Heidegger and Scripture: the Calling of Thinking in Our Abandonment
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Bodily Vulnerability: Critical Phenomenology and an Examination of Gendered Motility Tayler Bunge Regis University
Regis University ePublications at Regis University All Regis University Theses Spring 2016 Bodily Vulnerability: Critical Phenomenology and an Examination of Gendered Motility Tayler Bunge Regis University Follow this and additional works at: https://epublications.regis.edu/theses Part of the Arts and Humanities Commons Recommended Citation Bunge, Tayler, "Bodily Vulnerability: Critical Phenomenology and an Examination of Gendered Motility" (2016). All Regis University Theses. 703. https://epublications.regis.edu/theses/703 This Thesis - Open Access is brought to you for free and open access by ePublications at Regis University. It has been accepted for inclusion in All Regis University Theses by an authorized administrator of ePublications at Regis University. For more information, please contact [email protected]. Regis University Regis College Honors Theses Disclaimer Use of the materials available in the Regis University Thesis Collection (“Collection”) is limited and restricted to those users who agree to comply with the following terms of use. Regis University reserves the right to deny access to the Collection to any person who violates these terms of use or who seeks to or does alter, avoid or supersede the functional conditions, restrictions and limitations of the Collection. The site may be used only for lawful purposes. The user is solely responsible for knowing and adhering to any and all applicable laws, rules, and regulations relating or pertaining to use of the Collection. All content in this Collection is owned by and subject to the exclusive control of Regis University and the authors of the materials. It is available only for research purposes and may not be used in violation of copyright laws or for unlawful purposes. -
Knowledge and Thought in Heidegger and Foucault: Towards an Epistemology of Ruptures Arun Anantheeswaran Iyer Marquette University
Marquette University e-Publications@Marquette Dissertations (2009 -) Dissertations, Theses, and Professional Projects Knowledge and Thought in Heidegger and Foucault: Towards an Epistemology of Ruptures Arun Anantheeswaran Iyer Marquette University Recommended Citation Iyer, Arun Anantheeswaran, "Knowledge and Thought in Heidegger and Foucault: Towards an Epistemology of Ruptures" (2011). Dissertations (2009 -). Paper 131. http://epublications.marquette.edu/dissertations_mu/131 KNOWLEDGE AND THOUGHT IN HEIDEGGER AND FOUCAULT: TOWARDS AN EPISTEMOLOGY OF RUPTURES by Arun Iyer, B. E., M. A. A Dissertation submitted to the Faculty of the Graduate School, Marquette University, in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Milwaukee, Wisconsin August 2011 ABSTRACT KNOWLEDGE AND THOUGHT IN HEIDEGGER AND FOUCAULT: TOWARDS AN EPISTEMOLOGY OF RUPTURES Arun Iyer, B.E., M.A. Marquette University, 2011 This dissertation shows how Martin Heidegger and Michel Foucault, by questioning the very understanding of the subject-object relationship on which all epistemology is grounded, challenge two of its most cherished beliefs: 1. Thought and knowledge are essentially activities on the part of the subject understood anthropologically or transcendentally. 2. The history of knowledge exhibits teleological progress towards a better and more comprehensive account of its objects. In contrast to traditional epistemology, both Heidegger and Foucault show how thought and knowledge are not just acts, which can be attributed to the subject but also events which elude any such subjective characterization. They also show us how the history of knowledge exhibits ruptures when the very character of knowledge undergoes drastic transformation in the course of history. The dissertation concludes by hinting at how these new accounts of thought and knowledge have the potential to shake the very foundations of epistemology and lead us to a new framework for discussing the most basic questions of epistemology, towards an epistemology of ruptures. -
Scott Marratto Associate Professor of Philosophy Humanities Department Michigan Technological University Contact Information •
MARRATTO :: CURRICULUM VITAE (UPDATED 10 AUG 18) SCOTT MARRATTO ASSOCIATE PROFESSOR OF PHILOSOPHY HUMANITIES DEPARTMENT MICHIGAN TECHNOLOGICAL UNIVERSITY CONTACT INFORMATION • Humanities Department Michigan Technological University 1400 Townsend Drive Houghton, MI 49931-1295 • Phone: (906) 487-2613 • Email: [email protected] • Web: http://www.mtu.edu/humanities/department/faculty-staff/faculty/marratto/ AREAS OF SPECIALIZATION AND COMPETENCE • AOS: 19th and 20th Century Continental Philosophy (especially Phenomenology), Social and Political Philosophy • AOC: Philosophy of Science and Technology, Ethics, Ancient Philosophy, Aesthetics, Philosophy of Mind ACADEMIC POSITIONS • Associate Professor of Philosophy, Humanities Department, Michigan Technological University, 2011-present • Director of Graduate Studies in Rhetoric, Theory and Culture, Humanities Department, Michigan Technological University, 2015-2018 • Senior Fellow, Foundation Year Programme, University of King’s College, Halifax, 2010- 2011 • Instructor, Contemporary Studies Programme, University of King’s College, Halifax, 2009-2011 • Teaching Fellow, Foundation Year Programme, University of King’s College, Halifax, 2007-2010 EDUCATION • University of Guelph, PhD, Philosophy (2010) • University of Guelph, MA, Philosophy (2005) • University of Toronto, Special/Non-degree, Philosophy (2001-2) • University of Western Ontario, BA, Sociology (2001) 1 MARRATTO :: CURRICULUM VITAE (UPDATED 10 AUG 18) PUBLICATIONS Books • The Intercorporeal Self: Merleau-Ponty on Subjectivity. Albany, NY: State University of New York Press (2012). o Reviews: Symposium: Canadian Journal of Continental Philosophy, March (2013); Notre Dame Philosophical Reviews, February (2013); Review of Metaphysics 67 (2013); Avant V (2014); Word and Text: A Journal of Literary Studies and Linguistics 3 (2013). • The End of Ethics in a Technological Society. Montreal, QC: McGill-Queens University Press (2008). (With Lawrence E. Schmidt.) Book Chapters • “Intercorporeality.” In 50 Concepts for an Intersectional Phenomenology, eds. -
Save the Date
SAVE THE DATE August 8-11, 2016 University of Colorado-Denver Giving Voice to Our Experience: On Heidegger, Phenomenology and the Challenge of Language John Russon, PhD from University of Guelph, Canada Is language simply a matter of formulating our ideas from our thought process into words? For example, were you ever called upon to express your deep and intimate feelings, and your words failed you? How about if what we learned about ourselves from a probing conversation with others were not the beliefs and values that we formerly claimed? Drawing on Heidegger’s writings on the nature of language, this conference will investigate the crucial, formative role that language plays in bringing our experience into a meaningful form in the first place. Explore this powerful relationship between expression and experience, investigating the nature and importance of artistic expression in our personal, social, and political dimensions of our lives. Reflect on important experiences of feelings when we don’t “have a voice,” such as can be experienced by, for example, healthcare patients, women, and people in oppressed racial or social groups. Join us for this valuable and enriching conference to learn the importance language plays in our lives and relationships. John Russon is Professor of Philosophy at the University of Guelph. He is internationally recognized for his original research in 20th Century Continental Philosophy, the philosophy of G.W.F. Hegel, and Ancient Philosophy. He is the author of five books and more than fifty articles and book chapters. Russon’s research is primarily rooted in phenomenology and existentialism. For more information, contact Sara Horton-Deutsch at 303-724-8558.. -
Interoffice MEMORANDUM To: Senate Committee for Quality Assurance From: Anthony Clarke, Assistant V.P
Office of Assistant Vice-President (Program Quality Assurance) x54124 interoffice MEMORANDUM to: Senate Committee for Quality Assurance from: Anthony Clarke, Assistant V.P. (PQA) subject: Periodic Review of the Department of Philosophy date: 12 March 2013 Please find attached the documents for the periodic review of the Department of Philosophy: Final Assessment Report, the Executive Summary which includes the responses of the Chair and Dean, and the responses of the Chair, Dean, and Provost as separate documents. As per section IV.4.A.(vii) of our IQAP for the review of departments and schools, the Executive Summary has been prepared for the information of Senate, and submission to the Ontario Universities Council for Quality Assurance. SENATE COMMITTEE FOR QUALITY ASSURANCE PERIODIC REVIEW OF THE DEPARTMENT OF PHILOSOPHY EXECUTIVE SUMMARY of FINAL ASSESSMENT REPORT March 2013 Membership of Internal Review Subcommittee (IRS) External Reviewers: Dr. Andrew Hunter, Ryerson University Dr. Eduardo Mendieta, Stony Brook University, New York Facilitator: Dr. Michèle Preyde, The Internal Review Committee (IRC) received the Final Assessment Report for the Department of Philosophy from the IRS on 05 February 2013. The IRC now presents an Executive Summary of the review, which includes the following: - Introduction - Summary of the review process - Review Committee’s recommendations - Administrative responses to the report from the Chair, Dean, and Provost INTRODUCTION The Department of Philosophy is a community of dedicated teachers and productive philosophical researchers. It was founded in 1965 with an initial complement of five male faculty (John Bruce (chair), Brian Calvert, Michael Ruse, Donald Stewart, George Todd) which quickly grew: in 1975 there were 21 regular faculty (1 female). -
Heidegger and the Politics of the University 515
HEIDEGGER AND THE POLITICS OF THE UNIVERSITY 515 Heidegger and the Politics of the University IAIN THOMSON* An ancient proverb ran, “He who learns but does not think is lost.” Confucius added, “He who thinks but does not learn is in great danger.”1 IF THIS PROVERB’S EXHORTATION TO THINKING sounds paradigmatically Heideggerian, Confucius’s wise rejoinder helps raise that haunting political question: What, if anything, did Heidegger learn from his appalling misadventure with Nazism? Heidegger told Der Spiegel that he reached this infamous political decision “by way of the university.” If, as I believe, Heidegger’s philosophical views on higher edu- cation were largely responsible for his decision to become the first Nazi Rector of Freiburg University in 1933, then one of our Confucian questions becomes: Did Heidegger learn from what he later called his “life’s greatest stupidity” and transform the underlying philosophical views that helped motivate this “political mistake”?2 The only scholars to address this question, Otto Pöggeler and Jacques Derrida, both think so.3 We will examine their interpretations once we are in a better posi- tion to evaluate them. Obviously, we need first to understand Heidegger’s early views on university education before we can decide whether or not he changed these views after the war. This task is complicated, however, by the fact that Heidegger’s early work on the university turns out to be less philosophically ho- 1 Confucius, The Analects of Confucius, Arthur Waley, trans. (New York: Vintage Books, 1989), II.11, 91 (translation emended). 2 Heidegger, “Only A God Can Save Us,” Maria P. -
Phil 2140: Greek and Roman Philosophy
Phil 2140: Greek and Roman Philosophy Instructor: John Russon, Mackinnon 338. Office Hours: Tuesday 1:15-2:15, Wednesday 3:00-4:30 TA: Casey Ford, [email protected]. (Office hours Wednesday, 11-12.) Course Meets: Tuesdays and Thursdays, 11:30-12:50, Rm. CRSC (Crop Science) 117 Ancient Athens produced the two philosophical thinkers that tower over all who came before and all who came after: Plato (c.427-c.347 B.C.) and Aristotle (384-322 B.C.). These thinkers, from the period of the flourishing of ancient Greek culture, effectively invented the practice of philosophy that has shaped and transformed Western culture and, indeed, world-culture. The Greek philosophers were especially concerned with describing accurately the nature of reality, and then trying to understand the place of the human being within reality. We will begin our study of their with the insights of philosophers before Socrates, and consider the dynamic and rational nature of reality. We will then turn to the figure of Socrates himself, the Athenian philosopher who inspired Plato and is the subject of Plato’s writings. We will look at his distinctive method, and see how this method is related, in Plato’s philosophy, to the insights of the pre-Socratic philosophers. We will then look at the works of Plato’s student, Aristotle, (who was himself supposedly the teacher of Alexander the Great), for the systematic study of nature and our place in it. We will conclude, finally, with the Roman philosopher Seneca—the advisor to the Roman Emperor Nero—to see how the Greek philosophical perspective has developed and been transformed in dealing with the realities of political life in the time of the Roman Empire. -
Thinking Between Heidegger and Dōgen
echoes of no thing Before you start to read this book, take this moment to think about making a donation to punctum books, an independent non-profit press, @ https://punctumbooks.com/support/ If you’re reading the e-book, you can click on the image below to go directly to our donations site. Any amount, no matter the size, is appreciated and will help us to keep our ship of fools afloat. Contri- butions from dedicated readers will also help us to keep our commons open and to cultivate new work that can’t find a welcoming port elsewhere. Our ad- venture is not possible without your support. Vive la Open Access. Fig. 1. Hieronymus Bosch, Ship of Fools (1490–1500) echoes of no thing: thinking between heidegger and dōgen. Copyright © 2018 by Nico Jenkins. This work carries a Creative Commons BY-NC-SA 4.0 International license, which means that you are free to copy and redistribute the material in any medium or format, and you may also remix, transform and build upon the material, as long as you clearly attribute the work to the authors (but not in a way that suggests the authors or punctum books endorses you and your work), you do not use this work for commercial gain in any form whatsoever, and that for any remixing and transformation, you distribute your rebuild under the same license. http://creativecommons.org/licenses/by-nc-sa/4.0/ First published in 2018 by punctum books, Earth, Milky Way. https://punctumbooks.com ISBN-13: 978-1-950192-01-4 (print) ISBN-13: 978-1-950192-02-1 (ePDF) lccn: 2018968574 Library of Congress Cataloging Data is available from the Library of Congress Book design: Vincent W.J. -
Phenomenology of Perception”, a Joint Project of the International Merleau- Ponty Circle and Chiasmi International
Proposal for the Video of the Broadcast Series on the 75th Anniversary on “Phenomenology of Perception”, a joint project of the International Merleau- Ponty Circle and Chiasmi International 1. Working title of the video: "Learning, Teaching and Researching on Merleau-Ponty's Phenomenology of Perception in Chinese in Hong Kong and Beijing" 2. Name of author: - Principle author: LAU, Kwok-ying, PhD, Professor, Department of Philosophy, The Chinese University of Hong Kong (CUHK) - Associated author 1: NING Xiaomeng, PhD, Associate Professor, Department of Philosophy, Peking University - Associated author 2: Mr. KUM Long-Yin, MPhil, Department of Philosophy, CUHK - Associated author 3: Mr. LI Ka Ho, MPhil, Department of Philosophy, CUHK 3. Abstract/plan of broadcast: The video will consist of 5 parts (about 28 min.): i. Brief introduction to the history of teaching and research on Merleau-Ponty’s Phenomenology of Perception in Chinese in Hong Kong since 1995 by LAU and the linguistic and cultural conditions under which teaching and research are carried out (lectures and tutorials in Cantonese Chinese with the English translation of Phenomenology of Perception) (about 2 min., in English). ii. Interview with Mr. LI Ka-Ho, currently PhD student with a MPhil in philosophy, on how the initiation to Merleau-Ponty’s phenomenology of the body during his undergraduate years under LAU has contributed to the orientation in further advanced study in philosophy (about 3 min., in Cantonese Chinese and English, with English subtitles) iii. Interview with Mr. KUM Long-Yin, an animal lover, on his experience of writing a MPhil thesis under the supervision of LAU on the ontology of animal from the perspective of Merleau-Ponty’s phenomenology (about 5 min, in Cantonese Chinese and English, with English subtitles) iv. -
Part One Learning (With) 'Heidegger'
Part One Learning (with) ‘Heidegger’ We all still need an education in thinking, and before that first a knowledge of what being educated and uneducated in thinking means. Heidegger “The End of Philosophy and the Task of Thinking’’ In this first part, I want to ask what it means to learn Heidegger. Heidegger is certainly someone whose writings one must learn to read. This is something that rapidly withdraws as one learns; the process of learning to understand Heidegger tends to disappear beneath what one has learnt from Heidegger. It consequently takes some effort to retrieve it. The chapters of this part therefore move quite slowly, often repeating the same point from different directions. They do not provide an exegesis of Heidegger’s teachings, but only attempt to grasp the nature of learning that is informing how it is that Heidegger is teaching. Heidegger provides explicit instructions about how to learn his way of philosophising, mostly in introductions or reflexive asides where he sets out what is required of those attending if they are to learn. Whilst this suggests that this part of the thesis will be remaining outside or on the surface of Heidegger’s teachings, I hope to show that an understanding of what is required to learn Heidegger in fact goes to the heart of Heidegger’s teachings. The least ambition of Part One is to suggest that Heidegger’s philosophy must be understood in every respect as a teaching. But the main ambition is to indicate how the whole of Heidegger’s philosophy is in fact concerned with learning, in which case, learning about the process of learning (with) Heidegger will in fact put us in touch with what Heidegger is teaching. -
L-G-0003992675-0008758615.Pdf
The Blackwell Companion to Hermeneutics BLACKWELL COMPANIONS TO PhILOSOPHY This outstanding student reference series offers a comprehensive and authoritative survey of philosophy as a whole. Written by today’s leading philosophers, each volume provides lucid and engaging coverage of the key figures, terms, topics, and problems of the field. Taken together, the volumes provide the ideal basis for course use, representing an unparalleled work of reference for students and specialists alike. Already published in the series: 1. The Blackwell Companion to Philosophy, Second Edition 31. A Companion to Pragmatism Edited by Nicholas Bunnin and Eric Tsui-James Edited by John R. Shook and Joseph Margolis 2. A Companion to Ethics 32. A Companion to Ancient Philosophy Edited by Peter Singer Edited by Mary Louise Gill and Pierre Pellegrin 3. A Companion to Aesthetics, Second Edition 33. A Companion to Nietzsche Edited by Stephen Davies, Kathleen Marie Higgins, Robert Edited by Keith Ansell Pearson Hopkins, Robert Stecker, and David E. Cooper 34. A Companion to Socrates 4. A Companion to Epistemology, Second Edition Edited by Sara Ahbel-Rappe and Rachana Kamtekar Edited by Jonathan Dancy, Ernest Sosa and Matthias Steup 35. A Companion to Phenomenology and Existentialism 5. A Companion to Contemporary Political Philosophy Edited by Hubert L. Dreyfus and Mark A. Wrathall (two-volume set), Second Edition 36. A Companion to Kant Edited by Robert E. Goodin and Philip Pettit Edited by Graham Bird 6. A Companion to Philosophy of Mind 37. A Companion to Plato Edited by Samuel Guttenplan Edited by Hugh H. Benson 7. A Companion to Metaphysics, Second Edition 38. -
Heidegger on Truth (Aletheia). a Bibliography
Heidegger on Truth (Aletheia). A Bibliography https://www.ontology.co/biblio/heidegger-aletheia-biblio.htm Theory and History of Ontology by Raul Corazzon | e-mail: [email protected] Selected Bibliography on Heidegger's Interpretation of Aletheia as Unconcealment HEIDEGGER'S MAIN TEXTS ON Aletheia AND VERITAS Abbreviations: GA = Gesamtausgabe (Collected works); SS = Summer semester (from May to July); WS = Winter semester (from November to February) In his work Besinnung (GA 67 p. 107), Heidegger give a list of nine texts where he examines the question of truth (I cite from the English translation, Mindfulness, translated by Parvis Emad and Thomas Kalary, New York, Continuum, 2006, pp. 89-90: "Question of Truth: A directive. 1. Vom Wesen der Wahrheit (lecture of 1930) (1); in addition, interpretation of the simile of the cave in the lecture-course of 1931/32 (2) 2. Vom Ursprung des Kunstwerks (Freiburg lecture of 1935) (3) 3. Vom Ursprung des Kunstwerks (Frankfurt lectures of 1936) (4) 4. Vom Wesen der Wahrheit (lecture of 1937/38) (5) 5. Die Grundlegung des neuzeitlichen Weltbildes durch die Metaphysik (lecture of 1938) (6) 6. Anmerkungen zu Nietzsches II. Unzeitgemässe Betrachtung, Abschnitt VI Wahrheit und Gerechtigkeit, lecture-seminar of 1938/39 (7) 7. Lecture course of summer semester of 1939 (Nietzsche, Wille zur Macht, III. Buch, Der Wille zur Macht als Erkenntnis) (8) 8. Beiträge zur Philosophie, 1936, section: Gründung (9) 9. Zu Aristoteles, Physik B 1 (physis), third term of 1940, pp. 22 ff. (10)" Notes: (1) To appear in Vorträge, GA 80. (2) See Vom Wesen der Wahrheit: Zu Platons Hölengleichnis und Theätet, lecture in the summer semester of 1931/32, GA 34, ed.