El siguiente trabajo aborda la relación del filósofo francés Alain Badiou con la cuestión de lo común. Partiendo del modo en que algunos filósofos del siglo XX han tratado esta cuestión, proponemos una lectura de la obra de Alain Badiou como proyecto que pretende recuperar la filosofía como práctica universal e igualitaria para el aprendizaje del pensamiento del ser en común tomando como paradigma el lenguaje formal de las matemáticas y el lenguaje poético.

This thesis offers a naturalist revision of Alain Badiou’s philosophy. This goal is pursued through an encounter of Badiou’s mathematical ontology and theory of truth with contemporary trends in philosophy of mathematics and philosophy of science. I take issue with Badiou’s inability to elucidate the link between the empirical and the ontological, and his residual reliance on a Heideggerian project of fundamental ontology, which undermines his own immanentist principles. I will argue for both a bottom-up naturalisation of Badiou’s philosophical approach (...) to mathematics and a top-down naturalisation. Articulating my particular understanding of what realism and naturalism should commit us to, I propose a creative fusion of Badiou’s attention to metamathematical results with a structural-informational metaphysics, proposing a ‘matherialism’ uniting the more daring speculative insights of the former with the naturalist and empiricist commitments motivating the latter. (shrink)

We attempt to discern what Badioursquo;s philosophical system provides for thinking of education in a form which separates it from its contemporary representation in the state. These notes oppose to this state form Badiou#39;s declaration that #39;the only education is an education by truthsrsquo;. We pursue this in three sections. First, we will address the significance and function of the term lsquo;conditionsrsquo;. Secondly we will address Badioursquo;s essay lsquo;Art and Philosophyrsquo; from Handbook of Inaesthetics, the only essay in fact where (...) Badiou addresses education in a specific manner and in which Badiou discusses the link between art and philosophy in terms of the lsquo;pedagogical themersquo;: A theme, he says, that has been brought to collapse. Thirdly we will attempt to discern what might make up whatnbsp; Badiou refers to as the lsquo;fourth modalityrsquo; of the link between philosophy and its conditions through a somewhat speculative discussion of the dual lsquo;militantrsquo; praxis known in Badioursquo;s work as lsquo;subtractionrsquo; and lsquo;forcingrsquo;. (shrink)