What is philosophy? Why does it matter? How have philosophy and its relation to religion and science changed from the ancient to the medieval and modern periods and beyond? What are the central philosophical ideas, from Socrates to Nietzsche? Reexamining Love of Wisdom addresses these questions. It offers a new perspective by organizing the material under the theme of philosophical desire and shows the timeless importance of philosophy understood as the love of wisdom. Flores provides an historical introduction to philosophy suitable for college students that is a resource for more advanced students or scholars interested in the history and nature of philosophy.

What is philosophy? Why does it matter? How have philosophy and its relation to religion and science changed from the ancient to the medieval and modern periods and beyond? What are the central philosophical ideas, from Socrates to Nietzsche? Reexamining Love of Wisdom addresses these questions. It offers a new perspective by organizing the material under the theme of philosophical desire and shows the timeless importance of philosophy understood as the love of wisdom. Flores provides an historical introduction to philosophy suitable for college students that is a resource for more advanced students or scholars interested in the history and nature of philosophy.

This book is a gift to Stephen Brown in honor of his 75th birthday. The 35 contributions to this Festschrift are disposed in five parts: Metaphysics and Natural Philosophy, Epistemology and Ethics, Philosophy and Theology, Theological Questions, Text and Context. These five headings articulate Stephen Brown’s underlying conception and understanding of medieval philosophy and theology, which the editors share: The main theoretical and practical issues of the ‘long medieval’ intellectual tradition are rooted in an epistemology and a metaphysics, which must be understood not as separated from theology but as being in a fruitful exchange with theological conceptions and questions; further, in order to understand the longue durée of this tradition of philosophical and theological discourse, scholars must engage the textual traditions that conveyed it. Contributors are Jan A. Aertsen, Carlos Bazan, Oliva Blanchette, Olivier Boulnois, Anthony Celano, William J. Courtenay, Anne A. Davenport, Alain de Libera, Thomas Dewender, John P. Doyle, Stephen D. Dumont, Kent Emery, Jr., Juan Carlos Flores, Christopher D. Schabel, Fritz S. Pedersen, Russell L. Friedman, André Goddu, Wouter Goris, Michael Gorman, Simo Knuuttila, Theo Kobusch, Paul Joseph LaChance, Matthew Lamb, Matthew Levering, R. James Long, Steven P. Marrone, Lauge Nielsen, Timothy Noone, Thomas M. Osborne,.Klaus Rodler, Risto Saarinen, John T. Slotemaker, Jean Céleyrette, Jean-Luc Solere, Andreas Speer, Carlos Steel, Eileen Sweeney, Jeremy Wilkins, John F. Wippel.

An oracle was reported to have said, "No one is wiser than Socrates." And in fact it was Socrates’ life’s work to interpret these words, which demanded and defined the practice of philosophy. Each of these original essays attends carefully to the specifics of the Apology, looking to its dramatic details, its philosophic teaching, and its complexity as a work of writing to bring into focus the "Socrates" of the Apology. Overall, the contributors, distinguished scholars of ancient philosophy, share a belief in the unity of the letter and the spirit of Platonic philosophy: the conviction that the Platonic text cannot be reached except through reading and cannot be read except through thinking. In this way, the readings in this volume mirror Socrates’ own hermeneutical practice of uniting the demands of the mind and the demands of the text—the Socratic "examination." The result, true to the Socratic injunction that the unexamined life is not worth living, continues that practice of examination, here offering a reexamination of Socrates in the Apology.

Kenneth Garcia presents an edited collection of papers from the 2015 conference on academic freedom at religiously affiliated universities, held at the University of Notre Dame. These essays reexamine the secular principle of academic freedom and discuss how a theological understanding might build on and further develop it. The year 2015 marked the 100th anniversary of the founding of the American Association of University Professors (AAUP), the leading advocate of academic freedom in America. In October 2015, the University of Notre Dame convened a group of prominent scholars to consider how the concept and practice of academic freedom might evolve. The premise behind the conference was that the current conventional understandings of academic freedom are primarily secular and, therefore, not yet complete. The goal was to consider alternative understandings in light of theological insight. Theological insight, in this context, refers to an awareness that there is a surplus of knowledge and meaning to reality that transcends what can be known through ordinary disciplinary methods of inquiry, especially those that are quantitative or empirical. Essays in this volume discuss how, in light of the fact that findings in many fields hint at connections to a greater whole, scholars in any academic field should be free to pursue those connections. Moreover, there are religious traditions that can help inform those connections.

We all recognize wisdom, but defining it is more elusive. In this fascinating journey from philosophy to science, Stephen S. Hall gives us a penetrating history of wisdom, from its sudden emergence in the fifth century B.C. to its modern manifestations in education, politics, and the workplace. Hall’s bracing exploration of the science of wisdom allows us to see this ancient virtue with fresh eyes, yet also makes clear that despite modern science’s most powerful efforts, wisdom continues to elude easy understanding.

A re-examination of the dating of the deutero-Pauline letters that contradicts the generally accepted thesis that these letters were written after Paul's death.>

What song lyrics say about Jamaican life, Rastafari religion, and reggae music history

This volume broadens the horizon of educational research in North America by introducing a comprehensive dialogue between Eastern and Western philosophies and perspectives on the subject of curriculum theory and practice. It is a very timely work in light of the progressively globalized nature of education and educational studies and the increasingly widespread attunement to Eastern educational theories in the West. By introducing Eastern perspectives, this book questions taken-for-granted thinking in Western educational thought about the foundations of teaching and learning, curriculum theory, educational policy, and educational issues such as teaching for social justice, service-learning initiatives, human rights and environmental education, and the teaching of content area subjects. It provides an important opportunity for scholars from different countries and different disciplines to establish a solid yet accessible foundation of East-West inquiry that furthers the scope and depth of curriculum studies and to disseminate the insights from this book in the venues in which they work. Researchers, faculty, and graduate students in the fields of curriculum theory, curriculum and instruction, educational foundations, philosophy of education, international/comparative education, and multicultural educational studies will welcome this book. It is appropriate as a text for upper-level courses in these areas.