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Yasha Gall, Julian Sorell Huxley, 1887-1975
Julian Sorell Huxley, 1887-1975 Yasha Gall Published by Nauka, St. Petersburg, Russia, 2004 Reproduced as an e-book with kind permission of Nauka Science editor: Academician AL Takhtajan Preface by the Science Editor The 20th century was the epoch of discovery in evolutionary biology, marked by many fundamental investigations. Of special significance were the works of AN Severtsov, SS Chetverikov, S Wright, JBS Haldane, G De Beer JS Huxley and R Goldschmidt. Among the general works on evolutionary theory, the one of greatest breadth was Julian Huxley’s book Evolution: The Modern Synthesis (1942). Huxley was one of the first to analyze the mechanisms of macro-evolutionary processes and discuss the evolutionary role of neoteny in terms of developmental genetics (the speed of gene action). Neoteny—the most important mechanism of heritable variation of ontogenesis—has great macro-evolutionary consequences. A Russian translation of Huxley’s book on evolution was prepared for publication by Professor VV Alpatov. The manuscript of the translation had already been sent to production when the August session of the VASKNIL in 1948 burst forth—a destructive moment in the history of biology in our country. The publication was halted, and the manuscript disappeared. I remember well a meeting with Huxley in 1945 in Moscow and Leningrad during the celebratory jubilee at the Academy of Sciences. He was deeply disturbed by the “blossoming” of Lysenkoist obscurantism in biology. It is also important to note that in the 1950s Huxley developed original concepts for controlling the birth rate of the Earth’s population. He openly declared the necessity of forming an international institute at the United Nations, since the global ecosystem already could not sustain the pressure of human “activity” and, together with humanity, might itself die. -
World Evolutionary Humanism, Eugenics and UNESCO UNESCO Its Purpose and Its Philosophy Part 1
World Evolutionary Humanism, Eugenics and UNESCO UNESCO Its Purpose and Its Philosophy Part 1 Brent Jessop - Knowledge Driven Revolution.com May 19, 2008 Sir Julian Sorell Huxley "That [fundamental] task [of UNESCO] is to help the emergence of a single world culture, with its own philosophy and background of ideas, and with its own broad purpose. This is opportune, since this is the first time in history that the scaffolding and the mechanisms for world unification have become available, and also the first time that man has had the means (in the shape of scientific discovery and its applications) of laying a world-wide foundation for the minimum physical welfare of the entire human species. And it is necessary, for at the moment two opposing philosophies of life confront each other from the West and from the East, and not only impede the achievement of unity but threaten to become the foci of actual conflict. You may categorise the two philosophies as two super-nationalisms; or as individualism versus collectivism; or as the American versus the Russian way of life; or as capitalism versus communism; or as Christianity versus Marxism; or in half a dozen other ways. The fact of their opposition remains and the further fact that round each of them are crystallising the lives and thoughts and political aspirations of hundreds of millions of human beings. Can this conflict be avoided, these opposites be reconciled, this antitheses be resolved in a higher syntheses? I believe not only that this can happen, but that, through the inexorable dialectic of evolution, it must happen - only I do not know whether it will happen before or after another war." – 61 As the first Director of UNESCO (United Nations Educational, Scientific and Cultural Organisation), Sir Julian Sorell Huxley (1887-1975) wrote a paper entitled UNESCO Its Purpose and Its Philosophy (1946) [1] in which he outlined his vision for the newly created international organisation (which grew out of the League of Nations' Institute of Intellectual Co-operation). -
Seven Atheisms
SEVEN ATHEISMS Andrew Walker SEVEN ATHEISMS Exploring the varieties of atheism in John Gray’s book Seven Types of Atheism Andrew Walker Emeritus Professor of Theology, Culture and Education, King’s College London Christian Evidence Society christianevidence.org Text copyright © Andrew Walker 2019 Published by the Christian Evidence Society, London, 2019 christianevidence.com All rights reserved Editing and design: Simon Jenkins Cover photograph by PhotoDu.de / CreativeDomainPhotography.com. Creative Commons Attribution 2.0 Generic (CC BY 2.0) license Contents Introduction 5 The seven atheisms 19th century atheism 6 Secular humanism 8 Science as religion 12 Modern politicial religion 15 God-haters 18 Atheism without progress 22 The atheism of silence 25 Conclusion 27 Index 30 Introduction John Gray’s Seven Types of Atheism (Allen Lane, 2018) is an important book for both religious and non-religious readers. John Gray, who describes himself as an atheist, is nevertheless critical of most versions of atheism. His attitude to atheism is the same as his attitude to certain types of religion. This attitude is predicated upon Gray’s conviction that human beings are intrinsically dissatisfied and unpredictable creatures who can never get along with each other for any length of time. His view is based on a reading of human nature that sails close to the wind of the Christian concept of original sin, and is out of step with most modern forms of atheism. In particular, Gray is allergic to any forms of cultural progress in human behaviour especially if they are couched in positivistic or evolutionary terms. 5 ATHEISM 1 19th century atheism Gray sets out his stall in his first chapter, ‘The New Atheism: A Nineteenth- century Orthodoxy’. -
Christianity, Natural Law and the So-Called Liberal State
Christianity, Natural Law and the So-called Liberal State James Gordley According to the Book of Genesis, “God said, ‘Let us make man in our image, after our likeness.’ So God created man in his own image, in the image of God created he him; male and female created he them.” (Gen. 1:26–7) Here, my former colleague Jeremy Waldron has said, is “a doctrine [that]is enormously attractive for those of us who are open to the idea of religious foundations for human rights.”1 What is special about man is that he is created in the image of God. Waldron noted that “[m]any object to the political use of any deep doctrine of this kind. For some, this is a special case of a Rawlsian commitment to standards of public reason generally.”2 He quotes Rawls: “In discussing constitutional essentials and matters of basic justice we are not to appeal to comprehensive religious or philosophical doctrines” but only to “plain truths now widely accepted, and available, to citizens generally.”3 I will come back to this objection later. Rawls’ claim is particularly important for present purposes since he has said the most about what other people can and cannot say in the public forum. Waldron’s own difficulty is with “the further question of what work [this doctrine] can do.”4 Why does it matter? He quoted Anthony Appiah who said, “[w]e do not have to agree that we are created in the image of God ... to agree that we do not want to be tortured by government officials.”5 Towards the end of his article Waldon noted that “[c]onsistently, for almost the whole of the Christian era imago Dei [the image of God] has been associated with man’s capacity for practical reason...”6 He quoted Thomas Aquinas: “man is united to God by his reason or mind, in which is God’s image.”7 I think if he had pursued this point further he could have answered his question. -
From Liberalisms to Enlightenment's Wake
JOURNAL OF IBERTARIAN TUDIES S L S JL VOLUME 21, NO. 3 (FALL 2007): 79–114 GRAY’S PROGRESS: FROM LIBERALISMS TO ENLIGHTENMENT’S WAKE JEREMY SHEARMUR The progress of that darkness . from its first approach to the period of greatest obscuration. William Robertson, History of the Reign of Charles the Fifth I HAVE KNOWN JOHN Gray for quite a few years, and have long admired his work. We were among the (very few) political theorists in the U.K. who, in the early 1970s, had an interest in the work of Hayek, and more generally in issues relating to classical liberalism. During the 1980s, he emerged as the most powerful and effective theorist of classical liberalism in the U.K., notably through his re- interpretations of John Stuart Mill in Mill on Liberty (1983a), his Hayek and Liberty (1984), and his overview and critical assessment of the lib- eral tradition, Liberalism (1986). We had, over the years, various dis- cussions about Hayek and liberalism—as Gray mentions in his Hayek on Liberty—and in that connection we shared many intellectual con- cerns; notably, with problems about how classical liberalism related to particular traditional cultures, and about the value of lives that did not involve autonomy in any significant sense. Our discussions about these and related matters were occasional, and typically by telephone or at Liberty Fund conferences. In the course of one of these conversations, I suggested to Gray that he might consider col- lecting some of his essays on liberalism into a volume, as he kindly JEREMY SHEARMUR is Reader in Philosophy at the Australian National University. -
RD 071 937 SO 005 072 AUTHOR Payne, Judy Reeder TITLE Introduction to Eastern Philosophy, :Jocial Studies: 6414.23
DOCIDIENT RESUME RD 071 937 SO 005 072 AUTHOR Payne, Judy Reeder TITLE Introduction to Eastern Philosophy, :Jocial Studies: 6414.23. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE 71 NOTE 39p.; An Authorized course of instruction for the Quinmester Program EDRS PRICE MF -S0.65 HC -93.29 DESCRIPTORS Activity Units; Asian Studies; Behay.aral Objectives; Chinese Culture; Curriculum Guides; Grade 10; Grade 11; Grade 12; *Non Western Civilization; *Philosophy; *Religion; Resource Units; Secondary Grades; *Social Studies Units; Values IDENTIFIERS Flcrida; *Quinmester Program ABSTRACT Major Eastern philosophies and/or religions col sisting of Hinduism, Buddhism, Confucianism, Taoism, and Shintoism are investigated by 10th through 12th grade students in this general social studies quinmester course. Since Eastern philosophical ideas are already influencing students, this course aims to guide students in a universal search for values and beliefs about the meaning of life. Through suggested activity learning, the five major religions are compared and contrasted for their differences, similarities, and .are examined for their influences upon Non Western and Western civilizations. Lastly, students trace contemporary ideas to Eastern philosophies. The course is arranged, as are other quinmester courses, with sections on broad goals, course content, activities, and materials. (SJM) AUTHORIZED COURSE OF INSTRUCTION FOR THE Uo Vlige1/45) 0 O Spcial Studies : INTRODUCTION TO EASTERNPHILOSOPHY 64111.23 6448.69 DIVISION OF INSTRUCTION1971 ED 071937 SOCIAL STUDIES INTRODUCTION TO EASTERN PHILOSOPHY zwoom5,13,0-mmmMZ17,MmMgg25.±:1"21'zmy., -omc 6448.696414.23 mmzocon>owao5zar4o--4m-5).35o5mt7zom74oviSollAmstwoz.3:14mm_pm..'mo mzsimmZ .momoo5,7,09c JUDY REEDERby PAYNE CmzQrfi7!!400z0m'10'.00m:;CS-,.740Olapm zMrsg;,T,m, for the 517,ZE5c00,m2.00'T23-DOM OM 2..I DadeDivision CountyMiami, 1971of PublicFloridaInstruction Schools DADE COUNTY SCHOOL BOARD Mr. -
Chinese Philosophical Traditions Confucianism, Daoism, Legalism (+Buddhism in China)
Primary Sources: Chinese Philosophical Traditions Confucianism, Daoism, Legalism (+Buddhism in China) Confucianism: Confucius (c. 551 - 479 BCE) has been one of the most important thinkers in Chinese culture. Confucius redirected Chinese philosophy toward establishing the correct moral behavior of people within society. Significantly, Confucian thought was founded on the oldest and most respected traditions of Chinese society. Confucius himself claimed that he did nothing new, but in reality he fundamentally changed the direction of Chinese thought. Selections from the Analects (5th Century B.C.E.) On Filial Piety Mang I asked what filial piety is. The Master said, "It is being obedient." Soon after, as Fan Chi was driving him, the Master told him "Mang asked me what filial piety is, and I answer him 'being obedient.'" Fan Chi asked, "What exactly did you mean?" The Master replied, "That parents, when alive, should be served according to ritual; that, when dead, they should be buried according to ritual; and that they should be sacrificed to according to ritual." On Goodness The Master said, "A youth, when at home, should behave well toward his parents, and when abroad, respectfully to his elders. He should be earnest and truthful. He should overflow in love to all, and cultivate the friendship of the good. When he has time and opportunity, after doing those things, he should study the polite arts." Zhonggong asked about perfect virtue. The Master said, "When abroad, behave to everyone as if you were receiving an important guest; treat people as if you were assisting at a great sacrifice; do not do to others as you would not wish done to yourself. -
Elements of Chinese Religion
ELEMENTS OF CHINESE RELIGION Professor Russell Kirkland Department of Religion University of Georgia 1) CONFUCIANISM: A humanistic value-system based on the teachings of Confucius (Kongzi: 551- 479 BCE). It stresses the moral responsibilities of the individual as a member of society. Confucian ideals are to be attained in one's everyday life, through individual moral cultivation and the fulfillment of one's proper roles in society. Though the early thinkers Mencius (Mengzi) and Hsün-tzu (Xunzi) debated human nature, Confucians generally share a common assumption that human nature and/or society are ultimately perfectible. Though called "humanistic," Confucian ideals were originally grounded in a belief that humanity is perfectible because our higher qualities somehow come from "Heaven" (T'ien/Tian). Also, the Confucian tradition includes a liturgical tradition in which Confucius is venerated as a spiritual being. But most Confucian leaders since the 10th century have been humanistic intellectuals leery of any concept of a personalized higher reality. Influenced by Taoism and Buddhism, those "Neo-Confucians" developed sophisticated metaphysical theories as well as meditative practices. Westerners often overlook the Neo-Confucian pursuit of individual "sagehood." 2) TAOISM: Includes both a classical school of thought (fl. 4th-2nd centuries BCE) and an organized religion (fl. 2nd-12th centuries CE). Classical Taoism — represented by texts like the Nei-yeh (Neiye), Lao-tzu (Laozi), Chuang-tzu (Zhuangzi), and Huai-nan-tzu (Huainanzi) — stressed a return to natural harmony with life's basic realities; such harmony, they thought, typified humanity's original state. Later Taoism is rich and complex. It began as a sacerdotal, liturgical tradition centered upon the socio-political ideal of a world that functions in holistic harmony. -
Eugenics, Pt. 2
Eugenics, Pt. 2 8.31 Lecture - LPS 60 Review: Eugenicists claim to be supported by which two scientific theories? Scientific theory Application by Eugenicists Natural Selection -----------> Darwinian Morality (“Might makes right”) Hard Heredity ------------> Genetically-determined Social fitness Review: Eugenicists claim to be supported by which two scientific theories? Scientific theory Application by Eugenicists Natural Selection -----------> Darwinian Morality (“Might makes right”) Hard Heredity ------------> Genetically-determined Social fitness 1. Darwinian Morality “One of the effects of civilization is to diminish the rigour of the application of the law of natural selection. It preserves weakly lives that would have perished in barbarous lands.” “The question was then forced upon me: Could not the race of men be similarly improved? Could not the undesirables be got rid of and the desirables multiplied?” - Francis Galton, "Hereditary Talent and Character" in MacMillan's Magazine Vol. XII (May - October 1865). London Poster, 1910s 2. Genetically-determined social fitness The following groups are deemed socially ‘unfit’: epileptics, depressed, poor (paupers), criminals, alcoholics, blind, deformed, deaf, feeble-minded Galton (1869) focuses on intelligence. Laughlin (1922) includes all of these groups and more under the label “socially inadequate”. London Poster, 1910s “Eugenics...is capable of becoming the most sacred ideal of the human race, as a race; one of the supreme religious duties… Once the full implications of evolutionary biology are grasped, eugenics will inevitably become part of the religion of the future” - Julian Huxley, Eugenics Review (28:1), 1936 Huxley was a biology professor at King’s College London & the Royal Institution as well as a Fellow of the Royal Society of London; he’s said to be the founder of the “modern evolutionary synthesis”. -
The Three Teachings of Ancient China
Social Studies – 6 Name: ______________________ The Three Teachings of Ancient China Taoism Laozi (Lao-tzu) wandered out to the western border of his state, riding his water buffalo. When he was eighty years old he set out for the western border of China, toward what is now Tibet, saddened and disillusioned that men were unwilling to follow the path to natural goodness. He searched for a place to live a simple life, close to nature and without trouble. With him, he carried his ideas. Before he could cross the boarder, officials made him write down his ideas: “Live a simple life, be free, be yourself, and be close to nature. Do these things and you will be happy.” Theses words have been kept in a little book called Tao Te Ching, the “Writing of God’s Way for a Good Life.” Like Confucius, Laozi had been troubled by the violence if his times. He thought it was a mistake to try to change people. He believed that people were naturally good. Man didn’t have to be “controlled.” Too much control was spoiling man. He saw that men were trying to live by “man-made” laws, customs, and traditions. They couldn’t do this and were unhappy. If men follow the ways of Tao, they will lead a good life. He really told each man to “do your own thing” – be yourself. Laozi wanted people to be closer to nature. He wanted to get away from the rules made by the government or society. To him, the government was selfish and power-hungry. -
Fall 2017 840:212:03 Religions of the Western World MW (2:15-3:35) HCK 214/DC
Rutgers University Dept. of Religion (848-932-9641) Fall 2017 840:212:03 Religions of the Western World MW (2:15-3:35) HCK 214/DC Instructor: Dr. James Pavlin Office: Loree Bldg. 134/DC Office Hours: MW 4:30-5:00 by appointment only, or before/after class in the classroom Email: [email protected] Course Description: The purpose of the course is to introduce the student to the academic study of religion by focusing on the monotheistic religions of the Near Eastern and Western traditions. After reviewing current methodologies and concepts related to the study of religion, the course will focus on the origin and development of the scriptures, beliefs, and practices of Judaism, Christianity, and Islam. Each religion will be studied with particular attention paid to readings of primary sources related to origins and historical developments in terms of theology, mysticism, and authority. SAS Core Code: Historical Analysis (HST), Social Analysis (SCL), Philosophical and Theoretical Issues (AHo) Required Texts: Ludwig, Theodore M. The Sacred Paths of the West, 3rd ed. Upper Saddle River, NJ: Pearson Education Inc., 2006. ISBN: 0-13-153906-X Van Voorst, Robert E. Anthology of World Scriptures: Western Religions. Belmont, CA: Thomson Wadsworth, 2007. ISBN: 0-495-17059-3 Study and Research Resources: The classroom experience will be enhanced through the use of Rutgers’s web based interactive technology called Sakai. All students are required to know how to use Sakai. Although this course is not designed to be an online or hybrid course, Sakai will be our main means of communication outside the classroom. -
Property and Ownership
Property and Ownership Gerald Gaus 1 PRIVATE PROPERTY: FUNDAMENTAL OR PASSÉ? For the last half century, thinking within political philosophy about private property and ownership has had something of a schizophrenic quality. The classical liberal tradition has always stressed an intimate connection between a free society and the right to private property.1 As Ludwig von Mises put it, “the program of liberalism....if condensed to a single word, would have to read: property, that is, private ownership....”2 Robert Nozick’s Anarchy, State and Utopia, drawing extensively on Locke, gave new life to this idea; subsequently a great deal of political philosophy has focused on the justification (or lack of it) of natural rights to private property.3 Classical liberals such as Eric Mack — also drawing extensively on Locke’s theory of property — have argued that “the signature right of any rights-oriented classical liberalism is the right of self-ownership.”4 In addition, Mack argues that “we have the same good reasons for ascribing to each person a natural right of property” in “extrapersonal objects.”5 Each individual, Mack contends, has “an original, nonacquired right … to engage in the acquisition of extrapersonal objects and in the disposition of those acquired objects as one sees fit in the service of one’s ends.”6 Essentially, one has a natural right to become an owner of external property. Not all contemporary classical liberals hold that property rights are natural, but all insist that strong rights to private property are essential for a free society.7 Jan Narveson has recently defended the necessity in a free society of property understood as “a unitary concept, explicable as a right over a thing owned, against others who are precluded from the free use of it to which ownership entitles the owner.”8 GAUS/2 The “new liberal” project of showing that a free society requires robust protection of civil and political rights, but not extensive rights of private property (beyond personal property) has persistently attacked this older, classical, liberal position.