Bibliography Aristotle's Philosophical Theology
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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. -
Philosophy As a Path to Happiness
CORE Metadata, citation and similar papers at core.ac.uk Provided by Helsingin yliopiston digitaalinen arkisto Philosophy as a Path to Happiness Attainment of Happiness in Arabic Peripatetic and Ismaili Philosophy Janne Mattila ACADEMIC DISSERTATION To be publicly discussed, by due permission of the Faculty of Arts at the University of Helsinki in auditorium XII, University main building, on the 13th of June, 2011 at 12 o’clock. ISBN 978-952-92-9077-2 (paperback) ISBN 978-952-10-7001-3 (PDF) http://ethesis.helsinki.fi/ Helsinki University Print Helsinki 2011 2 Abstract The aim of this study is to explore the idea of philosophy as a path to happiness in medieval Arabic philosophy. The starting point is in comparison of two distinct currents within Arabic philosophy between the 10th and early 11th centuries, Peripatetic philosophy, represented by al-Fārābī and Ibn Sīnā, and Ismaili philosophy represented by al-Kirmānī and the Brethren of Purity. These two distinct groups of sources initially offer two contrasting views about philosophy. The attitude of the Peripatetic philosophers is rationalistic and secular in spirit, whereas for the Ismailis philosophy represents the esoteric truth behind revelation. Still, the two currents of thought converge in their view that the ultimate purpose of philosophy lies in its ability to lead man towards happiness. Moreover, they share a common concept of happiness as a contemplative ideal of human perfection, merged together with the Neoplatonic goal of the soul’s reascent to the spiritual world. Finally, for both happiness refers primarily to an otherworldly state thereby becoming a philosophical interpretation of the Quranic accounts of the afterlife. -
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. -
Aristotle and Newman on the End of Liberal Education Mary Katherine Tillman
Document generated on 10/01/2021 6:29 a.m. Paideusis The Philosophic Habit of Mind: Aristotle and Newman on the End of Liberal Education Mary Katherine Tillman Volume 3, Number 2, 1990 URI: https://id.erudit.org/iderudit/1073397ar DOI: https://doi.org/10.7202/1073397ar See table of contents Publisher(s) Canadian Philosophy of Education Society ISSN 0838-4517 (print) 1916-0348 (digital) Explore this journal Cite this article Tillman, M. (1990). The Philosophic Habit of Mind: Aristotle and Newman on the End of Liberal Education. Paideusis, 3(2), 17–27. https://doi.org/10.7202/1073397ar ©, 1990 Mary Katherine Tillman This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research. https://www.erudit.org/en/ The Philosophic Habit of Mind: Aristotle and Newman on the End of Liberal Education Mary Katherine Tillman University of Notre Dame John Henry Newman fiJ'st read Aristotle in 1818 as an undergraduate at Trinity College, Oxford. For his degree examination in 1820, he prepared three of Aristotle's works, the Rhetoric, Poetics, and Nicomachean Ethics. After he was named a Fellow of Oriel College in 1822, Newman worked closely for six years with the influential Dr. Richard Whately, whose textbook on logic replaced the manual used at Oxford for over a century. -
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. -
John Cage's Entanglement with the Ideas Of
JOHN CAGE’S ENTANGLEMENT WITH THE IDEAS OF COOMARASWAMY Edward James Crooks PhD University of York Music July 2011 John Cage’s Entanglement with the Ideas of Coomaraswamy by Edward Crooks Abstract The American composer John Cage was famous for the expansiveness of his thought. In particular, his borrowings from ‘Oriental philosophy’ have directed the critical and popular reception of his works. But what is the reality of such claims? In the twenty years since his death, Cage scholars have started to discover the significant gap between Cage’s presentation of theories he claimed he borrowed from India, China, and Japan, and the presentation of the same theories in the sources he referenced. The present study delves into the circumstances and contexts of Cage’s Asian influences, specifically as related to Cage’s borrowings from the British-Ceylonese art historian and metaphysician Ananda K. Coomaraswamy. In addition, Cage’s friendship with the Jungian mythologist Joseph Campbell is detailed, as are Cage’s borrowings from the theories of Jung. Particular attention is paid to the conservative ideology integral to the theories of all three thinkers. After a new analysis of the life and work of Coomaraswamy, the investigation focuses on the metaphysics of Coomaraswamy’s philosophy of art. The phrase ‘art is the imitation of nature in her manner of operation’ opens the doors to a wide- ranging exploration of the mimesis of intelligible and sensible forms. Comparing Coomaraswamy’s ‘Traditional’ idealism to Cage’s radical epistemological realism demonstrates the extent of the lack of congruity between the two thinkers. In a second chapter on Coomaraswamy, the extent of the differences between Cage and Coomaraswamy are revealed through investigating their differing approaches to rasa , the Renaissance, tradition, ‘art and life’, and museums. -
Classical Methods for the Modern Lawyer
CLASSICAL METHODS FOR THE MODERN LAWYER: THE INTERPLAY BETWEEN ETHICS, MORALITY AND EFFICACY IN THE TRANSACTIONAL CONTEXT Gerald T. Nowak, P.C. PRACTISING LAW INSTITUTE: DRAFTING AND NEGOTIATING CORPORATE AGREEMENTS 2011 Chicago, Illinois -- February 10, 2011 K&E 14501746.2 Gerald T. ("Jerry") Nowak is a corporate partner in the Chicago office of Kirkland & Ellis LLP. He has a broad transactional practice, including capital markets transactions, M&A transactions and corporate governance matters. His capital markets practice focuses on complex securities matters, including initial public offerings, high yield offerings, spin-offs, tender offers and investment grade debt offerings. His M&A practice includes public and private acquisitions for private equity funds and public companies. He holds a B.A. from Michigan State University, an M.B.A from Auburn University and a J.D. from the University of Michigan Law School, none of which are in philosophy. ii K&E 14501746.2 I. INTRODUCTION A. Ethics, Morality and Efficacy As lawyers, we are bound by a code of ethics that regulates both what we do and how we do it. There are any number of technical rules that govern a lawyer’s behavior, from rules limiting lawyer advertising to rules regulating conflicts of interest, and, apropos to this article, rules regulating how we conduct ourselves in transactional negotiations. Much of the substance of the ethical rules can be summed up by the Cub Scout’s exhortation to “do your best” and “tell the truth.” The rules that govern a lawyer’s behavior are commonly referred to as “legal ethics” or the “ethical rules.” This nomenclature can be confusing to those of us who, prior to being taught otherwise, tended to conflate “ethics” with “morality.” At least in the legal arena, the two bear only a passing resemblance to one another. -
Management Education from Episteme to Phronesis: the Contribution of French Didactic Theory Corinne Hahn, Christophe Vignon
Management education from episteme to phronesis: The contribution of French didactic theory Corinne Hahn, Christophe Vignon To cite this version: Corinne Hahn, Christophe Vignon. Management education from episteme to phronesis: The contribu- tion of French didactic theory. Management Learning, SAGE Publications, 2019, 50 (3), pp.337-354. 10.1177/1350507619831118. halshs-02068936 HAL Id: halshs-02068936 https://halshs.archives-ouvertes.fr/halshs-02068936 Submitted on 25 Apr 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Management education from episteme to phronesis: The contribution of French didactic theory Corinne Hahn ESCP Europe Christophe Vignon University of Rennes 1, France Abstract In this article, we review some of the criticisms levelled at current management education provided by business schools and the recommendations made by critical management studies scholars. These authors generally recommend placing greater emphasis on phronesis, that is, the manager’s practical wisdom. We investigated this path and formulated a practical solution, rooted in the operational framework provided by French didactic theory. It takes the form of a specific pedagogical device, the aim of which is to foster closer connections between experience acquired in professional settings and theoretical knowledge derived from management sciences. -
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. -
May 2021 PAULA LOUISE GOTTLIEB Department of Philosophy 5185 Helen C
May 2021 PAULA LOUISE GOTTLIEB Department of Philosophy 5185 Helen C. White Hall 600 North Park Street University of Wisconsin-Madison Madison, Wisconsin 53706 (608) 263 0253 (office) (608) 265 3701 (fax) [email protected] (e-mail) gottlieb.philosophy.wisc.edu (web site) Present Position: Full Professor of Philosophy and Affiliate Professor of Classical and Near Eastern Studies Education: St. Hilda’s College, Oxford University, England 1977-83: B.A. Hons. in Literae Humaniores (Ancient Greek and Latin Literature; Philosophy and Ancient Greek and Roman History) 1981 B.Phil. in Philosophy (Moral and Political Philosophy, Philosophical Logic and Aristotle) 1983 M.A. 1986 Cornell University 1983-88: M.A. in Philosophy 1986 Ph.D. in Philosophy 1988 Areas of Specialization: Ancient Greek Philosophy; Ethics B.Phil. Thesis: “Some Problems of Akrasia in Aristotle and Modern Writers” Main Supervisor: M. J. Woods; also Susan Hurley Doctoral Dissertation: “Aristotle and the Measure of All Things” Committee: T. H. Irwin (main supervisor), Gail Fine, David Lyons and Sydney Shoemaker Employment: Assistant Professor, University of Wisconsin-Madison, Fall 1988-Spring 1994 Associate Professor, University of Wisconsin-Madison, Summer 1994-Fall 1999 Full Professor, University of Wisconsin-Madison, from Fall 1999 1 Honors and Awards: Oxford: Open Exhibition, 1977-81 Christina Keith Travel Prize (awarded by the college), 1979 Postgraduate College Scholarship, 1981-83 Cornell: Sage Graduate Fellowship, 1983-84 Martin McVoy Trust Fellowship, 1987-88 Messenger-Chalmers prize for “the doctoral dissertation giving evidence of the best research and most fruitful thought” in the Humanities (University-wide, Cornell University, 1989) Honorable mention in the Guilford Prize for the best-written dissertation (University- wide, Cornell University, 1989) University nomination for a National Endowment for the Humanities summer stipend, 1991. -
An Aristotelian Interpretation of Practical Wisdom: the Case of Retirees
University of Wollongong Research Online Faculty of Business - Papers Faculty of Business January 2019 An Aristotelian interpretation of practical wisdom: the case of retirees Peter R. Massingham University of Wollongong, [email protected] Follow this and additional works at: https://ro.uow.edu.au/buspapers Recommended Citation Massingham, Peter R., "An Aristotelian interpretation of practical wisdom: the case of retirees" (2019). Faculty of Business - Papers. 1640. https://ro.uow.edu.au/buspapers/1640 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] An Aristotelian interpretation of practical wisdom: the case of retirees Abstract This paper aims to improve understanding of the concept of practical wisdom. The theoretical lens used is Aristotle's practical rationality or 'phronesis'. Researchers argue that practical wisdom should be used as an organising framework for professional knowledge. Aristotle believed that practical wisdom as the highest intellectual virtue. Phronesis is the complicated interactions between general (theory) and practical (judgement). The contribution of this paper is to discuss the properties of practical wisdom and how they interact based on an interpretation of retirees' knowledge. The paper summarises in-depth face- to-face interviews with nine retirees, i.e., nine separate case studies. A structured interview guideline based on a conceptual framework derived from literature was used to examine the nature of retirees' practical wisdom. People with wisdom make better decisions. Whereas episteme's technical knowledge may address complicated tasks, techne's wisdom enables people to resolve truly complex tasks. Techne provides personal judgement which enables the professional to judge their actions from an external and internal perspective. -
Aristotle's Phronesis: Putting Some Meat on The
ARISTOTLE’S PHRONESIS: PUTTING SOME MEAT ON THE PHILOSOPHY OF INNOVATION Gabriel J. Costello 1. Introduction Dante in the Divine Comedy describes his encounter with Aristotle as follows: “I saw the master sage of those who know” Inferno Canto IV, 131 (Dante, 1984 translation) . Dante considered Aristotle as epitomizing the pinnacle of human reason and his references to Aristotle came second only to that of the Bible. Without doubt, Aristotle is one of the most influential thinkers in the history of western civilisation. His works have covered an eclectic range of subjects such as logic ethics, metaphysics, politics, natural science and physics (ODE, 2006). Aristotle’s science was not superseded until the scientific revolution of the 16th and 17th centuries (ODS, 1999). Crithcley (2001) points out that among other things, ancient philosophy endeavoured to amalgamate knowledge and wisdom: “namely, that knowledge of how things were the way they were would lead to wisdom in the conduct of one’s life. The assumption that ties knowledge and wisdom together is the idea that the cosmos as such expresses a human purpose. This is called the “teleological view of the universe” (p. 7). This paper will focus on Aristotle’s ethical writings, especially examining his synthesis of the ideas of knowledge and wisdom and their application in practice. This he achieved through the concept of phronesis (phronēsis) variously described as practical wisdom. Taylor (2005) explains phronesis as having, in ancient Greece, connotations of intelligence and soundness of judgement. In his deliberations on ethics, Aristotle used the term to represent the complete excellence of the practical intellect.