Michael Murray

In this paper I claim that there are three primary dimensions to the issue of freedom in Leibniz’s work. The first, and most widely discussed, is the logical dimension. When discussing this dimension, Leibniz is concerned primarily about the relationship between freedom and modality: what does it mean for choice to be contingent? The second dimension is the theological one. When discussing this dimension, Leibniz is interested in considering such issues as the relationships between divine knowledge or providence and human freedom, the nature of freedom in God, the angels, the demons, the blessed, the damned, etc., the relationship between human freedom and divine grace, and like matters. The third dimension treats freedom from the perspective of faculty psychology. In this mode, Leibniz considers how the intellect, will, and passions are related to one another in complete human acts. Questions such as: What is deliberation? What is choice? What is weakness of will?, etc. define this third dimension of the freedom discussion. In a forthcoming paper, an abstract of which appeared in the 1992 issue of this Review, I discuss the second dimension in some detail. In this paper, I take up the third.

Consider the following situation. It is the first day of school, and the new third-grade students file into the classroom to be shown to their seats for the coming year. As they enter, the third-grade teacher notices one small boy who is particularly unkempt. He looks to be in desperate need of bathing, and his clothes are dirty, torn and tight-fitting. During recess, the teacher pulls aside the boy's previous teacher and asks about his wretched condition. The other teacher informs her that he always looks that way, even though the boy's family is quite wealthy. The reason he appears as he does, she continues, is that the family observes an odd practice according to which the children do not receive many important things – food, clothing, bathing, even shelter – unless they specifically request them. Since the boy, like many third-graders, has little interest in bathing and clean clothes, he just never asks for them

In recent years historians of modern philosophy have begun to pay much more attention to the theological thought of both major and minor figures in the period. These theological views are interesting and important in their own right, but they also provide substantial insights into the interconnections between, and the motivations for, many philosophical positions these figures advocate. This volume continues this recent tradition by providing an engaging look at the ways in which key figures in the modern period addressed facets of the problem of evil. The nine essays included in this volume, originally presented at a conference at the University of Toronto in 1999, cover a range of figures and topics, though British figures are somewhat surprisingly excluded altogether.

This two-volume collection of cutting edge thinking about science and religion shows how scientific and religious practices of inquiry can be viewed as logically compatible, complementary, and mutually supportive. Features submissions by world-leading scientists and philosophers Discusses a wide range of hotly debated issues, including Big Bang cosmology, evolution, intelligent design, dinosaurs and creation, general and special theories of relativity, dark energy, the Multiverse Hypothesis, and Super String Theory Includes articles on stem cell research and Bioethics by William Hurlbut, who served on President Bush's Bioethics Committee.

Despite Russell’s protestations to the contrary, it has become evident that Leibniz had more than a passing interest in a number of the problems plaguing seventeenth century philosophical theology. In published work, correspondence, and private notes, Leibniz spends significant energy sorting through numerous solutions to the standard problems. Not least among these was the perennial problem of how to reconcile divine foreknowledge and providence and human freedom. In this essay I discuss how Leibniz understands this problem against the background of the scholastic tradition up to his own day, how he rejects these solutions, and how he constructs an alternative which he believes will be acceptable to the various scholastic partisans while resolving the difficulties with each alternative. I then discuss the lessons that can be learned about Leibniz’s own view of freedom in light of what he says about these matters.