In this paper, the author turns to Hans-Georg Gadamer’s philosophical hermeneutics to examine the experience of grieving. Specifically, the author argues that grieving may be grasped as a limit situation of memory. This approach suggests that grieving cannot be adequately captured by a stage model theory but, instead, poses an infinite task that is fraught with difficulty and ethical demands. The author develops this approach in reference not only to Hans-Georg Gadamer but recent research by Nancy Moules and Kate Beamer.

Some feminists have criticized Judith Butler's theory of performativity for providing an insufficient account of agency. In this article I first defend her against such charges by appealing to two themes central to Hans-Georg Gadamer's hermeneutics. I compare her emphasis on the sociohistorical nature of agency with Gadamer's insistence on the historical nature of knowledge, and I examine the significance Butler assigns to repetition and note its affinities with Gadamer's conception of play. In the final part of the article I (...) argue that in spite of providing an adequate account of agency, Butler's theory of performativity provides no way to allow us to evaluate performances. I show how Gadamer's account of festival, which builds on his concept of play, is useful in helping us make sense of how we might delineate true from false performances, and thus identities. (shrink)

The purpose of this article is to show that Boudon’s explanation of action in terms of “good reasons” can be philosophically enriched by merging his methodological perspective with Mises’ praxeology and Gadamer’s hermeneutics. In order to develop our goal of merging Boudon’s approach with Mises’ and Gadamer’s, we will focus on two points. The first is the identification of the invariable structure of human action. Unlike Boudon, we suggest that the best way to establish this invariable structure, which makes the (...) explanation of action possible, is not to refer to the controversial concept of “human nature,” but rather to use Mises’ praxeological analysis of the invariable logic which all actions have in common. The second point analyzed in this article is the temporal and cultural dimension of the interpretative process which individuals elaborate to develop their reasons. This point, which is related to hermeneutical philosophy and is not investigated in detail by Boudon, is largely discussed by Gadamer. In our opinion, merging Gadamer’s description of the interpretative process – a process that Gadamer calls “hermeneutical circle” – and Boudon’s sociology of “good reasons” is useful because, unlike Boudon, Gadamer clarifies the epistemological nature of the interpretative process as well as the reasons why this process – which is a trial and error process – allows us to understand the actions of people who belong to different cultures. (shrink)

This article examines the relationship between reflecting and making in the context of the new institutional connection between research and art/design. The article argues that while this new dispensation offers exciting possibilities for fruitful cross- and interdisciplinary development, caution is necessary to ensure that the artistic domain retains a level of autonomy within the broader university. For elucidation, the article initially looks to the early history of education in our fields and to Pierre Bourdieu's account of the "early moments of (...) the autonomization of the artistic field," in his critique of the "scholastic disposition." Bourdieu recognises "a repression of the material determinations of symbolic practices" within those early developments: in effect, a repression of those embodied, situated, and practical aspects of art and design production. He regards such repression as a trait of the broader academy, both then and in subsequent and recent periods. The article argues that this attitude still provides the impetus for what James Elkins refers to as "the incommensurability of studio art production and university life." The article further argues that a parity of esteem between reflecting and making is vital not only for the sake of the stability of the fields of art and design but for the ongoing development of the broader university. In this argument the article looks to the work of John Dewey, Martin Heidegger, and Hans-Georg Gadamer. (shrink)

The teacher’s pedagogical ethics refers to the Kantian maxims that a teacher is obliged to follow. One could provide a list of the most crucial maxims that a teacher must absolutely not violate. We surely need these Kantian maxims in the teachers’ pedagogical ethics, although they tell us very little about the properties that good and moral teachers should possess. In teacher education we must of course elaborate on the ethical code of the teacher (maxims), but we must also consider (...) the properties of a morally good teacher. A good source in endeavouring to find these properties is the book Aristotle wrote over 2,000 years ago, Nicomachean Ethics. According to Aristotle, a virtuous citizen must be educated. Without virtues (άρετή) – at least a certain degree of virtues – the polis community is impossible. Virtues are the human properties or action dispositions which facilitate the existence of telos, the purpose of a human being.” The telos of a man is to live a life worth living (eudaimon). Man achieves his telos by living a good life, which is a life lived according to certain virtues. In this article we consider what kind of a person a virtuous teacher is and what kind of a friend she is to her pupils. (shrink)

The everyday experience of time can be disrupted by the events in our lives, and disquiet notions of predictability about the passage of time. In this work, I describe an alternate experience of time passing that occurred in the context of a car accident. The phrase "I saw my life flash before my eyes" situates the varietal experience of time in human existence, and invites the use of chosen hermeneutic tenets to explore the phenomena. I describe the mysterious personal experience (...) of time associated with the accident, as well as varietal experiences of time that occur for people during hospitalization, relating to experiences of nursing practice. The tension associated with the temptation to apply scientific explanations to metaphysical questions, and the inevitability of accepting ongoing wonder about the mysteries of time, are featured throughout. (shrink)

This essay presents Gadamer’s interest in temporality as his strategy for advancing the importance of hermeneutics as philosophy of experience, a strategy that I show becomes significantly more salient with the appearance of his 1992 essay, Wort und Bild. I show how temporal categories function to demarcate the ontological imbalance that is of such central concern in Gadamer’s philosophical project. The paper also considers some common misunderstandings of Gadamer that result from a failure to take full account of his experiential (...) orientation, and thus prevent recognition of its radical potential. A full account must include a grasp of the exemplariness of art in his philosophy, and in this connection, the essay considers, not Gadamer’s ideal of lyric poetry, but the quite distinct exemplariness of narrative art. Though its temporal structure would seem particularly pertinent, it is not this feature, it turns out, that makes it particularly worthy of hermeneutical reflection. (shrink)

Jean Grondin’s Hermeneutics is a historical introduction to hermeneutic theory. It introduces hermeneutics as a tradition and discuss its various aspects in contemporary philosophy. The book also tries to recognize and overcome prevailing misconceptions about hermeneutics. In this review, I provide a critique of the Persian translation of Jean Grondin’s book.