It is fortunate for my purposes that English has the two words ‘almighty’ and ‘omnipotent’, and that apart from any stipulation by me the words have rather different associations and suggestions. ‘Almighty’ is the familiar word that comes in the creeds of the Church; ‘omnipotent’ is at home rather in formal theological discussions and controversies, e.g. about miracles and about the problem of evil. ‘Almighty’ derives by way of Latin ‘omnipotens’ from the Greek word ‘pantokratōr’; and both this Greek word, like the more classical ‘pankratēs’, and ‘almighty’ itself suggest God's having power over all things. On the other hand the English word ‘omnipotent’ would ordinarily be taken to imply ability to do everything; the Latin word ‘omnipotens’ also predominantly has this meaning in Scholastic writers, even though in origin it is a Latinization of ‘pantocratōr’. So there already is a tendency to distinguish the two words; and in this paper I shall make the distinction a strict one. I shall use the word ‘almighty’ to express God's power over all things, and I shall take ‘omnipotence’ to mean ability to do everything.

Self-realizationist theories are among the classical attempts to develop a comprehensive normative ethical theory. Plato and Aristotle, in giving classical statements of such theories, argue that a man's distinctive happiness, a man's distinctive flourishing, will only be realized when he realizes himself, i.e. when he achieves to the fullest possible degree his distinctive function. And to achieve one's function is to develop to the full those capacities which are distinctive of the human animal. In doing this we are being most truly ourselves and in doing this we are doing what it is our own nature to do. Men who cultivate to the fullest that which men and only men have will be the happiest men and in so acting they will realize themselves most fully; they will achieve their maximum potential or their fullest distinctively human growth. To so realize oneself is the final end of all moral activity. It defines what is to constitute ‘the good life’ and what is to count as ‘a good man’.

Darwinism is ‘much more than a theory’, said the German botanist Albert Wigand in 1875; ‘it is a frame of mind which dominates thought, a resuscitated “Naturphilosophie”, in which the terms “Polarity”, “Totality”, “Subject”, “Object” are replaced by terms such as “Struggle for Existence”, “Inheritance”, “Selection”, and so on.’ Subsequent events have indicated that Wigand had a point. But it is not clear to us yet what exactly the point is. Interest in Man's Place in Nature, and in his alleged biological uniqueness as a language-user and tool-maker, is as great now as it was in 1871 when Darwin's Descent of Man was first published. We now have access to well over a hundred years' worth of material sparked off by The Origin of Species, linking Darwin's theory of evolution by natural selection to almost every field under the sun. Yet the precise status of his theory is still the subject of vigorous controversy in philosophy of science.

In an article called ‘Moral Scepticism’ Professor R. F. Holland displays in a pointed and often impressive way both the virtues and the vices of a tempting approach to certain fundamental issues in moral philosophy. The appeal to sanity and honesty may, when directed towards chronic philosophical perplexity, cease to be a virtue and become the vice of disingenuousness. And when a philosopher writes that ‘no clear idea is available to us of what moral scepticism amounts to’, that moral scepticism would, if it were possible at all, have to be a ‘specially cooked-up affair’ by contrast with other varieties of scepticism, it is hard not to accuse him of just such a vice.

In the winter of 1969 the Harvard Educational Review published a long article by Professor Arthur Jensen of the University of California at Berkeley. In this article Jensen reviewed the psychological evidence bearing upon the question ‘How Much Can We Boost IQ and Scholastic Achievement?’ The original publication occasioned an enormous coast to coast brouhaha of protest and denunciation; including tyre-slashing, slogan-painting, telephoned abuse and threats, and strident demands to ‘Fire’ or even to ‘Kill Jensen’. The author has now republished this offending article, along with several shorter contributions in the same area, under the title Genetics and Education. He has also supplied, in addition to a full collection of References for the papers included, a Bibliography of the controversy, two Indices, and a 67 page Preface.