Our fellows furnish us the constantly needed supplement to our own fragmentary meanings. That is, they help is find out what our own true meaning is.Very little has been written on Royce’s reception and mentions of Nietzsche that engage the issues of the early dissemination of Nietzsche’s texts in the United States, Royce’s study and knowledge of the range of Nietzsche’s texts, or the mentions of Nietzsche in Royce’s texts from 1906, and up to the posthumously published article “Nietzsche”. This (...) leaves one on a jetty between purely speculative approaches to Nietzsche’s presence in the philosophical works of whoever might strike the fancy of the moment, or... (shrink)

Between 1903 and 1913, Royce was recovering from the intensity of having written The World and the Individual. He had experienced family tragedies and an intense lecture schedule, speaking at a variety of American universities as well as at venues abroad. In this period Royce dedicated fewer pieces to the philosophy of pedagogy. These pieces, taken together, closely circumscribe his later works on religion, logic, and ethics. After dedicating lectures and pieces on the psychological underpinnings of pedagogy, and following the (...) publication of Outlines of Psychology (1903), written to help teachers understand the process of learning, Royce again turned to working out his earlier reflections on religious.. (shrink)

The power, depth, and humanity of the work and life of Josiah Royce gains in richness by following his reflections on the problems of philosophical pedagogy. While engaged as a professor of philosophy, author, advisor, and administrator, Royce developed and refined guidelines for the philosophy of education, and the art of philosophical pedagogy. Except for a few personal recollections from his students and colleagues, an article by Frank M. Oppenheim that appeared thirty-five years ago, and the annotated bibliography to his (...) writings, Royce's works on pedagogy have not been collected, nor have they received critical attention. The scope of this study is to follow Royce's pedagogical reflections from 1883 to 1913, providing contextual support and critical receptions so that the student of the philosophy of Royce may profit from his studies on the embodiment of ideals as the philosophical engagement of the art of education. (shrink)

To engage with the fragments of Parmenides requires a dutiful apprenticeship. The work of translation/resequencing are of equal weight in an interpretative commentary that carry one towards the possible world pictured by the Eleatic master. As far as the translation and resequencing, presented here in its entirety, I have held fast to Eco’s recommendation for translations, that “goodwill... prods us to negotiate the best solution for every line. Among the synonyms for "faithfulness," the word "exactitude" does not exist. Instead there (...) is loyalty, devotion, allegiance, piety.” The “Notes to Translator’s Introduction,” and more so, the “Notes to the Fragments,” are a condensed version of a few frames of references, both cultural and theoretical, that stand in, for the present, as signposts. A fuller elaboration of the resequencing decisions, and philosophical aspects of my position, will take the form of an accompanying piece, and Part II, to this article. (shrink)

To engage with the fragments of Parmenides requires a dutiful apprenticeship. The work of translation/resequencing are of equal weight in an interpretative commentary that carry one towards the possible world pictured by the Eleatic master. As far as the translation and resequencing, presented here in its entirety, I have held fast to Eco’s recommendation for translations, that “goodwill... prods us to negotiate the best solution for every line. Among the synonyms for "faithfulness," the word "exactitude" does not exist. Instead there (...) is loyalty, devotion, allegiance, piety.” The “Notes to Translator’s Introduction,” and more so, the “Notes to the Fragments,” are a condensed version of a few frames of references, both cultural and theoretical, that stand in, for the present, as signposts. A fuller elaboration of the resequencing decisions, and philosophical aspects of my position, will take the form of an accompanying piece, and Part II, to this article. (shrink)

This paper is Part II of my study entitled “Approaching the Parmenidean Sublime: A New Translation and Resequencing of the Fragments of Parmenides.” What I seek to accomplish here is to elaborate on my resequencing/translation decisions, and take up the more thorny philosophical/juridical aspects of my position previously mentioned, yet condensed, in “Notes to Translator’s Introduction,” and “Notes on the Fragments.” I believe that this continued engagement with the fragments of Parmenides makes up the “dutiful apprenticeship” intrinsically represented in the (...) poem’s teacher-student exchange, and in the request to convey the story. The request to convey the story is still alive and well in Parmenidean studies. This passing along of a teaching, its history, and its style, makes up the essence of an apprenticeship, whether artistic, philosophical, or as a social ontology. To streamline my references to the poem, I will use only my translated and resequenced fragment and line numbers found in my article, “Approaching the Parmenidean Sublime: A New Translation and Resequencing of the Fragments of Parmenides,” from Volume 23, Number 1, pages 1–18, Fall 2018, of this journal. (shrink)

In “The Aesthetic Dimension” (Eros and Civilization), Marcuse envisions an aesthetic pedagogy as a crucible of the potentialities of human existence. A review of Marcuse’s use of Schiller and Otto Rank highlights Marcuse’s middle-period reflections on aesthetics—signaling the call for an aesthetic ethos where “technique would... tend to become art, and art would tend to form reality” (An Essay on Liberation). A reexamination of various interpretations of Marcuse’s insights on aesthetic education precedes the proposal of a critical pedagogy of aesthetic (...) dimensions that would enhance “creative receptivity” and foster a “third way” in teaching Marcuse’s “The Aesthetic Dimension.”. (shrink)

In “The Aesthetic Dimension” (Eros and Civilization), Marcuse envisions an aesthetic pedagogy as a crucible of the potentialities of human existence. A review of Marcuse’s use of Schiller and Otto Rank highlights Marcuse’s middle-period reflections on aesthetics—signaling the call for an aesthetic ethos where “technique would... tend to become art, and art would tend to form reality” (An Essay on Liberation). A reexamination of various interpretations of Marcuse’s insights on aesthetic education precedes the proposal of a critical pedagogy of aesthetic (...) dimensions that would enhance “creative receptivity” and foster a “third way” in teaching Marcuse’s “The Aesthetic Dimension.”. (shrink)

Philosophy nurtures its actuality from questions, or a call that comes from and leads to a lived risk. This paper embraces that risk in directly responding to nine of the fifteen questions in the Call for Papers for the issue, Philosophy as a Way of Life in a Time of Crisis. Attentive to the idea of PWL, I listened for each question’s latent placement from seasoned historical thinkers. From that, I assigned the order of the questions. Each question served as (...) a bright opening between the latticework of the authors and issues I revisited. I felt transformed and happy under this pergola. Philosophy as a way of life flourishes in such exchanges, and by what ferries from who writes, nurtured in the gardens from whom we write for. Here, too, there are paths to a genre-in-possible-community. May these paths lead us to “everything so that virtue and phronesis are made life-participating.”. (shrink)

Review of Calenda, G. Un Universo Aperto. La cosmologia di Parmenide e la struttura della Terra.