See to it that no one takes you captive by philosophy and empty deceit, according to human tradition, according to the elemental spirits of the world, and not according to Christ (Colossians 2:8). What business do we have studying the liberal arts? The quadrivium and trivium? Why should Christians take an interest in philosophy, in … Continue reading Vain Philosophy and Christian Learning
How Aristotle may help us Conceptualize the Conflict between Ordinary Perception and Modern Science Annotated Bibliography This project serves to fulfill a requirement of PHS 611: Classical Logic and Epistemology, taught by Dr. Philippe Yates, Spring 2018 Continue reading The Two Tables from an Aristotelian Perspective
An excerpt from a recent paper: Incidental being is not an object of science because it is neither always and necessarily in the same condition, nor even for the most part so. The essential stability of knowledge depends upon an essential stability of being. The analogy used to show this is a remarkable example of … Continue reading The Fancy Chef: On the Subject of Science
Image Courtesy of David Joyce at Clarke University There are several ways that one might produce a line equal to a given line. A carpenter might use a tape measure or a story-stick. A story-stick is an unmarked object of equivalent length to another. Its advantage lies in that it eliminates measurement. There are no … Continue reading Mechanical Art vs. Science: Euclid, Book I, Proposition 2
In his Companion to a Higher English Grammar, a most delightful and erudite read by the way, Alexander Bain considers whether to define a noun by its meaning or its office, that is, by what objects a noun names or by what function a noun plays in a sentence. He first does admirable work unfolding the … Continue reading What is a Noun?
Near the bulk of St. Augustine’s On Christine Doctrine discusses the role of secular learning. This is surprising because the text promises to reveal how to understand and teach Scripture. Augustine’s approach only makes sense if reading Scripture requires us to become proficient in reading the world. At the outset, Augustine challenges objections to sacred teaching. There have always been … Continue reading Did Augustine take notes from Aristotle?
Words are not first to little children, but sound. They are thrust, in media res, into a world of sounds. But those sounds they hear spoken by men and women are actually words, though the child does not experience them as such. Yet the cause and reason a child is hearing sound is that adults are … Continue reading Words vs. Sounds: Elements or Wholes?
Euclid The study of Euclid’s Elements serves as an excellent example of the contemplative learning process. Proposition 5, an early proposition in the text, marks a turning point for most students, where they must not only identify a chain of equalities (something akin to a hypothetical syllogism), but do so in transposition. Whereas students needed only identify equality by imposing … Continue reading The Poetics of Faith and Learning, Part 1
In Book VII of his Elements Euclid sets forth the following: Any composite number is measured by some prime number. Elements, Book VII, Pr.31 By appealing to the impossibility of an infinite regress of natural numbers, his demonstration takes the form of a reductio ad absurdum. (For the proposition, scroll to the bottom of this post) … Continue reading Euclid on Prime Numbers