Theology, Science, and Postmodernism: Responding to Stanley Grenz

This article responds to Stanley J. Grenz's Templeton Lecture, “Why Do Theologians Need to Be Scientists?” published in the June 2000 issue of Zygon (Grenz 2000). In the first part I outline my reasons for finding the kind of theological reflections in which Grenz engages worthy of attention by noting my disagreement with the view that a sufficient response to theological issues can be formulated on the basis of an examination of our biological nature. I assert, in that connection, the autonomy of reason as a way of investigating and understanding the world. In the second part I respond directly to Grenz by explaining my disagreement with the postmodern critique of science upon which he relies and his adherence to Christian eschatology as an answer to the conundrums into which, he posits, we are drawn as a result of that critique. I note that I agree with Grenz, however, that the activity of valuing is necessarily a forward‐looking Godlike endeavor that is not derivable from science. In the third part I suggest that we must be open to the investigation of the possible existence of an objective realm of value and that, in any case, rejection of the postmodern critique of science in many cases pro‐vides a sound basis for the disciplined resolution of factual questions that frequently lie at the base of disagreements about values.     

Plugging the Leaks in Neurath's Ship: A Defense of Naturalistic Epistemology

This paper examines the question whether foundational epistemology (“FE”) can be replaced by naturalized epistemology (“NE”). First, it argues that Quine's defense of NE is inadequate since it is only based on arguments showing the impossibility of the logical empiricist version of FE rather than on arguments for the impossibility of FE as such. Second, it proposes that a more promising argument for the impossibility of FE can be found in the Münchhausen-trilemma which aims at showing that ultimate foundations (and, hence, FE) are unattainable. However, Karl-Otto Apel has shown that this trilemma is unconclusive since it uncritically presupposes the premise that all argumentation is deductive in nature. Apel's argument implies that FE is possible if and only if it is possible to devise a non-deductive foundation (“NDF”). It is argued, however, that the possibility of NDF cannot be demonstrated. This leads to a situation called the Multatuli-dilemma: we cannot prove the possibility of ultimate foundations nor can we prove the impossibility of ultimate foundations. This dilemma shows that the discussion about the possibility of FE is pointless. Thus, it suggests that it is legitimate to replace FE by NE. Barry Stroud and Henri Lauener, however, argue that this replacement is not feasible since NE is not capable of refuting scepticism (Stroud) or justifying methodological rules (Lauener). But these objections are shown to be mistaken: First, epistemological scepticism is practically impossible and, hence, does not pose a serious threat to NE. Second, NE is capable of justifying methodological norms if and only if it makes use of so-called internal justifications. Thus, the final conclusion of this paper is that FE can be replaced by NE. This revised version was published online in August 2006 with corrections to the Cover Date.     

Mastering balance: The use of balance bicycles promotes the development of independent cycling

Children who learn to cycle at a young age do this by using training bicycles that simplify control requirements compared with regular bicycles, such as bicycles with training wheels or balance bikes without pedals. The primary purpose of the current study was to investigate whether the two types of training bicycles result in a different age of onset of independent cycling on a regular bicycle. We asked parents of 4- to 6-year-old children (n = 173) to complete a questionnaire regarding their child's bicycling history. The results showed that children who had practised with a balance bicycle started practising at a younger age, had shorter practice duration, and were able to cycle independently at a younger age in comparison to children who had practised with a bicycle with training wheels (or with both training bicycles). We argue that the observed advantage of balance bicycle is associated with the balance bicycle actively challenging postural control. Further research is needed to uncover the impact of training bicycles on the further development of the foundational skill of cycling.     

Discussion about the Triple Foundational Relationship between Intellect,Emotion, and Willing from the Perspective of the Phenomenology of Consciousness

There are at least three foundational relationships between the three conscious acts of intellect, emotion, and willing. Section 2 covers the structural foundational relationship (Brentano and Husserl in his early period): all conscious acts are intentional and can be divided into objectifying (intuition and representation) and non-objectifying acts (emotion and willing). Because a non-objectifying act cannot constitute an object, things must be based on objectifying acts and the object constituted by the latter; in this sense, a non-objectifying act is rooted in an objectifying one. Section 3 explains the genetic foundational issue with consciousness (Husserl in his later period, Scheler, and Heidegger): the stream of consciousness has its earliest origins and follows a process where it gradually unfolds. The earliest origin is the intentional willing, followed by nonintentional feelings, and, finally, the representation and thinking of willing. Intentional activity taking place afterward must be based on the conscious activity that has come already. Section 4 points out that, apart from the two aforementioned kinds of foundational relationships (i.e. structural and genetic), a third foundational relationship (i.e. dynamic) can also be found between the conscious acts of intellect, emotion, and willing in the Consciousness-only school (a Buddhist tradition in the East). In a continuous activity, the foundational relationship between the three aspects of intellect, emotion, and willing always remains encased in dynamic changes, and the change of primary and secondary roles (i.e. a change in the foundational relationship) could happen at any time. From this perspective, one can explain and resolve the confrontation and conflicts between the two former foundational relationships.     

The analytic state of consciousness as a form of play and a foundational transference

The analytic state of consciousness is a particular regressive altered state in the patient characterized by an increased sensitivity and reactivity to impressions arising from both the inner world and the analyst, a heightened sense of dependence and vulnerability, a permeability of boundaries in regard to the analyst, and a shift toward functioning on the basis of omnipotent fantasy in the analytic relationship. These changes are accompanied by a feeling of realness of one's psychic reality, but without any true loss of reality testing. Based on an analysis of the structure of play, this state can itself be understood as a kind of play; it serves as a foundational transference underlying more specific transference manifestations; and it is central to the analytic process. Over time, in response to physical aspects of the analytic setting, its safety, the analyst's emotional accompaniment, and a generally restrained analytic stance (an issue I discuss in some detail), it emerges in a more developed form that promotes symbolization and ownership of aspects of self, greater emotional presence, and a deeper sense of meaning in one's experience. Additionally, the concept of the analytic state of consciousness provides a new look at the role of abstinence and frustration in analytic process.     

Introduction: Fragmentation of the Unus Mundus

This panel is a series of presentations by a father and his three sons. The first is a critique of the concept of the Unus Mundus, an idea that goes back at least as far as Plato's Cave in western intellectual history. A longing for unchanging foundational ideas lies at the core of much of our culture, psychology, and theology. The subsequent presentations describe various unforeseen, destructive results stemming from the perspective of the Unus Mundus. The first example is of persons with Alzheimer's disease, whose singular subjectivity is often ignored because they are seen as a category. They are 'Alzheimer-ed', subtly enabling those around them to avoid an anxiety-producing encounter with their enigmatic otherness. Another important perspective is the modernist re-construction of city spaces that has resulted in the loss of an organic sense of containment. The lengthy horizon of the grand boulevards seemed like openings upon infinity, often provoking panic and agoraphobia, as seen in the work of Edvard Munch. Lastly, the genocidal tendencies of modern times epitomize the dangers of totalizing, Utopian ideas. Violent elimination may be visited upon groups or peoples who are deemed 'impure', as besmirching idealized social visions. Such examples illustrate some of the ethical dangers of conceptualizations related to the Unus Mundus.