God Education And Modern Metaphysics

The Western tradition has long held the view that while it is possible to know that God exists, it nevertheless remains impossible to know what God is. The ineffability of the monotheistic God extends to each of the Abrahamic faiths. In this volume, Tubbs considers Aristotle’s logic of mastery and questions the assumptions upon which God’s ineffability rests. Part I explores the tensions between the philosophical definition of the One as "thought thinking itself" (the Aristotelian concept of noesis noeseos) and the educational vocation of the individual as "know thyself" (gnothi seuton). Identifying vulnerabilities in the logic of mastery, Tubbs puts forth an original logic of education, which he calls modern metaphysics, or a logic of learning and education. Part II explores this new educational logic of the divine as a "logic of tears," as a "dreadful religious teacher," and as a way to cohere the three Abrahamic faiths in an educational concept of monotheism.

This book argues for a modern version of liberal arts education, exploring first principles within the divine comedy of educational logic. By reforming the three philosophies of metaphysics, nature and ethics upon which liberal arts education is based, Tubbs offers a profound transatlantic philosophical and educational challenge to the subject.

A Reflection On The Question Of God's Existence In Contemporary Thomistic Metaphysics, Texts And Studies, V1. The Thomist, V23, No. 1-3.

This book, the first to explore religious education and post-modernity in depth, sets out to provide a much needed examination of the problems and possibilities post-modernity raises for religious education. At once a general introduction to this topic and a distinctive contribution to the debate in its own right, Religion, Education and Post-modernity explores and illuminates the problems, and possibilities opened up for religious education by postmodern thought and culture. The book describes the emergence of post-modernity, considers the impact of post-modernity on religion, addresses its impact on the philosophy of religion and considers the nature of religious education in the post-modern world. Andrew Wright argues that, although post-modernity has much to offer the religious educator, there are also many pitfalls and dangers to be avoided. Steering clear of the extreme of post-modern hyper-realism, he constructs a religious pedagogy sensitive to post-modern concerns for alterity, difference and the voice of the Other, whilst insisting on the importance of reasons in cultivating religious literacy.

Introduction. 4 Book I. The Definition. 50 Introduction. 50 Chapter I. The Genus of Metaphysics. 54 Chapter II. The Differentia. 62 Chapter III. Corollaries. 71 Book II. Being. 76 Chapter I. Essence. 80 Chapter II. Possible Being. 95 Chapter III. Existing Being. 112 Chapter IV. Possible and Existing Essence Contrasted. 135 Book III. Attributes of Being. 148 Chapter I. Attributes of Being in General. 148 Chapter II. Unity. 163 Chapter III. Truth. 286 Chapter IV. Goodness. 356 Glossary. 427 Introduction. THERE is a passage in the Leviathan of Hobbes, which I will set before the reader, not without a definite purpose, as a sort of Introit to my Preface. It is, as follows: 'There is yet another fault in the discourses of some men; which may also be numbered amongst the sorts of madness; namely, that abuse of words, whereof I have spoken before in the fifth chapter, by the name of absurdity. And that is, when men speak such words, as put together, have in them no signification at all; but are fallen upon by some, through misunderstanding of the words they have received, and repeat by rote; by others from intention to deceive by obscurity. And this is incident to none but those, that converse in questions of matters incomprehensible, as the School-men; or in questions of abstruse philosophy. The common sort of men seldom speak insignificantly, and are, therefore, by those other egregious persons counted idiots. But to be assured their words are without anything correspondent to them in the mind, there would need some examples; which if any man require, let him take a School-man in his hands and see if he can translate any one chapter concerning any difficult point, as the Trinity; the Deity; the nature of Christ; transubstantiation; free-will, &c., into any of the modern tongues, so as to make the same intelligible; or into any tolerable Latin, such as they were acquainted withal, that lived when the Latin tongue was vulgar. What is the meaning of these words, The first cause does not necessarily inflow any thing into the second, by force of the essential subordination of the second causes, by which it may help it to work? They are the translation of the title of the sixth chapter of Suarez' first book, of the concourse, motion, and help, of God.(1) When men write whole volumes of such stuff are they not mad, or intend to make others so?'(2) A German writer of great and deserved reputation shall take up the fugue. 'The soul of the Scholastic Philosophy, ' writes Brucker, 'and the hinge on which it all turned, was not an attentive inquiry after Truth, undertaken without prejudice and made up of connected truths deduced from concordant Principles; but the empty and ambitious affectation of a sort of subtlety that made show of great intellectual acumen. Furnished with dialectic and metaphysical weapons, it was wont to dispute, with extremest stretching of the brain, about questions most difficult indeed and acute, but commendable neither by reason of their utility nor of their certitude; and would come down into the area for the purpose of carrying on its countless philosophical skirmishes, with the help of verbal disputes, of worthless mental abstractions, of axioms assumed at hap-hazard, of distinctions destitute of the smallest foundation, and of the horrors of a barbarous terminology.'(3) A little further on, the same author deplores its 'obscure ideas, ' -- 'words without meaning, ' -- 'barbarous terms which had a sort of frightful sound from their very clatter;' and describes its teaching as the 'hobgoblins of boys, ' -- 'empty clouds, ' -- 'an immense ocean of verbal disputes.'(4)

Southwestern Journal of Theology 2021 Book of the Year Award (Theological Studies) 2021 Book Award, The Gospel Coalition (Honorable Mention, Academic Theology) Following his well-received Interpreting Scripture with the Great Tradition, Craig Carter presents the biblical and theological foundations of trinitarian classical theism. Carter, a leading Christian theologian known for his provocative defenses of classical approaches to doctrine, critiques the recent trend toward modifying or rejecting classical theism in favor of modern "relational" understandings of God. The book includes a short history of trinitarian theology from its patristic origins to the modern period, and a concluding appendix provides a brief summary of classical trinitarian theology. Foreword by Carl R. Trueman.

This volume explores how conservative Christian schools are shaping education in America and in turn, students’ attitudes about diversity. Based on data collected as part of a year-long, ethnographic study of a K-12 conservative, Christian school in the South, this volume analyzes the way that diversity was thought about and acted upon in a school, and how these decisions affected students and teachers across racial differences. The book demonstrates that conservative Christian theology defined a school’s diversity efforts. It also reveals the complexity of addressing diversity in a context that is largely wary of it, at least in its typical secular usage. The findings presented in the book raise important questions about school vouchers, the influence of religious beliefs on educators’ decision-making in schools, the morality and existence of Christian schools, and diversity initiatives in white spaces. Faith, Diversity, and Education: An Ethnography of a Conservative Christian School will be of great interest to researchers, academics and postgraduate students in the fields of education, sociology and religion.

In order to draw out the relationship between publicly-oriented Christianity and education, this book demonstrates that education is an important method and prerequisite of public theology, as well as an urgent object of public theology research’s attention. Featuring work from diverse academic disciplines—including religion education, theology, philosophy, and religious studies—this edited collection also contends with the educational challenges that come with the decline of religion on the one hand and its transformation and regained public relevance on the other. Taken together, the contributions to this volume provide a comprehensive argument for why education deserves systematic attention in the context of public theology discourse, and vice versa.