Richard Weaver, "Language Is Sermonic"
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Human Dignity and the Law
DePaul Law Review Volume 26 Issue 4 Summer 1977 Article 5 Human Dignity and the Law Tibor R. Machan Follow this and additional works at: https://via.library.depaul.edu/law-review Recommended Citation Tibor R. Machan, Human Dignity and the Law , 26 DePaul L. Rev. 807 (1977) Available at: https://via.library.depaul.edu/law-review/vol26/iss4/5 This Article is brought to you for free and open access by the College of Law at Via Sapientiae. It has been accepted for inclusion in DePaul Law Review by an authorized editor of Via Sapientiae. For more information, please contact [email protected]. HUMAN DIGNITY AND THE LAW Tibor R. Machan* In this article, Professor Machan offers the view that a good legal system is based on a philosophy of individualism or ethical egoism, and concludes that a legal system best promotes a citi- zen's human dignity by protecting that citizen's individual identity and right of free choice. He argues that certain political and social programs do not in fact benefit the citizen, but rather are flawed because they erode respect for human dignity. Ordinarily, members of the legal profession attend only to the details and technicalities of their craft. It is rare for lawyers to scrutinize the broader foundations of their profession. In this re- spect they are similar to most other professionals. Yet, in all professions, certain basic problems may arise to create difficul- ties. Even when a profession faces no traumatic crises, it is useful to keep an eye on fundamental principles in order to prepare for possible impending difficulties. -
Lift Every Voice and Sing: Democratic Dialogue in a Teacher Education Classroom
DOCUMENT RESUME ED 448 134 SP 039 648 AUTHOR Hufford, Don TITLE Lift Every Voice and Sing: Democratic Dialogue in a Teacher Education Classroom. PUB DATE 2000-00-00 NOTE 29p. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Democracy; Democratic Values; *Discussion (Teaching Technique); Elementary Secondary Education; Foundations of Education; Higher Education; Preservice Teacher Education; Student Teachers; Teacher Educators ABSTRACT This paper describes a model that builds on the assumption that educators teaching foundations of education courses have a unique opportunity to model the democratic process and a moral responsibility to infuse the art of human conversation and self-transcendence into education. Exposure to such classes may encourage preservice teachers to go beyond the search for pedagogical recipes and reflect on larger metaphysical responsibilities. The educational practice model presented here has philosophical connections to Shor's liberating education. It recognizes teaching and learning opportunities inherent in the flow of energy released by the seemingly chaotic elements comprising a classroom with open boundaries. It seeks a classroom community of inquiry based on a dialogical structure that allows individuals and groups to express different perspectives and interests but also encourages them to participate in a dialogue across difference aimed at formulating a democratic educational climate. The paper describes how education must be full of meaning in order to be meaningful, explaining how this can occur in democratic classrooms. It presents five theoretical positions about learning in democratic classrooms. It concludes that to search out and define the foundational principles upon which a personal teaching methodology rests is a continuing process that involves reflection on possibilities. -
Rise and Fall of Chrisitanity
Rise and fall of Christianity - what should we know? From Christianity to Secularism University of the Nations by Markus Reichenbach November 2020 From the Reformation to Secularism Content 1 ABSTRACT 3 2 INTRODUCTION 4 2.1 WHAT CAN WE LEARN FROM HISTORY? 4 2.2 HOW IS HISTORY JUDGED? 4 2.3 CONCLUSION 11 3 WHY WAS THE REFORMATION SO SUCCESSFUL? 13 3.1 THE VIEW OF MAN: PEOPLE CAN CHANGE THE WORLD? 13 3.2 THE CHURCH: THE CROSS MADE THEM FREE 18 3.3 EDUCATION: ALL SHOULD BE EDUCATED 22 3.4 THE FAMILY: THE BEARER OF SOCIETY 24 3.5 THE ECONOMY: THE SPIRIT OF THE ECONOMIC SUCCESS 25 3.6 POLITICS: LIVING IN FREEDOM AND ORDER 28 3.7 SCIENCE: A HUGE INTEREST IN RESEARCH HAS EMERGED 32 3.8 THE ART: PEOPLE COULD LIVE OUT THEIR CREATIVITY 33 4 THE POWER OF THE ENLIGHTENMENT 34 4.1 SCIENCE: THE BIRTH OF MODERN SCIENCE 34 4.2 POLITICS: EXPANDED IDEAS OF THE REFORMATION 36 4.3 THE ECONOMY: EXPANDED IDEAS OF THE REFORMATION 39 4.4 EDUCATION: EXPANDED IDEAS OF THE REFORMATION 42 4.5 THE CHURCHES: BETWEEN CHRISTIANITY AND ENLIGHTENMENT 44 4.6 THE VIEW OF MAN: RATIONALISM HAS TAKEN THE PLACE 48 4.7 THE ART: THE PHILOSOPHIES SPREAD INTO THE WORLD 58 5 THE BIRTH OF ATHEISM 59 5.1 THE VIEW OF MAN: MAN WITHOUT GOD 61 5.2 THE CHURCH: IT IS IN A DILEMMA 63 5.3 EDUCATION: AN EDUCATION WITHOUT GOD 65 5.4 THE FAMILY: THEY ARE IN GREAT DANGER 67 5.5 THE ECONOMY: SOCIALISM CONQUERS THE WORLD 71 5.6 POLITICS: BELIEF IN A REVOLUTION 74 5.7 SCIENCE: THE WORLD WAS CREATED WITHOUT GOD 77 5.8 THE ART: ART WITHOUT TRUTH 80 6 OUTLOOK INTO THE 20TH CENTURY 81 7 CONCLUSION 84 8 BIBLIOGRAPHY 87 Page 2 From the Reformation to Secularism 1 Abstract 500 years ago, Christianity had its flowering time. -
The Problem of God and Abstract Objects a Prolegomenon
PHILOSOPHIA CHRISTI VOL. 13, NO. 2 © 2011 The Problem of God and Abstract Objects A Prolegomenon PAUL GOULD Southeastern Baptist Theological Seminary Wake Forest, North Carolina The problem of God and abstract objects did not make the cut in Ber- trand Russell’s 1912 The Problems of Philosophy. The Lord Russell knows that abstract objects are problem enough by themselves.1 Of course, Russell did not believe in God, so it goes without saying that there is no problem of God and abstract objects for him.2 It is only a problem for those philosophers who are also theists. Minimally, the problem is one of specifying the rela- tionship between God and abstract objects. But, as we shall see, the problem runs much deeper. In this essay, I shall attempt to bring clarity to the debate UHODWHGWR*RGDQGDEVWUDFWREMHFWVE\¿UVWH[SOLFDWLQJDVSUHFLVHO\DVSRV- sible the problem of God and abstract objects and then by imposing some order into the debate by classifying various contemporary answers to the problem. Statement of the Problem What exactly is the problem of God and abstract objects? The term ³*RG´DVWUDGLWLRQDOO\XQGHUVWRRGVLJQL¿HVDSHUVRQDOEHLQJZKRLVZRUWK\ of worship. Stipulate that terms and predicates such as “property,” “proposi- ABSTRACT: How does God relate to abstract objects, if there be any? Any adequate solution to this question quickly leads to deep waters philosophical and theological. In this essay, I attempt WREULQJFODULW\WRWKHGHEDWHUHODWHGWRWKHSUREOHPRI*RGDQGDEVWUDFWREMHFWVE\¿UVWH[SOLFDW- ing as precisely as possible the problem and then by imposing some order into the debate by classifying various contemporary answers to the problem. 1. Russell endorses Platonism in his 1912 work, arguing that “all truths involve universals” and even if qualitative universals are denied, relational universals must be admitted. -
Peter Redpath's Philosophy of History
Studia Gilsoniana 5:1 (January–March 2016): 55–93 | ISSN 2300–0066 Curtis L. Hancock Rockhurst Jesuit University Kansas City, MO, USA PETER REDPATH’S PHILOSOPHY OF HISTORY Peter Redpath is the author of a magisterial three-volume study in the history of philosophy.1 This trilogy shows that he is an excellent historian. His trenchant analysis of key developments in the history of Western thought demonstrates that he is also an outstanding philoso- pher. This comes as no surprise. He is committed to the belief that the history of philosophy is the laboratory of philosophical discovery and is the best way to obtain a philosophical education. Because Redpath aims self-consciously to understand philosophy in its historical and philoso- phical context, and because he maintains that philosophical ideas pro- foundly influence history, I am disposed to call him a “philosopher of history.” Those familiar with his work might find such a description unacceptable. After all, is not the philosophy of history of modern provenance? Ought we to associate someone who has spent his life laboring in the vineyard of St. Thomas Aquinas with the likes of Rous- seau, Kant, and Hegel, whose names come to mind when we speak of “the philosophy of history”? Aren’t these the thinkers whom Redpath condemns as incorrigible nominalists and “transcendental sophists”? 1 See Cartesian Nightmare (Amsterdam: Editions Rodopi, 1997); Wisdom’s Odyssey: From Philosophy to Transcendental Sophistry (Amsterdam: Editions Rodopi, 1997); and The Masquerade of the Dream Walkers (Amsterdam: Editions Rodopi, 1998). 56 Curtis L. Hancock How could I dare put him in their company? The association appears even less acceptable when, according to Redpath’s own account, these anti-realists and nominalists essentially nullify classical philosophy and replace it with a program of utopian politics. -
Plato and the Spirit of Modernity by E
VIEWS TK Plato and the Spirit of Modernity by E. Christian Kop! I! C.S. L"#$%’% T"# L$%& B$&&'# the world of Narnia and science, as opposed to abstract thinking, universals and begins to dissolve and disappear. !e Pevensie children are absolutes, the transcendent, and tradition. Actually, ev- confused and frightened, but Professor Kirke, now Lord Di- ery theme of the "rst group can be discovered somewhere gory, reassures them that the Narnia and the England they in classical antiquity or the Middle Ages, and the sec- had known were only shadows compared to the reality they ond group continues to exist and sometimes thrive in the were about to experience. !en he mumbles to himself: “It’s modern world. It is hard, however, to deny the feeling, de- all in Plato, all in Plato: bless me, what do they teach them bated in German-speaking countries and simply assumed in these schools?” !e Professor’s irritation is understand- in English-speaking ones, that there is a chasm between the able, but Plato did play an important role in 20th-century ancient and the medieval, on the one hand, and the modern literature, science, mathematics, philosophy, and even poli- or truly modern, on the other. Schmitt shows how much tics. Yet the standard picture of that century, indeed, of the “modern” thinkers have lost by turning away from what modern world as usually conceived, is un-Platonic. For they believe to be ancient or, even worse, medieval. German classicist Arbogast Schmitt in his recently trans- For Schmitt Plato is a symbol of what the modern world lated book Modernity and Plato: Two Paradigms of Reality, has rejected, though he concedes that o#en Aristotle would “modernity since its earliest beginnings in the fourteenth serve just as well and, occasionally, even better. -
Psychology and Human Flourishing : Gaining Knowledge for Psychology Through Both Philosophy and Science Chad A
Digital Commons @ George Fox University Doctor of Psychology (PsyD) Psychology 1-1-2013 Psychology and Human Flourishing : Gaining Knowledge for Psychology Through both Philosophy and Science Chad A. Houchin George Fox University This research is a product of the Doctor of Psychology (PsyD) program at George Fox University. Find out more about the program. Recommended Citation Houchin, Chad A., "Psychology and Human Flourishing : Gaining Knowledge for Psychology Through both Philosophy and Science" (2013). Doctor of Psychology (PsyD). Paper 111. http://digitalcommons.georgefox.edu/psyd/111 This Dissertation is brought to you for free and open access by the Psychology at Digital Commons @ George Fox University. It has been accepted for inclusion in Doctor of Psychology (PsyD) by an authorized administrator of Digital Commons @ George Fox University. Psychology and Human Flourishing: Gaining Knowledge for Psychology Through both Philosophy and Science by Chad A. Houchin Presented to the Faculty of the Graduate Department of Clinical Psychology George Fox University in partial fulfillment of the requirements for the degree of Doctor of Psychology in Clinical Psychology Newberg, Oregon March 2013 Ideas Have Consequences iii Psychology and Human Flourishing: Gaining Knowledge for Psychology Through both Philosophy and Science Chad A. Houchin Graduate Department of Clinical Psychology George Fox University Newberg, Oregon Abstract Clinical psychologists are guided in their work by their comprehensive worldview, including beliefs about the nature and authority of knowledge claims, about the nature and constitution of human persons, and about ethical and moral claims. They will invariably apply their philosophies to clinical work with clients, though not always with consistency. Some hold certain views of reality yet practice as if these views are untrue. -
Glenn R. Martin: Prevailing Worldviews Study Guide
Scholars Crossing Faculty Publications and Presentations Helms School of Government 2008 Glenn R. Martin: Prevailing Worldviews Study Guide Steven Alan Samson Liberty University, [email protected] Follow this and additional works at: https://digitalcommons.liberty.edu/gov_fac_pubs Part of the Other Social and Behavioral Sciences Commons, Political Science Commons, and the Public Affairs, Public Policy and Public Administration Commons Recommended Citation Samson, Steven Alan, "Glenn R. Martin: Prevailing Worldviews Study Guide" (2008). Faculty Publications and Presentations. 124. https://digitalcommons.liberty.edu/gov_fac_pubs/124 This Article is brought to you for free and open access by the Helms School of Government at Scholars Crossing. It has been accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of Scholars Crossing. For more information, please contact [email protected]. GLENN R. MARTIN: PREVAILING WORLDVIEWS STUDY GUIDE, 2008 Steven Alan Samson INTRODUCTION Study Questions 1. Dr. Martin begins with a reference to Richard Weaver’s Ideas Have Consequences (1948) and Prov. 23:7: “As a man thinketh so is he.” If you think about it, a similar expression is “You are what you eat.” So much of life revolves around mealtime: the communion we share with others as well as the words of God we consume. 2. Dr. Martin notes that there are few original thinkers or true leaders. These he calls the prime movers. What makes them leaders? What are the two intellectual/moral errors into which most people fall? 3. What story does Dr. Martin tell about himself? How did he learn the importance of a Biblical Christian worldview approach to understanding God’s world? The political theorist and philosopher J. -
Précis of Talking to Our Selves: Reflection, Ignorance, and Agency
BEHAVIORAL AND BRAIN SCIENCES (2018), Page 1 of 75 doi:10.1017/S0140525X16002016, e36 Précis of Talking to Our Selves: Reflection, Ignorance, and Agency John M. Doris Philosophy-Neuroscience-Psychology Program, Philosophy Department, Washington University in St. Louis, St. Louis, MO 63130 [email protected] http://www.moralpsychology.net/jdoris/ Abstract: Does it make sense for people to hold one another responsible for what they do, as happens in countless social interactions every day? One of the most unsettling lessons from recent psychological research is that people are routinely mistaken about the origins of their behavior. Yet philosophical orthodoxy holds that the exercise of morally responsible agency typically requires accurate self-awareness. If the orthodoxy is right, and the psychology is to be believed, people characteristically fail to meet the standards of morally responsible agency, and we are faced with the possibility of skepticism about agency. Unlike many philosophers, I accept the unsettling lesson from psychology. I insist, however, that we are not driven to skepticism. Instead, we should reject the requirement of accurate self-awareness for morally responsible agency. In Talking to Our Selves I develop a dialogic theory, where the exercise of morally responsible agency emerges through a collaborative conversational process by which human beings, although afflicted with a remarkable degree of self-ignorance, are able to realize their values in their lives. Keywords: agency; character; confabulation; deliberation; ethics; morality; psychology; reasoning; reflection; responsibility; the self; self- knowledge; value If you haven’t already despaired of politics, consider Ballot about what to think and do, and why to think and do it Order Effects: candidates topping the slate may enjoy a (cf. -
Meaning Through Action: William James's Pragmatism in Novels By
Meaning through Action: William James’s Pragmatism in Novels by Larsen, Musil, and Hemingway Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Michael K. Murphy Graduate Program in Comparative Studies The Ohio State University 2015 Dissertation Committee: Nina Berman, Advisor Thomas Kasulis, Advisor Ethan Knapp Copyright by Michael Murphy 2015 Abstract What is the relation between thinking and acting, between our ideas about ourselves and the world, and our actions in that world? This is an analysis of three novels from the early to mid-twentieth century alongside of selected works from James that seeks a variety of distinct yet similar responses to those questions. The novels are Passing, by Nella Larsen, The Man without Qualities, by Robert Musil, and The Sun Also Rises, by Ernest Hemingway. In each of the four there is an effort to develop certainty about possible actions so that choices can be intelligent and deliberate, and move a person forward, whatever forward looks like in any particular case. But they all face a problem of profound uncertainty regarding the limits of knowledge. The lack of certainty engenders questions and hypotheses. James’s Pragmatic Theory of Truth and the ideas he express in “The Will to Believe” and elsewhere are attempts to incorporate action into a theory of truth and meaning, and provide guidance for moving forward in the absence of certainty. Each of the novels enacts and depicts some variation of the pragmatic thesis that thoughts are experiments used to test reality. -
ID 140 368 Speech Communication Asociation (62Nd, San 44
DOCUMENT RESUME ID 140 368 CS 501.725 'AUTHOR Sproule, J. Michael TITLE The Problems of Using Public.Rhetoric toReveal Private Philosophy: An Analysis of Richard Weaver on the Arguments from Circumstance and Definition. 'FHB1 DATE Dec 76 NOTE,2 38p.; Paper- presented at the Annual Meetingof th'e , Speech Communication Asociation (62nd, San Fran-cisco, December 27-30, 1976) RRIOE ME-$0.83 HC-$2.06 Plus Postage. DE$CRIBTORS Moral Values; *Personal Values; *Persuasive Discourse; Philosophy; *Rhetoric; *Verbal Communication -IDENTIFIERS *Weaver (Richard M) ABSTRACT Among the/many philosophic insightsoffered . Richard N. Weaver, rhetorical scholars haveperhaps been most intrigued by his establishment of circumstance-and-definition as morally dichctomous sources of argument.Challenging Weaver's assumption that the identification of a'rhetor's fact or genus Preferences supplies necessary insights intp thespeaker's philosophy, this essay proposes further testsfor a value-based criticism cf argument. Rhetorical critics shouldjudge (1) the .moralitY-of the rhetor's-terms,(2)' the morality of his or her crdering of"them; (3) the validity Q; their application, and (4) tIle undellying reasons which motivated their selection..(Author/AA) 44*************************************************************4!*** '* *. Douments acquired by ERIC include- manyinformal,unpublished =* materials-n:2A available fromother sources. ERIC makes every _effort * * to obtain the\best copy available.Nevertheless, items of marginal * * reproducibility are oftenencountered and this affects the quality * * of the.microfiche andhardcOpy reproductions ERIC makes available * * via the-ERIC LocUment ReproductionService (EDRS). EDRS is not * responsible for the qualityof the original document. Reproductions * * supplied.,by EDRS are the bestthat can be made from the'original. * -*********************************************************************** U S DEPARTMENT OF HEALTH. -
CS 500 827 Richard M. Weaver
DOCUMENT RESUME ED 098 623 CS 500 827 AUTHOR Merritt, Floyd E. TITLE Richard M. Weaver--Proponent of a Conservative Rhetoric. PUB DATE Apr 74 NOTE 14p.; Paper presented at the Annual Meeting o4. the Southern Speech Communication Association (Richmond, Virginia, April 1974) EDRS PRICE MF-$0.75 HC-$1.50 PLUS POSTAGE DESCRIPTORS Bibliographies; Communication (Thought Transfer) ; Higher Education; *Persuasive Discourse; Political Influences; *Rhetoric; *Speech Education; *Theories IDENTIFIERS Conservatism; Rhetorical Theories; *Weaver (Richard M) ABSTRACT Richard M. Weaver had a profound influence on the contemporary American conservative movement in general and on manyof its leading spokesmen. Weaver is of interest to the student of rhetoric not only because of his philosophical and ideological contributions to American conservatism, but also because he is the proponent of a unique brand of rhetoric--a conservativerhetoric. This paper analyzes Weaver's concept of the nature and role of rhetoric. Information on Weaver's background, education, and the development of his political and rhetorical views is also provided. (TO) U S DEPARTMENT OF HEALTH. EDUCATION A WELFARE NATIONAL INSTITUTE OF EDUCATION tMI' DOCUMENT REEN REPRO Du( ED ExAcT, RECEIvED IROM THE PERSON OR ORGANIZATION ORIGIN ATtNG IT POINTS 01 yiEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OF FictAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY RICHARD M. WEAVER--PROPONENT OF A CONSERVATIVE RHETORIC A Paper Presented at the Convention of the Southern Speech Communication Association Debut in Rhetoric and Public Address John Marshall Hotel Richmond, Virginia April 11, 1974 We Floyd E. Merritt, Ph.D. Department of Speech-Communication Eastern Illinois University, Charleston, Illinois PERMISSION TO REPRODUCE THIS copy RIGHTED MATERIAL HAS BEEN GRANTED BY Floyd E.