endorse Cohen’s prescription for socialism. (shrink)

Reedition of papers in English spanning from 1986 to 2009 /// Historical background -- An imposed legacy -- Twentieth century contemporaneity -- Appendix: The philosophy of teaching legal philosophy in Hungary /// HISTORICAL BACKGROUND -- PHILOSOPHY OF LAW IN CENTRAL & EASTERN EUROPE: A SKETCH OF HISTORY [1999] 11–21 // PHILOSOPHISING ON LAW IN THE TURMOIL OF COMMUNIST TAKEOVER IN HUNGARY (TWO PORTRAITS, INTERWAR AND POSTWAR: JULIUS MOÓR & ISTVÁN LOSONCZY) [2001–2002] 23–39: Julius Moór 23 / István Losonczy 29 (...) // ON THE SURVIVAL OF ILMAR TAMMELO’S LETTER AND MANUSCRIPT ADDRESSED TO PROFESSOR MOÓR [2009] 41–44 // PROFESSIONAL DISTRESS AND SCARCITY: ALEXANDER HORVÁTH AND THE LEGACY OF NATURAL LAW IN HUNGARY [2005] 45–50 // HUNGARIAN LEGAL PHILOSOPHY IN THE 20TH CENTURY [2011] 51–72: I. The Pre-war Period [1. Bódog (Felix) Somló (1871–1920) 52] / II. The Inter-war Period [2. Gyula (Julius) Moór (1888–1950) 54 / 3. Barna Horváth (1896–1973) 55 / 4. József Szabó (1909–1992) 57 / 5. István Bibó (1911–1979) 58 / 6. Tibor Vas (1911–1983) 59 / 7. István Losonczy (1918–1980) 60] III. The Post-war Period (Communism) 61 [8. Imre Szabó (1912–1991) 62 / 9. Vilmos Peschka (1929–2006) 63 / 10. Kálmán Kulcsár (1928–2010) 65] IV. Contemporary Trends and Perspectives 66 [11. Csaba Varga (b. 1941) 66 / 12. András Sajó (b. 1949) 69 / 13. Béla Pokol (b. 1950) 70] V. Our Understanding of the Law Today 71 --- AN IMPOSED LEGACY -- LOOKING BACK [1999] 75–94: 1. On Ideologies and Marxism in general 75 / 2. Life of an Intellectual in Communism 79 / 3. On Marxism and its Socialist Cultivation in Particular 82 / 4. Legal Philosophising [4.1. Approaches to Law 87 / 4.2. Arriving at a Legal Ontology 91] 5. Conclusion 94 // LEGAL PHILOSOPHY OF THE MARXISM OF SOCIALISM: HUNGARIAN OVERVIEW IN AN INTERNATIONAL PERSPECTIVE [2003] 95–151: I. Development and Balance of Marxist Philosophising on Law in Hungary [1. Preliminaries (until 1948) 96 / 2. Stalinism (from the Soviet Occupation on) {a) Liquidation of the »Residues« 98 / b) Soviet-type Uniformisation [Gleichschaltung] 99 / c) Denial of the Past, with a Dual Effect 99 / d) »Socialist Legality«, Drawn from the Progressive Past of Western Europe 103 / e) Search for the Germs of Scholarly Evolution 103} 3. Institutionalisation Accompanied by Relaxation (from the 1960s) [a) Epigonism Becoming the Scholarly Ideal 104 / b) Stalinism in a Critical Self-perspective 105 / c) Disciples Diversified Launching their own Trends 107 / d) Comparatism 110 / e) (Re)discovery of the Western Legal Philosophy as a Competitor 112 / f) A Leading Mediatory Role within the »Socialist World Order« 114} 4. Disintegration (in the 1980s) {a) Attempt at Laying New Foundations for Marxism with Epigonism Exhausted 115 / b) Competitive Trends Becoming Exclusive 115 / c) Western Legal Philosophy Acknowledged as a Fellow-traveller within the Socialist Orbit Proper 116 / d) Hungarian Legal Theory Transforming into a National Corpus 118 / e) The Practical Promotion of Some Balance 119} 5. End-game for a Substitute State Religion (in the 1990s) 120] II. Marxist Legal Philosophising in an International Perspective [Ad 1: To the Preliminaries 122 / Ad 2: To Stalinism 124 / Ad 3: To Institutionalisation Accompanied by Relaxation {a) Late Separation from Vishinskiy’s Theory 125 / b) From Ideological Self-closure to an Apparently Scholarly Openness 127 / c) From Political Ideology to Genuine Scholarship 130 / d) International Recognition of Socialist Jurisprudence as an Independent Trend 135 / e) Together with Western Trends 137} Ad 4: To Disintegration {a) Loss of Attraction as Mere Epigonism 139 / b) Exclusivity of Competing Trends 139 / c) Fellowship with »Bourgeois« Trends 140 / d) An own Trend, Internationally Recognised 141 / e) A yet Progressive Role 142} Ad 5: To the Present state 143] III. A Temporary Balance 145 // AUTONOMY AND INSTRUMENTALITY OF LAW IN A SUPERSTRUCTURAL PERSPECTIVE [1986] 151–175: 1. The Strange Fate of Concepts 151 / I. A Relational Category 2. Basis and Superstructure: The Genuine Meaning 154 / 3. Exerting Social Influence as a Conceptual Minimum 156 / 4. Relationships within the Prevailing Totality 158 / 5. Attempts at Interpretation in Hungary 159 / 6. The Lukácsian Stand 162 / 7. Lukács’s Recognitions 168 / 8. Some Criticism 169 / II. The Law’s Understanding 171 / 9. Law Interpreted as Superstructure 171 / 10. Conclusions Drawn for the Law’s Understanding 173 // LEGAL THEORY IN TRANSITION (A PREFACE FROM HUNGARY) [2000] 177–186 // DEVELOPMENT OF THEORETICAL LEGAL THOUGHT IN HUNGARY AT THE TURN OF THE MILLENNIUM [2006] 187–215: 1. International Environment 188 / 2. The Situation in Hungary 190 / 3. Outlook I: The Historical-comparative Study of Legal Cultures and of the Lawyerly Way of Thinking 203 / 4. Outlook II: The Paradigmatic Enigma of the Transition to Rule of Law 207 / 5. Incongruity in Practice 213 / 6. Perspectives 214 --- TWENTIETH CENTURY CONTEMPORANEITY -- CHANGE OF PARADIGMS IN LEGAL RECONSTRUCTION: CARL SCHMITT AND THE TEMPTATION TO FINALLY REACH A SYNTHESIS [2002] 219–234: 1. Dangers of Intellectualism 219 / 2. Schmitt in Facts 221 / 3. Schmitt and Kelsen 222 / 4. On Bordering Conditions 226 / 5. With Kelsen in Transubstantiation 230 / 6. Polarisation as the Path of Theoretical Development 232 // KELSENIAN DOCUMENTS IN HUNGARY: CHAPTERS ON CONTACTS, INCLUDING THE GENESIS OF AUTOBIOGRAPHY [2006] 235–243: 1. Preludes 235 / 2. The Search for Moór’s Bequeath 235 / 3. Moór’s Collegiality 238 / 4. Bibó as a Disciple Translating 241 // THE »HART-PHENOMENON« [2002] 245–267: I. The Hart-miracle 246 [1. The Scene of Britain at the Time 247 / 2. The Personal Career 250 / 3. The Opus’ Career 252 / 4. Verbal Sociologism 255 / 5. Growing into the British Pattern 259] II. The Hart-phenomenon 260 [6. Origination of a Strange Orthodoxy 261 / 7. Mastering Periods of the 20th Century 263 / 8. Raising the Issue of Reception in Hungary 365] // LITERATURE? A SUBSTITUTE FOR LEGAL PHILOSOPHY? [2007] 269–287: 1. The Enigma of Law and its Study 269 / 2. “Law and Literature” 271 / 3. Varieties of “Law and Literature” 274 / 4. The German Study of Artistic Representations 280 / 5. Some Literary Reconsiderations 285 / 6. Conclusion 287 --- APPENDIX -- THE PHILOSOPHY OF TEACHING LEGAL PHILOSOPHY IN HUNGARY [2007] 291–320: I. Why and How to Philosophise in Law? 291 / II. The State of Teaching Legal Philosophy 294 / III. The Philosophy of Teaching Legal Philosophy 296 / IV. Programme at the Catholic University of Hungary 300 [1. Graduate Studies 300 {a) Basic Subjects 301 / b) Facultative Seminars 305 / c) Closing Subjects 309 / d) Written Memoranda and the Thesis 312} 2. Postgraduate Studies 313 / 3. Conclusion 317] V. Perspectives 318 /// Index of Subjects 321 / Index of Normative Materials 328 / Index of Names 329 . (shrink)

Servais Pinckaers, in his most important work, The Sources of Christian Ethics, asks the provocative question: is the Moral Theology of St. Thomas Aquinas Christian or, alternatively, does Aquinas rely so much on the ethics of Aristotle that his teaching is merely philosophical? This paper presents an overview of Pinckaers’s answer to this question. His answer is important in that it addresses a common misinterpretation of St. Thomas, which is to overstress his Aristotelian influence and understate his reliance on (...) Scripture, the Fathers (especially Augustine), and the New Law of the Gospel. In this way Pinckaers forms part of a ressourcement in Thomistic studies that seeks to reaffirm the evangelical character of Aquinas’s work and its importance in the renewal of Moral Theology called for at Second Vatican Council. (shrink)

The article deals with relations between the individual and human rights on the one hand, and the State on the other, in the context of the Constitution of the Republic of Poland. The author poses the question whether the idea of subordination of the State to the individual is really a central idea of that constitution. He puts forward many arguments against such suggestion. These arguments relate, above all, to the arrangement of the constitution: a chapter concerning human rights is (...) chapter II, while chapter I deals with foundation of the State; the goals of the State are specified in the preamble including the following initial phrase “the existence and future of Poland as our Homeland” and in Article 5 where human rights are as subject of protection by the State is mentioned after independence and integrity of [its] territory; a general concept of human rights protection adopted in the constitution is dominated by the structures typical of law in its objective sense; the way of regulation admissible limitations on human rights differs from international standards; possibility of claiming human rights is constitutionally guaranteed, mostly by constitutional complaint which is above all aimed at correction of legal system, rather than claiming of rights by the individual; Article 1 (“The Republic of Poland shall be the common good of all its citizens”) interpreted as referring to Article 1 paragraph 1 of the April Constitution of 1935, one of the main ideas of which was precedence of the State over the individual. He also analyses the arguments in favour of the recognition of the idea of subordination of the State. Nevertheless, they cannot be accepted as resolving the question of whether it is a central idea of the constitution. These arguments include in particular: the principle of subsidiarity contained in the preamble, even if it has not been appropriately emphasized there; recognition of inherent and inalienable dignity of the person, but it was not until Article 30 that this provision has been contained and it does not determine the relations between the human dignity and rights and the State. The author suggests that the only conclusive way to justify the subordination of the State in relation to the individual as a central idea of the constitution is by means of Article 1. Taking into account, above all, preparatory work, we should reject the interpretation of that article referring to the April (1935) Constitution. Essential interpretative context may be found in preparatory work and social teachings of the Catholic Church, referred to therein. In that case, the common good means the entirety of the conditions of social life which favour the human development. These conditions include above all the respect for human dignity. Such interpretation of Article 1 gives priority to proposals on what the State should be to serve the individual rather than to safeguard obligations of citizens in relation to the State. (shrink)

Cosmopolitanism is an ancient concept whose meaning and significance have shifted over the last two millennia. Most recently, cosmopolitanism has been resurrected to mean “world citizenship” – a renunciation of one’s national identity for the sake of the universal human family. While such an endeavor seems as though it should correspond to Catholic social thought, its iterations in academia and elsewhere have resulted in a preoccupation with personal identity and political doctrine rather than love. Cosmopolitanism is complex and (...) harbors many weaknesses in both theory and practice. Considered in relation to universalism in Catholic social thought, one weakness is thrown into specific relief: cosmopolitanism as a personal identity or political doctrine lacks a unified philosophy of the human person. This essay recasts the desire to form solidarity across national boundaries as universalism within Trinitarian anthropology and discusses accompaniment as exemplary of the love this thought system requires. (shrink)

"Understanding Scientific Progress constitutes a potentially enormous and revolutionary advancement in philosophy of science. It deserves to be read and studied by everyone with any interest in or connection with physics or the theory of science. Maxwell cites the work of Hume, Kant, J.S. Mill, Ludwig Bolzmann, Pierre Duhem, Einstein, Henri Poincaré, C.S. Peirce, Whitehead, Russell, Carnap, A.J. Ayer, Karl Popper, Thomas Kuhn, Imre Lakatos, Paul Feyerabend, Nelson Goodman, Bas van Fraassen, and numerous others. He lauds Popper for advancing beyond (...) verificationism and Hume’s problem of induction, but faults both Kuhn and Popper for being unable to show that and how their work could lead nearer to the truth." —Dr. LLOYD EBY teaches philosophy at The George Washington University and The Catholic University of America, in Washington, DC "Maxwell's aim-oriented empiricism is in my opinion a very significant contribution to the philosophy of science. I hope that it will be widely discussed and debated." – ALAN SOKAL, Professor of Physics, New York University "Maxwell takes up the philosophical challenge of how natural science makes progress and provides a superb treatment of the problem in terms of the contrast between traditional conceptions and his own scientifically-informed theory—aim-oriented empiricism. This clear and rigorously-argued work deserves the attention of scientists and philosophers alike, especially those who believe that it is the accumulation of knowledge and technology that answers the question."—LEEMON McHENRY, California State University, Northridge "Maxwell has distilled the finest essence of the scientific enterprise. Science is about making the world a better place. Sometimes science loses its way. The future depends on scientists doing the right things for the right reasons. Maxwell's Aim-Oriented Empiricism is a map to put science back on the right track."—TIMOTHY McGETTIGAN, Professor of Sociology, Colorado State University - Pueblo "Maxwell has a great deal to offer with these important ideas, and deserves to be much more widely recognised than he is. Readers with a background in philosophy of science will appreciate the rigour and thoroughness of his argument, while more general readers will find his aim-oriented rationality a promising way forward in terms of a future sustainable and wise social order."—David Lorimer, Paradigm Explorer, 2017/2 "This is a book about the very core problems of the philosophy of science. The idea of replacing Standard Empiricism with Aim-Oriented Empiricism is understood by Maxwell as the key to the solution of these central problems. Maxwell handles his main tool masterfully, producing a fascinating and important reading to his colleagues in the field. However, Nicholas Maxwell is much more than just a philosopher of science. In the closing part of the book he lets the reader know about his deep concern and possible solutions of the biggest problems humanity is facing."—Professor PEETER MŰŰREPP, Tallinn University of Technology, Estonia “For many years, Maxwell has been arguing that fundamental philosophical problems about scientific progress, especially the problem of induction, cannot be solved granted standard empiricism (SE), a doctrine which, he thinks, most scientists and philosophers of science take for granted. A key tenet of SE is that no permanent thesis about the world can be accepted as a part of scientific knowledge independent of evidence. For a number of reasons, Maxwell argues, we need to adopt a rather different conception of science which he calls aim-oriented empiricism (AOE). This holds that we need to construe physics as accepting, as a part of theoretical scientific knowledge, a hierarchy of metaphysical theses about the comprehensibility and knowability of the universe, which become increasingly insubstantial as we go up the hierarchy. In his book “Understanding Scientific Progress: Aim-Oriented Empiricism”, Maxwell gives a concise and excellent illustration of this view and the arguments supporting it… Maxwell’s book is a potentially important contribution to our understanding of scientific progress and philosophy of science more generally. Maybe it is the time for scientists and philosophers to acknowledge that science has to make metaphysical assumptions concerning the knowability and comprehensibility of the universe. Fundamental philosophical problems about scientific progress, which cannot be solved granted SE, may be solved granted AOE.” Professor SHAN GAO, Shanxi University, China . (shrink)

The argument between Jacques Maritain and Charles de Koninck over the primacy of the common good is well known. Yet, even though Mary Keys has carefully arbitrated this debate, it still remains problematic for Alasdair MacIntyre, particularly because of the role rights play in both Maritain and Catholic Social Thought. I examine Keys’ argument and, in addition, Deborah Wallace’s account of MacIntyre’s criticism of rights in Catholic social thought. I argue, in the end, that what Maritain, (...) and in consequence Keys and Wallace, miss about the common good is its relationship to practical reasoning, and that MacIntyre highlights both that relationship and the role of the common good in human dignity. (shrink)

Hasker’s “social” Trinity theory is subject to considerable philosophical problems. More importantly, the theory clashes with the clear New Testament teaching that the one God just is the Father alone. Further, in light of five undeniable facts about the New Testament texts, we can know that the authors of the New Testament thought that the only God was just the Father himself, not the Trinity. Hasker can neither deny these facts nor defeat the strong evidence they provide that (...) in affirming a triune God in the late 4th century, catholic tradition departed from apostolic teaching about the one God. (shrink)

This paper studies the cooperation of theology in the new evangelization in societies of ancient Christian tradition which are suffering an advanced process of secularization. It begins with Spain, where a recent debate on the influence of Christian intellectuals on social life suggests the ineffectiveness of ecclesiastical resources in transmitting the rich Catholic doctrinal heritage. Then the author deals with the idiosyncrasy of contemporary man, which lies near the one of the immediate future’s man: an uprooted subject who (...) does not believe that life has any meaning, is deeply marked by emotivism and attaches little significance to truth. The theology of tomorrow cannot feed this emotivism but must be proactive in its own way. The proclamation of the Gospel is not different from the exposition of the Church’s doctrine. To detach evangelization from the teaching of Christian doctrine cannot help the encounter with Christ. In order to succeed in transmitting this doctrine by making it suggestive, theologians should work together with experts in communication. (shrink)

The Fellowship of Confessing Anglicans (FCA), whose leaders govern well over half of the 80 million Anglicans worldwide, have put forward ‘a contemporary rule,’ called The Jerusalem Declaration, to guide the Anglican realignment movement. The FCA and its affiliates, e.g. the newly-formed Anglican Church in North America, require assent to the Declaration. To date, there has been little serious appraisal of the Declaration and the status accorded to it. I aim to correct that omission. Unlike ap-praisals in the social (...) media, however, mine grants the FCA’s conservative stand on same-sex unions and homosexual practice. Nevertheless, I argue, the Declaration mischaracterizes the traditional Christian teaching on marriage, binds Anglicans to falsehoods and dubieties in the Thirty-Nine Articles, and adds to the gospel. Two things follow. First, no one—especially no Anglican who identifies herself as con-servative, traditional, orthodox, evangelical, Anglo-catholic or simply concerned with the truth—should assent to the Jerusalem Declaration. Second, since the FCA and its affiliates know that these defects ex-ist in the Declaration, they should fess up to these shortcomings and retract the Declaration’s status as ‘a contemporary rule’ and they should stop requiring assent to it. Anything less constitutes intellectual dis-honesty of a most egregious sort. (shrink)

The advancement of technology has tremendously transformed today’s teaching and learning. Teachers have a plethora of ways to keep students engaged and empowered. Technology allows both students and teachers to interact better and more effectively. Changing student demography, changing teaching paradigms, and changing needs of today’s students necessitate the integration of technology in the universities. Universities undoubtedly have to seek innovative methods in delivering courses to increase students’ engagement and to attain their teaching goals. This proceeding is (...) a collection of papers presented in the International Conference on Innovation in Education: Challenges and Opportunities in Southeast Asia. Co-presented by the United board and Soegijapranata Catholic University, the conference discussed the unique challenges and opportunities facing the Asian region, with sessions designed to highlight the innovative ways in which colleges and universities leverage technological advances for the promotion of whole person education. The themes in this conference centers around massive open online course, online, distance, virtual, and augmented reality learning, faculty development and digital pedagogy, social media and social networking in education. In the first part of the proceeding, the papers focus on various online, distance, virtual, augmented reality-based methods used to engage students in the classrooms. In the second part of the proceeding, the papers center on the innovative ways to deliver course materials. The papers in the last part of the proceeding highlight how social media and social networking are adopted in the classroom. We hope that the insights and ideas put forward in this proceeding will greatly contribute to the scholarly discussions of how digital technology is adopted to meet the needs of today’s young generations and teachers in the universities. Editors. (shrink)

The COVID-19 outbreak spurred unplanned closures and transitions to online classes. Physical environments that once fostered social interaction and community were rendered inactive. We conducted interviews and administered surveys to examine undergraduate STEM students’ feelings of belonging and engagement while in physical isolation, and identified online teaching modes associated with these feelings. Surveys from a racially diverse group of 43 undergraduate students at a Hispanic Serving Institution (HSI) revealed that interactive synchronous instruction was positively associated with feelings of (...) interest and belonging, particularly for students of color, while noninteractive instruction reduced social belonging, but was related to more cognitive engagement. Small group and one-on-one interviews with 23 of these students suggest that students derived feelings of connectedness from their instructors, peers, and prior experiences and relied on their sense of competency to motivate themselves in the course and feel a sense of belonging. Two embedded cases of students in physics classrooms are compared to highlight the range of student feelings of connectedness and competency during the lockdown. Findings reaffirm that social interaction tends to support belonging and engagement, particularly for under-represented (Black or African American and Hispanic) racial groups in STEM. STEM instructors who aim to support feelings of belonging and engagement in virtual learning environments should consider increasing opportunities for student–student and student–teacher interactions, as well as taking a flexible approach that validates and integrates student voice into instruction. Future research is needed to further explore the themes of relatedness and competency that emerged as aspects of course belonging. (shrink)

Abstract A COMPARISON OF THE VIEWS OF AUGUSTINE SHUTTE AND THADDEUS METZ ON AFRICAN PHILOSOPHY AND UBUNTU ETHICS In the theoretical study of Ethics much emphasis has traditionally been placed on established ethical theories, via approaches typified e.g. as deontological, divine command, utilitarian, virtue ethics and natural ethics. At UWC all these approaches, very much entrenched in the Western academic canon, have been taught, together with ethical views carried by the world religions. Over the last few years, however, an interest (...) in the study of African ideas (philosophy, theology, worldview studies, especially around the elusive but fascinating concept of Ubuntu) has grown. This study is an attempt to make a contribution towards a more serious exchange with African ethical ideas and their application in a global context. In this mini-thesis I compare the views of two academics, Augustine Shutte and Thaddeus Metz, who have actively and deliberately worked in the field of African philosophy and ethics. Through this comparative study of two rather different readings of Ubuntu philosophy, I wish to contribute to the growing interest in ethical views and discourse emanating from African ways of looking at the world and at humanity. The well-known, recently deceased, Augustine Shutte, a Catholic scholar of repute, taught Philosophy at the University of Cape Town, and published books such as Philosophy for Africa, The Mystery of Humanity; Ubuntu, An ethic for a New South Africa and The Quest for Humanity in Science and Religion, The South African Experience. The other scholar, the American born philosopher Thaddeus Metz, started teaching Philosophy at the University of Johannesburg and shifted his intellectual attention to African ideas and ethics. Coming from a rational Kantian approach, mixed with utilitarian ethical concerns, Metz discovered the difficulty of adding another “African mix” to main stream academia, based on the comprehensive scope of the very inclusive look at what it means to be human in the quite unique African worldview. He has published widely and in depth on many aspects of this “clash of cultures” while also holding on to enlightenment ideals and an ongoing conversation with science, especially also social science. These two authors thus share many concerns and interests, but also represent two different angles and approaches into African philosophy and ethics. The question for this limited study is formulated in the short introduction: How do Shutte and Metz connect the ethical implications of a widely shared “African worldview” with the core idea of Ubuntu, and which ethical implications do they draw from their reading of Ubuntu – for Africa and the world? These questions are addressed via five chapters: In the first an introduction to the research focus and question and the second of these the field of African Philosophy and Ethics is briefly covered via appropriate literature, thus providing a framework for comparing Shutte and Metz. The third chapter deals with Shutte’s search for an Ubuntu approach to South Africa’s problems within the African and global context - via his emphasis on an inclusive anthropology of caring and justice in which the pitfalls of individualism, materialism and consumerism can be avoided while promoting a sustainable work ethos and attunement with “science”. The fourth chapter focuses on Metz’ critical deontological approach, and his attempt to take the comprehensive African worldview seriously in conversation with utility, reason and science. In the fifth chapter the comparison of these two overlapping, but still quite different with an approach that can lead to a concrete ethical conclusion and application for South Africa, Africa and the world. (shrink)

The beginning of the COVID-19 pandemic offers a unique case study for understanding conceptual and linguistic propagation. In early 2020, scientists, politicians, journalists, and other public figures had to, with great urgency, propagate several public health-related concepts and terms to every person they could. This paper examines the propagation of coronavirus and social distancing and develops a framework for understanding how the language used to express a notion can help or hinder propagation. I argue that anyone designing a representational (...) device for propagation needs to appreciate the three-way causal relationship between language, people’s mental representations, and the extramental world. Using this framework, I explore what makes “social distancing” a bad name for social distancing and why it is unproblematic that “coronavirus” is a scientifically loose way of speaking about the virus. Through this and further study of the many historical examples of linguistic and conceptual propagation, conceptual engineers can better understand the complex challenges facing people who want to propagate representational devices. (shrink)

This paper on feminism was given at a public lecture in Spain. The author speaks from the perspective of contemporary Catholicism, represented in the magisterial teachings of St John Paul II, foreshadowed in the works of St. Edith Stein, and amplified and developed by contemporary Catholic scholars such as Prudence Allen, Michelle Schumacher, Leonie Caldecott and Cardinals Angelo Scola, Walter Kasper and Karl Lehmann.

The increasing religious diversity in educational space has raised a legitimate question on how Catholic theology/ catechesis must be taught in Philippine Catholic universities given the institutional mandate to educate students “into the faith of the Church through teaching of Christian doctrine in an organic and systematic way” (Wuerl, 2013, 1). On this note, the paper makes reference to “centered plural- ism” (CP), a positional posture espoused by Georgetown University in dealing with this predicament. In an attempt (...) to (re) appropriate CP into local context, there is a need to explore the Filipino conception of self/others as enveloped within the indigenous concept of kapwa. Hereon, the paper finds that CP is not just feasibly suitable in local context but with kapwa's more inclusive description of the relationship of self and others, a CP‐based teaching paradigm in theology/ catechesis is a promising project in the educational scene of the Philippines. (shrink)

The teaching of the Aquinas Academy in its first thirty years was based on the scholastic philosophy of Thomas Aquinas, then regarded as the official philosophy of the Catholic Church. That philosophy has not been so much heard of in the last thirty years, but it has a strong presence below the surface. Its natural law theory of ethics, especially, still informs Vatican pronouncements on moral topics such as contraception and euthanasia. It has also been important in Australia (...) in the High Court’s deliberations on the Mabo case. It is argued that some officially-sanctioned deductions on particular cases have not been correct, but that any attempt to do without a natural law foundation of ethics would throw out the baby with the bathwater. The sense of the basic objective worth of persons that is the centre of natural law ethics is essential to any ethics better than a simple “might is right” approach. (shrink)

One very common style of teaching philosophy involves remaining publicly neutral regarding the views being debated—a technique commonly styled ‘teaching the debate.’ This paper seeks to survey evidence from the literature in social psychology that suggests teaching the debate naturally lends itself to student skepticism toward the philosophical views presented. In contrast, research suggests that presenting one’s own views alongside teaching the debate in question—or ‘engaging the debate’—can effectively avoid eliciting skeptical attitudes among students without (...) sacrificing desirable pedagogical outcomes. Thus, there are good reasons to engage philosophical debates as an educator, not merely teach them. (shrink)

In its ideal conception, the post-apartheid education landscape is regarded as a site of transformation that promotes democratic ideals such as citizenship, freedom, and critical thought. The role of the educator is pivotal in realising this transformation in the learners she teaches, but this realisation extends beyond merely teaching the curriculum to the educator herself, as the site where these democratic ideals are embodied and enacted. The teacher is thus centrally placed as a moral agent whose behaviour, in the (...) classroom space particularly, should, ideally, represent and communicate the values we aspire to cultivate in post-apartheid South African society generally. Thus, this notion of what teaching encompasses fits broadly into the conception of a “practice” in the sense developed by Alasdair MacIntyre, in that it is a transformative activity the enactment of which not only benefits the practitioner, but also extends to and benefits the broader community as well. Furthermore, practices are grounded in features of social or moral life we hold to be significant and, importantly, it is only through their active cultivation that they can be made tangible and further developed. MacIntyre’s theory of virtue is based on a three-fold interrelationship between practices, how they meaningfully narrate and shape an individual life, and how, in turn, this builds and sustains our moral and social traditions. Using these ideas to analyse post-apartheid South Africa, and the structural transformation paradox it is in, reveals the difficult and complex nature of a society that is in this transitional space. The claim is that attentiveness to practices in the educational space, and to the way they shape and inform moral and social traditions, is necessary to more fully understand and guide this societal transformation. (shrink)

To step up the activity level of academic philosophizing, “Teaching World Philosophies” will propose that one first engage in a thorough housecleaning before teaching world-philosophical traditions today. In the path that will be sketched as an example in this regard, I will critically engage “the West,” a concept that looms over an adequate academic engagement with world philosophies today. Bringing into the conversation Humayun Kabir’s (1906–1969) analysis of philosophy as a space that can generate and foster critical independent (...) thinking within a society, I will argue that a change in ingrained patterns of conducting a social activity like academic philosophy can be changed. This change might, in fact, be urgent especially in those locales in Europe in which academic philosophy as it is practiced today was crafted. (shrink)

Authors: Joseph M. Eble, John A. Di Camillo, Peter J. Colosi. --- NEWS RELEASE For Immediate Release February 27, 2024 Contact: Joseph M. Eble, MD Corresponding author 919-667-5206 -/- The statement, Catholics United on Brain Death and Organ Donation: A Call to Action (HTML), was published on February 27, 2024. It was prepared by Joseph Eble, a physician and President of the Tulsa Guild of the Catholic Medical Association; John Di Camillo, an ethicist of The National Catholic Bioethics (...) Center; and Peter Colosi, a philosophy professor at Salve Regina University. -/- Catholic United explains that the criteria for brain death establish only partial loss of brain function. This is now abundantly clear based on scientific studies, a recent effort to lower the legal standard for death, and updated brain death guidelines issued in October 2023. -/- Catholics United bridges a divide among faithful Catholics about whether the concept of brain death aligns with Church teaching. Some Catholics hold that brain death represents true death when there is complete and irreversible cessation of all brain activity, often called whole brain death. Others hold that brain death does not represent true death. Since the existing criteria establish only partial loss of brain function, all the endorsers—whether they accept or reject whole brain death as true death—agree that “the current brain death criteria in widespread use do not provide moral (prudential) certainty of death.” -/- Catholics United calls on health care professionals and institutions to cease organ harvesting that relies on the inadequate criteria, noting that 70% of all donors are declared dead using brain death criteria. “Given the lack of moral certainty of death whenever the current brain death criteria are used,” the statement affirms, “a clear majority of vital organ donors can be presumed alive at the time of organ harvesting.” Since the Catholic Church forbids removing vital organs when this would kill the patient, “it is therefore wrong to remove organs from patients declared dead using these inadequate criteria.” . (shrink)

Extending Alvin Plantinga’s model of warranted belief to the beliefs of groups as a whole, I argue that if the dogmatic beliefs of the Catholic Church are true, they are also warranted. Catholic dogmas are warranted because they meet the three conditions of my model: they are formed (1) by ministers functioning properly (2) in accordance with a design plan that is oriented towards truth and reliable (3) in a social environment sufficiently similar to that for which (...) they were designed. I show that according to Catholic doctrine the authoritative spokespersons of the Church—ecumenical councils and popes—meet these conditions when defining dogmas. I also respond to the objection that the warrant of Catholic dogmas is defeated by the plurality of non-Catholic Christian sects that deny Catholic dogmas. (shrink)

Teaching experience is the key to becoming effective in imparting knowledge to students. This study aims to develop regression models to determine the various factors of teaching experiences among high school educators. A cross-section of teachers in a Vocational School in Hilongos, Leyte, Philippines was considered as participants in this study. Some descriptive measures and ordinary least square (OLS) regression were employed to describe and make inferences in the survey data, respectively. Results revealed that teachers are" very satisfied" (...) in their teaching experiences on how routinely, challenging, enjoyable, and rewarding their job is. On the other hand, they are" satisfied" with how creative and logical they are in their teaching career. In addition, it is revealed that there are factors that significantly influence the teachers' experiences such as age, gender, civil status, educational attainment, income, room facilities, school compound, leisure, social relationships, and health. Hence, good compensation, support from the government, a conducive school environment, and health benefits for the teachers' hard work and dedication to their job will result in positive teaching experiences. Furthermore, relaxation and health activities, vacation, and good vibes from other teachers result to feel comfortable and confident in teaching. (shrink)

In this paper I offer an original account of intellectual modesty and some of its surrounding vices: intellectual haughtiness, arrogance, servility and self-abasement. I argue that these vices are attitudes as social psychologists understand the notion. I also draw some of the educational implications of the account. In particular, I urge caution about the efficacy of direct instruction about virtue and of stimulating emulation through exposure to positive exemplars.

Philosophy is the study of the most general and fundamental problems of human life. The main areas of study in philosophy includes metaphysics, epistemology, logic, ethics and aesthetics etc. there are other several branches of philosophy which characterize different branches of knowledge. Philosophy being a very abstract branch of study, has not much scope of using equipment on a large scale to supplement the normal lecture schedules. However, in some papers/areas there are comparatively better scope to make the lectures more (...) concrete and interesting through proper use of various teaching aids and modes. We include logic, philosophy of science, applied philosophy, applied ethics, social and political philosophy, philosophy of mind, philosophy of cognitive science and history of philosophy etc., we can use various modern aids. In this article my attempt is to draw out an outlines of aids and modes for effective philosophy teaching. (shrink)

In this paper I will take it for granted that Zagzebski's position articulates a broadly Catholic perspective, and that Plantinga's position accurately represents a broadly Calvinist one. But I will argue that so construed, the Catholic and the Calvinist are much closer than Zagzebski implies: both views are person-based in an important sense of that term; both are internalist on Zagzebski's usage and externalist on the standard usage; and Plantinga's position is consistent with the social elements that (...) Zagzebski stresses in her view. In the second part of the paper I will identify what I think is the real issue between Zagzebski and Plantinga. Namely, Zagzebski thinks that knowledge requires epistemic responsibility, in the sense that instances of knowledge must be appropriately praiseworthy. Plantinga thinks that no such condition is required for knowledge or warranted belief. I will argue that on this issue Zagzebski is right, and that her virtue approach gives us resources for seeing why. Finally, I will look at the consequences for religious knowledge. Here I will argue that the consequences are minimal. Even if knowledge requires responsibility, Plantinga can still make a good case that religious belief is properly basic. And even if religious belief is properly basic, natural theology can still have an important role in the justification of religious belief. (shrink)

Twitter is a popular microblogging platform that enables users to send and share posts of up to 140 characters known as “tweets”. (www.twitter.com). In this paper, I would like to discuss the use of twitter as an interesting social media to teach and generate debate with students. This experience has taken place at the Carlos III University of Madrid with students of law, business and journalism. I am describing the basic guidelines to implement this social media tool as (...) well as the results of this implementation according to my own teaching experience. (shrink)