G. Edwards

In book 3 of On Abstinence from Animal Food, Porphyry is traditionally taken to argue that animals are rational and that it is, therefore, unjust to kill them for food. Since the vast majority of scholars endorse this interpretation, I call it ‘the consensus interpretation’. Yet, strangely enough, elsewhere in his corpus Porphyry claims that the non-human animals are irrational. Jonathan Barnes notices this discrepancy and suggests that an appeal to the distinction between specific and non-specific predication can resolve the problem. This paper explains Barnes’ solution, but argues that it must ultimately be rejected. It concludes with a brief survey of other approaches to the problem, and with an outline of the proposed solution, in which the consensus interpretation of On Abstinence is rejected in favour of a dialectical reading of Book 3. Porphyry, this piece suggests, may not have believed that animals were rational after all

Wittgenstein explores learning through practice in the Philosophical Investigations by means of an extended analogy with games. However, does this concern with learning also necessarily extend to education, in our institutional understanding of the word? While Wittgenstein's examples of language learning and use are always shared or social, he does not discuss formal educational institutions as such. He does not wish to found a ‘school of thought’, and is suspicious of philosophy acting as a theory that can be applied to other areas of life. While Wittgenstein's focus on developing independent thinking was neither individualistic nor anti-institutional, it did, however, focus on developing the thinking of his students rather than theorising about how this could be applied on a large scale. An analysis of Hermann Hesse's novel, The Glass Bead Game will help us to pick up where Wittgenstein deliberately left off—thinking about how (or if) one can institutionalise learning methods that encourage thinking for oneself. These differences in the writers’ treatment of education will become evident in the differences between their game analogies. While language-games combat our ‘craving for generality’ in Philosophical Investigations, the Glass Bead Game represents this craving, and how it manifests itself throughout history in disciplines other than logic and philosophy of language. It also represents the potential for institutions to become insular, exclusive communities.

in the euthyphro, socrates tells euthyphro that Meletus is taking him to court for impiety.1 Upon hearing Euthyphro’s claim to have knowledge of piety, Socrates asks Euthyphro to take him on as a pupil, so that he might acquire knowledge of piety himself. Although this may seem unsurprising, given Socrates’s high regard for knowledge in other dialogues, the reason that Socrates gives for wishing to acquire knowledge, in this case, is bizarre—for he says it is because knowledge of piety will help him to secure his acquittal on charges of impiety.It is unclear, however, why Socrates believes that his learning what piety is should lead to the impiety charges against him being dropped, yet no one has ever made a..

El objetivo de este artículo es analizar las convergencias, complementariedades y diferencias entre la noción de desarrollo humano de Amartya Sen y el PNUD con el pensamiento de Benedicto XVI y Francisco. Las distintas nociones de desarrollo humano incluyen la integralidad o multidimensionalidad de las personas, así como la inclusión y la sustentabilidad. Cada noción de desarrollo supone una visión del ser humano, de la libertad, de la responsabilidad y de la agencia. Se discute acerca de la relevancia de las instituciones, la eficiencia y la complejización de índices que consideren tanto lo social como lo ambiental. Finalmente, se postulan los aportes de la ética social cristiana a las políticas públicas en esta materia.

Living Magically is a book that has changed countless lives. In this lively and inspiring guide to the tools and techniques of metaphysics, Gill Edwards outlines a spiritually-based psychology for the times that we live in. Taking a practical self-help approach, Living Magically will help you to: Rediscover your inner wisdom; Break through your fears, blockages and limitations; Let go of the past and reach for the future; Grow through love and joy, rather than pain and struggle; Heal your inner child; 'Listen to the whispers' from your Higher Self; Make your dreams come true.