The Person and the Common Good*
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One Hundred Years of Thomism Aeterni Patris and Afterwards a Symposium
One Hundred Years of Thomism Aeterni Patris and Afterwards A Symposium Edited By Victor B. Brezik, C.S.B, CENTER FOR THOMISTIC STUDIES University of St. Thomas Houston, Texas 77006 ~ NIHIL OBSTAT: ReverendJamesK. Contents Farge, C.S.B. Censor Deputatus INTRODUCTION . 1 IMPRIMATUR: LOOKING AT THE PAST . 5 Most Reverend John L. Morkovsky, S.T.D. A Remembrance Of Pope Leo XIII: The Encyclical Aeterni Patris, Leonard E. Boyle,O.P. 7 Bishop of Galveston-Houston Commentary, James A. Weisheipl, O.P. ..23 January 6, 1981 The Legacy Of Etienne Gilson, Armand A. Maurer,C.S.B . .28 The Legacy Of Jacques Maritain, Christian Philosopher, First Printing: April 1981 Donald A. Gallagher. .45 LOOKING AT THE PRESENT. .61 Copyright©1981 by The Center For Thomistic Studies Reflections On Christian Philosophy, All rights reserved. No part of this book may be used or Ralph McInerny . .63 reproduced in any manner whatsoever without written Thomism And Today's Crisis In Moral Values, Michael permission, except in the case of brief quotations embodied in Bertram Crowe . .74 critical articles and reviews. For information, write to The Transcendental Thomism, A Critical Assessment, Center For Thomistic Studies, 3812 Montrose Boulevard, Robert J. Henle, S.J. 90 Houston, Texas 77006. LOOKING AT THE FUTURE. .117 Library of Congress catalog card number: 80-70377 Can St. Thomas Speak To The Modem World?, Leo Sweeney, S.J. .119 The Future Of Thomistic Metaphysics, ISBN 0-9605456-0-3 Joseph Owens, C.Ss.R. .142 EPILOGUE. .163 The New Center And The Intellectualism Of St. Thomas, Printed in the United States of America Vernon J. -
A Secular Contract,A Sacred Calling Jacques Maritain and John Dewey
A Secular Contract,A Sacred Calling Jacques Maritain and John Dewey on Education:A Reconsideration 247 by Gerald L. Gutek acques Maritain and John Dewey were two of the towering figures in philosophy of education. Maritain led an international revival of JAristotelian and Thomist philosophies known as Integral Humanism. Dewey,a founding figure of Pragmatism,exercised a significant influence on American education. Originating in very different philosophical set- tings, their ideas on education tend to represent polar opposites. An analysis of the divergent insights on education presented by Maritain and Dewey can help educators step back and reflect on their work. These two thinkers’ voices have a relevance that continues to speak to us about the problems of education. Philosophical and Theoretical Orientation To discuss Maritain and Dewey on education,we consider the origin of their ideas in different philosophical and theoretical contexts. Maritain’s concepts of universal truth and purposeful human life origi- nate in the Aristotelian and Thomist traditions, especially their meta- physics. Maritain espouses Aristotle’s metaphysics, which sees objective reality as operating according to universal natural laws. He endorses Aristotle’s epistemology that human beings have the potentiality to acquire knowledge about this reality by forming concepts through a twofold process of sensation and abstraction. Aristotle’s view of knowl- edge and knowing differs from Plato’s theory of reminiscence, in which ideas existing latently in the mind are brought to consciousness. True to his Aristotelian origin, Maritain consistently argues that human beings’ powers of intellect endow them with the potential of rationality. Although Maritain’s philosophy of education rests on Aristotle’s meta- physics, Dewey rejects metaphysics as purely speculative and empirical- ly unverifiable. -
Public Goods in Everyday Life
Public Goods in Everyday Life By June Sekera A GDAE Teaching Module on Social and Environmental Issues in Economics Global Development And Environment Institute Tufts University Medford, MA 02155 http://ase.tufts.edu/gdae Copyright © June Sekera Reproduced by permission. Copyright release is hereby granted for instructors to copy this module for instructional purposes. Students may also download the reading directly from https://ase.tufts.edu/gdae Comments and feedback from course use are welcomed: Global Development And Environment Institute Tufts University Somerville, MA 02144 http://ase.tufts.edu/gdae E-mail: [email protected] PUBLIC GOODS IN EVERYDAY LIFE “The history of civilization is a history of public goods... The more complex the civilization the greater the number of public goods that needed to be provided. Ours is far and away the most complex civilization humanity has ever developed. So its need for public goods – and goods with public goods aspects, such as education and health – is extraordinarily large. The institutions that have historically provided public goods are states. But it is unclear whether today’s states can – or will be allowed to – provide the goods we now demand.”1 -Martin Wolf, Financial Times 1 Martin Wolf, “The World’s Hunger for Public Goods”, Financial Times, January 24, 2012. 2 PUBLIC GOODS IN EVERYDAY LIFE TABLE OF CONTENTS 1. INTRODUCTION .........................................................................................................4 1.1 TEACHING OBJECTIVES: ..................................................................................................................... -
A Critique of John Stuart Mill Chris Daly
Southern Illinois University Carbondale OpenSIUC Honors Theses University Honors Program 5-2002 The Boundaries of Liberalism in a Global Era: A Critique of John Stuart Mill Chris Daly Follow this and additional works at: http://opensiuc.lib.siu.edu/uhp_theses Recommended Citation Daly, Chris, "The Boundaries of Liberalism in a Global Era: A Critique of John Stuart Mill" (2002). Honors Theses. Paper 131. This Dissertation/Thesis is brought to you for free and open access by the University Honors Program at OpenSIUC. It has been accepted for inclusion in Honors Theses by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. r The Boundaries of Liberalism in a Global Era: A Critique of John Stuart Mill Chris Daly May 8, 2002 r ABSTRACT The following study exanunes three works of John Stuart Mill, On Liberty, Utilitarianism, and Three Essays on Religion, and their subsequent effects on liberalism. Comparing the notion on individual freedom espoused in On Liberty to the notion of the social welfare in Utilitarianism, this analysis posits that it is impossible for a political philosophy to have two ultimate ends. Thus, Mill's liberalism is inherently flawed. As this philosophy was the foundation of Mill's progressive vision for humanity that he discusses in his Three Essays on Religion, this vision becomes paradoxical as well. Contending that the neo-liberalist global economic order is the contemporary parallel for Mill's religion of humanity, this work further demonstrates how these philosophical flaws have spread to infect the core of globalization in the 21 st century as well as their implications for future international relations. -
Liberalism and the Common Good a Hayekian Perspective on Communitarianism
SUBSCRIBE NOW AND RECEIVE CRISIS AND LEVIATHAN* FREE! “The Independent Review does not accept “The Independent Review is pronouncements of government officials nor the excellent.” conventional wisdom at face value.” —GARY BECKER, Noble Laureate —JOHN R. MACARTHUR, Publisher, Harper’s in Economic Sciences Subscribe to The Independent Review and receive a free book of your choice* such as the 25th Anniversary Edition of Crisis and Leviathan: Critical Episodes in the Growth of American Government, by Founding Editor Robert Higgs. This quarterly journal, guided by co-editors Christopher J. Coyne, and Michael C. Munger, and Robert M. Whaples offers leading-edge insights on today’s most critical issues in economics, healthcare, education, law, history, political science, philosophy, and sociology. Thought-provoking and educational, The Independent Review is blazing the way toward informed debate! Student? Educator? Journalist? Business or civic leader? Engaged citizen? This journal is for YOU! *Order today for more FREE book options Perfect for students or anyone on the go! The Independent Review is available on mobile devices or tablets: iOS devices, Amazon Kindle Fire, or Android through Magzter. INDEPENDENT INSTITUTE, 100 SWAN WAY, OAKLAND, CA 94621 • 800-927-8733 • [email protected] PROMO CODE IRA1703 Liberalism and the Common Good A Hayekian Perspective on Communitarianism —————— ✦ —————— LINDA C. RAEDER In the end, given liberty to learn, men will find out that freedom means community. —William Aylott Orton n recent years, a spirited -
Saint Augustine's Sermons 355 &
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by CONCEPT (E-Journal, Villanova University) [CONCEPT, Vol. XXXIV (2011)] Clerical Misconduct, Charity, and the Common Good: Saint Augustine’s Sermons 355 & 356 Rachel Claire Kondro Theology Introduction Anyone who believes that clerical scandals are unique to recent decades need look no further than Saint Augustine‟s late-fourth and early-fifth century sermons and letters to refute that opinion. Although the precise details of clerical misconduct incidents vary depending upon historical and cultural contexts, the basic, underlying issues and impact upon the community do not. This article assesses and analyzes Augustine‟s public commentary on the topic of clerical scandal as recorded in Sermons 355 and 356. I argue that the principles guiding this discourse at the end of Augustine‟s life are the very same principles that defined his pastoral vocation as a young priest very recently and quite reluctantly ordained,1 and as the founder of multiple monastic communities. Specifically, I contend that concern for promoting charity and the common good are the two primary principles at work in Augustine‟s public handling of an incident of clerical misconduct involving one of his priests. First, the notion of the common good, or the salvation of the many, is epitomized in a brief, urgent letter Augustine addressed to the bishop who ordained him in 391. There, Augustine asks Valerius, “But how am I to exercise this ministry for the salvation of others, not seeking what is beneficial for me, but for the many, that they may be saved (1 Cor. -
Cognition and Consensus in the Natural Law Tradition and in Neuroscience: Jacques Maritain and the Universal Declaration of Human Rights
Volume 54 Issue 3 Article 3 2009 Cognition and Consensus in the Natural Law Tradition and in Neuroscience: Jacques Maritain and the Universal Declaration of Human Rights C.M.A. McCauliff Follow this and additional works at: https://digitalcommons.law.villanova.edu/vlr Part of the Human Rights Law Commons Recommended Citation C.M.A. McCauliff, Cognition and Consensus in the Natural Law Tradition and in Neuroscience: Jacques Maritain and the Universal Declaration of Human Rights, 54 Vill. L. Rev. 435 (2009). Available at: https://digitalcommons.law.villanova.edu/vlr/vol54/iss3/3 This Article is brought to you for free and open access by Villanova University Charles Widger School of Law Digital Repository. It has been accepted for inclusion in Villanova Law Review by an authorized editor of Villanova University Charles Widger School of Law Digital Repository. McCauliff: Cognition and Consensus in the Natural Law Tradition and in Neuro 20091 Article COGNITION AND CONSENSUS IN THE NATURAL LAW TRADITION AND IN NEUROSCIENCE: JACQUES MARITAIN AND THE UNIVERSAL DECLARATION OF HUMAN RIGHTS C.M.A. Mc CAULIFF* N November 1947, Jacques Maritain (1882-1973), a prominent French philosopher and head of the French delegation to the United Nations Educational, Scientific, and Cultural Organization's (UNESCO) second general conference in Mexico City, helped galvanize the UNESCO dele- gates to advocate for the United Nations' adoption of the Universal Decla- ration of Human Rights. Discussion had stalled over the philosophical justification for advocating the Universal Declaration of Human Rights, but all delegations, broadly speaking, agreed on the contents of the Decla- ration itself. -
Four Basic Notions of the Common Good
St. John's Law Review Volume 75 Number 2 Volume 75, Spring 2001, Number 2 Article 16 Four Basic Notions of the Common Good Brother Daniel P. Sulmasy O.F.M. Follow this and additional works at: https://scholarship.law.stjohns.edu/lawreview This Symposium is brought to you for free and open access by the Journals at St. John's Law Scholarship Repository. It has been accepted for inclusion in St. John's Law Review by an authorized editor of St. John's Law Scholarship Repository. For more information, please contact [email protected]. FOUR BASIC NOTIONS OF THE COMMON GOOD BROTHER DANIEL P. SULMASY, O.F.M.t INTRODUCTION I am delighted to be here among lawyers-it is a rare opportunity for a physician. I am very grateful to John Coughlin, my brother, for asking me to think about the common good. I told him that I never think about the common good and in trying to get me to be a better Franciscan he asked me to do so. I think it flows well from what Professor Harper just spoke to us about. I am going to talk about different ways of thinking about this term common good. The term is frequently tossed about these days, both inside and outside Catholic circles. The term "common good" has a lot of different kinds of meanings and they are not always clearly distinguished. I would like to try to bring a little more conceptual clarity by describing four basic notions of the common good. Each is going to have two subtypes; this makes it a little complex. -
Democracy and the Common Good FINAL
Democracy and the Common Good A Study of the Weighted Majority Rule Katharina Berndt Rasmussen ©Katharina Berndt Rasmussen, Stockholm 2013 ISBN 978-91-7447-738-2 Printed in Sweden by US-AB, Stockholm 2013 Distributor: Department of Philosophy, Stockholm University To Nika Contents 1 Introduction ............................................................................................... 11 1.1 Majority conundrums .............................................................................................. 11 1.2 The ubiquity of the unequal vote ............................................................................ 15 1.3 The value of democracy ......................................................................................... 17 1.4 Main thesis and disposition .................................................................................... 19 2 The basics ................................................................................................. 23 2.1 Introduction ............................................................................................................. 23 2.2 The weighted majority rule ..................................................................................... 23 2.2.1 The weighted majority rule and democratic theory ........................................ 25 2.3 Individual well-being and the common good .......................................................... 31 2.3.1 Individual well-being ...................................................................................... -
Catholics, Culture and the Renewal of Christian Humanism
religions Article Catholics, Culture and the Renewal of Christian Humanism John Sullivan Theology Department, Liverpool Hope University, Liverpool L16 9JD, UK; [email protected] Abstract: If Catholic educators are to equip students to engage with contemporary culture in a way that is credible and winsome, they need first, to be able to draw upon the living tradition of their faith appreciatively, critically and creatively, and second, to articulate a renewed form of Christian humanism. This paper addresses the second of these prerequisites by taking two steps towards the development of a Christian humanism for our times. First, I propose a rationale for the task of rethinking the case for Christian humanism as a resource for both cultural engagement and for educational practice. Second, I consider three potential sources and guides for becoming confident and competent in communicating this renewal of Christian humanism: Jacques Maritain, Romano Guardini and Pope Francis. Keywords: culture; Christian humanism; Catholic education; Jacques Maritain; Romano Guardini; Pope Francis Catholic educators have always had to draw upon and respond to the cultures in which they are embedded. The transmission of faith and the invitation to participate in God’s life never occurs in a cultural vacuum. The language used in Catholic education, the features of the faith to be given salience, the prevailing assumptions about knowledge, the aims of education, pedagogy, curriculum and the teacher-student relationship, even Citation: Sullivan, John. 2021. the tone and shape of the theology that underpins and illuminates Catholic education—all Catholics, Culture and the Renewal of these are unavoidably and deeply influenced by the nature of the society and culture which Christian Humanism. -
Created Persons Are Subsistent Relations: a Scholastic-Phenomenological Synthesis
© 2016, Proceedings of the ACPA doi: 10.5840/acpaproc2016102149 Online First: October 22, 2016 Created Persons are Subsistent Relations: A Scholastic-Phenomenological Synthesis Mark K. Spencer Abstract: The recent Catholic philosophical tradition on the human person has tried to articulate the irreducibility of the human person to anything non-personal, and to synthesize all of the best of what has been said on the human person. Recently, a debate has arisen regarding the concrete existence and relationality of persons. I analyze these debates, and show how both sides of these debates can be synthesized into a view on which human persons are both subsistent beings and identical to certain relations. First, I examine those strands of recent Catholic tradition that defend the concreteness and relationality of the person, drawing on some Existential Thomists and phenomenologists; in connection with this, I consider the ideas of the beauty and mysterium of persons. Second, I examine the opposing view, drawing on some traditional Thomists and personalists. Finally, I show how the scholastic notion of transcendental relations can reconcile these views. o understand the recent Catholic philosophical tradition on the human person (CT),1 one must consider what is common to most members of that tradition. Here, I consider two such commonalities. First, nearly all membersT of CT have portrayed the human person as irreducible to anything non-personal (e.g., to matter).2 This focus on irreducibility has led in some strands of recent CT (e.g., Existential Thomism and some phenomenology) to a focus on the concrete existence of persons to the point that they have abandoned much of traditional—that is, scholastic, Aristotelian, or Platonic—metaphysics for its ap- parent lack of attention to the concrete.3 By “a focus on the concrete existence of persons,” I mean a focus on the real existence of persons with their properties and in their actual historical situation, rather than a focus on the essence or accidents of persons in abstraction from their real existence or situation. -
Contributors
Contributors Brian .J. Braman is Director of the Perspectives Program at Boston Col lege. a four-year interdisciplinary program centered on the humanities and the natural sciences. Besides his essay on Charles Taylor, he has also pub lished on Martha Nussbaum and Bernard Lonergan on the question of reli gious desire. He is currently working on a book that puts Lonergan and Taylor in dialogue on the politics of authenticity. Matthew Cuddeback received his Ph.D. from the School of Philosophy of The Catholic University of America in 1998. He is currently Adjunct Assis tant Professor of Philosophy at Providence College in Providence, Rhode Island. Christopher M. Cullen, S.J. did his doctoral studies in philosophy at The Catholic University of America and his undergraduate work in philosophy and European history at Georgetown University. He is currently teaching in the department of philosophy at Fordham University. His field of interest is medieval philosophy, both the Augustinian-Franciscan tradition and Thomism. He is also interested in contemporary Neo-Thomism. Patrick Downey received a Ph.D. from Boston College in 1994, a M.T.S. from Harvard University in 1984, and a B.A. from Claremont College in 1980. He presently teaches at St. Mary's College of California. His publi cations include "Tragedy and the Truth," International Philosophical Quar terly (Spring 1999), and "Serious Comedy: An Investigation of the Philo sophical and Theological Significance of Tragic and Comic Writing in the Western Tradition" (forthcoming). His research interests are in Plato, Kierkegaard, fundamental theology, biblical narrative, and literary theory. Desmond J, FitzGerald is Professor Emeritus at the University of San Francisco.