The essay presents a description of two metaphors, that of the threshold and that of the barrier, each characterizing a different, but complementary, fundamental attitude toward the world. The metaphor of the threshold addresses a human world of conversation centered on the question: "Who are you?" The metaphor of the barrier describes work-oriented human situations that reflect a never-ending human struggle with a resistant nature. Natural scientific approaches guided by the metaphor of the barrier are allied to technology and to (...) the profane workaday world. Human science understood as an inquiry guided by the metaphor of the threshold makes possible an understanding of festive reality and of human encounter. (shrink)

The consumption of food and drink becomes a fully human activity only when it takes place within a realm of hospitality. When thus situated a meal gathers together not only families, friends and neighbors, but it is also brings together divine and mortal being and unites in common courtesy the living and the dead. Natural scientific insights into human food consumption make their greatest contribution to our understanding when we situate these within the larger context of intersubjective relations. Anorexia, bulimia, (...) alcoholism and other forms of compulsive and unhappy consumption of natural substances all can be understood as doomed attempts to eat and drink outside the humanizing sphere of reciprocity and hospitality. (shrink)

The metaphor of progress as it applies to education refers to the steps taken by students on a road leading from one way of understanding or misunderstanding in the direction of another, better understanding. This process of acculturation, understood in the light of the metaphor of progress, is thought here as connecting two commensurate realms. This metaphoric mode evokes a technical, natural, scientific way of understanding education. The cultural metaphor of a rite of passage as it is used by preliterate (...) societies presents acculturation as a transcending movement between incommensurate realms. The root metaphor for the rite of passage is that of dying to one way of life and being reborn to another. The metaphor of progress, like that of homo faber, leads to an understanding of acculturation in terms of becoming literate. The metaphor of the rite of passage and of transcendence leads to an understanding of acculturation as essentially a process of becoming inscribed. The rite of passage places human learning and understanding within the context of human suffering and mortality; modern progressive theories place our thirst for knowledge within the context of everyday usefulness and the practical desire to improve our life. It is possible to think of the young child's passage from the home environment to the grade-school environment in terms of progress; the world of the home and that of the school are then thought of as commensurate realms, as together forming one unproblematic whole. The child's problem in moving from the one environment to the other is then seen as a problem of adjustment. If we look at this transition in terms of a rite of passage, it can then be thought of as a radical personal and individual transformation or conversion that cannot be accomplished by purely technical means. This mode of understanding casts in high relief the essential differences that mark the incommensurate realms of the home and the school. An investigation concerning the essential differences between the incommensurate realms of home and school brings to the fore the more fundamental differences between the incommensurate spheres of the private and the public, each of which has its own specific structural and ontological characteristics that determine the characteristic manner in which these realms are inhabited. (shrink)

What happens when in the midst of the routines of our workaday world we suddenly find ourselves in the presence of someone who regards us with intensity and demands our response? Rilke's poem explores that precise and pregnant moment when an object of scientific investigation, aesthetic contemplation or historical analysis suddenly breaks free from the constraints imposed upon it by a workaday perspective and transforms itself into a subject who beckons us to enter another world. Rilke's "Archaic Torso of Apollo" (...) leads us beyond our mundane and naturalistic concerns, beyond a thinking and doing that seeks to appropriate and masters a natural world.To faithfully follow its meandering thought means to be led to the very source from which springs narration and metaphor. It is from this same source that springs a human world. (shrink)

The Gilgamesh Epic tells of a distraught young king who traveled to the end of the world in search of the wisdom needed to accept human mortality and the courage to lead a compassionate and fruitful life. He finds this wisdom in the Story of the Flood. The myth is built around a mysterious word of guidance and compassion that the god of wisdom whispers in the ear of his faithful human servant. This word not only saves the servant's life (...) but inaugurates an unending conversation between heaven and earth that opens a truly human world to him. This creative and salvific word saves King Gilgamesh's life and engenders the constructive governing of his city. (shrink)