One antidote to moral distress is stronger moral agency—that is, an enhanced ability to act to bring about change. The Clinical Ethics Residency for Nurses, an educational program developed and run in two large northeastern academic medical centers with funding from the Health Resources and Services Administration, intended to strengthen nurses’ moral agency. Drawing on Improving Competencies in Clinical Ethics Consultation: An Education Guide, by the American Society for Bioethics and Humanities, and on the goals of the nursing profession, CERN (...) sought to change attitudes, increase knowledge, and develop skills to act on one's knowledge. One of the key insights the faculty members brought to the design of this program is that knowledge of clinical ethics is not enough to develop moral agency. In addition to lecture‐style classes, CERN employed a variety of methods based in adult learning theory, such as active application of ethics knowledge to patient scenarios in classroom discussion, simulation, and the clinical practicum. Overwhelmingly, the feedback from the participants (sixty‐seven over three years of the program) indicated that CERN achieved transformative learning. (shrink)

Many readers will be familiar with the power of stories to stimulate rich, ethically-focussed philosophical enquiry with communities of children and young people. This paper presents a view of the relationship between ethics and narrative that attempts to explain why this is the case. It is not an accident that moral matters are illuminated in stories, nor is the explanation for this fitness for purpose merely pragmatic, or a matter of convention. Narrative is at the heart of learning how to (...) live a good live and living that life. Unlike other forms of organising human experience, such as mathematics or science, narrative represents ethical experience particularly well. This is possible because of the logical structures of human experience that narrative successfully communicates and because of the human faculties that it successfully engages , which are the faculties we use in ethical life. Understood in this way, narrative is both a source, and a method of ethical knowledge and understanding. The implication of this claim is that narrative is is not only useful as a stimulus for ethical enquiry in the way in which delegates may be familiar. According to my account, telling and being told stories and exploring narrative features such as character and setting constitute a form of ethical enquiry in their own right. These activities require us to engage the same faculties at work in ethical life and in doing so, we gain ethically relevant experiences that reinforce, challenge and enlarge what we know and understand about the ethical world. However, we do not strive to grasp propositional knowledge through engaging with narratives as a source and method of knowledge and understanding. Books, plays and films on my account, do not have ‘a moral of the story’ that must be grasped and then internalised. What we learn through engagement with narrative is ethical perceptiveness. Perceptiveness in this sense, is knowing how to read and respond to the ethically salient features of a text or an everyday experience. It is a function of the use of our emotion and imagination in conjunction with the intellect. In light of these claims, I advocate ‘Narrative Ethical Enquiry’, a pedagogy that aims at three things I consider to be constitutive of perceptiveness: Ethical awareness: The active and self-conscious identification of the ethical content in stories. Narrative competence: The encouragement of sophisticated acts of giving and receiving stories, as an integral part of ethics education and not just as the basis for an exploration of issues in some other gear e.g. philosophical, legal, scientific, religious etc. Self-conscious enquiry: The recognition – by learners and teachers – of the potential of narratives and active use of narrative to gain ethical knowledge and understanding. Although ethical enquiry in PwC often begins with a story, this does not mean that narrative has been optimised in that educational encounter. Often in a PwC class that begins with a story, there is a hasty move made from an exploration of the detailed content of the story to the identification of one or two ethical concepts followed by the pursuit of understanding through conceptual analysis, the construction of prima facie axioms, principles and other theoretical constructs. All of which operate at a suitably high level of generality and abstraction. This is what philosophy does well, but in in doing so in ethical enquiry, it overlooks narrative features of a stimulus that can offer ethical illumination. Features such as the time and place in which the story takes place; the intentional and emotional states of certain characters; the contingency of certain events and the necessity of others; the uniqueness of the story as a singular whole including its particular details and simultaneously, the generic patterns of tragedy or parody that it assumes. An intellectualistic philosophical engagement with a story will typically neglect the faculties of emotion and imagination that enable us to fully access the ethical dimension of a story and in turn allow us to navigate the ethical dimension of every day life. I propose an approach to ethical enquiry that draws on the self-conscious and systematic clarity of philosophy and the richness, complexity and immediacy of narrative. Philosophical and narrative modes of understanding can - and often do - complement one another in PwC. In proposing Narrative Ethical Enquiry I simply advocate that this be acknowledged, understood and capitalised upon. (shrink)

Ethical topics are attractive starting points for philosophical enquiry with children who must live and learn together in classrooms that accommodate a plurality of values. However the appealing familiarity, practicality and accessibility of certain ethical topics can obscure the challenges such sessions present to teachers and their students. The teacher’s role as facilitator of philosophical enquiry requires her to encourage open-ended, conceptually-focused dialogue, fuelled by questioning that, for the most part, ‘doesn’t offer any new ideas or information to the group (...) but simply attempts to make visible, clarify, or connect what has already emerged’. Even where a facilitator does introduce new information, ideas, questions, or lines of enquiry, these contributions are not designed to lead the class to a particular conclusion. The facilitator typically assumes a ‘self-effacing non-judgemental, and neutral role’ with regards to the verdicts reached by the children, intervening only where it will challenge the class to work harder and not to advance her own position. However the teacher also embodies the often-unarticulated role of ethical instructor. In this role she must inform, guide, praise, promote, encourage, incentivise, reward, uphold and police conventional standards of good character and conduct. When we examine these two roles in context as this paper does, we begin to feel the pull. How can a teacher create space in which ethical norms can be challenged – even rejected – in the spirit of intellectually vigorous philosophical enquiry whilst simultaneously upholding and reinforcing them as non-negotiable expectations? The paper argues that the tension between the roles of ‘teacher-as-philosophical-facilitator’ and ‘teacher-as-ethical-instructor’ is not intractable, in fact when acknowledged and better understood, the apparently competing demands of these roles can be dissolved leading to an enriched ethical education for children. (shrink)

Cascades of Grace was formed within the United Reformed Church through Global and Intercultural Ministries to network and empower Black, Asian and Minority Ethnic women in the churches. In the article, two of the founding members describe the formation of the group, and their own experiences in URC and other churches, and in candidating for ministry.

"An American psychologist, Daniel N. Robinson, traces the development of the insanity plea...[He offers] an assured historical survey." Roy Porter, The Times [UK] "Wild Beasts and Idle Humours is truly unique. It synthesizes material that I do not believe has ever been considered in this context, and links up the historical past with contemporaneous values and politics. Robinson effortlessly weaves religious history, literary history, medical history, and political history, and demonstrates how the insanity defense cannot be fully understood (...) without consideration of all these sources." Michael L. Perlin, New York Law School "Daniel N. Robinson has written a graceful history of insanity and the law stretching from Homer to Hinckley. He attempts no final theory as to how the law should cope with the insane; he seeks, rather, to use the shifting notions of when madness exculpates criminal activity to illuminate the core self-perceptions of the cultures developing ever-evolving resolutions of the problem...[T]he grandeur of the theme...commands attention and respect." --Neal Johnston, The Nation . (shrink)

Humanism -- Reformation -- Grace -- Servanthood -- Givenness -- Awakening -- Decline -- Fear -- Proofs -- Memory -- Value -- Metaphysics -- Theology -- Experience -- Son of Adam, son of man -- Limitation -- Realism.

In lieu of an abstract, here is a brief excerpt of the content:Horizons of Grace:Marilynne Robinson and Simone WeilKaty RyanThe sorrow is that every soul is put out of house.Marilynne Robinson1All of us, even the youngest, are in a situation like Socrates' when he was awaiting death in prison and learning to play the lyre.Simone Weil2Marilynne Robinson's first novel Housekeeping (1980) is a meditative and lyrical reflection on old themes: abandonment, loss, grief, renewal, hope, memory—what the narrator (...) Ruth Stone calls the "sad and outcast state of revelation" (p. 184). The novel returns in its opening pages to the suicide of Ruth's mother, Helen, and concludes with a bridge crossing, misinterpreted by other characters as intentional death. Critical responses to the novel usefully explore its nineteenth-century American literary impulses (Emerson, Thoreau, Dickinson, Melville), its reworking of female subjectivity, its quiet insistence on the transience of all things and the unmaking of boundaries.3 Words on suicide are scarce. In this inattention, critics may be following the lead of the novel, which, among novels containing acts of self-destruction,is exceptional in its almost total reticence on the subject. Not one character asks why Helen kills herself, and little emerges from the narrative to shed light on the unasked question.Structurally, the function of the mother's suicide seems obvious. Helen's death creates two orphans—that preferred status in literature that frees characters up for adventure and self-discovery. It also appears to be the cause, or at least a leading cause, of Ruth's sadness. Ruth's aunt Sylvie assumes this to be true. After the deaths of their mother and [End Page 349] grandmother, Ruth and her sister Lucille are passed off by their overwhelmed great aunts to Sylvie, a woman who has been wandering the country, hopping trains, getting by. When the concerned women in the town of Fingerbone attempt to determine how best to keep Ruth from following in Sylvie's uncivil footsteps, to keep her "safely within doors" one of them remarks on how sad Ruth always looks.And Sylvie replied, "Well, she is sad." Silence. Sylvie said, "She should be sad." She laughed. "I don't mean she should be, but, you know, who wouldn't be?" Again, silence.(p. 185)The unsaid is met with repeated silence. Sylvie proposes that anyone who had survived what Ruth has survived, understood to be her mother's death, would be sad, should be sad. A long silence also greets Sylvie's discomforting observation that Ruth is "'like another sister to me. She's her mother all over again'" (p. 182).The generating absence of the mother sets the stage for Ruth's spiritual exile and eventual communion, the moment when a "word so true" comes home to her. Ruth does not, in fact, become "her mother all over again."Born of people falling to their deaths (Ruth's mother and grandfather), Housekeeping ends with a counter-image, an image of crossing over a bridge (horizontality) rather than falling from it (verticality). One way to think about the philosophical movement in the novel is provided by Simone Weil's writing, which relies of tropes of gravity. I am particularly interested in connections between Housekeeping and Simone Weil's Gravity and Grace (1952) and Waiting for God (1992). These texts explore the nature of suffering by focusing on the inevitability of waiting, the practice of attention, and the necessity of detachment.Although Weil wrote movingly and persuasively about industrial labor, war, and other forms of political oppression, here I emphasize her spiritual writings. In his introduction to First and Last Notebooks, Richard Rees writes of Weil, "One may say that two of her chief preoccupations were, first, how to organize a society so that suffering should be reduced to a minimum, and, second, how to ensure that the (large) irreducible minimum should not be valueless" (p. viii). Housekeeping dramatizes this second concern. The novel also provides a needed fictional example of decreation, Weil's difficult name for the [End Page 350] process by which something created can be transformed into something uncreated, or "the act of allowing moments empty of meaning to remain 'unfilled.'"4 The suicide... (shrink)

A Pulitzer Prize–winning dance critic teaches us to appreciate—and enact—grace in every dimension, from the physical to the emotional. Grace has long been taught as essential to civilized living. The Three Graces—goddesses of charm, beauty, and creativity—exemplify ease and harmony with one another and the world around them. But what has happened to this simple, marvelous concept of being at ease in the world? With warmth, humor, and an ever-perceptive eye, Sarah L. Kaufman sifts the graceful from the (...) graceless, celebrating heart-catching moments of physical elegance in sports, movies, dance, fashion, and music; rare sightings of celebrity grace; the secrets of gracious hosts; and grace found unexpectedly, in the kitchen of a high-end restaurant and among strippers in a basement bar. Kaufman’s thought-provoking reflections on these physical and social acts of grace offer hope for even the clumsiest, most awkward among us. Guided by the muse of Cary Grant (with further inspiration from Smokey Robinson, Roger Federer, Nelson Mandela, Margot Fonteyn, Amy Purdy, Beyoncé, and others), Kaufman illuminates the importance of grace in the small moments of everyday life. In The Art of Grace, she inspires us to walk taller, spend time on unnecessary kindnesses, and celebrate the grace notes in our lives and those of others. (shrink)

This book gives a descriptive analysis of specific Madhyamika texts. It compares the ideology of Kumarajiva (a translator of the four Madhyamika treatises 400 A.D.) with the ideologies of the three Chinese contemporaries - HuiYuan, Seng-Jui and Seng-Chao. It envisages an intercultural transmission of religious and philosophical ideas from India to China.

本书介绍和评述了模糊语义学的各种学派,讨论了模糊语义和适用性理论的问题,勾画了此学科发展的新动向.

Newcomers and more experienced feminist theorists will welcome this even-handed survey of the care/justice debate within feminist ethics. Grace Clement clarifies the key terms, examines the arguments and assumptions of all sides to the debate, and explores the broader implications for both practical and applied ethics. Readers will appreciate her generous treatment of the feminine, feminist, and justice-based perspectives that have dominated the debate.Clement also goes well beyond description and criticism, advancing the discussion through the incorporation of a broad (...) range of insights into a new integration of the values of care and justice. Care, Autonomy, and Justice marks a major step forward in our understanding of feminist ethics. It is both direct and helpful enough to work as an introduction for students and insightful and original enough to make it necessary reading for scholars. (shrink)

Amodal completion is the representation of occluded parts of perceived objects. We argue for the following three claims: First, at least some amodal completion-involved experiences can ground knowledge about the occluded portions of perceived objects. Second, at least some instances of amodal completion-grounded knowledge are not sensitive, that is, it is not the case that in the nearest worlds in which the relevant claim is false, that claim is not believed true. Third, at least some instances of amodal completion-grounded knowledge (...) are not safe, that is, it is not the case that in all or nearly all near worlds where the relevant claim is believed true, that claim is in fact true. Thus, certain instances of amodal completion-grounded knowledge refute both the view that knowledge is necessarily sensitive and the view that knowledge is necessarily safe. (shrink)

Hot-cold empathy gaps are a pervasive phenomena wherein one’s predictions about others tend to skew ‘in the direction’ of one’s own current visceral states. For instance, when one predicts how hungry someone else is, one’s prediction will tend to reflect one’s own current hunger state. These gaps also obtain intrapersonally, when one attempts to predict what one oneself would do at a different time. In this paper, we do three things: We draw on empirical evidence to argue that so-called hot-cold (...) empathy gaps arise when one projects one’s own current state into a simulation about another. Second, we argue that this process does not typically confer knowledge, even when the predictions it produces happen to be accurate. Third, we suggest that these results can be used to develop a challenge for L.A. Paul's view that authentic action sometimes requires subjective knowledge of one’s own values and how these values relate to relevant outcomes. We then sketch an alternative view of the epistemic grounds of authenticity, one on which authenticity requires a kind of understanding. The relevant form of understanding can be achieved by subjective knowledge but can also be achieved elsewise, such as through testimony from a close friend about what one values. (shrink)

How should business deal with society's increasing demands for ethical and social responsibility? In plain language this book considers these and other ethical questions of direct relevance to business in the 1990s. It discusses the nature of ethics, ethical reasoning, the use of stakeholder analysis, and other central concepts used in business ethics. Using mainly, but not exclusively, Australian cases and specific examples, the book covers issues such as fairness in business dealings, advertising ethics, discrimination, and codes of ethics.

A revised translation of Heidegger's most important work.

Rationality in medicine is frequently construed as hypotheticodeductive. This article argues that such a model gives a distorted view of the rational character of an enterprise that makes judgments about individual human well-being. Medicine as a science is a practical human science. Seen as such, its rational orientation is one that applies general knowledge to particular situations. It is argued that such an orientation is not deductive but interpretative. The Aristotelian concept of practical wisdom (‘phron sis’) is used as a (...) model of the rational orientation of clinical judgment. Keywords: clinical judgment, rationality, human sciences CiteULike Connotea Del.icio.us What's this? (shrink)

This essay explores the matter of hegemony in the global system from the standpoint of global capitalism theory, in contrast to extant approaches that analyse this phenomenon from the standpoint of the nation‐state and the inter‐state system. It advances a conception of global hegemony in transnational social terms, linking the process of globalisation to the construction of hegemonies and counter‐hegemonies in the twenty‐first century. An emergent global capitalist historical bloc, lead by a transnational capitalist class, rather than a particular nation‐state, (...) bloc of states, or region, is pursuing a hegemonic project. The US state is seen as the point of condensation for pressures from dominant groups to resolve problems of global capitalism. US‐led militarisation is a contradictory political‐military response to the crisis of global capitalism, characterised by economic stagnation, legitimacy problems and the rise of counter‐hegemonic forces. (shrink)

In recent years, a number of authors have called for a return to an ethic of honour as a means of imparting virtue to military personnel. Mark Osiel, for instance, argues that ‘martial honor can be...

"The book’s contribution to feminist philosophy of religion is substantial and original.... It brings the continental and Anglo-American traditions into substantive and productive conversation with each other." —Ellen Armour To what extent has the emergence of the study of religion in Western culture been gendered? In this exciting book, Grace Jantzen proposes a new philosophy of religion from a feminist perspective. Hers is a vital and significant contribution which will be essential reading in the study of religion.

If in the context of early and classical Greek thought, the term “theology” is taken to mean “of God/gods/the gods and his/their putative relationship, causal and directive, to the world and its operations, and to ourselves within that world,” or something of that order, the first ascription of such a notion to a Presocratic philosopher is to be found in Aristotle's comment that “Thales thought that all things are full of gods”. The Presocratic period ends with no neat causal sequence. (...) If one train of thinking was moving in the direction of a divinely guided, teleologically explicable universe, another was moving in exactly the opposite direction. For the atomists Democritus and Leucippus, the ever-changing universe is an infinity of space in which, across eternity, chance agglomerations of ever-moving atoms produce and will forever go on producing those contents of the universe that we call realities, from gazelles to galaxies. (shrink)

(Draft of Feb 2023, see upcoming issue for Chalmers' reply) In Reality+: Virtual Worlds and the Problems of Philosophy, David Chalmers argues, among other things, that: if we are living in a full-scale simulation, we would still enjoy broad swathes of knowledge about non-psychological entities, such as atoms and shrubs; and, our lives might still be deeply meaningful. Chalmers views these claims as at least weakly connected: The former claim helps forestall a concern that if objects in the simulation are (...) not genuine (and so not knowable), then life in the simulation is illusory and therefore, not as valuable as a non-simulated life. Taking up these questions, I argue that in general, the value of social knowledge for a meaningful life dramatically swamps the value of non-social knowledge for a meaningful life. Along the way, I propose a non-additive model of the meaningfulness of life, according to which the overall effect of some potential contributor of value to a life depends in part on what is already in a life. One upshot is that the vindication of non-social knowledge, absent a correlative vindication of social knowledge, contributes either not at all or scarcely at all to the claim that our lives in the simulation might be deeply meaningful. This is so even though the vindication of non-social knowledge does forestall the concern that in the simulation, our lives might be wholly meaningless. (shrink)

I develop and defend the view that subjects are necessarily psychologically able to revise their beliefs in response to relevant counter-evidence. Specifically, subjects can revise their beliefs in response to relevant counter-evidence, given their current psychological mechanisms and skills. If a subject lacks this ability, then the mental state in question is not a belief, though it may be some other kind of cognitive attitude, such as a supposition, an entertained thought, or a pretense. The result is a moderately revisionary (...) view of belief: while most mental states we thought were beliefs are beliefs, some mental states which we thought were beliefs are not beliefs. The argument for this view draws on two key claims: First, subjects are rationally obligated to revise their beliefs in response to relevant counter-evidence. Second, if some subject is rationally obligated to revise one of her mental states, then that subject can revise that mental state, given her current psychological mechanisms and skills. Along the way to defending these claims, I argue that rational obligations can govern activities which reflect on one’s rational character, whether or not those activities are under one’s voluntary control. I also show how the relevant version of epistemic ‘ought’ implies ‘can’ survives an objection which plagues other variants of the principle. (shrink)

The precipitous cliffs, rolling headlands, and rocky inlets of the Big Sur coast of California prompted Robinson Jeffers to extol their wild beauty throughout his long career as a poet. This extraordinary volume brings together Jeffers’s haunting poetry with magnificent photographs of Big Sur by his friend and neighbor, famed photographer Morley Baer.

Recently, several theorists have proposed that we can perceive a range of high-level features, including natural kind features (e.g., being a lemur), artifactual features (e.g., being a mandolin), and the emotional features of others (e.g., being surprised). I clarify the claim that we perceive high-level features and suggest one overlooked reason this claim matters: it would dramatically expand the range of actions perception-based theories of action might explain. I then describe the influential phenomenal contrast method of arguing for high-level perception (...) and discuss some of the objections that have been raised against this strategy. Finally, I describe two emerging defenses of high-level perception, one of which appeals to a certain class of perceptual deficits and one of which appeals to adaptation effects. I sketch a challenge for the latter approach. (shrink)

Although the focus of "Globalizing Democracy and Human Rights" is practical, Gould does not shy away from hard theoretical questions, such as the relentless debate over cultural relativism, and the relationship between terrorism and democracy.

Published in 1982 by CUP (pb. 2009) it discusses the forms of materialism then current, including Davidson, early Rorty, but concentrating on Smart and Armstrong, and arguing that central state materialism fails to give a better 'occurrent' account of conscious states than does behaviourism/functionalism, as Armstrong claims. The book starts with a version of the 'knowledge argument' and ends with a chapter claiming that our conception of matter/the physical is more problematic than our conception of mind.

A casual comment by a student alerted the authors to the existence and prevalence of Internet-based paraphrasing tools. A subsequent quick Google search highlighted the broad range and availability of online paraphrasing tools which offer free ‘services’ to paraphrase large sections of text ranging from sentences, paragraphs, whole articles, book chapters or previously written assignments. The ease of access to online paraphrasing tools provides the potential for students to submit work they have not directly written themselves, or in the case (...) of academics and other authors, to rewrite previously published materials to sidestep self-plagiarism. Students placing trust in online paraphrasing tools as an easy way of complying with the requirement for originality in submissions are at risk in terms of the quality of the output generated and possibly of not achieving the learning outcomes as they may not fully understand the information they have compiled. There are further risks relating to the legitimacy of the outputs in terms of academic integrity and plagiarism. The purpose of this paper is to highlight the existence, development, use and detection of use of Internet based paraphrasing tools. To demonstrate the dangers in using paraphrasing tools an experiment was conducted using some easily accessible Internet-based paraphrasing tools to process part of an existing publication. Two sites are compared to demonstrate the types of differences that exist in the quality of the output from certain paraphrasing algorithms, and the present poor performance of online originality checking services such as Turnitin® to identify and link material processed via machine based paraphrasing tools. The implications for student skills in paraphrasing, academic integrity and the clues to assist staff in identifying the use of online paraphrasing tools are discussed. (shrink)

I argue that we sometimes visually perceive the intentions of others. Just as we can see something as blue or as moving to the left, so too can we see someone as intending to evade detection or as aiming to traverse a physical obstacle. I consider the typical subject presented with the Heider and Simmel movie, a widely studied ‘animacy’ stimulus, and I argue that this subject mentally attributes proximal intentions to some of the objects in the movie. I further (...) argue that these attributions are unrevisable in a certain sense and that this result can be used to as part of an argument that these attributions are not post-perceptual thoughts. Finally, I suggest that if these attributions are visual experiences, and more particularly visual illusions, their unrevisability can be satisfyingly explained, by appealing to the mechanisms which underlie visual illusions more generally. (shrink)

In the late summer and fall of 1983 articles appeared in such publications as the New York Times, Fortune Magazine, and Science News telling of attempts to set up an agency for the selling of kidneys from living donors. The shortage of organs, especially of kidneys where the transplantation success has increased quite markedly over the past decade, has become something of a crisis. A situation of increased need and inadequate supply is also becoming a problem for such substances as (...) human bone marrow, for use in the treatment of immune and blood diseases, and large quantities of human plasma for use by hemophiliacs. Obtaining a kidney for a patient in renal failure was difficult in the past because adequate matching is likely only between very close relatives. Now with new immunosuppressant drugs such as cyclosporine, close matches have become less important. Cadaver organs or marrow from unrelated living donors can be used with far greater success. The supply problem is still immense and the literature is filled with suggestions for appropriate and efficient means of organ acquisition. One of the latest suggestions involves a system of salvaging based on implied consent of deceased donors. The organs would be taken without asking directly for permission from family. The relatives would have the right to object to the organ removal, but unless they did so, the organ would be taken when needed. (shrink)

This collection of essays presents one of the first acts of documenting shifts in the cultural production of whiteness within texts across the twentieth century, following shifts from the proud colonial moment through to the moment of liberal multiculturalism to the recent war on terror. Each essay addresses the ways in which texts produced in these moments depend on rhetorical strategies that implicitly or explicitly privilege whiteness.

We provide an overview of a proposal for a new metaphysical framework within which theology and science might both find a home. Our proposal draws on the triadic semiotics and threefold system of metaphysical categories of C. S. Peirce. We summarize the key features of a semiotic model of the Trinity, based on observed parallels between Peirce's categories of Firstness, Secondness, and Thirdness and Christian thinking about, respectively, the Father, Son, and Holy Spirit. We test and extend the semiotic model (...) by exploring how Peirce's taxonomy of signs offers a new approach to theological reflection on the Incarnation. This leads to a novel way of framing scientific questions about human evolution in semiotic terms and to a new approach to theological anthropology. Finally, we use the semiotic model of the Trinity as the basis of a trinitarian approach to the theology of creation according to which the semiotic processes that are fundamental to life and to human behavior and cognition may be understood as “vestiges of the Trinity in creation.”. (shrink)

The paper aims to make out the incoherence of the distinction between and rigid separation of ‘the linguistic’ and ‘the extra‐linguistic’ as well as to absolve Wittgenstein from any commitment to it. Insistence on a descent from the abstract to a concrete discussion allows a connection to be made between Tractatus positions such as: ‘The limits of my language indicate the limits of my world.’ and ‘The world and life are one.’ and the Investigations: ‘What has to be accepted is (...) ‐ so one could say ‐ forms of life.’ From this a picture is developed of the intimate interconnection between language, practical life, and world. (shrink)