Ve svém přístupu k intersubjektivitě Schütz odhlíží od radikálně filozofické analýzy toho, jak je druhý (alter ego) konstituován v mém vědomí. Namísto toho bere existenci druhých a jejich subjektivit za zaručenou a zkoumá intersubjektivní vztahy rozumění a jednání mezi jedinci. Přiblížení fenomenologické teorie žitého světa k sociologii Schützovi umožňuje studovat sociální interakci a řád. Článek věnuje pozornost Schützově pohledu na subjektivitu, smysl a struktury relevance. Rozlišuje mezi spoluprožívanou a typizovanou intersubjektivitou, přičemž typizovaná je prezentována jako originální příspěvek k interpretativní sociologii. (...) Díky analýze intersubjektivity Schütz překračuje pozici (metodického) individualismu, která je mu někdy připisována. (shrink)

How do we understand other minds? The current debate uses the iridescent term “empathy” to explain our quite different mindreading capacities. Since no alternatives seemed to be available the discussion has been mostly in a deadlock between “simulation theory” and “theory theory”. Only recently the relevance of phenomenological findings on the issue has been brought forward. In this paper Husserl’s two concepts of “Einfühlung”, as developed in the second volume of his Ideas, are set against the background of the latest (...) discussion. Husserl’s explanation of empathy in terms of analogical experience highlights the transcendental role of empathy in the context of constitution. At the same time it may solve some of the many riddles left by the recent debate. (shrink)

Mixing methods is a well-known innovative meth- odologic proposal for research in the second half of the 20th century social sciences. Reading literature about it, I observed the aspect that justifies this paper: Authors of theoretical contributions on mixing methods recognized that this was known to be a practice already in use many centuries ago. Some of them even have re-examined the whole history of the scientific method to search precedents. They are however individual and theoretical precedents. I add in (...) this paper the practical projection of these and other methodological theories on people’s training from Greek classical times. My hypothesis is that liberal arts was the basic syllabus in Western -and westernized- educaion for more than a millennium in such a way that results of their training precisely involved to mixing methods. In return, to understand the liberal arts in the light of mixing methods shows new aspects of their historical interest. I study the theoretical basis of this syllabus from Cicero to Alcuin. More important for future research, I conclude that Alcuin’s thesis about the correspondence between the gifts of the Holy Spiritu and the seven liberal arts can be extended to the Aristotelian dianoethics habits and to Dilthey’s 20th-century sciences of mind. (shrink)

This paper argues that Paul Ricoeur’s hermeneutical philosophy attempts to reopen the question of human transcendence in contemporary terms. While his conception of language as self-transcending is deeply Husserlian, Ricoeur also responds to the analytical challenge when he deploys a basic distinction in Fregean logic in order to clarify Heidegger’s phenomenology of world. Ricoeur’s commitment to a transcendental view is evident in his conception of narrative, which enables him to emphasize the role of the performative in literary reading. The meaning (...) of the self in time provides Ricoeur with a discursive basis for distinguishing his own position from that of Kant and other philosophers in the transcendental tradition. (shrink)

For many people, laypeople as well as animal scientists and philosophers, animal welfare involves animal feelings. Scientifically, however, animal feelings are problematic. In the concluding remarks of a conference about the welfare of domestic animals in 1994, for example, two questions for further research were proposed: (1) What is the nature of feelings? and (2) Why is it not possible to measure the occurrence of feelings in animals directly? This book intends to give a philosophical and scientific-theoretical answer to both (...) questions. The two questions are transformed into the following: (1) How can we conceptualize animal experiences such as feelings or emotions in a philosophically and theoretically sound way? and (2) Which method is appropriate to gain knowledge of animal experiences?These questions are answered first by examining two ethological animal welfare theories, namely that of Wiepkema and Toates and that of Dawkins. These theories have animal feelings of welfare as their subject matter. My conclusion after examining these welfare theories is that they do not conceptualize and obtain scientific knowledge of animal feelings at all. These theories only study animal behaviour and physical aspects of animals and assume that these aspects refer to animal feelings of welfare. Because they are applications of animal ethology, these theories stick to the natural-scientific method of research. The use of this method leads to two different conceptualizations of animal welfare feelings. The theory developed by Wiepkema and Toates conceives of animal feelings as unobservable, internal causes of animal behaviour. In Dakwins' theory, seen as a logical-behaviouristic theory, "animal feelings" are names for particular forms of law-governed animal behaviour. My comment on both theories is that animal experiences are solely theoretical concepts or designations. These ethologists simply assume rather than demonstrate that particular animal behaviour is caused by or associated with animal experiences.Wiepkema, Toates and Dawkins also acknowledge this. In order to say that animal behaviour refers to subjective animal feelings, they use the argument from analogy that states that because there are similarities between human and vertebrate animal behaviour and (neuro)physiological processes, it is plausible that animals have similar experiences as humans. However, like most animal welfare scientists, they correctly say that this is an unscientific argument. My final conclusion is that it is impossible to infer subjective animal experiences from objectively studied, physical and behavioural phenomena.This conclusion is in line with the main thesis of philosophical hermeneutics. This thesis states that subjects cannot be studied as such in a natural-scientific way because the concept of 'subject' demands a different, non-objectivating method of knowledge. Philosophical hermeneneutics can perhaps answer the question of a proper concept for subjective animal experience, although animals are not the explicit subject matter of this discipline.Two founding fathers of 20th Century hermeneutics, namely Dilthey and Gadamer, are studied concerning the concepts of 'subject' and 'experience'. My conclusion is that the subject-philosophy of these two philosophers is primarily a philosophy for human subjects, thereby more or less excluding the possibility for animal subjectivity. Since Gadamer does not consider animals linguistic beings, he seems to exclude animal experience. However, he opens up the way to a philosophy about animal experiences as bodily experiences. Dilthey, in his later writings, follows the same line of reasoning as Gadamer emphasizing the common, cultural-historical meaning of experiences and their expression and understanding, which is typically human. In his early writings, however, Dilthey underlines the individual, subjective aspects of experiences in humans and higher animals. Although he later does not reject this psychological foundation of experience, he simply fails to ask: what about animal experience? thereby evading the question of how we as cultural and historical humans can understand non-cultural and non-historical animal experience. The line of reasoning these two philosophers have in common is that they say: if animals have experiences, then these experiences must be similar to human experiences. Actually, their subject-philosophy is a philosophy of human subjectivity which can hardly cover animal experiences.Rather than trying to find a philosophical concept of human experience that can cover animal experience, a third possibility between human experience and the absence of experience is looked for. The philosophies of the phenomenologists Merleau-Ponty and Plessner which emphasize the bodily character of human and animal experience offer this possibility.Merleau-Ponty's philosophical phenomenology seems to promise a conceptualization of bodily animal experiences. The conclusion of his analysis of human perceptions is that not the linguistic but the bodily way of human being is the foundation of human perceptions and experiences. He sees the human body as ambiguous: both physical and conscious (i.e., experiencing) and he assumes this philosophical analysis adequate to cover animal relationships with their environment. Inspired by the difference that Merleau-Ponty makes between the bodily comprehension of humans and the hermeneutic understanding of person, I propose the concept of the impersonal meaning of animal experience as an alternative of the personal, cultural and historical character of human experience.Because Merleau-Ponty repeatedly says that all living beings are intertwinings of physical body and consciousness, he seems to say that plants and micro-organisms are also experiencing beings, thereby making no distinction between animals and other non-human organisms.Plessner offers the required specification. He asserts that human as well as animal relationships to their environment are mediated by a self. To him, the human relationship to the environment is mediated by language, personality, culture and history. What Plessner calls a "double human self" - namely a bodily bound self and a reflective "I" - is the foundation of this relationship. He further states that human personality, culture and history give form to bodily experiences. Animals, by contrast, cannot distance themselves from their own body and bodily-bound self. Animals do not have the capacity of reflective, linguistic, personal or cultural-historical experience; they have only bodily and environmentally tied, here-and-now experiences. Thereby, Plessner provides an elaborated, philosophical concept of animal experience that is not similar to the concept of human experience.Buytendijk, who worked as an animal psychologist around the middle of this century, can be seen as applying Plessner's concept of bodily and environmentally tied animal experience to research. He fully adopted Plessner's philosophy of animals and humans and in his own animal experiments and in discussions of those performed by others, he adopts the view that animal behaviour is an expression of their experiences which are bound to the present Umwelt and bodily possibilities of the animals involved.When comparing the method that Buytendijk used with the hermeneutical and phenomenological method of understanding human experiences, one can see that:Unlike the meaning of human experiences, the meaning of animal experiences is not personal within a cultural-historical context. This is a vital, impersonal meaning that is bound to momentary bodily perceptions and actions in the present Umwelt.We can understand this meaning within a species-specific context.This species-specific context is not given beforehand as a standard for interpreting animal behaviour. We attain knowledge of this context by interpreting the meaning of expressions of particular animals of a species under various circumstances.Because animals, contrary to humans, are not open to others, we cannot share with them our knowledge of the meaning of their experiences.The conclusion of these comparisons is that our interpretation of the meaning of animal expressions always remains, conceptually and methodically, our human interpretation. Whether our interpretations of the meaning of animal expressions are more or less adequate depends on whether they meet the usual standards of hermeneutical understanding: coherence between interpretations and accordance with biological knowledge of the animals involved.Finally, two contemporary animal welfare debates are discussed. The first (a conference about welfare of domestic animals in 1994) is a philosophical and theoretical debate about the concept of animal welfare and the method for measuring it. The two main issues at that conference were: are feelings a fundamental aspect of animal welfare? and how can we measure animal welfare? The second question turned out to be the most important. Some participants said that feelings, although important, should not belong to the scientific concept of animal welfare because they cannot be measured; physical indicators of welfare are sufficient for speaking of welfare. Other participants held that we can indirectly know feelings by measuring physical and behavioural indicators. However, most of these indicators are the same as those used by animal welfare scientists who claim that they measure only the physical aspects of animal welfare, irrespective of associated animal feelings. Animal welfare scientists who stress feelings of welfare simply add that these observations refer to the animals' feelings of poor welfare. One participant of the conference argued that physical indicators of animal welfare cannot be used as indicators of feelings of welfare too; these feelings have to be demonstrated independently of physical indicators of welfare.In the second debate about welfare of farm mink, the validity of the argument that feelings have to be demonstrated independently has been exemplified. The question in this debate was whether some particular behaviour of farm mink, called "stereotypic behaviour", counted as expressions of poor welfare. All participants in this debate tried to demonstrate or contest this by means of natural-scientific experiments. A critical reading of this debate demonstrates that scientists only agree upon the designs and results of such experiments if they also agree upon the interpretation of the meaning of the animals' behaviour. Almost all the conclusions from experiments regarding mink's welfare can be contested from the point of view of another interpretation of the mink's behaviour. This debate shows the primacy of the interpretation of animal behaviour as an expression of experiences over results of natural- scientific experiments. This primacy requires an explicit method for interpreting animal behaviour in order to reach an agreement about various interpretations. The type of research into welfare of farm mink as used by one of the participants in this debate is considered as containing elements of such an interpretative method. Contrary to her own intention, the researcher does not see the mink's behaviour only as a causal effect of fulfilled or unfulfilled needs, but primarily as meaningful behaviour. By carefully looking at and comparing the form of the behaviour of farm mink and wild mink, she tries to interpret their behaviour. The aim of these interpretations is not to look into the animals' heads in order to see experiences as causes of animal behaviours. I state that the aim is to attain a coherence between the assumed meanings of various animal behaviours. This coherence provides us with a background for natural-scientific explanations of these behaviours, experimental results and other physical data.At the end of this book, the four principles of animal welfare research as an integration of interpretative and natural-scientific research are evaluated:In order to study animal welfare as subjective experience, a view is needed that conceptually and methodically maintains animal welfare as subjective experience. Saying that animal welfare is not only physical but primarily a matter of feelings, requires something other than physical measurements of welfare. The debate about farm mink shows that scientists studying animal welfare from a natural-scientific angle already take this view, albeit implicitly. The method developed above can make the interpretation of animal behaviour a matter on which ethologists and other animal scientists can attain an argumentative consensus.Although the concept of animal welfare is about what matters to the animal, the animal's point of view should be abandoned as the criterion of knowledge of animal experiences of welfare. Animals are not able to agree upon interpretations of their behaviour. Hence, these interpretations always remain human interpretations.The species-specificity of animal behaviour cannot function as the criterion of animal welfare. Whether a particular animal behaviour is species-specific or not depends on one's interpretations of various behaviours of animals of a certain species.Interpretations of animal behaviour as indications of good or poor animal welfare should not be in contradiction with natural-scientific research data that also refer to good or poor welfare. They should be brought into coherence with each other. Natural science studies the physical aspect and interpretative science the expressive aspect. These two types of research are not independent of each other; they both rely upon background knowledge regarding what counts as good or poor animal welfare. In some cases the results of both types of research can contradict and challenge each other. I argue that one cannot say beforehand which of these views is correct; this can only be decided upon by trying to attain a new consensus about interpretative and natural-scientific assessments of the animals' welfare. (shrink)

ABSTRACTThis article deals with the recent interest shown by critical realists in the study of generative mechanisms in sociology and proposes stronger integration of hermeneutics into this theoretical approach. There are important differences between realism and hermeneutics. While realism strives to overcome the extremes of empiricism and interpretivism with a new version of naturalism, hermeneutics bases its explanations of society on research into meanings. The question is whether underlining these differences is useful for social theory. On the one hand, underestimating (...) hermeneutics makes it difficult for realists to recognize fully the role that processes of understanding play in generating social change. On the other hand, hermeneutical arguments in sociology idealistically identify being with interpreted being. The concept of generative hermeneutics is designed to help to build an alliance between realism and hermeneutics, since one-sided overemphasis on mechanistic logic devaluates the study of social interaction pursued by interpretative sociology. (shrink)

Judging Gadamer’s theoretical stance is a complicated matter, and his ontological hermeneutics is usually regarded as a text-centered theory of understanding. Through an analysis of the phenomenological premises from which his theories take off, however, we can clearly see his reader-centric stance. On the basis of this stance some cease to seek for the original intention of the author or the original meaning of the text, which ineluctably leads to the ignorance of an understanding methodology. As far as people’s intentional (...) understanding is concerned, however, the important as well as essential task is still that of striving for a certain kind of understanding that is relatively correct, with universally effective methodology as its necessary prerequisite. What is more, herein lies the significance of the epistemology of hermeneutics. This article aims to re-insert a sense of methodology after hermeneutics went through a period of ontological reflection, and hence clarify that it is of necessity that hermeneutics resumes its text-centric methodological stance. (shrink)

At the turn of the twentieth century, a number of philosophers introduced the idea of philosophical research on cognition that could enter into competition with psychology, which was developing into an autonomous discipline at that time. In view of the problems of the traditional but still prevailing associationist theory, Ernst Cassirer demanded a more sophisticated theory that could explain the human ability to concentrate one's thoughts on a topic, such as a problem or a task. He presented a representational theory (...) of mind to explain this ability. This paper explicates the scope of this theory and Cassirer's idea of interdisciplinary cooperation between philosophers and psychologists. (shrink)

The criteria for what is considered as science have been debated for a very long time. This article assumes the scientific nature of Theology as a given. This article discusses in three concentric circles the scientific nature of Theology and the type of contribution Theology can make. The first circle addresses the nature of science. This broader look at what is considered to be science sets the context for the ensuing discussion. Secondly, Theology as science is investigated. The criteria which (...) make Theology an indispensable part of the scientific project is identified as the ability to collaborate with other sciences based on a shared interest in reality and creation. Further, Theology as science has the ability to contextualise the products of scientific efforts to be relevant not only to the faith community but to society at large. Theology as science requires a critical self-reflection which does not only include a self-understanding but also a self-renewal. The third concentric circle focusses on the scientific nature of Theology as practised at the Faculty of Theology at the University of Pretoria. The Faculty of Theology endeavours to produce life-giving Theology. To prove itself to be scientific Theology needs to act credible by contributing to the wellness of society. (shrink)

The following paper advances a new argument for the thesis that scientific and historical knowledge are not different in type. This argument makes use of a formal ontology of history which dispenses with generality, laws and causality. It views the past social world as composed of Wittgenstein’s Tractarian objects: of events, ordered in ontological dependencies. Theories in history advance models of past reality which connect—in experiment—faces of past events in complexes. The events themselves are multi-grained so that we can connect (...) together different faces of theirs without counterfeiting history. This means that, on the basis of the same set of facts, historians can produce different models of past events, in which different dependences are brought forth. A conception of this kind substantiates an objectivist account of the recurrent falsifications of the theories in history. (shrink)

This article refers on a recent discussion with the question of the relationship between individual memory and collective history. It is claimed a constitutive role of memory in history. This thesis is examined on the basis of the question according to the value of the autobiography as a historical source. It is shown here that a reference to the collective history is already guaranteed in the relationship between memory and narrative. Four observations shall justify the arguments, they concern the role (...) of intuition in historical narrative, the relationship between historical actor and his deeds, the transcendence of memory, and the role of fiction in the historical narrative. The last observation leads at the end on the role of fantasy in the historical memory. (shrink)

Werner Jaeger (1888–1961) was at his time the most brilliant and the most influential German classicist. His most important project was a tripartite study that he finally published under the title of Paideia. Die Formung des griechischen Menschen (1933–1947). Paideia was much more than a detailed scholarly book on pedagogy in the ancient world. It was an attempt to interpret the history of ancient thought—from Homeric epics to Attic tragedy and Platonic philosophy—as rooted in the intention to educate (or rather (...) to ‘form’) human beings. And it was the attempt to contribute to a contemporary German movement called ‘Third Humanism’. In this article, I give a critical overview of this work, its strengths and its shortcomings. (shrink)

This article analyses the transformation of the notion of Bildung that is constructed in the German human sciences. From a perspective of field theory and discourse analysis, the article reveals how the notion evolves and stabilizes during a first stage (1810–60), how it comes under pressure because of the contextual changes in a second stage (1860–1960) and how the tension increases before it is resolved by a fundamental change of the traditional notion of Bildung in a third stage (1960–99).

The paper addresses the methodological tensions between Husserl’s phenomenology and history by reinterpreting the Addendum III of the Krisis-work in view of genetic phenomenology. Thus, the paper starts out by retracing the traditional criticism against the unhistorical character of Husserl’s phenomenology as voiced by Heidegger, Adorno and others. Afterwards, it moves on to analyse the troubled relationship between static and genetic phenomenology, on the one hand, and between genetic phenomenology and empirical genesis, on the other hand. Finally, it arrives at (...) a step by step methodological reconstruction of Husserl’s considerations on the “origin of geometry”, which are regarded to be an application of the methods of genetic phenomenology to the field of history. (shrink)

This is a critical review of David Carr's Experience and history: phenomenological perspectives on the historical world. Oxford University Press, 2014.

Philosophers' reflections on history have been dominated for decades by two themes: representation and memory. On both of these accounts, historical inquiry is divided by a certain gap from what it seeks to find or wants to know, and its activity is seen by philosophers as that of bridging this gap. Against this background, the concept of experience, in spite of its apparent rootedness in the present, can be revived as a means of thinking about our connection to the past. (...) After examining variants on the concept of experience, with special attention to its temporality, I argue in this essay that experience can be said to furnish a connection to the past that underlies both memory and representation. (shrink)

The purpose of this educational development study was to use qualitative methods to model the principles of guidance for the design of a Phenomenon-Based Learning (PhenoBL) entity and to produce a model for teacher education that guides the design of the PhenoBL entity. The theoretical approach to research is hermeneutic-pragmatic and encapsulates an experience-based learning perception. In this study, learning was understood as a communal process of active study of the real phenomena of everyday life and the experiences formed through (...) them. The research assignments were 1. What kind of teaching PhenoBL entities do students produce using this guiding model? 2. What elements prove to be characteristic in the design of a PhenoBL entity? 3. How do the design of the PhenoBL entity and the principles of the design model guiding the teaching practice appear in the light of this study? In accordance with the design research method, the research context was built on the teaching practice internships of an adult education for classroom teachers over three years. The research material consisted of a planning form guiding the advanced practice, the internship syntheses of the students, and plans for the PhenoBL entity produced by small groups. Data analysis was carried out between interventions using content analysis and finally using narrative plot analysis. The analysis proceeded on the basis of the researcher’s interpretation of weaving individual experiences into a great narrative conveying a shared experience. As an empirical result of this study, a model of a PhenoBL entity (ILO) design process based on Dewey's pragmatic theory, the Finnish development of school pedagogy, authentic learning and the definition of PhenoBL origin has been constructed. Research has also assembled a theoretical model for Phenomenon-Based learning. This doctoral dissertation provides research-based information on the principles and theoretical foundations of designing learning-related entities that are characterised as phenomenon-driven, highlighting the coeducational aspect. Based on the findings, the ILO-design process and its theoretical justification are presented as a suitable design tool for teacher training and teacher continuing education. (shrink)

Purpose: Demonstrate that cognitive and social approaches towards understanding do not at all oppose but rather they complement each other. Constructivist concepts of understanding paved the way to conceive of understanding as a cognitive-social "mechanism" which mutually regulates processes of social structuration and, at the same time, cognitive constructions and processing. Findings: Constructivist approaches bridge the gap between the cognitive and the social faces of understanding. They demonstrate how comprehension and cultivation, cognition and cultural reproduction are mutually linked to each (...) other by the cognitive-social "mechanism" of understanding. As a consequence, the unavoidable immunisation against communicative demands from others jeopardizes the achievements of our communicative culture. Practical implications: Communicators are even more responsible for success or failure of communication than recipients. Moreover, as educators they are responsible for both cultural reproduction and the reinforcement of creativity and innovation. This double bind can only be managed with strong and resistant personal relations. All construction of meaning and all interpretation should be conceived of as a pro-construction, a hypothetical provisional reading made for the tough going of public or scholarly discourse. Original value: Concept of understanding integrating philosophical, psychological and sociological approaches within a constructivist theory of communication and reception. (shrink)