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    Wyświetlanie 1-4 z 4
    Tytuł:
    Redpath on the Nature of Philosophy
    Autorzy:
    Delfino, Robert A.
    Powiązania:
    https://bibliotekanauki.pl/articles/507612.pdf
    Data publikacji:
    2016-03-30
    Wydawca:
    International Étienne Gilson Society
    Tematy:
    Aristotle
    Thomas Aquinas
    Peter Redpath
    Armand Maurer
    philosophy
    science
    wisdom
    first principle
    sense realism
    common sense
    cause
    universals
    abstraction
    formal object
    method
    virtue
    happiness
    genus
    metaphysics
    Opis:
    In this article the author discusses Peter A. Redpath’s understanding of the nature of philosophy and his account of how erroneous understandings of philosophy have led to the decline of the West and to the separation of philosophy from modern science and modern science from wisdom. Following Aristotle and St. Thomas Aquinas, Redpath argues that philosophy is a sense realism because it begins in wonder about real things known through the senses. Philosophy presupposes pre-philosophical knowledge, common sense, which consists of principles rooted in sensation that make human experience, sense wonder, and philosophy possible. Philosophy is certain knowledge demonstrated through causes and thus philosophy is the same as science. Redpath understands science as a habit that we acquire through repeated practice. More precisely, a scientific habit is a simple quality of the intellect that enables us to demonstrate (prove) the necessary properties of a genus through their causes or principles. In this way, science is the study of the one and the many. Redpath argues that metaphysics is the final cause of the arts and sciences, providing the foundation for all of the arts and sciences and justifying their principles. Finally, he argues that with modernity’s loss of belief in God and its rejection of metaphysics as a science, utopian socialism has become an historical/political substitute for metaphysics.
    Źródło:
    Studia Gilsoniana; 2016, 5, 1; 33-53
    2300-0066
    Pojawia się w:
    Studia Gilsoniana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Realizm filozoficzny w ujęciu Étienne Gilsona
    Étienne Gilson’s Philosophical Realism
    Autorzy:
    Kunat, Natalia
    Powiązania:
    https://bibliotekanauki.pl/articles/507424.pdf
    Data publikacji:
    2017-09-30
    Wydawca:
    International Étienne Gilson Society
    Tematy:
    Étienne Gilson
    realism
    idealism
    common sense
    philosophy
    reality
    existence
    Opis:
    This paper attempts to analyze realist philosophy as the way of knowing reality in the thought of Étienne Gilson. The French Philosopher was a defender of philosophical realism who rationally justified the thesis about knowing things existing in the world independently of the knowing subject. Philosophical inquiry, carried out in a realist way, should start with the being which really exists. The basic philosophical method aims to rationally understand reality as well as explain the multifaceted cognition of reality. Gilson’s contribution to the development of philosophical realism includes the promotion of a realist philosophical awareness and the opposition to idealistic philosophies (Cartesianism, Kantianism).
    Źródło:
    Studia Gilsoniana; 2017, 6, 3; 365-379
    2300-0066
    Pojawia się w:
    Studia Gilsoniana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    COMMON SENSE BIBLICAL HERMENEUTICS
    Autorzy:
    Mangini, Michael B.
    Powiązania:
    https://bibliotekanauki.pl/articles/507476.pdf
    Data publikacji:
    2014
    Wydawca:
    International Étienne Gilson Society
    Tematy:
    common sense
    hermeneutics
    Bible
    language
    interpretation
    realism
    nominalism
    semiotics
    Thomas Howe
    John Deely
    Peter Redpath
    Opis:
    Since the noetics of moderate realism provide a firm foundation upon which to build a hermeneutic of common sense, in the first part of his paper the author adopts Thomas Howe’s argument that the noetical aspect of moderate realism is a necessary condition for correct, universally valid biblical interpretation, but he adds, “insofar as it gives us hope in discovering the true meaning of a given passage.” In the second part, the author relies on John Deely’s work to show how semiotics may help interpreters go beyond meaning and seek the significance of the persons, places, events, ideas, etc., of which the meaning of the text has presented as objects to be interpreted. It is in significance that the unity of Scripture is found. The chief aim is what every passage of the Bible signifies. Considered as a genus, Scripture is composed of many parts/species that are ordered to a chief aim. This is the structure of common sense hermeneutics; therefore in the third part the author restates Peter Redpath’s exposition of Aristotle and St. Thomas’s ontology of the one and the many and analogously applies it to the question of how an exegete can discern the proper significance and faithfully interpret the word of God.
    Źródło:
    Studia Gilsoniana; 2014, 3: supplement; 547-562
    2300-0066
    Pojawia się w:
    Studia Gilsoniana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wychowalność człowieka podstawą sensu i znaczenia wychowania
    Educatability of Man as the Foundation of the sense and significance of Formation
    Autorzy:
    Nowak, Marian
    Powiązania:
    https://bibliotekanauki.pl/articles/1857496.pdf
    Data publikacji:
    2002
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    wychowalność
    człowiek wychowalny
    sens i możliwości wychowania człowieka
    noetyczny wymiar wychowania
    optymizm pedagogiczny
    pesymizm pedagogiczny
    realizm pedagogiczny
    educatability
    educationable man
    the sense and possibility of man's educatability
    noetic dimension of education
    pedagogical optimism
    pedagogical pessimism
    pedagogical realism
    Opis:
    The paper points to one of the basic categories in scientific pedagogy which is „educatability.” It played an important role in the origins of pedagogy as a discipline of science and was combined with the acceptance in the point of departure, as a special hypothesis, that there are possibilities to form man. Assuming this possibility, J.F. Herbart (1776-1841), the father of scientific pedagogy, worked out his concepts of formation and general pedagogy. According to him, „educatability” (Die Bildsamkeit) is the basic category of pedagogy (Algemeine Paedagogik, 1806). As the contemporary pedagogical thought seeks more and more often an answer to the question about the sense and meaning of education, stumbling at the same time on the byways of its utopian and idealistic approaches, the category of „educatability” may become one of the ways to make the pedagogical practice and theory real and sensible. Like over two hundred years ago this category has become the ground upon which to build the scientific reflection in pedagogy. In the same manner this paper suggests that it may turn out very helpful to bring it back and remind. It can help us explain the contemporary problems connected especially with the discovery of the sense and possibility to educate man. The paper concentrates first on the discussion around the problem of educatability over the history of human thought. Listing its main representatives and its stages (from the ancient until the modern times), it exposes two standpoints characteristic of that „debate about the educatability of man”: „pedagogical optimism” and „pedagogical pessimism.” It also points to the contemporary solutions of that problem in „pedagogical realism” that characterizes, among other things, the Christian approach to the issue of man's educatability. Following the line of the latter standpoint, that paper discusses in detail the structure of the process of man's educatability, pointing to the basic elements and factors of the process of the person's educatability. The approach to „educatability” as a category giving sense to education and pedagogy is listed among the basic problems of the research of general pedagogy. Here we ask not only about the essence of education and its specific character, but also about the possibility and conditions of the process of education and about its sense and meaning (its noetic dimension).
    Źródło:
    Roczniki Nauk Społecznych; 2002, 30, 2; 5-20
    0137-4176
    Pojawia się w:
    Roczniki Nauk Społecznych
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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