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Jesus the Jew
He was born in the spring or early summer of the year 4 or 6 BCE, probably in "the little town of Bethlehem" in the Galilee, near Nazareth. He became a laborer, maybe a stonemason. His mother, Mary, could not get him married because of his suspect paternity, but he had a girlfriend, Mary of Magdala. He had several brothers, one of them a twin brother, Judas "the Twin" (Thomas), and two sisters. He was charged by the Romans with sedition. At a preliminary hearing, when queried by the High Priest whether or not he, the laborer in rags, was "the anointed son of the Blessed One," as all kings were, he answered, "Am I?" He was crucified like two thousand other Jews during the Roman occupation of Palestine. He died between 30 and 32 CE. His followers revered him as a prophet, but he was a marginal Jew who went about doing good. Little more than one hundred years later, Tertullian, the African apologist, would write, "I am saved if I be not ashamed of him."
Manners and Violence
Most contemporary analyses of violence focus on economic, social, and political inequalities as well as on a general malaise. In contrast, Götz claims that violence arises, in part, from a loss of respect for others concomitant with a decline of manners and courtesy. Manners are expressions of respect. Eliminate manners and respect vanishes with them. The connection between the decline of manners and the increase of violence is documented by reference to a variety of social instances and trends. A special weight is placed upon the failure of schools to instill respect and courtesy in their charges. The schools' failure can be redeemed through a concerted effort to instill manners. A major part of the book, therefore, is devoted to the justification of schooling as an important factor in the re-awakening of respect for others. A provocative analysis for scholars and researchers involved with contemporary social and educational problems.
Technology and the Spirit
Most contemporary accounts of the role of technology in world culture are alarmist and, at times, condemn many uses of technology without much effort to get beyond the surface of this worldwide phenomenon. Technological innovations that might rightly be critiqued are taken as representative of the entire field of technology. On the other hand, there are those, including some scientists, for whom technology and its uses pose no questions at all and who seem to delight in predictions of a future totally dominated by technology. They prey on the human delight in newness and innovation and on our readiness to be surprised by what may someday come to be. Götz takes the position that so-called te...
Morrison's Friend
The late William Morrison was a poet. But was he a saint? His poems about sexuality might seem to deny this, but many still insist he was holy. Jim Jones, a professor of literature at a local college, is charged by Bishop Reilly, an old friend, with the investigation of the poet's life. In the process, Jones meets an actress who had charged Morrison with sexual harassment. A trial is set, at which she testifies. Did Morrison really work miracles? Is he working them still?
Conceptions of Happiness
This book presents the thesis that happiness does not mean just one thing but many, and that these many meanings have been studied, described, argued, and practiced throughout the centuries in many climes and places. This book explores many views of happiness as espoused by their original founders and developers.
The Law as Pedagogue
The Law As Pedagogue: Second Edition presents a view of the law as a dimension of human becoming. It is a sustained argument for legal practitioners to model the beauty of the law. Rather than emphasize the law as the rules and regulations of society, or even as the sphere of the judiciary, the goal is to understand the law as essential to a fully human life. An effort is also made to show how this view can be fostered by the law itself and all its practitioners. The obstacles to this view are: • A romantic vision of a mythic past without law. • The lure of anarchism. • The positivism prevalent among practicing attorneys and jurists. • The view that the most important thing is not to be lawful but moral. • Fundamentalists striving to re-sacralize the law. Against these views, the book argues that there is a deeply spiritual dimension of even secular law, which we must appropriate to ourselves. Given the social upheavals of the past few years, this book carries an important message of reform as well as an encouragement to lead fully human lives within the law.
Art in Three Dimensions
This is a collection of essays by one of the most eminent figures in philosophy of art. Carroll argues that philosophers of art need to refocus their attention on the ways in which art enters the life of culture and the lives of individual audience members.
Islam and Rationality
This volume offers an account of Abū Ḥāmid al-Ghazālī (d. 505/1111) as a rational theologian who created a symbiosis of philosophy and theology and infused rationality into Sufism. The majority of the papers herein deal with important topics of al-Ghazālī’s work, which demonstrate his rational treatment of the Qurʾān and major subjects of Islamic theology and everyday life of Muslims. Some other contributions address al-Ghazālī’s sources and how his intellectual endeavors were later received by scholars who had the same concern of reconciling religion and rationality within Islam, Christianity and Judaism. With contributions by Binyamin Abrahamov, Hans Daiber, Ken Garden, Avner Giladi, Scott Girdner, Frank Griffel, Steven Harvey, Alfred Ivry, Jules Janssens, Taneli Kukkonen, Luis Xavier López-Farjeat, Wilferd Madelung, Yahya M. Michot, Yasien Mohamed, Eric Ormsby, M. Sait Özervarlı, and Hidemi Takahashi.
The Creation of Art
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Philosophy of Education
First Published in 1996. This first of its kind Encyclopaedia charts the influence of philosophic ideas that have had the greatest influence on education from Ancient Greece to the present. It covers classical thinkers as Plato, Augustine, Hypatia, Locke and Rousseau, as well as recent figures such as Montessori, Heldegger, Du Bois and Dewey. It illuminates time-hounded ideas and concepts such as idealism, practical wisdom, scholasticism, tragedy and truth, as well as modern constructs as critical theory, existentialism, phenomenology, Marxism and post-Colonialism. The coverage consists of 228 articles by 184 contributors who survey the full spectrum of the philosophy of education.
