Contents Index Order Form CONTENTS CELEBRATING 100 YEARS of PUBLISHING, 1905–2005 General Interest 1 in 2005 We Mark Our 100Th Anniversary As a University Press
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Kierkegaard on Selfhood and Our Need for Others
Kierkegaard on Selfhood and Our Need for Others 1. Kierkegaard in a Secular Age Scholars have devoted much attention lately to Kierkegaard’s views on personal identity and, in particular, to his account of selfhood.1 Central to this account is the idea that a self is not something we automatically are. It is rather something we must become. Thus, selfhood is a goal to realize or a project to undertake.2 To put the point another way, while we may already be selves in some sense, we have to work to become real, true, or “authentic” selves.3 The idea that authentic selfhood is a project is not unique to Kierkegaard. It is common fare in modern philosophy. Yet Kierkegaard distances himself from popular ways of thinking about the matter. He denies the view inherited from Rousseau that we can discover our true selves by consulting our innermost feelings, beliefs, and desires. He also rejects the idea developed by the German Romantics that we can invent our true selves in a burst of artistic or poetic creativity. In fact, according to Kierkegaard, becom- ing an authentic self is not something we can do on our own. If we are to succeed at the project, we must look beyond ourselves for assistance. In particular, Kierkegaard thinks, we must rely on God. For God alone can provide us with the content of our real identi- ties.4 A longstanding concern about Kierkegaard arises at this point. His account of au- thentic selfhood, like his accounts of so many concepts, is religious. -
1 God Regulates the Church, Even If He Doesn't
God Regulates the Church, Even If He Doesn’t - Wittgensteinian Philosophy of Religion and Realism Hermen Kroesbergen, University of Pretoria, South Africa Abstract Far from being non‐realism or antirealism, Wittgensteinian philosophy of religion shows the meaning of practices within which the whole weight is in the picture that God speaks. ‘The authority of the community of believers determines what is the word of God’ does not contradict ‘God himself determines what is the word of God.’ As is shown by an example of Peter Winch, the distinction between inside and outside perspectives on religious practices is already given in those practices themselves. Wittgensteinian philosophy of religion does justice to the independent reality of God, without the adjustments proposed by Stephen Mulhall and Andrew Moore. Some people say that God supports same-sex marriages, others say that anything to do with homosexuality is an abomination before God. In some churches both opinions are allowed to stand next to each other, in other churches someone excludes oneself from the church by holding one or the other. God is said to direct the church through His word but does He? A congregation is looking for a new pastor; there are two candidates, both claim to have received a calling from God to this particular congregation; now it is up to the congregation to discern which vocation is true. Often it is the religious community that seems to determine what it is that God says. Wittgensteinian philosopher of religion Gareth Moore, therefore, concludes that, “What is the word of God is determined by the authority of the believing community, and the limits of what may be the word of God are determined by the same authority.”1 On the one hand, this statement does not seem very controversial; on the other hand, this kind of statement has prompted commentators to accuse Wittgensteinian philosophy of religion of non-realism or antirealism. -
Books Added to Benner Library from Estate of Dr. William Foote
Books added to Benner Library from estate of Dr. William Foote # CALL NUMBER TITLE Scribes and scholars : a guide to the transmission of Greek and Latin literature / by L.D. Reynolds and N.G. 1 001.2 R335s, 1991 Wilson. 2 001.2 Se15e Emerson on the scholar / Merton M. Sealts, Jr. 3 001.3 R921f Future without a past : the humanities in a technological society / John Paul Russo. 4 001.30711 G163a Academic instincts / Marjorie Garber. Book of the book : some works & projections about the book & writing / edited by Jerome Rothenberg and 5 002 B644r Steven Clay. 6 002 OL5s Smithsonian book of books / Michael Olmert. 7 002 T361g Great books and book collectors / Alan G. Thomas. 8 002.075 B29g Gentle madness : bibliophiles, bibliomanes, and the eternal passion for books / Nicholas A. Basbanes. 9 002.09 B29p Patience & fortitude : a roving chronicle of book people, book places, and book culture / Nicholas A. Basbanes. Books of the brave : being an account of books and of men in the Spanish Conquest and settlement of the 10 002.098 L552b sixteenth-century New World / Irving A. Leonard ; with a new introduction by Rolena Adorno. 11 020.973 R824f Foundations of library and information science / Richard E. Rubin. 12 021.009 J631h, 1976 History of libraries in the Western World / by Elmer D. Johnson and Michael H. Harris. 13 025.2832 B175d Double fold : libraries and the assault on paper / Nicholson Baker. London booksellers and American customers : transatlantic literary community and the Charleston Library 14 027.2 R196L Society, 1748-1811 / James Raven. -
Mysticism As an Ethical Form of Life: a Wittgensteinian
Mysticism as an Ethical Form of Life: A Wittgensteinian Approach to Ethics in the Mystical Instruction of Saints Teresa of Avila and Ignatius of Loyola in dialogue with Michel de Certeau’s Mystical Science by Matthew Ian Dunch A Thesis submitted to the Faculty of Regis College and the Graduate Centre for Theological Studies of the Toronto School of Theology. In partial fulfilment of the requirements for the degree of Master of Theology awarded by Regis College and the University of Toronto. © Copyright by Matthew Ian Dunch 2018 Mysticism as an Ethical Form of Life: A Wittgensteinian Approach to Ethics in the Mystical Instruction of Saints Teresa of Avila and Ignatius of Loyola in dialogue with Michel de Certeau’s Mystical Science Matthew Ian Dunch Master of Theology Regis College and the University of Toronto 2018 Abstract This thesis argues that there is an ethical development inherent in the mystical pedagogy of Ignatius of Loyola and Teresa of Avila. The various stages of mystical development are read through the lens of Wittgenstein as ethical forms of life premised on an absolute good. Through mystical pedagogy one simultaneously develops the language and the praxis of mystical forms of life. Mystical forms of life, though seeking the transcendent, are historically and socially conditioned. This historical and social conditioning is explored principally through Michel de Certeau’s account of spiritual spaces. ii Contents Chapter One: Introduction ...................................................................................................... -
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ALASTAIR HANNAY AND GORDON D. MARINO Introduction Myths attach rather easily to some thinkers, especially to those who like Hegel are hard to read or like Kierkegaard hard to place. Such myths are often based on hearsay or a superficial reading of the texts. One lingering myth about Kierkegaard is that he is an irra- tionalist in some sense that denies the value of clear and honest thinking. Kierkegaard did deny the ability of reasoned thought to ar- rive at universal and objective truth on matters of value, but today that is considered quite rational. This collection of previously un- published essays is offered as proof of how wrong it is to suppose that if Kierkegaard's philosophical star is in the ascendant, as it now is, things must be going badly with philosophy. Besides this general myth, though owing as much to them as they to it, are the particular myths - of Kierkegaard's uncontrolled pre- dilection for paradox, a delight in exaggeration, and his writer's weakness for rhetoric over perspicuity - myths that have led in their turn to superficial renditions of the ideas and to failures to de- tect consistency or development in his multiauthored production. More than with any other recent thinker, and for good or ill, the re- ception of Kierkegaard's work has carried the subjective stamp of the receiver's own preferences. So much so that one might well ask if Kierkegaard has not so much enjoyed as "suffered" his several renaissances. Emanuel Hirsch, whose influential German translations reflect personal political leanings, tried to weave Kierkegaard into the tan- gled web of an existence theology adapted to National Socialism. -
Approaches to Philosophy of Religion: Contemplating the World Or Trying to Find Our Way Home?
This is a repository copy of Approaches to philosophy of religion: Contemplating the world or trying to find our way home?. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/85283/ Version: Accepted Version Article: Burley, M (2015) Approaches to philosophy of religion: Contemplating the world or trying to find our way home? Religious Studies, 51 (2). 221 - 239. ISSN 0034-4125 https://doi.org/10.1017/S0034412514000377 Reuse Unless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version - refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher’s website. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ Approaches to philosophy of religion: contemplating the world or trying to find our way home? MIKEL BURLEY School of Philosophy, Religion and the History of Science, University of Leeds, Leeds LS2 9JT, UK e-mail: [email protected] Abstract: What is the point of philosophy of religion? Is it to help us find the right path in life, with the philosopher as guide and mentor? Or is it, as D. -
A Glossary of Terms and Concepts in Peace and Conflict Studies
A GLOSSARY OF TERMS AND CONCEPTS IN PEACE AND CONFLICT STUDIES AUTHOR: CHRISTOPHER E. MILLER EDITOR: MARY E. KING A GLOSSARY OF TERMS AND CONCEPTS IN PEACE AND CONFLICT STUDIES SECOND EDITION A GLOSSARY OF TERMS AND CONCEPTS IN PEACE AND CONFLICT STUDIES AFRICA PROGRAMME © 2005 University for Peace Portions of this publication may be reproduced free of charge provided that the source is acknowledged. Views expressed in this publication are those of the author(s). They do not necessarily reflect the views of the University for Peace. ISBN 9977-925-36-4 A GLOSSARY OF TERMS AND CONCEPTS IN PEACE AND CONFLICT STUDIES The mission of the University for Peace is to provide humanity with an international institution of higher education for peace with the aim of promoting among all human beings a spirit of understanding, tolerance, and peaceful coexistence, to stimulate cooperation among peoples, and to help lessen obstacles and threats to world peace and progress in keeping with the noble aspirations proclaimed in the Charter of the United Nations. A GLOSSARY OF TERMS AND CONCEPTS IN PEACE AND CONFLICT STUDIES UNIVERSITY FOR PEACE AFRICA PROGRAMME Addis Ababa Office UPEACE Africa Programme Post Office Box 1176 Addis Ababa, Ethiopia Telephone: + 251 1 234 026 Email: [email protected] Web: www.africa.upeace.org Geneva Office 5 chemin du Rivage 1292 Chambésy / Geneva, Switzerland Telephone: +41 22 737 30 80 Fax: +41 22 737 30 90 Email: [email protected] Main Campus & Headquarters Post Office Box 138-6100 San José, Costa Rica Telephone: +506 205-9000 -
ONLY YOUNG ONCE an Introduction to Nonviolent Struggle for Youths
NONVIOLENT TRANSFORMATION OF CONFLICT—AFRICA ONLY YOUNG ONCE An Introduction to Nonviolent Struggle for Youths Christopher A. Miller EDUCATION FOR PEACE AFRICA PROGRAMME The mission of the University for Peace is to provide humanity with an international institution of higher education for peace with the aim of promoting among all human beings a spirit of understanding, tolerance, and peaceful coexistence, to stimulate cooperation among peoples, and to help lessen obstacles and threats to world peace and progress in keeping with the noble aspirations proclaimed in the Char- ter of the United Nations. Charter of the University for Peace, Article , approved by the UN General Assembly in Resolution A/RES/5/55 University for Peace, Africa Programme PO Box 794, code 50 EDUCATION Addis Ababa, Ethiopia FOR PEACE AFRICA Tel: +5--68099 PROGRAMME Fax: +5--68099 Email: [email protected] Website: www.africa.upeace.org NONVIOLENT TRANSFORMATION OF CONFLICT—AFRICA Additional titles in this series: ‘Bite Not One Another’: Selected Accounts of Nonviolent Struggle in Africa Nonviolent Strategic Struggle: A Training Manual To order, contact [email protected] 4 NONVIOLENT TRANSFORMATION OF CONFLICT—AFRICA ONLY YOUNG ONCE An Introduction to Nonviolent Struggle for Youths Christopher A. Miller Mary E. King Series Editor EDUCATION FOR PEACE AFRICA University for Peace, Africa Programme PROGRAMME Addis Ababa, Ethiopia 5 Cover photo: University of Zimbabwe students carry branches and fronds during a peaceful march from the campus to Harare city centre on 9 April 00. The students, who were pro- testing the alleged beating to death of a student by riot police during a demonstration the preceding day, were dispersed by police who fired teargas. -
Strategic Nonviolent Power: the Science of Satyagraha Mark A
STRATEGIC NONVIOLENT POWER Global Peace Studies SERIES EDITOR: George Melnyk Global Peace Studies is an interdisciplinary series devoted to works dealing with the discourses of war and peace, conflict and post-conflict studies, human rights and inter- national development, human security, and peace building. Global in its perspective, the series welcomes submissions of monographs and collections from both scholars and activists. Of particular interest are works on militarism, structural violence, and postwar reconstruction and reconciliation in divided societies. The series encourages contributions from a wide variety of disciplines and professions including health, law, social work, and education, as well as the social sciences and humanities. SERIES TITLES: The ABCs of Human Survival: A Paradigm for Global Citizenship Arthur Clark Bomb Canada and Other Unkind Remarks in the American Media Chantal Allan Strategic Nonviolent Power: The Science of Satyagraha Mark A. Mattaini STRATEGIC THE SCIENCE OF NONVIOLENT SATYAGRAHA POWER MARK A. MATTAINI Copyright © 2013 Mark A. Mattaini Published by AU Press, Athabasca University 1200, 10011 – 109 Street, Edmonton, AB T5J 3S8 ISBN 978-1-927356-41-8 (print) 978-1-927356-42-5 (PDF) 978-1-927356-43-2 (epub) A volume in Global Peace Studies ISSN 1921-4022 (print) 1921-4030 (digital) Cover and interior design by Marvin Harder, marvinharder.com. Printed and bound in Canada by Marquis Book Printers. Library and Archives Canada Cataloguing in Publication Mattaini, Mark A. Strategic nonviolent power : the science of satyagraha / Mark A. Mattaini. (Global peace studies, ISSN 1921-4022) Includes bibliographical references and index. Issued also in electronic formats. ISBN 978-1-927356-41-8 1. -
Recovering Nonviolent History
Recovering Nonviolent History Civil Resistance in Liberation Struggles edited by Maciej J. Bartkowski boulder london 1 Recovering Nonviolent History Maciej J. Bartkowski The violence of the few does not withstand the quest for freedom of the many. —former German President Christian Wulff, speaking on the anniversary of the construction of the Berlin Wall, August 13, 2011 Most people look to historical accounts to understand how their own nations emerged and fought for their freedom. Such explanations, whether found in books or imparted through public ceremonies and national memories, often tell of violent battles and insurrections, victories and defeats in wars, and fallen heroes in armed struggles. These narratives support the common be- lief that violence is the indispensable weapon to win freedom from foreign subjugation, but they ignore the power and historical role that nonviolent civilian-led resistance has played in many national quests for liberation. This book brings to light the existence and impact of nonviolent organ- izing and defiance where it has not commonly been noticed. It argues that a number of historical struggles for national self-determination might not nec- essarily, or even primarily, have been won through violence. Instead, these struggles were decisively waged through diverse methods of nonviolent re - sistance led by ordinary people.1 Furthermore, during the unfolding process of civil resistance, it was often the force of population-driven, bottom-up, nonviolent mobilization that shaped nations’ collective identities (i.e., nation- hood) and formed nascent national institutions and authorities (i.e., statehood). These processes were critical for an independent nation-state—more so than structural changes or violent revolutions that dominate the history of revolutionary struggles and nation making. -
Rethinking Education: Heidegger's Philosophy in the Service Of
434 Rethinking Education Rethinking Education: Heidegger’s Philosophy in the Service of Education Doron Yosef-Hassidim University of Toronto The English-speaking academic world increasingly recognizes Martin Heide- gger’s potential contribution to education. In this article I explore key notions in Heidegger’s philosophy in order to further realize this potential. One purpose of examining the latent contribution of his work to education is to scrutinize and shape the relationship between philosophy and education and so to enhance both realms. As such, the article aims not only to challenge and redefine our perception of public education, but also to assist in understanding what it means to be a human being. I first briefly review central notions in Heidegger’s ontology as described in Being and Time, point toward some of the difficulties in using it for education, and suggest various avenues to overcome them. Then I suggest and examine several implications for the essence of education following Heidegger’s philosophy and propose shifts in the central characteristics of education. Finally, I focus on one implication and reassess the place of content in education. It should be stressed from the outset that my suggestions are not direct interpretations of Heidegger’s educational thought or logical inferences from his philosophy; rather, Heidegger’s work serves more as an inspiration in rethinking the role and goal of education. BETWEEN ONTOLOGY AND EDUCATION At the heart of Heidegger’s ontology lies the “ontological difference”: the distinction between beings and Being,1 or between a being and Being. When we refer to things, when we point to something, we talk about beings. -
Kierkegaard's Socratic Task
Kierkegaard’s Socratic Task by Paul Muench B.A., Reed College, 1990 B.A., University of Oxford, 1993 M.A., University of Pittsburgh, 1999 Submitted to the Graduate Faculty of the School of Arts and Sciences (Department of Philosophy) in partial fulfillment of the requirements for the degree Doctor of Philosophy University of Pittsburgh 2006 UNIVERSITY OF PITTSBURGH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by Paul Muench It was defended on April 14, 2006 and approved by James Allen, Professor of Philosophy, University of Pittsburgh Tony Edwards, Associate Professor of Religious Studies, University of Pittsburgh Stephen Mulhall, Fellow and Tutor in Philosophy, New College, University of Oxford Dissertation Directors: James Conant, Professor of Philosophy, University of Chicago John McDowell, University Professor of Philosophy, University of Pittsburgh Copyright © 2006 by Paul Muench All rights reserved Kierkegaard’s Socratic Task Paul Muench, Ph.D. University of Pittsburgh, 2006 The Danish philosopher Søren Kierkegaard (1813-1855) conceived of himself as the Socrates of nineteenth century Copenhagen. Having devoted the bulk of his first major work, The Concept of Irony with Continual Reference to Socrates, to the problem of the historical Socrates, Kierkegaard maintained at the end of his life that it is to Socrates that we must turn if we are to understand his own philosophical undertaking: “The only analogy I have before me is Socrates; my task is a Socratic task.” The overall aim of my dissertation is to examine and critically assess this claim, and ultimately to argue that the Socratic nature of Kierkegaard’s endeavor finds its fullest expression in the activity and writings of one of his best-known literary creations, Johannes Climacus, the pseudonymous author of Philosophical Fragments and Concluding Unscientific Postscript.