Phronesis As the Sense of the Event
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
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. -
Selections from Joe Sachs's Introduction to His Translation of Aristotle's Metaphysics (Sachs's Extensive Footnotes Have Been Omitted from This Selection.)
Selections from Joe Sachs's Introduction to His Translation of Aristotle's Metaphysics (Sachs's extensive footnotes have been omitted from this selection.) How and Why this Version Differs from Others We cannot give an accurate summary of Aristotle's conclusions about the way things are unless we have some way to translate his characteristic vocabulary, but if our decision is to follow the prevalent habits of the most authoritative interpreters, those conclusions crumble away into nothing. By way of the usual translations, the central argument of the Metaphysics would be: being qua being is being per se in accordance with the categories, which in turn is primarily substance, but primary substance is form, while form is essence and essence is actuality. You might react to such verbiage in various ways. You might think, I am too ignorant and untrained to understand these things, and need an expert to explain them to me. Or you might think, Aristotle wrote gibberish. But if you have some acquaintance with the classical languages, you might begin to be suspicious that something has gone awry: Aristotle wrote Greek, didn't he? And while this argument doesn't sound much like English, it doesn't sound like Greek either, does it? In fact this argument appears to be written mostly in an odd sort of Latin, dressed up to look like English. Why do we need Latin to translate Greek into English at all? At all the most crucial places, the usual translations of Aristotle abandon English and move toward Latin. They do this because earlier translations did the same. -
Generative Models, Structural Similarity, and Mental Representation
The Mind as a Predictive Modelling Engine: Generative Models, Structural Similarity, and Mental Representation Daniel George Williams Trinity Hall College University of Cambridge This dissertation is submitted for the degree of Doctor of Philosophy August 2018 The Mind as a Predictive Modelling Engine: Generative Models, Structural Similarity, and Mental Representation Daniel Williams Abstract I outline and defend a theory of mental representation based on three ideas that I extract from the work of the mid-twentieth century philosopher, psychologist, and cybernetician Kenneth Craik: first, an account of mental representation in terms of idealised models that capitalize on structural similarity to their targets; second, an appreciation of prediction as the core function of such models; and third, a regulatory understanding of brain function. I clarify and elaborate on each of these ideas, relate them to contemporary advances in neuroscience and machine learning, and favourably contrast a predictive model-based theory of mental representation with other prominent accounts of the nature, importance, and functions of mental representations in cognitive science and philosophy. For Marcella Montagnese Preface Declaration This dissertation is the result of my own work and includes nothing which is the outcome of work done in collaboration except as declared in the Preface and specified in the text. It is not substantially the same as any that I have submitted, or, is being concurrently submitted for a degree or diploma or other qualification at the University of Cambridge or any other University or similar institution except as declared in the Preface and specified in the text. I further state that no substantial part of my dissertation has already been submitted, or, is being concurrently submitted for any such degree, diploma or other qualification at the University of Cambridge or any other University or similar institution except as declared in the Preface and specified in the text. -
HEXIS and GRACE: the FORMATION of SOULS at PORT ROYAL and ELSEWHERE INTRODUCTION N the Middle of the Seventeenth Century The
RICH COCHRANE HEXIS AND GRACE: THE FORMATION OF SOULS AT PORT ROYAL AND ELSEWHERE INTRODUCTION n the middle of the seventeenth century the Cistercian convent known as Port Royal became simultaneously, and connectedly, a centre of pedagogic innovation and religious I controversy. Its “little schools,” which educated (separately) both girls and boys, are now famous largely for the publication of two textbooks, one on logic and another on grammar, which have been seen by some commentators as early documents of the Enlightenment.1 These were associated exclusively with the education of the boys. The girls’ education, however, also produced an important document: the Rule for Children of Jacqueline Pascal,2 who directed the girls’ school at Port Royal des Champs (the old site that lay outside Paris) during the 1650s. This paper gives an interpretation of this text and the educational practice it records and suggests not only that this practice has deep roots in the Christian tradition but also that it continues to exert a powerful, albeit indirect, influence on our thinking about education today. I begin by discussing in some detail the related notions of hexis and divine grace, which in Augustine come together to create a doctrine that had a profound influence on Jansen and his followers. I then proceed to read Pascal’s Rule in the light of this doctrine. I show that the purpose of the regime she supervised was the preparation of the soul to receive grace, making it an early example of a formative pedagogy as opposed to an “informative” one. My aim is to understand the theory embedded in the pedagogic practices Pascal describes rather than to import a theory of practice from elsewhere.3 The extent to which the roots of Pascal’s pedagogy 1 Michel Foucault, The Order of Things (London: Routledge, 1989), 46; 67 et passim; 104 et passim; 195. -
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. -
Aristotelian Appeals: Logos, Ethos, and Pathos
Aristotelian Appeals: Logos, Ethos, and Pathos Whenever you read an argument you must ask yourself, “Is this persuasive? If so, why? And to whom?” There are many ways to appeal to an audience. Among them are appealing to logos, ethos, and pathos. These appeals are identifiable in almost all arguments. To Appeal to LOGOS To Develop or Appeal to ETHOS To Appeal to PATHOS (logic, reasoning) (character, ethics) (emotion) : the argument itself; the reasoning the : how an author builds credibility & : words or passages an author uses to activate author uses; logical evidence trustworthiness emotions Types of LOGOS Appeals Ways to Develop ETHOS Types of PATHOS Appeals Theories / scientific facts Author’s profession / Emotionally loaded language Indicated meanings or background Vivid descriptions reasons (because…) Author’s publication Emotional examples Literal or historical analogies Appearing sincere, fair minded, Anecdotes, testimonies, or narratives Definitions knowledgeable about emotional experiences or events Factual data & statistics Conceding to opposition where Figurative language Quotations appropriate Emotional tone (humor, sarcasm, Citations from experts & Morally / ethically likeable disappointment, excitement, etc.) authorities Appropriate language for Informed opinions audience and subject Examples (real life examples) Appropriate vocabulary Personal anecdotes Correct grammar Professional format Effect on Audience Effect on Audience Effect on Audience Evokes a cognitive, rational response. Helps reader -
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. -
The Stoics and the Practical: a Roman Reply to Aristotle
DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 8-2013 The Stoics and the practical: a Roman reply to Aristotle Robin Weiss DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Weiss, Robin, "The Stoics and the practical: a Roman reply to Aristotle" (2013). College of Liberal Arts & Social Sciences Theses and Dissertations. 143. https://via.library.depaul.edu/etd/143 This Thesis is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. THE STOICS AND THE PRACTICAL: A ROMAN REPLY TO ARISTOTLE A Thesis Presented in Partial Fulfillment of the Degree of Doctor of Philosophy August, 2013 BY Robin Weiss Department of Philosophy College of Liberal Arts and Social Sciences DePaul University Chicago, IL - TABLE OF CONTENTS - Introduction……………………..............................................................................................................p.i Chapter One: Practical Knowledge and its Others Technê and Natural Philosophy…………………………….....……..……………………………….....p. 1 Virtue and technical expertise conflated – subsequently distinguished in Plato – ethical knowledge contrasted with that of nature in -
Aristotle: Movement and the Structure of Being
Aristotle: Movement and the Structure of Being Author: Mark Sentesy Persistent link: http://hdl.handle.net/2345/2926 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2012 Copyright is held by the author, with all rights reserved, unless otherwise noted. Boston College The Graduate School of Arts and Sciences Department of Philosophy ARISTOTLE: MOVEMENT AND THE STRUCTURE OF BEING a dissertation by MARK SENTESY submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy December 2012 © copyright by MARK SENTESY 2012 Aristotle: Movement and the Structure of Being Mark Sentesy Abstract: This project sets out to answer the following question: what does movement contribute to or change about being according to Aristotle? The first part works through the argument for the existence of movement in the Physics. This argument includes distinctive innovations in the structure of being, notably the simultaneous unity and manyness of being: while material and form are one thing, they are two in being. This makes it possible for Aristotle to argue that movement is not intrinsically related to what is not: what comes to be does not emerge from non‐being, it comes from something that is in a different sense. The second part turns to the Metaphysics to show that and how the lineage of potency and activity the inquiry into movement. A central problem is that activity or actuality, energeia, does not at first seem to be intrinsically related to a completeness or end, telos. With the unity of different senses of being at stake, Aristotle establishes that it is by showing that activity or actuality is movement most of all, and that movement has and is a complete end. -
International Journal of Action Research Volume 5, Issue 1, 2009
International Journal of Action Research Volume 5, Issue 1, 2009 Editorial Werner Fricke, Øyvind Pålshaugen 5 Popular Education and Participatory Research: Facing Inequalities in Latin America Danilo R. Streck 13 Organizing – A Strategic Option for Trade Union Renewal? Klaus Dörre, Hajo Holst, Oliver Nachtwey 33 Phronesis as the Sense of the Event Ole Fogh Kirkeby 68 Opening to the World through the Lived Body: Relating Theory and Practice in Organisation Consulting Robert Farrands 114 Book review Olav Eikeland (2008): The Ways of Aristotle. Aristotelian phrónêsis, Aristotelian Philosophy of Dialogue, and Action Research reviewed by Ole Fogh Kirkeby 144 Phronesis as the Sense of the Event Ole Fogh Kirkeby In this article, the Greek concept of phronesis is analyzed on the basis of its philosophical roots, and the indispensability of its strong normative content is emphasized. This creates a distance to most of the recent under- standing of phronesis as prudence, and hence as practical wisdom with a pragmatic and strategic content. The strong dilemmas created by the nor- mative background of real phronesis present management and leadership as a choice in every situation. From this foundation, phronesis is inter- preted as primarily the sense of the event, and an alternative concept of the event is developed. The presentation of the event also demands a theory of the relation of mind and matter, and hence of the body in the event. This is achieved under inspiration from Stoic philosophy. With this in mind, the more serious approaches to practical wisdom: phronesis as determinant of meta-concepts of research; phronesis as a liberating organizational strategy of learning; phronesis as a strategy of knowledge management; phronesis as a narrative strategy; and phronesis as the capacity of the leader, are presented and analyzed.