Bernard Lonergan was born on the 17th of December 1904 in Buckingham, Quebec. Coming from an Irish background, his family had settled on a small farm in a French-speaking community. His family attended St. Gregory Nazianzen Catholic church and Bernard was instituted into a Catholic boys school named St. Michael's. He was later sent to a boarding school named Loyola College that was situated in Montreal. Lonergan entered the Society of Jesus on July 29th 1922 at age 18. He then taught at Jesuit
Work of Bernard Lonergan ABSTRACT: The theory of agency, it has been claimed, seems to involve two strange notions: on the one hand, that of a self who is not merely an event, but a substance; and that of causation, according to which an agent, who is a substance, can nevertheless be the cause of an event. The understanding of the conscious subject as constituted by the operations of experience, understanding, judgment and decision, proposed by the Canadian philosopher and theologian, Bernard Lonergan
Paul) was converted from being against Christians to actually being one and preaching the word of God. Bernard Lonergan is one of the greatest Catholic philosophers and theologians of the 20th century. (He was a Canadian Jesuit priest) Bernard Lonergan is the author of the book ‘Method in Theology’ (1972), Lonergan stated that “conversion always involves shifting horizons” To Lonergan, horizon meant anything that set a limitation to the things people find interesting and their knowledge.
is itself a good. For this reason, Bernard Lonergan termed the actual functioning of human institutions a "good of order." (3) While particular goods may satisfy some human want or need, the regular and recurrent enjoyment and the ordering of human action are themselves distinctly valuable. ... ... middle of paper ... ...ysician, and the Ethics of Medicine," p. 246, and Pellegrino and Thomasma, For the Patient's Good, Chapter 9, p. 118. (20) See Lonergan, Method in Theology, Chapter 3, p.
world-cultural community, and to withdraw from practicality to save practicality. These thoughts are developed from the work of Bernard J. F. Lonergan. I. The Educative Mediation Education (1) mediates between cultural matrices and the meaning and value they give to their personal and communal processes of self-appropriation and self-affirmation as genuine human beings in history. Lonergan means by "mediation": . . . any factor, quality, property, feature, aspect, that has a source, origins, ground,
The Role of Science, Ethics, and Faith in Modern Philosophy ABSTRACT: Curiously, in the late twentieth century, even agnostic cosmologists like Stephen Hawking—who is often compared with Einstein—pose metascientific questions concerning a Creator and the cosmos, which science per se is unable to answer. Modern science of the brain, e.g. Roger Penrose's Shadows of the Mind (1994), is only beginning to explore the relationship between the brain and the mind-the physiological and the epistemic
Ressentiment and Rationality ABSTRACT: This paper is an investigation of the condition of ressentiment. It reviews the two most prominent philosophic accounts of ressentiment: Nietzsche's genealogy of ressentiment as the moral perversion resulting from the ancient Roman/Palestinian cultural conflict and giving birth to the ascetic ideal; and Scheler's phenomenology of ressentiment as a complex affective unit generative of its own affects and values. A single sketch of the typical elements of