Decontextualisation as a rhetorical mechanism in the op-ed article ‘Finding design in nature’, by Cardinal Schönborn (2005)

The objective of this paper is to make a rhetorical analysis of the op-ed entitled ‘Finding design in nature’ by Cardinal Christoph Schönborn, Archbishop of Vienna, published by The New York Times in 2005, three months after the death of John Paul II. In this essay, the Cardinal states that it is an error to affirm that Catholic doctrine is compatible with the ‘neo-Darwinist’ theory of evolution and that the Roman Catholic Church accepts that theory. For the Archbishop, the origin of this error lies in the abuses committed in the interpretation of John Paul's 1996 speech in which the Pope declared that evolution was more than a hypothesis and took a more favourable stance towards evolutionary theory than his predecessors. In his article, the Cardinal describes that papal message as ‘vague and unimportant’. We interpret Cardinal Schönborn's position as a personal rhetorical change with respect to John Paul II's 1996 speech. In our view, the Archbishop directs his criticism against evolutionary theory not only because of its scientific theories (not rejected by Church Magisterium) but also for being potentially dangerous in its use by certain authors as a scientific argument in support of their atheism.     

Modeling Mental Spatial Reasoning About Cardinal Directions

This article presents research into human mental spatial reasoning with orientation knowledge. In particular, we look at reasoning problems about cardinal directions that possess multiple valid solutions (i.e., are spatially underdetermined), at human preferences for some of these solutions, and at representational and procedural factors that lead to such preferences. The article presents, first, a discussion of existing, related conceptual and computational approaches; second, results of empirical research into the solution preferences that human reasoners actually have; and, third, a novel computational model that relies on a parsimonious and flexible spatio‐analogical knowledge representation structure to robustly reproduce the behavior observed with human reasoners.     

Higher Education in Light of the Cross

What is the summum bonum of a university education? The much lauded “liberal” approach of Aristotle, Newman, and Roche proposes that education is for contemplating the truth—an intrinsic, joyous end in itself. This approach offers the benefits of pursuing truth, virtues, and intellectual habits, but it also carries with it the temptations of idealatry and homo incurvatus in se. Christian universities can reform this approach to education, though, with Luther's theology of the cross, reorienting it through the crucified Christ toward the highest ends of life revealed in God's word: faith in God and love for the neighbor.     

Second-Order Characterizable Cardinals and Ordinals

The notions of finite and infinite second-order characterizability of cardinal and ordinal numbers are developed. Several known results for the case of finite characterizability are extended to infinite characterizability, and investigations of the second-order theory of ordinals lead to some observations about the Fraenkel-Carnap question for well-orders and about the relationship between ordinal characterizability and ordinal arithmetic. The broader significance of cardinal characterizability and the relationships between different notions of characterizability are also discussed. AMS subject classification : 03B15 and 03C85 Presented by Melvin Fitting     

Finding a Locus for Dialogue between Genetics and Theology

Christoph Schönborn, Cardinal Archbishop of Vienna, has dismissed Pope John Paul II's position on theology and science as “rather vague and unimportant.” I believe that the Cardinal's analysis of John Paul II's views on evolution and Christian faith deserves a careful and detailed response from all those concerned with the constructive dialogue between science and theology that John Paul II so strongly supported for decades. My ‘bottom line’ is twofold. First, Cardinal Schönborn's concern over evolution is unnecessary: What scientists view as chance in nature Christians can see as God's ongoing and purposeful action in the creation of life and humanity. Second, the Cardinal's concern is also misplaced. When evolutionary theory is co-opted by atheists to serve their agenda the Cardinal should challenge the atheists, not the science they falsely claim proves their views.     

Mercy as the essence of the Gospel: key themes in Walter Kasper and in the ministry of Pope Francis

This article explores two books by Walter, Cardinal Kasper, who brings to the task wisdom and experience drawn from his ministries as Professor of Theology, Bishop and President of the Pontifical Council for Promoting Christian Unity. His major study explores mercy as the essence of the divine, engaging with biblical studies, philosophy, and systematic theology as he lays the foundation for this radical focus. In the second volume, Cardinal Kasper offers a perceptive account of the theological and pastoral perspectives of the ministry of Pope Francis. He characterises the theological approach as kerygmatic, an identification which applies also to his own approach to theology. There is a coincidence of themes and concerns evident in the two studies. Pope Francis has designated 2016 as a Year of Mercy. This article emphasises the importance of this focus on mercy for ecumenical discussion, explores the ecclesiology which results from it and examines the ecumenical implications and opportunities afforded by the Year of Mercy and the 2017 celebration of Martin Luther’s 95 theses with their focus on the question, ‘How may we find a merciful God?’     

How counting represents number: what children must learn and when they learn it

This study compared 2- to 4-year-olds who understand how counting works (cardinal-principle-knowers) to those who do not (subset-knowers), in order to better characterize the knowledge itself. New results are that (1) Many children answer the question "how many" with the last word used in counting, despite not understanding how counting works; (2) Only children who have mastered the cardinal principle, or are just short of doing so, understand that adding objects to a set means moving forward in the numeral list whereas subtracting objects mean going backward; and finally (3) Only cardinal-principle-knowers understand that adding exactly 1 object to a set means moving forward exactly 1 word in the list, whereas subset-knowers do not understand the unit of change.     

On the Cardinality of the Cardinal Virtues

This paper is a detailed study of what are traditionally called the cardinal virtues: prudence, justice, temperance and fortitude. I defend what I call the Cardinality Thesis, that the traditional four and no others are cardinal. I define cardinality in terms of three sub-theses, the first being that the cardinal virtues are jointly necessary for the possession of every other virtue, the second that each of the other virtues is a species of one of the four cardinals, and the third that many of the other virtues are also auxiliaries of one or more cardinals. I provide abstract arguments for each sub-thesis, followed by illustration from concrete cases. I then use these results to shed light on the two fundamental problems of the acquisition of the virtues and their unity, proving some further theses in the latter case.     

To infinity and beyond: Children generalize the successor function to all possible numbers years after learning to count

Recent accounts of number word learning posit that when children learn to accurately count sets (i.e., become “cardinal principle” or “CP” knowers), they have a conceptual insight about how the count list implements the successor function – i.e., that every natural number n has a successor defined as n + 1 (Carey, 2004, 2009; Sarnecka & Carey, 2008). However, recent studies suggest that knowledge of the successor function emerges sometime after children learn to accurately count, though it remains unknown when this occurs, and what causes this developmental transition. We tested knowledge of the successor function in 100 children aged 4 through 7 and asked how age and counting ability are related to: (1) children’s ability to infer the successors of all numbers in their count list and (2) knowledge that all numbers have a successor. We found that children do not acquire these two facets of the successor function until they are about 5½ or 6 years of age – roughly 2 years after they learn to accurately count sets and become CP-knowers. These findings show that acquisition of the successor function is highly protracted, providing the strongest evidence yet that it cannot drive the cardinal principle induction. We suggest that counting experience, as well as knowledge of recursive counting structures, may instead drive the learning of the successor function.