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It is not a summary of philosophical problems, which the beginner cannot digest and which may engender in him a spirit of skepticism. For a like reason Cotter does not give an outline of the history of philosophy with the same problems arranged by periods. Instead, he confined himself to a few important data on the principal philosophers of past ages, and the author tried to sketch the intellectual equipment with which the student is supposed to begin philosophy.
The scholastic philosopher is interested in definition for a different reason than the lexicographer and linguist. The philosopher is trying to learn things. Fe defines, after investigating reality, in an attempt to describe reality clearly and to sum up some aspect of his understanding of reality. Hence, we find our scholastic philosophers adopting as a main feature of their method this insistence on defining, on precise and detailed explanation of their definitions, and on proving that their definitions da correctly express what a nature or activity is. A dictionary of the language of scholastic philosophy fitted to the needs of beginners and of undergraduate students of the subject is not available in English.
With this book, distinguished historian of philosophy Ulrich Leinsle offers the first comprehensive introduction to scholastic theology -- a textbook for both Protestant and Catholic students.
This is a new release of the original 1947 edition.
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Principles may well be regarded as the main part of philosophy. They are among the major discoveries of philosophy, condensing in themselves much philosophical inquiry and insight. They are the starting point of much philosophical discussion. They are the base for exposition, for proof, and for criticism. They serve the student and the reader of philosophy much as legal maxims serve jurists and as proverbs serve the people. They are for scholastic philosophers the household truth of their tradition. This book includes not only all principles of scholastic philosophy but also exercises to apply the principles to several occasions. The book is useful for all students and professionals in philosophy.
The ongoing renaissance in Descartes studies has been characterized by an attempt to understand the philosopher's texts against his own intellectual background. Roger Ariew here argues that Cartesian philosophy should be regarded as it was in Descartes's own day—as a reaction against, as well as an indebtedness to, scholastic philosophy. His book illuminates Cartesian philosophy by analyzing debates between Descartes and contemporary schoolmen and surveying controversies arising in its first reception. The volume touches upon many topics and themes shared by Cartesian and late scholastic philosophy: matter and form; infinity, place, time, void, and motion; the substance of the heavens; the object or subject of metaphysics; principles of metaphysics (being and ideas) and transcendentals (for example, unity, quantity, principle of individuation, truth and falsity). Part I exhibits the differences and similarities among the doctrines of Descartes and those of Jesuits and other scholastics in seventeenth-century France. The contrasts Descartes drew between his philosophy and that of others are the subject of Part II, which also examines some arguments in which he was involved and details the continued controversy caused by Cartesianism in the second half of the seventeenth century.
In So What’s New about Scholasticism? thirteen international scholars gauge the extraordinary impact of a religiously inspired conceptual framework in a modern society. The essays that are brought together in this volume reveal that Neo-Thomism became part of contingent social contexts and varying intellectual domains. Rather than an ecclesiastic project of like-minded believers, Neo-Thomism was put into place as a source of inspiration for various concepts of modernization and progress. This volume reconstructs how Neo-Thomism sought to resolve disparities, annul contradictions and reconcile incongruent, new developments. It asks the question why Neo-Thomist ideas and arguments were put into play and how they were transferred across various scientific disciplines and artistic media, growing into one of the most influential master-narratives of the twentieth century. Edward Baring, Dries Bosschaert, James Chappel, Adi Efal-Lautenschläger, Rajesh Heynickx, Sigrid Leyssen, Christopher Morrissey, Annette Mülberger, Jaume Navarro, Herman Paul, Karim Schelkens, Wim Weymans and John Carter Wood reconstruct a bewildering, yet decipherable thought-structure that has left a deep mark on twentieth century politics, philosophy, science and religion.