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1
Matheson, Jonathan D. "Epistemology and evidence an analysis of Alvin Plantinga's reformed epistemology /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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Schupp, Ralf. "Glaube und Erkenntnis zu Alvin Plantingas Reformed epistemology." Paderborn Mentis, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2775891&prov=M&dok_var=1&dok_ext=htm.
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Schupp, Ralf Platinga Alvin. "Glaube und Erkenntnis : zu Alvin Plantingas Reformed epistemology /." Paderborn : mentis, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2775891&prov=M&dok_var=1&dok_ext=htm.
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Shortt, John Grosvenor. "Towards a reformed epistemology and its educational significance." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10018580/.
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This thesis examines Reformed epistemology as it finds expression in the writings of Abraham Kuyper, Cornelius Van Til and Alvin Plantinga. It seeks to develop three main themes of this kind of approach in order to see whether they constitute an adequate foundation for a coherent account of faith and to examine their significance for educational theory. The themes studied are: belief in God may be properly basic in a rational noetic structure; divine revelation can be selfauthenticating; and sin has noetic effects. Discussion of the third of these is focused upon rational autonomy and, in particular, upon the form it takes in the pancritical rationalism of W. W. Bartley. The position developed is a moderate form of foundationalism which seeks to ground belief in God in an immediate awareness of him speaking through the propositions of scripture. It opposes an ideal of theonomous response to divine revelation to that of unlimited rational autonomy. The study of educational issues commences with an examination of the relationship between a Reformed Christian worldview and educational (or other) theory construction and argues for the transformation from within of the areas of knowledge through the introduction into them of Christian presuppositions. In accordance with this strategy for the integration of faith and learning, a study is made of the implications of the Reformed critique of autonomy for educational aims and methods and for discussions of the issue of indoctrination. The final issue dealt with is that of whether or not it is right or necessary to set up separate schools of Reformed Christian and other outlooks in our contemporary pluralist society. The conclusion reached is that there is a place for good Reformed Christian schools but nevertheless the Reformed Christian teacher may, in good conscience, teach in a state school.
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Coyle, Douglas L. Beckwith Francis. "Nicholas Wolterstorff's Reformed epistemology and its challenge to Lockean and Rawlsian liberalism." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4209.
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Cook, James Alan. "An analysis and critical study of Alvin Plantinga's account of Reformed epistemology." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
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Sutanto, Nathaniel Gray. "Organic knowing : the theological epistemology of Herman Bavinck." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31241.
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Recent scholarship has increasingly recognized the unity of Herman Bavinck's (1854-1921) thought, shedding the once-predominant reading that Bavinck was a conflicted thinker caught between modernity and orthodoxy. There were 'two Bavincks', the secondary literature claimed. The catalyst of unity for Bavinck's thinking is located in his deployment of organic language to characterize particular theological loci. The organic motif stems from Bavinck's Trinitarian doctrine of God, according to which God exists as the archetypal and self-existent Three-in-One. Creation, then, is an ectypal reflection of the triune Godhead, and as such can be described as an organism comprising of many unities-in-diversities. This new reading, propelled by James Eglinton, argued that for Bavinck the Trinity ad intra leads to an organic cosmology ad extra. Though this reading has showcased the unity of Bavinck's thought in general, current scholarship on Bavinck's theological epistemology remains fractured along the lines of the 'two Bavinck' thesis, with two sides that emphasize, respectively, the modern strand of Bavinck's thinking or his classical, orthodox, side. This thesis reinvestigates the primary texts in which Bavinck discusses epistemology and argues that the organic motif is also the lens through which his epistemology is to be read. In doing so, this thesis argues that the organic motif allowed Bavinck to utilize both classical (Thomistic) and post-Kantian sources in a way that produces coherence rather than inconsistency. Thus, it is unnecessary to pit Bavinck's use of classical sources against his use of modern sources: particular deployment is not systematic endorsement. The thesis, then, is that a Trinitarian doctrine of God ad intra produces not merely an organic cosmology ad extra, but also an organic epistemology. It then proceeds to demonstrate this in two ways. First, the thesis observes that Bavinck characterizes the sciences (wetenschappen) as a single organism made up of a unity-in-diversity. The specialization and divisions of the sciences mean that each field has its own sphere of existence with unique grounds and methodologies, but there is an underlying theological unity between them that relativizes that diversity precisely because all of the sciences are theological. Second, for Bavinck subjective knowledge can organically correspond with objects because both participate in a larger, organic universe. Mental representations connect with the world because all of creation is primordially interconnected by way of God's organic design. In each of these steps Bavinck's eclectic use of sources and overall creativity and unity are displayed. This thesis also relates his discussion both to his interlocutors and contemporary philosophical and analytic epistemology. Hence, this thesis not only demonstrates the overall coherence of Bavinck's thought, thereby further eradicating ill-conceived notions of there being 'two-Bavincks', but also showcases potentially generative insights concerning the place of theology within the university and the resources theology might provide for philosophical epistemology.
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Bolos, Anthony David. "Achievements, value, and God : an essay on the cognitive success of religious knowledge." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8911.
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Recent literature in religious epistemology has overlooked a significant debate in mainstream epistemology. In short, theories in religious epistemology have failed to consider the value problem. This essay, then, hopes to rectify this omission by arguing that one of the most influential accounts of religious epistemology - reformed epistemology - fails to adequately account for the value of knowledge. I argue, however, that a reasonable way out for the reformed epistemologist comes by way of endorsing the achievement thesis. The achievement thesis, put simply, states that knowledge is valuable because it is a cognitive achievement - unlike, for example, mere true belief. The central question of this essay, then, is this: Is Knowledge of God a Cognitive Achievement? In order to better answer this question I highlight two different ways in which one can understand the nature of cognitive achievements. First, a cognitive achievement can be understood as success from ability that is always primarily creditable to the agent. Or, second, a cognitive achievement can be understood as success from ability that is jointly creditable to the agent. Both, I argue, are compatible with knowledge and the achievement thesis. Whether knowledge of God is primarily or jointly creditable, however, will depend on the way in which one understands the role the agent plays in the belief forming process. Given the nature of reformed epistemology, I argue that knowledge of God is the kind of achievement that is jointly creditable. Further, and central to the argument, I argue that the reformed epistemologist is in a good position to meet the requirements for the strong achievement thesis. The strong achievement thesis argues that an achievement should be understood in terms of overcoming some obstacle whereby the agent's belief is the result of some ability that can be credited to the agent. The account I propose not only meets the requirements of the strong achievement thesis, but also retains a distinctive feature of reformed epistemology - namely, that the belief in God can be said to overcome the obstacle of cognitive malfunction that, as the reformed epistemologist argues, is brought about by sin. It's an achievement becasue it overcomes an excessively hostile environment (what I call the maxi-environment) that is not conducive to belief in God given the cognitive consequence of sin. In the end, it is possible to provide an account of reformed epistemology where the value of knowledge (over and above mere true belief) is adequately demonstrated.
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Suk, Ki Shin. "Rationality, belief, and God a study of the Reformed epistemology of Alvin Plantinga /." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Marvin, Paul B. "Whatever shall we do with Alexander Campbell? an examination of the epistemology of Alexander Campbell in light of the reformed epistemology of Alvin Plantinga /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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O'Brien, Jonathan David. "Theology and reformed epistemology the sensus divinitatis, the noetic effects of sin, and regeneration /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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Haymond, John Edward. "Warrant and non-human cognition a cybernetic assessment of Plantinga's epistemology /." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p036-0361.
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West, Steven Donald. "Resurrection and Scripture : the relationship between two key doctrines in reformed apologetic methodology / by Steven West." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4465.
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In this study three apologetic methodologies (evidentialism, Reformed epistemology, and
presuppositionalism) are analyzed to determine which method is most coherently related to
Reformed theology. It is argued that comparing how each methodology relates the doctrine
of Scripture with the doctrine of the resurrection can demonstrate which method is best
suited to defending Christianity in its Reformed interpretation. The doctrine of Scripture is
taken to be that of full plenary inspiration and inerrancy, and the question is which
apologetic method can be successful in defending that position.
After contemporary arguments for the historicity of the resurrection of Jesus Christ are
surveyed, each of the three respective apologetic methodologies is subjected to an
examination and critique. Each method is intra–systematically evaluated to determine
whether it suffers from internal contradictions or incoherencies. Each method is further
tested to determine whether, on its own internal principles, it is capable of a logical defense
of a high doctrinal view of Scripture. The respective methods are also compared and
contrasted with each other. A prominent issue is the direction of the methodology, i.e., its
sequence. Some strands of evidentialism attempt to move from the historical fact of the
resurrection to their doctrine of Scripture; Reformed epistemologists do not necessarily
require any historical argumentation at all; presuppositionalists take their doctrine of
Scripture and the resurrection as both necessary and mutually reinforcing points in their
worldview.
In the final analysis, it is the presuppositional methodology which emerges as that which is
most capable of coherently defending a doctrine of Scripture that includes full inspiration
and inerrancy. This is due to the transcendental nature of the argument that it presents. It
is urged in this study, however, that evidences, historical details, and logical analysis are all
critically important for a fully–orbed apologetic system. Presuppositionalism needs to be
ramified with evidential arguments, even if they are transposed into a transcendental key,
as supporting details in a transcendental framework.<br>Thesis (Ph.D. (Dogmatics))--North-West University, Potchefstroom Campus, 2011.
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Baker-Hytch, Max. "Reformed Epistemology and naturalistic explanations of religious belief : an inquiry into the epistemological implications of the cognitive science of religion." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:74c7b127-cf27-4939-9e32-5341465e02a8.
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Reformed Epistemology is an influential view in contemporary philosophy of religion, according to which theistic beliefs that are the product of our native, non-inferential cognitive faculties often constitute knowledge if God exists. My aim in this thesis is to ascertain whether Reformed Epistemology is viable in light of contemporary scientific explanations of the mechanisms of religious belief- formation, especially the Cognitive Science of Religion (CSR). I argue for a qualified “yes.” To begin with, I attempt to carefully reconstruct and scrutinise some currently popular “debunking arguments” from CSR’s findings, which aim to show that non-inferential religious beliefs are not knowledge, even if true, given the causal origins that CSR ascribes to them. I try to show that in various ways these arguments fail. Subsequently, I attempt to find a better such argument. The strongest debunking argument, I contend, is one that focuses upon the diverse and mutually inconsistent outputs of the religious belief-producing mechanisms described by CSR. However, I go on to argue that even supposing that this argument succeeds in showing that religious beliefs that are partly the product of contingent cultural influences are not knowledge even if true, there remains a body of what I term “core propositions”—propositions concerning the existence of some kind of personal, supernatural creator and moral lawgiver, in which humans are naturally disposed to believe regardless of their particular cultural setting— that can be known if God exists. Finally, I try to show that merely having this core supernaturalistic knowledge would provide someone with the cognitive contact with God that is sufficient for having a personal relationship with God (if God exists), even if only de re relationship. I argue, moreover, that God would have positively good reasons for creating a world in which human beliefs about life’s most important matters, including religious matters, are significantly dependent upon testimony and hence subject to the ebbs and flows of cultural tides.
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Smit, Guillaume H. "Marturia in the Gospel of John : towards an emerging, missional ecclesiology within a South African Dutch Reformed context." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/25343.
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In “Marturia and the Gospel of John” the following hypothesis is investigated: Theological investigation of the ìáñôõñéá lexeme in the Gospel of John contributes significantly towards an understanding of an emerging, missional ecclesiology. The study is precipitated by the accelerated pace of change our society is currently experiencing. The technological developments of the past fifty years created a society that is totally dependent on the technology it developed. This dependence led to the developing of a new cultural paradigm in which the church is ill at home. Not only are the ecclesial structures ill-adapted to effectively minister to people who increasingly live in a different cultural milieu, but also the premises upon which itstheology is built, has increasingly come under scrutiny. The question of an emerging, missional ecclesiology is therefore not only a question of developing new ministry praxis. Neither is it a matter of reframing theological theses with new metaphors. A growing realisation exists of the need for theological research from the perspective of this developing new paradigm. Theology needs to turn to Scripture in a quest for such answers and it is proposed that a hermeneutic approach should be taken towards this investigation. This exegetical study is conducted from a New Testament perspective, specifically focusing on the Gospel of John. It is done through a sequential reading of the Gospel with special emphasis on the pericopes that contain the word-group, marturiva. Finally, the insights gathered from this study are systemized into a framework that aims to contribute towards the further development of an emerging, missional ecclesiology. It will be argued that ecclesiology serves as the integration point for reflection and practical missional ministry. As such, the church as object of investigation is the ultimate technological praxis, as the community of believers serves as the show-case of God’s presence in this world, as sacrament of his redemptive mission, and as mediator of the governance in his kingdom. Outline of the study In Chapter One attention is given to the changing cultural paradigm and the implications this holds for ministry as well as for theology. These changes are presented as the study’s research problem. The Gospel of John is also introduced as a case study in the ongoing development of an emerging, missional ecclesiology as foundational cornerstone to a postmodern theological paradigm. In Chapter Two the framework from which the hermeneutical study is undertaken, is established. A bird’s eye view of the Gospel of John is attempted and a preliminary investigation into the marturiva lexeme is also undertaken. Chapter Three investigates the testimony of John the Baptist, as recounted in John’s Gospel from John 1-4. Chapter Four reads the second part of Jesus’ public ministry, starting with John 5 and continuing until John concludes his narrative of this section of Jesus’ mission in John 12. Chapter Five studies John’s account of Jesus’ conversation with his disciples in John 13-17. It also reads John 18-21, which comprises of the Passion narrative and the Epilogue to the Gospel. In Chapter Six the matter at hand will be the development of an emerging, missional ecclesiology as a result of the exegetical study of John’s Gospel. Finally, we conclude the study by exploring some issues that need further investigation.<br>Thesis (PhD)--University of Pretoria, 2011.<br>New Testament Studies<br>unrestricted
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Meiring, Lieze. "Exploring ubuntu language in bridging gaps : a narrative reflection on discussions between members of two Reformed Churches in a rural town of South Africa." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/61580.
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Discussions with members of the Dutch Reformed Church and the Uniting Reformed
Church in Southern Africa in Ohrigstad, illustrate the possibilities of ubuntu language
in dealing with misunderstanding and distrust.
This research utilises a narrative approach, based on a postmodern epistemology
and pastoral practical theology that explores ubuntu language as a helpful discourse.
It engages the context of these two churches in Ohrigstad and investigates
experiences and challenges within the local community. The local experiences are
described against the broader history of the Dutch Reformed Church and the Uniting
Reformed Church in Southern Africa, which the Ohrigstad churches are imbedded in.
Individual narrative research conversations with church members in Ohrigstad
display a longstanding relationship with stories of trust and distrust. This culminates
into a group discussion that explores the role of ubuntu language - and at times the
lack thereof - in the concrete relationship between these two faith communities as an
expression of recent South African history. The conversations offer local knowledge
which displays both unique outcomes by strengthening identity, unleashing potential,
celebrating diversity, awakening solidarity, revealing humanity, bolstering
responsibility and enhancing Christianity, and it also deconstructs oppressive
discourses including race and otherness, rich and poor, and language.
The research offers an approach to deal with distrust and misunderstanding on grass
roots level, using insights gained from ubuntu language.<br>Thesis (PhD)--University of Pretoria, 2016.<br>Practical Theology<br>PhD<br>Unrestricted
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Ribeiro, Rita de C?ssia. "Vida, experi?ncia, conhecimento : a reforma do sujeito cognoscente em Tsunessaburo Makiguchi." Universidade Federal do Rio Grande do Norte, 2006. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14142.
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Previous issue date: 2006-04-17<br>Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior<br>Utilizing a great part of the works by Japanese educator Tsunesaburo Makiguchi and the register of fragments of his life, this thesis affirms that knowledge emerges from peoples` experience as they go about their daily lives. Facts, events, genetic inheritance, cultural patrimony, family history, the place where one was born and lived, and psychological predispositions nurture and form a vision of the world and of life in general. In Makiguchi s case, this multi-causal constellation led him to conceive the system of the value-creating pedagogy of good, gain and beauty; discussing the importance of cognition and evaluation in the experience of the human being. His life is exemplary in demonstrating that these aspects are inter-connected and, in a recursive movement between knowledge and self-knowledge, they can generate creative systems for understanding the world and introducing, essentially, the author into the epistemological problematic of complexity. The Makiguchian system and Edgar Morin s complexity approach suggest a pragmatic, paradigmatic reform of education and a thought reformation in the direction of the complex pedagogy, and that it creates a web that connects master-disciple, subject-object, human-world, local-global and singular-universal<br>Atrav?s de grande parte da obra e do registro dos fragmentos da vida do educador japon?s, Tsunessaburo Makiguchi, a tese afirma que o conhecimento emerge da experi?ncia de vida dos sujeitos. Fatos, acontecimentos, heran?a gen?tica, patrim?nio cultural, hist?ria familiar, o lugar onde se nasce e vive e as predisposi??es psicol?gicas configuraram uma vis?o sobre o mundo e a vida. No caso de Makiguchi, essa constela??o multicausal o conduziu a conceber o sistema de cria??o de valores bem-benef?cio-beleza, discutindo a import?ncia do par cogni??o-avalia??o para a experi?ncia humana. Sua vida ? exemplar para demonstrar como esses aspectos est?o entrela?ados e, num movimento recursivo entre conhecimento e autoconhecimento, podem gerar sistemas criativos de compreens?o do mundo, introduzindo o autor na problem?tica essencialmente epistemol?gica da complexidade. O sistema makiguchiano e a abordagem complexa de Edgar Morin sugerem uma reforma pragm?tica e paradigm?tica da educa??o e do pensamento em dire??o a uma pedagogia complexa, que enla?am e entretecem mestre-disc?pulo, sujeito-objeto, homem-mundo, local-global, singular-universal
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Gautier, Julien. "Le modèle épistémologiqueThomas d'Aquin/Jean Calvin d'Alvin Plantinga : approche comparée sur la connaissance naturelle de Dieu." Thesis, Université de Lorraine, 2021. http://www.theses.fr/2021LORR0028.
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Depuis les années 1960, Alvin Plantinga s’est attaché au problème de la garantie de la croyance religieuse, défendant l’idée qu’une personne ne transgresse aucune règle épistémique en affirmant que Dieu existe et qu’aucune argumentation n’est nécessaire pour pouvoir affirmer rationnelle-ment que Dieu existe.Pour appuyer sa thèse, Plantinga propose un modèle. Ce modèle associe au réformateur de Ge-nève, Jean Calvin, le théologien et philosophe catholique, Thomas d’Aquin. Plantinga met en avant leurs réflexions communes sur la connaissance naturelle de Dieu, connaissance intuitive qui, bien que ne s’appuyant pas sur le raisonnement, n’est pas jugée contraire à la raison. L’étude qui suit cherche à éprouver la pertinence de ce modèle Aquinas/Calvin. La thèse défendue dansWarranted Christian Belief est-elle effectivement un développement d’idées déjà en germe chez ces deux penseurs ?L’œuvre de Plantinga n’étant pas une œuvre d’historien de la philosophie, l’examen de son travail requiert d’abord une bonne compréhension de son modèle : comprendre quel problème il entend résoudre et de quelle façon ce problème s’est présenté à l’auteur. À la question : « le croyant peut-il ou non affirmer rationnellement que Dieu existe ? », laReformed Epistemology dont Plan-tinga est l’un des initiateurs répond en développant une voie originale qui entend échapper à l’alternative traditionnelle entre théologie naturelle et athéologie.Plantinga affirmant que cette voie trouve un fondement dans l’épistémologie religieuse de Tho-mas et de Calvin, l’examen se poursuit par une présentation des conceptions que ces deux auteurs se font de la connaissance naturelle de Dieu. Un modèle philosophique, s’il n’est pas une repro-duction à l’identique de l’original, doit cependant lui ressembler. L’étude de Thomas et de Calvin vise à donner une idée exhaustive de leur appréhension de la question afin de pouvoir juger de cette ressemblance.L’étude se termine par une confrontation des sources au modèle. En en dégageant d’abord les traits communs, elle manifeste que l’intuition de l’auteur n’est pas sans fondement. Mais elle dé-veloppe ensuite trois thèmes : le lien entre le péché originel et la connaissance naturelle de Dieu, lesensus divinitatis et l’analogie avec le sensible, la connaissance confuse et la connaissance dis-tincte de Dieu, qui témoignent d’une originalité bien différente de celle que le nom du modèle laissait présager<br>Since the 1960s, Alvin Plantinga has focused on the problem of guaranteeing religious belief, de-fending the idea that a person does not transgress any epistemic rule by affirming that God exists and that no argument is necessary to be able to assert rationally that God exists.To support his thinking, he proposes a model. This model associates the Geneva reformer, John Calvin, to the Catholic theologian and philosopher, Thomas of Aquinas. Plantinga highlights their common reflections on the natural knowledge of God, an intuitive knowledge which, while not based on reasoning, is not considered contrary to reason. The following study seeks to test the re-levance of this Aquinas/Calvin model. Can the argument defended inWarranted Christian Belief indeed claim to be a development of ideas that sprouts from these two thinkers ?Plantinga's work is not the work of a Philosophy historian. The examination of his work requires first of all a good understanding of his model: understanding what problem it intends to solved and how this problem presented itself to the author. To the question: "Can or cannot the believer rationally affirm that God exists?" , theReformed Epistemology of which Plantinga is one of the initiators answer by developping an original way that intends to escape the traditional alternative between natural theology and natural atheology.Plantinga asserting that this way finds a rough outline in the religious epistemology of Aquinas and Calvin, the examination continues with a presentation of the conceptions that these two au-thors make of the natural knowledge of God. A philosophical model, if it is not an identical re-production of the original, must however resemble it. The study of Aquinas and Calvin aims to give a comprehensive idea of their apprehension of the question in order to be able to judge this resemblance.The study ends by confronting of the sources with the model. It begins by highlighting the com-mon features, showing that the author's intuition is not unfounded. But it then develops three themes: the link between original sin and the natural knowledge of God, thesensus divinitatis and the analogy with the sensitive, the confused knowledge and the distinct knowledge of God. And, these themes bear witness to a very different originality from that which the name of the model suggested
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Smith, Allan Robert. "'Lift up your hearts' : a contribution to the understanding of John Calvin's teaching on the eucharist and its setting within his theology." Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/15237.
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This dissertation considers the possibility that, flowing from his broader theological framework and historical background, John Calvin’s eucharistic theology ‘re-invents’ a doctrine where the ‘substance’ (meaning) of the elements becomes the body and blood of Christ, and the believer who receives them is drawn, through understanding, into participation in Christ. The study begins with the historical setting and the second chapter sketches Calvin’s life. Chapter 3 considers epistemology and the impact of classical rhetoric on Calvin’s approach to knowledge. The following chapter considers Calvin’s understanding of our relationship with the Father, and of Christ as Mediator and as means of salvation. Chapter 5 considers the work of the Spirit in nurturing faith, a ‘higher knowledge’, through preparing us for knowledge of Christ and mediating our understanding of and participation in him. In this manner the Spirit acts as an instrument of revelation to enable us to participate in Christ. Chapters 6 and 7 move to consider Calvin’s writing on the Sacraments, their nature as sign and seals of the promise made in Christ, their substance and their role in our participation in Christ and, in the light of the duplex gratia, as gateways to participation. In Chapter 8 Calvin’s teaching is examined in terms of his opposition to the doctrine of transubstantiation, and his understanding of substance is considered. The possibility that Calvin ‘re-invents’ the doctrine is proposed. This is not to suggest that there is a conscious copying of the doctrine, but that through the process of forming his doctrine, using an alternate philosophical framework, Calvin’s understanding bears significant similarities to the doctrine he so deeply opposed. His key opposition to transubstantiation can then be seen to be to the materialist interpretations that impede the ability of the believer to lift his attention beyond the physical elements to the divine offer they represent. The study concludes by briefly considering the significance of Calvin’s ‘reinvention’ for contemporary understandings.
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Guimarães, Cristian Fabiano. "A variação do coletivo na saúde." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/130525.
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Este estudo problematiza a noção de coletivo na saúde, analisando os jogos e as disputas sobre essa expressão no campo das reformas sanitárias italiana e brasileira, visando compreender a singularidade da saúde coletiva. Tomando como ponto de partida o fato de que a saúde coletiva marca uma diferença no território da saúde, importa compreender a noção de “coletivo”, tomando-a como analisador, com a finalidade de acompanhar como ela se expressa na saúde e quais sentidos atualiza. Para fazer essa discussão, situamos nossa investigação em uma perspectiva genealógica, analisando a composição e a perda de sentidos dos territórios reformistas nos cenários italiano e brasileiro. Discutimos as imagens construídas para expressar o coletivo na saúde – a população, o grupo e a sociedade civil –, com o intuito de propor um modo diferente para pensar essa expressão, de caráter processual e intensivo, passando a entender o coletivo como potência. Não é a fixação dessa noção às formas que lhe são atribuídas que afirma a saúde coletiva, mas a força que caracteriza o coletivo como algo inespecífico, condição para a variação da potência. Acompanhando as experiências reformistas, ficou evidente que a imaginação e a composição de noções comuns são mecanismos disparadores da variação, ativando o desejo e as resistências. Analisar o coletivo na saúde coletiva de forma articulada com os movimentos reformistas italiano e brasileiro evidencia a singularidade dessa expressão no território da saúde. Considerar essa singularidade evita que, paradoxalmente, reproduza-se uma política que afirme os preceitos da medicina social ou da saúde pública no campo da saúde coletiva, abrindo a possibilidade para novas produções de sentido.<br>This study discusses the notion of the collective in healthcare through the analysis of the games and disputes that take place over this expression in the field of Italian and Brazilian healthcare reforms, with the objective of understanding the uniqueness of collective healthcare. Taking as its starting point the fact that collective healthcare marks a difference in the health area, it is impotant to understand the notion of "collective", taking it as an analyzer, with the objective of monitoring how it is expressed in healthcare and which concepts it updates. To make this discussion, we situate our research in a genealogical perspective, analyzing the composition and the loss of sense in reformist territories in the Italian and Brazilian scenarios. We discuss the images constructed to express the collective in healthcare – the people, the group and the civil society – in order to propose a different way to think this expression, that is procedural and intensive in character, comming to understand the collective as power. It is not the establishment of that notion to the forms assigned to it that asserts the public healthcare, but the strength that characterizes the collective as something unspecific, condition for the change in power. Following the reformist experiments, it became clear that the imagination and the composition of common notions are trigger mechanisms for variation, enabling desire and resistance. By analyzing the collective in collective healthcare in coordination with the Italian and Brazilian reform movements, we stress the uniqueness of this expression in the healthcare area. To consider this uniqueness prevents, paradoxically, the reproduction of a policy that affirms the precepts of social medicine or public healthcare in the field of collective healthcare, opening the possibility for new productions of meaning.
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Souza, Bruno Lomas de. "A racionalidade da crença em Deus : uma avaliação da epistemologia reformada de Plantinga." reponame:Repositório Institucional da UnB, 2018. http://repositorio.unb.br/handle/10482/32192.
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Dissertação (mestrado)—Universidade de Brasília,Instituto de Ciências Humanas, Programa de Pós-Graduação em Filosofia, 2018.<br>Submitted by Raquel Viana (raquelviana@bce.unb.br) on 2018-07-04T20:12:23Z
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Previous issue date: 2018-07-04<br>Esta dissertação traz uma avaliação da epistemologia reformada, principalmente quanto ao tópico da racionalidade da crença teísta. Mas também são avaliados seus princípios básicos e sua tese da basilaridade apropriada das crenças cristãs como um todo. O método seguido é o da consideração das objeções feitas à epistemologia reformada com vista a testar sua força argumentativa. As conclusões da dissertação são retiradas do contraste estabelecido entre os antagonistas. É assim que, da resposta de Alvin Plantinga à objeção evidencialista, a tese da basilaridade da crença teísta surge como possível suporte para a presunção de teísmo no debate sobre a existência de Deus. Essa possibilidade é corroborada pela conclusão de que o espaço que Plantinga abre para a fé inabalável torna implausível que um crente com tamanho grau de inclinação à sua crença seja capaz de colocá-la seriamente em pauta. A partir de uma análise comparativa com a epistemologia das virtudes, os princípios da epistemologia reformada, conjugados com seu externismo, demonstram uma força considerável. A partir da consideração de algumas objeções à tese da basilaridade e da constatação de que elas não são bem sucedidas, conclui-se pela eficácia da epistemologia reformada, por meio do modelo A/C, em garantir a racionalidade da crença teísta pela via não inferencial. Por fim, nega-se que o mesmo possa ser dito acerca do modelo A/C estendido e a suposta basilaridade apropriada das crenças cristãs como um todo.<br>This dissertation brings an evaluation of the Reformed epistemology, mainly on the topic of the rationality of theistic belief. But his basic principles and his thesis of the proper basicality of Christian beliefs as a whole are also evaluated. The method followed is the consideration of the objections made to the Reformed epistemology in order to test its argumentative force. The conclusions of the dissertation are drawn from the established contrast between the antagonists. Thus, from Alvin Plantinga's answer to the evidentialist objection, the thesis of the basicality of theistic belief emerges as a possible support for the presumption of theism in the debate about the existence of God. This possibility is corroborated by the conclusion that the space that Plantinga opens to unwavering faith makes it implausible that a believer with such a degree of inclination to his belief be able to place it seriously at stake. From a comparative analysis with the epistemology of the virtues, the principles of the Reformed epistemology, conjugated with its externalism, demonstrate a considerable force. From the consideration of some objections to the thesis of basicality and the finding that they are not successful, it is concluded by the efficacy of the Reformed epistemology, through the A/C model, to guarantee the rationality of theistic belief through the non-inferential way. Finally, it is denied that the same can be said about the extended A/C model and the supposed proper basicality of Christian beliefs as a whole.
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Caballero, Marcos Daniel. "Evaluating and extending a novel reform of introductory mechanics." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42705.
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The research presented in this thesis was motivated by the need to improve introductory physics courses. Introductory physics courses are generally the first courses in which students learn to create models to solve complex problems. However, many students taking introductory physics courses fail to acquire a command of the concepts, methods and tools presented in these courses. The reforms proposed by this thesis focus on altering the content of introductory courses rather than content delivery methods as most reforms do.
This thesis explores how the performance on a widely used test of conceptual understanding in mechanics compares between students taking a course with updated and modified content and students taking a traditional course. Better performance by traditional students was found to stem from their additional practice on the types of items which appeared on the test. The results of this work brought into question the role of the introductory physics course for non-majors.
One aspect of this new role is the teaching of new methods such as computation (the use of a computer to solve numerically, simulate and visualize physical problems). This thesis explores the potential benefits for students who learn computation as part of physics course. After students worked through a suite of computational homework problems, many were able to model a new physical situation with which they had no experience.
The failure of some students to model this new situation might have stemmed from their unfavorable attitudes towards learning computation. In this thesis, we present the development of a new tool for characterizing students' attitudes. Preliminary measurements indicated significant differences between successful and unsuccessful students.
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Prusaczyk, Jennifer Jensen. "Epistemological Connections to PreK-8 Teachers' Descriptions of Good Teaching, Good Student Behavior, and Teaching for Understanding: A Mixed Methods Study." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/323.
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AN ABSTRACT OF THE DISSERTATION OF JENNIFER JENSEN PRUSACZYK, for the Doctor of Philosophy degree CURRICULUM AND INSTRUCTION, presented on APRIL 7, 2011, at Southern Illinois University Carbondale. TITLE: EPISTEMOLOGICAL CONNECTIONS TO PRE K-8 TEACHERS' DESCRIPTIONS OF GOOD TEACHING, GOOD STUDENT BEHAVIOR, AND TEACHING FOR UNDERSTANDING: A MIXED METHODS STUDY MAJOR PROFESSOR: Dr. D. John McIntyre A mixed methods study design was used to investigate the relationship between elementary teachers' epistemology, as measured by the Learning Context Questionnaire (Griffith & Chapman, 1982) and teachers' descriptions of good teaching, good student behaviors, and teaching for understanding. Teachers' (N = 36) descriptions were collected after they had participated in a three-year professional development program designed to assist teachers in listening to and using students' thinking. The descriptions were open coded, following the recommendations of Corbin and Strauss (1990). Each set of descriptions was coded independently. Nine emergent themes support study request one: List three things a [Pre] K- 8 teacher should do to teach mathematics for understanding. Eight emergent themes support study request two: List three things a good mathematics teacher usually does. Six emergent themes support study request three: List three things a good mathematics student usually does. This study is not a study of practice, but rather a study of the language used to describe something of value and the relationship of that language with personal epistemology. Findings indicate that based on teachers' descriptions, 75% of the teachers exhibit an awareness of reform based teaching strategies, 61% of the teachers exhibit an intention to provide reform based learning opportunities while only 44% of the teachers exhibit reform based expectations of students. Based on this sample, little support for the connection between epistemology and teachers' descriptions emerged. Furthermore, this sample exhibited no connection between general epistemology and years of teaching experience. The observation that some teachers exhibit a higher Measure of Coherence is an unexpected finding of this study and provides a foundation for future research.
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Alves, Leonardo Paulino. "Teísmo clássico e o problema do mal: a contribuição da defesa do livre arbítrio de Alvin Platinga." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/8336.
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Previous issue date: 2014-03-23<br>This dissertation addresses the problem of evil placed as a challenge to the belief of
classical theism. It considers the concept of God held by orthodox theism making a
description of his attributes and showing that there are problems of evil can only be
sustained if this conception of God is maintained. If the concept of God is modified, the
problems of evil no longer make sense. It also proceeds to give a description of the
various versions of the challenge of evil and some attempts to solve it in order better
understand the contribution that defense of Plantinga brings to the debate. Then it
makes a more detailed exposition of the logical problem of evil and how the defense of
free will as posited by Alvin Plantinga seeks to answer this challenge. Additionally it
also seeks to present some of the new developments that plantingian defense brought
the problem of evil and how the american philosopher sought to work these new ways
of problem. Finally it elaborates briefly about reformed epistemology and the insertion
in his epistemological project of his defense of free will in the treatment of evil.<br>A presente dissertação trata do problema do mal colocado como desafio à crença do
teísmo clássico. Ela considera o conceito de Deus sustentado pelo teísmo ortodoxo
fazendo uma descrição dos seus atributos e mostrando que há problemas do mal que só
se sustentam se esta concepção sobre Deus for mantida. Se o conceito de Deus é
modificado, os problemas do mal deixam de fazer sentido. Ela procede também em
fazer uma descrição das várias versões do problema do mal e de algumas tentativas de
solucioná-lo a fim de melhor entender a contribuição que a defesa plantingiana traz ao
debate. Se propõe a apresentar uma exposição mais detalhada do problema lógico do
mal e de como a defesa do livre-arbítrio como posta por Alvin Plantinga busca
responder a este desafio. Além disso ela também procura apresentar alguns dos novos
desdobramentos que a defesa plantingiana trouxe ao problema do mal e como o filósofo
americano procurou trabalhar esses novos caminhos do problema. Por fim ela discorre
brevemente sobre a epistemologia reformada e a inserção no seu projeto epistemológico
da sua defesa do livre-arbítrio no tratamento do mal.
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Oliveira, Alex Fabrício de [UNESP]. "Pressupostos epistemológicos dos modelos de clínica psquiátrica da atualidade: uma abordagem pragmática." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/91753.
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oliveira_af_me_mar.pdf: 647721 bytes, checksum: d8e3f59e0dfafff6e62a39b3837d3070 (MD5)<br>A presente dissertação discute questões no âmbito da filosofia da ciência, mais especificamente tópicos da filosofia da psiquiatria. Examinamos a concorrência entre dois modelos de clínica psiquiátrica na atualidade, o “tradicional” e o modelo da reforma psiquiátrica, que poderia ser entendida como disputa entre paradigmas no campo da saúde mental. Sugerimos que a adesão ao modelo da reforma psiquiátrica tem ocorrido essencialmente por razões político-ideológicas, mas pouco se têm discutido os pressupostos epistemológicos que fundamentariam esse modelo. Argumentamos a favor da hipótese de que os modelos médicos comporiam um todo auto-sustentado, que abarcaria desde uma concepção de mundo e de como poderíamos conhecê-lo, à concepção do objeto de estudo e daí às estratégias diagnósticas e terapêuticas. Assumindo tal hipótese, o presente trabalho visa identificar alguns fundamentos ontológicos e epistemológicos de ambos os modelos de clínica psiquiátrica. Nosso objetivo central é discutir fundamentos epistemológicos para uma clínica da reforma que fossem capazes de ampliar o foco da atenção em saúde, preservando valores como a liberdade, singularidade e indeterminação do sujeito e, ao mesmo tempo, manter a possibilidade de um empreendimento com rigor científico. No âmbito da psiquiatria tradicional, debitária do modelo biomédico da medicina geral, indicamos a provável relação entre fundamentos onto-epistemológicos mecanicistas e objetivistas e a instituição de um reducionismo ontológico e metodológico, com conseqüências indesejáveis para a prática clínica. Por outro lado, apoiados na teoria sistêmica, na teoria de níveis, na teoria da autoorganização e no pluralismo epistemológico, argumentamos que uma forma de pluralismo perspectivista e uma cosmologia não-mecanicista de inspiração peirceana contribuiriam para...<br>The present dissertation discusses questions in the realm of philosophy of science, more specifically issues concerning the philosophy of psychiatry. We examine the opposition between two active models of clinical psychiatry, the “traditional” and the psychiatric reform models, which could be understood as a dispute between different paradigms in the field of mental health. We suggest that adherence to the psychiatric reform model has occurred essentially for political-ideological reasons, but that there has been little discussion of the epistemological presuppositions on which the model is based. We argue in favor of the hypothesis that medical models comprise a self-sustaining whole, which proceeds from a conception of the world and how we might understand it, to the conception of the object under study, and from there to diagnostic and therapeutic strategies. Given such a hypothesis, this work aims to identify some of the ontological and epistemological foundations of both models of clinical psychiatry. Our central objective is to discuss epistemological fundamentals for clinical reform, capable of broadening the focus of study in the field of health while preserving values such as liberty, singularity and indeterminateness of the subject, with due consideration given to the maintenance of scientific rigor throughout the process. From the perspective of traditional psychiatry, founded on the biomedical model of medicine in general, we indicate the likely relationship between mechanicist and objectivist ontoepistemological fundamentals and the establishment of an ontological and methodological reductionism, having undesirable consequences for clinical practice. From the other perspective, based on the theories of systems, levels and self-organization, and on epistemological pluralism, we argue that a type of perspectivist pluralism and a Peircean nonmechanicist cosmology could... (Complete abstract click electronic access below)
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Oliveira, Alex Fabrício de. "Pressupostos epistemológicos dos modelos de clínica psquiátrica da atualidade : uma abordagem pragmática /." Marília : [s.n.], 2010. http://hdl.handle.net/11449/91753.
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Orientador: Maria Eunice Quilici Gonzalez<br>Banca: Lauro Frederico Barbosa da Silveira<br>Banca: Octávio Domont de Serpa Júnior<br>Resumo: A presente dissertação discute questões no âmbito da filosofia da ciência, mais especificamente tópicos da filosofia da psiquiatria. Examinamos a concorrência entre dois modelos de clínica psiquiátrica na atualidade, o "tradicional" e o modelo da reforma psiquiátrica, que poderia ser entendida como disputa entre paradigmas no campo da saúde mental. Sugerimos que a adesão ao modelo da reforma psiquiátrica tem ocorrido essencialmente por razões político-ideológicas, mas pouco se têm discutido os pressupostos epistemológicos que fundamentariam esse modelo. Argumentamos a favor da hipótese de que os modelos médicos comporiam um todo auto-sustentado, que abarcaria desde uma concepção de mundo e de como poderíamos conhecê-lo, à concepção do objeto de estudo e daí às estratégias diagnósticas e terapêuticas. Assumindo tal hipótese, o presente trabalho visa identificar alguns fundamentos ontológicos e epistemológicos de ambos os modelos de clínica psiquiátrica. Nosso objetivo central é discutir fundamentos epistemológicos para uma clínica da reforma que fossem capazes de ampliar o foco da atenção em saúde, preservando valores como a liberdade, singularidade e indeterminação do sujeito e, ao mesmo tempo, manter a possibilidade de um empreendimento com rigor científico. No âmbito da psiquiatria tradicional, debitária do modelo biomédico da medicina geral, indicamos a provável relação entre fundamentos onto-epistemológicos mecanicistas e objetivistas e a instituição de um reducionismo ontológico e metodológico, com conseqüências indesejáveis para a prática clínica. Por outro lado, apoiados na teoria sistêmica, na teoria de níveis, na teoria da autoorganização e no pluralismo epistemológico, argumentamos que uma forma de pluralismo perspectivista e uma cosmologia não-mecanicista de inspiração peirceana contribuiriam para... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: The present dissertation discusses questions in the realm of philosophy of science, more specifically issues concerning the philosophy of psychiatry. We examine the opposition between two active models of clinical psychiatry, the "traditional" and the psychiatric reform models, which could be understood as a dispute between different paradigms in the field of mental health. We suggest that adherence to the psychiatric reform model has occurred essentially for political-ideological reasons, but that there has been little discussion of the epistemological presuppositions on which the model is based. We argue in favor of the hypothesis that medical models comprise a self-sustaining whole, which proceeds from a conception of the world and how we might understand it, to the conception of the object under study, and from there to diagnostic and therapeutic strategies. Given such a hypothesis, this work aims to identify some of the ontological and epistemological foundations of both models of clinical psychiatry. Our central objective is to discuss epistemological fundamentals for clinical reform, capable of broadening the focus of study in the field of health while preserving values such as liberty, singularity and indeterminateness of the subject, with due consideration given to the maintenance of scientific rigor throughout the process. From the perspective of traditional psychiatry, founded on the biomedical model of medicine in general, we indicate the likely relationship between mechanicist and objectivist ontoepistemological fundamentals and the establishment of an ontological and methodological reductionism, having undesirable consequences for clinical practice. From the other perspective, based on the theories of systems, levels and self-organization, and on epistemological pluralism, we argue that a type of perspectivist pluralism and a Peircean nonmechanicist cosmology could... (Complete abstract click electronic access below)<br>Mestre
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Wilms, Carl E. "How Elementary School Teachers Teach Science: Using Nature of Science to Understand Elementary Teachers's Science Identities and Teaching Practices - A Case Study." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406618458.
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Houshmand, Hossein. "A reading in religious epistemology : reformed epistemology and objection to it." Thesis, 2003. http://spectrum.library.concordia.ca/2179/1/MQ83806.pdf.
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One of the contemporary movements that has inspired the new discussions in religious epistemology is Reformed Epistemology. This movement is associated with Alvin Plantinga, Nicholas Wolterstorff, and William Alston. These philosophers have established some very fundamental challenges to the epistemology of religious belief that has dominated the Western thought since the Enlightenment. In contrast to the evidentialist tradition, Reformed Epistemology emphasizes that belief in God can have rationality, justification or warrant without being based on propositional evidence (argument). Some philosophers, such as Philip Quinn, deny the sufficiency of this justification for well-informed contemporary theists. Quinn argues that there are "defeaters" for the non-inferential justification of theistic belief, particularly the problem of evil, projective explanations of religion, and the problem of religious pluralism. The present research will explore the above issues, it and comes to the conclusion that for rational justification of belief in God for well-informed contemporary theists, additional positive argumentative supports are needed.
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Trentham, John David. "Epistemological Development in Pre-Ministry Undergraduates: A Cross-Institutional Application of the Perry Scheme." Diss., 2012. http://hdl.handle.net/10392/4102.
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The intent of this study was to explore the variance of epistemological development in pre-ministry undergraduates across different institutional contexts, using the Perry Scheme as a theoretical lens. Semi-structured interviews were employed in order to elicit information from participants that revealed their personal perspectives regarding their approaches to acquiring, maintaining, and implementing knowledge. Students from three institutional contexts were included in this study: secular university, confessional Christian liberal arts university, and Bible college.
A review of the precedent literature for this research presented foundational biblical-theological and theoretical sources that defined and elucidated the context of this study. The biblical-theological analysis first identified the nature of human knowledge and development within the context of the redemptive-historical metanarrative. Then, two prominent biblical themes that relate specifically to epistemological development were treated: the knowledge of God and biblical wisdom. A thorough review of the Perry Scheme was then provided, including theoretical and philosophical underpinnings, the model itself, and major extensions and elaborations of Perry's model. A final section introduced the "principle of inverse consistency" as a paradigm for interacting with Perry and other developmental theories, from a biblical worldview.
The qualitative research design consisted of five steps. First, the researcher contacted and enlisted students and obtained a Dissertation Study Participation Form from each participant. Second, a customized interview protocol was designed according to the Perry Interview Protocol, in conjunction with the Center for the Study of Intellectual Development (CSID). Third, a pilot study was undertaken. Fourth, one interview was conducted with each participant, and the interviews were transcribed and submitted to the CSID for scoring. Fifth, in addition to the scoring analysis performed by the CSID, the researcher designed and implemented an independent content analysis procedure, including a structured analytical framework of epistemological priorities and competencies. Finally, the scored data and content analysis results were evaluated together, and interpreted by the researcher to yield findings and implications.
Overall, this research observed that epistemological positioning was generally consistent among pre-ministry students from differing institutional contexts. The CSID's stated majority rating for typical college graduates was reflected in each sample grouping-a point of transition between Positions 3 and 4, defined in the Perry Scheme as mid to late "Multiplicity." By certain measures, however, scores among context groups were distinguishable. For example, average scores for secular university students reflected a point very near, but slightly above Position 3, while average ratings among Bible college and liberal arts university students reflected a point essentially midway between Positions 3 and 4. Also, when a filter was applied that eliminated the results of the oldest and youngest sample participants, the liberal arts university grouping reflected a distinguishably higher epistemological position than other groupings.
Evaluation of the research interview data according to the researcher's structured framework of epistemological priorities and competencies yielded findings that were consistent overall with the variations of levels of epistemological positioning as reported by the CSID. In addition, numerous prominent themes emerged from analysis of interviewees' articulations that were identified as bearing relevance to participants' epistemological maturation. Finally, the impact of effects of differing social-academic cultures on pre-ministry undergraduates' epistemological perspectives and maturation were examined. Evaluation of these themes and environmental conditions served to highlight numerous conformities as well as significant distinctions among pre-ministry students from differing institutional contexts.
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Weldy, Bradley Jason. "The Role of the Holy Spirit in Recent Apologetic Thought." Diss., 2014. http://hdl.handle.net/10392/4612.
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This dissertation examines the influence and role of the Holy Spirit in the task of apologetics.
The first chapter recognizes the historical dearth of apologetic engagement dealing with the Spirit, and it lays out the need to intentionally correct this scarcity. This chapter in particular acknowledges that certain perspectives--Reformed, Anglican-Methodist, and charismatic--have already begun to reengaged the essential work of the Spirit in apologetics. And, finally, this chapter argues that various thinkers within these perspectives will shed light on developing a more robust Spirit apologetic.
Chapter 2 highlights the impetus for re-engaging the Spirit as he relates to apologetics Alvin Plantinga, and so-called Reformed Epistemology, have reintroduced a place for the Spirit in apologetics, focusing primarily on the experiential component of the internal instigation of the Holy Spirit, which operates as a special kind of cognitive equipment.
Chapter 3 discusses the Spirit and apologetics as relates to the Anglican-Methodist perspective. This chapter begins by connecting these two perspectives--Anglican and Methodist--into a fused perspective. Two key thinkers within this perspective--William Alston and William Abraham--are then examined for their contributions to the Spirit and his experiential deliverance of knowledge. The key part of this Spirit apologetic hones in on the perception or awareness of God .
Chapter 4 discusses the charismatic contribution to philosophy in general and the Spirit in particular. As the newest perspective to engage Spirit apologetics, the charismatic chapter begins with a justification for including this perspective in this project. This chapter also examines thinkers--like James K. A. Smith--as they isolate a Spirit apologetic more bent toward affective or emotional epistemic grounding.
Chapter 5 concludes this dissertation with a summary of these three perspectives. The Spirit is discussed briefly for his role as an apologist and evangelist, and a concise discussion is included concerning further areas of research and suggestive comments that may be drawn from the conclusions. In addition, this chapter offers a brief and evaluative discussion--based on observations from all perspectives--on the main trajectory of Spirit apologetics.