Prostitution in Kenya is increasing at a very alarming rate and is posing a danger to the society both morally and economically. Efforts to help female sex workers exit prostitution are categorized by the deficiency appropriate interventions among female sex workers (FSWS). Therefore, the current study sought to determine the relationship between the attitude of female sex workers (FSW) towards provision of care and the intention to exit street level prostitution. The study adopted a descriptive correlational study using a mixed (...) approach. This study targeted all the FSW in the Central Business District of Eldoret town and the counselors who deal with a significant number of them. The study used census sampling method. The snowball technique was used to get the respondents up to maturation point. This study utilized questionnaires and interview schedule to get relevant data from the respondents. Experts in the Department of Counselling Psychology and the researcher’s supervisors assisted in ensuring that the instruments are valid. To test for reliability of the instruments, the Cronbach Alpha coefficient was used. Cronbach Alpha coefficient of 0.784 was obtained and used after pilot study. The study used SPSS version 23 software to aid in the analysis of both descriptive and inferential statistics. The inferential statistics used was Pearson product-moment correlation. The interview guides were categorized in themes and analyzed using content analysis. The findings of the study showed that there was a statistically significant relationship between FSWs towards provision of Care and Intention Exit Street Level Prostitution (r=0.113 and p=0.043). It was recommended that the stakeholders should also encourage the FSWs to form support groups that may come up with income generating activities so that they may be occupied and in the process exit prostitution.Regarding areas for further studies, the study recommends a more consultative and comprehensive study on the attitudes of FSW towards the intention of Female sex workers in Eldoret Town that involve, County AIDS and STI Coordinator, non-governmental institutions in Eldoret Town. (shrink)

Scholastic philosophers can be quite funny. What’s more, they have good reason to be: Aristotle himself lists ready wit (eutrapelia) among the virtues, as a mean between excessive humor and its defect. Here, I assess Scholastic discussions of humor in theory, before turning to examples of it in practice. The last and finest of these is a joke, hitherto unacknowledged, which Aquinas makes in his famous Five Ways. Along the way, we’ll see (i) that the history of philosophy (...) is not so hostile to humor as is commonly supposed; and (ii) that the competing theories of humor like the Incongruity Theory and the Release Theory are not altogether incompatible. We’ll also see at least one example of an apparent attempt by modern translators to excise humor from a medieval text. Our considerations will open a window into what oral discussion and debate at medieval universities was actually like, and how we should understand the relationship between the texts we have now and the exchanges that actually occurred then. (shrink)

Intellectual historians have rarely attended to the genre of fighting manuals, but these provide a new window on long-debated questions such as the relationship between Scholasticism and Humanism. This article offers a close comparison of the first known fencing manual, the 14-th century Liber de Arte Dimicatoria (Leeds, Royal Armouries FECHT 1, previously and better known as MS I.33), and the corpus of fighting manuals which underwent a remarkable expansion during the 15th and 16th centuries. While the former clearly shows (...) its origins in a scholastic background, the latter is mainly viewed as reflecting its humanist context. To this historiographical division corresponds a linguistic one: MS I.33 is a Latin text, while the rest of the corpus is mainly written in German and Italian. However, exceptions arise, amongst which, Heinrich von Gunterrodt’s Sciomachia et Hoplomachia: sive de Veris Principiis Artis Dimicatoriae (1579), the first text which explicitly refers to I.33. This article will compare these two texts, in order to interrogate their common relation to Scholasticism, namely the traditional frame of the knowledge within the medieval and early modern universities. The intent is to show that (at least some) Renaissance fight books include references to Scholasticism and to provide a better qualification of the nature of such references. The general hypothesis is that a large part of the texts―and products of culture―of the Renaissance that have been read, until recently, exclusively in relation to a humanist intellectual background can valuably be interpreted in the context of a Scholasticism that is still vivid during the period in question. (shrink)

Introduction Conatus is a specific concept within Descartes’s physics. In particular, it assumes a crucial importance in the purely mechanistic description of the nature of light – an issue that Des- cartes considered one of the most crucial challenges, and major achievements, of his natural phil- osophy. According to Descartes’s cosmology, the universe – understood as a material continuum in which there is no vacuum – is composed of a number of separate yet interconnected vortices. Each of these vortices consists (...) in a set of bands rotating around their centres. The bands are com- posed of corpuscles of the three elements, each distinguished on the basis of their different shapes and sizes. The small globules of the second element, although impeded by the other parts of heaven, strive to move away from the centre of the vortex around which they revolve, thus exerting a certain force against the surrounding bodies. This striving or conatus, though a mere force rather than a genuine motion, is transmitted instan- taneously and along straight lines from body to body. According to Descartes, then, the nature of light consists in this striving alone. This account must be understood as strictly connected to the fundamental laws that regulate the Cartesian world. It is particularly important to recall that for Descartes the centrifugal force exerted by a rotating body is understood to be a consequence of the intrinsic rectilinearity of every motion. As the second of the three Laws of Nature set forth in Book II of the Principles of Philosophy establishes, “all motion is in itself rectilinear; and hence any body moving in a circle tends to move away from the centre of the circle which it describes as proved by the fact that a stone rotating in a sling tends to move centrifugally along the tangent of each point described by a circle.1 Similarly, each of the globules of the second element “strives to recede with a great force from the centre of the vortex in which it rotates; it is in fact prevented by the other globules placed all around, not differently than a stone in a sling”. Within this framework, as I show later, conatus occurs when a body’s intrinsic tendency to rectilinear motion is impeded by an external constraint. As Stephen Gaukroger notes, the use of the term conatus in the Principles – like “vis” and “ action ” – shows that Descartes “cannot avoid dynamic terminology”, despite his declared intent “to construe motion in a purely kinematic way”. Indeed, Gaukroger observes that the notions of force action and striving are systematically employed in the Principles – appearing 290, 59 and 8 times, respectively. Also noteworthy, conatus was – together with the more familiar concepts of actio and vis – a significant element of the conceptual apparatus of Scholastic natural philosophy. As will be seen later – and this is the first goal of this paper – here the concept of conatus had a very specific function. Indeed, it was a central part of the Aristotelian- Scholastic account of gravitation. Conatus was used to refer to the striving of a body to move towards its natural place – especially in cases where its natural motion was hindered or impeded by an external mover. This specific use of the concept of conatus can be found in texts on natural philosophy from the end of the sixteenth through the late seventeenth century. Notably, it occurs in some of the late -Scho- lastic texts which held special significance for Descartes’s thought. Therefore, Descartes introduces conatus in a context in which this concept already had a very specific meaning, and one of which he was very probably aware. The possible relations between these two apparently very different con- cepts have therefore to be scrutinized. I thereby propose to undertake a comparison between the Scho- lastic and the Cartesian conceptions of conatus. I hope to show that certain traits of the former are indeed echoed by the latter, although adapted to the much changed physical paradigm of Cartesian physics. In fact, Descartes’s conatus, though sharing some important similarities with the old one, underwent significant transformations in terms of both its meaning and its application. However, I hope to show that these concepts are both used to describe the behaviour of bodies in relation to their intrinsic motive tendency, and in particular when this tendency is impeded or prevented. Such a reconstruction offers two main areas of interest. On an immediate level, it furthers the general efforts of scholars over the past decades to reconstruct the full extent of the relations between Descartes’s thought and Scholastic philosophy. However, there is another significant reason for taking an interest in the ties between the Scholastic and the Cartesian conceptions of conatus. Indeed, the Cartesian conatus must be seen as crucial to a proper understanding of the broader, diverse conceptualization that this idea enjoyed in the thought of many of the most important philosophers of the early modern period, namely Spinoza, Hobbes and Leibniz. In particular, Spinoza, were directly influenced by Descartes in their unique formulations of conatus. Thus a reconstruction of the context in which Descartes formulated his conatus and of its relations to a pre-existing Scholastic conception will enable us to better reconstruct the history of this idea in the early modern period. The paper is structured as follows: in the first part, I provide a thorough review of the Scho- lastic employment of the concept conatus – both its meaning and the extent of its usage. I then show that it occurs in some of the most prominent Cartesian sources. Finally, I shall provide an account of Descartes’s theory of circular motion and conatus with the specific aim of empha- sizing the elements of both continuity and discontinuity that justify the claim that Descartes’s con- ception of conatus is reminiscent of the Scholastic one. (shrink)

Aristotle divided arguments that persuade into the rhetorical (which happen to persuade), the dialectical (which are strong so ought to persuade to some degree) and the demonstrative (which must persuade if rightly understood). Dialectical arguments were long neglected, partly because Aristotle did not write a book about them. But in the sixteenth and seventeenth century late scholastic authors such as Medina, Cano and Soto developed a sound theory of probable arguments, those that have logical and not merely psychological force (...) but fall short of demonstration. Informed by late medieval treatments of the law of evidence and problems in moral theology and aleatory contracts, they considered the reasons that could render legal, moral, theological, commercial and historical arguments strong though not demonstrative. At the same time, demonstrative arguments became better understood as Galileo and other figures of the Scientific Revolution used mathematical proof in arguments in physics. Galileo moved both dialectical and demonstrative arguments into mathematical territory. (shrink)

Seventeenth century scholastics had a rich debate about the ontological status and nature of lacks, negations, and privations. Realists in this debate posit irreducible negative entities responsible for the non-existence of positive entities. One of the first scholastics to develop a realist position on negative entities was Thomas Compton Carleton. In this paper I explain Carleton's theory of negative entities, including what it is for something to be negative, how negative entities are individuated, whether they are abstract or concrete, and (...) how they affect their subjects. I argue that for Carleton, negative entities are conceived as spatially extended simples that affect their subjects by means of spatial overlap. I also show how Carleton responds to some theological worries about his realism concerning negative entities. (shrink)

On the face of it, Locke rejects the scholastics' main tool for making sense of talk of God, namely, analogy. Instead, Locke claims that we generate an idea of God by 'enlarging' our ideas of some attributes (such as knowledge) with the idea of infinity. Through an analysis of Locke's idea of infinity, I argue that he is in fact not so distant from the scholastics and in particular must rely on analogy of inequality.

Scholastics were a group of Christian theologians mainly active in Europe during the 12th to 17th centuries. One of the notable teachings in scholastic literature is the theory of just price, which can be considered one of the most frequent theories in the history of economic ideas. This study tries to reassess the theory of just price in the economic thought of scholastic thinkers by referring to classical scholastic texts, through which it examines the general experiences of (...) scholastic theology in confrontation with economic phenomena. For this purpose, the theory of just price is examined from the roots of its formation in scholastic practical wisdom to its most superficial form as an economic institution. Through this investigation, the question of how theology can play a role in its practical field, up to the most superficial economic institutions can be answered. The results of this study show that scholastic thinkers in the theoretical field of practical theology had significant achievements in promoting theology through their writings and teachings in schools. In its practical field, they tried to implement theology in the human foundations of society by building various divine institutions such as a just price. In this regard, the theory of dual human happiness in scholastic theology has significantly impacted the formation of economic issues as part of scholastic practical wisdom. Despite these achievements, their thought is wanting from two aspects: (1) systematic lack of understanding of modern phenomena such as capitalism and (2) no effort to implement their teachings in the social and economic construction of society. -/- . (shrink)

Nowadays, it is thought that there are only two approaches to political economy: public finance and public choice; however, this research aims to introduce a new insight by investigating scholastic sources. We study the relevant classic books from the thirteenth to the seventeenth centuries and reevaluate the scholastic literature based on public finance and public choice doctrines. The findings confirm that the government is the institution for realizing the common good according to a scholastic attitude. Therefore, (...) class='Hi'>scholastic thinkers saw a typical government mission based on their essentialist attitude toward human happiness. Social conflicts and lack of social consent are the product of diversification in ends and desires; hence, if the ends of humans were unified, there would be no conflict of interest. Accordingly, if the government acts according to its assigned mission, the lack of public consent is not significant. Based on the scholastic point of view, this study introduces the third approach to political economy, which can be considered an analytical synthesis of classical doctrines. -/- . (shrink)

Prima facie it would seem that the traditional scholastic debates about entia rationis (“beings of reason”) may be easily brought into dialogue with debates about nonexistent objects in contemporary analytical metaphysics. It turns out, however, that the scholastic debates about beings of reason are placed within a very different ontological framework or paradigm, so that bringing scholastic and analytical authors into common discussion about this topic is not trivial. In this paper I make the first step toward (...) establishing such discussion by describing the ontological framework presupposed by the scholastic debates about beings of reason, and by identifying the roles that beings of reason were supposed to play in it. (shrink)

Multiple generality has long been known to cause confusion. For example, “Everyone has a donkey that is running” has two readings: either (i) there is a donkey, owned by everyone, and it is running; or (ii) everyone owns some donkey or other, and all such donkeys run. Medieval logicians were acutely aware of such ambiguities, and the logical problems they pose, and sought to sort them out. One of the most ambitious undertakings in this regard is a pair of massive (...) diagrams (magnae figurae) which map out the logical interrelations of two sets of doubly-general forms. These appear in a fourteenth-century MS of John Buridan’s Summulae de Propositionibus. In this paper, I present these diagrams, and determine the truth conditions of their different forms. To that end, I have developed a bespoke system of diagrams to display their truth conditions. As we will see, such forms present significant difficulties for an all-encompassing account of the role form plays in logic. Accordingly, they can tell us important things about the role logical form plays in Buridan’s account of logical foundations. (shrink)

In the period of emergence of early modern science, ‘monsters’ or individuals with physical congenital anomalies were considered as rare events which required special explanations entailing assumptions about the laws of nature. This concern with monsters was shared by representatives of the new science and Late Scholastic authors of university textbooks. This paper will reconstruct the main theses of the treatment of monsters in Late Scholastic textbooks, by focusing on the question as to how their accounts conceived nature’s (...) regularity and teleology. It shows that they developed a naturalistic teratology in which, in contrast to the naturalistic explanations usually offered by the new science, finality was at central stage. This general point does not impede our noticing that some authors were closer to the views emerging in the Scientific Revolution insofar as they conceived nature as relatively autonomous from God and gave a relevant place to efficient secondary causation. In this connection, this paper suggests that the concept of the laws of nature developed by the new science –as exception-less regularities—transferred to nature’s regularity the ‘strong’ character that Late Scholasticism attributed to finality and that the decline of the Late Scholastic view of finality played as an important concomitant factor permitting the transformation of the concept of laws of nature. (shrink)

Unlike many of Descartes’s other followers, Pierre-Sylvain Re´gis resists the temptations of occasionalism. By marrying the ontology of mechanism with the causal structure of concurrentism, Re´gis arrives at a novel view that both acknowledges God’s role in natural events and preserves the causal powers of bodies. I set out Re´gis’s position, focusing on his arguments against occasionalism and his responses to Malebranche’s ‘no necessary connection’ and divine concursus arguments.

There is a close connection between Dante’’s portrayal of usury in the Inferno and wider scholastic argumentation on the subject. Reading Dante’’s account in light of the scholastic critique of usury reveals a conceptual depth and clarity to the former which has, in the absence of such a reading, remained unfortunately opaque. Dante’’s treatment is informed by three of the four main scholastic arguments against usury, which are cen- tered around the themes of the nature and purpose (...) of money, the relation between labor and a just recompense, and the medieval vision of society as an harmonious whole. Each of these themes are weaved by Dante into his poem in a range of diverse ways, yet the final (social) element is arguably a unifying factor. In this regard, his account of usury can be read in continuity with other critiques of ‘‘bad commerce’’ which are in evidence throughout the Inferno. (shrink)

This essay presents Descartes’s anti-hylomorphism in The Meteors published in 1637 and in the unpublished works that precede it, The World (Treatise on Light) and the Rules for the Direction of the Mind.

2024 marks the 400th anniversary of the publication of Theodor Smising’s giant volume De Deo Uno (printed in Antwerp in 1624), which was soon followed by a second volume, De Deo Trino (printed in Antwerp in 1626). Smising’s work was the first printed output of what developed into a specific tradition within early modern thought, the Louvain tradition of Scotism, itself but one part of the broad Scotist tradition that build upon the thought of John Duns Scotus (ca. 1266–1308). This (...) Louvain tradition was primarily based in the Franciscan Convent of the Holy Trinity in the famous university town. The convent itself was much older, dating back to around 1230, when the Franciscan Order was in its very beginnings and long before the University of Louvain was founded (in 1425). In 1607 a second Franciscan Convent was founded in Louvain, St. Anthony’s College, one of a series of convents established by the Irish Franciscans as a result of their persecution in their homeland by the English Protestant rulers. The Irish Franciscans in Louvain, and in their other convents on the European continent, also cultivated the intellectual heritage of Duns Scotus, editing and commenting on his works and writing new works “ad mentem Scoti.” Both of the Franciscan convents in Louvain were closed in the turmoil after the French Revolution. The buildings of St. Anthony’s College still exist, whereas the older “Minderbroedersklooster” (on our exhibition poster) completely vanished from the cityscape. In recent decades, the Maurits Sabbe Library has acquired a large fund of Franciscan books, mostly from various houses of the Franciscan Order in Belgium that have closed their doors. Our exhibition “Scotism Made in Louvain – The Scholastic Culture of the Franciscans in Belgium” explores this material, complemented by material from the KU Leuven Central Library’s Special Collections and two manuscripts from the archives of KADOC (Documentatie- en Onderzoekscentrum voor Religie, Cultuur en Samenleving). The exhibition tells the story of a significant local scholarly tradition which is placed in the context of the broader Scotist tradition of the Early Modern Period. Whereas Scholasticism as such is often seen as an exclusively medieval phenomenon, our exhibition highlights one important aspect of early modern scholastic culture. The three brief articles included in this catalogue provide an introduction to John Duns Scotus’s thought, investigate the institutional background of Louvain Scotism, and explore some of the most important aspects of the scholastic output of the Franciscans in Louvain. The numbers attached to the images refer to the annotated list of all exhibits. A virtual exhibition with additional photo material will accompany, and last beyond, the library exhibition. (shrink)

This manuscript introduces I-Three Learning Model (ITLM) intervention to build competency among scholastically backward children by facilitating easy input, processing and output of information. Child receives information through sensory pathways, learning ability is the capacity of the children to collect, process, retain and retrieve information. Children are unique in mental maturity and learning ability. The reasoning is influenced by the auditory, visual, kinaesthetic and tactile inputs. The competency of children with poor social and emotional skills, learning adjustment and academic performance (...) can be improved by enriching their abilities connected to attention, self-learning, logical thinking, reasoning, adjustment, confidence, comprehension and problem-solving. This manuscript is both descriptive and exploratory in nature. On the basis of standard Psychological Assessment, a child studying in the eight standard aged 14 years is identified to be poor in social and emotional skills, learning adjustment and academic performance. This case study is carried to derive the findings of these objectives and establishes that ITLM intervention has certainly improved the capacity of receiving, processing and retrieving information in the children and recommends for the usage of a model for building competency of scholastically backward students. (shrink)

The Formalist tradition in late-scholastic philosophy has gone unnoticed in standard historiography. This article’s overall objective is to add the Formalist tradition to what we know about Renaissance philosophy. I first show how the Formalist tradition was born out of some innovative considerations of hierarchies of distinctions in the wake of the Franciscan John Duns Scotus’s teaching on the formal distinction in the beginning of the fourteenth century (especially Francis of Meyronnes’s model of four distinctions and Petrus Thomae’s more (...) elaborate doctrine of seven kinds of distinctions). I then trace how Formalist literature developed from being an exclusively Franciscan affair to becoming a much more widespread phenomenon. Thus, from the decades up to 1500 and onwards, authors from various late-scholastic schools (Thomism, Lullism, Averroism, and others) produced Formalist literature, i.e., treatises on multiple kinds of distinctions. I highlight particularly how one Franciscan philosopher of the sixteenth century, Jean Du Douet, proposed to view the Formalist preoccupation with distinctions as a discipline in its own right, a proper scientia formalitatum. I finally argue that while this proposal met with dismissive reactions, Du Douet’s idea does in fact reflect the role Formalism played in the scholastic curriculum in the late sixteenth century, at least in Franciscan milieus. (shrink)

Genera, typically hand-in-hand with their branching species, are essential elements of vocabulary-based information constructs, in particular scientific taxonomies. Should they also feature in formal ontologies, the highest of such constructs? I argue in this article that the answer is “Yes” and that the question posed in its title also has a Yes-answer: The way medieval ontologists sliced up the world into genera does matter to formal ontology. More specifically, the way Dietrich of Freiberg, a Latin scholastic, conceived and applied (...) strictly generic criteria to slice up the world into its entities can provide some guidelines to the field of formal ontology with respect to not only its contents, but also its scope. In particular, Dietrich's information criterion plays here a central role. (shrink)

In this paper I argue that, in Leibniz’s mature metaphysics, primary matter is not a positive constituent which must be added to the form in order to have a substance. Primary matter is merely a way to express the negation of some further perfection. It does not have a positive ontological status and merely indicates the limitation or imperfection of a substance. To be sure, Leibniz is less than explicit on this point, and in many texts he writes as if (...) primary matter were a positive constituent of a substance. It seems to me, however, that the view most in keeping with the thrust of his mature philosophical system is that captured by a striking remark of 1695: “Materia rerum est nihilum: id est limitatio [The matter of things is nothing: that is, limitation].” This becomes especially apparent in texts showing that Leibniz’s conception of primary matter corresponds to his conception of creaturely limitation. I start by discussing the notion of primary matter in the scholastic tradition. I then show that although Leibniz places the scholastic terminology of primary matter at a crucial juncture of his metaphysics, he thinks of primary matter in a way which significantly deviates from earlier scholastic views. I conclude that despite his adoption of distinctive terminology of Aristotelian scholasticism, instead of holding a broadly Aristotelian concept of primary matter as the ultimate subject of inherence, Leibniz thinks of primary matter according to a Neoplatonic blue-print in which matter is non-being, privation, mere absence of perfection. (shrink)

As a painfully outdated institution the school is accused of: being alienating, closing itself off to society and to the needs of young people; reproducing social inequality and consolidating existing power relations; demotivating youth; showing a lack of effectiveness and having great difficulty with employability. And last but not least, the school is considered redundant: the school, where learning is bound to time and place, is no longer needed in the digital era of virtual learning environments. The ultimate charge: the (...) school is a product of outdated ways of distributing knowledge and expertise, determined by primitive technologies of the past. Adieu school. This book advocates the acquittal of the school. It argues that many of the allegations against the school are motivated by an age-old fear and even hatred toward one of its radical but essential characteristics: that the school provides ‘free time' and transforms knowledge and skills into 'common goods', and therefore has the potential to give everyone, regardless of background, natural talent or aptitude, the time and space to leave their known environment, rise above themselves and renew (and thus change in unpredictable ways) the world. This defence of the school starts from an investigation of what makes a school a school and pinpoints why the school has value in and of itself. It reveals the various attempts to rob the school of its scholastic character, that is, to tame the school. The ultimate aim is to elaborate a touchstone that helps to defend as well as to re-invent school. -/- Jan Masschelein and Maarten Simons are members of the Laboratory for Education and Society, KU Leuven. They share an interest in research on the public dimensions of education and are currently elaborating a philosophy of schooling. (shrink)

Two stories have dominated the historiography of early modern philosophy: one in which a seventeenth century Age of Reason spawned the Enlightenment, and another in which a skeptical crisis cast a shadow over subsequent philosophy, resulting in ever narrower "limits to knowledge." I combine certain elements common to both into a third narrative, one that begins by taking seriously seventeenth-century conceptions of the topics and methods central to the rise of a "new" philosophy. In this revisionist story, differing approaches to (...) the central subject matter of early modern metaphysics--knowledge of substances through their essences and causal powers--arise as a result of disagreements about the powers of the human cognitive faculties. Methodological writings are seen as attempts to direct readers in the proper use of their cognitive faculties. The early modern rejection of the Aristotelian theory of cognition ranks equally in importance with rejection of Aristotelian doctrines about nature. Skepticism is more often than not a tool to be used in teaching the reader the proper use of the cognitive faculties, or indeed in convincing the reader of the existence or inexistence of certain cognitive faculties or powers. Instead of early modern "epistemology" or "theory of knowledge," one speaks, with seventeenth century writers, of theories of the cognitive faculties and their implications for the possibility of human knowledge. The early modern rejection of Aristotelian logic can then be seen as reflecting a negative assessment about the fit between syllogistic reasoning and logic as an art of reasoning or thinking which refines the use of the cognitive faculties. -/- Central to this new historiography is the story of the relation between the intellect and senses as cognitive faculties or powers. The development of philosophy from Descartes to Kant can be portrayed as a series of claims about the power of the intellect to know the essences of things, with resulting consequences for ontology and the foundations of natural philosophy. I illustrate this revised narrative by comparing three conceptions of the intellect in three philosophical settings, provided by several late scholastic Aristotelians, Descartes, and Locke. I have two aims: first, to exhibit the central role played by the conception of intellect or understanding in these authors, and, second, to locate their discussions of the cognitive faculties in relation to recent understandings of psychology, epistemology, logic, mind, and their relations. Early modern writings do not easily fit into the modern categories of epistemology and psychology; more generally, the early modern concern with the workings of mind does not coincide with recent conceptions of naturalism. These findings can help us to see problems with our current categories. (shrink)

Migration is a recurrent phenomenon of human history because it is a successful adaptive strategy of human beings. Although migration today is not of a greater magnitude than in the past, it attracts a great deal of media and academia attention. The present wave of non-Western immigrants into the United States and Europe caused, apart from myriad economic, social and political problems, an ideological dispute between globalism and right-wing populism. Both ideological approaches attract many zealots who spread extreme opinions and (...) poison the whole political life. Using the scholastic method, I examined some opposing points of view of globalists and right-wing populists on several topics regarding non-Western immigration: border control, illegal immigration, limitations of legal immigration, refugee relocation quotas and cultural integration of immigrants. The globalists’ and right-wing populists’ theses and arguments were checked in regard with established authorities, available factual data and human reason. Highlighting some important topics relating to immigration problem and weighing the main arguments used by globalists and right-wing populists, I also indicate several points of compromise that could help people to moderate their political opinions. (shrink)

The relation between extension and impenetrability is a major issue in the Descartes-More correspondence, which implies an analysis of the concept of extension. The mereological structure partes extra partes is a crucial element here. Both philosophers hold two opposed views of this mereological structure. I try to show that these two views can be traced back to scholastic discussions on quantity’s relation to extension. This background provides a vantage point, which enables to propose a new construal of the argumentative (...) exchange around impenetrability, and which casts some light too on our understanding of two properties – spissitude and indiscerpibility – which More attributes to spiritual extension in his later writings. (shrink)

This article aims to address the widespread thesis according to which medieval scholastics would not handle the idea of fine art. Based on a suggestion by Anzulewicz, the author shows how Albert the Great did understand the peculiarity of fine arts and put them in close relationship with liberal arts. There are fine arts, such as music, which are sought after for their own sake and can, therefore, be considered as fully liberal. In contrast to them, there are other arts (...) called mechanical, whose purpose is utilitarian. In the third place, there are other arts which, although also possessing some utility, are chosen for their own sake and are therefore partly liberal; we should place fine arts such as architecture in that group. The more art participates in reason and the beauty of the soul, the more it will be fine and liberal. The product is called to be a metaphor for the honest good of virtue. The very contemplation of this beauty embodied by art evokes an aesthetic enjoyment. In this way, we can see that Albert, no less than Aquinas, speaks of the pleasure linked to the contemplation of beauty. (shrink)

(From the Introduction) The topic I would like to present is “Scholasticism and Thomism” as found in Chapter 7 of Fabro’s "Brief Introduction to Thomism". My presentation, as both a summary and a partial commentary on some aspects of this work, may be helpful as we wait for the English translation of Fabro’s book. The title of this chapter says exactly what Fr. Fabro wants to do. He wants to relate Scholasticism and Aquinas in two senses: 1) from a historical (...) point of view, so that we may understand the origins, context and later fortune of the doctrine of St. Thomas, and 2) from a doctrinal point of view (and this is the most important) so that we may clearly distinguish St. Thomas’ doctrine from the rest of Scholasticism. This is very important because some people have tried to understand the Church’s invitation—or, rather, instruction—to study St. Thomas as simply a broad invitation to study Scholastic philosophy and theology. This is clearly not the case. The Church wants us to study the principles of Thomistic doctrine which, many times, are substantially different from other scholastic doctrines. (shrink)

This paper investigates Descartes’s understanding of the imago Dei, that it is above all in virtue of the will that we bear the image and likeness of God. I challenge the key assumption of arguments that hold that Descartes’s comparison between the human will and the divine will is problematic—that in his conception of the imago Dei Descartes is alluding to Scholastic conceptions of analogy available to him at the time, which would place particular constraints on the legitimacy of (...) the comparison. I argue instead that Descartes is evoking a different tradition regarding the nature of image and imitation, stemming from Augustine and Aquinas, and thus, that those constraints do not apply. I then argue that Descartes thinks the likeness between the human will and God’s will is that both are infinite in “extent.” This means that human will can “extend itself” not only to things that can be the object of some other will, but to things that can be the object of God’s will. This is notable because Descartes famously thinks that absolutely anything can be the object of God’s will. I explain why this interpretation is not implausible, contrary to first appearances. (shrink)

I first explain the scholastic (Scotist) thesis on the independence of essences Bayle alludes to in the passage of the Continuation des Pensée Diverses where he presents the Stratonicians' and the Chinese philosophers' retorsion. Then, I show that this retorsion applies to the argument of the existence of God based on "aseity", but not to the occasionalist argument based on the "quod nescis" principle. I conclude that materialism (the "Stratonician hypothesis") cannot be, for Bayle, a satisfying system.

This paper contrasts the scholastic realisms of David Armstrong and Charles Peirce. It is argued that the so-called 'problem of universals' is not a problem in pure ontology (concerning whether universals exist) as Armstrong construes it. Rather, it pertains to which predicates should be applied where, issues which Armstrong sets aside under the label of 'semantics', and which from a Peircean perspective encompass even fundamentals of scientific methodology. It is argued that Peirce's scholastic realism not only presents a (...) more nuanced ontology (distinguishing existence and reality) but also illuminates why scholastic realism is a position worth fighting for. (shrink)

An early modern scholastic conception of moral possibility helps make sense of Descartes's own perplexing use of that concept and solves the exegetical puzzles surrounding Descartes's conflicting remarks about free will.

A seventeenth-century scholastic attempt to restrict the truthmaker principle to positive truths.

Recent research in Baroque Scholastic and early modern meditational exercises has demonstrated similarity between Descartes’s Meditations and St. Teresa of Ávila’s El Castillo Interior. While there is growing agreement on the influence of Catholic meditations on Descartes, the extent of Teresa’s role is debated. Instead of discussing the full extent of Teresa’s influence, this paper concentrates on one example of the considered influence: the skeptical scenario of demonic deception, having clear anticipation in Teresa’s work where the exercitant faces off (...) against deceiving demonic forces, which confound and temporarily halt the meditative progress. The paper analyzes Teresa’s use of deceptive demons and its influence on the Cartesian Evil Demon scenario, while contrasting both with a discussion of demonic deception in the late Medieval and Baroque Scholastic context, arguing that demonological discussions in 1500s allowed both Teresa’s and Descartes’s deceivers to not only cause diversions but to make the deception laborious to resist. (shrink)

The late scholastics, from the fourteenth to the seventeenth centuries, contributed to many fields of knowledge other than philosophy. They developed a method of conceptual analysis that was very productive in those disciplines in which theory is relatively more important than empirical results. That includes mathematics, where the scholastics developed the analysis of continuous motion, which fed into the calculus, and the theory of risk and probability. The method came to the fore especially in the social sciences. In legal theory (...) they developed, for example, the ethical analyses of the conditions of validity of contracts, and natural rights theory. In political theory, they introduced constitutionalism and the thought experiment of a “state of nature”. Their contributions to economics included concepts still regarded as basic, such as demand, capital, labour, and scarcity. Faculty psychology and semiotics are other areas of significance. In such disciplines, later developments rely crucially on scholastic concepts and vocabulary. (shrink)

‘It is of the very nature of consciousness to be intentional’ said Jean-Paul Sartre, ‘and a consciousness that ceases to be a consciousness of something would ipso facto cease to exist’.1 Sartre here endorses the central doctrine of Husserl’s phenomenology, itself inspired by a famous idea of Brentano’s: that intentionality, the mind’s ‘direction upon its objects’, is what is distinctive of mental phenomena. Brentano’s originality does not lie in pointing out the existence of intentionality, or in inventing the terminology, which (...) derives from scholastic discussions of concepts or intentiones.2 Rather, his originality consists in his claim that the concept of intentionality marks out the subject matter of psychology: the mental. His view was that intentionality ‘is characteristic exclusively of mental phenomena. No physical phenomenon manifests anything like it’.3 This is Brentano’s thesis that intentionality is the mark of the mental. Despite the centrality of the concept of intentionality in contemporary philosophy of mind, and despite the customary homage paid to Brentano as the one who revived the terminology and placed the concept at the centre of philosophy, Brentano’s thesis is widely rejected by contemporary philosophers of mind. What is more, its rejection is not something which is thought to require substantial philosophical argument. Rather, the falsity of the thesis is taken as a starting-point in many contemporary discussions of intentionality, something so obvious that it only needs to be stated to be recognised as true. Consider, for instance, these remarks from the opening pages of Searle’s Intentionality: Some, not all, mental states and events have Intentionality. Beliefs, fears, hopes and desires are Intentional; but there are forms of nervousness, elation and undirected anxiety that are not Intentional.... My beliefs and desires must always be about something. But my nervousness and undirected anxiety need not in that way be about anything.4 Searle takes this as obvious, so obvious that it is not in need of further argument or elucidation. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophies versus Philosophy:In Defense of a Flexible DefinitionRein RaudIt is strange that no one has taken up Carine Defoort's clearly formulated and timely argument about the intercultural tensions in interpreting what philosophy is, although the issue deserves at least a roundtable, if not an international conference.1 I doubt that this is because there is a general consensus that the matter is now settled, and I would therefore like to (...) develop the argument a bit further and offer a few additional factors to consider. It is also obvious that the problem is not limited to the subject of Chinese philosophy alone: all traditions of thought from all over the world, but most notably the Indian, Islamic, and Japanese heritages, are affected by the positions we adopt. As in most debates about the commensurability of cultural traditions, we can find differences when we look for them, and similarities if these are what we would like to see, so the "conflict of sensitivities"2 is also a matter of attitudes. My own position is that regardless of what we prefer to call the practice of deeper thought (and 'philosophy' is a very good name), it would be extremely useful for all of its participants, whatever their origin and upbringing, to find a common denominator for them to be able to exchange ideas and mutually enrich each other on its basis. In what follows I shall try to sketch a perspective from which this could, in my opinion, be theoretically grounded.Four PositionsDefoort has identified four possible points of view on the problem of whether classical Chinese thought could or should be called 'philosophy,' which could be summarized as follows.1. Chinese classical thought is not philosophy, because it does not satisfy the conditions of philosophy as it is generally and traditionally understood in the West.2. Chinese classical thought is philosophy, because it reveals the necessary characteristics if analyzed with the help of an appropriate (Western-type) observation language.3. Chinese classical thought can be called philosophy, but only if we redefine philosophy in order to accommodate some of its nontypical or clearly deviant features.4. Chinese classical thought should not be called philosophy, because philosophy is a culturally closed Western phenomenon with a limited scope and incapable of understanding fundamentally different modes of thought. [End Page 618]If we dismiss the birthright variety of the first position, we could label it essentialist, and its weakest point is certainly that Western philosophy has not remained unchanged during the course of history. It is highly doubtful that Socrates, Diogenes, scholastics, Nietzsche, and Gareth Evans could all be members of the same set if the same strict criteria were applied to all periods and all cultural settings in the same way, and, as Defoort herself stresses,3 the fact that seventeenth-century Jesuits (the basis of whose original worldview, we should think, was much farther from the Chinese than ours) had no problem in calling Chinese thought philosophy should show us that the paradigm shift of the thing called 'philosophy' has occurred in the West and is, so to speak, our problem and not theirs.Now, it is also possible that in some circles even some prominent names in the Western tradition do not qualify as real philosophers, in the sense in which Hegel was treated by Bertrand Russell4 and Heidegger was dismissed by Alfred Ayer5 in their respective histories of philosophy (while they nevertheless felt compelled to include chapters or passages on them). A definition of philosophy that puts forward such criteria that a considerable number of thinkers would have to remain outside its borders should be labeled sectarian-and it can still be met, even if ever less often, in some analytical schools of philosophy. It is my conviction, however, that in our globalizing world any definition that would leave non-European philosophy outside the borders of 'philosophy proper' should be considered sectarian in nature. The main problem that I have with Defoort's family model6 is precisely that in it the head of the family, who makes the decisions as to who can be adopted and who cannot, is always Western, and the... (shrink)

Spinoza is most often seen as a stern advocate of mechanistic efficient causation, but examining his philosophy in relation to the Aristotelian tradition reveals this view to be misleading: some key passages of the Ethics resemble so much what Suárez writes about emanation that it is most natural to situate Spinoza's theory of causation not in the context of the mechanical sciences but in that of a late scholastic doctrine of the emanative causality of the formal cause; as taking (...) a look at the seventeenth-century philosophy of mathematics reveals, this is in consonance also with Spinoza's geometrical cast of mind. Against this background, I examine Spinoza's essentialist model of causation according to which each thing has a formal character determined by the thing's essence and what follows from that essence. In the case of real things this essential causal architecture results in efficacy, i.e. in bringing about real effects, the key idea being that without the essential, formally structured causal thrust there would be no efficacy in the first place. I also explain how this model accounts for efficient causation taking place between finite things. (shrink)

The goal of this paper is to better understand Kant’s conception of philosophy as a “world concept”, which is at the heart of the Architectonic of Pure Reason. This is pursued in two major parts. The first evaluates the textual foundation for reading Kant’s world concept of philosophy as cosmopolitanism and concludes that he most probably never himself equated philosophy as a world concept with any form of cosmopolitanism. The second major part of the paper clarifies this concept of philosophy (...) through the specific role it plays in the argument of the Architectonic. Kant’s unique concept of science is examined and compared with several specific applications of it found elsewhere in Kant’s writings. From this it is concluded that Kant’s intention in the Architectonic was to derive his world concept of philosophy from its logical counterpart, namely the scholastic concept of philosophy, and that its function there is to provide the idea from which the entire structure of Kantian critical metaphysics can be derived. Philosophy as a world concept, it is further argued, is the complete system of critical or Kantian metaphysics in application and the philosopher in this sense is the ideal critical metaphysician who fully realizes its laws through her own understanding and will. (shrink)

This chapter will explore the reception of Condillac in Argentina from the nineteenth century to the early twentieth century, focusing on two cases. First, the reception by nineteenth-century professors of idéologie (Juan Crisóstomo Lafinur, Juan Manuel Fernández de Agüero, Luis José de la Peña, and Diego Alcorta) that was mediated by the interpretations of Antoine Destutt de Tracy, Pierre Jean Cabanis, and Pierre Laromiguière. Second, the reception in the early twentieth century by José Ingenieros, whose narrative was conditioned by his (...) own political and philosophical agenda. In each case, we can identify different receptions that must be interpreted not only in light of the philosophical concerns of the authors who made them but also in light of the wider cultural and political context in which they emerged. In the first half of the nineteenth century, Condillac was received as a philosopher who integrated the new philosophical canon that would replace the Scholastic canon that had been imposed by the colonial regime. In the early twentieth century, Ingenieros inserted Condillac into a narrative that, starting with Bacon and Locke, culminated in positivism, a current that, in his view, offered the best framework to make Argentina shine in the concert of civilized nations. (shrink)

Brentano’s introduction of the concept of intentionality into contemporary philosophy was indebted to scholastic sources. Among these, Suárez has not been sufficiently addressed, even though his idea of transcendental relation is relied upon by Brentano to describe the intentional relation. In addition, in his examination of being as truth in Suárez, Brentano manifests his assumption of the principle of immanence. Finally, this article argues that, even in his reist period, Brentano continued to understand knowledge as a relation.

William James advocated a form of finite theism, motivated by epistemological and moral concerns with scholastic theism and pantheism. In this article, I elaborate James’s case for finite theism and his strategy for dealing with these concerns, which I dub the problems of suffering. I contend that James is at the very least implicitly aware that the problem of suffering is not so much one generic problem but a family of related problems. I argue that one of James’s great (...) contributions to philosophical theism is his advocacy for the view that adequate theistic philosophizing is not so much about cracking this family of problems, but finding a version of the problem to embrace. (shrink)

Academic excellence and intelligence are commonly lauded as commendable attributes synonymous with success. However, a disconcerting trend has surfaced within educational institutions, challenging the prevailing narrative of scholastic accomplishment—smart shaming. This research delves into the increasing concern of smart shaming within educational settings, particularly at Immaculate Conception College of Balayan, Inc., questioning the predominant emphasis on academic excellence and intelligence. A qualitative case study design, along with judgmental sampling, was employed to examine fifteen (15) student leaders who had experienced (...) smart shaming on campus. Thematic analysis revealed that sarcastic remarks including "edi wow," "Okay ikaw na matalino," "bidabida," and "sipsip" were a prevalent manifestation of smart shaming, adversely affecting emotional well-being, academic and leadership prowess, mental health, and self-perception. Coping mechanisms, predominantly centered around ignoring and focusing on goals, were identified. The findings underscore the imperative for educators to remain vigilant regarding instances of smart shaming in classrooms, promoting open communication to ensure student well-being. Additionally, guidance counselors play a pivotal role in aiding students in effectively navigating the repercussions of smart shaming. This study advocates for proactive programs and interventions to address and alleviate the deleterious effects of smart shaming on students. (shrink)

The legal progression in China is portrayed negatively by western scholars who often argue that the state institutions in China are subordinate to the control of Chinese Communist Party’s leadership which makes these institutions politically insignificant. We consider that the legal progression in China has an instrumental role in achieving “Harmonious Socialist Society.” The purpose of this thesis is to provide an analytical literature review of scholastic work to explain the legality of rule of law in China and to (...) elaborate the outcomes of China’s recent legal developments. This paper has two main subjects. First, it examines the nature of law and rule of law in China through the prism of different legal theories. Secondly, by arguing from different political theories, it explains the necessity of customized legal system in China for establishing a Harmonious Socialist Society. By giving different examples from contemporary China, this thesis argues that the legality of the rule of law in China ought to be understood in the context of China’s economic and social progression rather than the western legal scholarship. China’s economic progress demands a customized legal system. In our thesis, we claim that the regular upgradation of laws and introduction of constitutional amendments in China, should be recognized as important achievement which is required for the institutional innovation. Legal progression in China during last decade perfectly fit into the framework of “Socialism with Chinese Characteristics” and is very crucial for building a harmonious socialist society. It is vivid from China’s economic growth and developed international relations. Finally, this paper suggests that the Chinese legal progression can be taken as successful example of legal experimentalism. (shrink)

The work of Thomas White represents a systematic attempt to combine the best of the new science of the seventeenth century with the best of Aristotelian tradition. This attempt earned him the criticism of Hobbes and the praise of Leibniz, but today, most of his attempts to navigate between traditions remain to be explored in detail. This paper does so for his ontology of accidents. It argues that his criticism of accidents in the category of location as entities over and (...) above substances was likely aimed at Francisco Suárez, and shows how White’s worries about the analysis of location were linked with his broader cosmological views. White rejects real qualities, but holds that the quantity of a substance is somehow distinct from its bearer. This reveals a common ground with some of his scholastic interlocutors, but lays bare a deep disagreement with thinkers like Descartes on the nature of matter. (shrink)

17th-century Iberian and Italian scholastics had a concept of a truthmaker [verificativum] similar to that found in contemporary metaphysical debates. I argue that the 17th-century notion of a truthmaker can be illuminated by a prevalent 17th-century theory of truth according to which the truth of a proposition is the mereological sum of that proposition and its intentional object. I explain this theory of truth and then spell out the account of truthmaking it entails.

Franz Brentano’s attempt to distinguish mental from physical phenomena by employing the scholastic concept of intentional inexistence is often cited as reintroducing the concept of intentionality into mainstream philosophical discussion. But Brentano’s own claims about intentional inexistence are much misunderstood. In the second half of the 20th century, analytical philosophers in particular have misread Brentano’s views in misleading ways.1 It is important to correct these misunderstandings if we are to come to a proper assessment of Brentano’s worth as a (...) philosopher and his position in the history of philosophy. Good corrections have been made in the recent analytic literature by David Bell (1990), Dermot Moran (1996), and Barry Smith (1994) among others. But there is also another, more purely philosophical lesson to be learned from the proper understanding of Brentano’s views on this matter. This is that Brentano’s struggles with the concept of intentionality reveal a fundamental division between different ways of thinking about intentionality, an division which Brentano himself does not make fully clear. Making the nature of this division explicit is the aim of this paper. (shrink)

This chapter deals with Thomas Browne’s most famous work, Religio Medici, and especially with his account of Charity. The first paragraph focuses on Browne’s specific account of the relationship between natural and supernatural. This view is inspired by Bacon, Sebunde, and Montaigne, and is crucial to understand the background of Browne’s view about the virtue of Charity. The second paragraph is about Browne’s specific understanding of Charity, which seems to be a middle stage between the traditional, Scholastic doctrine, and (...) the Kantian idea of moral law, independent from the practical law and the desire of the subject. The third paragraph deals with Religio Medici’s reversal of the traditional “order” of Charity, as well as Browne’s accounts of abnegation and friendship as an effective way for a charity to the self which meets many aspects of Foucault’s ἑπιμέλεια έαuτου. The fourth paragraph is about Browne’s analogical understanding of medicine and morality, as well as his use of the meditatio mortis. (shrink)

This paper explicates Descartes’ theory of intuition (intuitus). Departing from certain commentators, I argue that intuition, for Descartes, is a form of clear and distinct intellectual perception. Because it is clear and distinct, it is indubitable, infallible, and provides a grade of certain knowledge he calls ‘cognitio’. I pay special attention to why he treats intuition as a form of perception, and what he means when he says it is ‘clear and distinct’. Finally, I situate his view in relation to (...) those of his Scholastic predecessors on one hand and current theories on the other. His view anticipates the contemporary ‘perceptual model of intuition’, though it is much bolder with its promise of certainty. (shrink)

Universities have always been part of political and public discourse in one way or another. The EU has assigned universities a new model role as ultimate integrators for the designated European Education Area and European Research Area. In this sense, Homo Academicus must reflect on new arrangements, as the previously occupied position of an omniscient detached observer is no longer valid. It is doomed to remain an unaccomplished and misleading idealization. The European Council has introduced the idea of the European (...) University as a bottom-up network of universities across the EU. It presents education as everyone’s favorite muse, but it is not a silver bullet. The education system is entangled in national and supranational interests, constantly shifting between the public and private sectors. The academic community is experiencing one of the biggest existential conflicts in choosing between two options: 1) scholastic supra-civic detachment, ivory tower escapism, and elitist stance, or 2) intellectual social engagement and civic education. Unless this conflict is resolved, future universities will not be able to foster transversal skills and prepare accountable citizens. (shrink)

My goal in this paper is to reconstruct Anthony Collins’ challenge to the authority of orthodox Anglican figures, which arises due to arguments Collins develops in his Vindication of the Divine Attributes (1710) and Discourse on Free-Thinking (1713). In addition to shedding light on a hitherto underappreciated argument by Collins, my reconstruction allows me to propose a solution to the interpretive problem posed by §§16–22 of the fourth dialogue of Berkeley’s Alciphron (1732). While it has been acknowledged that Collins looms (...) large in the background of these sections, Berkeley’s argumentative strategy has remained perplexing to commentators, particularly his references to several Scholastic thinkers. I argue that we can make sense of Berkeley’s strategy and references if we appreciate that these sections are intended to evade Collins’ challenge. (shrink)