So What S New About Scholasticism

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.

Neo-Thomism has served as source of inspiration for various concepts of modernization and progress. It helped to resolve disparities, annul contradictions and reconcile incongruent, new developments. This volume retraces why Neo-Thomist ideas and ar

It seems likely that a work of this kind, devoted to both medieval and modern scholastic philosophy, will interest not merely those who are already acquainted with scholastic doctrines, but even all who are trying to follow the march of contemporary thought. Whatever may be its extent and duration, the scholastic revival represents at the present time, and will represent in the annals of the Twentieth Century, an intellectual movement that may not be ignored. We still encounter quite a crowd of prejudices regarding modern scholasticism, and many talk about it without understanding it. On the other hand, much that is exact and even suggestive, in its regard, has gained currency at different times and places of late; and it is not altogether easy to collect and compare these later views and to weigh their respective merits. The object of the present work is to meet and combat false conceptions, to co-ordinate true notions, and so to furnish the reader with some general information on the new scholasticism. The author has adopted quite a summary method. He has merely traced the outlines, raised and stated the problems, but he does not claim to have noticed all the points of view which the subject-matter admits of. Introduction to Scholastic Philosophy being here synonymous with presentation, preparation, the developments of the different questions treated or simply referred to, must be sought in special treatises. He earnestly hopes that the present volume may prove an efficacious invitation to its readers to undertake a personal and deeper study of modern scholastic philosophy. To form an idea of what the new scholastic philosophy is, one must evidently know what the scholasticism of the Middle Ages was, for the former .is only a revival and adaptation of the latter. The two parts of the present work are therefore called for by the very nature of the subject. The first part, strictly historical, will "introduce" the reader to this old scholastic monument-to the discredit of which so much has been spoken and written, but which, resembling in so many ways the majestic cathedrals of the Middle Ages, decidedly gains by being visited and seen in detail. The second part will point out the meaning of the attempted restoration and adaptation of this edifice to our own time. In 1899 we published a brochure entitled: What is Scholastic Philosophy? which we have been requested on many sides to reprint. Most of the ideas in that little work will be found here completely recast and developed. -We also reproduce, in different places, the theories expressed in an article in the Revue Philosophique of June, 1902, entitled: Notion de la scolastique. At the same time we have taken occasion to reply to various criticisms," and to give an appreciation of recent works that have put forth general views on the Middle Ages. The reader will accordingly find a fair number of additional ideas on medieval philosophy, supplementing our previous publications. The two parts of this work correspond like diptychs: the author has tried to compare, point by point, the ideas of the past with those of the present. The new scholasticism is more extensive than the old, being a development and growth of its doctrine: Vetera novis augere. But, on the other hand, though the new scholasticism is already constructed in its main outlines it has yet to be perfected in numerous details. For those two reasons the second part of the work contains a larger number of separate sketches than the first.

Recent decades have seen a revival of interest in Aristotelian and Scholastic thought, particularly among analytic philosophers. Neo-Aristotelians, Analytic Scholastics, and Analytical Thomists have made significant contributions to several fields within contemporary philosophy, including metaphysics, philosophy of mind and philosophy of science. This volume of new essays brings together some of the leading thinkers of this movement, to address such topics as materiality, causation, possibility, privation and dispositionality. The contributors are Rani Lill Anjum, Edward Feser, Uwe Meixner, Stephen Mumford, David Oderberg, Edmund Runggaldier and Erwin Tegtmeier.

Originally published under the title: 'Scholasticism Old and New' In this corrected edition of a standard work, Professor Maurice de Wulf, great authority on medieval philosophy, examines the scholastic tradition. After a careful and discriminating examination of the true nature and definition of scholasticism, in which he sifts modern interpretations and misinterpretations of the scholastic spirit, he analyzes the scholastic method, scholastic philosophy in its relations to medieval philosophy in general as well as to ancient philosophy and medieval science; scholastic metaphysics, theodicy, general physics, celestial and terrestrial physics, psychology, moral philosophy and logic. The decline of medieval scholasticism is then treated. Examination is not so much in terms of individual thinkers, as is usual in histories of philosophy, as in terms of a philosophia communis of the scholastic tradition. The second part of this work examines the modern scholastic revival, with a discussion of the relations of neoscholasticism and neothomism to history of philosophy, religion, and modern science; and an examination of the neoscholastic doctrines. Considerable information is included on the neoscholastic estimation of various trends in modern philosophy. Written by one of the very greatest historians of medieval philosophy, this book is useful both as a corrective to earlier histories and as an excellent expoisition and evaluation of the scholastic position.

The new 12th edition of Scholastic Journalism is fully revised and updated to encompass the complete range of cross platform multimedia writing and design to bring this classic into the convergence age. Incorporates cross platform writing and design into each chapter to bring this classic high school journalism text into the digital age Delves into the collaborative and multimedia/new media opportunities and changes that are defining the industry and journalism education as traditional media formats converge with new technologies Continues to educate students on the basic skills of collecting, interviewing, reporting, and writing in journalism Includes a variety of new user-friendly features for students and instructors Features updated instructor manual and supporting online resources, available at www.wiley.com/go/scholasticjournalism

This Newbery Honor Book by acclaimed author Avi is available again through Scholastic--in an After Words paperback edition!In this thought-provoking examination of freedom, patriotism, and respect, ninth-grader, Philip Malloy, is kept from joining the track team by his failing grades in English class. Convinced that the teacher just doesn't like him, Philip concocts a plan to get transferred out of her class. Breaking the school's policy of silence during the national anthem, he hums along, and ends up in a crisis at the center of the nation's attention.

The papers brought together in this volume reflect three of Professor Colish's interests as a historian of medieval scholastic thought. The first group presents investigations into Peter Lombard (d. 1161) and his contemporaries; the second looks at how Peter's theology became mainstream Paris theology in the period between the Lombard's death and the early 13th century. The last two papers offer broader reflections on the story lines of high medieval intellectual history.