The “destructive” appropriation of the Aristotelian concepts of δύναµις and ἐνέργεια played a central role in Martin Heidegger’s own reflection on the meaning of being. While this has been generally known for some time, it is only now that we can understand the full scope, complexity and evolving character of this appropriation. One reason is the fairly recent publication of notes and protocols for seminars Heidegger led on Aristotle as late as the 1940s and 1950s. Another is the existence of (...) student transcripts in the Special Collections Department of Stanford University for a number of unpublished seminars on Aristotle that Heidegger led during the 1920s. Considering all of this material enables us to see both the significance of Heidegger’s interpretation of the δύναµις/ἐνέργιεα pair as well as how this interpretation evolved along with his own “Kehre”: from a “pandynamic” conception of being to being as “Ereignis.”. (shrink)

This paper aims to show how Heidegger and Arendt’s reappropriations of Aristotle’s thought are structured around a reinterpretation of the double definition of man as a practical being, that is, aszôon logon echonandzôon politikon. I argue that by interpreting the notions that compose and circumscribe this definition — those of life (zôê),logos, production (poiêsis), action (praxis) and contemplation (theôria), Heidegger and Arendt find the main characteristic of human beings by developing upon two distinct possibilities contained in the ambivalent Aristotelian concept (...) ofpraxis. However, they both blur the distinction between activity (energeia) and motion (kinêsis), which expose their critique oftheôriato two difficulties — one concerning the praxical character oftheôria, the other its temporality. (shrink)

While virtual simulations are a familiar professional training tool, they have only recently been implemented in teacher education programs. These simulations are used to complement traditional student teacher placement. In this paper, the author critically examines one teacher training simulation, TeachLivE, specifically in terms of its implicit conceptions of what it means to teach and to learn. The analysis utilizes Aristotle’s explanation of the Greek concepts energeia and dunamis, as well as Heidegger’s interpretation of Aristotle’s Metaphysics. The author argues that (...) TeachLivE’s structure implies an ontology of teaching and learning that precludes the cultivation of a teacherly disposition, and that, were this ontology to be corrected, teacher training simulations would be rendered superfluous. (shrink)