LAUGHTER: an ESSAY on the MEANING of the COMIC Henri Bergson
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Learning/Teaching Philosophy in Sign Language As a Cultural Issue
DOI: 10.15503/jecs20131-9-19 Journal of Education Culture and Society No. 1_2013 9 Learning/teaching philosophy in sign language as a cultural issue Maria de Fátima Sá Correia [email protected] Orquídea Coelho [email protected] António Magalhães [email protected] Andrea Benvenuto [email protected] Abstract This paper is about the process of learning/teaching philosophy in a class of deaf stu- dents. It starts with a presentation of Portuguese Sign Language that, as with other sign lan- guages, is recognized as a language on equal terms with vocal languages. However, in spite of the recognition of that identity, sign languages have specifi city related to the quadrimodal way of their production, and iconicity is an exclusive quality. Next, it will be argued that according to linguistic relativism - even in its weak version - language is a mould of thought. The idea of Philosophy is then discussed as an area of knowledge in which the author and the language of its production are always present. Finally, it is argued that learning/teaching Philosophy in Sign Language in a class of deaf students is linked to deaf culture and it is not merely a way of overcoming diffi culties with the spoken language. Key words: Bilingual education, Deaf culture, Learning-teaching Philosophy, Portuguese Sign Language. According to Portuguese law (Decreto-Lei 3/2008 de 7 de Janeiro de 2008 e Law 21 de 12 de Maio de 2008), in the “escolas de referência para a educação bilingue de alunos surdos” (EREBAS) (reference schools for bilingual education of deaf stu- dents) deaf students have to attend classes in Portuguese Sign Language. -
Vol. 62, No. 3; September 1984 PUTNAM's PARADOX David Lewis Introduction. Hilary Putnam Has Devised a Bomb That Threatens To
Australasian Journal of Philosophy Vol. 62, No. 3; September 1984 PUTNAM'S PARADOX David Lewis Introduction. Hilary Putnam has devised a bomb that threatens to devastate the realist philosophy we know and love. 1 He explains how he has learned to stop worrying and love the bomb. He welcomes the new order that it would bring. (RT&H, Preface) But we who still live in the target area do not agree. The bomb must be banned. Putnam's thesis (the bomb) is that, in virtue of considerations from the theory of reference, it makes no sense to suppose that an empirically ideal theory, as verified as can be, might nevertheless be false because the world is not the way the theory says it is. The reason given is, roughly, that there is no semantic glue to stick our words onto their referents, and so reference is very much up for grabs; but there is one force constraining reference, and that is our intention to refer in such a way that we come out right; and there is no countervailing force; and the world, no matter what it is like (almost), will afford some scheme of reference that makes us come out right; so how can we fail to come out right? 2 Putnam's thesis is incredible. We are in the presence of paradox, as surely as when we meet the man who offers us a proof that there are no people, and in particular that he himself does not exist. 3 It is out of the question to follow the argument where it leads. -
A Strategy for Representing Difference and Cultural Diversity on Stage, and Jump for Jordan: a Play
University of Wollongong Research Online University of Wollongong Thesis Collection 1954-2016 University of Wollongong Thesis Collections 2016 Dialogic interplay: A strategy for representing difference and Cultural Diversity on stage, and Jump for Jordan: a play Donna T. Abela University of Wollongong, [email protected] Follow this and additional works at: https://ro.uow.edu.au/theses University of Wollongong Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorise you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: This work is copyright. Apart from any use permitted under the Copyright Act 1968, no part of this work may be reproduced by any process, nor may any other exclusive right be exercised, without the permission of the author. Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. A court may impose penalties and award damages in relation to offences and infringements relating to copyright material. Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. Unless otherwise indicated, the views expressed in this thesis are those of the author and do not necessarily represent the views of the University of Wollongong. Recommended Citation Abela, Donna T., Dialogic interplay: A strategy for representing difference and Cultural Diversity on stage, and Jump for Jordan: a play, Doctor of Creative Arts thesis, School of the Arts, English and Media, University of Wollongong, 2016. -
New Yorkers Had Been Anticipating His Visit for Months. at Columbia
INTRODUCTION ew Yorkers had been anticipating his visit for months. At Columbia University, where French intellectual Henri Bergson (1859–1941) Nwas to give twelve lectures in February 1913, expectations were es- pecially high. When first approached by officials at Columbia, he had asked for a small seminar room where he could directly interact with students and faculty—something that fit both his personality and his speaking style. But Columbia sensed a potential spectacle. They instead put him in the three- hundred-plus-seat lecture theater in Havemeyer Hall. That much attention, Bergson insisted, would make him too nervous to speak in English without notes. Columbia persisted. So, because rhetorical presentation was as impor- tant to him as the words themselves, Bergson delivered his first American lec- ture entirely in French.1 Among the standing-room-only throng of professors and editors were New York journalists and “well-dressed” and “overdressed” women, all fumbling to make sense of Bergson’s “Spiritualité et Liberté” that slushy evening. Between their otherwise dry lines of copy, the reporters’ in- credulity was nearly audible as they recorded how hundreds of New Yorkers strained to hear this “frail, thin, small sized man with sunken cheeks” practi- cally whisper an entire lecture on metaphysics in French.2 That was only a prelude. Bergson’s “Free Will versus Determinism” lec- ture on Tuesday, February 4th—once again delivered in his barely audible French—caused the academic equivalent of a riot. Two thousand people attempted to cram themselves into Havemeyer. Hundreds of hopeful New Yorkers were denied access; long queues of the disappointed snaked around the building and lingered in the slush. -
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. -
A Philosophy of the Dreaming Mind
Dream Pluralism: A Philosophy of the Dreaming Mind By Melanie Rosen A THESIS SUBMITTED TO MACQUARIE UNIVERSITY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF COGNITIVE SCIENCE, FACULTY OF HUMAN SCIENCE MACQUARIE UNIVERSITY, NSW 2109, AUSTRALIA JULY 2012 Table of Contents Abstract 9 Declaration 11 Acknowledgements 13 Introduction 15 Part 1: Dream Pluralism 25 Chapter 1: The Empirical Study of Dreams: Discoveries and Disputes 27 1.1 Stages of sleep 29 1.1.1 NREM Sleep 30 1.1.2 REM Sleep 32 1.1.3 The Scanning Hypothesis: an attempt to correlate eye movements with dream reports 33 1.2 Dream reports 35 1.2.1 The benefits of lab-based research 36 1.2.2 The benefits of home-based research 38 1.3 Measuring the physiology of the sleeping brain and body 41 1.3.1 Physiological measures: pros and cons 42 1.4 Cognitive and neural features of sleep 48 1.5 Lucid dreamers in the dream lab 55 Conclusion 59 1 Chapter 2: Bizarreness and Metacognition in Dreams: the Pluralist View of Content and Cognition 61 2.1 A pluralistic account of dream content 62 2.1.1 Bizarre and incoherent dreams 63 2.1.2 Dreams are not particularly bizarre 66 2.1.3 Explanations of the conflicting results 69 2.1.4 Dreams vs. fantasy reports 72 2.2 Cognition in dreams: deficient or equivalent? 80 2.2.1 What is metacognition? 80 2.2.2 Metacognition in dreams 83 Conclusion 97 Chapter 3: Rethinking the Received View: Anti-Experience and Narrative Fabrication 99 3.1 Malcolm on dreaming 101 3.1.1 Dreams and verification 102 3.1.2 Evidence against Malcolm 109 3.2 Metaphysical anti-experience theses 115 3.2.1 The cassette view 115 3.2.2 Arguments against the cassette view 118 3.2.3 Consciousness requires recognition or clout 120 3.3 Narrative fabrication in dream reports 122 3.3.1 Rationalisation of strange content 123 3.3.2 Confabulation and memory loss 127 3.3.3 Altered states of consciousness and what it’s like to be a bat. -
NYU Paris PHIL-UA 9026 C01, History of French Philosophy
NYU Paris PHIL-UA 9026 C01, History of French philosophy Instructor Information ● Philippe Lusson ● office hours TBD ● [email protected] Course Information ● PHIL-UA 9026 C01 ● History of French Philosophy ● An overview of important developments in French philosophy from the 16th century to the 1960s. We will pay close attention this semester to the relationship between the self and others. We will look at the debates that followed the rediscovery of Ancient philosophy and the Copernican revolution with Descartes’ rationalist and individualistic philosophy, Condillac’s empiricist critique, whose role for language brings the self into a web of social relations, and the growing recognition of the problem of society with Rousseau. We will then look at Henri Bergson’s reaction to the rise of the empirical sciences in the 19th century and especially at his distinction between the deep self and the social self. We will deepen our appreciation of the issues Bergson highlights with readings from René Girard and Jean Baudrillard, and we will look for possible solutions in Alexandre Kojève’s reading of Hegel and in Jean-Paul Sartre and Simone de Beauvoir’s distinctive development of existentialism. ● No prerequisites ● Lecture Tuesday 5 to 6:30pm, recitation sections Thursday 3-4:30pm and 5-6:30pm ● NYU Paris, room TBD Course Overview and Goals Upon Completion of this Course, students will be able to: ● get a sense of the historical evolution of philosophy since the 16th-century, ● see how French philosophers developed some of the key ideas and movements in that history ● identity and debate important issues philosophers still discuss today ● learn how to assess the strength and weaknesses of arguments, ● engage in constructive philosophical discussion, give reasons, and raise objections, Page 1 ● perfect their skills in argumentative writing. -
The Narrative Functions of Television Dreams by Cynthia A. Burkhead A
Dancing Dwarfs and Talking Fish: The Narrative Functions of Television Dreams By Cynthia A. Burkhead A Dissertation Submitted in Partial Fulfillment of the Requirements for the Ph.D. Department of English Middle Tennessee State University December, 2010 UMI Number: 3459290 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT Dissertation Publishing UMI 3459290 Copyright 2011 by ProQuest LLC. All rights reserved. This edition of the work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 DANCING DWARFS AND TALKING FISH: THE NARRATIVE FUNCTIONS OF TELEVISION DREAMS CYNTHIA BURKHEAD Approved: jr^QL^^lAo Qjrg/XA ^ Dr. David Lavery, Committee Chair c^&^^Ce~y Dr. Linda Badley, Reader A>& l-Lr 7i Dr./ Jill Hague, Rea J <7VM Dr. Tom Strawman, Chair, English Department Dr. Michael D. Allen, Dean, College of Graduate Studies DEDICATION First and foremost, I dedicate this work to my husband, John Burkhead, who lovingly carved for me the space and time that made this dissertation possible and then protected that space and time as fiercely as if it were his own. I dedicate this project also to my children, Joshua Scanlan, Daniel Scanlan, Stephen Burkhead, and Juliette Van Hoff, my son-in-law and daughter-in-law, and my grandchildren, Johnathan Burkhead and Olivia Van Hoff, who have all been so impressively patient during this process. -
Aristotle's Doctrine of Signs and Semiotic Reading of His
167 ARISTOTLE’S DOCTRINE OF SIGNS AND SEMIOTIC READING OF HIS “PHYSICS” Anna MAKOLKIN1 АРИСТОТЕЛЕВСКОЕ УЧЕНИЕ О ЗНАКАХ И СЕМИОТИЧЕСКОЕ ЧТЕНИЕ ЕГО «ФИЗИКИ» Анна МАКОЛКИН Abstract. The purpose of this contribution is twofold– to introduce contemporary scholars to the forgotten Aristotle’s Doctrine of Signs and demonstrate how it can be constructively applied to the new analysis of his famed “Physics” and provide its re-interpretation. Subject to such semiotic analysis, Aristotle’s “Physics” reveals additional, previously undisclosed aspects of his teaching and novel unexpected features of this particular work, making it more meaningful for modern science at large. The strikingly new and unexpected characteristics of this treatise appear thanks to the creative application of the Nature/Culture paradigm, neglected by the modern scholars but encoded in Aristotle’s semiotic theories. The world is seen by Aristotle as an “Empire of Signs”, both natural and cultural, and man is presented as a sign-producing animal, seeking new knowledge. His overall philosophy is thus expanded in different ways thanks to the new semiotic method, offering more comprehensive analysis of Cosmos and more innovative analytical vision. Read semiotically, Aristotle’s “Physics” opens new previously undisclosed vistas of the world, as well as new aspects of human cognition. Aristotle’s challenges what future scholars would study in isolation, and solely as parts of philosophy, by proposing to treat Cosmos and man in it as an organic Whole. In contrast, Aristotle suggests to see Cosmos as an “abundance of signs” which signify phenomena, the relationship between them and their impact upon each other and human life. -
Bergsoniana, 1
Bergsoniana 1 | 2021 Reassessing Bergson The Duration of History in Bergson Caterina Zanfi Electronic version URL: https://journals.openedition.org/bergsoniana/435 DOI: 10.4000/bergsoniana.435 ISSN: 2800-874X Publisher Société des amis de Bergson Electronic reference Caterina Zanfi, “The Duration of History in Bergson ”, Bergsoniana [Online], 1 | 2021, Online since 01 July 2021, connection on 14 September 2021. URL: http://journals.openedition.org/bergsoniana/435 ; DOI: https://doi.org/10.4000/bergsoniana.435 Les contenus de la revue sont mis à disposition selon les termes de la Licence Creative Commons Attribution 4.0 International. THE DURATION OF HISTORY IN BERGSON Caterina ZANFI I. Is There a Philosophy of History in Bergson? Bergson has often been criticised for not thinking history. Although he developed one of the most relevant philosophies of time of the last century, his rare statements on history are said to betray an impoverished sense of properly historical issues. Moreover, this criticism is made concerning both his consideration of history as the becoming of human reality and his consideration of historical knowledge and narrative — of both history and historiography. It was first articulated in the 1930s by Marxist intellectuals like Paul Nizan (who was to perish in the fight against Nazism in 1940). In 1932, Nizan published a polemic entitled The Watchdogs against the so called “Philosophers of the Established Order.” There he includes Bergson among the philosophers who are “against history” (Nizan 1965, 29),1 considering him incapable of understanding the time and space in which philosophical ideas arise and therefore lacking in sensitivity for the material and embodied aspects of the historical becoming of philosophy. -
1 Hilary Putnam, Reason, Truth and History, (Cambridge: Harvard University Press, 1979). Henceforth 'RTH'. the Position Th
[The Journal of Philosophical Research XVII (1992): 313-345] Brains in a Vat, Subjectivity, and the Causal Theory of Reference Kirk Ludwig Department of Philosophy University of Florida Gainesville, FL 32611-8545 1. Introduction In the first chapter of Reason, Truth and History,1 Putnam argued that it is not epistemically possible that we are brains in a vat (of a certain sort). If his argument is correct, and can be extended in certain ways, then it seems that we can lay to rest the traditional skeptical worry that most or all of our beliefs about the external world are false. Putnam’s argument has two parts. The first is an argument for a theory of reference2 according to which we cannot refer to an object or a type of object unless we have had a certain sort of causal interaction with it. The second part argues from this theory to the conclusion that we can know that we are not brains in a vat. In this paper I will argue that Putnam’s argument to show that we cannot be brains in a vat is unsuccessful. However, the flaw is not in the argument from the theory of reference to the conclusion 1 Hilary Putnam, Reason, Truth and History, (Cambridge: Harvard University Press, 1979). Henceforth ‘RTH’. The position that Putnam advances in this first chapter is one that in later chapters of RTH he abandons in favor of the position that he calls ‘internal realism’. He represents the arguments he gives in chapter 1 as a problem posed for the ‘external realist’, who assumes the possibility of a God’s eye point of view. -
Bertrand Russell's Work for Peace [To 1960]
�rticles BERTRAND RUSSELL’S WORK FOR PEACE [TO 1960] Bertrand Russell and Edith Russell Bertrand Russell may not have been aware of it, but he wrote part of the dossier that was submitted on his behalf for the Nobel Peace Prize. Before he had turned from the Campaign for Nuclear Disarmament to the Committee of 100 and subsequent campaigns of the 1960s, his wife, Edith, was asked by his publisher, Sir Stanley Unwin, for an account of his work for peace. Unwin’s purpose is not known, but it is not incompatible with the next use of the document. Lady Russell responded: You have set me a task which I am especially glad to do, and I enclose a screed made up of remarks which I have extracted (the word is deliberate!) from my husband since the arrival of your letter. If there is any more information about any part of his work for peacez—zwhich has been and is, much more intensive and absorbing than this enclosure sounds as if it werez—z I should be glad to provide it if I can and if you will let me know. (7 Aug. 1960) The dictation, and her subsequent completion of the narrative (at RA1 220.024190), have not previously been published, though the “screed” was used several times. She had taken the dictation on 6 August 1960 and by next day had completed the account. Russell corrected her typescript by hand. Next we learn that Joseph Rotblat, Secretary-General of Pugwash, enclosed for her, on 2 March 1961, a copy of the “ex tracts” that were “sent to Norway” (RA1 625).