This new chapter considers the achievements of remarkable writer, composer and visionary Hildegard of Bingen. After an outline of her life and her writings, her views on creation, humankind as microcosm, fall and redemption receive particular attention.

The epilogue wraps up the book (in one page).

The last decades of the nineteenth century in the United States saw greater educational opportunities and increased support for science and learning. Legislation for public universities had first passed in 1858 but was vetoed by President Buchanan. More successful was an act sponsored by Senator Justin Morrill of Vermont and signed by President Lincoln on July 2, 1862. Senatorial opponents of the Bill from southern states had left Congress at the beginning of the Civil War. The Morrill Act’s goal was to make higher education available to all young people in the United States who had the desire and ability to profit from a college education. In the words of the act:

The theology and spirituality of Meister Eckhart remains a source of wisdom and controversy. This chapter outlines his spirituality in light of his scholastic views on intellect, and then considers in detail his celebrated notion of detachment.

Thomas Aquinas, the most important theologian of the medieval Latin Church, receives ample treatment in this chapter. It covers his understanding of theology, God’s existence and God-talk, theology of the Trinity, the theological virtues and salvation.

With its founder John Watson exiled from psychology, behaviorism might have been expected to decline in importance and influence. But that was not the case. Watson’s behaviorism was modified and expanded but his rejection of consciousness, his definition of psychology as the “science of behavior,” and his insistence on objective, observational data – his methodological behaviorism – were accepted by the three neobehaviorist psychologists presented in this chapter. Edward Tolman, Clark Hull, and B. F. Skinner dominated American psychology from 1940 to 1970 in an extremely productive period of behavioral theory and research (Jenkins, 1979). In this chapter, we cover the work of these three psychologists. Although they were all neobehaviorists, their approaches were quite different from each other. As you read about these three scientists, compare and contrast their ideas; consider what core behavioral elements they had in common, as well as what made each theory unique.

In Chapter 8, we discussed Sir Francis Galton‘s attempts to measure intelligence with simple tasks of sensory discrimination and motor coordination. We then discussed how James McKeen Cattell tried to validate the Galtonian approach in the United States, with disappointing results. Meanwhile, a very different tradition of cognitive assessment was developing in France, and its adoption in England and the United States was far more permanent, although not without controversy. In this chapter we consider the growth and evolution of this second tradition. We start with Alfred Binet, a French psychologist who developed the first modern-style psychological tests designed to measure intelligence. We then see how his tests were brought to the United States and used for a wide variety of purposes, some of them far from Binet’s intentions. We explore the work of Henry Goddard, Lewis Terman, and Robert Yerkes in detail before finishing with some of the more recent controversies over IQ testing.

The theology of Albert the Great (the teacher of Thomas Aquinas) remains understudied. Here Albert’s life and writings are introduced, with special attention to his theology of the Trinity, theology as science, union with God and the nature of happiness.

Functionalism was the first American school of psychology. Structuralism and Gestalt psychology were influential in the United States, but they were imports from abroad. Functionalism was American in origin, approach, and character. Unlike structuralism, with Titchener as its leader, functionalism did not have a single leader. There is even some question as to whether functionalism was ever a formal school of psychology. But there is no doubt as to the influence and importance of the psychologists, loosely described as functionalists, presented in this chapter. As you read about the work of the functionalists, consider what unifies them. What ideas do they have in common?

This chapter deals with the implementation of corporate human rights responsibility. It introduces human rights due diligence (HRDD) as a legal standard and managerial process. It outlines the elements of a HRDD process, consisting of the identification of human rights impacts, responding to the impacts, tracking the responses, and reporting on their effectiveness. A number of specific tools are touched on, such as human rights policy commitments, human rights impact assessments, operational-level grievance mechanisms, and human rights measurement and performance indicators. The chapter also engages with the requirement of effective remediation of negative human rights impacts. Some common implementation challenges and criticisms of HRDD are discussed. In a final step, the chapter reflects on what else corporations ought to do beyond HRDD to truly organize for human rights. Particular attention is given to fostering rights-respecting business cultures. Topics addressed in this regard range from responsible leadership to value-based recruiting practices to the importance of incentives and remuneration.

Human rights and business have long been perceived as two separate domains, with human rights considered to be a shield and protection against the abuse of governmental power. It has only been more recently that private actors such as corporations have come onto the radar of human rights scholars, while those concerned with corporations and corporate responsibility have hardly adopted a human rights perspective. Hence, bringing business and human rights together has not been intuitive for either human rights scholars or corporate responsibility researchers. Accordingly, learning “business and human rights” (BHR) actually means unlearning both business and human rights, at least to some degree. A certain taken-for-grantedness of “business as usual” often provides fertile ground for corporate human rights violations and the inadequacies of the current international legal system that provides the shield for their impunity.

Legal traditions frequently feature in the literature of both comparative law and legal history. They are relevant to comparative law as far as they relate the past to contemporary legal systems; thus, as a first limitation, this chapter will not deal with legal traditions that have no or little relevance today.1 Second, this chapter takes the position of traditional comparative law as a starting point; thus, it does not aim to address all possible legal traditions but follows the focus on major Western legal traditions. Third, this chapter is specifically interested in the diffusion of legal traditions. It therefore addresses the way laws have diffused across countries from both a conceptual but and also an empirical-historical perspective.

This chapter outlines the evolution of BHR since the 1990s in three stages: the beginnings, the growth phase, and, finally, the time of consolidation. Before doing so, it touches on three significant precursors, which are often overlooked in more cursory historical accounts of the BHR movement. Those are the Nuremburg Trials, the activities of Western companies in apartheid South Africa, and the opposition of the local Ogoni population against oil extraction in Nigeria's Niger Delta. Furthermore, it outlines a number of BHR initiatives such as the UN Global Compact, the UN Draft Norms and the mandate of the UN Special Representative on BHR and its main product, the UN Guiding Principles on BHR (UNGPs).The chapter describes the evolution of BHR both as a movement and as an academic field.

John Duns Scotus is the most important medieval theologian after Thomas Aquinas. This chapter considers his views on theology and philosophy, faith and reason, univocity of being, divine freedom and contingency, the Trinity, reasons for the Incarnation and Mariology.

The statement that ‘comparative law is an “open subject” that can absorb further research not traditionally included’1 means that there is a high degree of flexibility in the method and scope of comparative law. However, this does not imply a methodological relativism where ‘anything goes’. Treating methods seriously leads to the need to reflect about the advantages and disadvantages of certain methods. This position is reaffirmed in this final chapter. It will continue the discussion about the role of other disciplines for comparative law while also providing some general suggestions for comparative law research.