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Author: Stephan Schmid

Thomas Aquinas is known for having endorsed the view that in our universe everything strives for a certain purpose. According to him not only rational agents act for the sake of specific ends, but every active substance (like animals and elements) does. It is this claim I reconstruct and discuss in this paper. I argue that it is based on Aquinas’ understanding of causality which is best – or so I suggest – conceived as a dispositional theory of causation. However, Aquinas does not only provide a natural philosophical account of natural teleology. Rather, he substantiates this account by embedding the phenomenon of natural teleology into a monotheistic framework. As I will point out, this move leads to a severe tension in Aquinas’ theory of natural teleology and ultimately threatens to deprive him of his ability to account for the natural substances’ intrinsic teleology.

Thomas von Aquin vertrat die Ansicht, dass in unserem Universum alles einen bestimmten Zweck anstrebt. Nicht nur rationale Akteure seien um eines gewissen Ziels tätig, sondern jede aktive Substanz (wie Lebewesen und Elemente). Hier rekonstruiere und diskutiere ich diese Ansicht. Ich führe aus, dass sie auf Thomas’ Kausalitätsverständnis beruht, das man am besten im Rahmen einer dispositionalen Kausalitätstheorie deuten sollte. Mit Rückgriff auf seinen Monotheismus liefert Thomas neben einer naturphilosophischen Erklärung auch eine theologische Erklärung der Naturteleologie. Wie ich argumentiere, führt diese theologische Einbettung der Naturteleologie zu einer Spannung, welche schließlich die Annahme intrinsischer Teleologie problematisch macht.

In: History of Philosophy & Logical Analysis
This book is designed as a text for teacher education graduate programs, as well as a resource for school administrators and researchers and provides a global perspective to the current issues related to teacher dispositions, their place in teacher education programs, and impact on education reform around the world. Drawing from researchers around the globe, the text provides a comprehensive examination of the theoretical aspects of dispositions in education, including discussions on the social-cognitive perspectives in dispositional development and the pedagogical practices used in conjunction with teacher dispositions. Practices for assessing teacher dispositions will be included, focusing on methodologies for instrument development and the challenges of language and meaning when constructing items to assess dispositions. The text also includes a discussion of the virtual/online classroom and how teacher dispositions are influencing teacher and student relationships. These topics are explored from a global perspective with special emphasis on how the awareness of teacher dispositions and their role in the classroom are making transformative changes to teacher education programs, educational practices, and student outcomes around the world.
Part 1 provides a descriptive, progressive narrative of dispositions in teacher education including social and cognitive theories in dispositional development, assessment of dispositions, and the role of dispositions in teacher preparation and teacher program certification. Part 2 takes the reader around the globe as scholars from around the world provide insight into how teacher dispositions impact teaching and learning from Finland to Japan and points in between. The chapters highlight case studies and research related to teacher dispositions from traditional and alternative teacher certification program, as well as online classrooms. Part 3 concludes with a discussion on the global and intercultural connection as related to teaching dispositions.
Author: Marta Jimenez

1 Introduction In Nicomachean Ethics 2.1, Aristotle famously presents the view that virtues of character come about ‘as a result of habit’ (ἐξ ἔθους, 1103a17). Character virtues are dispositions that neither are present in us at birth nor arise in us as part of our natural development, but

In: Phronesis
Author: Karl Rahner

1. A being which is changing, which acquires new determinations, states and attributes, requires certain conditions either intrinsically in itself or in its external circumstances, if it is to be able to receive the new determinations, etc. These conditions are called a disposition for the new

In: Sacramentum Mundi Online
Ist die Moderne tatsächlich unsere Antike, wie man auf der documenta XII behauptete? Keine Epoche hat die Kunstgeschichte des 20. Jahrhunderts so nachhaltig mit neuen Ideen, künstlerischen Konzepten, Programmschriften und geistesgeschichtlichen Denkfiguren versorgt wie die Moderne.
Auf diese Anerkennung folgte aber die Kritik: Die Konzepte und Forderungen der Moderne wurden in Frage gestellt, ihre künstlerischen Gestaltungslehren und Programme auf ihre Brauchbarkeit und ideologischen Gehalte hin überprüft.
Aus der Distanz des 21. Jahrhunderts eröffnen sich veränderte Perspektiven, aus denen die Dispositive der Moderne und ihre zahlreichen rezeptionsgeschichtlichen Brechungen neu befragt werden können: Ausgehend vom Stichjahr 1910 zeigen die Beiträge neue Aspekte der Moderne und ihrer Rezeption bis hinein in die Gegenwartskunst.

versuchen, diesen Ausdruck mit Inhalt zu füllen. Meine These ist, dass eine vernünftige Handlung oder Überzeugung zumindest in der Hinsicht gut ist, dass sie eine wertvolle Disposition manifestiert, nämlich eben die Disposition, vernünftig zu sein. Um diese These plausibel zu machen, muss ich zeigen, dass

In: Grazer Philosophische Studien