In Aquinas, Ethics, and Philosophy of Religion, Thomas Hibbs recovers the notion of practice to develop a more descriptive account of human action and knowing, grounded in the venerable vocabulary of virtue and vice. Drawing on Aquinas, who believed that all good works originate from virtue, Hibbs postulates how epistemology, ethics, metaphysics, and theology combine into a set of contemporary philosophical practices that remain open to metaphysics. Hibbs brings Aquinas into conversation with analytic and Continental philosophy and suggests how a more nuanced appreciation of his thought enriches contemporary debates. This book offers readers a new appreciation of Aquinas and articulates a metaphysics integrally related to ethical practice.

In this global introduction to philosophy of religion you begin not with a single tradition, but with religious philosophies from East Asia, South Asia, West Africa, and Native North America, alongside the classical Abrahamic and modern European traditions. Matching this diversity of traditions, chapters are organized around questions that acknowledge there is no single understanding of any god or ultimate reality. Instead you approach six different traditions of philosophizing about religion by asking questions about the journeys of both the self and the cosmos such as “What is my path?” and “Where did the cosmos come from?” Accompanied by introductory materials and an extensive glossary, each chapter includes learning objectives, questions for discussion, and suggested primary and secondary sources. The categories of religion and philosophy are interrogated throughout. Equipped with study tools and universal questions about the self and the cosmos, Philosophies of Religion: A Global and Critical Introduction shows you how to philosophize about religions around the world.

Inquiry into Religious and Philosophical Issues provides an educational experience of both wonder and discovery. The text's focus on epistemology applies this inquisitive discipline to an array of topics, including religious faith, ethics, personal meaning and happiness. Sources from philosophy, theology, and psychology interact with debates, role-playing, essays, and other student-centered activities to encourage meaningful thinking and engagement. Students are taught skills to develop personal awareness and resilience in order to help them flourish. Complex subjects such as religion and philosophy often lead to difficult questions and ideas that, for many students, go unheard. With Inquiry into Religious and Philosophical Issues, these questions and ideas will now have a voice.

An examination of David Hume's work, revising our understanding of the period in which he lived and wrote.

In its second edition, this text is now fully in-line with the new Advanced level specifications and is also suitable for use with the Scottish Higher. It provides an accessible and comprehensive look at the study of the Philosophy of Religion. The book features self-tests and end of unit revision pages, while summaries of each topic, including conclusion diagrams, provide helpful study hints, points for discussion and a reminder of key terms.

Annotation. Against the background of Aristotle's Nicomachean Ethics. Bradley provides a detailed differentiation between Aristotle's and Aquinas's view on moral principles and the end of man.

This book presents a case for teaching philosophy in schools. It develops two original arguments for teaching philosophy to all students at some point over the course of their education. Gatley argues that teaching philosophy is the best way to help students to think clearly using ordinary, or non-specialist concepts such as 'good', 'truth', or 'happiness'. She goes on to argue that teaching philosophy is the best way to help students to make sense of the different conceptual schemes used by different school subjects. Combining these two arguments, Gatley suggests that these two roles for philosophy are central to the task of educating people, and so philosophy ought to be included on school curricula. Building on the work of philosophers of education including Richard Stanley Peters, Harry Brighouse, Matthew Lipman, Mary Midgley and Martha Nussbaum, the book covers a range of topics including Philosophy for Children (P4C), the aims education, religious education, curriculum design and education policy.

The Oxford Handbook of the Reception of Aquinas provides a comprehensive survey of Catholic, Orthodox, and Protestant philosophical and theological reception of Thomas Aquinas over the past 750 years.This Handbook will serve as a necessary primer for everyone who wishes to study Aquinas's thought and/or the history of theology and philosophy since Aquinas's day. Part I considers the late-medieval receptions of Aquinas among Catholics and Orthodox. Part II examines sixteenth-century Western receptions of Aquinas (Protestant and Catholic), followed by a chapter on sixteenth- and seventeenth-century Orthodox reception. Part III discusses seventeenth-century Protestant and Catholic receptions, and Part IV surveys eighteenth- and nineteenth-century receptions (Protestant, Orthodox, and Catholic). Part V focuses on the twentieth century and takes into account the diversity of theological movements in the past century as well as extensive philosophical treatment. The final section unpicks contemporary systematic approaches to Aquinas, covering the main philosophical and theological themes for which he is best known. With chapters written by a wide range of experts in their respective fields, this volume provides a valuable touchstone regarding the developments that have marked the past seven centuries of Christian theology.

Offers a detailed comparative analysis of two thinkers from different traditions.

Some people see religion and morality as undeniably connected; others see them as irreconcilably separate. Paul Diener's accessible new book looks at the connection between these two concepts and examines how various religious and philosophical systems understand morality.