Cornelius Castoriadis is a Greek-born French philosopher. In the first part of this volume, his most significant essays are translated to present young Castoriadis’ philosophical interpretations, while the second part highlights aspects of his mature philosophy.

The cinema of Theo Angelopoulos is celebrated as challenging the status quo. From the political films of the 1970s through to the more existential works of his later career, Vrasidis Karalis argues for a coherent and nuanced philosophy underpinning Angelopoulos' work. The political force of his films, including the classic The Travelling Players, gave way to more essayistic works exploring identity, love, loss, memory and, ultimately, mortality. This development of sensibilities is charted along with the key cultural moments informing Angelopoulos' (...) shifting thinking. From Voyage to Cythera until his last film, The Dust of Time, Angelopoulos' problematic heroes in search of meaning and purpose engaged with the thinking of Plato, Mark, Heidegger, Arendt and Luckacs, both implicitly and explicitly. Theo Angelopoulos also explores the rich visual language and 'ocular poetics' of Angelopopulos' oeuvre and his mastery of communicating profundity through the everyday. Karalis argues for a reading of his work that embraces contradiction and celebrates the unsettling questions at the heart of his work. (shrink)

The study discusses Aristotle's special use of Greek language as a historical construct defined by the need to accommodate the communicative needs of an expanding world (morphoplastic synapses). It addresses the paradoxical synthesis of Platonic idealism and empirical cognition which is expressed in his philosophical language and detects a deep incommensurability in their structural form. It argues that such conflict of paradigms in the work of Aristotle neutralized the interpretive potential of Greek language which focused on commentaries over a long (...) period of time. Aristotle's thinking became important in Thomas Aquinas' philosophical summa by establishing a creative synthesis through the potentialities of Latin. The semantic neutralization of Greek continued until the 20th century when Cornelius Castoriadis proposed a new Aristotelian synthesis by re-interpreting his principle of imagination within a modern understanding of creativity. (shrink)

The paper considers the importance of culture for achieving universal dialogue. It clarifies the meanings of the terms “culture” and “art”, focusing on their historical transformations, and on the historical development of the history of art and archaeology, two academic disciplines which investigate art and culture. The recognition of the meanings is treated here as a basic initiating and necessary step in investigating intercultural dialogue.

It is my intention to prove that the act of belief "2 + 2 = 4" in Smith's mind is numerically the same as the act of belief "2 + 2 = 4" in Jones's mind. That is, Smith can know or rethink in his own mind the same act of belief "2 + 2 = 4" which occurs in Jones's mind. I intend to show that "different" acts of thought can yet be numerically the same. This implies the rejection (...) of the view that the only sense in which "different" acts of thought can be the same is the sense that they are similar instances of the same kind or class. The view that acts of thought can be the same only in the sense that they are similar is a mistaken view. The existence of a "difference" between acts of thought does not imply that they cannot be numerically the same. By an act of thought I mean a mental happening in a mind rather than the object of an act of thought, which is not itself a mental happening. (shrink)

This article discusses the historical opposition in the Western world between Athens as the centre of democratic political thinking, reason and philosophical knowledge and Jerusalem as the centre of religion, faith and revelation. It examines the historical trajectory of the debate from early Christianity to this day with special emphasis on the work of Leo Strauss and Eric Voegelin; it addresses the relation between faith and reason as two existential and political principles reinforcing each other and explores the symbiotic relationship (...) existing today after both symbolic landscapes have been replaced by new patterns of social organization. It suggests that we must recast the duality Athens/ Jerusalem, not as terms of antagonism, but as two complementary dimensions of existence and orders of experience. It proposes that the event of human natality belongs to the religious order while that of human conscience belongs to the political order. It concludes that modern complex trans-national societies must absorb the experience of both traditions and articulate a new conceptual framework about the relationship between faith and reason. (shrink)

The American Journal of Bioethics, Volume 12, Issue 1, Page 13-15, January 2012.

In his paper "knowledge of other minds" ("review of metaphysics", Volume ix, June, 1956, Pages 565-568), Nicholas karalis attempts to demonstrate that numerically identical acts of thought can occur in different minds. The cogency of his arguments is questioned. It is contended that some of them rest on a confusion between what is known and what is true.

Qur’ān Recitation (qirā’āt) activities constitute a good part of the Qur’ān education history starting with the revealation of the Qur’ān. In Prophet Muḥammad’s era and after his death, education and teaching activities for spreading the Qur’ān recitations were maintained by muslims. Several institutions were built for this purpose, and many works are written for qirā’ātscience education and methods developed made a big contribution to the spreading of qur’ān recitation science. An Interregnum period for qirā’ātscience has happened at the last period (...) of Ottomans and first years of Republic of Turkey. Qirā’ātScience, under the state supervision and by formal institutions for many years, were sustained in an informal way after the law on unification of education were introduced. With the decrease of teachers, the education of the Qur’ān recitation faced a difficult time and almost nearly ceased. In our country, increasing of the expertness courses and number of men who trained in this places in recent years deserve a separate study, particularly on this subject. SummaryThere are many scholars who have studied the recitation of the Qur’ān (qirā’āt), and many papers that have been written on this subject analysing it by means of practice. Some institutions are founded with the purpose of teaching qirā’ātand a number of different methods have been developed in the historical process of qirā’āt.It is not clear when the knowledge of qur’ānic recitation first emerged in the region of Anatolia. In the Ottoman Empire, Khaṭīb ‘Abdulmu’min Rūmī who was tutee of Ibn al-Cezerī started to accept students for teaching qirā’ātin Bursa. Since then, qirā’ātbecame an official discipline of Islamic sciences. Evidently, the time Turks learned qirā’ātshould be before Ibn al-Cezerī’s arrival to Bursa.The brightest era of the qirā’ātand its institutionalisation was between XI-XIII centuries during the reign of the Ottoman Empire. Not only did training and teaching activities took place as seven and ten recitations, but authors also wrote books as supplementary references by depending on the works of the scholars such as Dānī, Shāṭıbī and Ibn al-Cezerī. Thus, the scholars made education practical and started to teach it as part of certain methods. The end of the 13th century was the time when sab‘a(seven) method based on seven recitations was superseded by ‘ashara(ten) method based on ten recitations. That is, the sab‘amethod was replaced by the ‘asharamethod in the country.The education of qirā’ātwhich were taught in expert institutions known as dār al-qurrāuntill the closure of madrasas was officially interrupted with the the law on unification of education on 3rd March 1924 in Turkey. The education of qirā’ātwas not officially given from the Republic of Turkey to 1968, but it was taught by self-abnegating scholars with their own efforts. The teaching of qirā’ātalmost disappeared due to some reasons such as education which wasn’t officially given by the state and the lack of encouragement for people interested in qirā’ātuntil 1968. The education of qirā’ātlater became official with the initiation of Tayyar Altıkulaç who was the vice president of religious affairs under the presidency of Mehmed Rüşdü Aşıkkutlu in 1968. At that time, a number of staffs were sent to the town Çifaruksa/Uğurlu in Of /Trabzon for the job training with the appointment of the presidency of religious affairs in order to get education from Aşıkkutlu. The specialized training course named as ‘Ashera-Taqrīb-Ṭayyibah’ was the first course about qirā’ātwith the opening of Istanbul Haseki Training Center by the presidency of religious affairs in 1976. The education of qirā’ātwas carried out by Aşıkkutlu who used Egypt method and Gürses used Istanbul method. These specialized training courses were made as periods of 3 years and trainees were begun to be admitted by taking an exam. The first students graduated who learned both methods at the end of the first period which was between 1976 and 1979. The presidency of religious affairs held the exam at a predetermined time for issuing in-service training certification to people, who have worked within its own institution, other institutions and in the private sector, and completed the education on ‘asharamethod with their own efforts and got a degree. This certification has been given to people who succeeded in the written and oral examinations. 184 people got the certification after taking the exam entitled as ‘the exam for external students in the ‘ashara-taqrībcourse’ which was taken place biennially and for the first time in 2010. When students have learned the fundamental principles of ‘ashara method, the first five-ten pages of the Qur’ān were read and indited with regard to distinguish narratives from each other with infirād method. ‘Asheraanalysis of the Qur’ān was indited and read with indirāc method for each student after being taught about certain issues such as the concepts of qirā’āt, its principles, and the grading of the imāmand rāvito students who get education with infirād method in qirā’āteducation in the country. Sources and methods used by scholars who are engaged in qirā’āteducation have become widespread in regions; and these methods have gone under the name of those regions.In this context, the science of qirā’ātwas taught with Istanbul and Egypt methods in the Ottoman Empire. These methods have still been valid in today’s Turkey. Sūfī profession stands for Istanbul method and qirā’āteducation is given with regard to this profession in notably Istanbul and several centers. The education of this profession is given in Pendik, Müftü Yusuf Karali and Haseki Abdurrahman Gürses training centers. Mehmed Rüşdü Aşıkkutlu who was one of the latest period scholars and Gönenli Mehmed are representatives of Egypt method. At the present time, Egypt method is represented as Atāullah profession by reason of the fact that it is commonly followed, adopted and conducted in the country.Nowadays, the edāmethod is used especially at the beginning of qirā’āteducation. Thus, student hears what instructor reads and gives a presentation. Instructors concentrate on the practice arzin the ongoing process and ease off on practice samʿaafter student implemented the lesson. At the present time, the curriculum followed in the qirā’āteducation is the same as the classic method in the country. The ‘Ashera, Taqrīb and Ṭayyibah’ methods were used in education. On the other hand, the person who recites should be a decent ḥāfiẓand know the science of tajweedwell in compliance with Hafs narrative of Asım and implement it. Notwithstanding that, there is the tajweedlesson in curriculum in order to strengthen implementations of the science of tajweed. (shrink)

The publication brings together contributions by many scholars, academics and researchers on the work of the German philosopher from a variety of perspectives and approaches. Prominent thinkers from various disciplines engage in a fascinating dialogue with the work of Martin Heidegger in an attempt to explain and critically evaluate his controversial legacy. The volume is an attempt to go beyond the polarised perceptions about the philosophy of Heidegger and present a neo-humanist reading of what can be still considered "livable" in (...) it. Contributions also examine the consequences of Heidegger's thinking for a wide range of modes of cultural production and aspects of philosophical enterprise. Finally the volume attempts the first post-political interpretation of his work by focusing on the texts themselves for the conceptual values they formulate and the modes of thinking they established. Contributors are: Gianni Vattimo, Jeff Malpas, Anthony Stephens, Peter Murphy, Elizabeth Grierson, Paolo Bartoloni, John Dalton, Colin Hearfield, Jane Mummery, Robert Sinnerbrink, Ashley Woodward, Peter Williams, George Vassilacopoulos and Vrasidas Karalis. (shrink)