Themes in Philosophy of Religion - Coleção CLE, 2023
Christian teaching concerning such topics as the Holy Trinity or the two natures of Jesus C... more Christian teaching concerning such topics as the Holy Trinity or the two natures of Jesus Christ seems inconsistent. According to Christian theology, there are three different individuals and each of them is God, but at the same time there is only one God; what is more, each of these three individuals is the same thing, but they are still different; furthermore, Christ is both God and man, and yet God is not a human being. The article presents these problems and offers solutions which are different from social theories and relative identity trinitarianism. According to these solutions, Christian theology can maintain the principle of non-contradiction and remain consistent. The main solution is based on two (new) “is” operators which are specific to two local logics which are presented in this article: 𝜀 τ for the logic of the Trinity (τ-logic) and 𝜀 𝜒 for the Christo-logic (χ-logic), both based on Leśniewski’s epsilon, used in the main axiom of his ontology.
We present how the theory of reasoning developed by Tadeusz Czeżowski, a Polish logician and a me... more We present how the theory of reasoning developed by Tadeusz Czeżowski, a Polish logician and a member of the Lvov-Warsaw School (LWS) can be applied to the mediaeval texts which interpret the Bible, which we collectively call as Biblical exegesis (BE). In the first part of the paper, we characterise Czeżowski’s theory of reasoning with some modifications based on remarks of Kazimierz Ajdukiewicz. On these grounds, we discuss the nature of reasoning and its different types, as well as the problem of textual representation of reasoning. In the second part, we describe the analytical nature of some BE at the end of twelfth century and in the thirteenth century by referring to the examples of Stephen Langton, Robert Grosseteste, Bonaventure, Albert the Great and Thomas Aquinas. We argue that they represented an analytical approach in BE, characterised by advanced use of logic and specific methods, including reasoning reconstruction and logical analysis. In the third part, we present selected examples to show how Czeżowski’s framework helps in identifying various types of reasoning. We indicate some universal problems with the textual representation of reasoning found in the BE of the authors in question. Lastly, we point out how Czeżowski’s framework enables the understanding of phenomena such as ‘Special Biblical Inference’. Thanks to this experiment, we can see how a framework as advanced as that offered by LWS representatives can be put to the test using mediaeval Biblical commentaries, yielding interesting results.
Disputatio Philosophica: International Journal on Philosophy and Religion , 2023
In this study, I demonstrate how religion and theology can be useful for testing the performance ... more In this study, I demonstrate how religion and theology can be useful for testing the performance of LLMs or LLM–powered chatbots, focusing on the measurement of philosophical skills. I present the results of testing four selected chatbots: ChatGPT, Bing, Bard, and Llama2. I utilize three examples of possible sources of inspiration from religion or theology: 1) the theory of the four senses of Scripture; 2) abstract theological statements; 3) an abstract logic formula derived from a religious text, to show that these sources are good materials for tasks that can effectively measure philosophical skills such as interpretation of a given fragment, creative deductive reasoning, and identification of ontological limitations. This approach enabled sensitive testing, revealing differences among the performances of the four chatbots. I also provide an example showing how we can create a benchmark to rate and compare such skills, using the assessment criteria and simplified scales to rate each chatbot with respect to each criterion.
Some interesting cases of non-monotonic reasoning have already been identified in medieval theolo... more Some interesting cases of non-monotonic reasoning have already been identified in medieval theological texts. Jacob Archambault proved in 2015 that the argumentation presented by St Anselm of Canterbury in his Proslogion has non-monotonic “embeddings”. My own contribution from 2011 indicated that we can argue that a non-monotonic logic underlies some discussions provided by St Thomas Aquinas in his Summa theologiae, and showed that Boethius of Dacia used non-monotonic reasoning in his De aeternitate mundi. In this article, I would like to briefly present these examples and verify whether we can speak about similar cases in medieval Biblical exegesis. My aim is to outline particular problems connected with the identification of non-monotonicity which are specific to theology, as well as assumptions that should be adopted to successfully discuss this issue.
The article presents the interpretations of the words "in principio" (John 1:1) provided by Alber... more The article presents the interpretations of the words "in principio" (John 1:1) provided by Albert the Great, Bonaventure, and Thomas Aquinas in their commentaries on the Gospel of John. Their approaches are different. Albert uses the concepts of the first principle and of the intellect which acts universally and produces its own light. Bonaventure builds his interpretation on Augustine's distinction between the beginning without beginning and the beginning from the beginning. Aquinas creates a conceptual framework based on metaphysical theories. All three approaches reflect the metaphysical character of the exegesis of John 1:1 performed by these authors. This metaphysical attitude enables them to use advanced concepts and constitutes a basis for calling their exegesis "analytical."
In this article, I argue that in his Hexaëmeron (a commentary to the six days of creation), Rober... more In this article, I argue that in his Hexaëmeron (a commentary to the six days of creation), Robert Grosseteste presented his exegesis as a kind of knowledge, or more precisely: wisdom, which has much in common with the Aristotelian concepts of scientia and sapientia, and which is intended to be taught. Thus, his exegesis plays the role of a doctrine. In order to grasp this aspect of exegesis, I propose to call it its “doctrinal dimension” or “doctrinal character”. Grosseteste clearly states that he will deal with sacratissima sapientia (the most sacred wisdom) and identifies it with theology. I show that by comparing it with sciences, he reveals a sort of isomorphism between them. He also outlines a methodological framework for the exposition of the sacred scripture, including the internal order of the whole project of the exegesis with its focal point (for which I call it Christocentric) and its goal/end-point. Furthermore, Robert takes into account the didactic aspect of such an exegesis understood as theology (or vice versa), showing that it requires experienced instructors. Finally, his exposition is threaded with the most important theological theses, as well as portions of text which can be perceived as little treatises (e.g., on the Trinity, on the incarnation, on God’s quietude), and thus he provides a serious doctrinal load. In conclusion, I recall Mieczysław Boczar’s account revealing that Grosseteste really wanted theology to be taught in the context of biblical reading.
In some texts of the prominent medieval thinker Stephen Langton (1150/55-1228), whose main theolo... more In some texts of the prominent medieval thinker Stephen Langton (1150/55-1228), whose main theological works are being edited these days, it is possible to point out solutions based on the square of opposition. Although it is not clear whether he had such a structure in mind as a geometric representation, in his analyses devoted to God's will, he introduced from three to four options representing possible states of will connected by such relations as contradiction, contrariety and the relationships set up by the possible distributions of logical values. Regardless of whether he knew the square of opposition, it is argued that this was the framework of his theological solutions. The power of the square of opposition in theological consideration is also seen in the example of the problem of predestination and the problem of theodicy. Finally, the "square of will" based on Langton's analyses is further developed to a "hexagon of will".
This is a draft of the paper that will introduce the volume "Theological Discourse and Logic... more This is a draft of the paper that will introduce the volume "Theological Discourse and Logic" (ed. by Marcin Trepczynski and Stanislaw Krajewski), an issue of Logica Universalis. Abstract The 2nd World Congress on Logic and Religion, held in Warsaw, Poland, in 2017, is summarized. Then the connective "and" is analyzed; we focus on its meaning in the title of the congress and the title of the present volume. Finally, all the eleven papers included here are briefly introduced; we indicate whether logic or theology is the primary topic in the given paper. See https://link.springer.com/article/10.1007/s11787-019-00238-w (Unfortunately, it was not released by the publisher as an open access paper.)
This is a draft of the paper that will introduce the volume "Theological Discourse and Logic... more This is a draft of the paper that will introduce the volume "Theological Discourse and Logic" (ed. by Marcin Trepczynski and Stanislaw Krajewski), an issue of Logica Universalis. Abstract The 2nd World Congress on Logic and Religion, held in Warsaw, Poland, in 2017, is summarized. Then the connective "and" is analyzed; we focus on its meaning in the title of the congress and the title of the present volume. Finally, all the eleven papers included here are briefly introduced; we indicate whether logic or theology is the primary topic in the given paper. See https://link.springer.com/article/10.1007/s11787-019-00238-w (Unfortunately, it was not released by the publisher as an open access paper.)
In this paper, the theory of necessity proposed by Robert Grosseteste is presented. After showing... more In this paper, the theory of necessity proposed by Robert Grosseteste is presented. After showing the wide range of various kinds of determination discussed by him (connected with: (1) one's knowledge about the future, (2) predestination, (3) fate, (4) grace, (5) sin and temptation), a different context of Grosseteste's use of the notion of necessity is analyzed (within logical and metaphysical approaches). At the heart of his theory lie: the definition of necessity, which is that something lacks the capacity (posse) for its opposite, and the distinction between two perspectives within which we can consider necessity: (1) the one according to which the truthfulness of a dictum determines that it cannot be the opposite, (2) a pre-or atemporal one, as if something had not yet begun. On these grounds, Robert explains that God's omniscience is compatible with contingency, including human free decisions. Robert's theory is still relevant and useful in contemporary debates, as it can provide strong arguments and enrich discussions, thanks to the two-perspectives approach, which generates nine kinds of positions on the spectrum of determinism and indeterminism.
In this paper the method of investigation of paths of thinking is applied to analyse St. Thomas A... more In this paper the method of investigation of paths of thinking is applied to analyse St. Thomas Aquinas’s question 23 on predestination from his Summa Theologiae to show how he reached his conclusions, what influenced his thought and what is the status of his statements. It reveals before all that, despite following the lines of St. Augustine (what can be said about the main conclusions), he designed original paths of thinking, often based on logically correct deductive reasonings, starting from carefully chosen statements (sometimes axioms) and creating together a logically combined network.
The article aims to show how the acceptance of non-monotonic logic enables arguments to be held b... more The article aims to show how the acceptance of non-monotonic logic enables arguments to be held between science and religion in a way that does not exclude either of these two spheres. The starting point of the analyses is the idea of the 13th century Danish philosopher, Boethius of Dacia, who states that it is both acceptable that: (1) a natural scientist negates that the world had a beginning, and (2) a Christian theologian asserts that the world had a beginning, because each of them is basing their statements on the principles of their respective discipline: the first on the principles of nature, and the latter on knowledge supplemented by divine revelation. What is more, analogically: (3) a metaphysician, when limited to his principles, cannot settle the issue, as he takes into account supranatural beings and their powers, but cannot know what God or another powerful supranatural would have decided in a such a case. The paper shows that Boethius’s approach: (1) violates the rule of monotonicity, (2) cannot be finally interpreted in terms of classical logic and (3) assumes certain non-monotonic logic as its inference framework. Other presented examples of arguments between religious beliefs and the statements of natural science are resolved in the same way. Thus, it is shown how non-monotonic thinking allows us to seriously treat both scientific and religious inference as compatible.
In the last decade there were many changes concerning the presence of philosophy in Polish school... more In the last decade there were many changes concerning the presence of philosophy in Polish schools. Together with three reforms the of core curricula, having different impacts on it, including the latest, from 2017, which created a basis for a widespread introduction of philosophy to secondary schools, there could be reported also interesting new trends in the approach towards philosophy. Before all, philosophy started to be perceived as a discipline which develops useful skills, much appreciated on today’s labour market. What is more, the number of students taking matriculation exam in philosophy (although it has also its side-effect and a probable negative consequence) still increases. An analysis of the experience of the last decade, the new conditions, pilot projects (carried out in schools in recent years) and those new trends enable to define the most important challenges for future philosophical education in Polish schools, before all: reversing the trend in matriculation exam results, very good preparation of teachers (especially of an expected great number of new teachers), reasonable solutions connected with realising core curricula and a great emphasis on logical education.
In question 85 of Quaestiones Theologiae, Stephen Langton (ca 1150–1228) deals with the problem w... more In question 85 of Quaestiones Theologiae, Stephen Langton (ca 1150–1228) deals with the problem whether there is any reward from God for good deeds performed in the absence of love (opera facta extra caritatem). This study presents a critical edition of q. 85 (transmitted in two versions, 85.1 and 85.2), preceded by a philological introduction and an overview of the content of both texts. Langton analyses possible mechanisms of getting reward for such deeds, taking into account that they did not arise from the love given by God, so they are not inspired by God’s grace. In accordance with some authorities, he accepts that such deed may be rewarded: 1) by some goods received in this life, 2) by the ability to receive grace, 3) by reduction of the penalty after death. Within complex and subtle discussions he points out, above all, that: although someone who performed a good deed extra caritatem can receive some good in this life as a reward, it is not given according to his or her due (ex condigno) but only in virtue of divine grace; the ability to receive grace does not make such a person closer to grace, but is a specifi c faculty of being able to receive it, which disappears when that person commits a sin; the eternal punishment may be reduced only in the sense that by performing good deeds the agent avoids sins that would entail major penalty.
In this paper I refer to and comment on some diagnoses concerning the current state of modernity.... more In this paper I refer to and comment on some diagnoses concerning the current state of modernity. I present and argue three statements: 1) today’s modernity is not accelerated, but decelerated; 2) today’s “liquid” modernity seems to be seeking fixed points; 3) we went beyond postmodernity or postmodernism to reach over-modernity (hypermodernity) or over-modernism (hypermodernism). Within the considerations devoted to the last thesis I offer my own definition of hypermodernism (as a kind of reconciliation of modernism and postmodernism) and discern it i.a. from metamodernism. In the last part I also briefly outline the problem of truth in the hypermodern approach.
(Trepczyński, 2018)
The main hypothesis presented and examined in this paper is that St. Thom-as... more (Trepczyński, 2018)
The main hypothesis presented and examined in this paper is that St. Thom-as Aquinas had written the commentary on Ps. 51(50) ("Have mercy on me, o God" , miserere mei, Deus) mainly for educational reasons. It is argued that he did it not only to collect useful notes to teach about the Psalm's content and understanding, but also, above all, to have a well-designed tool to teach Christian theology. This argumentation is based on external (context) and internal (content) analysis of Ps. 50 conducted in this article. It is also shown that this hypothesis has an additional explanatory power, as it helps us to understand the strategy adopted by Aquinas when composing the commentary and sheds some light on his pedagogical practice.
(Trepczyński, 2018)
Erudition can be one of objectives of school philosophical education. Philo... more (Trepczyński, 2018)
Erudition can be one of objectives of school philosophical education. Philosophy teachers in secondary schools in Poland who in 2014 took part in a nationwide research on teaching philosophy in lower and upper secondary schools (data were collected from 88% of headmasters from all the schools in Poland where philosophy was taught and 79% of teachers from these schools), asked to assess the importance of several educational objectives within philosophical education (on the scale 0-5), gave a relatively low rating to erudition. Despite this fact teachers to some extent appreciate erudition as a goal of philosophical education, which corresponds with the answers of the headmasters. The interviews conducted with 15 teachers and 15 headmasters show that they appreciate erudition in a deeper meaning, which is not a purely “encyclopedic” knowledge, but refers to a well understood knowledge being a basis for personal development, skills development and a starting point for posing questions.
(Trepczyński, 2017)
Robert Grosseteste (ca. 1168–1253), althought still not commonly know, sign... more (Trepczyński, 2017)
Robert Grosseteste (ca. 1168–1253), althought still not commonly know, significantly contributed the World philosophy, both as a philosopher who deeply rethought and combined ideas of his greatest predecessors and as the author of the conception called metaphysics of light. His main thesis was that the universe is made of light as its arché, precisely: that the light is a first corporeal form of all bodies and the most noble and important one, as their species and perfectio. This idea was compliant with his additional theses which originated from his theology that there is also spiritual light and that God himself is The Light which is above both corporeal light and spiritual light, and lead together with the former one to a conclusion that light joints all the reality, both corporeal and spiritual. The analysis of his conception presented in his most famous work, namely De luce, shows that it consists of well justified, logically combined clear theses, based on some axioms, other statements and at least one definition, especially the first main theses which are proven by careful and correct syllogisms. Whereas in comparison with Aristotle’s idea of metaphysics (which he calls „the first philosophy” and „theology”) it seems that his conception merits to be called „the metaphysics of light”. Since Grosseteste appreciated much and followed Aristotle’s methodology of science (understood as certain knowledge about what is necessary – episteme) presented in Posterior analytics, this conclusion leads to another: that also he himself could accept his conception as metaphysics of light. Finally, originality of this conception, though based on ideas of his predecessors, enables to claim that we can rightly speak about „the metaphysics of light of Robert Grosseteste”.
(Trepczyński, Ishikawa 2017)
Aquinas refers to Aristotle’s opinion that woman is a ‘misbegotten m... more (Trepczyński, Ishikawa 2017) Aquinas refers to Aristotle’s opinion that woman is a ‘misbegotten man’. But he adopts a general-natural perspective and an embryological one. Within the latter he follows Stagirite in arguing that in order to have a female some aberration in natural processes is necessary. Similar misleading clues can be found in current biology insofar as in order to have a fertile male, the Sry gene (belonging to the Y chromosome) is needed. Yet some latest reports make the situation more complicated by indicating that in the end this gene may not be necessary. Whatever the situation may be, it is a huge simplification to interpret gender differences in terms of deficiency or dependence. Aquinas mentions Aristotle but he does not consistently claim that woman is an unbegotten male, neither does contemporary biology. On the contrary, the old and the new theories adopt the view that individuals of both sexes are two types of complete biological organisms. None is a derived or a deformed figure of the another. In fact in their individual development each proto-organism can develop into a specimen of either gender, which means that each is potentially an organism of either kind. Individuals in both genders are equally complete and biologically feasible.
Themes in Philosophy of Religion - Coleção CLE, 2023
Christian teaching concerning such topics as the Holy Trinity or the two natures of Jesus C... more Christian teaching concerning such topics as the Holy Trinity or the two natures of Jesus Christ seems inconsistent. According to Christian theology, there are three different individuals and each of them is God, but at the same time there is only one God; what is more, each of these three individuals is the same thing, but they are still different; furthermore, Christ is both God and man, and yet God is not a human being. The article presents these problems and offers solutions which are different from social theories and relative identity trinitarianism. According to these solutions, Christian theology can maintain the principle of non-contradiction and remain consistent. The main solution is based on two (new) “is” operators which are specific to two local logics which are presented in this article: 𝜀 τ for the logic of the Trinity (τ-logic) and 𝜀 𝜒 for the Christo-logic (χ-logic), both based on Leśniewski’s epsilon, used in the main axiom of his ontology.
We present how the theory of reasoning developed by Tadeusz Czeżowski, a Polish logician and a me... more We present how the theory of reasoning developed by Tadeusz Czeżowski, a Polish logician and a member of the Lvov-Warsaw School (LWS) can be applied to the mediaeval texts which interpret the Bible, which we collectively call as Biblical exegesis (BE). In the first part of the paper, we characterise Czeżowski’s theory of reasoning with some modifications based on remarks of Kazimierz Ajdukiewicz. On these grounds, we discuss the nature of reasoning and its different types, as well as the problem of textual representation of reasoning. In the second part, we describe the analytical nature of some BE at the end of twelfth century and in the thirteenth century by referring to the examples of Stephen Langton, Robert Grosseteste, Bonaventure, Albert the Great and Thomas Aquinas. We argue that they represented an analytical approach in BE, characterised by advanced use of logic and specific methods, including reasoning reconstruction and logical analysis. In the third part, we present selected examples to show how Czeżowski’s framework helps in identifying various types of reasoning. We indicate some universal problems with the textual representation of reasoning found in the BE of the authors in question. Lastly, we point out how Czeżowski’s framework enables the understanding of phenomena such as ‘Special Biblical Inference’. Thanks to this experiment, we can see how a framework as advanced as that offered by LWS representatives can be put to the test using mediaeval Biblical commentaries, yielding interesting results.
Disputatio Philosophica: International Journal on Philosophy and Religion , 2023
In this study, I demonstrate how religion and theology can be useful for testing the performance ... more In this study, I demonstrate how religion and theology can be useful for testing the performance of LLMs or LLM–powered chatbots, focusing on the measurement of philosophical skills. I present the results of testing four selected chatbots: ChatGPT, Bing, Bard, and Llama2. I utilize three examples of possible sources of inspiration from religion or theology: 1) the theory of the four senses of Scripture; 2) abstract theological statements; 3) an abstract logic formula derived from a religious text, to show that these sources are good materials for tasks that can effectively measure philosophical skills such as interpretation of a given fragment, creative deductive reasoning, and identification of ontological limitations. This approach enabled sensitive testing, revealing differences among the performances of the four chatbots. I also provide an example showing how we can create a benchmark to rate and compare such skills, using the assessment criteria and simplified scales to rate each chatbot with respect to each criterion.
Some interesting cases of non-monotonic reasoning have already been identified in medieval theolo... more Some interesting cases of non-monotonic reasoning have already been identified in medieval theological texts. Jacob Archambault proved in 2015 that the argumentation presented by St Anselm of Canterbury in his Proslogion has non-monotonic “embeddings”. My own contribution from 2011 indicated that we can argue that a non-monotonic logic underlies some discussions provided by St Thomas Aquinas in his Summa theologiae, and showed that Boethius of Dacia used non-monotonic reasoning in his De aeternitate mundi. In this article, I would like to briefly present these examples and verify whether we can speak about similar cases in medieval Biblical exegesis. My aim is to outline particular problems connected with the identification of non-monotonicity which are specific to theology, as well as assumptions that should be adopted to successfully discuss this issue.
The article presents the interpretations of the words "in principio" (John 1:1) provided by Alber... more The article presents the interpretations of the words "in principio" (John 1:1) provided by Albert the Great, Bonaventure, and Thomas Aquinas in their commentaries on the Gospel of John. Their approaches are different. Albert uses the concepts of the first principle and of the intellect which acts universally and produces its own light. Bonaventure builds his interpretation on Augustine's distinction between the beginning without beginning and the beginning from the beginning. Aquinas creates a conceptual framework based on metaphysical theories. All three approaches reflect the metaphysical character of the exegesis of John 1:1 performed by these authors. This metaphysical attitude enables them to use advanced concepts and constitutes a basis for calling their exegesis "analytical."
In this article, I argue that in his Hexaëmeron (a commentary to the six days of creation), Rober... more In this article, I argue that in his Hexaëmeron (a commentary to the six days of creation), Robert Grosseteste presented his exegesis as a kind of knowledge, or more precisely: wisdom, which has much in common with the Aristotelian concepts of scientia and sapientia, and which is intended to be taught. Thus, his exegesis plays the role of a doctrine. In order to grasp this aspect of exegesis, I propose to call it its “doctrinal dimension” or “doctrinal character”. Grosseteste clearly states that he will deal with sacratissima sapientia (the most sacred wisdom) and identifies it with theology. I show that by comparing it with sciences, he reveals a sort of isomorphism between them. He also outlines a methodological framework for the exposition of the sacred scripture, including the internal order of the whole project of the exegesis with its focal point (for which I call it Christocentric) and its goal/end-point. Furthermore, Robert takes into account the didactic aspect of such an exegesis understood as theology (or vice versa), showing that it requires experienced instructors. Finally, his exposition is threaded with the most important theological theses, as well as portions of text which can be perceived as little treatises (e.g., on the Trinity, on the incarnation, on God’s quietude), and thus he provides a serious doctrinal load. In conclusion, I recall Mieczysław Boczar’s account revealing that Grosseteste really wanted theology to be taught in the context of biblical reading.
In some texts of the prominent medieval thinker Stephen Langton (1150/55-1228), whose main theolo... more In some texts of the prominent medieval thinker Stephen Langton (1150/55-1228), whose main theological works are being edited these days, it is possible to point out solutions based on the square of opposition. Although it is not clear whether he had such a structure in mind as a geometric representation, in his analyses devoted to God's will, he introduced from three to four options representing possible states of will connected by such relations as contradiction, contrariety and the relationships set up by the possible distributions of logical values. Regardless of whether he knew the square of opposition, it is argued that this was the framework of his theological solutions. The power of the square of opposition in theological consideration is also seen in the example of the problem of predestination and the problem of theodicy. Finally, the "square of will" based on Langton's analyses is further developed to a "hexagon of will".
This is a draft of the paper that will introduce the volume "Theological Discourse and Logic... more This is a draft of the paper that will introduce the volume "Theological Discourse and Logic" (ed. by Marcin Trepczynski and Stanislaw Krajewski), an issue of Logica Universalis. Abstract The 2nd World Congress on Logic and Religion, held in Warsaw, Poland, in 2017, is summarized. Then the connective "and" is analyzed; we focus on its meaning in the title of the congress and the title of the present volume. Finally, all the eleven papers included here are briefly introduced; we indicate whether logic or theology is the primary topic in the given paper. See https://link.springer.com/article/10.1007/s11787-019-00238-w (Unfortunately, it was not released by the publisher as an open access paper.)
This is a draft of the paper that will introduce the volume "Theological Discourse and Logic... more This is a draft of the paper that will introduce the volume "Theological Discourse and Logic" (ed. by Marcin Trepczynski and Stanislaw Krajewski), an issue of Logica Universalis. Abstract The 2nd World Congress on Logic and Religion, held in Warsaw, Poland, in 2017, is summarized. Then the connective "and" is analyzed; we focus on its meaning in the title of the congress and the title of the present volume. Finally, all the eleven papers included here are briefly introduced; we indicate whether logic or theology is the primary topic in the given paper. See https://link.springer.com/article/10.1007/s11787-019-00238-w (Unfortunately, it was not released by the publisher as an open access paper.)
In this paper, the theory of necessity proposed by Robert Grosseteste is presented. After showing... more In this paper, the theory of necessity proposed by Robert Grosseteste is presented. After showing the wide range of various kinds of determination discussed by him (connected with: (1) one's knowledge about the future, (2) predestination, (3) fate, (4) grace, (5) sin and temptation), a different context of Grosseteste's use of the notion of necessity is analyzed (within logical and metaphysical approaches). At the heart of his theory lie: the definition of necessity, which is that something lacks the capacity (posse) for its opposite, and the distinction between two perspectives within which we can consider necessity: (1) the one according to which the truthfulness of a dictum determines that it cannot be the opposite, (2) a pre-or atemporal one, as if something had not yet begun. On these grounds, Robert explains that God's omniscience is compatible with contingency, including human free decisions. Robert's theory is still relevant and useful in contemporary debates, as it can provide strong arguments and enrich discussions, thanks to the two-perspectives approach, which generates nine kinds of positions on the spectrum of determinism and indeterminism.
In this paper the method of investigation of paths of thinking is applied to analyse St. Thomas A... more In this paper the method of investigation of paths of thinking is applied to analyse St. Thomas Aquinas’s question 23 on predestination from his Summa Theologiae to show how he reached his conclusions, what influenced his thought and what is the status of his statements. It reveals before all that, despite following the lines of St. Augustine (what can be said about the main conclusions), he designed original paths of thinking, often based on logically correct deductive reasonings, starting from carefully chosen statements (sometimes axioms) and creating together a logically combined network.
The article aims to show how the acceptance of non-monotonic logic enables arguments to be held b... more The article aims to show how the acceptance of non-monotonic logic enables arguments to be held between science and religion in a way that does not exclude either of these two spheres. The starting point of the analyses is the idea of the 13th century Danish philosopher, Boethius of Dacia, who states that it is both acceptable that: (1) a natural scientist negates that the world had a beginning, and (2) a Christian theologian asserts that the world had a beginning, because each of them is basing their statements on the principles of their respective discipline: the first on the principles of nature, and the latter on knowledge supplemented by divine revelation. What is more, analogically: (3) a metaphysician, when limited to his principles, cannot settle the issue, as he takes into account supranatural beings and their powers, but cannot know what God or another powerful supranatural would have decided in a such a case. The paper shows that Boethius’s approach: (1) violates the rule of monotonicity, (2) cannot be finally interpreted in terms of classical logic and (3) assumes certain non-monotonic logic as its inference framework. Other presented examples of arguments between religious beliefs and the statements of natural science are resolved in the same way. Thus, it is shown how non-monotonic thinking allows us to seriously treat both scientific and religious inference as compatible.
In the last decade there were many changes concerning the presence of philosophy in Polish school... more In the last decade there were many changes concerning the presence of philosophy in Polish schools. Together with three reforms the of core curricula, having different impacts on it, including the latest, from 2017, which created a basis for a widespread introduction of philosophy to secondary schools, there could be reported also interesting new trends in the approach towards philosophy. Before all, philosophy started to be perceived as a discipline which develops useful skills, much appreciated on today’s labour market. What is more, the number of students taking matriculation exam in philosophy (although it has also its side-effect and a probable negative consequence) still increases. An analysis of the experience of the last decade, the new conditions, pilot projects (carried out in schools in recent years) and those new trends enable to define the most important challenges for future philosophical education in Polish schools, before all: reversing the trend in matriculation exam results, very good preparation of teachers (especially of an expected great number of new teachers), reasonable solutions connected with realising core curricula and a great emphasis on logical education.
In question 85 of Quaestiones Theologiae, Stephen Langton (ca 1150–1228) deals with the problem w... more In question 85 of Quaestiones Theologiae, Stephen Langton (ca 1150–1228) deals with the problem whether there is any reward from God for good deeds performed in the absence of love (opera facta extra caritatem). This study presents a critical edition of q. 85 (transmitted in two versions, 85.1 and 85.2), preceded by a philological introduction and an overview of the content of both texts. Langton analyses possible mechanisms of getting reward for such deeds, taking into account that they did not arise from the love given by God, so they are not inspired by God’s grace. In accordance with some authorities, he accepts that such deed may be rewarded: 1) by some goods received in this life, 2) by the ability to receive grace, 3) by reduction of the penalty after death. Within complex and subtle discussions he points out, above all, that: although someone who performed a good deed extra caritatem can receive some good in this life as a reward, it is not given according to his or her due (ex condigno) but only in virtue of divine grace; the ability to receive grace does not make such a person closer to grace, but is a specifi c faculty of being able to receive it, which disappears when that person commits a sin; the eternal punishment may be reduced only in the sense that by performing good deeds the agent avoids sins that would entail major penalty.
In this paper I refer to and comment on some diagnoses concerning the current state of modernity.... more In this paper I refer to and comment on some diagnoses concerning the current state of modernity. I present and argue three statements: 1) today’s modernity is not accelerated, but decelerated; 2) today’s “liquid” modernity seems to be seeking fixed points; 3) we went beyond postmodernity or postmodernism to reach over-modernity (hypermodernity) or over-modernism (hypermodernism). Within the considerations devoted to the last thesis I offer my own definition of hypermodernism (as a kind of reconciliation of modernism and postmodernism) and discern it i.a. from metamodernism. In the last part I also briefly outline the problem of truth in the hypermodern approach.
(Trepczyński, 2018)
The main hypothesis presented and examined in this paper is that St. Thom-as... more (Trepczyński, 2018)
The main hypothesis presented and examined in this paper is that St. Thom-as Aquinas had written the commentary on Ps. 51(50) ("Have mercy on me, o God" , miserere mei, Deus) mainly for educational reasons. It is argued that he did it not only to collect useful notes to teach about the Psalm's content and understanding, but also, above all, to have a well-designed tool to teach Christian theology. This argumentation is based on external (context) and internal (content) analysis of Ps. 50 conducted in this article. It is also shown that this hypothesis has an additional explanatory power, as it helps us to understand the strategy adopted by Aquinas when composing the commentary and sheds some light on his pedagogical practice.
(Trepczyński, 2018)
Erudition can be one of objectives of school philosophical education. Philo... more (Trepczyński, 2018)
Erudition can be one of objectives of school philosophical education. Philosophy teachers in secondary schools in Poland who in 2014 took part in a nationwide research on teaching philosophy in lower and upper secondary schools (data were collected from 88% of headmasters from all the schools in Poland where philosophy was taught and 79% of teachers from these schools), asked to assess the importance of several educational objectives within philosophical education (on the scale 0-5), gave a relatively low rating to erudition. Despite this fact teachers to some extent appreciate erudition as a goal of philosophical education, which corresponds with the answers of the headmasters. The interviews conducted with 15 teachers and 15 headmasters show that they appreciate erudition in a deeper meaning, which is not a purely “encyclopedic” knowledge, but refers to a well understood knowledge being a basis for personal development, skills development and a starting point for posing questions.
(Trepczyński, 2017)
Robert Grosseteste (ca. 1168–1253), althought still not commonly know, sign... more (Trepczyński, 2017)
Robert Grosseteste (ca. 1168–1253), althought still not commonly know, significantly contributed the World philosophy, both as a philosopher who deeply rethought and combined ideas of his greatest predecessors and as the author of the conception called metaphysics of light. His main thesis was that the universe is made of light as its arché, precisely: that the light is a first corporeal form of all bodies and the most noble and important one, as their species and perfectio. This idea was compliant with his additional theses which originated from his theology that there is also spiritual light and that God himself is The Light which is above both corporeal light and spiritual light, and lead together with the former one to a conclusion that light joints all the reality, both corporeal and spiritual. The analysis of his conception presented in his most famous work, namely De luce, shows that it consists of well justified, logically combined clear theses, based on some axioms, other statements and at least one definition, especially the first main theses which are proven by careful and correct syllogisms. Whereas in comparison with Aristotle’s idea of metaphysics (which he calls „the first philosophy” and „theology”) it seems that his conception merits to be called „the metaphysics of light”. Since Grosseteste appreciated much and followed Aristotle’s methodology of science (understood as certain knowledge about what is necessary – episteme) presented in Posterior analytics, this conclusion leads to another: that also he himself could accept his conception as metaphysics of light. Finally, originality of this conception, though based on ideas of his predecessors, enables to claim that we can rightly speak about „the metaphysics of light of Robert Grosseteste”.
(Trepczyński, Ishikawa 2017)
Aquinas refers to Aristotle’s opinion that woman is a ‘misbegotten m... more (Trepczyński, Ishikawa 2017) Aquinas refers to Aristotle’s opinion that woman is a ‘misbegotten man’. But he adopts a general-natural perspective and an embryological one. Within the latter he follows Stagirite in arguing that in order to have a female some aberration in natural processes is necessary. Similar misleading clues can be found in current biology insofar as in order to have a fertile male, the Sry gene (belonging to the Y chromosome) is needed. Yet some latest reports make the situation more complicated by indicating that in the end this gene may not be necessary. Whatever the situation may be, it is a huge simplification to interpret gender differences in terms of deficiency or dependence. Aquinas mentions Aristotle but he does not consistently claim that woman is an unbegotten male, neither does contemporary biology. On the contrary, the old and the new theories adopt the view that individuals of both sexes are two types of complete biological organisms. None is a derived or a deformed figure of the another. In fact in their individual development each proto-organism can develop into a specimen of either gender, which means that each is potentially an organism of either kind. Individuals in both genders are equally complete and biologically feasible.
[a book in Polish based on the dissertation "Modele rozumowań i ujęcia metody naukowej u Alberta ... more [a book in Polish based on the dissertation "Modele rozumowań i ujęcia metody naukowej u Alberta Wielkiego i Tomasza z Akwinu" ("The models of reasoning and the approaches to the scientific method in Albert the Great and Thomas Aquinas")]
In this book I present the paths of thinking of two medieval theologists and philosophers: Albert the Great and Thomas Aquinas to show not only what they thought but also how they constructed their reasonings. To achieve this scope I analyse conditions which could in some way form their reasonings (the first part), their models of reasoning, eg. deduction, induction – by showing how they understood and used them (the second part) and their concepts of scientific method (the third part). This shows the procedures of gaining the real knowledge called science (scientia) 1) which both thinkers tended to apply and 2) which they really followed. My analyses confirm the initial hypothesis: that these thinkers were – as far as it is possible – independent in their reasonings from many factors and conditions, sometimes even logical, to be able to accept metaphysical conditions. It means that they tried to match the methods to the subject which they wanted to cognize. Finally I sum up the main similarities and differences in thoughts of Albert and Thomas which occured in these analyses and I point out some topics which should be studied. My research was based on commentaries of Thomas and Albert to Aristotle’s Posterior Analytics and other works, on their summas, on Thomas’s commentary to Boethius’s De Trinitate and on many other texts of both authors.
This report presents the results of the Survey on the philosophy teaching in lower and upper seco... more This report presents the results of the Survey on the philosophy teaching in lower and upper secondary schools in Poland. The research results showed that during the school year 2013/2014 among 14.377 upper and lower secondary schools in Poland only 196 schools (41 lower and 155 upper secondary schools) had philosophy in the curriculum, and among them – according to the declarations of their headmasters – only in 18 upper secondary schools it was taught as an extended course (described in the core curriculum). According to the school headmasters their main motivations of introducing philosophy to the schools included most often: the willingness to develop students’ thinking skills and provide them erudite education. As factors inhibiting introducing philosophy to schools the headmasters most often point to students’ workload and limited allocation of didactic hours. As regards factors which facilitate it – openness of teachers and availability of human resources. The most important goal of philosophical education according to teachers is independent and creative thinking. Majority of philosophy teachers believe that if students can choose philosophy, they do it because they like discussing, they are interested in the topics discussed during the activities and the philosophy itself seems attractive to them. Only a quarter think that the major source of motivation is preparation for the matura exam. The distribution of teachers’ gender, age and length of work experience is relatively equable. The majority are graduates of philosophical university studies; a third part are graduates of Polish philology. The dominant way they conduct class activities is discussion. They often use source texts. Majority of philosophy teachers see both strengths and weaknesses of the present philosophy core curriculum (for the upper secondary schools only). One of the most important weaknesses, they believe, is that this core curriculum is overloaded (too much contents to teach). A half of philosophy teachers want to change it.
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Papers by Marcin Trepczyński
ERRATA:
p. 360, l. 46: ne pertranseat ad spatium ---> read: ne pertranseat aliquod spatium
The PDF file contains a general information only. The full article is available here: https://link.springer.com/article/10.1007/s11787-019-00230-4
The main hypothesis presented and examined in this paper is that St. Thom-as Aquinas had written the commentary on Ps. 51(50) ("Have mercy on me, o God" , miserere mei, Deus) mainly for educational reasons. It is argued that he did it not only to collect useful notes to teach about the Psalm's content and understanding, but also, above all, to have a well-designed tool to teach Christian theology. This argumentation is based on external (context) and internal (content) analysis of Ps. 50 conducted in this article. It is also shown that this hypothesis has an additional explanatory power, as it helps us to understand the strategy adopted by Aquinas when composing the commentary and sheds some light on his pedagogical practice.
Erudition can be one of objectives of school philosophical education. Philosophy teachers in secondary schools in Poland who in 2014 took part in a nationwide research on teaching philosophy in lower and upper secondary schools (data were collected from 88% of headmasters from all the schools in Poland where philosophy was taught and 79% of teachers from these schools), asked to assess the importance of several educational objectives within philosophical education (on the scale 0-5), gave a relatively low rating to erudition. Despite this fact teachers to some extent appreciate erudition as a goal of philosophical education, which corresponds with the answers of the headmasters. The interviews conducted with 15 teachers and 15 headmasters show that they appreciate erudition in a deeper meaning, which is not a purely “encyclopedic” knowledge, but refers to a well understood knowledge being a basis for personal development, skills development and a starting point for posing questions.
Robert Grosseteste (ca. 1168–1253), althought still not commonly know, significantly contributed the World philosophy, both as a philosopher who deeply rethought and combined ideas of his greatest predecessors and as the author of the conception called metaphysics of light. His main thesis was that the universe is made of light as its arché, precisely: that the light is a first corporeal form of all bodies and the most noble and important one, as their species and perfectio. This idea was compliant with his additional theses which originated from his theology that there is also spiritual light and that God himself is The Light which is above both corporeal light and spiritual light, and lead together with the former one to a conclusion that light joints all the reality, both corporeal and spiritual. The analysis of his conception presented in his most famous work, namely De luce, shows that it consists of well justified, logically combined clear theses, based on some axioms, other statements and at least one definition, especially the first main theses which are proven by careful and correct syllogisms. Whereas in comparison with Aristotle’s idea of metaphysics (which he calls „the first philosophy” and „theology”) it seems that his conception merits to be called „the metaphysics of light”. Since Grosseteste appreciated much and followed Aristotle’s methodology of science (understood as certain knowledge about what is necessary – episteme) presented in Posterior analytics, this conclusion leads to another: that also he himself could accept his conception as metaphysics of light. Finally, originality of this conception, though based on ideas of his predecessors, enables to claim that we can rightly speak about „the metaphysics of light of Robert Grosseteste”.
Aquinas refers to Aristotle’s opinion that woman is a ‘misbegotten man’. But he adopts a general-natural perspective and an embryological one. Within the latter he follows Stagirite in arguing that in order to have a female some aberration in natural processes is necessary. Similar misleading clues can be found in current biology insofar as in order to have a fertile male, the Sry gene (belonging to the Y chromosome) is needed. Yet some latest reports make the situation more complicated by indicating that in the end this gene may not be necessary. Whatever the situation may be, it is a huge simplification to interpret gender differences in terms of deficiency or dependence. Aquinas mentions Aristotle but he does not consistently claim that woman is an unbegotten male, neither does contemporary biology. On the contrary, the old and the new theories adopt the view that individuals of both sexes are two types of complete biological organisms. None is a derived or a deformed figure of the another. In fact in their individual development each proto-organism can develop into a specimen of either gender, which means that each is potentially an organism of either kind. Individuals in both genders are equally complete and biologically feasible.
ERRATA:
p. 360, l. 46: ne pertranseat ad spatium ---> read: ne pertranseat aliquod spatium
The PDF file contains a general information only. The full article is available here: https://link.springer.com/article/10.1007/s11787-019-00230-4
The main hypothesis presented and examined in this paper is that St. Thom-as Aquinas had written the commentary on Ps. 51(50) ("Have mercy on me, o God" , miserere mei, Deus) mainly for educational reasons. It is argued that he did it not only to collect useful notes to teach about the Psalm's content and understanding, but also, above all, to have a well-designed tool to teach Christian theology. This argumentation is based on external (context) and internal (content) analysis of Ps. 50 conducted in this article. It is also shown that this hypothesis has an additional explanatory power, as it helps us to understand the strategy adopted by Aquinas when composing the commentary and sheds some light on his pedagogical practice.
Erudition can be one of objectives of school philosophical education. Philosophy teachers in secondary schools in Poland who in 2014 took part in a nationwide research on teaching philosophy in lower and upper secondary schools (data were collected from 88% of headmasters from all the schools in Poland where philosophy was taught and 79% of teachers from these schools), asked to assess the importance of several educational objectives within philosophical education (on the scale 0-5), gave a relatively low rating to erudition. Despite this fact teachers to some extent appreciate erudition as a goal of philosophical education, which corresponds with the answers of the headmasters. The interviews conducted with 15 teachers and 15 headmasters show that they appreciate erudition in a deeper meaning, which is not a purely “encyclopedic” knowledge, but refers to a well understood knowledge being a basis for personal development, skills development and a starting point for posing questions.
Robert Grosseteste (ca. 1168–1253), althought still not commonly know, significantly contributed the World philosophy, both as a philosopher who deeply rethought and combined ideas of his greatest predecessors and as the author of the conception called metaphysics of light. His main thesis was that the universe is made of light as its arché, precisely: that the light is a first corporeal form of all bodies and the most noble and important one, as their species and perfectio. This idea was compliant with his additional theses which originated from his theology that there is also spiritual light and that God himself is The Light which is above both corporeal light and spiritual light, and lead together with the former one to a conclusion that light joints all the reality, both corporeal and spiritual. The analysis of his conception presented in his most famous work, namely De luce, shows that it consists of well justified, logically combined clear theses, based on some axioms, other statements and at least one definition, especially the first main theses which are proven by careful and correct syllogisms. Whereas in comparison with Aristotle’s idea of metaphysics (which he calls „the first philosophy” and „theology”) it seems that his conception merits to be called „the metaphysics of light”. Since Grosseteste appreciated much and followed Aristotle’s methodology of science (understood as certain knowledge about what is necessary – episteme) presented in Posterior analytics, this conclusion leads to another: that also he himself could accept his conception as metaphysics of light. Finally, originality of this conception, though based on ideas of his predecessors, enables to claim that we can rightly speak about „the metaphysics of light of Robert Grosseteste”.
Aquinas refers to Aristotle’s opinion that woman is a ‘misbegotten man’. But he adopts a general-natural perspective and an embryological one. Within the latter he follows Stagirite in arguing that in order to have a female some aberration in natural processes is necessary. Similar misleading clues can be found in current biology insofar as in order to have a fertile male, the Sry gene (belonging to the Y chromosome) is needed. Yet some latest reports make the situation more complicated by indicating that in the end this gene may not be necessary. Whatever the situation may be, it is a huge simplification to interpret gender differences in terms of deficiency or dependence. Aquinas mentions Aristotle but he does not consistently claim that woman is an unbegotten male, neither does contemporary biology. On the contrary, the old and the new theories adopt the view that individuals of both sexes are two types of complete biological organisms. None is a derived or a deformed figure of the another. In fact in their individual development each proto-organism can develop into a specimen of either gender, which means that each is potentially an organism of either kind. Individuals in both genders are equally complete and biologically feasible.
In this book I present the paths of thinking of two medieval theologists and philosophers: Albert the Great and Thomas Aquinas to show not only what they thought but also how they constructed their reasonings.
To achieve this scope I analyse conditions which could in some way form their reasonings (the first part), their models of reasoning, eg. deduction, induction – by showing how they understood and used them (the second part) and their concepts of scientific method (the third part). This shows the procedures of gaining the real knowledge called science (scientia) 1) which both thinkers tended to apply and 2) which they really followed. My analyses confirm the initial hypothesis: that these thinkers were – as far as it is possible – independent in their reasonings from many factors and conditions, sometimes even logical, to be able to accept metaphysical conditions. It means that they tried to match the methods to the subject which they wanted to cognize. Finally I sum up the main similarities and differences in thoughts of Albert and Thomas which occured in these analyses and I point out some topics which should be studied.
My research was based on commentaries of Thomas and Albert to Aristotle’s Posterior Analytics and other works, on their summas, on Thomas’s commentary to Boethius’s De Trinitate and on many other texts of both authors.
The research results showed that during the school year 2013/2014 among 14.377 upper and lower secondary schools in Poland only 196 schools (41 lower and 155 upper secondary schools) had philosophy in the curriculum, and among them – according to the declarations of their headmasters – only in 18 upper secondary schools it was taught as an extended course (described in the core curriculum).
According to the school headmasters their main motivations of introducing philosophy to the schools included most often: the willingness to develop students’ thinking skills and provide them erudite education. As factors inhibiting introducing philosophy to schools the headmasters most often point to students’ workload and limited allocation of didactic hours. As regards factors which facilitate it – openness of teachers and availability of human resources.
The most important goal of philosophical education according to teachers is independent and creative thinking. Majority of philosophy teachers believe that if students can choose philosophy, they do it because they like discussing, they are interested in the topics discussed during the activities and the philosophy itself seems attractive to them. Only a quarter think that the major source of motivation is preparation for the matura exam.
The distribution of teachers’ gender, age and length of work experience is relatively equable. The majority are graduates of philosophical university studies; a third part are graduates of Polish philology. The dominant way they conduct class activities is discussion. They often use source texts. Majority of philosophy teachers see both strengths and weaknesses of the present philosophy core curriculum (for the upper secondary schools only). One of the most important weaknesses, they believe, is that this core curriculum is overloaded (too much contents to teach). A half of philosophy teachers want to change it.