Semiotic square and the interpretation of myths. Greimas’ semiotic square is built upon the hypothesis that the concept of elementary structure of signification is operational only if subjected to a logical interpretation and formulation. However, Greimas’ commentaries on that model are questionable. On the one hand, he asserts that logical nature of the connection between any two terms, s1 and s2, is undetermined; on the other hand, he provides the relations s1 – non s1, s2 – non s2, s1 – (...) non s2 and s2 – non s1 with a logical status. Now, since these two statements are inconsistent, a choice must be made: either these four relations have a logical significance, and then the semiotic square is a logical square, so that s1 – s2 has to be interpreted as an incompatibility relation; or s1 – s2 has no logical meaning, and then not only the status of the other relations given in the model is not logical either, but also the simple fact of applying negation to the terms s1 ands2 is meaningless.That dilemma follows from an argument, that Greimas has laid down as a principle, under which linguistic communication depends on the existence of a deep level (or immanent level) of the significance, that is supposed to precede its manifestation in speech. If, conversely, we assume that significance is produced at discursive level, and that consequently the patterning of linguistic codes relies on what could be called a semantic sedimentation process, which comes out from linguistic activity, there is no more dilemma.Such a thesis, which implies that the elementary structure of signification must be seen as the schematization by the describer of speakers’ mental activity, leads to a point of view inversion. Nevertheless, the two conditions which, according to Greimas, are required for catching the meaning are still relevant, except that, contrary to Greimas’ opinion, they now apply at the speech level: two discursive units can be opposed if they simultaneously include a common feature which join them, and a distinguishing feature which disjoin them. (shrink)

Semiotic square and the interpretation of myths. Greimas’ semiotic square is built upon the hypothesis that the concept of elementary structure of signification is operational only if subjected to a logical interpretation and formulation. However, Greimas’ commentaries on that model are questionable. On the one hand, he asserts that logical nature of the connection between any two terms, s1 and s2, is undetermined; on the other hand, he provides the relations s1 – non s1, s2 – non s2, s1 – (...) non s2 and s2 – non s1 with a logical status. Now, since these two statements are inconsistent, a choice must be made: either these four relations have a logical significance, and then the semiotic square is a logical square, so that s1 – s2 has to be interpreted as an incompatibility relation; or s1 – s2 has no logical meaning, and then not only the status of the other relations given in the model is not logical either, but also the simple fact of applying negation to the terms s1 ands2 is meaningless.That dilemma follows from an argument, that Greimas has laid down as a principle, under which linguistic communication depends on the existence of a deep level (or immanent level) of the significance, that is supposed to precede its manifestation in speech. If, conversely, we assume that significance is produced at discursive level, and that consequently the patterning of linguistic codes relies on what could be called a semantic sedimentation process, which comes out from linguistic activity, there is no more dilemma.Such a thesis, which implies that the elementary structure of signification must be seen as the schematization by the describer of speakers’ mental activity, leads to a point of view inversion. Nevertheless, the two conditions which, according to Greimas, are required for catching the meaning are still relevant, except that, contrary to Greimas’ opinion, they now apply at the speech level: two discursive units can be opposed if they simultaneously include a common feature which join them, and a distinguishing feature which disjoin them. (shrink)

RésuméLa sémiotique a inventé ou utilisé plusieurs modèles logiques pour représenter la structure élémentaire de la signification. Le carré sémiotique est sans doute l’un des plus célèbres de ces modèles. Il faut se demander, devant l’importance des phénomènes triadiques, si les modèles dyadiques sont (toujours) adaptés à leur description ou s’il ne faudrait pas se tourner (aussi) vers des modèles triadiques. Or, les modèles triadiques de la structure élémentaire de la signification nous apparaissent bien moins nombreux. À (...) notre connaissance, seule la sémiotique de Peirce et le templum de Boudon occupent cet espace autrement laissé vacant. Nous voulons ici à la fois présenter et exemplifier le templum et le compléter, en nous inspirant du carré sémiotique, pour le faire évoluer vers un « prisme sémiotique ». Nous proposerons également d’autres modèles logiques, comme le pentalemme et le cube sémiotiques. Au passage, nous étudierons plusieurs questions et problèmes – dont la décidabilité – entourant les modèles logiques. Nous ferons quelques applications sommaires de certains modèles, sur le temps, l’espace et la transcendance principalement. (shrink)

A recent review of his work describes Wilfred Carr as 'one of the most brilliant philosophers now working in the rich British tradition of educational philosophy ... His work is rigorous, refreshing and original ... and examines a number of fundamental issues with clarity and penetration'. In For Education Wilfred Carr provides a comprehensive justification for reconstructing educational theory and research as a form of critical inquiry. In doing this, he confronts a number of important philosophical questions. What is educational (...) theory? What is an educational practice? How are theory and practice related? What is the role of values in educational research? Is a genuinely educational science possible? By appealing to developments in critical theory, the philosophy of science and the philosophy of the social sciences, Wilfred Carr provides answers to these questions which vindicate the idea of an educational science that is not 'on' or 'about' education but 'for education' - a science genuinely committed to promoting educational values and ideals. (shrink)

The scientific developments of the sixteenth and seventeenth centuries have traditionally been associated with the revival of Platonism. The natural philosophers who invented the methods of classical physics have usually been depicted as men who repudiated the principles of Aristotle and embraced conceptions provided by the writings of Plato and his school. The characteristic feature derived from Platonism was the emphasis on mathematics and it is with the application of mathematics to experience, under specially devised conditions, that modern science arose. (...) In this sense, it is the Piatonism of Copernicus, Kepler and Galileo, which forms the distinctive quality of the scientific revolution that culminates in the work of Newton. (shrink)

Poets, like other men, have their speculative moods. Some poets have been widely read in the literature of philosophy and have wrestled continuously with the intellectual problems of their times. From Euripides to Mr. Eliot large expanses of dialectical argument have appeared in verse, and in our own tongue Spenser, Shakespeare, Pope, Wordsworth and many other supreme writers have questioned the semblance of nature and mind, and have sought to trace the ideal forms of reality. Men of letters in every (...) generation have naturally discussed the problems of knowledge and existence and have offered emphatic opinions on them. The views of poets have been accorded particular honour and attention. Illustrious poets have declared that poetry opens a more penetrating road to truth than that which is provided by science or academic philosophy. Certain modern critics repeat these claims. “The mind of man,” writes one, “has a knowledge of truth beyond the near-truths of science and society. Poetry tells us this truth.” I will not pause here to inquire whether anything of value can be observed of poetry in general any more than can be stated of prose in general. Nor do I wish to enter into the subject of poetic truth. The questions I desire to raise concern assumptions about the philosophical ideas of poets. Recent criticism has shown a notable tendency to fasten on these ideas. The tendency revives the practice of the nineteenth century when theologians, philosophers and literary thinkers were fond of expounding the rational systems of Wordsworth, Tennyson and Browning. The present vogue of this prosaic treatment of poetry may be due to a strong recoil from the literary fashion prevalent a generation ago which minimized the intellectual feature in the art of poetry. (shrink)

Among the manifold tendencies that contributed to the philosophical revolution of the seventeenth century was a revival of Greek atomism. The ancient particulate theories of nature had been rediscovered by way of Lucretius and Diogenes Laertius in the fifteenth century and later scholars explored the principles of Democritus and Epicurus.

Introspection, or looking inward to observe one's experience, is inherent in many methods used to study feelings, the experiential component of emotion. Challenges of introspection make faithful, high-fidelity descriptions of feelings difficult to attain. A method that (1) cleaves to a specific moment, (2) cleaves to pristine inner experience, (3) brackets presuppositions, and (4) utilizes an iterative process may be particularly well suited to this task. We review some contemporary introspective methods from the perspective of these four methodological constraints, finding (...) that Descriptive Experience Sampling (DES) addresses the constraints most fully. We present DES findings on feelings to highlight the unique contributions careful introspective methods make to emotion science. High-fidelity descriptions of feelings are necessary for a complete understanding of emotion. (shrink)

Although this paper is a written version of an inaugural lecture given at the University of Sheffield in December 1995, its central thesis is that, in a postmodern age, the practice of professors of education giving inaugural lectures is incoherent. To advance this thesis in an inaugural lecture entails an obvious contradiction which, it is proposed, can only be resolved by examining the historical origins of the inaugural lecture in the early medieval university. What emerges from this examination is not (...) only that there is a pre-modern version of the inaugural lecture but that the virtue-based understanding of education which it presupposed can be revised and advanced in the postmodern world. (shrink)

Nothing is more surprising to the ordinary reflective man than the concept of a finite universe, yet it is to such a concept that the latest development of mathematical science, so admirably expounded in Jeans's Astronomy and Cosmogony , requires us to adapt ourselves. A finite universe is one in which anything moving outwards in a straight line, and maintaining its direction, must after an interval return to its starting-point. This seems a self-contradiction. A straight line, we think, must go (...) on for ever. (shrink)

In recent times, questions of religious education—about the place and significance of knowledge and understanding of religious belief and practice in the general educational development of children and young people—seem to have been largely overshadowed or overtaken by controversies concerning the relative merits and shortcomings of common and faith schools. However, in as much as such controversies have also turned upon questions of the relative merits of so-called confessional and non-confessional conceptions of religious education, they have mostly served to obscure (...) the inadequacies of both these approaches to religious education. The present paper maintains that the real question of religious education—as a key element in the educational formation of all children—is that of how the great religious narratives of diverse cultural inheritance might be meaningfully understood and taught in a broadly liberal educational spirit. To this end, it is argued that a form of religious literacy—avoiding the errors of both confessional and non-confessional approaches—can and should be promoted in common schools as not just compatible with but indispensable to liberal education. (shrink)

Perhaps the most pressing issue concerning teacher education and training since the end of the Second World War has been that of the role of theory—or principled reflection—in professional expertise. Here, although the main post‐war architects of a new educational professionalism clearly envisaged a key role for theory—considering such disciplines as psychology, sociology and philosophy as indispensable for reflective practice—there are nevertheless well‐rehearsed difficulties about crediting such disciplines with quite the (applied) role in educational practice of (say) physiology or anatomy (...) in medical practice. This paper argues that while recent developments in professional teacher education and training may have moved on from erstwhile instrumentalist and/or applied science (competence and other) perspectives, there may yet be a case for further progress towards a rather more sophisticated philosophical psychology of teacher knowledge and expertise. (shrink)

This paper argues that moral judgment is suffering at the hands of instrumental rationality and identity thinking, concepts from the tradition of the Frankfurt School of Critical Theory that help explain degradations in human relations. These concepts are not new, but they are realized in novel ways, and the implications continue to be significant, contributing to human suffering and prominent anti-intellectual sentiment. Working through the shared intellectual ground of Adorno, Edmundson, Stivers, and Ellul, the paper takes a critical look at (...) our culture through the objectification of genuine human relations that comes with techno-rational prioritization. The endpoint of such a culture is the compromise of human subjectivity in the service of efficiency, objectivity, and measurability. Extending the analysis to educational practice, Joas’s notion of situational creativity and Dewey’s aesthetics are proposed as possible points of resistance, highlighting positive actions to be taken to remediate these narrow and dehumanizing phenomena. (shrink)

I wish to discuss the nature and the relation to one another of two kinds of mental activity, and I can most clearly indicate what they are if I take some illustrations from familiar experience.

In fairly recent times there has been an enormous growth of interest, especially from ethical theorists generally under the spell of Aristotle, in both the moral virtues and the central significance of the notion of a virtue for an adequate grasp of the character of moral life. In the light of this it may well appear a useful exercise to sketch in very broad terms how a virtue-theoretical account of moral life and the nature of our moral responses stands in (...) relation to other ethical views and to present the general outline of a case for regarding such an approach as preferable to others. In the first part of this article, then, I shall try to prepare the ground for a virtue-theoretical account by showing how a safe conceptual course needs to be steered between the Scylla of ethical realism and the Charybdis of non-cognitivism. In the second part, however, I shall endeavour to develop a more positive view of the way in which a virtue-theoretical approach may successfully steer this course. (shrink)

As a recent distinguished editor of British Journal of Aesthetics and a major contributor in his own right to recent debates on aesthetics and the philosophy of art – not least in the particular field with which this particular volume is concerned – Peter Lamarque is particularly well placed to author this survey of past and contemporary work on the philosophy of literature. Moreover, as those already familiar with Professor Lamarque's work will no doubt expect, this volume offers remarkably clear (...) and extensive coverage of a wide and complex philosophical field in its relatively short space of under 300 pages. Following a short preface, the work is divided into seven chapters. The first, entitled ‘Art’, generally explores the relationship between philosophy, literary theory, art. (shrink)

Although conflated in the public mind, science and technology are separate though overlapping enterprises. While technological progress is advancing rapidly, the more philosophically oriented scientific fields are experiencing an epistemological crisis. In the following text, we examine the origins of this epistemological crisis. Although the crisis is multifactorial in origin, with the factors interacting in a nonlinear fashion, several distinct contributors can be identified. These include a decline in confidence in Western culture and a concomitant rise in exaggerated self-criticism, diminution (...) of cause-and-effect relationships, the rise of relative truth, and a transition from an agnostic to an atheistic stance among scientists. (shrink)

This work contains newly translated excerpts from Samuel Pufendor's two major works in political and moral thought, Elements of Universal Jurisprudence and The Law of Nature and Nations. The editor and translator have worked to present a readable and comprehensive introduction to Pufendorf's political philosophy. The new English translation far exceeds what is currently available in terms of sophistication and clarity. A substantive introduction is included to acquaint readers with Pufendorf's ideas.