Practical wisdom eliminativism has recently been proposed in both philosophy and psychology, on the grounds of the alleged redundancy of practical wisdom (Miller 2021 ) and its purported developmental/psychological implausibility (Lapsley 2021 ). Here we respond to these challenges by drawing on an improved version of a view of practical wisdom, the “Aretai model”, that we have presented elsewhere (De Caro et al. 2021 ; Vaccarezza et al. 2023 ; De Caro et al. forthcoming ). According to this model, practical (...) wisdom is conceptualized: (i) as virtuousness _tout court_, i.e., as the _ratio essendi_ of the virtues, and (ii) as a form of ethical expertise. By appealing to the first thesis, we counter the charge of psychological implausibility, while we rely on the second thesis to address the accusation of redundancy. In conclusion we argue that the Aretai model implies a significant paradigm shift in virtue ethics. Practical wisdom emerges as both necessary and sufficient for virtuousness, thereby downsizing – without eliminating entirely – the role that individual virtues play in our ethical lives. (shrink)

This article critically reflects on the research portfolio by the ecological economist Clive Spash who has helped pinpoint specific and systemic blindspots in a political-economic system that prioritises myopic development trajectories divorced from ecological reality. Drawing on his published work and collaborations it seeks to make sense of the slow, or absent, progress in averting global warming and ecological destruction. Three strands of key concern and influence are identified and discussed with reference to their orientation and explicit expression regarding Ontology, (...) Epistemology and Axiology. Some complementary points about indeterminacy and holism are presented to further strengthen the arguments for a transition towards a social-ecological economic system that puts values and principles back into focus. While Clive Spash's work has made a strong case within the economic community and appealing to ecology professionals, the value-myopia or value-vacuum has to be tackled across all disciplines, politics and society for a meaningful and urgently required transformation in decision making. Hence, the article finishes with some suggestions for the (higher) education system, and highlights the importance of simplicity and sufficiency, as well as strong sustainability-driven citizen and community action as necessary catalysts of change in this social-ecological transformation. (shrink)

In the present interview, Jürgen Habermas answers questions about his wide-ranging work in philosophy and social theory, as well as concerning current social and political developments to whose understanding he has made important theoretical contributions. Among the aspects of his work addressed are his conception of communicative rationality as a countervailing force to the colonization of the lifeworld by capitalism and his understanding of philosophy after Hegel as postmetaphysical thinking, for which he has recently provided a comprehensive historical grounding. The (...) scope and relevance of his ideas can be seen from his reflections on current issues, ranging from the prospects of translational democracy at a time of resurgent nationalism and populism, to political developments in Germany since reunification, to the role of religion in the public sphere and the impact of the new social media on democratic discourse. (shrink)

Many scholars in the area of citizenship education take deliberative approaches to democracy, especially as put forward by John Rawls, as their point of departure. From there, they explore how students’ capacity for political and/or moral reasoning can be fostered. Recent work by political theorist Chantal Mouffe, however, questions some of the central tenets of deliberative conceptions of democracy. In the paper I first explain the central differences between Mouffe’s and Rawls’s conceptions of democracy and politics. To this end I (...) take Eamonn Callan’s Creating Citizens as an example of Rawlsian political education and focus on the role of conflict and disagreement in his account. I then address three areas in which political education would need to change if it were to accept Mouffe’s critiques of deliberative approaches to democracy and her proposal for an agonistic public sphere. The first area is the education of political emotions; the second is fostering an understanding of the difference between the moral and the political; the third is developing an awareness of the historical and contemporary political projects of the “left” and “right.” I propose that a radical democratic citizenship education would be an education of political adversaries. (shrink)

Rather than focusing on political and legal debates surrounding attempts to determine if and when genocidal rape has taken place in a particular setting, this essay turns instead to a crucial, yet neglected area of inquiry: the moral significance of genocidal rape, and more specifically, the nature of the harms that constitute the culpable wrongdoing that genocidal rape represents. In contrast to standard philosophical accounts, which tend to employ an individualistic framework, this essay offers a situated understanding of harm that (...) features the importance of interdependence and relationality and that conceptualizes harms as embodied and contextual. The paper ultimately reveals what is distinctive about this particular crime of sexual violence by exploring the logic of genocidal rape: genocidal rape involves the harm of forced self-betrayal unleashed relationally, causing victims as representatives of their group to participate inadvertently in the destruction of that group. (shrink)

Abstraction and generalization are two processes of reasoning that have a special role in the construction of scientific theories and models. They have been important parts of the scientific method ever since the nineteenth century. A philosophical and historical analysis of scientific practices shows how abstraction and generalization found their way into the theory of the logic of science of the nineteenth-century philosopher Charles S. Peirce. Our case studies include the scientific practices of Francis Galton and John Herschel, who introduced (...) composite photographs and graphical methods, respectively, as technologies of generalization and thereby influenced Peirce’s logic of abstraction. Herschel’s account of generalization is further supported by William Whewell, who was very influential on Peirce. By connecting Herschel’s scientific technology of abstraction to Peirce’s logical technology of abstraction—namely, diagrams—we highlight the role of judgments in scientific observation by hypostatic abstractions. We also relate Herschel’s discovery-driven logic of science and Peirce’s open-ended diagrammatic logic to the use of models in science. Ultimately, Peirce’s theory of abstraction is a case of showing how logic applies to reality. (shrink)

Cognitive Science, Volume 45, Issue 11, November 2021.

Journal of Philosophy of Education, EarlyView.

Addressing studying as a distinct educational concept and phenomenon in its own right, the essays in this volume consider study and studying from a range of perspectives. Countering dominant educational discourses, which place a heavy emphasis on learning and instruction, the contributors explore questions such as: What does it mean to study something? How is studying something different from being taught about it, or learning something about it? What does the difficulty demanded by study mean for the one who studies (...) and for the teacher? What mode of existence does study induce? The book highlights the significance of study not only, or even primarily, for its educational outcome, but as a human activity. (shrink)

An increasing amount of research has examined the management of competing logics, and possible tensions arising between them, within “hybrid organizations.” However, the ways in which the relationships of hybrids with other organizations shape the conciliation of these logics and tensions have received limited attention so far. In this theoretical paper, we examine how hybrid organizations deal with interorganizational collaboration, in particular whether and how their hybridity can be maintained when they partner with “dominant-logic organizations.” Drawing on empirical literature on (...) social enterprise–corporate collaborations, we develop a framework and several propositions on how competing logics and their balancing within hybrid organizations may be affected by interactions with organizations underpinned by one dominant logic. We suggest that influences will mostly depend on the type of collaboration pursued. A collaboration based on a lower level of engagement and interaction between the two partners is likely to give precedence to one logic over the other, reducing inter-logic tensions but possibly compromising organizational hybridity. By contrast, a collaboration featuring numerous interactions and mission compatibility may facilitate sustained hybridity if tensions are acknowledged and managed. Our propositions contribute to the literatures on hybrid organizations, interorganizational collaboration, and social enterprise. (shrink)

Although emotions play a crucial role in understanding and encouraging sustainable behavior and decision-making, many open questions currently remain unanswered. In this review, we advance three broad areas of particular theoretical and applied importance that affective science and emotion researchers could benefit from engaging with: (1) “ sustainable emotions” or empirically testing the possibility of positive reinforcing feedback loops between anticipatory and experienced emotions following the adoption of sustainable behaviors, (2) “ non- Western emotions” or exploring the extent to which (...) people's understanding and experience of climate-relevant emotions differs across non-WEIRD populations, and (3) “ impactful emotions” or the need to carefully differentiate the conceptual and empirical role of emotions in encouraging the adoption of low-impact (e.g., recycling) versus high-impact (e.g., flying less) environmental behaviors. (shrink)

Choice reaction tasks are performed faster when stimulus location corresponds to response location. This spatial stimulus–response compatibility effect affects performance at the level of action planning and execution. However, when response selection is completed before movement initiation, the Simon effect arises only at the planning level. The aim of this study was to ascertain whether when a precocious response selection is requested, the Simon effect can be detected on the kinematics characterizing the online control phase of a non-ballistic movement. Participants (...) were presented with red or green colored squares, which could appear on the right, left, above, or below a central cross. Depending on the square's color, participants had to release one of two buttons, then reach toward and press a corresponding lateral pad. We found evidence of the Simon effect on both action planning and on-line control. Moreover, the investigation of response conflict at the level of previous trials, a factor that might determine interference at the level of the current response, revealed a conflict adaptation process across trials. Results are discussed in terms of current theories concerned with the Simon effect and the distinction between action planning and control. (shrink)

Kant's critical philosophy is often regarded as standing in a problematic relation to his works in “anthropology”, or the study of human nature. In the Preface to the second edition of the Critique of Pure Reason Kant describes his critical project as a “Copernican” turn toward the cognitive subject, which might seem to signal a reorientation of philosophy around anthropology.1 However, both in the first Critique and in his subsequent works he relegates “empirical anthropology” and “practical” or “moral anthropology” to (...) the sidelines of his critical projects in cognitive and practical philosophy. Yet Kant's formulation of his critical philosophy coincided almost exactly with the development of his interest in anthropology. During the 1770s, the “silent decade” in which he formulated his critical philosophy, Kant initiated a course on anthropology at the University of Königsberg. This course was among the most popular in his regular schedule, and he offered it annually for twenty-five years until his retirement. He then published a revised version of his lectures as the Anthropology from a Pragmatic Point of View, a text that is one of his most accessible publications, and might even seem uncharacteristically loose and anecdotal to readers of his other works. Kant also published a number of shorter works on anthropological topics during this period, and even suggested, in several scattered remarks, that anthropology in some way encompasses all of the philosophical disciplines. (shrink)

This special issue responds to the current discourse on cinema and education from a philosophical point of view. Considering the fact that young people worldwide are watching films and series via their smartphones or personal computers, we here explore the educative aspects of this popular activity. Does this wide-ranging habit mis-educate the next generation? Or does cinema carry a potential for ethical-political education, parallel to the ancient Greek tragedies and the modernist Bildungsroman? The authors of this special issue deliberate this (...) question by exploring the intersection between cinema and philosophy and the potential powers of cinematic education. (shrink)

One crucial design characteristic of auditory texts embedded in instructional videos is the speaker gender, which has received some attention from empirical researcher in the recent years. Contrary to the theoretical assumption that similarity between the speaker’s and the learner’s gender might positively affect learning outcomes, the findings have often been mixed, showing null to contrary effects. Notwithstanding the effect on the outcomes, a closer look at how the speaker’s gender and speaker–learner similarities further determine cognitive variables, such as different (...) cognitive load types, is overdue. Moreover, on the part of the learner, the role of situational interest in the learning topic that might be gender related has been neglected so far. Therefore, this study explored the role of speaker and learner gender and their interaction regarding learning outcomes. We broaden our perspective by investigating the effects of gender-related differences concerning situational interest in the topic being taught and by determining different types of cognitive load. In a 2 (female/male speaker) × 2 (female/male learner) within- and between-subject design, 95 students learned about female and male human sexual maturity with an instructional video containing auditory explanations. Analysis results indicate that speaker gender and speaker–learner gender similarity had no impact on learning gains, situational interest, and cognitive load types. However, the results demonstrate that learner’s gender, especially for the topic of female sexual maturity, matters the most in line with the assessed variables. Compared with males, females had higher learning gains, reported higher interest in the topic, and invested more germane cognitive resources. Thus, instructional designers may want to consider learner gender-dependent interest and how it can be triggered when creating videos with auditory explanations. (shrink)

One of the persistently controversial issues in the discussion of Kant’s moral philosophy is his view of the relation between the metaphysics of morals and human nature.

It has been argued that organizational structures (the way tasks are defined, allocated, and coordinated) can influence moral agency in organizations. In particular, low values on different structural parameters (functional concentration, specialization, separation, and formalization) are said to foster an organizational context (allowing for relating to the goals and output of the organization, moral deliberation, and social connectedness) that is conducive to moral agency. In this paper, we investigate the relation between the organizational structure and moral agency in the case (...) of a.s.r. (a large Dutch insurance company). While our empirical results fit the thesis that low values on structural parameters positively relate to moral agency, they also refine our understanding of the influence of structural parameters. In particular, our data suggest that the influence of functional concentration not only depends on whether it is low, but also on the type of criterion used for identifying business units; they suggest that the specific organizational context may put a limit to lowering design parameters and points at several non-structural factors that have an influence on the relation between structure and moral agency. In all, the paper contributes to a more detailed understanding of the conditions conducive to moral agency in organizations. (shrink)

This paper reflects on quality assessment and performance evaluation in higher education, namely by analysing the insufficient link between those two aspects. We start by reviewing the current state of the art regarding different processes and mechanisms of quality assessment and performance evaluation and discuss some of the major issues regarding the implementation of some of them. In particular, we analyse the current limitations regarding data collected, available and publicised on the performance of HEIs and the problems those limitations bring (...) to a fair evaluation of higher education. Through this analysis we intend to contribute to a better understanding of the mechanisms of evaluation in higher education and the way these may lead to the promotion of better quality assessment practices and institutional management. (shrink)

This study investigated the effect of stroking vs. simple human presence on later reactions of dairy cows to routine veterinary handling. While in two groups of cows the experimenter stroked the ventral part of the neck or the withers for three consecutive weeks, the third group was exposed to close visual presence. After the treatment period the cows were subjected to rectal palpation. The three groups differed significantly in stepping during rectal palpation, which occurred less often in Neck- and Withers-animals (...) than in control animals. Heart rate increase was significantly higher in the control group than in the two stroking groups. Previous stroking led to fewer stress reactions during the rectal palpation, possibly due to a combined effect of improved relationship towards and thus perception of humans and lasting anti-stress effects of tactile stimulation. Keywords: cattle; tactile stimulation; human–animal relationship; animal welfare. (shrink)

This book explores the possibility that Friedrich Nietzsche simulated his madness as a form of "voluntary death," and thus that his madness functioned as the symbolic culmination of his philosophy.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:John Venn. A Life in Logic by Lukas M. VerburgtClaudia CristalliLukas M. VerburgtJohn Venn. A Life in Logic Chicago and London: The University of Chicago Press, 2022. 411 pp., incl. indexThis is the first intellectual biography of John Venn (1834–1923), British logician, “philosopher and antiquarian” (DNB). Until now, Venn had not been studied as a philosophical figure in its own right. He is mostly remembered today for the (...) “Venn Diagrams,” a graphical device illustrating logical relations such as inclusion, exclusion, conjunction, disjunction, and for having systematically articulated a frequentist theory of probability. Together with an in-depth account of Venn’s logical developments, of his studies in probability theory, and of its applications to history and to anthropometry, Lukas M. Verburgt brings to life Venn’s spiritual struggles within—and eventually out of— his family’s religion, evangelicalism. Verburgt’s reconstruction is substantiated by many extracts from Venn’s correspondence and private notes, which add substantially to the value of this biography. (Of note is Verburgt’s 2022 editon of Venn’s unpublished writings and slected correspondence, which can be considered a companion to this biography).While showing the connections of epistemology, religion and academic politics in Victorian Cambridge, Verburgt contributes an important chapter in the history of logic and of empiricist philosophy.The book opens with a chapter on Venn’s childhood and early youth (1834–53), largely drawn from manuscript material of the Venn family—the “Parentalia”—and from Venn’s Annals of a Clerical Family, where he included “autobiographical recollections” (p. 2). The chapter introduces the reader to the values of a prominent evangelical family and to their peculiar way of understanding Christianity as a faith to be embedded in habit and to be taught by example. The following two [End Page 385] chapters follow Venn’s development, first as a student at Caius college, Cambridge (1853–57) and then as a country curate; the chapters elaborate on the institutional history of the college and on parish life from the perspective of evangelical orthodoxy. Chapter 4 is still chronologically situated within Venn’s early clerical service but is arranged thematically around his first publication (1862), “Science of History,” which contains some elements of the fundamental ideas elaborated in the Logic of Chance (1866): namely, that probability theory could only make predictions about long-run frequencies of events, and never about individual cases (p. 77). The core of Venn’s argument in 1862 revolved around possible atheistic implications of a science of history. If at some point it would be possible to predict future events, would there still be free will? Or a God? In his reply, Venn maintained that any prediction concerning individual agents could be defeated by assuming that the agent gets to know the prediction and changes her actions accordingly (pp. 74–76).After the publication of the “Science of History” essay, Venn left the parish for Cambridge, where he worked first as a Catechist (1862– 1867) and then as a moral sciences lecturer. Verburgt devotes chapter 5 to that and to the Cambridge milieu, where Venn sides for university reforms and engages with the Grote Club, all while drifting away from evangelical orthodoxy. After laying out Venn’s theory of probability (Chapter 6), Verburgt returns to an integrated analysis of Venn’s scientific and religious thought in chapter 7. This chapter may be particularly relevant for pragmatist readers, since here Verburgt highlights the commonalities between Venn’s “religious logic” and the notion of belief that will be expressed in more detail by pragmatism. Verburgt focuses on Venn’s logic in three subsequent chapters (Chapters 8, 9 and 11). Considered together, they provide a comprehensive history of Venn’s logical development, which Verburgt proudly announces as the first of this kind (p. xx). The last chapter on Venn’s logic (Chapter 11) also includes Verburgt’s argument for “includ[ing] Venn in the local history of early analytic philosophy at Cambridge” (p. 262). Chapters 10 and 12 recount Venn’s last years with particular emphasis on his interests in natural and historical sciences; they provide relevant material for scholars interested in the history and philosophy of... (shrink)

Charles Sanders Peirce (1839-1914) is known today as the first American philosopher, and as the ‘founder of pragmatism.’ Indeed, Peirce was both and much more. In a partial list of roles he played during his life, Peirce graduated as a chemist, published as an astronomer, worked in geodesy, wrote as a philosopher, and defined himself as a logician. While he gained only a partial, late recognition in his time, today the broadness of his interests is reflected by the diversity of (...) the people tha... (shrink)

L’esprit en acte se présente comme une réflexion philosophique sur le pragmatisme classique. Dans ce livre, qui peut être lu avec autant d’intérêt par des étudiants en Master que par des spécialistes, Girel reconfigure le tableau pragmatiste à travers une interprétation qui met au centre “le lien entre nos croyances et notre conduite” (2021: 9). Ce livre présente une perspective sur la philosophie de l’esprit qui met l’action et la pratique au centre du discours, grâce à une lecture philosoph...

From the viewpoint of Political Theory, digital technology presents both risks and opportunities for the democratic public sphere. Public discourse is now more complex and fragmented than ever before. Against this background, this paper uses the metaphor of a “communicative universe” to analyze the latest structural change of the public sphere. It emphasizes the significance of achieving a balance between different actors and powers in contemporary political discourse. Patterns in media communication can not only be identified but also influenced and (...) constructed in ways that support the democratic functionality of political discourses. (shrink)

Based on archival research, this article analyses the pedagogical gestures in Derrida's (largely unpublished) lectures on hospitality (1995/96), with particular attention to the enactment of hospitality in these gestures. The motivation for this analysis is twofold. First, since the large-group university lecture has been widely critiqued as a pedagogical model, the article seeks to retrieve what may be of worth in the form of the lecture. Second, it is relevant to analyse the pedagogy of lectures that address the topic of (...) hospitality, as there would be a performative contradiction in teaching inhospitably about hospitality. (shrink)

The SARS-Cov-2 pandemic created a severe psychosocial and medical shock all over the world. For more than a year, humanity struggled with adjusting to different measures that governments imposed on the population worldwide. Educational systems all over the world were forced to comply with the new conditions of activity. In this context, different reactions emerged, and skills were used and developed. The coronavirus pandemic was and still is a stressful worldwide event that disrupted, among numerous other things, the everyday life (...) of professional activities and the manner of their deployment. This study aims to investigate the relationship between variables like analytical reasoning, text comprehension, detail perception, conscientiousness, emotional stability and autonomy. A sample of 327 students from Ovidius University of Constanta, aged between 19 and 50 years, were assessed using Cognitrom Assessment System. Results show that: there is a positive correlation between analytical reasoning, text comprehension and detail perception; analytical reasoning positively correlates with conscientiousness and emotional stability; text comprehension correlates with emotional stability; and detail perception has no significant correlation with any of the studied personality traits. Results are interpreted and discussed in the end of the article, in relationship with the use of these intellectual skills and personality traits in the context of the Covid-19 pandemic, especially by certain population categories which had to use the online environment for their regular professional activities. (shrink)

The COVID-19 pandemic context put to test all adaptive skills of human beings around the world. In this disruptive context, a sample of 401 respondents, aged between 19 and 65 years old, were assessed using the Unconditional Self-Acceptance Questionnaire, the Cognitive Emotion Regulation Questionnaire, the Emotional Distress Profile and the Autonomy Questionnaire, from Cognitrom Assessment System. The main objectives of the study aimed at identifying the significant differences in emotional distress, coping mechanisms, autonomy and self-acceptance based on gender and age (...) as grouping variables, and the significant relationships between all these variables. Statistics show differences in behavioural and emotional autonomy between male and female, differences related to catastrophizing and blaming others as resilience mechanisms between male and female, differences in self-acceptance and positive assessment between young people and adults, and significant negative correlations between emotional distress and all types of autonomy, significant positive correlation with coping mechanisms like blaming others, catastrophizing, self-blame and acceptance, and significant negative correlation with positive assessment and refocusing on planning. All results are discussed in the context of the disruption caused by the pandemic context and in relationship with the necessity of supporting people to maintain their mental health and well-being, now more than ever, with the new turning back to the previous way of life caused by the lifting of the state of alert by the authorities. (shrink)

The paper explores the portrayal of social relations among youth in the popular Norwegian TV-series Skam and places this analysis in relation to Anne Imhof’s award-winning performance piece Faust, which received the Golden Lion at the 2017 Venice Biennale for the German Pavilion. As expressions of how today’s youth experience social relations under the conditions of late capitalism, I examine the way in which the TV-series and the performance work respectively explore when and how ‘we’ is shaped. I argue that (...) they provide particular insight into the limits and possibilities for the formation of relations of solidarity today. (shrink)

ABSTRACT The academic discussion concerning justice in education tends to center around questions of equal educational opportunity and the distribution of educational resources. This paper responds to a special issue which collects different approaches to educational justice that move beyond the boundaries set by traditional, hegemonic perspectives in the field. I point to some important strands in which the different papers converge and outline how they attempt to produce a shift in the understanding of educational justice; how they bring into (...) view and touch upon ways of thinking through educational justice which have previously not received attention or been obscured by more conventional paradigms. Different papers do this in different ways, but there is a joint effort to self-critically turn philosophy onto itself as well as a common tendency towards what could be called a shift beyond discourse towards more worldly, materialistic, bodily and embodied notions of justice and injustice. (shrink)

El Sofista es una obra actualmente perdida de Aristóteles de la que se conservan escasos fragmentos. En tres de ellos, 1a, 1b y 1c, el Estagirita le adjudica a Zenón la invención de la dialéctica, pese a que las estrategias argumentativas que esta técnica supone son rastreables en diversas obras pertenecientes a diversos ámbitos: la literatura, la historia, la filosofía, la medicina, etc., incluso con anterioridad al desarrollo del pensamiento de este último filósofo. Esto nos lleva a preguntarnos sobre el (...) sentido de esta caracterización y cuáles son los motivos por los cuales Aristóteles la realiza. En este trabajo nos proponemos analizar esta cuestión. Para ello, previamente examinaremos los usos de ciertas prácticas, consideradas posteriormente como dialécticas, por pensadores y escritores que antecedieron o fueron contemporáneos a Zenón. Tras hacer eso, nos centraremos en la reconstrucción de los fragmentos 1a-c del Sofista a la luz de otros textos del corpus, como, por ejemplo, Metafísica III 4 y Física VI 9. (shrink)

En el presente trabajo analizaremos los procedimientos metodológicos implementados por Aristóteles en el fragmento 16 de Sobre la filosofía, en los que postula cierta entidad que caracteriza como divina y eterna. Para dar cuenta de esa entidad, Aristóteles se vale de un argumento factible de dividirse en tres momentos: en el primero, presenta el razonamiento por el cual se debe aceptar su eternidad; en el segundo, establece la identificación entre lo divino y lo óptimo y se focaliza en las posibles (...) causas por las cuales algo cambia, y, finalmente, sobre la base de este último resultado, en el tercer momento, se centra en demostrar que lo divino es inmutable. Para hacer esto, se vale de lo que suele llamar “silogismos a partir de hipótesis”. Nuestro objetivo es examinar el uso dialéctico de este tipo de silogismos, que en la primera parte del fragmento son equiparables con lo que en la terminología de la lógica actual conocemos como modus ponens y, hacia el final del fragmento, adquieren la forma de una reducción a lo imposible. (shrink)

En la serie de frags. 11-17 del Protréptico Aristóteles presenta un extenso argumento, cuyo hilo conductor es su noción de phýsis. Se trata de un argumento progresivo en el cual Aristóteles traza una relación entre phýsis y techné, cuyo objetivo es concluir la relevancia de recibir educación filosófica y filosofar.En este trabajo, nuestro objetivo es analizar este argumento atendiendo a sus supuestos ontológicos y epistemológicos. Para ello, dividiéremos el trabajo en dos partes: en la primera haremos un análisis muy escueto (...) de cómo Jámblico cita el Protréptico de Aristóteles, en función de que es la fuente mediate la cual accedemos al argumento aquí estudiado; en la segunda, nos detendremos en el análisis del argumento propiamente dicho. (shrink)

En el segundo libro de la Metafísica (II 1, 993b, 11-15), al hablar de la investigación sobre la verdad, Aristóteles menciona el valor del aporte de sus predecesores. Allí, Aristóteles enfatiza que aun aquellos que han estudiado superficialmente la naturaleza de las cosas han hecho una contribución en esa búsqueda. En este libro, la filosofía parece ser concebida como un quehacer cooperativo en el cual participa, de alguna manera, toda la tradición filosófica. Por tal motivo, en el presente trabajo intentaremos (...) indagar entorno a esta concepción de la filosofía, poniendo énfasis en el uso que hace Aristóteles de la opinión de sus predecesores. Una de las nociones en la que nos centraremos es la de éndoxa y el papel que esta juega en la epistemología aristotélica. (shrink)

La tesis que intentaremos mostrar en este trabajo es que, al exponer su concepción acerca de la sabiduría en _Sobre la filosofía_, Aristóteles habría operado tomando como punto de partida el supuesto de que en el orden del conocimiento se debe proceder de “lo más conocido para nosotros” a “lo más conocido en sí”. Para ello, dividiremos el trabajo en dos secciones. En la primera, abordaremos de forma esquemática el uso de términos perceptuales en algunas de las obras del _corpus_. (...) En la segunda parte, analizaremos los fragmentos 8b y 8c de _Sobre la filosofía_, que son los estratos de la obra en donde este principio epistemológico aparecen más claramente. (shrink)