Phronesis, Poetics, and Moral Creativity 317
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Aristotle on Mim4sis
Aristotle on Mim4sis Paul Woodruff Modern readers are often dismayed to find that Aristotle classified poetry, music, and dance under a heading that is usually translated "imitation." We take some comfort in blaming this usage on Plato, who put poetry under this heading in order to condemn it, and we expect Aristotle to defend poetry by providing us with a new, more positive, and even (dare we hope?) more modern understand- ing of "imitation." The comfort begins to turn cold, however, when we find that mimEsis - the Greek word commonly translated "imitation" - has an indepen- dent life in Aristotle. It is neither a throwback to Plato nor a precursor of modern theories of fiction. It has little to do with the problem of truth in poetry, and a great deal to do with explaining the effects poetry has on its audience. Altogether, Aristotle's theory of poetry translates poorly into the idioms of modern criticism, and there is no help for this. Mimesis and its Greek cognates defy translation. Besides "imitation," we find in English such renderings as "image-making," "imitation," "representation," "reproduction," "expression," "flction," "emulation," "make-believe," and so forth, As any of these would beg important questions of interpretation, we shall have to be content with translit- eration for discussions such as this. Mimesis is the production t96s), 37, of mimematai and though "images" is almost right for mimemata, we shall leave that word in Greek as well. I shall also use the adjective mimetic for any procedure of mimesis. So stricken have we been by Plato's war on the tragedians that we keep wanting to read the Poetics as a definitive counter-offensive, and we keep trying to frame Aristotle's theory in Platonic terms, as a response to plato. -
The Black Platonism of David Lindsay
Volume 19 Number 2 Article 3 Spring 3-15-1993 Encounter Darkness: The Black Platonism of David Lindsay Adelheid Kegler Follow this and additional works at: https://dc.swosu.edu/mythlore Part of the Children's and Young Adult Literature Commons Recommended Citation Kegler, Adelheid (1993) "Encounter Darkness: The Black Platonism of David Lindsay," Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature: Vol. 19 : No. 2 , Article 3. Available at: https://dc.swosu.edu/mythlore/vol19/iss2/3 This Article is brought to you for free and open access by the Mythopoeic Society at SWOSU Digital Commons. It has been accepted for inclusion in Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature by an authorized editor of SWOSU Digital Commons. An ADA compliant document is available upon request. For more information, please contact [email protected]. To join the Mythopoeic Society go to: http://www.mythsoc.org/join.htm Mythcon 51: A VIRTUAL “HALFLING” MYTHCON July 31 - August 1, 2021 (Saturday and Sunday) http://www.mythsoc.org/mythcon/mythcon-51.htm Mythcon 52: The Mythic, the Fantastic, and the Alien Albuquerque, New Mexico; July 29 - August 1, 2022 http://www.mythsoc.org/mythcon/mythcon-52.htm Abstract Characterizes Lindsay as a “belated symbolist” whose characters are “personifications of ontological values.” Uses Neoplatonic “references to transcendence” but his imagery and technique do not suggest a positive view of transcendence. Additional Keywords Lindsay, David—Neoplatonism; Lindsay, David—Philosophy; Lindsay, David. A Voyage to Arcturus; Neoplatonism in David Lindsay This article is available in Mythlore: A Journal of J.R.R. -
The Problem of Evil in Augustine's Confessions
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 2011 The rP oblem of Evil in Augustine's Confessions Edward Matusek University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the American Studies Commons, and the Philosophy Commons Scholar Commons Citation Matusek, Edward, "The rP oblem of Evil in Augustine's Confessions" (2011). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/3733 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. The Problem of Evil in Augustine’s Confessions by Edward A. Matusek A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Philosophy College of Arts and Sciences University of South Florida Major Professor: Thomas Williams, Ph.D. Roger Ariew, Ph.D. Joanne Waugh, Ph.D. Charles B. Guignon, Ph.D. Date of Approval: November 14, 2011 Keywords: theodicy, privation, metaphysical evil, Manichaeism, Neo-Platonism Copyright © 2011, Edward A. Matusek i TABLE OF CONTENTS Abstract iii Chapter One: Introduction to Augustine’s Confessions and the Present Study 1 Purpose and Background of the Study 2 Literary and Historical Considerations of Confessions 4 Relevance of the Study for Various -
Critical Inquiry As Virtuous Truth-Telling: Implications of Phronesis and Parrhesia ______
______________________________________________________________________________ Critical Inquiry as Virtuous Truth-Telling: Implications of Phronesis and Parrhesia ______________________________________________________________________________ Austin Pickup, Aurora University Abstract This article examines critical inquiry and truth-telling from the perspective of two comple- mentary theoretical frameworks. First, Aristotelian phronesis, or practical wisdom, offers a framework for truth that is oriented toward ethical deliberation while recognizing the contingency of practical application. Second, Foucauldian parrhesia calls for an engaged sense of truth-telling that requires risk from the inquirer while grounding truth in the com- plexity of human discourse. Taken together, phronesis and parrhesia orient inquirers to- ward intentional truth-telling practices that resist simplistic renderings of criticality and overly technical understandings of research. This article argues that truly critical inquiry must spring from the perspectives of phronesis and parrhesia, providing research projects that aim at virtuous truth-telling over technical veracity with the hope of contributing to ethical discourse and social praxis. Keywords: phronesis, praxis, parrhesia, critical inquiry, truth-telling Introduction The theme of this special issue considers the nature of critical inquiry, specifically methodological work that remains committed to explicit goals of social justice and the good. One of the central concerns of this issue is that critical studies have lost much of their meaning due to a proliferation of the term critical in educational scholarship. As noted in the introduction to this issue, much contemporary work in education research that claims to be critical may be so in name only, offering but methodological techniques to engage in critical work; techniques that are incapable of inter- vening in both the epistemological and ontological formations of normative practices in education. -
Commentary on Thomas Aquinas's Virtue Ethics J
Cambridge University Press 978-1-107-16578-6 — Commentary on Thomas Aquinas's Virtue Ethics J. Budziszewski Frontmatter More Information Commentary on Thomas Aquinas’s Virtue Ethics Although St. Thomas Aquinas famously claimed that his Summa Theologiae was written for “beginners,” contemporary readers i nd it unusually difi cult. Now, amid a surge of interest in virtue ethics, J. Budziszewski clarii es and analyzes the text’s challenging arguments about the moral, intellectual, and spiritual virtues, with a spotlight on the virtue of justice. In what might be the i rst contemporary commentary on Aquinas’s virtue ethics, he juxtaposes the original text with paraphrase and detailed discussion, guiding us through its complex arguments and classical rhetorical i gures. Keeping an eye on con- temporary philosophical issues, he contextualizes one of the greatest virtue theorists in history and brings Aquinas into the interdisciplinary debates of today. His brisk and clear style illuminates the most crucial of Aquinas’s writ- ings on moral character and guides us through the labyrinth of this difi cult but pivotal work. J. Budziszewski is Professor of Government and Philosophy at the University of Texas at Austin, where he also teaches courses in religious studies and in the law school. His work includes numerous books as well as a blog, The Underground Thomist . Budziszewski thinks and writes chiel y about classi- cal natural law, conscience and self-deception, moral character, family and sexuality, religion and public life, authentic versus counterfeit toleration and liberty, and the state of our common culture. © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-1-107-16578-6 — Commentary on Thomas Aquinas's Virtue Ethics J. -
Bibliography
Comp. by: C. Vijayakumar Stage : Revises1 ChapterID: 0002195881 Date:30/10/ 14 Time:14:12:02 Filepath://ppdys1122/BgPr/OUP_CAP/IN/Process/ 0002195881.3d243 OUP UNCORRECTED PROOF – REVISES, 30/10/2014, SPi Bibliography Accattino, P. (1985). Alessandro di Afrodisia e Aristotele di Mitelene. Elenchos 6, 67–74. Ackrill, J. L. (1962). Critical Notice: Die Aristotelische Syllogistik. By Gün- ther Patzig. Mind, 71, 107–17. Ackrill, J. L. (1963). Aristotle: Categories and De Interpretatione. Oxford: Oxford University Press. Ackrill, J. L. (1997). Essays on Plato and Aristotle. Oxford: Oxford University Press. Adamson, P. (2005). On Knowledge of Particulars. Proceedings of the Aris- totelian Society, 105, 257–78. Adamson, P. (2007a). Knowledge of Universals and Particulars in the Bagh- dad School. Documenti e studi sulla tradizione filosofica medievale, 18, 141–64. Adamson, P. (2007b). Al-Kindī. New York: Oxford University Press. Adamson, P., Baltussen, H., and Stone, M. W. F. (eds). (2004). Philosophy, Science and Exegesis in Greek, Arabic, and Latin Commentaries. London: Institute of Classical Studies, University of London. Adamson, P., and Taylor, R. C. (eds). (2005). The Cambridge Companion to Arabic Philosophy. Cambridge: Cambridge University Press. Algra, K. A., van der Horst, P. W., and Runia, D. T. (eds). (1996). Polyhistor: Studies in the History and Historiography of Ancient Philosophy Presented to Jaap Mansfeld on his Sixtieth Birthday. Leiden: Brill. Allen, J. (2005). The Stoics on the Origin of Language and the Foundations of Etymology. In D. Frede and B. Inwood (eds), Language and Learning: Philosophy of Language in the Hellenistic Age, pp. 14–35. Cambridge: Cambridge University Press. Allen, R. -
Forthcoming in Episteme Educating for Intellectual Virtue
CORE Metadata, citation and similar papers at core.ac.uk Provided by PhilPapers Forthcoming in Episteme Educating for Intellectual Virtue: a critique from action guidance Ben Kotzee (Birmingham), J. Adam Carter (Glasgow) & Harvey Siegel (Miami) Abstract: Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as the inculcation of the intellectual virtues. Baehr’s picture contrasts with another well-known position – that the primary aim of education is the promotion of critical thinking (Scheffler 1989; Siegel 1988; 1997; 2017). In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically- driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. -
Phronesis, Artifacts and Leadership Practice
Phronesis, Artifacts and Leadership Practice Richard Halverson University of Wisconsin - Madison Abstract This paper develops Aristotle’s idea of phronesis, or practical wisdom, as a framework to access, represent and communicate the complexity of successful instructional leadership practice in schools. The design and use of artifacts, the tools leaders develop and implement in their practice, provide a window into the patterns of problem-setting and problem-solving that guide the expression of phronesis in school leadership. Introduction It has long been recognized that where you find good schools, you also often find the legacy of strong leadership. Prior research has defined many of the characteristics of schools with strong instructional programs, such as professional community grounded in instruction among teachers and leaders, a shared sense of instructional vision, group ownership of the instructional process and links between supervisory, assessment and instructional practices. 1 School leaders are responsible for the design and maintenance of these essential conditions in existing school systems.2 However, while we know quite a bit about the characteristics of such school communities, we know quite a bit less about how these characteristics develop together to become distinctive features of the school community. A strong professional community among teachers, for example, can either presuppose or help create group ownership of instructional process, which in turn may Submitted for publication: Please to not cite without the author’s permission 1 2 depend upon or generate the need for stronger internal linkages between assessment and instruction. The implementation and coordination of these conditions is an important aspect of improving student learning in schools.3 Accessing how school leaders understand and manage schools calls for a new approach to understanding the leadership practice. -
The Agent Intellect As" Form for Us" and Averroes's. Critique of Al-Farabi
Tópicos, Revista de Filosofía ISSN: 0188-6649 [email protected] Universidad Panamericana México Taylor, Richard C. The Agent Intellect as "form for us" and Averroes's. Critique of al-Farabi Tópicos, Revista de Filosofía, núm. 29, 2005, pp. 29-51 Universidad Panamericana Distrito Federal, México Available in: http://www.redalyc.org/articulo.oa?id=323027318003 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative The Agent Intellect as "form for us" and Averroes's Critique of al-FarabT Richard C. Taylor Marquette University This article explicates Averroes's understanding of human knowing and abstraction in this three commentaries on Aristotle's De Anima. While Averroes's views on the nature of the human material intellect changes through the three commentaries until he reaches is famous view of the unity of the material intellect as one for all human beings, his view of the agent intellect as 'form for us' is sustained throughout these works. In his Long Commentary on the De Anima he reveals his dependence on al-Farabi for this notion and provides a detailed critique of the Farabian notion that the agent intellect is 'form for us' only as agent cause, not as our true formal cause. Although Averroes argues that the agent intellect must somehow be intrinsic to us as our form since humans 2tieper se rational and undertake acts of knowing by will, his view is shown to rest on an equivocal use of the notion of formal cause. -
Book Review F
Book Review F. J. Mootz III and G. H. Taylor, eds. Gadamer and Ricoeur: Critical Horizons for Contemporary Hermeneutics (New York/London: Continuum, 2011), 297 pp. Marc-Antoine Vallée EHESS (Paris) Études Ricœuriennes / Ricœur Studies, Vol 3, No 2 (2012), pp. 171-173 ISSN 2155-1162 (online) DOI 10.5195/errs.2012.153 http://ricoeur.pitt.edu This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. This journal is published by the University Library System of the University of Pittsburgh as part of its D-Scribe Digital Publishing Program, and is cosponsored by the University of Pittsburgh Press. Book Review F. J. Mootz III and G. H. Taylor, eds. Gadamer and Ricoeur: Critical Horizons for Contemporary Hermeneutics (New York/London: Continuum, 2011), 297 pp. Five years ago, it was totally impossible to find a book entirely dedicated to a systematic study of the complex relations between the hermeneutics of Gadamer and Ricoeur. This was quite surprising if we consider the importance of these two philosophers to the development of a hermeneutical philosophy over the last century. Fortunately, it seems that the relevance of a critical discussion on Gadamer’s and Ricoeur’s hermeneutics has recently become more obvious, first with the publication of Daniel Frey’s book on L’interprétation et la lecture chez Ricoeur et Gadamer (2008), and now with this initiative of Francis J. Mootz III and George H. Taylor to bring into conversation "Gadamerian and Ricoeurian scholars" in one volume. The result of this well- inspired idea is a book containing twelve chapters studying, from different perspectives, the agreements and disagreements between Gadamer’s and Ricoeur’s philosophies, not without significant convergences and divergences between the authors. -
Aristotle on Predication1
António Pedro Mesquita University of Lisbon Aristotle on Predication1 Abstract: Predication is a complex entity in Aristotelian thought. The aim of the present essay is to account for this complexity, making explicit the diverse forms it assumes. To this end, we turn to a crucial chapter of the Posterior Analytics (1 22), where, in the most com- plete and developed manner within the corpus, Aristotle proceeds to systematize this topic. From the analysis, it will become apparent that predication can assume, generically, five forms: 1) the predication of essence (τὸ αὐτῷ εἶναι κατηγορεῖσθαι), that is of the genus and the specific difference; 2) essential predication (τό ἐν τῷ τί ἐστι κατηγορεῖσθαι), that is either of the genus or of the differences (or their genera); 3) the predication of accidents per se and 4) simple accidents (ὡς συμβεβηκότα κατηγορεῖσθαι); 5) accidental predication (κατὰ συμβεβηκὸς κατηγορεῖσθαι). However, only types 2–4 are forms of strict predication (ἁπλῶς). In effect, the “pre- dication” of essence is not a genuine predication, but a formula for identity, constituting, technically, the statement of the essence of the subject (or its definition). On the other hand, accidental “predication” can only be conceived of as such equivocally, since it results from a linguistic accident through which the ontological subject of the attribution suffers a displacement to the syntactic position of the predicate, which is not, by nature, its own. In neither case does the attribution bring about any legitimate predication. The study concludes with a discussion of Aristotle’s thesis according to which no subs- tance can be a predicate, which is implied by its notion of accidental predication, a thesis which has been – and in our opinion wrongly so – challenged in modern times. -
Aristotle and the Value of Tragedy Malcolm Heath
Aristotle and the Value of Tragedy Malcolm Heath This article explores Aristotle’s understanding of the value of tragedy. The primarily technical analyses of the Poetics are not sufficient for this purpose: they must be read in the context of Aristotle’s philosophical anthropology. An outline of Aristotle’s understanding of the structure of human motivation provides a framework within which to interpret his discussion of the uses of music, and in particular of music’s status as an intrinsically valuable component of cultivated Downloaded from leisure. Applying that model to tragedy requires an explanation of what motivates engagement with drama that evokes distressing affects. Aristotle’s account of musical katharsis, if read with sufficient attention to its structure and interpreted in the light of his analysis of pleasure, provides a solution. If the importance which Aristotle attaches to intrinsically valuable leisure activities is overlooked, it http://bjaesthetics.oxfordjournals.org/ is not possible to understand his conception of a good human life, or his aesthetics. What motivates human beings to invest time and effort in producing and consuming trag- edies? And how does that investment contribute to a characteristically human way of life? That is, what value attaches to the production and consumption of tragedies? Though Aristotle touches briefly on poetry’s roots in human nature at the beginning of Poetics 4, for the most part the existence of poetry and its diverse kinds is treated in the Poetics, not as an explanandum, but as the starting point for technical analyses of how poems, in their various kinds, are best composed.