The scholarly purpose of the volume is to restate and describe the historical reception of John Duns Scotus’ meta-physics, which, by taking the real concept of “being as being” as the first object of first philosophy, laid the ground-work for what scholars have called “the second beginning of metaphysics” in Western philosophy.
Scotus outlined a theory of transcendental concepts that includes an analysis of the concept of being and its prop-erties, and a general analysis of modalities and intrinsic modes, paving the way for a view of metaphysics as a sci-ence of “possible being.” From the fourteenth to the eighteenth century Scotists invented and developed special concepts that could embrace both real being and the being of reason. The investigation of the metaphysics of the transcendentals by subsequent thinkers who were guided by Scotus is the central focus of the present collective book.
The Lost Mirror traces cultural patterns in which the interpretation of learning and education was developed against the backdrop of Hebrew thought.
The appreciation of learning is deeply rooted in the Hebrew way of thinking. Learning is understood as an open and history-conscious engagement of man with culture. The consciousness of history is shaped by the motif of the unavailability of the “other” and the difference to this “other”. This “other” is traditionally remembered as “God”, but may also be reflected in the motifs of the other person or the other society. The Lost Mirror reminds us
of a deficit, which is that in our everyday thinking and everyday action, we usually hide, forget and partly suppress the meaning and presence of the unavailable other. The book approaches this thinking through portraits of people such as Hannah Arendt, Leo Baeck, Walter Benjamin, Agnes Heller, Emanuel Levinas, and others.
Medicine, ethics, and theology embrace various ideas and concepts regarding human suffering – ranging from pain, suffering from loneliness, a lack of meaning or finitude, to a religious understanding of suffering, grounded in a suffering and compassionate God.
In the practices of clinical medical ethics and health care chaplaincy, these diverse concepts overlap. What kind of conflicts arise from different concepts in patient care and counseling, and how should they be dealt with in a reflective way? Fostering international interdisciplinary scientific conversations, the book aims to deepen the discussion in medical ethics concerning the understanding of suffering, and the caring and counseling of patients.
This volume investigates the development of biographical study in African history and historiography. Consisting of 10 case studies, it is preceded by an introductory prologue, which deals with the relationship between historiography and different forms of biographical study in the context of Western history-writing but especially African (historical and anthropological) studies. The first three case studies deal with the methodological insights of biographical studies for African history. This is followed by three case studies dealing with personas living through fundamental societal transitions, and four case studies focusing on the discursive dimensions of biographical subjects (including religion, cosmology and ideology). Countries or regions discussed include South Africa, Zambia, Gold Coast, Cameroon, Tanganyika, Congo-Kinshasa and the Central African Republic in colonial times.
Contributors are Lindie Koorts, Elena Moore, Iva Peša, Paul Glen Grant, Jacqueline de Vries, Duncan Money, Morgan Robinson, Eve Wong, Klaas van Walraven, Erik Kennes.