Truth Beauty And The Limits Of Knowledge

Is it rational for scientifically trained individuals to believe in God, and accept controversial theological claims such as the existence of miracles? Are science and theology essentially incompatible, or can their positions be reconciled on some level? Truth, Beauty, and the Limits of Knowledge: A Path from Science to Religion addresses such questions by recasting certain key religious teachings in a language that is familiar to scientists, engineers, and mathematicians. It does so with the help of various science-based metaphors and analogies, whose primary purpose is to interpret theological claims in a way that is attuned to the spirit of our age. A crucial step in developing such "analogical bridges" between science and religion involves challenging the traditional Newtonian paradigm, which maintains that physical processes are generally deterministic and predictable (i.e., "well behaved"). A closer examination of recent scientific developments will show that this assumption is incorrect, and that certain aspects of nature will remain unknowable to us regardless of future technological advances. This realization opens the door to a meaningful conversation between science and theology, since both disciplines implicitly accept the premise that the true nature of "reality" can never be fully grasped by the human mind.

Rudolf Steiner stated that the primary function of education is to exercise the students' faculties of thinking, feeling and willing. These basic human qualities manifest in civilization as the "eternal verities" of truth, beauty and goodness, and these in turn in science, art and religion. Gilbert Childs' goal in this carefully crafted book is twofold--to illustrate the practical application of the factors mentioned and to substantiate assertion by Steiner that his philosophy and educational practice is intended to meet the requirements of our time. the author's presentation provides stimulating thoughts for teachers and students of education, as well as anyone who wishes to improve the way we prepare our children for life and their place in the world.

Truth, beauty, and goodness are more than traditional ideas--they are living realities bearing dynamic potentials for a future we can help create. As we grow, these supreme values increasingly guide our thinking, feeling, and doing. No matter what your philosophical, religious, or spiritual orientation may be, having a philosophy of living centered on these ideals will enhance your understanding and integration. Seasoned by the author's experience in leading thousands of students through experiential projects, Living in Truth, Beauty, and Goodness contains all the essential ingredients to help you develop your own personal philosophy. Your guides are Darwin, Socrates, Jesus, Bach, and other world-class pioneers whose strengths and insights can inspire you to develop a resilient and virtuous character. As you explore truths in science, philosophy, and spiritual experience; beauty in nature and the arts; and goodness in morality and character, you will be encouraged to transplant what is proposed here into the garden of your own concepts and then creatively to put the emerging meanings and values into practice.

A modern reader studying biblical narratives encounters various literary approaches and ways of understanding interpretive concepts. Hence an attempt to put forward a comprehensive hermeneutical model of reading biblical narratives. Such a model should aim at a synthesis of various approaches, and show how they are interrelated. The book proposes a hermeneutical theory which uses modern approaches to literary texts for the exegesis of biblical narratives. The book discusses three spheres of the reader’s knowledge about reality: immanent, narrative, and transcendental. The move from immanent to transcendental knowledge through the mediation of narrative knowledge results from the mediatory role played by the biblical text, which refers the reader to a transcendent reality. This theory is then applied to the exegesis of Genesis 21:1-21, and involves the evaluation of the New Criticism, rhetorical criticism, structuralism and narrative analysis, reader-response criticism, the historical-critical method, as well as deconstruction. In order to satisfy the postulate of pluralism in interpretation, the hermeneutical theory draws upon a variety of ancient and modern sources such as Aristotle, T. S. Eliot, Hans Urs von Balthasar, and Paul Ricœur.

Since the dawn of civilization, humans have struggled to describe the defining virtues of civilization—and, in the process, have confronted some of mankind’s most difficult and enduring questions. In Truth, Beauty, and Goodness Reframed, renowned scholar Howard Gardner traces the astonishing transformations in our conceptions of these three virtues in our lifetime—and describes the newfound challenges in making sense of them. How do we distinguish truth from “truthiness” in the Age of the Internet? How do we judge beauty when modern artists treat it like an outdated virtue? And how do we distinguish right from wrong in age of relativistic and politicized morality? In this incisive and masterful book, Gardner brilliantly highlights the current state of these virtues, argues for their continued importance in human society, and explains how we should be educating for them in the twenty-first century—both in and out of the classroom.

This is an essay on the possibility and limits of knowledge, in general, and scientific knowledge, in particular. In Chapter 1 the postulates of Kantian critical philosophy are broadened to make contact with modern cognitive theories; it is argued that all knowledge should be regarded as an exclusively human product rather than the work of a transcendental being. On this basis the fundamental question posed in this text concerns the limits of knowledge defined by the limitations of instruments of observation, classificationn and analysis, and the limitations of researchers as individuals and as scientific communities. In this last respect, it is argued that current systems for the production and dissemination of scientific knowledge, while making such knowledgem while making such knowledge possible, also favour its sterility. Two specific areas of science are analysed from these points of view: psychiatry and standard cosmology.