John Joseph Haldane

In February 1997, following the announcement that the Roslin Institute in Scotland had successfully cloned a sheep by means of cell-nuclear transfer, US President Clinton requested the National Bioethics Advisory Commission to review legal and ethical issues of cloning and to recommend federal actions to prevent abuse. In the meantime he directed the heads of executive departments and agencies not to allocate federal funds for ‘cloning human beings’. The Commission consulted with members of relevant academic disciplines and other professions, representatives of interest groups and members of the general public, and received written submissions. Unsurprisingly, given the prospect of human cloning and the sensational announcement in January 1998 by the American physicist-cum-embryologist Richard Seed that he would aim to clone himself, public debate in the US has been fairly voluble.

It is unusual for an academic philosopher in the Anglo-American tradition to discuss the subject of spirituality. Not so long ago this fact might have been attributed to a general view of philosophy as the practice of conceptual analysis and the theory of logic. However in a period when the discipline has developed to a point where almost every aspect of human life has been made the subject of some department of ‘applied philosophy’ it could hardly be said that the subject of spirituality, in so far as discussion of it may have normative implications, lies outside the sphere of reasonable philosohical enquiry. Yet it is almost entirely neglected

There has been public outcry from philosophers and others at the prospect of the closure of Heythrop College, University of London; yet the nature and history of Heythrop remain little known. It is apt and timely, therefore, as its likely dissolution approaches, to provide a brief account of its origins and development up to and including the period of its entry into London University under the leadership of the most famous modern historian of philosophy Frederick Copleston. Following on from this the idea of a distinctive Jesuit intellectual tradition, and more specifically of the Jesuit contribution to philosophy is explored.

In recent years there has been a dramatic expansion of the range of studies, policy directives and initiatives concerned with the environment. For the most part these are unphilosophical, pragmatic responses to perceived threats of pollution and other forms of environmental degradation. However, they invariably presuppose certain conceptual and normative commitments, and the examination and evaluation of these has been a major concern of environmental philosophy. To date the primary focus of interest has been on ethical and political values, but there is a developing sense of the need to consider issues relating to the aesthetics of environment. After outlining a general philosophical structure for understanding the nature of aesthetic experience, its objects and values, a little known theory – that of Aquinas – is explained and defended

Many believe that at the end of her life Mary was assumed bodily ‘into heaven’ where she remains exalted by her divine son. This claim, magisterially entitled The Doctrine of the Assumption of the Blessed Virgin Mary, strikes some as absurd. Even many traditional Christians are opposed to, or have doubts about this aspect of Catholic doctrine of the Theotokos[the one who ‘gave birth to’ God]).Typically critics regard the doctrine as being at best a sentimental piety and at worst a neo–Pagan accretion entirely lacking in support from any appropriate quarter. Others go further, however; suggesting that it is not simply without biblical or other evidential warrant but is in some way incoherent. Here I explore some of the sources of difficulties that confront any attempt to present and defend the doctrine.Ancient and mediaeval accounts often relate narratives of Mary’s final days. Significantly, however, they also reason that given Mary’s unique status the Assumption must have happened because it should have done. I consider this style of deductive theology before examining certain historical presentations, in which I argue that there may be material evidence of the tradition as far back as the end of the persecution of Diocletian around the time of the Edict of Milan.Thereafter I take up the philosophical problems, exploring various possibilities and suggesting that acknowledging Aquinas’s insistence on the impoverished nature of disembodied human souls, and their need of resurrected embodiment is consistent with Mary’s unique role that the mode of her present existence is of a different order to that of other separated subjects

There is a lapidary saying owing to Etienne Gilson, that is often misquoted or adapted – with ‘metaphysics’ taking the place of ‘philosophy’ – and which is invariably reproduced in isolation. It is that ‘Philosophy always buries its undertakers’. Understanding this remark as Gilson intended it is relevant to the issues of the nature of philosophy, and of what conception of it may be most appropriate or fruitful for us to pursue. The question of the mortality or otherwise of philosophy in general, and of metaphysics in particular, is a significant one for ongoing intellectual enquiry, and it is also relevant to the current position of academic philosophy in Great Britain and in the English-speaking world.

‘Every education teaches a philosophy; if not by dogma then by suggestion, by implication, by atmosphere. Every part of that education has a connection with every other part. If it does not all combine to convey some general view of life it is not education at all’ . In an essay written for the thirtieth volume of the British Journal of Educational Studies , R. F. Dearden surveyed philosophy of education during the period 1952–82. As might be imagined he was largely concerned with the emergence in and development through these years of analytical philosophy of education, as the influence of linguistic or conceptual analysis spread beyond the somewhat ill-defined boundaries of core philosophy and was taken up by those interested in the theoretical presuppositions of educational practice. After charting the course of this development, and having reached the point at which certain worries arose about the limits of conceptual analysis as a method, Dearden turned to consider what if any alternatives might be available. The first possibility which he mentions in expectation of its having received explicit articulation is Catholic philosophy of education. However, as he notes, nothing meeting this description was developed during the period in question—in effect, since the war. The one book which he mentions, viz. Jacques Maritain's Education at the Crossroads , is barely known of in professional philosophy of education and in style and content is quite out of the mainstream

In Faithful Reason, the noted Catholic philosopher John Haldane explores various aspects of intellectual and practical life from a perspective inspired by Catholic thought and informed by his distinctive philosophical approach: "Analytical Thomism." Haldane's discussions of ethics, politics, education, art, social philosophy and other themes explain why Catholic thought is still relevant in today's world, and show how the legacy of Thomas Aquinas can benefit modern philosophy in its efforts to answer fundamental questions about humanity and its place within nature. Drawing on a Catholic philosophical tradition that is committed to concepts of the world's intrinsic intelligibility and the objectivity of truth, Faithful Reason's bold and insightful perspectives provide rich matter for debate, and food for further thought.

The development of interest among academic philosophers in the aesthetics of everyday life is somewhat analogous to the broader development in moral philosophy of ‘applied’ or practical ethics. This fact is sometimes mentioned but rarely examined and it may be useful, therefore, to explore something of the course and causes of these two developments, in part better to understand them, but also to note blindspots and limitations in certain ways of thinking. In each case these limitations are related to ignorance of past theory and practice. Exploring the parallels will also serve as a basis for suggesting how the two lines may now be brought together in a form of practical philosophy.

ABSTRACT The essay is concerned with the widely held view that contemporary fine art is obscurantist, shallow and unrewarding of attention. It is argued that the opposition between common opinion and the advocates of modernism rests upon a philosophical disagreement about the nature and value of art. An account of aesthetic experience is then presented and illustrated by reference to Raphael's The School of Athens. This account shows the reasoning implicit in modernism to rest upon a fallacy relating to the possible forms of explanation. The essay concludes by endorsing Augustine's claim that culcural intelligibility rests not on abstract reasoning but on shared affections. This sets a requirement for artists to return to making work that engages the interests of their fellow citizens.

While I was quietly thinking these thoughts [about misfortune] over to myself and giving vent to my sorrow with the help of my pen, I became aware of a woman standing over me. She was of aweinspiring appearance, her eyes burning and keen beyond the usual power of men. She was so full of years that I could hardly think of her as of my own generation, and yet she possessed a vivid colour and undiminished vigour … Her clothes were made of imperishable material, of the finest thread woven with the most delicate skill … On the bottom hem could be read the embroidered Greek letter Pi , and on the top hem the Greek letter Theta . Between the two a ladder of steps rose from the lower to the higher letter. Her dress had been torn by the hands of marauders who had each carried off such pieces as he could get. There were some books in her right hand and in her left hand she held a sceptre … As she spoke she gathered her dress into a fold and wiped from my eyes the tears that filled them … the clouds of my grief dissolved and I drank in the light

Given as an address to the American Philosophical Association on the occasion of its centennial, this paper examines the character and standing of American philosophy now and at the outset of the twentieth century as seen (then and now) from a British point of view. A century ago Britain was itself the unquestioned leader of Anglo-Saxon thought. Now, however, as in so many areas, the US is the pre-eminent world power. This status brings prestige and various benefits but it also carries responsibilities. In considering the latter I recall some virtues of an earlier generation of American philosophers, especially as they were possessed by William James.

In recent years there has been a dramatic expansion of the range of studies, policy directives and initiatives concerned with the environment. For the most part these are unphilosophical, pragmatic responses to perceived threats of pollution and other forms of environmental degradation. However, they invariably presuppose certain conceptual and normative commitments, and the examination and evaluation of these has been a major concern of environmental philosophy. To date the primary focus of interest has been on ethical and political values, but there is a developing sense of the need to consider issues relating to the aesthetics of environment. After outlining a general philosophical structure for understanding the nature of aesthetic experience, its objects and values, a little known theory - that of Aquinas - is explained and defended.

IN HIS COMMENTARY on Wittgenstein's Philosophical Investigations, Garth Hallett records Wittgenstein's extensive reading of Augustine's Confessions. By contrast, he remarks that Wittgenstein never read anything of Aristotle. However, he also reports Rush Rhees as saying that at the time of his death Wittgenstein had in his possession the first two volumes of a German-Latin edition of Aquinas's Summa Theologiae, containing questions 1-26 of the Prima Pars. Question 13 concerns the Divine Names, the first article asking whether a name can be given to God. Aquinas begins his answer by referring to the passage from De Interpretatione quoted above: "Since, according to the Philosopher, words are signs of ideas, and ideas the similitudes of things, it is evident that words function in the signification of things through the conception of the intellect."

The following essay, whose title has been provided by me for this occasion, is taken from James Ferrier's work The Institutes of Metaphysic where it appears in Section I., the general theme of which is ‘The Epistemology, or Theory of Knowing’. The essay is a statement and elaboration of the ‘ninth proposition’ of the Institutes, and an examination of its implications as these bear upon knowledge of mind and self. The precise source of the text is the 3rd edition of the Institutes of Metaphysic (Edinburgh: William Blackwood and Sons 1875). Ferrier indicates earlier that ‘generally throughout this work the word “cognition” signifi es the known, the cognitum. This remark is necessary lest the reader should suppose that it signifi es the act rather than the object of knowledge’ (p. 156). In the last section of this introduction I list the preceding eight propositions

Higher education is in flux, and one of the challenges it faces is to relate education, research, and training. So far as Catholic institutions are concerned, there is also the fundamental issue of what it means to be Catholic. Leaving aside matters of history and religious observance, this bears in large part on issues of educational philosophy. This essay sets these matters within a historical context, considering Confucius, Augustine, and Aquinas, while focusing on nineteenth-century British discussions of education by Herbert Spencer, Mathew Arnold, J. S. Mill, and J. H. Newman, and then engaging challenges posed in recent times by Richard Rorty and others to the very idea of humanistic knowledge and understanding. This returns the discussion to what might be the distinctive contribution of Catholic colleges and universities, and to the suggestion that they should promote a sense of the Godly, the sacred, and the gracious.