Natur-Wissenschaft und Gotteserkenntnis: Das jüdische Modell

The thesis proposed here is that in Judaism creation is seen as a unique act of God at a specific point in time. In medieval philosophy the act of creation is interpreted as natural science, which concerns itself only with products of divine creation. This is contrasted with theology, which is concerned not with creation but with God. Francis Bacon takes this model from Moses Maimonides for his work Nova Atlantis. Natural science replaces theological studies for Bacon.     

The Fall of Thomas Howard, 1st Earl of Suffolk and the Revival of Impeachment in the Parliament of 1621

The revival of impeachment in 1621 has tended to be viewed exclusively through the prism of parliament. However, this article, which builds on the work of Professor Allen Horstman, suggests that a key factor in impeachment's revival was the dismissal of Lord Treasurer Suffolk for corruption in 1618. Suffolk's removal caused widespread disquiet, since it was assumed that senior officials held office for life. In order to silence these criticisms it proved necessary for the king not only to put Suffolk on trial but also to justify by precedent the lord treasurer's removal. This latter task was performed by the former lord chief justice, Sir Edward Coke, himself not long disgraced, whose researches in the medieval parliamentary record revealed the following year that errant crown ministers had hitherto been held to account by means of impeachment. Coke subsequently put this discovery to good effect when parliament met in 1621. Against the backdrop of mounting criticism against his hated rival, the lord chancellor, Francis Bacon, Coke revealed the existence of impeachment to the house of commons, whose attention was then focused on finding a way to punish the monopolists, Sir Giles Mompesson and Sir Francis Michell. In so doing, Coke not only aided the lower House, which had been struggling since 1610 to find a way of punishing non‐members, but also sought to settle an old score.     

Social Notes: Oscar Wilde,Francis Bacon,and the Medium of Aphorism

This paper reads Oscar Wilde's aphoristic style in terms of the note-taking practices he develops as an undergraduate at Oxford. It treats his use of small, mobile pieces of language as a strategy for dealing with methodological uncertainty in a time of curricular upheaval. His trademark style is perhaps best understood as a form of social notation, whereby pieces of information behave as actors seeking sociality and recombination, rather than placement in systematic arrangements. One significant unpublished source – the ‘Notebook on Philosophy’ – discloses Wilde's engagement with a surprising aphoristic precursor, Francis Bacon, who deploys the form for similar purposes. In modelling a form of non-teleological informational assembly, Wilde's notebooks also body forth the utopian social life he conceives in his later critical writings.     

Samuel Taylor Coleridge on ideas actualized in history

ABSTRACT

Situating Samuel Taylor Coleridge’s thought on historically actualized ideas with reference to a range of classical thinkers, this article examines his intriguing philosophical theory about how ideas become progressively actualized in history. This cultural growth can be understood as contemplation-in-action, although it occurs through mainly fumbling – or else overenthusiastic – human agents. I distinguish Coleridgean first-order, transcendent ideas (such as God, infinity, the good, the soul) from second-order, historical ones (such as church, state, the constitution). It has been argued that Coleridge’s theory of ideas develops from Bacon’s inductive method for discovering laws of nature through experiment and natural law through common law. I further claim that Coleridge upholds the reality of “Forms” in science, and of rights in ethics and politics; that his later political thought is inherently more progressive than is generally admitted; and that his account differs from Schelling’s and Hegel’s respective theories by maintaining the transcendence of ideas above the immanence of their evolving historical actualizations. Coleridge’s philosophy is therefore, whether political or metaphysical, ultimately an ontological defence of the transcendence of ideas above the immanence of their progressive but imperfect actualization.     

Rhetoric and communication in Joseph Conrad

Early modern natural philosophers such as Francis Bacon are frequently seen as providing a legitimating ideology for British imperial expansion. Although this has been challenged by one recent study, much of Bacon's work on English colonisation remains unexplored. This article argues that far from being an ideological apologist for English colonisation, Bacon had two sets of colonial anxieties. The first derived from a tradition of civic humanism which concerned the moral corruption, dispossession of indigenous people and the greed involved in the British colonization of Ireland and America. Bacon's second anxiety was not moral but epistemological, and stemmed from his natural philosophy. For Bacon, colonies were not simply new commonwealths, they were places which potentially produced the natural knowledge vital for the recreation of man's original, epistemic empire over the world. Consequently, Bacon was not only interested in the morality of colonising, but also whether the knowledge produced in colonies was reliable. An exploration of Bacon's views on colonisation also offers us a point of entry into the scholarly debate about the relationship between Bacon's natural philosophy and his political thought.     

民族国家形成时期英国殖民思想的发展

在从中世纪封建社会向近代资本主义过渡的历史转折时期,即民族国家形成时期,英国殖民思想经历了一个从盲目到自觉、从感性到理性的发展过程。殖民思想与民族国家思想合流,是英国民族意识觉醒的反映,对英国海外殖民扩张活动产生了积极影响,它们共同推动着海上活动的蓬勃发展。托马斯·莫尔从人文主义道德观出发,提出建立海外殖民地的最初设想。理查德·哈克卢伊特是英国早期最重要的发现史学家,他为英国的北美殖民活动进行辩护。在海外殖民扩张问题上,弗朗西斯·培根竭力赞成英国拓展海外殖民地,建立新英格兰帝国。     

History of Science or History of Learning

This essay presents analogies between the development of historical writing and of physical science during the early modern period. Its necessarily spotty coverage runs from the mid sixteenth century to the beginning of the eighteenth. The analogies include arising from practical concerns; preferring material documents and experimental inquiries over texts; making use of mathematical auxiliary sciences; distinguishing between primary and secondary elements; establishing new fundamental principles; undermining the traditional world system; and devising methods to control rapidly multiplying knowledge. A history of learning that meets today's standards of historical scholarship should identify and exploit such parallels, not only because of scholarly interest and responsibility, but also because an understanding of the historical importance of linkages between distant branches of learning may help redress the increasing imbalance in resources among the natural sciences, the social sciences, and the humanities in our higher schools and universities.