Deconstruction, Existentialism, and Art
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A Guide to Deconstruction
A GUIDE TO DECONSTRUCTION January 2003 Prepared by: Bradley Guy, Associate Director University of Florida Center for Construction and Environment M. E. Rinker, Sr., School of Building Construction College of Design, Construction and Planning 101 FAC PO Box 115703 Gainesville, FL 32611-5703 [email protected] And Eleanor M. Gibeau, Environmental Specialist Resource Management Group, Inc. 1143 Central Avenue Sarasota, FL 34236 [email protected] This “Guide for Deconstruction” was made possible by a grant to Charlotte County Florida from the Florida Department of Environmental Protection Innovative Recycling Grant Program. TABLE OF CONTENTS Introduction.........................................................................................................7 Deconstruction Overview...................................................................................9 Safety First ...................................................................................................................9 Survey ..........................................................................................................................9 Environmental Health and Compliance ........................................................................9 Asbestos Abatement ..................................................................................................10 Contracts and Specifications......................................................................................10 Historic Preservation ..................................................................................................10 -
David Lewis on Convention
David Lewis on Convention Ernie Lepore and Matthew Stone Center for Cognitive Science Rutgers University David Lewis’s landmark Convention starts its exploration of the notion of a convention with a brilliant insight: we need a distinctive social competence to solve coordination problems. Convention, for Lewis, is the canonical form that this social competence takes when it is grounded in agents’ knowledge and experience of one another’s self-consciously flexible behavior. Lewis meant for his theory to describe a wide range of cultural devices we use to act together effectively; but he was particularly concerned in applying this notion to make sense of our knowledge of meaning. In this chapter, we give an overview of Lewis’s theory of convention, and explore its implications for linguistic theory, and especially for problems at the interface of the semantics and pragmatics of natural language. In §1, we discuss Lewis’s understanding of coordination problems, emphasizing how coordination allows for a uniform characterization of practical activity and of signaling in communication. In §2, we introduce Lewis’s account of convention and show how he uses it to make sense of the idea that a linguistic expression can come to be associated with its meaning by a convention. Lewis’s account has come in for a lot of criticism, and we close in §3 by addressing some of the key difficulties in thinking of meaning as conventional in Lewis’s sense. The critical literature on Lewis’s account of convention is much wider than we can fully survey in this chapter, and so we recommend for a discussion of convention as a more general phenomenon Rescorla (2011). -
2. Aristotle's Concept of the State
Page No.13 2. Aristotle's concept of the state Olivera Z. Mijuskovic Full Member International Association of Greek Philosophy University of Athens, Greece ORCID iD: http://orcid.org/0000-0001-5950-7146 URL: http://worldphilosophynetwork.weebly.com E-Mail: [email protected] Abstract: In contrast to a little bit utopian standpoint offered by Plato in his teachings about the state or politeia where rulers aren`t “in love with power but in virtue”, Aristotle's teaching on the same subject seems very realistic and pragmatic. In his most important writing in this field called "Politics", Aristotle classified authority in the form of two main parts: the correct authority and moose authority. In this sense, correct forms of government are 1.basileus, 2.aristocracy and 3.politeia. These forms of government are based on the common good. Bad or moose forms of government are those that are based on the property of an individual or small governmental structures and they are: 1.tiranny, 2.oligarchy and 3.democracy. Also, Aristotle's political thinking is not separate from the ethical principles so he states that the government should be reflected in the true virtue that is "law" or the "golden mean". Keywords: Government; stat; , virtue; democracy; authority; politeia; golden mean. Vol. 4 No. 4 (2016) Issue- December ISSN 2347-6869 (E) & ISSN 2347-2146 (P) Aristotle's concept of the state by Olivera Z. Mijuskovic Page no. 13-20 Page No.14 Aristotle's concept of the state 1.1. Aristotle`s “Politics” Politics in its defined form becomes affirmed by the ancient Greek world. -
The Architecture of Deconstruction: Derrida's Haunt
The Architecture o f Deconstruction: Derrida’s Haunt Mark Wigley The MIT Press Cambridge, Massachusetts London, England Fifth printing, 1997 First M IT Press paperback edition, 1995 © 1993 M IT Press Ml rights reserved. No part o f this book may be reproduced in any form by any elec tronic or mechanical means (including photocopying, recording, or information stor age and retrieval) without permission in writing from the publisher. This book was printed and bound in the United States o f America. Library of Congress Cataloging-in-Publication Data Wigley, Mark. The architecture of deconstruction : Derrida’s haunt / Mark Wigley. p. cm. Includes bibliographical references and index. ISBN 0-262-23170-0 (H B ), 0-262-73114-2 (PB) 1. Deconstruction (Architecture) 2. Derrida, Jacques—Philosophy. I. T itle . NA682.D43W54 1993 720'. 1—dc20 93-10352 CIP For Beatriz and Andrea Any house is a fa r too com plicated, clumsy, fussy, mechanical counter feit of the human body . The whole interior is a kind of stomach that attempts to digest objects . The whole life o f the average house, it seems, is a sort of indigestion. A body in ill repair, suffering indispo sition—constant tinkering and doctoring to keep it alive. It is a marvel, we its infesters, do not go insane in it and with it. Perhaps it is a form of insanity we have to put in it. Lucky we are able to get something else out of it, thought we do seldom get out of it alive ourselves. —Frank Lloyd Wright ‘The Cardboard House,” 1931. -
And Aristotle's Concept of Education in 'Politics' Plato'nun 'Cumhur
View metadata, citation and similar papers at core.ac.uk brought to you by CORE Eğitim ve Bilim Education and Science 2011, Cilt 36, Sayı 162 2011, Vol. 36, No 162 Plato’s Concept of Education in ‘Republic’ and Aristotle’s Concept of Education in ‘Politics’ Plato’nun ‘Cumhuriyet’ ve Aristo’nun ‘Politika‘ Adlı Eserlerinde Eğitim Kavramı Selahattin TURAN* Osmangazi Üniversitesi Abstract The purpose of this study was to analyze Plato’s and Aristotle’s concepts of education. The study focuses on Plato’s educational thoughts in Republic and Aristotle’s theory of education in Politics. Since Plato’s thoughts are rather philosophical in a way that they do not involve many practical applications to schooling, Aristotle’s thoughts on education are emphasized within the scope of this study. The results of the study indicate that virtue plays an important role in creating a virtuous society. In order to create a virtuous society, we need to educate the body, desires, soul and reason of the individual. Keywords: Philosophy of education, concept of education, history of thought. Öz Bu araştırmanın amacı, Plato’nun ‘Cumhuriyet’ ve Aristo’nun ‘Politika’ adlı eserlerinde yer alan eğitim ile ilgili temel kavramları ve görüşleri incelemektir. Teorik ve tarihsel karşılaştırmaya dayalı bu araştırmada, Aristo’nun ‘Politika’ adlı eserine vurgu yapılmış ve eğitim kavramı ana hatlarıyla irdelenmiştir. Çalışmada, erdemli bir toplum oluşturabilmek için erdemli insanlar yetiştirmek gerektiği ve bunu gerçekleştirmek için kişinin akıl, beden ve arzularının eğitilebileceği fikri tartışılmıştır. Anahtar Sözcükler: Eğitim felsefesi, eğitim kavramı, düşünce tarihi. Introduction The meaning and philosophical foundations of education have been analyzed from different perspectives over the years (Barrow, 1975; Chambliss, 1971; Ebenstein, 1969; Lodge, 1947; McClintock; Williams, 1903). -
5 Derrida's Critique of Husserl and the Philosophy
5 DERRIDA’S CRITIQUE OF HUSSERL AND THE PHILOSOPHY OF PRESENCE David B. Allison* Now would be the time to reject the myths of inductivity and of the Wesenschau, which are transmitted, as points of honor, from generation to generation. ...Am I primitively the power to contemplate, a pure look which fixes the things in their temporal and local place and the essences in an invisible heaven; am I this ray of knowing that would have to 1 arise from nowhere? SÍNTESE – O autor reexamina a crítica de Derrida ABSTRACT – The author reexamines Derrida’s à fenomenologia de Husserl de forma a mostrar critique of Husserl’s phenomenology, so as to como a sua coerência estrutural emerge não show how its structural coherency arises not so tanto de uma redução a uma doutrina particular, much from the reduction to a particular doctrine, mas antes das exigências de uma concepção but rather from the demands of a unitary concep- unitária, especificamente impostas pelas deter- tion, specifically from the demands imposed by minações epistemológicas e metafísicas da the epistemological and metaphysical determina- presença. tions of presence. PALAVRAS-CHAVE – Desconstrução. Derrida. KEY WORDS – Deconstruction. Derrida. Husserl. Fenomenologia. Husserl. Presença. Significado. Meaning. Phenomenology. Presence. * Doutor. Professor, State University of New York, Stony Brook, EUA. 1 Maurice Merleau-Ponty, Le Visible et l’invisible (Paris: Editions Gallimard, 1964), Eng. tr., Alphonso Lingis, The Visible and the Invisible (Evanston: Northwestern University Press, 1968). pp. 113-116. VERITAS Porto Alegre v. 50 n. 1 Março 2005 p. 89-99 It is practically a truism to say that most of Husserl’s commentators have in- sisted on the rigorously systematic character of his writings. -
INTUITION .THE PHILOSOPHY of HENRI BERGSON By
THE RHYTHM OF PHILOSOPHY: INTUITION ·ANI? PHILOSO~IDC METHOD IN .THE PHILOSOPHY OF HENRI BERGSON By CAROLE TABOR FlSHER Bachelor Of Arts Taylor University Upland, Indiana .. 1983 Submitted ~o the Faculty of the Graduate College of the · Oklahoma State University in partial fulfi11ment of the requirements for . the Degree of . Master of Arts May, 1990 Oklahoma State. Univ. Library THE RHY1HM OF PlllLOSOPHY: INTUITION ' AND PfnLoSOPlllC METHOD IN .THE PHILOSOPHY OF HENRI BERGSON Thesis Approved: vt4;;. e ·~lu .. ·~ests AdVIsor /l4.t--OZ. ·~ ,£__ '', 13~6350' ii · ,. PREFACE The writing of this thesis has bee~ a tiring, enjoyable, :Qustrating and challenging experience. M.,Bergson has introduced me to ·a whole new way of doing . philosophy which has put vitality into the process. I have caught a Bergson bug. His vision of a collaboration of philosophers using his intuitional m~thod to correct, each others' work and patiently compile a body of philosophic know: ledge is inspiring. I hope I have done him justice in my description of that vision. If I have succeeded and that vision catches your imagination I hope you Will make the effort to apply it. Please let me know of your effort, your successes and your failures. With the current challenges to rationalist epistemology, I believe the time has come to give Bergson's method a try. My discovery of Bergson is. the culmination of a development of my thought, one that started long before I began my work at Oklahoma State. However, there are some people there who deserv~. special thanks for awakening me from my ' "''' analytic slumber. -
Brains and Behavior Hilary Putnam
2 Brains and Behavior Hilary Putnam Once upon a time there was a tough- ism appeared to exhaust the alternatives. minded philosopher who said, 'What is all Compromises were attempted ('double this talk about "minds", "ideas", and "sen- aspect' theories), but they never won sations"? Really-and I mean really in the many converts and practically no one real world-there is nothing to these so- found them intelligible. Then, in the mid- called "mental" events and entities but 1930s, a seeming third possibility was dis- certain processes in our all-too-material covered. This third possibility has been heads.' called logical behaviorism. To state the And once upon a time there was a nature of this third possibility briefly, it is philosopher who retorted, 'What a master- necessary to recall the treatment of the piece of confusion! Even if, say, pain were natural numbers (i.e. zero, one, two, perfectly correlated with any particular three ... ) in modern logic. Numbers are event in my brain (which I doubt) that identified with sets, in various ways, de- event would obviously have certain prop- pending on which authority one follows. erties-say, a certain numerical intensity For instance, Whitehead and Russell iden- measured in volts-which it would be tified zero with the set of all empty sets, senseless to ascribe to the feeling of pain. one with the set of all one-membered sets, Thus, it is two things that are correlated, two with the set of all two-membered not one-and to call two things one thing sets, three with the set of all three-mem- is worse than being mistaken; it is utter bered sets, and so on. -
Ludwig.Wittgenstein.-.Philosophical.Investigations.Pdf
PHILOSOPHICAL INVESTIGATIONS By LUDWIG WITTGENSTEIN Translated by G. E. M. ANSCOMBE BASIL BLACKWELL TRANSLATOR'S NOTE Copyright © Basil Blackwell Ltd 1958 MY acknowledgments are due to the following, who either checked First published 1953 Second edition 1958 the translation or allowed me to consult them about German and Reprint of English text alone 1963 Austrian usage or read the translation through and helped me to Third edition of English and German text with index 1967 improve the English: Mr. R. Rhees, Professor G. H. von Wright, Reprint of English text with index 1968, 1972, 1974, 1976, 1978, Mr. P. Geach, Mr. G. Kreisel, Miss L. Labowsky, Mr. D. Paul, Miss I. 1981, 1986 Murdoch. Basil Blackwell Ltd 108 Cowley Road, Oxford, OX4 1JF, UK All rights reserved. Except for the quotation of short passages for the purposes of criticism and review, no part of this publication may be NOTE TO SECOND EDITION reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or THE text has been revised for the new edition. A large number of otherwise, without the prior permission of the publisher. small changes have been made in the English text. The following passages have been significantly altered: Except in the United States of America, this book is sold to the In Part I: §§ 108, 109, 116, 189, 193, 251, 284, 352, 360, 393,418, condition that it shall not, by way of trade or otherwise, be lent, re- 426, 442, 456, 493, 520, 556, 582, 591, 644, 690, 692. -
The Etienne Gilson Series 21
The Etienne Gilson Series 21 Remapping Scholasticism by MARCIA L. COLISH 3 March 2000 Pontifical Institute of Mediaeval Studies This lecture and its publication was made possible through the generous bequest of the late Charles J. Sullivan (1914-1999) Note: the author may be contacted at: Department of History Oberlin College Oberlin OH USA 44074 ISSN 0-708-319X ISBN 0-88844-721-3 © 2000 by Pontifical Institute of Mediaeval Studies 59 Queen’s Park Crescent East Toronto, Ontario, Canada M5S 2C4 Printed in Canada nce upon a time there were two competing story-lines for medieval intellectual history, each writing a major role for scholasticism into its script. Although these story-lines were O created independently and reflected different concerns, they sometimes overlapped and gave each other aid and comfort. Both exerted considerable influence on the way historians of medieval speculative thought conceptualized their subject in the first half of the twentieth cen- tury. Both versions of the map drawn by these two sets of cartographers illustrated what Wallace K. Ferguson later described as “the revolt of the medievalists.”1 One was confined largely to the academy and appealed to a wide variety of medievalists, while the other had a somewhat narrower draw and reflected political and confessional, as well as academic, concerns. The first was the anti-Burckhardtian effort to push Renaissance humanism, understood as combining a knowledge and love of the classics with “the discovery of the world and of man,” back into the Middle Ages. The second was inspired by the neo-Thomist revival launched by Pope Leo XIII, and was inhabited almost exclusively by Roman Catholic scholars. -
Postmodernist Gibberish: Derrida Dumbfounds the Positivists
New York Journal of Sociology, 2008, Vol. 1, pp. 187-206 NY JS POSTMODERNIST GIBBERISH: DERRIDA DUMBFOUNDS THE POSITIVISTS Ben Agger University of Texas Arlington Jacques Derrida (1978), the enfant terrible of Continental philosophy who passed away recently, made many mad: analytical philosophers, positivists in the sciences and social sciences, the right, stupid people generally. That Derrida was brilliant is somewhat beside the point. What is on point is the way he read—texts and indeed the whole western philosophical tradition— aggressively, so much so that we could conclude that Derrida meant that reading is a form of writing. That is one of the main things I take away from his oeuvre. Another is that every text is ‘undecidable,’ that is, it cannot perfectly clarify and ex- haust its topic. This is because every definition needs to be defined, ad infi- nitum. There is no vantage outside of writing from which one can achieve that Archimedean insight about the truth or essence of the world. This rebut- tal of absolutism is extremely maddening to those who pretend apodictic knowledge, especially the gang we sometimes call positivists. To be sure, positivism died within physics by 1905, with Einstein’s first papers on the special theory of relativity. Newton was overthrown, except in the largely American social sciences, where it still prevails, even though there are challengers nibbling at the edges of the mainstream social-science disciplines. Newton only survives in sociology, political science, economics and parts of psychology. It is in these disciplines that Derrida is especially scandalous, although rear-guard actions are also being fought in English by those who dislike ‘the- ory’ and want the great books instead. -
Looking for the Political Good: a “Friendly” Encounter Between Aristotle and Jacques Derrida
Looking for the Political Good: A “Friendly” Encounter Between Aristotle and Jacques Derrida By Pamela Huber BA, MA A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctorate of Philosophy Department of Political Science Carleton University Ottawa, Ontario Canada © 2006 by Pamela Huber Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Library and Bibliotheque et Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A 0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-16669-7 Our file Notre reference ISBN: 978-0-494-16669-7 NOTICE: AVIS: The author has granted a non L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce,Canada de reproduire, publier, archiver, publish, archive, preserve, conserve,sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par I'lnternet, preter, telecommunication or on the Internet,distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non sur support microforme, papier, electronique commercial purposes, in microform,et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation.