Directions in the Study of Early Modern Reformed Thought
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The Ramist Style of John Udall: Audience and Pictorial Logic in Puritan Sermon and Controversy
Oral Tradition, 2/1 (1987): 188-213 The Ramist Style of John Udall: Audience and Pictorial Logic in Puritan Sermon and Controversy John G. Rechtien With Wilbur Samuel Howell’s Logic and Rhetoric in England, 1500-1700 (1956), Walter J. Ong’s Ramus, Method, and the Decay of Dialogue (1958) helped establish the common contemporary view that Ramism impoverished logic and rhetoric as arts of communication.1 For example, scholars agree that Ramism neglected audience accomodation; denied truth as an object of rhetoric by reserving it to logic; rejected persuasion about probabilities; and relegated rhetoric to ornamentation.2 Like Richard Hooker in Of the Laws of Ecclesiastical Polity (I.vi.4), these scholars criticize Ramist logic as simplistic. Their objections identify the consequences of Ramus’ visual analogy of logic and rhetoric to “surfaces,” which are “apprehended by sight” and divorced from “voice and hearing” (Ong 1958:280). As a result of his analogy of knowledge and communication to vision rather than to sound, Ramus left rhetoric only two of its fi ve parts, ornamentation (fi gures of speech and tropes) and delivery (voice and gesture). He stripped three parts (inventio, dispositio, and memory) from rhetoric. Traditionally shared by logic and rhetoric, the recovery and derivation of ideas (inventio) and their organization (dispositio) were now reserved to logic. Finally, Ramus’ method of organizing according to dichotomies substituted “mental space” for memory (Ong 1958:280). In the context of this new logic and the rhetoric dependent on it, a statement was not recognized as a part of a conversation, but appeared to stand alone as a speech event fi xed in space. -
Flagging Philosophical Minefields at the Synod of Dort (1618-1619) – Reformed Scholasticism Reconsidered1
Flagging philosophical minefields at the Synod of Dort (1618-1619) – reformed Scholasticism reconsidered1 B.J. van der Walt School of Philosophy Potchefstroom Campus North-West University POTCHEFSTROOM E-mail: [email protected] Abstract Flagging philosophical minefields at the Synod of Dort (1618- 1619) – reformed Scholasticism reconsidered This article investigates the phenomenon of reformed Scholasticism (of about 1550-1700), as it occurred at the Synod of Dort (1618-1619) and its Canons. More specifically, it fo- cuses on the central problem at the Synod, viz. the relationship between God and human beings, as expressed in the ideas contained in the Canon regarding divine election and repro- bation. As illustration the positions of two leading figures in the clash between the Calvinists and the Remonstrants, namely that of Gomarus (1563-1641) and Arminius (1560-1609), are philosophically analysed. In spite of the fact that neither view- point was eventually accepted by the Synod, their theologies clearly reflect the dominant scholastic philosophy of the time. This analysis is carried out in the context of the problem- historical method of historiography developed by D.H. Th. Vollenhoven (1892-1978), one of the fathers of Christian philosophy. 1 This is a revised text from a paper delivered at the Vollenhoven Colloquium on 15 August 2011 at the Free University of Amsterdam, the Netherlands, prior to the International Symposium commemorating the 75th anniversary of the Association for Christian Philosophy. Koers 76(3) 2011:505-538 505 Flagging philosophical minefields … Synod of Dort … Scholasticism reconsidered This contribution provides (in a series of other research publi- cations, cf. -
Antoine De Chandieu (1534-1591): One of the Fathers Of
CALVIN THEOLOGICAL SEMINARY ANTOINE DE CHANDIEU (1534-1591): ONE OF THE FATHERS OF REFORMED SCHOLASTICISM? A DISSERTATION SUBMITTED TO THE FACULTY OF CALVIN THEOLOGICAL SEMINARY IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY BY THEODORE GERARD VAN RAALTE GRAND RAPIDS, MICHIGAN MAY 2013 CALVIN THEOLOGICAL SEMINARY 3233 Burton SE • Grand Rapids, Michigan • 49546-4301 800388-6034 fax: 616 957-8621 [email protected] www. calvinseminary. edu. This dissertation entitled ANTOINE DE CHANDIEU (1534-1591): L'UN DES PERES DE LA SCHOLASTIQUE REFORMEE? written by THEODORE GERARD VAN RAALTE and submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy has been accepted by the faculty of Calvin Theological Seminary upon the recommendation of the undersigned readers: Richard A. Muller, Ph.D. I Date ~ 4 ,,?tJ/3 Dean of Academic Programs Copyright © 2013 by Theodore G. (Ted) Van Raalte All rights reserved For Christine CONTENTS Preface .................................................................................................................. viii Abstract ................................................................................................................... xii Chapter 1 Introduction: Historiography and Scholastic Method Introduction .............................................................................................................1 State of Research on Chandieu ...............................................................................6 Published Research on Chandieu’s Contemporary -
Recovering Reformed Catholicity
Theology in Scotland 26(S): 17–30 (2019) DOI: 10.15664/tis.v26iS.1873 Recovering Reformed catholicity Stafford Carson The themes of this symposium are reminiscent of papers prepared for the Church of Scotland Panel on Doctrine set up in 1978. In his introduction to those published papers on the Westminster Confession of Faith, Professor Heron said this: Some feel that continued adherence to the Confession is a vital bulwark of the Church’s faith, and indeed of its identity. Others are convinced that the qualifications with which the Confession is hedged about make the adherence required of ministers and elders a mere formality, largely meaningless and in practice ineffectual, and the Church must express its doctrinal basis with greater definiteness than the Confession can enable. Others again recognize the ambiguity of the status quo, but see advantages in leaving matters as they are.1 He noted some of the main questions that were being asked at that time: How sound is the general teaching and tone of the Confession? How far is it time-conditioned, and how far might it still be seen as a Confession for today? Does the Confession function effectively as the principal subordinate standard of the Church? […] Could it function more effectively – or alternatively, is a principal subordinate standard necessary at all? How far is the church at liberty to modify the standing of the Confession? What consequences for the Church’s own identity might follow? What practical alternatives might there be to the present position? What grounds might be advanced for preferring them? Or is the present position essentially satisfactory?2 1 Alasdair I. -
Jesuit Psychology and the Theory of Knowledge
Chapter 5 Jesuit Psychology and the Theory of Knowledge Daniel Heider 1 Introduction Although Jesuit philosophical psychology of the sixteenth and the first decades of the seventeenth century was mostly united against secular Aristotelianism, exemplified by “the sects” of the Alexandrists and the Averroists, doctrinal vari- ety conflating the panoply of Scholastic streams with important ingredients of the neo-Platonic and medical tradition can be seen as a typical feature of the early Jesuits’ philosophical syncretism.1 Despite this doctrinal heterogeneity, the goal of this chapter is to propose what I regard as an important “paradigm shift” in the development of the early (Iberian) Jesuits’ psychology. It has been claimed that Jesuit philosophers of the third generation, such as Pedro Hurta- do de Mendoza (1578–1641), Rodrigo de Arriaga (1592–1667), and Francisco de Oviedo (1602–51), substantially revived the Scholastic via moderna.2 This histo- riographical hypothesis about the crucial role of late medieval nominalism— there are, as yet, very few studies on the matter—will be verified on two issues typical of the period, both of which can be viewed as variants of the classical problem of “the one and the many.” First, there is the query about the char- acter of the distinction between the soul (the principle of unity) and its vital powers (the principle of plurality). Famously, critiques of the Scholastic theory of really distinct accidents (i.e., powers interceding between the soul and its acts; henceforth, the real distinction thesis [rdt]) constituted a representative piece of the philosophical agenda for early modern philosophers in general.3 1 For Jesuit syncretism, see Daniel Heider, “Introduction,” in Cognitive Psychology in Early Jesuit Scholasticism, ed. -
Covenant Theology in Reformed Perspective
COVENANT THEOLOGY IN REFORMED PERSPECTIVE Collected essays and book reviews in historical, biblical, and systematic theology Mark W. Karlberg Wipf and Stock Publihsers 150 West Broadway, Eugene OR 97401 Made available electronically through Two Age Press Covenant Theology in Reformed Perspective By Karlberg, Mark W. Copyright©2000 by Karlberg, Mark W. ISBN: 1-57910-315-4 (For the bound printed version) Printed by Wipf & Stock Publishers, 2000. This book is reprinted electronially by Two Age Press on behalf of Wipf & Stock Publishers. The original bound copy by Wipf and Stock differs slightly in pagi- nation. Dedicated to my parents and aunt, Dorothy Bloser, For their spiritual discernment in the things of the Lord And their sacrifice in the struggle for the faith in our generation. Soli Deo gloria Permission to republish material was granted by: Calvin Theilogical Journal The Evangelical Quarterly Foundations Journal of the Evangelical Theological Society Trinity Journal The Westminster Theological Journal and by John Muether and Howard Griffith, editors, Creator, Redeemer, and Consummator: Essays in Biblical Theology Presented to Meredith G. Kline Collection of Articles CHAPTER ONE: “Reformed Interpretation of the Mosaic Covenant,” The Westminster Theological Journal 43 (1980) 1-57. CHAPTER TWO: “Reformation Politics: The Relevance of OT Ethics in Calvinist Political Theory,” Journal of the Evangelical Theological Society 29 (1986) 179-91. CHAPTER THREE: “Moses and Christ: The Place of Law in Seventeenth-Centu- ry Puritanism,” Trinity Journal 10 NS (1989) 11-32. CHAPTER FOUR: “The Original State of Adam: Tensions in Reformed Theolo- gy,”The Evangelical Quarterly 59 (1987) 291-309. CHAPTER FIVE: “Covenant Theology and the Westminster Tradition,” WTJ 54 (1992) 135-52. -
1 the Summa Theologiae and the Reformed Traditions Christoph Schwöbel 1. Luther and Thomas Aquinas
The Summa Theologiae and the Reformed Traditions Christoph Schwöbel 1. Luther and Thomas Aquinas: A Conflict over Authority? On 10 December 1520 at the Elster Gate of Wittenberg, Martin Luther burned his copy of the papal bull Exsurge domine, issued by pope Leo X on 15 June of that year, demanding of Luther to retract 41 errors from his writings. The time for Luther to react obediently within 60 days had expired on that date. The book burning was a response to the burning of Luther’s works which his adversary Johannes Eck had staged in a number of cities. Johann Agricola, Luther’s student and president of the Paedagogium of the University, who had organized the event at the Elster Gate, also got hold of a copy of the books of canon law which was similarly committed to the flames. Following contemporary testimonies it is probable that Agricola had also tried to collect copies of works of scholastic theology for the burning, most notably the Summa Theologiae. However, the search proved unsuccessful and the Summa was not burned alongside the papal bull since the Wittenberg theologians – Martin Luther arguably among them – did not want to relinquish their copies.1 The event seems paradigmatic of the attitude of the early Protestant Reformers to the Summa and its author. In Luther’s writings we find relatively frequent references to Thomas Aquinas, although not exact quotations.2 With regard to the person of Thomas Luther could gleefully report on the girth of Thomas Aquinas, including the much-repeated story that he could eat a whole goose in one go and that a hole had to be cut into his table to allow him to sit at the table at all.3 At the same time Luther could also relate several times and in different contexts in his table talks how Thomas at the time of his death experienced such grave spiritual temptations that he could not hold out against the devil until he confounded him by embracing his Bible, saying: “I believe what is written in this book.”4 At least on some occasions Luther 1 Cf. -
Ramism, Rhetoric and Reform an Intellectual Biography of Johan Skytte (1577–1645)
ACTA UNIVERSITATIS UPSALIENSIS Uppsala Studies in History of Ideas 42 Cover: Johan Skytte af Duderhof (1577–1645). Oil painting by Jan Kloppert (1670–1734). Uppsala universitets konstsamling. Jenny Ingemarsdotter Ramism, Rhetoric and Reform An Intellectual Biography of Johan Skytte (1577–1645) Dissertation presented at Uppsala University to be publicly examined in Auditorium Minus, Gustavianum, Akademigatan 3, Uppsala, Saturday, May 28, 2011 at 10:00 for the degree of Doctor of Philosophy. The examination will be conducted in Swedish. Abstract Ingemarsdotter, J. 2011. Ramism, Rhetoric and Reform. An Intellectual Biography of Johan Skytte (1577–1645). Acta Universitatis Upsaliensis. Uppsala Studies in History of Ideas 42. 322 pp. Uppsala. ISBN 978-91-554-8071-4. This thesis is an intellectual biography of the Swedish statesman Johan Skytte (1577–1645), focusing on his educational ideals and his contributions to educational reform in the early Swedish Age of Greatness. Although born a commoner, Skytte rose to be one of the most powerful men in Sweden in the first half of the seventeenth century, serving three generations of regents. As a royal preceptor and subsequently a university chancellor, Skytte appears as an early educational politician at a time when the Swedish Vasa dynasty initiated a number of far-reaching reforms, including the revival of Sweden’s only university at the time (in Uppsala). The contextual approach of the thesis shows how Skytte’s educational reform agenda was shaped by nationally motivated arguments as well as by a Late Renaissance humanist heritage, celebrating education as the foundation of all prosperous civilizations. Utilizing a largely unexplored source material written mostly in Latin, the thesis analyzes how Skytte’s educational arguments were formed already at the University of Marburg in the 1590s, where he learned to embrace the utility-orientated ideals of the French humanist Petrus Ramus (1515–1572). -
Metaphysical Poetry Characteristics Pdf
Metaphysical poetry characteristics pdf Continue Welcome to Literature Heaven. The name is later attributed to the singers who dealt with questions regarding the abstract in concrete terms. They use logic to explain the inexplicable. Literally, metaphysical means to go beyond physical or specific. - is often used in the sense that we are talking about inconsequential and supernatural things - abstract, not physical. The era objects to the heroic and the sublime, and it objects to the simplification and separation of mental abilities. Metaphysical poetry was the product of popularization of the study of psychic phenomena. Ethics, overshadowed by psychology, we accept the belief that any state of mind is extremely complex, and mostly consists of chances and ends in a constant stream of manipulated desire and fear. Neither fiction nor cynical nor sensual occupies excessive significance with Donn; elements in his mind was order and congruence. The range of his feelings was great, but no more remarkable than his unity. He was generally present in every thought and in every sense. What is true for his mind is true, from another point of view, of his language and versification. Style, rhythm, to be significant, must embody a significant mind, must be produced the need for a new form for new content. T.S. Eliot. Maybe just a little pointless literary jargon. Characteristics: Intellectually strict, simple, dialectical, subtle. Argumentatively - using logic, sillogisms or paradox in persuasion. Concentrated complex and difficult thought Is Dramatic, with a sharp aggressive opening, but modulating tones. Style is a laconic, laconic, epigrammatic use of vanity; banal medieval themes with many comparisons with unusual, unexpected things or images called vanities or extended metaphors. -
HT504 HISTORY of CHRISTIANITY II Summer Semester 2010 Reformed Theological Seminary Orlando, FL Dr
HT504 HISTORY OF CHRISTIANITY II Summer Semester 2010 Reformed Theological Seminary Orlando, FL Dr. W. Andrew Hoffecker The purpose of the course is to study Christian church history from the Protestant Reformation to the present. The course will be multifaceted and will include: the development of Christian theology such as the theologies of Luther, Calvin, Schleiermacher, and Barth; the institutional church; various views of the religious life including pietism and Puritanism; and prominent movements (e.g., Protestant scholasticism, modern liberalism and Neo Orthodoxy) and individuals who inspired them. Our aim, therefore, is not to limit our study to “church history” alone, but always as it is related to other fields in the history of Christian thought and the larger culture. By surveying diverse but related subjects, students will gain an overall historical perspective of the Church – its theology, institutions, and leaders during the last five centuries. Throughout our study the advantages of an integrated perspective will be stressed. The major benefits of this approach will be an increased appreciation of God's providential work throughout its history and insights into important issues of our own era. A principal interest will be to understand how people and ideas influenced the church of the past, and how they still affect contemporary events. COURSE REQUIREMENTS 1. TEXTS: The following texts are required for the course: Justo Gonzalez, The Story of Christianity: Vol 2 The Reformation to the Present Day; Hugh T. Kerr, Readings in Christian Thought. Students will read Gonzalez in its entirety; Kerr, pages 136-403. Students will also complete additional pages of reading which will be reported on the day of the final exam on the “READING REPORT FOR HT504” attached to this syllabus. -
SECOND SCHOLASTICISM and BLACK SLAVERY1 Segunda Escolástica E Escravidão Negra La Segunda Escolástica Y La Esclavitud Negra
PORTO ALEGRE http://dx.doi.org/10.15448/1984-6746.2019.3.36112 SECOND SCHOLASTICISM AND BLACK SLAVERY1 Segunda Escolástica e escravidão negra La Segunda Escolástica y la esclavitud negra Roberto Hofmeister Pich2 Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre, RS, Brasil Abstract In order to systematically explore the normative treatment of black slavery by Second Scholastic thinkers, usually placing the problem within the broad discussion of moral conscience and, more narrowly, the nature and justice of trade and contracts, I propose two stations of research that may be helpful for future studies, especially in what con- cerns the study of Scholastic ideas in colonial Latin America. Beginning with the analysis of just titles for slavery and slavery trade proposed by Luis de Molina S.J. (1535–1600), I show how his accounts were critically reviewed by Diego de Avendaño S.J. (1594–1688), revealing basic features of Second Scholastic normative thinking in Europe and the Americas. Normative knowledge provided by these two Scholastic intellectuals would be deeply tested throughout the last decades of the 17th century, especially by authors who sharpened the systemic analysis and a rigorist moral assessment of every title of slavery and slaveholding, as well as the requirements of an ethics of restitution. Keywords: black slavery, Second Scholasticism, commutative justice, probabilism, Luis de Molina, Diego de Avendaño. 1 This study was prepared during a stay as guest professor at the Rheinische Friedrich-Wilhelms- Universität Bonn / Germany, as first “CAPES / Universität Bonn Lehrstuhlinhaber”, from July 2018 to February 2019. I hereby express my gratitude to the remarkable support of the Brazilian Agency Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Coordination for the Improvement of Higher Education Personnel) and the University of Bonn. -
Truth and Truthmaking in 17Th-Century Scholasticism
Truth and Truthmaking in 17th-Century Scholasticism by Brian Embry A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Philosophy University of Toronto © Copyright by Brian Embry 2015 Truth and Truthmaking in 17th-Century Scholasticism Brian Embry Doctor of Philosophy Department of Philosophy University of Toronto 2015 Abstract Some propositions are true and others are false. What explains this difference? Some philosophers have recently defended the view that a proposition is true because there is an entity, its truthmaker, that makes it true. Call this the ‘truthmaker principle’. The truthmaker principle is controversial, occasioning the rise of a large contemporary debate about the nature of truthmaking and truthmakers. What has gone largely unnoticed is that scholastics of the early modern period also had the notion of a truthmaker [verificativum], and this notion is at the center of early modern scholastic disputes about the ontological status of negative entities, the past and future, and uninstantiated essences. My project is to explain how early modern scholastics conceive of truthmaking and to show how they use the notion of a truthmaker to regiment ontological enquiry. I argue that the notion of a truthmaker is born of a certain conception of truth according to which truth is a mereological sum of a true mental sentence and its intentional object. This view entails the truthmaker principle and is responsible for some surprising metaphysical views. For example, it leads many early modern scholastics to posit irreducible negative entities as truthmakers for negative truths, giving rise to an extensive literature on the nature of negative entities.