In So What’s New about Scholasticism? thirteen international scholars gauge the extraordinary impact of a religiously inspired conceptual framework in a modern society. The essays that are brought together in this volume reveal that Neo-Thomism became part of contingent social contexts and varying intellectual domains. Rather than an ecclesiastic project of like-minded believers, Neo-Thomism was put into place as a source of inspiration for various concepts of modernization and progress. This volume reconstructs how Neo-Thomism sought to resolve disparities, annul contradictions and reconcile incongruent, new developments. It asks the question why Neo-Thomist ideas and arguments were put into play and how they were transferred across various scientific disciplines and artistic media, growing into one of the most influential master-narratives of the twentieth century. Edward Baring, Dries Bosschaert, James Chappel, Adi Efal-Lautenschläger, Rajesh Heynickx, Sigrid Leyssen, Christopher Morrissey, Annette Mülberger, Jaume Navarro, Herman Paul, Karim Schelkens, Wim Weymans and John Carter Wood reconstruct a bewildering, yet decipherable thought-structure that has left a deep mark on twentieth century politics, philosophy, science and religion.

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Scholastic realism is a type of moderate realism. As such, it falls between platonism and nominalism on the issue of universals. Universals, strictly speaking, only exist in minds, but they are founded on real relations of similarity in the world. Scholastic realism goes beyond moderate realism and affirms that universals also exist transcendently; but instead of having a separated existence, transcendent universals exist in God's mind. This work argues that moderate realism is implied by the correct analysis of predication and persons, and that Scholastic realism, in particular, is implied by the correct analysis of knowledge, truth, and right action.

Recent decades have seen a revival of interest in Aristotelian and Scholastic thought, particularly among analytic philosophers. Neo-Aristotelians, Analytic Scholastics, and Analytical Thomists have made significant contributions to several fields within contemporary philosophy, including metaphysics, philosophy of mind and philosophy of science. This volume of new essays brings together some of the leading thinkers of this movement, to address such topics as materiality, causation, possibility, privation and dispositionality. The contributors are Rani Lill Anjum, Edward Feser, Uwe Meixner, Stephen Mumford, David Oderberg, Edmund Runggaldier and Erwin Tegtmeier.

A memorial volume of essays written in honor of the seventieth birthday of Dr. E.A. Pace, sponsored by the American Catholic Philosophical Association. cf. Dedication. Edward Aloysius Pace, philosopher and educator, by J.H. Ryan.-Neo-scholastic philosophy in American Catholic culture, by C.A. Hart.- The significance of Suarez for a revival of scholasticism, by J.F. McCormick.- The new physics and scholasticism, by F.A. Walsh.- The new humanism and standards, by L.R. Ward.- The purpose of the state, by E.F. Murphy.- The concept of beauty in St. Thomas Aquinas, by G.B. Phelan.- The knowableness of God: its relation to the theory of knowledge in St. Thomas, by Matthew Schumacher.- The modern idea of God, by F.J. Sheen.- The analysis of association of its equational constants, by T.V. Moore.- Bibliography (p. 224-225) -- Character and body build in children, by Sister M. Rosa McDonough. Bibliography (p. 248-249) -- The moral development of children, by Sister Mary.- Medieval education (700-900) by T.J. Shahan.- The need for a Catholic philosophy of education, by George Johnson.

With this book, distinguished historian of philosophy Ulrich Leinsle offers the first comprehensive introduction to scholastic theology -- a textbook for both Protestant and Catholic students.

The scholastic philosopher is interested in definition for a different reason than the lexicographer and linguist. The philosopher is trying to learn things. Fe defines, after investigating reality, in an attempt to describe reality clearly and to sum up some aspect of his understanding of reality. Hence, we find our scholastic philosophers adopting as a main feature of their method this insistence on defining, on precise and detailed explanation of their definitions, and on proving that their definitions da correctly express what a nature or activity is. A dictionary of the language of scholastic philosophy fitted to the needs of beginners and of undergraduate students of the subject is not available in English.