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  1. Mystical Experience and the Apophatic Attitude.Sameer Yadav - 2016 - Journal of Analytic Theology 4:17-43.
    Apophaticism in mainstream analytic theology and philosophy of religion has come to denote a metaphysical and semantic thesis: that, due to divine transcendence, God is ineffable, inconceivable, or incomprehensible. But this conception fails to properly take account of the central claim of apophaticism as a special type of _mystical _theology. As such, the apophatic commitments to divine ineffability are instrumental. More fundamental is the function of theological ignorance to uniquely inform the task of theology and transform the theologian in union (...)
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  • Education as Mediation Between Child and World: The Role of Wonder.Anders Schinkel - 2019 - Studies in Philosophy and Education 39 (5):479-492.
    Education as a deliberate activity and purposive process necessarily involves mediation, in the sense that the educator mediates between the child and the world. This can take different forms: the educator may function as a guide who initiates children into particular practices and domains and their modes of thinking and perceiving; or act as a filter, selecting what of the world the child encounters and how; or meet the child as representative of the adult world. I look at these types (...)
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  • The theory of hegemony: Laclau’s path not taken.Andro Kitus - 2020 - Philosophy and Social Criticism 46 (10):1225-1243.
    The article revisits the theory of hegemony of Ernesto Laclau and Chantal Mouffe and shows how a normative injunction, which according to Laclau is not compatible with the hegemonic logic, is not only possible but a necessary condition for hegemony to function. The article claims that the path to demonstrate this involves rethinking the relationship between the theory of hegemony and Derridean deconstruction. Following criticisms that the theory of hegemony overlooks the aporetic nature of Derridean undecidability that it nevertheless relies (...)
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  • Books Received. [REVIEW]James A. Keller - 2009 - International Journal for Philosophy of Religion 65 (3):183-185.
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  • Wonder, Guarding Against Thoughtlessness in Education.Mario Di Paolantonio - 2018 - Studies in Philosophy and Education 38 (3):213-228.
    Hannah Arendt has a particular notion of thinking that both is and is not philosophical. While not guided by the search for meta principles, nor concerned with establishing logical systems, her notion of thinking as the examination of “whatever happens to come to pass,” and its significance for saving our world from thoughtlessness, retains and is motivated by the fundamental pathos at the heart of philosophy—wonder. In this paper, I consider the limiting and enabling sense in which Arendt invokes “wonder” (...)
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  • ‘Estrangement’ in aesthetics and beyond: Russian formalism and phenomenological method.Georgy Chernavin & Anna Yampolskaya - 2018 - Continental Philosophy Review 52 (1):91-113.
    We investigate the parallelism between aesthetic experience and the practice of phenomenology using Viktor Shklovsky’s theory of “estrangement”. In his letter to Hugo von Hofmannsthal, Husserl claims that aesthetic and phenomenological experiences are similar; in the perception of a work of art we change our attitude in order to concentrate on how the things appear to us instead of what they are. A work of art “forces us into” the aesthetic attitude in the same way as the phenomenological epoché drives (...)
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  • The Wonder of Humanity in Plato’s Dialogues.David W. Bollert - 2010 - Kritike 4 (1):174-198.
    One way of coming to terms with Platonic wonder is to examine what types of things in the dialogues elicit the pathos in the first place. My primary goal in this paper is to examine what evokes the wonder of Socrates and his interlocutors in a number of these works, and I will pay particularly close attention to what Plato has to say about the wondrous nature of humanity itself. I will show that Plato depicts Socrates and other characters found (...)
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  • The Importance of Wonder in Human Flourishing.Jan B. W. Pedersen - 2020 - Wonder, Education, and Human Flourishing: Theoretical, Emperical and Practical Perspectives.
    This paper focuses on the importance of wonder in human flourishing and is orientated towards the dynamics between the two, but with an emphasis on how the former is important for illuminating the latter. It begins with a preliminary sketch of both wonder and human flourishing and subsequently moves on to highlight three aspects of human flourishing: 1) ‘Individuality’, 2) ‘Relations’ and 3) ‘The political’, and why these play to wonderment.
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