Over the thirty years since his death Martin Heidegger hasemerged as one of the key philosophers of the 20th Century. Yet he claimed to be moved throughout the entirety of his work by a single question: the question of the meaning of being. According to Heidegger the ancient Greek thinkers experienced being with a sense of wonder that has been lost in modernity. There has never been a satisfactory answer to this question and philosophers are no longer even perplexed by (...) their inability to answer it. It was the question of being that Heidegger set out to confront in his unfinished master work Being and Time. The young Heidegger years before the publication of that work had been afforded an insight to an aspect of what would become his central concern from what at first might seem an unlikely source: the medieval philosopher and theologian John Duns Scotus.Scotus inspired Heidegger in so far as his thought was in proximity to “real life,” and while he would later move decisively away from the position he took in his ‘scotus Book,” in a move that has been referred to as the first “turn” in his thought from the ‘system of Catholicism” to liberal Protestantism, Scotus provided the young scholar with an insight into human individuality that would prove decisive in his mature work. Despite this move away from any kind of “onto-logic,” there is an element of Heidegger’s thought that is influenced by Scotus, one of the brightest stars of medieval philosophy. So, while my investigation is conducted with the fact of this turn in mind, my aim is to explore this element. (shrink)

From idealism to phenomenology -- Existential phenomenology: Heidegger -- From hermeneutics to post-structuralism.

Societies change; and sociology has, since its inception, described and evaluated these changes. This article proposes a revised theory of collective learning processes, a conceptual framework which addresses ways in which people make sense of and cope with change. Drawing on Habermas’ classic proposal, but shifting the focus from argumentation towards storytelling, it explains how certain articulations allow for collective learning processes (imagining more inclusive orders), while others block learning processes (imagining more exclusive orders). More specifically, the article points to (...) narrative genres (romance, tragedy, comedy and irony) which organize feelings and shape the social bond, proposing that ironic and tragic stories have the potential to trigger collective learning processes, while romantic and comic stories tend to block them. (shrink)

In _The Idealism of Freedom_, Klaus Vieweg argues for a Hegelian turn in philosophy: Hegel’s idealism of freedom contains a number of epoch-making ideas that articulate a new understanding of freedom, which still shape contemporary philosophy.

La menzogna è irrinunciabile per vincere in politica? Davi ci spiega quali sono i meccanismi di persuasione a cui ricorrono taluni politici per farsi eleggere e quali le responsabilità di quegli elettori che scelgono comunque di votare chi sostiene anche ciò che non può essere vero. È indubbio che la comunicazione politica si rifaccia al simbolismo e al linguaggio delle favole; non necessariamente per occultare la realtà, ma più direttamente per esprimere con maggiore efficacia il suo messaggio. Alle celebri favole (...) di 'Biancaneve', 'Cenerentola', 'Il brutto anatroccolo' sono ricorsi infatti uomini politici del calibro di Berlusconi, Prodi, Nixon, Carter, Mitterrand e partiti quali la Democrazia Cristiana; l'hanno fatto per conquistare voti ma anche per attivare ampi meccanismi di consenso che attingessero direttamente dall'inconscio collettivo. Le conseguenze - ammonisce l'autore - possono essere molto serie, come nel caso dell'attuale politica americana che ha portato la manipolazione e l'inganno a essere riconosciuti come tratti identitari della presidenza di George W. Bush. (shrink)

In this book, linguists and philosophers combine to offer a unique insight not only into Grice's contribution to philosophy of language, but on his theories of natural and non-natural meaning, implicatures and the semantic-pragmatic distinction.

Introduction -- The univocity of being -- The modern predicament -- The problem of univocity in ancient and medieval philosophy -- From Heidegger to Aristotle -- Medieval philosophy -- Scholasticism -- Heidegger, Scotus, and univocity -- The question of being -- Analogy, the medieval experience of life -- Univocity and phenomenology -- Destruction and tradition -- Metaphysics -- Phenomenological philosophy and aletheia -- Descartes, scholasticism, and time -- The presupposition of the tradition -- Scholasticism, analogy, and the interpretation of Heidegger (...) -- The phenomena of beingness and time -- Beyond being -- The analogical interpretation of Heidegger's text -- Univocity and phenomenological philosophy -- Being and some other key terms -- The phenomenology of being and the question of Dasein -- Transcendental philosophy -- Univocity from 1916 to 1927 -- Cartesian connections and the medieval ontology -- Dasein, univocity, and the question of analogy -- Univocity and fundamental ontology -- Husserl and Heidegger -- Phenomenology, being, and univocity -- Univocity and analogy -- Univocity and Heidegger's later thought -- Mysticism -- The present age -- The later Heidegger -- A-letheia, ereignis, and epochal immanence -- A history of being -- The tradition -- The history of metaphysics -- The medieval and the modern -- A history of the modern : subjectivity -- Univocity and the problem of history -- History and civilization -- Art and history -- Fractured history -- Language and poetry -- The fate of univocity -- The re-enchanted forest -- Being mortal. (shrink)

We highlight the need to focus on the underlying determinants and production mechanisms to fully understand the nature of facial expression of emotion and to settle the theoretical debate about the meaning of motor expression. Although emotion theorists have generally remained rather vague about the details of the process, this has been a central concern of componential appraisal theories. We describe the fundamental assumptions and predictions of this approach regarding the patterning of facial expressions for different emotions. We also review (...) recent evidence for the assumption that specific facial muscle movements may be reliable symptoms of certain appraisal outcomes and that facial expressions unfold over time on the basis of a sequence of appraisal check results. (shrink)

I show that in his De motu animalium Aristoteles proposes a teleology of the practical on the most general zoological level, i.e. on the level common to humans and self-moving animals. A teleology of the practical is a teleological account of the highest practical goals of animal and human self-motion. I argue that Aristotle conceives of such highest practical goals as goals that are contingently related to their realizations. Animal and human self-motion is the kind of action in which certain (...) state of affairs that realize values are mechanized. (shrink)

Aus dem Inhalt: Die transzendentallogische Funktion des Ich (Klaus Hammacher). - Du formel au transcendental: remarques sur l'itineraire de Husserl et de Fichte (Therese Pentzopoulou-Valalas). - Fichte und das Problem des intelligiblen Fatalismus (Georg Wallwitz). - Die Philosophie in Freiheit setzen: Freiheitsbegriff und Freiheit des Begriffs bei Schelling (Felix Duque).

Zusammenfassung Der Beitrag analysiert auf der Basis theoretischer Überlegungen sowie empirischer Ergebnisse Möglichkeiten und Grenzen einer „interkulturellen Öffnung“ von Sportvereinen, worunter Strukturanpassungen verstanden werden, die auf die Inklusion und Integration von Personen mit Migrationshintergrund zielen. Es wird gezeigt, inwiefern eine nachhaltige interkulturelle Öffnung der Vereine von der programmatischen Anbindung an den Vereinszweck, von der kontinuierlichen Behandlung in den Kommunikationswegen, von spezifischen Personalentscheidungen und der Kompatibilität mit der Organisationskultur abhängig ist.

Vorwort. Das Verhältnis zwischen transzendentalphilosophischem Denkansatz und evolutionärer Erkenntnistheorie, Thema unserer Wuppertaler Tagung vom Dezember 1990, diskutiert dieser Band in seinen ersten beiden Teilen aus sehr...

This important and challenging book is the fruit of many years of engagement with Aristotle’s thinking about the soul-body relation by one of the most distingui.

This paper, while not presenting a general discussion of authority in education, attempts to uncover some of the anomalies, paradoxes and tensions in the concept. It will argue for a revaluation of authority as an educational virtue, as a form of participatory guidance that is an aid to growth. The paper intends to help provoke continued debate over our perceived educational virtues and vices. I argue that virtuous authority is authority exercised from the point of view of a larger experience (...) and a wider horizon. If teachers’ ‘pedagogical imperative’ is to bridge the gap between forms of knowledge and their pupils, then their practice will involve authority. I suggest here that such authority should be repositioned as participatory, immanent and democratic. As Dewey says, ‘The need for authority is…constant…[I]t is the need for principles that are both stable enough and flexible enough to give direction to the processes of living in its vicissitudes and uncertainties.’ In answer to this, I suggest that teachers practice their authority in order to create stable yet flexible, open and indeterminate, but not chaotic situations that combine with pupils’ experiences in such a way as to enable educational growth. Authority practised as a form of participatory guidance, to pursue this Deweyan line of argument, can be ‘an aid to freedom’ and not freedom's enemy. This paper will argue that authority, so revalued, ought to be cultivated in our educational thought and practice. Eds: This paper forms part of a Special Issue titled ‘Beyond Virtue and Vice: Education for a Darker Age’, in which the editors invited authors to engage in exercises of ‘transvaluation’. Certain apparently settled educational concepts (from agency and fulfilment to alienation and ignorance) can be reinterpreted and transvaluated (in a Nietzschean vein) such that virtues become vices, and vices, virtues. The editors encouraged authors to employ polemics and some occasional exaggeration to reimagine educational values that are all too readily accepted within contemporary educational discourses. (shrink)

This paper, while not presenting a general discussion of authority in education, attempts to uncover some of the anomalies, paradoxes and tensions in the concept. It will argue for a revaluation of authority as an educational virtue, as a form of participatory guidance that is an aid to growth. The paper intends to help provoke continued debate over our perceived educational virtues and vices. I argue that virtuous authority is authority exercised from the point of view of a larger experience (...) and a wider horizon. If teachers’ ‘pedagogical imperative’ is to bridge the gap between forms of knowledge and their pupils, then their practice will involve authority. I suggest here that such authority should be repositioned as participatory, immanent and democratic. As Dewey says, ‘The need for authority is…constant…[I]t is the need for principles that are both stable enough and flexible enough to give direction to the processes of living in its vicissitudes and uncertainties.’ In answer to this, I suggest that teachers practice their authority in order to create stable yet flexible, open and indeterminate, but not chaotic situations that combine with pupils’ experiences in such a way as to enable educational growth. Authority practised as a form of participatory guidance, to pursue this Deweyan line of argument, can be ‘an aid to freedom’ and not freedom's enemy. This paper will argue that authority, so revalued, ought to be cultivated in our educational thought and practice. Eds: This paper forms part of a Special Issue titled ‘Beyond Virtue and Vice: Education for a Darker Age’, in which the editors invited authors to engage in exercises of ‘transvaluation’. Certain apparently settled educational concepts (from agency and fulfilment to alienation and ignorance) can be reinterpreted and transvaluated (in a Nietzschean vein) such that virtues become vices, and vices, virtues. The editors encouraged authors to employ polemics and some occasional exaggeration to reimagine educational values that are all too readily accepted within contemporary educational discourses. (shrink)

This paper argues that any museum's collecting policy must face up to the problem of vulnerability. Taking as a starting point an item in the collections of the United States Holocaust Memorial Museum, I argue that the basic responsibility of museums to collect ‘things’, and to communicate information about them in a truthful way brings their collecting practice into the epistemological domain of testimony and into the normative domain of ethics. Museums are public spaces of memory, testimony, representation and interpretation (...) that at once enable humanity to hold to account those who transgress while at the same time holding to account those who witness these transgressions. By virtue of this, museums can be considered spaces of ethics wherein testimonial and hermeneutic injustice can be confronted and challenged. (shrink)

In this paper we explore the complex relationship between the philosophies of Sir William Hamilton and Henri Bergson. We then place these philosophies in a critical relation to French phenomenological philosophy, particularly, Merleau-Ponty's. By so doing we examine a historical and theoretical 'ark' that rises in 19th Century Scotland and falls in 20th Century France, an ark that has received little attention hitherto by historians of philosophy. Our aim is to open up a new dimension of these philosophies and provoke (...) a fresh debate over their relationships and the philosophical tensions that exist between them. (shrink)

The goal of this paper is to propose a unified approach to the split scope readings of negative indefinites, comparative quantifiers, and numerals. There are two main observations that justify this approach. First, split scope shows the same kinds of restrictions across these different quantifiers. Second, split scope always involves low existential force. In our approach, following Sauerland, natural language determiner quantifiers are quantifiers over choice functions, of type <<,t>,t>. In split readings, the quantifier over choice functions scopes above other (...) operators (such as intensional verbs like must or can). Determiner quantifiers leave a choice-function trace when they move and this trace combines with the noun restriction, which is interpreted low. That split scope always involves low existential force is derived, without stipulation, from Kratzer’s idea that low existential force can be achieved via binding (into the noun restriction). (shrink)

This paper discusses Aristotle's notion of the practical syllogism. It is argued that the notion of ‘practical’ reasoning in the sense of reasoning which implies motion in one sense or the other is alien to Aristotle's philosophy of nature. All (at least in type) the relevant passages will be discussed. The outcome is that there are three different contexts in which it would be justified to speak of practical syllogisms: (i) human deliberation, (ii) the illustration of the triggering cause of (...) animal motion, and (iii) the teleological ex post explanationof human action. (i) is genuine, but non-deductive reasoning which does not immediately result in action/motion, whereas (ii) is not genuine reasoning, but an analogy with deductive reasoning. Finally, the relation between (i) and (ii) in Aristotle's theory of animal motion will be discussed. (shrink)

Proceedings of the NATO Advanced Study Institute on Proof and Computation, held in Marktoberdorf, Germany, July 20 - August 1, 1993.

The aim of this chapter is to explain Aristotle’s definition of the vegetative part of the soul in the De anima from a methodological point of view. I discuss Aristotle’s conception of the soul and his conception of “parts of the soul” before I turn to his definition of the vegetative part of the soul in De anima II 4. I argue that the definition of the vegetative capacity is deliberately abstract so as to cover its various activities under one (...) common heading. I also argue that the De anima deliberately avoids a positive and determinate description of the activity of the soul that is properly responsible for the vegetative functions, and that Aristotle offers such a positive and determinate description in his works dedicated to the actions and affections “common to body and soul”. (shrink)

Images are objects of work in the laboratory. On its face, this work is achieved through talk Yet the talk attached to these images makes reference to other images, which are drawn from varcous environments. In this article, four such environments are identified: the domain of laboratory practice; the context of invisible physical reactions; the future image as it will appear in publication; and the domain of case precedents and reference scenarios from the field. The work of image analysis brings (...) the outside of the image into it and takes the inside out. Thus it can be seen that images are not just taken, they are designed and made. (shrink)

How do animals make themselves move? Unlike most modern theories, Aristotle answers this question through a general theory of animal movement valid for both humans and animals. This book interprets this theory and analyses its fundamental concepts.

Plato's depiction of the world soul's cognitive activity in Timaeus 37 A 2‐C 5 offers a general account of intellectual cognition. He gives this account by describing the activity of an ideal cognitive agent, involving the very same comparative mechanism that governs human intellectual activity, namely, the active production of a propositional grasp of sameness and difference that things have in relation to each other in several respects. Plato depicts the world soul's intellectual activity as entirely devoid of immediate forms (...) of cognition such as perception and/or intellectual intuition: everything the world soul cognizes is the outcome of its active comparison of things with each other. In particular, there is no direct cognitive grasp of the being of things. The paper ends with a suggestion as to how to understand Plato's account of the world soul's activity as an instance of the ‘like is known by like’ principle of cognition. (shrink)

Dieses Buch entwirft mit den Mitteln einer frei an Husserl und Heidegger anknüpfenden Phänomenologie der Welt eine neue systematische Interpretation des in Israel entstandenen und in Judentum, Christentum und Islam weiterbestehenden Glaubens an den einen Gott. Der Weltbezug versetzt die phänomenologische Analyse dieses Monotheimus in die Lage, über seine Herkunft ebenso wie über seine denkbare Zukunft mehr Klarheit als bisher zu gewinnen. Grundzug der Herkunft ist die Selbstunterscheidung des biblischen Glaubens an den einen Wüstengott, der sich jeder lebensweltlichen Anschauung entzieht, (...) von dem in dieser Hinsicht eingängigeren Polytheismus. Als mögliche Zukunft zeichnet sich eine Tragödie ab: Der antipolytheistische Glaube treibt in seiner christlichen Spielart sich selbst gerade dadurch in den Untergang, dass er im Zeitalter der globalisierten Erfahrung der einen Welt in seine reine Gestalt gelangt und so einer radikalen Vergessenheit der Lebenswelt anheimfällt. (shrink)

Diese komparatistische Monographie stellt zentrale Kategorien und Theorien der Literaturwissenschaft dar. Sie synthetisiert und bewertet den Stand der Forschung und unterwirft viele Dogmen der neueren Forschung einer kritischen Analyse. Resultat ist eine Reformulierung des theoretischen Kernbestandes der Literaturwissenschaft für die zentralen Kategorien Interpretation, Fiktion, Performativität, Intertextualität, Gattung, Epoche. Der Band richtet sich an alle Wissenschaften, die mit Texten als Erkenntnisobjekten umgehen; neben der Literaturwissenschaft sind also auch die Theaterwissenschaft, die Sprachwissenschaft, die Sprachphilosophie, die Kunstwissenschaft, die Geschichtswissenschaft sowie Theologie und Jurisprudenz (...) angesprochen. (shrink)