| Summary: | 博士 === 輔仁大學 === 哲學研究所 === 94 === This thesis mainly focuses on Bernard Lonergan’s philosophy, especially the ‘insight’ in his philosophy as a principle of integration of all other departments of his philosophy. Most materials of this dissertation mainly from three works of Lonergan: Verbum (1946-1949), Insight (1957), and Topics in Education (1959).
The first chapter, on the one hand, provides an introduction of the topic, and on the other hand, also including several short discussions to the possibility of integration of knowledge or different fields of disciplines, interpretation viewpoints from Lonergan’s Insight, and Method in Theology.
The second chapter is trying to understand Lonergan’s Verbum articles, and also trace back to the cognitional issues in history of philosophy, especially in Plato and Aristotle. This chapter attempt to explain that Lonergan makes effort to complement Thomas’ task and apply it into contemporary world. The final section made a figure to present ideas or concepts penetrate from Verbum to Insight.
The third chapter is the central part of the whole dissertation, which figures out that cognitional structure, is the foundation of Lonergan’s philosophy. The central core of cognitional structure which Lonergan called the dynamic structure of inquiring intelligence, become the underlying invariant scientific method which kitting together those diverse manifestations of scientific thought, generating each in turn only to bring forth the revision and transformation of each (Insight, p.116.). And this dynamic structure of inquiring intelligence or called insight as integrator to make epistemology, metaphysics, and ethics into an interrelated, interlocked, interconnected whole. And these three departments of philosophy present some kinds of similar structure, which Lonergan named isomorphism. Lonergan not only integrated the different departments in his philosophy, he also integrated cognitional issues in history of philosophy, which already mentioned in chapter two. The section two to section four are attempt to reorganization several valuable ideas or theories in Lonergan’s Insight, including the key breakthrough from cognitive theory to metaphysics which Lonergan called Self-affirmation of the Knower (Insight, ch.11.), philosophy of science, practical insight and few valuable ideas in Lonergan’s Insight: accumulation of knowledge or accumulation of insights, the relation between higher viewpoint or leap and integral heuristic structure.
The fourth chapter changed its focus on content from the horizon of pure philosophy or scientific knowledge into applying philosophy or practical knowledge, but it still based on its foundation: cognitional structure. This chapter relies mainly on Insight and Topics in Education. Insight here present as the ability to grasp others mind, or as the practical dimension of cognitive theory. Lonergan’s insight or cognitive theory integrates and apply into different fields of disciplines or knowledge systems. There are several topics in this chapter: philosophy of sociology, philosophy of psychology, philosophy of education, and philosophy of art.
The final chapter is a short conclusion discussing the aims of the three theses: historical, integrated or comprehensiveness, applying development. Besides, author also discussed few supplement about reading Lonergan’s philosophy.
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