Cette etude suppose un releve exhaustif des occurences d'aporia, et de douze autres mots etymologiquement apparentes, dans la litterature philosophique des Grecs, depuis les debuts jusqu'a Aristote. Les divers textes, que se sont repartis les collaborateurs du volume, sont etudies du point de vue de la grammaire et de la semantique. Chaque chapitre s'acheve sur des conclusions d'ordre philosophique, comme font aussi les trois grandes parties de l'ouvrage: philosophes preclassiques, Platon, Aristote. On trouvera en outre a la fin du volume (...) des etudes relatives au vocabulaire de l'aporia aussi bien dans la tradition arabe que chez les latins. Bibliographie et index des mots grecs etudies. (shrink)

Toutes les occurences des trois termes presentes dans les fragments des philosophes presocratiques ainsi que dans les oeuvres de Platon et d'Aristote ont ete examinees par une quinzaine de professeurs et de chercheurs issus des Universites de Liege, de Bruxelles, de Louvain-la-Neuve et de Leuven. Les resultats de l'enquete ont ete presentes et discutes au cours d'un colloque qui s'est tenu a Liege en mars 2001. Dans le volume, chacun des trois corpus donne lieu en outre a un tableau recapitulatif (...) des occurences et a des conclusions propres. Un quatrieme chapitre comprend une etude sur Proclus ainsi que des investigations relatives aux traductions arabes et latines du vocabulaire concerne. Pour finir, Enrico Berti degage les principaux resultats du travail et montre aussi certains enjeux de cette philosophie de la forme inauguree par les penseurs grecs. L'ouvrage comprend une bibliographie de quelque deux cents quarante titres ainsi qu'un index des mots semantiquement apparentes aux trois termes etudies et des autres mots qui apparaissent frequemment dans leur voisinage. (shrink)

Fruit d'une large collaboration interuniversitaire, cet ouvrage, qui fait suite a une publication consacree a eidos, idea et morphe, expose les resultats d'une enquete qui a porte sur tous les emplois du mot ousia dans la philosophie grecque jusqu'a Aristote ; il commence par un apercu des significations du mot dans la litterature non philosophique. Est ainsi offert un cadre de reference exhaustif pour l'etude d'une notion qui compte parmi les plus importantes et aussi les plus complexes de l'histoire de (...) la philosophie. Chacune des uvres concernees de Platon et d'Aristote fait l'objet d'un examen systematique, suivi d'un bilan partiel. Des conclusions generales recapitulent la polysemie foisonnante d'ousia, qui va de l'avoir aux differentes facettes de l'etre, et en font voir aussi l'evolution ainsi que les principaux enjeux philosophiques. Trois outils de travail s'y ajoutent: une riche bibliographie, un index de toutes les occurrences d'ousia chez Platon et chez Aristote ainsi qu'un index de plus de 200 mots grecs apparaissant dans ce champ semantique. (shrink)

This collection of current research on logic programming languages presents results from a three-year, ESPRIT-funded effort to explore the integration of the foundational issues of functional, logic, and object-oriented programming. It offers valuable insights into the fast-developing extensions of logic programming with functions, constraints, concurrency, and objects. Chapters are grouped according to the unifying themes of functional programming, constraint, logic programming, and object-oriented programming.

In recent years, the trend to present the notion of imperfection as a plus rather than a problem has resonated across a range of social and creative disciplines and a wealth of world localities. As digital tools allow media users to share ever more suave selfies and success stories, psychologists promote 'the gifts of imperfections' and point to perfectionism as a catalyst for rising depression and burnout complaints and suicide rates among millennials. As sound technologies increasingly permit musicians to 'smoothen' (...) their work, composers increasingly praise glitches, noise, and cracks. As genetic engineering upgrades with swift speed, philosophers, marketeers, and physicians plea 'against perfection' and supermarkets successfully advertize 'perfectly imperfect' vegetables. Meanwhile, cultural analysts point at skewed perspectives, blurry images, and other 'deliberate imperfections' in new and historical cinema, painting, photography, music, and literature. In less positive terms, scholars in fields ranging from disability studies to tourism critically interrogate a trend to fetishize imperfection and poverty. They rightfully warn against projecting privileged (and, often, emphatically western-biased) feel-good stories onto the less privileged, the distorted, or the frail. Imperfections synthesizes the swiftly growing but fragmented critical scholarship on mistakes, glitches, and other aesthetics and logics of imperfection into the first transdisciplinary, transnational framework of imperfection studies. With this framework, the editors offer scholars and students across various disciplines tools to craft more historically grounded and critically informed conceptualizations of the imperfect. (shrink)

I propose a new argument for the existence of God. God is defined as a conscious being that is the first cause of reality. In its simplified initial form, the argument has two premises: all possible truths are knowable, and it is impossible to know that the proposition that God does not exist is true. From and it follows that the proposition that God exists is necessarily true. After introducing the argument in its crude initial form and laying out the (...) core intuitions behind its premises, I point to two difficulties that this simplified version faces. I then go on to show how the argument can be revised to handle these difficulties. I defend the revised argument from various objections. (shrink)

This article examines land-use changes by large-scale plantations in Ethiopia and evaluates the impacts thereof on soil organic carbon, micronutrients and bulk density. Remote sensing analysis and field research activities were undertaken at four large-scale plantation projects in Benshanguel Gumuz, Gambella, and Oromia regional states. Results show that the projects largely involved the conversion of both closed and open to closed forests and grasslands, which in turn reduced soil carbon stock and micronutrient levels and increased soil compaction. We argue that (...) unless appropriate soil management activities and impact mitigation strategies are adopted by plantation proponents, these land-use changes will pose a serious threat to the long-term economic viability and sustainability of plantation agriculture in Ethiopia. This could undermine long-term ecosystem health and national food security. (shrink)

Over the last few decades there has been a strong narrative turn within the humanities and social sciences in general and educational studies in particular. Especially Jerome Bruner’s theory of narrative as a specific ‘mode of knowing’ was very important for this growing body of work. To understand how the narrative mode works Bruner proposes to study narratives ‘at their far reach’—as an art form—and on several occasions he refers to the dramatistic pentad as an important method for ‘unpacking’ narratives. (...) The pentad proposed by Bruner to study narratives was developed by the American philosopher and rhetorician Kenneth Burke and is embedded in his general linguistic theory of dramatism. From an educational perspective Bruner’s reference to the work of Burke has not been elaborated upon thus far. In this paper we aim to take Bruner’s suggestion at hand and explore how his educational theory of narrative as a mode of knowing can indeed be enriched by Kenneth Burke’s theory and method of dramatism. We claim that specifically the rhetorical framework that is developed by dramatism offers an important perspective about perspectives for education in a context that is increasingly confronted with a plurality of interpretive frameworks. (shrink)

In our research and teaching we explore the value and the place of rhetoric in education. From a theoretical perspective we situate our work in different disciplines, inspired by major ‘turns’: linguistic, cultural, anthropological/ethnographic, interpretive, semiotic, narrative, literary, rhetorical etc. In this article we engage in the discussion about what all these turns might entail for education by elaborating on what it implies to read the world as a ‘text'—as is central in a semiotic approach—and by introducing new rhetoric in (...) general, and the work of the literary critic and rhetorician Kenneth Burke in particular, as a possible theoretical and methodological resource. We illustrate its application in the analysis of a fictional narrative. Our aim is to explore how an understanding of education as rhetoric can be integrated into the teacher education curriculum. (shrink)

In his 2012 book God in the Age of Science? A Critique of Religious Reason Herman Philipse argues that all known deductive versions of the cosmological argument are untenable. His strategy is to propose a few objections to two classical deductive cosmological arguments. The first argument is from the impossibility of there being contingent entities that are the sufficient cause for the existence of a contingent entity. The second argument is from the impossibility of there being an infinite causal regress. (...) In this article I argue that Philipse’s attempt to write off all deductive cosmological arguments fails. (shrink)

Johannes Versor († after 1482) was a prominent philosopher in the late fifteenth century, whose works were widely diffused. In recent scholarship, Versor has been associated with two schools of thought: Thomism and Albertism. These, however, were rivals—especially in Cologne, where Versor's works were printed repeatedly. Given this historical context, how should Versor's position amidst the quarrels of the schools be interpreted? Although he evidently used the works of both Albert and Thomas, there is no evidence that Versor ever committed (...) himself to either Albertism or Thomism. In addition, the Cologne printings of his works suggest that Versor's contemporaries considered him an independent authority. Therefore, Versor cannot be rated among the members of either school. (shrink)

In this article we introduce the special issue Attitudes Toward Education: Kenneth Burke and New Rhetoric, which brings together a number of contributions that were first presented at the conference Rhetoric as Equipment for Living. Kenneth Burke, Culture and Education. Kenneth Burke [1897–1993] is one of the foundational figures in the development of what is known as the ‘new rhetoric’. The aim of the contributions to this special issue is to explore what is pedagogical about Burke’s anthropological account of rhetoric (...) and, more specifically, whether his concepts and ideas can still be relevant for educational research and practice. In this article, we briefly introduce some key concepts from Burke’s rhetorical framework and we give an overview of the different contributions that are part of the special issue by summarizing how they address the educational dimension of Burke’s corpus. We end by introducing a ‘grammar of educational motives’ to explore educational purposes and implications. (shrink)

Ever since the rhetorical turn in education, education scholars have recognized the importance of rhetoric in constructing and mediating human society. They have turned to rhetorical theory to come to terms with this rhetorically mediated reality and to engage students as critical citizens within it. Much of this work draws on rhetorical theorist Kenneth Burke, but much of Burke’s work remains unexplored in this area. We argue that his theories can be part of a user’s guide to educate students about (...) rhetoric’s function in society, to educate them about the opportunities and pitfalls that rhetoric brings. In this essay, we offer his dramatistic pentad as part of this larger user’s guide. The pentad identifies the logical elements of action and provides a model that explains the “grammar of motives”. It also provides a method for analyzing statements of motives, which rhetorical critics have long used to describe and explain strategic constructions of motives. Although the pentad is relatively easy to teach and to understand, its application to particular discourses can reveal complex relationships among the elements of action, laying bare their operation within the grammar of motives. We claim that the pentad offers lessons for students to engage with important societal issues, lessons about the limitations of any one construction of motives and how to overcome those limitations. (shrink)

In a market place crowded with practical rhetoric books what educational value could a challenging work such as Kenneth Burke’s A Rhetoric of Motives possibly have? Burke knows but doesn’t use the terminology of the classical art and rather than analysing the persuasive rhetoric of well-known speeches to equip us with strategies, he weaves his way around literary texts, teasing out meanings that their authors something intended, sometimes did not. Yet, despite such difficulties, A Rhetoric of Motives is a practical (...) rhetoric book. It is just that its process of explication teaches us to think well. This essay tries to explain Burke’s rethinking of the purpose and contents of a traditional teaching tool—the rhetorical handbook—and defends the value of literary-rhetorical reading that aims to ‘equip’ citizens to think openly. (shrink)

This essay notes a resurgence of interest in rhetorical studies on the appeal of form, grounded in the work of rhetorical theorist Kenneth Burke. The essay argues that form is not only a way to structure discourses, it is a way to structure experience. Form is foundational in creating perceptions and thus experiences. Form is also highly rhetorical, in that how we structure our world carries social and ideological implications. The essay thus argues that an understanding of form as foundational (...) and rhetorical should be central to the educational curriculum. This way of understanding form is then a way of making rhetoric central to education in ways surpassing even the efforts of the ancient Greeks and Romans. A rhetorically centered curriculum based on teaching students how to understand form in their lives is empowering and liberating for students at the same time that it instills in them a strong awareness of ethics. (shrink)

This essay takes a rhetorical pragmatist perspective on current questions concerning educational goals and pedagogical practices. It begins by considering some challenges to rhetorical approaches to education, placing those challenges in the theoretical context of their posing. The essay then describes one current rhetorical approach—based on Kenneth Burke’s dramatism and logology—and uses it to understand and redescribe another rhetorical approach—Jesuit teaching of eloquentia perfecta. Proceeding in this way, the essay presents both a general theoretical framework for discussing educational aims and (...) a specific practical example of how such aims might be achieved. (shrink)

Rhetorician Kenneth Burke’s theory of identification usefully demonstrates how communities are able to engage with difficult, opposing viewpoints as they develop or maintain a sense of shared identity. Identification, “establishing a shared sense of values, attitudes, and interests with [an audience],” is promoted dialogically in the modern national museum in a way that it is difficult for classrooms to emulate. This article examines dialogic national identification particularly through the focus in museums on certain key objects that serve as what Burke (...) termed “mythic images” that ambiguously unify multiple perspectives and translate their debates from the abstract to the concrete. By promoting the reflective identification of one’s personal memories with the collective memory of nationhood, national museums provide an aesthetic/pragmatic space for the dialogical embrace of a public identity that is not merely reflected in its exhibits but also continually reshaped by its visiting individuals. I end with the possibilities, or cautions, these mythic images suggest for varying types of communal identification—a tension inherent as well in Gert Biesta’s arguments for the meaning of a “good” education. (shrink)