The philosophical question "what is?" plays different roles in the work of Cohen and Rosenzweig. According to Cohen, it expresses the authentic meaning of the Socratic concept, which has its methodical-transcendental foundation in the Platonic Idea as answer, since it gives an account of the concept. So Cohen turns the question into an epistemological problem, because it ultimately refers to the necessary condition of knowledge. In contrast, Rosenzweig sees in the "what is?" question grounds to condemn the "old" philosophy founded (...) on the identity of being and thought. In his view, the question is the original sin of the "philosophy of the All", which has always reduced everything to something completely different by means of the altering word "is" in the "is"-question. Nevertheless, with regard to the "what is?" question, it is possible to detect a kind of agreement between the two philosophers: namely, Rosenzweig opposes a claim of ontological reduction that Cohen also rejects. (shrink)

Bibliography of the writings of Andrea Poma.

Reiner Wiehl has always drawn scholarly attention to the more strictly philosophical aspects of Rosenzweig's work. His essays can be put beside those of Jürgen Habermas, Hans-Georg Gadamer and Emmanuel Levinas. As a matter of fact his interpretation of "The Star of Redemption" is philosophically problematic, doubting and questioning, so that it has been particularly fruitful in the effects, i.e. in indicating to the scholars new hermeneutical ways.

Rosenzweig's "new thinking" can be seen, among other things, as the vanishing point of two gazes: one addressed to the "old philosophy" of the past, the other to the postmodernity of the present. The goal of the present essay is therefore twofold: on the one hand, to go back retrospectively to the relationship between critical idealism and the theoretical proposal represented by "Der Stern der Erlösung"; on the other hand, to evaluate, in a perspectival way, what the latter has to (...) say in relation to the philosophy of difference. It is thus possible to investigate the meaning of philosophizing in general and to assess the relevance of Rosenzweig's thought in particular. New thinking is all the more fruitful because it exists in a close dialectic relationship with modern rationality, grasping its "up-to-here-and-no-further" boundary; at the same time, it presents analogies with the postmodern philosophy of difference, without, however, reaching the same antirational conclusions. As for the meaning of philosophizing, Rosenzweig famously thought that the religious experience of revelation could offer a space-time orientation, which is why it was the keystone of his new thinking. However, if one wants to prescind from the "belief" element and find a meaning and orientation in the alogical and purposeless context of postmodernity, one has to yearn for a form that is present in absence: this tension finds its foundation in the up-to-here-and-no-further of critical idealism and is continually reconfigured in relation to difference, both thought-of and experienced. (shrink)

In Franz Rosenzweig's "The Star of Redemption" the chorus comes on stage in three forms: chorus in tragedy (with its presence in ancient classical tragedy and its absence in modern one), chorus of redemption and chorus in church music. Analyzing the role of chorus is useful to study Rosenzweig's aesthetics, which is in a way a "classical" art theory, but not an idealistic "pure" aesthetics, inasmuch as art must be "applied" art. An idealistic pure art condemns us to live in (...) an hortus conclusus, far away from God and from life, while an applied art brings us near to the lost gan 'eden. (shrink)

Monographic issue of "Teoria" (Vol. 36, No. 2) devoted to the so-called "applied ethics". It offers an introduction to the main studies, while providing precise theoretical proposals about them, thanks to the contributions of valid specialists.

The goal of this paper is to review and critically discuss the philosophical aspects of probabilistic seismic hazard analysis (PSHA). Given that estimates of seismic hazard are typically riddled with uncertainty, diferent epistemic values (related to the pursuit of scientifc knowledge) compete in the selection of seismic hazard models, in a context infuenced by non-epistemic values (related to practical goals and aims) as well. We frst distinguish between the diferent types of uncertainty in PSHA. We claim that epistemic and nonepistemic (...) considerations are closely related in the selection of the appropriate estimate of seismic hazard by the experts. Finally, we argue that the division of scientifc responsibility among the experts can lead to responsibility gaps. This raises a problem for the ownership of the results (“no one’s model” problem) similar to the “problem of many hands” in the ethics of technology. We conclude with a plea for a close collaboration between philosophy and engineering. (shrink)

The aim of this paper is to clarify under what conditions a philosophical problem arises. I will describe two ways in which we might perceive a question as a problem. First, when we fnd ourselves inclined to believe in propositions that appear incompatible with each other. Second, when we fnd ourselves inclined to believe in propositions that seem incompatible with our desires. I will discuss both of these cases and articulate a didactic strategy – the Clash Strategy – which can (...) be used in order to plan and facilitate dialogic inquiry in the classroom. This strategy suggests introducing stimuli that will help students appreciate the clash that drives the philosophical question to be explored during the dialogue. In summary, this paper aims to ofer insights to all teachers interested in promoting dialogic inquiry, whether philosophical or otherwise, in education. (shrink)

I discuss some of Aristotle’s scattered remarks from which one can construct his conception of matter. Aristotle seems to oscillate between two conceptions: one in which matter is the principle of becoming, another in which matter is a constituent element with no contribution for processes of becoming. Sometimes Aristotle takes matter as a thing independent in itself, and the correlated form is a feature that does not contribute to the matter’s essence, nor is a necessary condition for its existence. But (...) sometimes Aristotle takes matter as a constituent element the existence of which depends on the whole thing it is the matter of. These different approaches to matter seem to suggest an inconsistent theory of matter. However, I argue that, quite to the contrary, Aristotle has a consistent theory about matter. One of my main points is to distinguish contexts in which Aristotle is indeed talking about matter in general from contexts in which he uses the term “matter” to refer to a given thing that was previously taken as matter and to talk about that thing not qua matter, but qua the thing it is. (shrink)

This book discusses Aristotle’s notions of essence and substance as they are developed in Metaphysics ZH. I examine Aristotle's argument at length and defends an unorthodox interpretation according to which his motivation is to provide an answer against a conflation between criteria for existential priority (delivering substances as primary beings) and criteria for explanatory priority (delivering essences as primary principles).

Translation of Aristotle's Physics I-II into Portuguese, with commentaries. Tradução para o português dos livros I e II da Física de Aristóteles, com comentários.

Translation of Aristotle's Parts of Animals Book I into Portuguese, with full commentaries.

This is an introductory handbook for some of the main themes around the notion of predication in Aristotle. It does not aim at being exhaustive, but only sketches some important lines about the subject; it contains an introductory essay, besides the translation (into Portuguese) and commentary of basic texts (such as Posterior Analytics I-22, Categories 1-5, Interpretation 1-6 etc.).

Translation of Aristotle's Posterior Analytics I into Portuguese, with a few notes, experimental glossary and introduction. The translation, which was made at 2003/4, was preliminary and its publication was intended to provide a didactic tool for courses as well as a provisional resource in research seminars. It needs some revision. I am currently working (slowly...) on the revision of the translation and a new revised one will surely appear at some point.

Translation of Aristotle's Metaphysics IV and VI, with notes. The translation is preliminary and intended as a provisional teaching tool to be also used in seminars and discussions with peers in order to reach a more elaborated version.

Translation of Aristotle's Posterior Analytics II into Portuguese, with a few notes, experimental glossary and introduction. The translation, which was made at 2002 (with a new printing in 2004), was preliminary and its publication was intended to provide a didactic tool for courses as well as a provisional resource in research seminars. It needs some revision. I am currently working (slowly...) on the revision of the translation and a new revised one will surely appear at some point.

Translation of Aristotle's Metaphysics I-III into Portuguese, with a few notes and introduction. The translation, which was made at 2007, is preliminary and its publication was intended to provide a didactic tool for courses as well as a provisional resource in research seminars. It needs some revision. I am currently working (slowly...) on the revision of the translation and a new revised one will surely appear at some point.

Translation of Aristotle’s Metaphysics IX and X (Theta & Iota) into Portuguese, with a few notes, experimental glossary and introduction. The translation, which was made at 2004, is preliminary and its publication was intended to provide a didactic tool for courses as well as a provisional resource in research seminars. It needs some revision. I am currently working (slowly...) on the revision of the translation and a new revised one will surely appear at some point.

Translation of Aristotle's Metaphysics V.1-8 with a few notes.

In this monograph we contrast two prominent models of education, Competence-Based Education (CBE), more recent and currently dominant in most school systems of the world, and Bildung-Oriented Education (BOE), once the basis of school systems of Northern Europe. CBE interprets learning as the acquisition of clearly definable and allegedly measurable competences, and is supported by supranational organisations, such as the OECD, which approach education from the perspective of the human capital theory. BOE instead characterises learning holistically as aimed at the (...) progressive articulation of a meaningful ‘big picture’ in the student’s mind. Emerged in Northern Europe under the influence of the ideals of the Enlightenment and Neo-Humanism of individual and collective autonomy and responsibility, BOE was subsequently enriched with a hermeneutical approach to teaching and socio-political objectives of emancipation and solidarity originating within Critical Theory. We argue that, in spite of its celebrated ‘scientificity’, CBE is internally incoherent and unreliable, contributes to structural forms of oppression and injustice, fosters social pathologies, and fails to provide students with the kind of intellectual autonomy they need as both human beings and citizens of our complex post-industrial societies. We also defend BOE from objections made by critical theorists, poststructuralists and postcolonial thinkers, and argue that it is a coherent and flexible model of education that endows students with autonomy and responsibility, and can help heal social pathologies. (shrink)

This chapter discusses the first part of Aristotle's Posterior Analytics A-33, 88b30-89a10. I claim that Aristotle is not concerned with an epistemological distinction between knowledge and belief in general. He is rather making a contrast between scientific knowledge (which is equivalent to explanation by the primarily appropriate cause) and some explanatory beliefs that falls short of capturing the primarily appropriate cause.

I discuss what Aristotle means when he say that scientific demonstration must proceed from necessary principles. I argue that, for Aristotle, scientific demonstration should not be reduced to sound deduction with necessary premises. Scientific demonstration ultimately depends on the fully appropriate explanatory factor for a given explanandum. This explanatory factor is what makes the explanandum what it is. Consequently, this factor is also unique. When Aristotle says that demonstration must proceed from necessary principles, he means that each demonstration requires the (...) principle that is the necessary one for the fully appropriate explanation of its explanandum. This picture also provides a key to understand Aristotle's thesis that scientific explanation depends on essences: it is the essence of the attribute to be explained that should be stated as the fully appropriate explanatory factor. (shrink)

Tradução preliminar em pré-print. A Tradução definitiva é a de 2009.

In Posterior Analytics 71b9 12, we find Aristotle’s definition of scientific knowledge. The definiens is taken to have only two informative parts: scientific knowledge must be knowledge of the cause and its object must be necessary. However, there is also a contrast between the definiendum and a sophistic way of knowing, which is marked by the expression “kata sumbebekos”. Not much attention has been paid to this contrast. In this paper, I discuss Aristotle’s definition paying due attention to this contrast (...) and to the way it interacts with the two conditions presented in the definiens. I claim that the “necessity” condition ammounts to explanatory appropriateness of the cause. (shrink)

In this paper, I present an interpretation of Wittgenstein's remarks on the experience of wonder at the existence of the world. According to this interpretation, Wittgenstein's feeling of wonder stems from perceiving the existence of the world as an absolute miracle, that is, as a fact that is in principle beyond explanation. Based on this analysis, I will suggest that Wittgenstein's experience is akin to what has been described by other authors such as Coleridge, Pessoa, Heidegger, Scheler, Sartre, and Hadot, (...) among many others. Through a comparison between Wittgenstein and Coleridge on the experience of existence, I shall highlight some core features of this experience, chief among them the use of the notion of nothingness in clarifying what is understood in the experience, the role of intuition, and the presence of a specific pathos. As a whole, this paper aims to provide a contribution to the project of a phenomenology of the experience of existence and intends to create a bridge for a dialogue between Wittgenstein and the phenomenological tradition on the enigma of existence. (shrink)

One of the most pressing challenges that occupy the Russellian panpsychist’s agenda is to come up with a way to reconcile the traditional argument from categorical properties (Seager, 2006; Alter & Nagasawa, 2015) with H. H. Mørch’s dispositionalism-friendly argument from the experience of causation (2014, 2018, 2020) — on the way to a unitary, all-encompassing case for the view. In this regard, Mørch claims that, via the commitment to the Identity theory of properties, one can consistently hold both panpsychist arguments (...) without contradiction (2020: 281) — I shall refer to such proposal as Reconciliation. In my paper, I shall argue that this is not the case. To this extent, I will first consider H. Taylor’s argument that the Identity theorists have the exact same resources as the dispositionalists (as, after careful enquiry, their views on the metaphysics of properties turn out to coincide (2018: 1438)), and thus contend that Reconciliation fails to obtain. Then, I will suggest that one can avoid the problem and reconcile the arguments by adopting a different version of the powerful qualities view, namely the Compound view — and thus advance a reformulated version of the claim, i.e. Reconciliation*. Finally, even though pursuing my proposed solution might expose Russellian panpsychism to the risk of epiphenomenalism, I shall conclude that such specific form of epiphenomenalism is a rather benign one, and thus that, via Reconciliation*, the constitution of a unitary case for panpsychism as a positive proposal (and not as a mere alternative to dualism and physicalism) can be achieved. (shrink)

We present epistemic multilateral logic, a general logical framework for reasoning involving epistemic modality. Standard bilateral systems use propositional formulae marked with signs for assertion and rejection. Epistemic multilateral logic extends standard bilateral systems with a sign for the speech act of weak assertion (Incurvati and Schlöder 2019) and an operator for epistemic modality. We prove that epistemic multilateral logic is sound and complete with respect to the modal logic S5 modulo an appropriate translation. The logical framework developed provides the (...) basis for a novel, proof-theoretic approach to the study of epistemic modality. To demonstrate the fruitfulness of the approach, we show how the framework allows us to reconcile classical logic with the contradictoriness of so-called Yalcin sentences and to distinguish between various inference patterns on the basis of the epistemic properties they preserve. (shrink)

Translation of Aristotle's Metaphysics Lambda into Portuguese.

Tradução dos livros Z e H da Metafísica de Aristóteles, com introdução e notas. Translation of Aristotle's Metaphysics Books VII and VIII into Portuguese, with Introduction and Notes.